scholarly journals Students’ perceptions of visibility in physical education

2021 ◽  
pp. 1356336X2110258
Author(s):  
Eli-Karin S Åsebø ◽  
Helga S Løvoll ◽  
Rune J Krumsvik
Keyword(s):  
Physical Education ◽  
Structured Interviews ◽  
Study Approach ◽  
Transaction Model ◽  
Lesson Content ◽  
Field Notes ◽  
Group Interviews ◽  
Ninth Grade Students ◽  
Past Experiences ◽  
And Coping

The purpose of this study is to explore students’ perceptions of visibility in physical education (PE) using a single cumulative case study approach. Data were generated from the descriptive field notes of seven participant observations ( n = 77), individual semi-structured interviews ( n = 13) and five focus group interviews ( n = 18) with ninth-grade students (ages 14–15 years) from three classes in a public lower secondary school in Norway. The findings show that students perceive visibility differently depending on the context; some students like being visible in PE, while others dread it. Perceptions change rapidly and are situation-specific, influenced by the lesson content, the way the teacher facilitates the lessons, self-perception shaped by past experiences, the presence, actions, and attitudes of fellow students, body pressure and societal body ideals. The findings actualise the relevance of the transaction model of stress and coping ( Lazarus and Folkman, 1984 ) in determining when visibility in PE is and is not perceived as stressful. Consequently, the organization of the PE environment benefits from these insights.

scholarly journals Physical education experiences of candidate classroom teachers and transformation of their perspectives through reflective teaching practicesAday sınıf öğretmenlerinin beden eğitimi deneyimleri ve yansıtıcı öğretim uygulamaları yoluyla bakış açılarının dönüşümü

2017 ◽  
Vol 14 (4) ◽  
pp. 3440
Author(s):  
Hidayet Suha Yüksel ◽  
Fehmi Tuncel
Keyword(s):  
Physical Education ◽  
Teaching Practices ◽  
Transformation Process ◽  
Reflective Teaching ◽  
Classroom Teachers ◽  
Important Place ◽  
Study Approach ◽  
Group Interviews ◽  
Faculty Of Education ◽  
Past Experiences

The aim of this study is to examine physical education experiences of candidate classroom teachers and the transformation of their perspectives along with the reflective teaching practices in courses. Qualitative case study approach was used in this study. Eight women candidate classroom teachers who were in the second year of their undergraduate studies at Ankara University Faculty of Education participated in the study. Criterion sampling was used during the selection of students. The data was collected by means of focus group interviews, observation, reflective diary and videos. Content analysis method was used in the analysis of the data. Results that under the categories of past experiences and reflections and practices and tranformation were interpreted  under themes that “Is it a physical education lesson?”, “exceptions do not break the rule”, “it could have been more different” and “physical education was a lesson”. According to the obtained findings, candidate teachers have experiences during school years such as empty passing of physical education lessons, processing of different courses instead of physical education lessons, playing free games. In parallel with these experiences, teacher candidates have been expressed their future plans for this lesson as releasing and playing funny games before practicing. In addition to positive developments in teaching with reflection practices it emerges from their views that perception of free lesson of candidate teachers has changed. This study has revealed that past physical education lessons have a very important place in shaping the perspectives of candidate classroom teachers and that the teaching practices are significant in the transformation process of these perspectives.Extended English abstract is in the end of PDF (TURKISH) file. ÖzetÇalışmanın amacı aday sınıf öğretmenlerinin geçmiş beden eğitimi deneyimlerini ve öğretim uygulaması deneyimi ile birlikte bakış açılarının dönüşümünü keşfetmektir. Çalışmada nitel durum çalışması yaklaşımı kullanılmıştır. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Sınıf Öğretmenliği ikinci sınıfta okuyan sekiz kadın öğretmen adayı çalışmaya katılmıştır. Veriler odak grup görüşmeleri, gözlem, yansıtıcı günlükler ve kamera kayıtları ile toplanmıştır. Verilerin analizinde içerik analizi yöntemi kullanılmıştır. Sınıf öğretmeni adaylarının beden eğitimi dersi ile ilgili geçmiş deneyimleri “Geçmiş Deneyimler ve Yansımalar” kategorisi altında, uygulamalar sonrası değişim ise “Uygulamalar ve Dönüşüm kategorisi altında sunulmuştur. Geçmiş deneyimler ve yansımalar kategorisindeki bulgular “beden eğitimi bir ders mi?”, “istisnalar kaideyi bozmaz?”, “daha farklı olabilirdi” temaları altında, uygulamalar ve dönüşüm kategorisi altında ise bulgular “beden eğitimi bir dersmiş” teması altında yorumlanmıştır.  Elde edilen bulgulara göre öğretmen adayları okul yıllarında beden eğitimi derslerinin boş geçmesi, yerine farklı derslerin işlenmesi, serbest oyunların oynanması gibi deneyimlere sahiptir. Bu deneyimlere paralel olarak öğretmen adayları uygulama yapmadan once bu derse dair gelecek planlarını serbest bırakma, eğlenceli oyunlar oynatma olarak ifade etmişlerdir. Yansıtıcı uygulamalar ile birlikte öğretime ilişkin olumlu gelişmelerin yanı sıra, dersin boş ders olduğu algısı ile ilgili bakış açısının değiştiği aday öğretmenlerin görüşlerinden ortaya çıkmaktadır. Sonuç olarak, geçmiş deneyimlerin bakış açılarını şekillendirmede belirleyici olduğu ve yansıtıcı öğretim uygulamalarının bakış açısının dönüşümü sürecinde önemli olduğu söylenebilir.

