scholarly journals Social representations of physical education teachers concerning the game: a qualitative study in Chile

2021 ◽  
Vol 25 (6) ◽  
pp. 373-381
Author(s):  
Alejandro Almonacid-Fierro ◽  
Jessica Mondaca Urrutia ◽  
Sergio Sepúlveda-Vallejos ◽  
Karla Valdebenito
Keyword(s):  
Physical Education ◽  
Gender Equity ◽  
Sampling Method ◽  
Social Representations ◽  
Physical Education Teachers ◽  
Physical Education Teacher ◽  
Structured Interviews ◽  
The Social ◽  
Convenience Sampling

Background and Study Aim. The objective of this research was to determine the social representations of the game in physical education teachers belonging to the Chilean educational system, searching for the sense and meaning given by the educators to the game aspect. Material and Methods. The study sample consisted of 14 physical education teachers, who were chosen by the convenience sampling method. Semi-structured interviews were used to collect data from the participants, maintaining gender equity. The analysis of the data obtained was by means of content analysis and the NVivo 11 program was used to process the data. Results. Our research indicates that of the categories analyzed, the highest was the role of the game (22.29%), demonstrating the relevance given by teachers to the game in the development of meaningful learning. On the contrary, the category characteristics of the game (17.42%), describe how teachers visualize the contributions of play at the educational level, in this sense, the role of the game goes beyond motor contributions, but also provides tools for social and cognitive development. Conclusions. For the teachers, the game promotes autonomous and proactive actions of the students, which will be beneficial to understand that playfulness in education implies not to put in contradiction the rational and emotional faculties. This comprehensive view is called full attitude, and it is a relevant step toward the understanding of the game from a complex perspective. In this area, it is evident that, in the social representations of the participating teachers, the game constitutes a natural environment in which children develop, where the physical education teacher should create an environment that facilitates the game, facilitating the expression of autonomy, freedom, creativity, and playfulness.

scholarly journals The role of physical education teacher creativity in mediating the influence of HRM practices and performance during the COVID-19 pandemic

2021 ◽  
Vol 6 (3) ◽  
pp. 349-357
Author(s):  
Abdurrohman Muzakki ◽  
Immanuel Muammal ◽  
Bayu Prakoso
Keyword(s):  
Physical Education ◽  
Teacher Performance ◽  
Physical Education Teachers ◽  
Direct Influence ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Hrm Practices ◽  
Teacher Creativity ◽  
And Performance

This research was conducted with the aim of analyzing the position of teacher creativity in an effort to mediate the influence of the practice of Human Resource Management (HRM) which can be carried out by schools to improve teacher performance. This type of research is an explanatory research and also uses a quantitative approach. The variables in this research include several aspects such as the practice of implementing HRM, Teacher Creativity, and the performance of Sports Physical Education Teachers. This research was conducted by reaching a number of 102 Sports Physical Education teachers consisting of several levels such as elementary, middle, and high schools in Malang City, Malang Regency and Batu City. Information can be obtained by distributing questionnaires either directly (offline) or online. The analysis of data information was carried out by researchers using SEM-PLS with the WARP PLS 7 application Meanwhile, the results of this research indicate the findings that the practice of HRM does not have a direct influence on the performance of Sports Physical Education Teachers with a significance value of 0.30 and the effect of HR Practice on The performance of sports teachers mediated by teacher creativity has a significance value of <0.001, which means that the teacher's creativity fully mediates the effect of HR practice on the performance of sports teachers.

scholarly journals Metaphoric Perception of Gifted Students about Physical Education Course and Physical Education Teachers

2017 ◽  
Vol 6 (2) ◽  
pp. 220 ◽  
Author(s):  
Aynur Yilmaz ◽  
Oguz Kaan Esenturk ◽  
Gonul Tekkursun Demir ◽  
Ekrem Levent Ilhan
Keyword(s):  
Physical Education ◽  
Working Group ◽  
Sampling Method ◽  
Sampling Methods ◽  
Gifted Students ◽  
Physical Education Teachers ◽  
Physical Education Teacher ◽  
Science And Art ◽  
Natural Event ◽  
Phenomenological Design

It is to determine the perception of the gifted students who participate to “Science and Art Center” about “Physical Education Course” and “Physical Education Teachers” via metaphors. The working group of the research consists of 48 students who participate Science and Art Center in 2014-2015 school years. Among the purposive sampling methods, criterion sampling method is used in choosing the working group. In the research, among the qualitative research approaches, phenomenological design is used. The data is gathered by semi-structured metaphor form and gathered data have been subjected to content analysis. It was seen that, toward the physical education, they described it in a way that includes positive qualifications as a good lecture, a mean of freedom, a source of life, an educating activity, a competition area and a natural event. It was determined that generally the students’ perception towards physical education teachers are positive and they are described as a mentor, compassionate, fun, capable, knowing, hard-working and strong. It can be said that the students see the physical education more as a mean to have fun, to have great time and to move freely. The physical education teacher is also described as a mentor, compassionate and fun person.

