Classroom Management Problems, Strategies and Influences in Physical Education

1997 ◽  
Vol 3 (2) ◽  
pp. 102-115 ◽  
Author(s):  
Ann McCormack
Keyword(s):  
Physical Education ◽  
Classroom Management ◽  
Teaching Experience ◽  
Physical Education Teachers ◽  
Good Teaching ◽  
Teaching Situation ◽  
Years Of Teaching Experience ◽  
Management Problems ◽  
Behavioural Aspects

Both nationally and internationally the quality of education is a major concern and governments continue to address this need through reforms and policies aimed at im proving the quality of teaching and teacher education. Classroom studies of effective teaching have focused on the behavioural aspects of teaching and highlighted classroom management as one of the most important features of good teaching. This article investigates classroom management problems, strategies and influences as identified by a group of 75 pre service physical education teachers - after the completion of a four week practicum experience - and a group of 65 in-service physical education teachers with varying years of teaching experience. Variables such as gender and mastery of the teaching situation gained through years of teaching experience will be analysed to detect any significant differences or trends. Results of the study gained through quantitative analysis will be outlined and interpreted. Recommendations will be made for the provision of more relevant pedagogical programmes and strategies to assist future preservice physical education teachers develop competence in classroom manage ment.

Creation, implementation, and evaluation of a values-based training program for sport coaches and physical education teachers in Singapore

2017 ◽  
Vol 12 (6) ◽  
pp. 795-806 ◽  
Author(s):  
Koon Teck Koh ◽  
Martin Camiré ◽  
Gordon A Bloom ◽  
CKJ Wang
Keyword(s):  
Physical Education ◽  
Training Program ◽  
Thematic Analysis ◽  
Teaching Experience ◽  
Physical Education Teachers ◽  
Individual Interview ◽  
Years Of Teaching Experience ◽  
Teaching Values ◽  
Sport Coaches

The purpose of the study was to create, implement, and evaluate a values-based training program for sport coaches and physical education teachers in Singapore. Four sport coaches with two to eight years of coaching experience ( M = 5.0, SD = 1.4) and four physical education teachers with two to nine years of teaching experience ( M = 5.25, SD = 3.3) took part in three 2-h training workshops focusing on the teaching of values to athletes and students. Following the workshops, the participants took part in an individual interview to document their perspectives of the values-based training program. Results of the thematic analysis revealed many benefits of the values-based training program, including an increased awareness of the importance of systematically teaching values through physical education and sport. Further, the participants felt better equipped to work with parents and other teachers in helping athletes and students transfer values.

Encounters in a marginalised subject: The experiential challenges faced by Tasmanian Health and Physical Education teachers

2020 ◽  
pp. 000494412093496
Author(s):  
Vaughan Cruickshank ◽  
Brendon Hyndman ◽  
Kira Patterson ◽  
Paul Kebble
Keyword(s):  
Student Engagement ◽  
Physical Education ◽  
Survey Methods ◽  
Teaching Experience ◽  
Experienced Teachers ◽  
Physical Education Teachers ◽  
Students With Special Needs ◽  
Health And Physical Education ◽  
Years Of Teaching Experience ◽  
Primary Mission

Subjects such as Health and Physical Education (HPE) can be marginalised in schools because they are construed as less academically rigorous and less important to the primary mission of education. Teachers of all subjects face challenges, yet, teaching a marginalised subject can result in additional challenges for HPE teachers. Previous research has noted these challenges; however, less is known about how these challenges vary according to student age and teacher experience. This study used quantitative survey methods to ascertain which challenges are the most difficult for Australian HPE teachers, and whether this difficulty varies according to their teaching experience and the ages of their students. Findings indicated that the year level of students taught by HPE teachers was significantly associated with student engagement and isolation within their schools. Years of teaching experience was significantly associated with challenges in teaching students with special needs, with more experienced teachers rating this area as less of a challenge than less experienced teachers.

