scholarly journals The Lived and Living Bodies of Two Health and Physical Education Tertiary Educators: How Embodied Consciousness Highlighted the Importance of their Bodies in their Teaching Practice in HPE

2013 ◽  
Vol 38 (4) ◽  
Author(s):  
Jennifer A McMahon ◽  
Helen Huntly
Keyword(s):  
Physical Education ◽  
Teaching Practice ◽  
Health And Physical Education ◽  
Embodied Consciousness

Exploring social justice pedagogies in health and physical education through Critical Incident Technique methodology

2020 ◽  
Vol 27 (1) ◽  
pp. 57-75 ◽  
Author(s):  
Rod Philpot ◽  
Wayne Smith ◽  
Göran Gerdin ◽  
Lena Larsson ◽  
Katarina Schenker ◽  
...  
Keyword(s):  
Social Justice ◽  
Physical Education ◽  
Teaching Strategies ◽  
Critical Incident ◽  
Teaching Practice ◽  
Critical Incident Technique ◽  
Research Approach ◽  
Research Project ◽  
Health And Physical Education ◽  
Social Justice Pedagogies

In this paper, we describe and reflect on the Critical Incident Technique (CIT) methodology used to explore how secondary school health and physical education (HPE) teachers address social justice in their teaching practice. The paper is informed by data generated as part of an ongoing three-year international research project involving eight physical education teacher education (PETE) researchers from three different countries. One of the general aims of the project was to develop teaching strategies to assist HPE teachers to refine and develop their practices so that they may become more inclusive and engaging for all students, thus helping contribute to more equitable educational outcomes. The specific aim of this paper is twofold: to describe the methodological framework of the research project and, secondly, to reflect on the challenges encountered in the research process along with the limitations and further potential of this research approach. We argue that the use of CIT methodology has allowed us to document rich descriptions of examples of teaching for social justice and to identify teacher practices that resonate with critical perspectives, or what we have come to call ‘social justice pedagogies’. We conclude by asserting that our use of CIT methodology in this project serves as a political quest to reaffirm the social justice agenda in HPE practice through providing teachers with examples of social justice pedagogies. It is not an attempt to espouse a one-size-fits-all social justice model for HPE since social justice teaching strategies are enabled and constrained by the contexts in which they are practised.

Teacher Self-Efficacy and Teaching Practices in the Health and Physical Education Curriculum in Taiwan

2013 ◽  
Vol 41 (2) ◽  
pp. 241-250 ◽  
Author(s):  
Yi-Hsiang Pan ◽  
Hung-Shih Chou ◽  
Wei-Ting Hsu ◽  
Chiung-Huang Li ◽  
Yuh-Lin Hu
Keyword(s):  
Physical Education ◽  
Self Efficacy ◽  
Teaching Practices ◽  
Structural Equation ◽  
Goodness Of Fit ◽  
Teaching Practice ◽  
Equation Modeling ◽  
Cluster Sampling ◽  
Health And Physical Education ◽  
Teacher Self Efficacy

The purpose in this study was to confirm the relationship between teacher self-efficacy and teaching practices in the health and physical education (HPE) curriculum in Taiwan. We used stratified random sampling and cluster sampling methods to select 842 HPE teachers from elementary schools in Taiwan. They completed the Teacher Self-Efficacy Scale in HPE and the Teaching Practice Scale in HPE (Pan, 2006, 2007). Structural equation modeling was used to analyze the suitability of the hypothetical model. Results indicated that the model had acceptable goodness-of-fit and it was concluded that teachers' self-efficacy has a positive effect on teaching practices in HPE.

Health and Physical Education

2012 ◽  
Author(s):  
Debra Callcott ◽  
Judith Miller ◽  
Susan Wilson-Gahan
Keyword(s):  
Physical Education ◽  
Health And Physical Education

scholarly journals Physical Activity Recommendations in the Context of New Calls for Change in Physical Education

2021 ◽  
Vol 18 (3) ◽  
pp. 1177
Author(s):  
Karel Frömel ◽  
Jana Vašíčková ◽  
Krzysztof Skalik ◽  
Zbyněk Svozil ◽  
Dorota Groffik ◽  
...  
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Teaching Practice ◽  
Social Health ◽  
Physical Strain ◽  
School Practice ◽  
School Based ◽  
Adequate Response ◽  
Physical Activity Recommendations ◽  
Activity Recommendations

The current social, health, and educational changes in society require an adequate response in school-based physical activity (PA), including physical education (PE) lessons. The objective of this study was to identify the real average step counts of Czech and Polish adolescents during PE lessons, and propose recommendations for improving PE programs. This research was carried out in 143 Czech and 99 Polish schools. In the research, a total of 4911 adolescents aged 12–18 years were analyzed as part of teaching practice and 1827 in the context of habitual school practice. Steps were monitored using pedometers. The average step count per PE lesson was 2390 in Czech and Polish boys, while girls achieved 1851 steps. In both countries, boys were subject to greater physical strain in PE lessons compared to girls, both in teaching practice (F(4088,3) = 154.49, p < 0.001, ηp2 = 0.102) and school practice (F(1552,3) = 70.66, p < 0.001, ηp2 = 0.103). Therefore, the priority in PE lessons is to increase the amount of PA for girls, achieve the objectives of PE during PA, and use wearables to improve awareness of PA and improve physical literacy, as well as to support hybrid and online PE as a complement to traditional PE.

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