scholarly journals “Learning to listen”: boys’ gender narratives – implications for theory and practice

2016 ◽  
Vol 58 (3) ◽  
pp. 283-297 ◽  
Author(s):  
Francis Farrell
Keyword(s):  
Gender Equity ◽  
Emotional Experience ◽  
Theory And Practice ◽  
Symbolic Order ◽  
Structured Interviews ◽  
Content Type ◽  
School Settings ◽  
The Social ◽  
Work Programme

Purpose – The purpose of this paper is to critically investigate year 6 and year 9 boys’ constructions of masculinity in the light of theories of inclusive masculinity and to consider the implications of the findings for critical masculinities scholarship in educational research. Design/methodology/approach – Qualitative data was collected through fieldwork in school settings consisting of observations and semi-structured interviews. Data analysis draws upon pro-feminist and post-structuralist theories of the gendered subject. Findings – The data shows some evidence of inclusive forms of masculinity expressed by the boys’ rejection of a “boy code” (Pollack, 1999) and their narratives of caring and emotional experience. However, discourses of dominant masculinity persist and continue to shape the boys’ subjectivities. The most striking finding is the capacity of the educational gender work programme reported on in this study to provide boys with the resources to problematise the social construction of masculinity. Research limitations/implications – The data suggests analysis in binary terms of inclusive or dominant masculinity fails to recognise the fuzzy educational middle ground occupied by the “overlooked ordinary boys” (Brown, 1987; Roberts, 2012) of this study. Practical implications – Educational gender work programmes which provide boys with the resources to question dominant masculine practices enable boys to exceed the “symbolic order” and trouble dominant gender discourse. Originality/value – In order to develop nuanced theory and practice researchers need to listen to boys’ accounts of their experiences. Analysis of boys gender work in terms of binary adult constructs of masculinity run the risk of perpetuating the essentialism they purport to avoid rather than producing studies which provide an empirically robust foundation for developing an effective practical educational agenda. In a neo-liberal policy context the role of gender equity programmes with the capacity to produce more reflexive masculine subjects requires reassertion within the curriculum.

scholarly journals The role of the specialized supervisor in developing the teaching skills of physical education teachers in secondary schools affiliated to the Diyala Education Directorate

2021 ◽  
Vol 20 (4) ◽  
pp. 0010
Author(s):  
ظافر ناموس الطائي
Keyword(s):  
Physical Education ◽  
Secondary Schools ◽  
Educational Process ◽  
Survey Method ◽  
Physical Education Teachers ◽  
Teaching Skills ◽  
Physical Education Teacher ◽  
Positive Role ◽  
Education Teacher

The importance of the research highlights the role of the specialized supervisor in the educational process, It comes by carrying out its responsibility in continuous evaluation and development, with regard to the development of the teaching skills of the physical education teacher, because the physical education lesson as a subject equivalent to other subjects in its importance. Identify the reality of the supervision carried out by the specialized supervisor in terms of the directions and instructions that they focus on in supervising the physical education teacher. Identify the role of the supervisor in evaluating the physical education teacher during his class visits. The researcher used the descriptive approach in the survey method, and the research community included physical education teachers, and their number in secondary schools is (312) teachers and schools, distributed among the schools of districts in Diyala Governorate, and the research sample amounted to (35) teachers and schools. The researcher adopted a measure of the reality of supervision on the physical education teacher, as the measure of the reality of supervision was (46) items. After collecting the data, and processing it using the SPSS statistical program, through the findings of the researcher, the most important conclusions are: 1. Supervision has an effective and positive role in the development of teaching skills and the continuous development of the educational process in all its aspects, and the refinement of the teaching capabilities and competencies of physical education teachers, in a way that increases his professional experience. 2. The supervisor’s dependence on evaluating the grades of physical education teachers on many objective dimensions, including (personal characteristics, lesson preparation and implementation, class management and class interaction

Social Representations and Commitment

2018 ◽  
Vol 23 (3) ◽  
pp. 233-249 ◽  
Author(s):  
Eric Bonetto ◽  
Fabien Girandola ◽  
Grégory Lo Monaco
Keyword(s):  
Social Representations ◽  
Social Representation ◽  
Second Line ◽  
Review Of The Literature ◽  
First Line ◽  
Research Perspectives ◽  
The Social ◽  
Bibliographic Search ◽  
English Articles

Abstract. This contribution consists of a critical review of the literature about the articulation of two traditionally separated theoretical fields: social representations and commitment. Besides consulting various works and communications, a bibliographic search was carried out (between February and December, 2016) on various databases using the keywords “commitment” and “social representation,” in the singular and in the plural, in French and in English. Articles published in English or in French, that explicitly made reference to both terms, were included. The relations between commitment and social representations are approached according to two approaches or complementary lines. The first line follows the role of commitment in the representational dynamics: how can commitment transform the representations? This articulation gathers most of the work on the topic. The second line envisages the social representations as determinants of commitment procedures: how can these representations influence the effects of commitment procedures? This literature review will identify unexploited tracks, as well as research perspectives for both areas of research.