scholarly journals PHYSICAL EDUCATION TEACHERS AS REFLECTIVE PRACTITIONERS AND ACTION RESEARCHERS IN THEIR WORK

2018 ◽  
pp. 375
Author(s):  
Jelena Maksimović ◽  
Osmanović Jelena
Keyword(s):  
Action Research ◽  
Physical Education ◽  
Work Experience ◽  
Teaching Experience ◽  
Physical Education Teachers ◽  
Years Of Teaching Experience ◽  
Reflexive Practice ◽  
Reflective Practitioners ◽  
Teachers Attitudes ◽  
Unbroken Line

Physical education classes are peculiar in their character in comparison to classes of other school subjects since they are not taught in a classroom. However, it certainly does not mean that physical education teachers should not reflect on their practical work or analyse it. This process of reflective thinking represents a particular challenge and responsibility for physical education teachers. Therefore, the goal of this research is to determine the way in which they approach this issue, i.e. whether physical education teachers are reflective practitioners and action researchers. The paper used a descriptive method and scaling technique, as well as a Likert type scale (FVAI) scales, designed for the purpose of this research, which examined the teachers' attitudes about physical education in the context of reflexive practice and action research. The survey was conducted on a sample of 405 respondents in relation to independent variables of the type of school (primary and secondary) and years of service (0-10; 11-20; over 20 years of work experience). This research has shown that teachers are partially informed about action research and its application, whereas they highly value all the aspects of reflective teaching. This research contributes to the affirmation of action research since reflection and action are linked in physical education teaching by means of a continuous, unbroken line which further encourages teachers to reflect on their own practice. Teachers who are reflective practitioners are simultaneously action researchers. This research has proven the existence of a statistically significant connection between the reflectivity components of physical education teachers and the stage of education (school) in which they teach and years of teaching experience, p<0.05.

scholarly journals Percepción de competencia del profesorado de educación física con experiencia sobre la tarea como recurso didáctico (Perceived competence of experienced physical education teachers about the task as a didactic resource)

Retos ◽  
2015 ◽  
pp. 16-18
Author(s):  
Mario Díaz del Cueto ◽  
Raquel Aguado Gómez
Keyword(s):  
Physical Education ◽  
Teaching Experience ◽  
Perceived Competence ◽  
Physical Education Teachers ◽  
Teaching Tool ◽  
Teaching Skills ◽  
Self Perception ◽  
Years Of Teaching Experience ◽  
Autonomous Regions ◽  
Knowledge Of Content

El estudio que se presenta en el presente artículo trata de conocer la percepción del profesorado sobre su propia competencia referida al conocimiento del contenido y a la tarea como herramienta didáctica. En el  estudio participaron un total de 173 docentes en Educación Física que realizan su función en las etapas de Primaria y Secundaria en 9 Comunidades Autónomas. Para la obtención de información cumplimentaron un cuestionario, realizándose, asimismo, un análisis audiovisual de 10 clases previamente grabadas. Los resultados muestran que los docentes, independientemente de la etapa educativa en la que imparten su docencia, de los años de experiencia docente y del tipo de tarea, buscan que el alumnado participe (con un sentido más lúdico o deportivo según la etapa educativa) de forma organizada y manteniendo las normas establecidas, no observándose modificaciones o ajustes de los modelos previamente verbalizados y/o ejemplificados.Palabras clave: Autopercepción; competencias docentes; contenidos; tareas; Educación Física.Abstract: The study presented in this article attempts to comprehend the perception of teachers about their own competence in terms of knowledge of content and tasks as a teaching tool. The study included 173 physical education teachers while performing their role in Primary and Secondary stages in 9 autonomous regions. Information was obtained from a questionnaire, and analysis was carried out on 10 previously recorded classes. The results show that teachers, independently of the educational stage which is taught, years of teaching experience and type of task that students seeking to participate (with a more playful or sport as an educational stage) of maintaining an organized and established standards, observed no changes or adjustments to the models previously verbalized and / or exemplified.Key words: Self-perception; teaching skills; content; tasks; Physical Education.

scholarly journals La formación en contenidos acuáticos del profesorado de Educación Física

2021 ◽  
Vol 1 (1) ◽  
pp. 7-15
Author(s):  
Apolonia Albarracín Pérez ◽  
Juan Antonio Moreno Murcia
Keyword(s):  
Physical Education ◽  
Teaching Experience ◽  
Physical Education Teachers ◽  
Initial Training ◽  
Continuous Training ◽  
Educational Legislation ◽  
Quality Of Teaching ◽  
Potential Applications ◽  
General Aspects