Developing a Pedagogy of Restorative Physical Education

2021 ◽  
pp. 1-10
Author(s):  
Michael A. Hemphill ◽  
Yongsun Lee ◽  
Sarah Ragab ◽  
Jeremy Rinker ◽  
Omari L. Dyson
Keyword(s):  
Physical Education ◽  
Restorative Justice ◽  
Implementation Process ◽  
Social And Emotional Learning ◽  
Emotional Learning ◽  
Social And Emotional ◽  
Field Notes ◽  
Group Interviews ◽  
Transformative Approach ◽  
External Program

Purpose: The purpose of this study was to examine the process of developing an alternative physical education program using restorative justice practices as a transformative approach to social–emotional learning. Method: This study utilizes qualitative case study methods to examine the implementation process and short-term outcomes. Data sources include focus group interviews, student journals, observations, and reflective field notes. Trustworthiness of the findings are supported by triangulation, peer debriefings, prolonged engagement, and external program reviews. Results: The implementation of social and emotional learning was substantiated by student engagement with four class goals in which they aimed to participate in physical education as “champions,” “heroes,” “achievers,” and “peacemakers.” Restorative pedagogy included restorative chats, listening circles, community circles, and healing circles. Conclusion: This study suggests that transformative curriculum, such as restorative justice, offers a transformative approach to social and emotional learning that is applicable to physical education.

Inclusive Physical Education from the Perspective of Students with Physical Disabilities

2000 ◽  
Vol 17 (2) ◽  
pp. 144-160 ◽  
Author(s):  
Donna L. Goodwin ◽  
E. Jane Watkinson
Keyword(s):  
Physical Education ◽  
Focus Group ◽  
Students With Disabilities ◽  
Thematic Analysis ◽  
Sense Of Belonging ◽  
Physical Disabilities ◽  
Focus Group Interviews ◽  
Field Notes ◽  
Group Interviews ◽  
Negative Feelings

The study describes the phenomenon of inclusive physical education from the perspective of students with disabilities. The experience of 9 elementary school-aged students with physical disabilities (6 males and 3 females with a mean age of 11 years, 1 month) was captured by way of focus group interviews, field notes, and participant drawings. The thematic analysis uncovered a persistent dichotomy in how the participants experienced physical education. Good days were revealed in the themes of sense of belonging, skillful participation, and sharing in the benefits. Bad days were overshadowed by negative feelings revealed in the themes of social isolation, questioned competence, and restricted participation. The students’ experiences were discussed within the conceptual framework of ecological perception and affordance theory (Gibson, 1977, 1979).