The Effect of Prestige Sensitivity on Price Acceptance in Vietnam’s Mobile Phone Market

2018 ◽  
pp. 97-112
Author(s):  
Huyen Thi Nguyen ◽  
Ngoc Minh Nguyen
Keyword(s):  
Mobile Phone ◽  
Mobile Phones ◽  
Structural Equation ◽  
Sampling Method ◽  
Product Knowledge ◽  
Mediating Role ◽  
Modelling Method ◽  
Equation Modelling ◽  
Convenience Sampling

The purpose of this study is to examine the effect of prestige sensitivity on mobile phone customer’s price acceptance in Vietnam and the mediating role of product knowledge and price mavenism on this relationship. We used the convenience sampling method for data collection via questionnaires with a sample of 605 consumers who purchased mobile phones. The collected data was analysed by applying a structural equation modelling method. The result indicates that prestige sensitivity has both direct and indirect effects on price acceptance via product knowledge and price mavenism. The findings suggest that prestige sensitivity can be used as a market segmentation criterion for mobile phones when making price decisions and providing customers with adequate information could improve price acceptance.

scholarly journals Adopting the Situation in School Questionnaire to Examine Physical Education Teachers’ Motivating and Demotivating Styles Using a Circumplex Approach

2021 ◽  
Vol 18 (14) ◽  
pp. 7342
Author(s):  
Géraldine Escriva-Boulley ◽  
Emma Guillet-Descas ◽  
Nathalie Aelterman ◽  
Maarten Vansteenkiste ◽  
Nele Van Doren ◽  
...  
Keyword(s):  
Physical Education ◽  
Autonomy Support ◽  
Future Research ◽  
Physical Education Teachers ◽  
Structure Control ◽  
Fine Grained ◽  
Circular Structure ◽  
Need Support ◽  
Academic Courses

Grounded in SDT, several studies have highlighted the role of teachers’ motivating and demotivating styles for students’ motivation, learning, and physical activity in physical education (PE). However, most of these studies focused on a restricted number of motivating strategies (e.g., offering choice) or dimensions (e.g., autonomy support). Recently, researchers have developed the Situations-in-School (i.e., SIS-Education) questionnaire, which allows one to gain a more integrative and fine-grained insight into teachers’ engagement in autonomy-support, structure, control, and chaos through a circular structure (i.e., a circumplex). Although teaching in PE resembles teaching in academic courses in many ways, some of the items of the original situation-based questionnaire (e.g., regarding homework) are irrelevant to the PE context. In the present study, we therefore sought to develop a modified, PE-friendly version of this earlier validated SIS-questionnaire—the SIS-PE. Findings in a sample of Belgian (N = 136) and French (N = 259) PE teachers, examined together and as independent samples, showed that the variation in PE teachers’ motivating styles in this adapted version is also best captured by a circumplex structure, with four overarching styles and eight subareas differing in their level of need support and directiveness. The SIS-PE possesses excellent convergent and concurrent validity. With the adaptations being successful, great opportunities for future research on PE teachers (de-)motivating styles are created.

Los estereotipos sociales a través del filtro de la traducción

Babel ◽  
2014 ◽  
Vol 60 (2) ◽  
pp. 216-233
Author(s):  
Gemma Andújar Moreno
Keyword(s):  
Social Representations ◽  
Social Perceptions ◽  
Source Text ◽  
Additional Information ◽  
Social Stereotypes ◽  
Cultural Systems ◽  
The Social ◽  
Thought Patterns ◽  
Points Of View

Cultural referents not only designate specific realities of a given culture which do not always exist in another but they are also semantic elements which trigger social representations. By conveying values and points of view about different social groups, cultural referents become linguistic instruments to build stereotypes. These thought patterns are shared by the members of a social or cultural community and act as a filter of reality. The aim of this paper is to study the role of cultural referents in the construction of social stereotypes, focusing on the socio-cognitive universe they evoke. To this end, we have analyzed the translations techniques applied in the Spanish, Catalan and English versions of a novel which has been very successful on the French literary scene: Muriel Barbery’s L’Élégance du hérisson (2006). As show the results of this textual comparison, the explanations, descriptions and additional information observed in target texts do not trigger the same associations as cultural referents do in the source text. Translational approaches are too limited when it comes to achieve linguistic adequacy to different world visions. Therefore, translation must be conceived as an encounter between two cultural systems, in which the translator must build bridges, not so much between two linguistic systems as between the social perceptions and values of two different cultural communities.

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