Antecedentes: La formación del profesorado es una pieza clave en la calidad de la labor docente. Dado que las actividadesacuáticas no están incluidas en la legislación educativa, será el profesor quien decida su inclusión o no, y esto nos lleva a pensarque puede depender de su formación al respecto. Además, el nivel de formación inicial y continua de los diferentes docentes deeducación física varía, tomando gran importancia en la aplicación de las mismas.Objetivos: El principal objetivo del estudio ha consistido en comprobar la formación en los contenidos acuáticos por parte delprofesorado de educación física.Método: A 176 profesores de educación física de una región española se le ha consultado sobre dichos contenidos relacionándolocon el sexo, la titulación, la situación laboral, la experiencia docente, el tipo de cursos realizados, quién impartió las clases deactividades acuáticas y la opinión de aspectos generales de educación física sobre la inclusión de las actividades acuáticas en elámbito escolar.Resultados: Tras el análisis, pocos docentes han reconocido que las actividades acuáticas no se introducen habitualmente en lasprogramaciones por no estar formados para ello, a pesar de que el mayor número de docentes acordaba que muchos compañerosdesconocen las posibles aplicaciones de estos contenidos en su materia. La antinguedad en el cetnro, la formación inicial, la edad,y la formación continua en actividades acuáticas, etc., influyen de diferente modo en la aplicación de las actividades acuáticas enel ámbito escolar.Conclusiones: La formación inicial y continua es decisiva para la implantación de las actividades acuáticas, siendo una apuestadecisiva para la implantación en los centros escolares de forma adecuada y útil. Abstract Intoduction: Teacher training is a key element in the quality of teaching work. Since water activities are not included in educational legislation, be the teacher will be who decides whether or not to include them, and this leads us to think that it may depend on their training in this regard. In addition, the level of initial and continuous training of different physical education teachers varies, taking great importance in their application.Goals: The main objective of the study was to verify the formation in the aquatic contents by the faculty of physical education.Method: 176 teachers of physical education in a Spanish region have been consulted about these contents, relating it to gender, qualifications, work situation, teaching experience, type of courses, who taught classes in aquatic activities and Opinion of general aspects of physical education on the inclusion of aquatic activities in the school environment.Results: After the analysis, few teachers have recognized that aquatic activities are not usually introduced in the programs because they are not formed for this, although the greater number of teachers agreed that many colleagues are unaware of the potential applications of these contents in their field. Age attainment, initial training, age, and continuous training in aquatic activities, etc., have a different influence on the application of aquatic activities in the school setting.Conclusions: Initial and continuous training is decisive for the implementation of aquatic activities, being a decisive bet for the implantation in the schools of suitable and useful form.Keywords: aquatic activities; training; swimming; aquatic skills; teacher. ResumoIntrodução: A formação de professores é um elemento-chave na qualidade do ensino. Desde actividades aquáticas não são incluídos na legislação educação, será o professor que decide a inclusão ou não, e isso nos leva a pensar que pode depender de sua formação nesse sentido. Além disso, o nível de inicial e contínua de diferente formação de professores de educação física varia, tendo grande importância na sua implementação.Objetivos: O objetivo principal do estudo envolveu a formação de testes no conteúdo de água pelo professor de educação física.Método: A 176 professores de educação física de uma região espanhola consultados sobre tais conteúdos relacionados com sexo, habilitações, situação de emprego, experiência de ensino, o tipo de cursos realizados, que deu aulas de atividades aquáticas e ver aspectos gerais da educação física sobre a inclusão de atividades de água nas escolas.Resultados: Após a análise, alguns professores reconheceram que as atividades de água não são geralmente introduzidos na programação, porque eles não são treinados para usá-lo, embora o maior número de professores lembrado que muitos colegas não têm conhecimento das possíveis aplicações deste conteúdo em seu assunto. O antinguedad em cetnro, a formação inicial, idade e formação contínua em atividades aquáticas, etc., a influência diferete como a aplicação de actividades aquáticas nas escolas.Conclusões: A formação inicial e contínua é fundamental para a implementação de atividades de água, sendo um compromisso decisivo para implementação nas escolas de forma adequada e útil.Palavras-chave: atividades aquáticas; formação; natação; habilidades aquáticas; professor.