Moving beyond rigid orthodoxies in the teaching and assessment of movement in Swedish physical education teacher education: A student perspective

2019 ◽  
Vol 26 (1) ◽  
pp. 111-127 ◽  
Author(s):  
Erik Backman ◽  
Gunn Nyberg ◽  
Håkan Larsson
Keyword(s):  
Teacher Education ◽  
Physical Education ◽  
Content Knowledge ◽  
Theoretical Perspective ◽  
Student Perspective ◽  
Physical Education Teacher ◽  
Structured Interviews ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
Group Interviews

The purpose of this paper is to analyse and discuss physical education teacher education (PETE) students’ conceptions of teaching and assessment of movement capability as a part of content knowledge in aquatics, dance and ice-skating at a university in Sweden. The theoretical perspective involves Shulman’s concept of content knowledge, the further elaboration of content knowledge into common content knowledge, and the theoretical perspective underpinning movement capability. The sample consists of two groups with a total of seven PETE students who volunteered to take part in group interviews. Semi-structured interviews with the two groups were conducted on three occasions. Findings display that the students’ conceptions of movement capability seem to be focused around performance of movements. Further, the participants felt the messages to be unclear in terms of what they are to know regarding movement capability before entering PETE. There was also a contradiction in that the PETE students felt it to be obvious that they would ‘know’ certain movements, and at the same time they requested clear and distinct criteria when it came to the performance of movements. This study shows that expectations in terms of PETE students’ levels of movement content knowledge need to be further investigated and discussed. This study also highlights the importance of conceptualising what PETE students need to learn if they are to see the need to develop their movement capability on their own. Assessments of students’ reflections on what it means to master movements are discussed as an alternative to assessment of performance of movements.

scholarly journals Parents’ Involvement in their Children’s Education: The Value of Parental Perceptions in Public Education

2018 ◽  
Author(s):  
John Duman ◽  
Hasan Aydin ◽  
Burhan Ozfidan
Keyword(s):  
School Climate ◽  
School Choice ◽  
Parental Involvement ◽  
Parental Perceptions ◽  
Structured Interviews ◽  
Study Approach ◽  
School Climate And Culture ◽  
Data Collection Process ◽  
Field Notes ◽  
Secure Place

The purpose of this study was to gather data from public school parents that would contribute to the understanding of parental involvement with school choice for their children and of parental involvement with educational organizations. We employed a case study approach as the methodological basis for eliciting 22 multi-racial parents perceptions’ about school climate and their child’s school choice. Our comprehensive in-depth semi-structured interviews, field notes, observations, and documents data collection process incorporated feedback from potential respondents from the outset of the design process to enhance data quality. Verbatim transcripts and documents were analyzed using a content and thematic analysis approach. Four over-arching themes were identified; (i) factors that parents value in schools, (ii) concerns about other school choices, (iii) the features and programs that appeal to parents, and (iv) parental perceptions of the chosen school. The findings of this study revealed that parents choose schools for their children for the following reasons. The children were better served, the programs and features offered by schools appealed to most participants, the schools had strong academic programs, a proper school climate and culture were present, the setting embraced diversity and multicultural atmospheres, a safe and secure place was present, and instruction was focused on a small and caring environment.

Parent Perceptions of a College Physical Education Program for Homeschool Students

2021 ◽  
Vol 78 (3) ◽  
Author(s):  
Steven Groccia ◽  
Michelle Moosbrugger ◽  
Kevin Mirando
Keyword(s):  
Physical Education ◽  
Education Program ◽  
Developmentally Appropriate ◽  
Parent Perceptions ◽  
Affective Learning ◽  
The United States ◽  
Social Emotional Development ◽  
Field Notes ◽  
Group Interviews ◽  
K 12

