Case study on novice physical education teachers’ experience of online non face to face class

2021 ◽  
Vol 26 (5) ◽  
pp. 73-90
Author(s):  
Seul Ki Im ◽  
Ook Sang Cho
Keyword(s):  
Physical Education ◽  
Physical Education Teachers ◽  
Face To Face

Exploring University Students’ Perceptions Of Online Physical Education Class As Participants: A Qualitative Case Study

2021 ◽  
Vol 7 (5) ◽  
pp. 3559-3575
Author(s):  
Zhao Jia ◽  
Dandan Tang ◽  
Borhannudin Bin Abdullah ◽  
Roxana Dev Omar Dev ◽  
Shamsulariffin bin Samsudin
Keyword(s):  
College Students ◽  
Physical Education ◽  
University Students ◽  
Online Courses ◽  
Online Classes ◽  
Face To Face ◽  
University Of Technology ◽  
Face To Face Learning

Compare face to face learning, the implication of online courses has been discussed for several years in higher education. However, in 2020 the rise of the global COVID-19 pandemic has created obvious shifts in university students’ life. In order to ensure the “suspension of classes”, university students took part more in online classes compare to physical education (PE) classes in China. It is significant to explore students’ views on PE online learning that is benefit for teachers to provide students with high quality of online PE courses, which will be better to guide students to take PE lessons and also improve students’ health. This study investigated the issues of students’ perceptions toward online physical education courses in Tianjin University of Technology in China based on a case study. The findings of this study indicate that some students don’t like taking online PE courses due to there were some disadvantages of online PE lesson. Some students enjoy taking online PE courses because of the interesting sports videos. This study also explored teachers’ view on how to motivate college students to engage in physical education classes and recommends specific strategies for teachers to motivate college students to take online PE courses.

scholarly journals Benefits of Outdoor Sports in Blue Spaces. The Case of School Nautical Activities in Viana do Castelo

2020 ◽  
Vol 17 (22) ◽  
pp. 8470
Author(s):  
Míriam Rocher ◽  
Bruno Silva ◽  
Gonçalo Cruz ◽  
Renato Bentes ◽  
Josep Lloret ◽  
...  
Keyword(s):  
Physical Education ◽  
Children And Adolescents ◽  
Well Being ◽  
Social Benefits ◽  
School Age Children ◽  
Physical Education Teachers ◽  
School Age ◽  
Outdoor Sports ◽  
The Social

Participating in outdoor sports in blue spaces is recognized to produce a range of significant social benefits. This case study empirically analyzes the social benefits associated with the School Nautical Activities project carried out in Viana do Castelo (Portugal) in school-age children and adolescents. It consisted of a 4 year program in which scholars took part in nautical activities (surfing, rowing, sailing, and canoeing) in blue spaces once a week during a semester as a part of their physical education course. The methods used for data collection were as follows: (1) a survey answered by 595 participants in the program and (2) five focus groups (FG): two FGs with participants (seven on each FG), two FGs with their parents (eight participants each), and one FG with the physical education teachers (five participants). Interviews were transcribed and qualitative analysis with NVivo software was developed. Results revealed clear evidence on the social benefits for school-age children and adolescents associated with participation in outdoor activities in blue spaces both in the overall health and in all the following analyzed categories: mental health and well-being, education, active citizenship, social behavior, and environmental awareness. More than 40% state that their overall health is much better now (13.4%) or somewhat better now (29.9%) due to their participation in the program. Thus, this article provides support for the anecdotal recognition of the benefits for school-age children and adolescents from participating in sports in the outdoors and especially in blue spaces.

scholarly journals Games Teaching: Assessment in Teaching Games for Understanding

2003 ◽  
Vol 9 (2) ◽  
pp. 58-62
Author(s):  
Raymond Yuk Kwong LIU
Keyword(s):  
Hong Kong ◽  
Physical Education ◽  
Curriculum Development ◽  
Developmental Stage ◽  
Assessment Method ◽  
Physical Education Teachers ◽  
Teaching Games For Understanding ◽  
Teaching Assessment ◽  
Games Teaching

LANGUAGE NOTE | Document text in Chinese; abstract also in English.Given that, at present, assessment in the Teaching Games for Understanding approach is at a developmental stage, this paper is to articulate an effective and efficient assessment blueprint for Physical Education teachers to adopt this new games teaching approach in the teaching of ball games in schools. Through a case study involving PE teachers, this researcher has confirmed that the proposed assessment method is both effective and has practical value. Basing on the findings, it is recommended that, during implementation, students should not be solely assessed by the teacher, but as well by their peers; such mode of assessment is strongly recommended by the Curriculum Development Council of Hong Kong.目前「領會敎學法」評估的方法仍在發展探索階段中。本文的目的是建議一種評估方法，讓體育敎師能在採用「領會敎學法」敎授球類課時，也可以採用一套有效及可行的評估方法，衡量學生的真正球類活動的表現。作者透過個案研究，印證這種評估方法能有效的量度學生球類活動的整體表現能力，和這方法在學校施行上也很容易。作者並建議，在評估過程中，除了敎師評估學生外，也採納學生互評方法，這評估安排，也是課程發展議會在體育課程改革中所提倡的多元化的評估策略和模式之一。

scholarly journals Case Study: Attitudes of Elte Students Toward Sports During the 2020 Covid-19 Pandemic