Adapted Physical Education Teachers’ Job Satisfaction

2021 ◽  
Vol 38 (4) ◽  
pp. 661-680
Author(s):  
Minhyun Kim ◽  
José A. Santiago ◽  
Chan Woong Park ◽  
Emily A. Roper
Keyword(s):  
Job Satisfaction ◽  
Physical Education ◽  
Working Conditions ◽  
Teaching Experience ◽  
Adapted Physical Education ◽  
Physical Education Teachers ◽  
Occupational Socialization ◽  
Semistructured Interview ◽  
Roles And Responsibilities ◽  
Socialization Theory

Grounded in occupational socialization theory, the authors examined adapted physical education (APE) teachers’ job satisfaction. Twelve (nine female and three male) APE teachers who had 3–43 years of teaching experience participated in the study. A semistructured interview was employed. The interviews focused on the participants’ roles and responsibilities. The following questions guided this study: (a) What social agents positively impact APE teachers’ job satisfaction? (b) what APE teachers’ roles and responsibilities are related to job satisfaction? and (c) what type of working conditions are linked to APE teachers’ job satisfaction? Thematic analysis was employed to analyze the data. The following four themes emerged from the analysis: (a) support from administrators, physical education teachers, and colleagues; (b) relevant and meaningful professional development; (c) itinerant working conditions; and (d) seeing students’ progress and achievement. The results of this study provide several implications to enhance APE teachers’ job satisfaction.

The relationship between teacher efficacy and students' academic achievement: A meta-analysis

2018 ◽  
Vol 46 (4) ◽  
pp. 529-540 ◽  
Author(s):  
Kyung Ryung Kim ◽  
Eun Hee Seo
Keyword(s):  
Academic Achievement ◽  
Teacher Efficacy ◽  
Classroom Management ◽  
Meta Analysis ◽  
Teaching Experience ◽  
Student Academic Achievement ◽  
Years Of Teaching Experience ◽  
Efficacy Measures ◽  
The Mean ◽  
The Relationship

We conducted a meta-analysis by synthesizing the results of 16 studies involving 4,130 teachers to explore whether or not the relationship between teacher efficacy and students' academic achievement was influenced by the scale used to measure teacher efficacy, and/or by the subfactors of teacher efficacy, length of teaching experience, location of the school, or the students' educational level. The results showed that the mean relationship between teacher efficacy and students' academic achievement was significant but the effect size was small. The results also indicated that the relationship was influenced by some teacher efficacy measures and subfactors, and by length of teaching experience. In studies in which the measure used was Gibson and Dembo's scale, in regard to classroom management, and in the case of teachers with fewer than 11 years of teaching experience, the relationship between teacher efficacy and student academic achievement was nonsignificant.

The Systematic Development of Teaching Skills: A Sequence of Planned Pedagogical Experiences

1988 ◽  
Vol 8 (1) ◽  
pp. 73-86 ◽  
Author(s):  
Andrew C. Taggart
Keyword(s):  
Teacher Education ◽  
Physical Education ◽  
Classroom Management ◽  
Student Teachers ◽  
Student Teaching ◽  
Teacher Education Program ◽  
Field Experiences ◽  
Teaching Experience ◽  
Teaching Skills ◽  
Physical Education Teacher Education

Clinical and field experiences in physical education teacher education programs have gradually been added to the student teaching experience to allow student teachers more opportunities to develop teaching skills. The quality of these experiences appears to depend largely on the many contextual variables the student teachers confront rather than the successful performance of the teaching skills being practiced. If beginning physical education teachers are to share in a pedagogy developed from research in classroom management, instructional time, and teaching strategies, and if teaching skills are to be developed specific to these areas, then repeated supervised practice in a variety of settings is needed. The teacher education program described contains a sequentially arranged pattern of nine clinical and field experiences culminating in the final student teaching experience. The essential features of the pedagogical experiences are detailed, emphasizing time engaged in practice teaching, teaching skill focus, supervisory/data collection focus, and pupil teacher ratio.

Sign in / Sign up

Export Citation Format

Share Document