Although the number of homeschool students in the United States has increased to approximately 2 million K–12 students as of spring 2010, there has been limited research on homeschool families and physical education. In particular, investigations of parent perceptions of homeschool physical education programs are lacking. The purpose of this study was to examine the parent perceptions of a college physical education program for homeschool children. Participants included 11 female parents of a child or children enrolled in the homeschool physical education program for 6 weeks. Data were collected through focus group interviews with the 11 parents placed in one of three groups based on the age of their participant(s). In addition, observational field notes were taken before, during, and after each homeschool physical education session. Data were inductively analyzed for themes through constant comparison of raw data. Methodological and investigator triangulation and member checking were utilized and supported trustworthiness. Five main themes emerged from the data from the parent perceptions of physical education and benefits of participating in physical education. For physical education, homeschool parents described a developmentally appropriate curriculum. Further, the theme of negative physical education experiences describes poor physical activity experiences that have influenced parent perceptions of physical education. Homeschool parents recognized multiple benefits of physical education in relation to their children and to the family. At the student participation level, the theme of affective learning describes the social-emotional development experienced by the homeschool children through the physical education program. The theme of student exposure describes other participant benefits of a physical education program. Finally, the theme of impact on family describes the benefits associated with physical education taking place outside of the college physical education program.

Learning Science Teaching by Taking Advantages of Lesson Study: An Effective Form of Professional Development

2019 ◽  
Vol 5 (2) ◽  
pp. 150
Author(s):  
Hatice Belge Can
Keyword(s):  
Science Teaching ◽  
Science Teachers ◽  
Lesson Study ◽  
Teacher Educators ◽  
Service Science ◽  
Structured Interviews ◽  
Pedagogical Content ◽  
Study Approach ◽  
Effective Form ◽  
Field Notes

It is important to enhance pre-service science teachers’ pedagogical content knowledge (PCK) during teacher education programs. As an alternative, this research aims to investigate whether participating in a lesson study enriched with content representation contributes to pre-service science teachers’ PCK improvement in the heat and temperature topic. Three pre-service science teachers participated in the study. The study can be localized under the instrumental case study approach. Semi-structured interviews, content representations, observations, and field notes were used as sources of data collection. Results assert that participants’ science teaching orientations did not change a lot, participants improved in terms of knowledge of curriculum and knowledge of learner components of PCK, and participants improved in terms of knowledge of instructional strategies and knowledge of assessment components of PCK excluding subject-specific strategies dimension of the former, and what and why to assess dimensions of the latter. This study has several implications for teacher educators and science education research.

Nurses’, patients’, and family caregivers’ perceptions of compassionate nursing care

2018 ◽  
Vol 26 (6) ◽  
pp. 1707-1720 ◽  
Author(s):  
Banafsheh Tehranineshat ◽  
Mahnaz Rakhshan ◽  
Camellia Torabizadeh ◽  
Mohammad Fararouei
Keyword(s):  
Family Caregivers ◽  
Nursing Care ◽  
Effective Interaction ◽  
Study Data ◽  
Compassionate Care ◽  
Structured Interviews ◽  
Purposeful Sampling ◽  
Content Analysis Method ◽  
Field Notes ◽  
Group Interviews

Background: Compassion is the core of nursing care and the basis of ethical codes. Due to the complex and abstract nature of this concept, there is a need for further investigations to explore the meaning and identify compassionate nursing care. Objectives: The purpose of this study was to identify and describe compassionate nursing care based on the experiences of nurses, patients, and family caregivers. Research design: This was a qualitative exploratory study. Data were analyzed using the conventional content analysis method. Participants and research context: Nurses, hospitalized patients, and family caregivers in different educational hospitals in an urban area of Iran were selected from February 2016 to December 2017 using a purposeful sampling method (n = 34). In-depth and semi-structured interviews, focus group interviews, and field notes were used for data collection. Ethical considerations: The study was approved by the University’s Ethics Committee. The participants were informed about the aim and method of the study, reasons for recording the interviews, confidentiality of data, and voluntary nature of participation in this study. Findings: Data from interviews and filed notes were analyzed and classified into three themes: “effective interaction,” “professionalism,” and “continuous comprehensive care.” Discussion and conclusion: Emerged themes of this study involved holistic care in the current literature on nursing with an emphasis on effective interaction and professionalism. Nurses can understand patients’ and family caregivers’ comprehensive needs through interaction skills. In addition, clinical proficiency, maintaining professional ethics’ standards along with holism, and continuity in care are examples of compassionate care. Education program about compassionate care can enhance the quality of nursing care.

Diversity in teachers’ approaches to movement integration: A qualitative study of lower secondary school teachers’ perceptions of a state school reform involving daily physical activity

2019 ◽  
Vol 26 (2) ◽  
pp. 429-447
Author(s):  
Henrik Taarsted Jørgensen ◽  
Sine Agergaard ◽  
Michalis Stylianou ◽  
Jens Troelsen
Keyword(s):  
Physical Activity ◽  
Qualitative Study ◽  
School Reform ◽  
Structured Interviews ◽  
Policy And Practice ◽  
Teachers Perceptions ◽  
Physical Activity Policy ◽  
Danish School ◽  
Group Interviews ◽  
Movement Integration

In the context of implementing a physical activity policy as part of a national school reform in Denmark, the purpose of this study was to explore lower secondary teachers’ interpretations and perceptions of the physical activity policy with a focus on movement integration. In total, 14 teachers from four different schools were selected to take part in this qualitative study, which involved semi-structured interviews, focus group interviews, go-along observations and informal interviews. A thematic analysis framework was employed to identify and describe patterns of meaning within data. The findings showed substantial diversity among teachers’ interpretations and perceptions of movement integration, and consequently a lack of definitional clarity regarding movement integration and a possible misalignment between policy and practice. Teachers’ perceptions and interpretations of movement integration were influenced by other and more prioritised policies and discourses regarding academic achievement, as well as by intrapersonal, interpersonal and institutional factors. The findings also suggested a lack of support and collaboration within the school and provided insights into the strengths and weaknesses associated with the autonomy afforded in the Danish school reform.

scholarly journals Exploring the experiences related to postpartum changes: perspectives of mothers and healthcare providers in Iran

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Mahboobeh Asadi ◽  
Mahnaz Noroozi ◽  
Mousa Alavi
Keyword(s):  
Postpartum Period ◽  
Qualitative Content Analysis ◽  
Healthcare Providers ◽  
Educational Interventions ◽  
Psychological State ◽  
Structured Interviews ◽  
Childbearing Age ◽  
New Period ◽  
Women's Lives ◽  
Field Notes

Abstract Background Numerous changes occur in different aspects of women’s lives in the postpartum period. Women’s adjusting with problems and taking advantage of this opportunity can develop their personality. In this regard, accurate knowledge of their experiences and feelings is necessary to help them to benefit from this period. Therefore, the present study aimed to explore the experiences related to postpartum changes in women. Methods In the present qualitative study, 23 participants, including women of childbearing age who gave birth and healthcare providers (midwives and obstetricians) in Isfahan, Iran were selected using purposive sampling with a maximum variation strategy. Data were collected through in-depth semi structured interviews, field notes, and daily notes, and simultaneously analyzed using the conventional qualitative content analysis. Results The data analysis results led to the extraction of three main categories including “feeling of decreased female attractiveness” (with two sub-categories of “ feeling of decreased beauty” and “feeling of decreased sexual function”), “feeling of insolvency and helplessness” (with two sub-categories of “physical burnout”, and “mental preoccupations”) and “beginning a new period in life” (with three sub-categories of “changing the meaning of life”, “feeling of maturity” and “deepening the communication”). Conclusions Findings of this study can provide a good context for designing interventions to improve the women’s quality of life by explaining and highlighting their experiences in the postpartum period. In this regard, providing sufficient empathy, social and psychological support from family members (especially husband), performing appropriate educational interventions and also regular assessment of women’s psychological state by healthcare providers in postpartum period can reduce their concerns and help to improve their health.

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