2020 ◽  
pp. 404-409
Author(s):  
Katalin Kovács ◽  
Ágnes Huszár ◽  
Ágnes Novák
Keyword(s):  
Physical Activity ◽  
Higher Education ◽  
Physical Education ◽  
Online Training ◽  
Virtual Space ◽  
Physical Education Teachers ◽  
Virtual Experience ◽  
Significant Challenge ◽  
Support Students

In the spring of 2020 during the coronavirus pandemic, teaching of physical education at Eötvös Loránd University continued in the virtual space. Physical education teachers conducted an online training program weekly for students. It was a significant challenge for teachers to change the curricula overnight to support students’ physical activity needs and to motivate them as required. In our study we examined the effectiveness of the 7-week online physical education program based on feedback from 264 non- athletically competitive university students. This virtual experience provided instructive results, which support the introduction of blended physical education in higher education.

The Practicum in Times of Covid-19: Knowledge Developed by Future Physical Education Teachers in Virtual Modality

2021 ◽  
Vol 20 (3) ◽  
pp. 68-83
Author(s):  
Alejandro Almonacid-Fierro ◽  
Ricardo Souza de Carvalho ◽  
Franklin Castillo-Retamal ◽  
Manuel Almonacid Fierro
Keyword(s):  
Physical Education ◽  
Teaching And Learning ◽  
Physical Education Teachers ◽  
Practical Training ◽  
Remote Work ◽  
Structured Interviews ◽  
Virtual Classrooms ◽  
Work Condition ◽  
Face To Face ◽  
Analysis Technique

The Covid-19 pandemic has put enormous pressure on the educational system in all its teaching and learning activities, and in the specific case of the practical training of teachers. This study seeks to investigate through qualitative research with a comprehensive interpretive approach, the training of the practicum of Physical Education teachers in Chile, considering the knowledge and experiences, in the context of virtual classrooms during the Covid-19 pandemic. Semi-structured interviews and focus groups were used to collect the data; and were analyzed with the content analysis technique. As result, it can be observed that the students manifest diverse experiences in their practicum process, with difficulties inherent to the remote work condition, such as difficulty in communication with students and school teachers, problems in didactic and evaluation processes, and adaptation to context. It is necessary to discuss the access of students and teachers to technologies, as well as the training of physical education teachers in areas of didactic and assessment in contexts where face-to-face is difficult.

Middle School Physical Education Teachers’ Perspectives on Overweight Students

2016 ◽  
Vol 35 (2) ◽  
pp. 127-137 ◽  
Author(s):  
Sarah A. Doolittle ◽  
Paul B. Rukavina ◽  
Weidong Li ◽  
Mara Manson ◽  
Angela Beale
Keyword(s):  
Middle School ◽  
Physical Education ◽  
Physical Education Teachers ◽  
Ecological Constraints ◽  
The Social ◽  
Multiple Case ◽  
Treat All ◽  
Teachers Perspectives ◽  
Constraints Model

Using the Social Ecological Constraints model, a qualitative multiple case study design was used to explore experienced and committed middle school physical education teachers’ perspectives on overweight and obese students (OWS), and how and why they acted to include OWS in physical education and physical activity opportunities in their school environments. Three themes emerged. 1) OWS are “the same, but different.” Teachers attempted to treat all students the same, but perceived variations among OWS’ participation in PE and related individual constraints. 2) Teachers’ concerns lead to individual goals and specific actions. Teachers identified specific goals and approaches to help individual OWS who needed extra attention. 3) OWS are a responsibility and challenge. Many of these teachers felt a responsibility to devote extra time and effort to help struggling OWS to succeed. These teachers avoided obesity bias, and exhibited beliefs and actions similar to a caring perspective.

African American pre-service physical education teachers’ learning about aquatic courses

2018 ◽  
Vol 25 (3) ◽  
pp. 778-795
Author(s):  
Takahiro Sato ◽  
Douglas W Ellison ◽  
Kevin Eckert
Keyword(s):  
African American ◽  
Physical Education ◽  
Comparative Method ◽  
Physical Education Teachers ◽  
Pedagogical Content ◽  
Face To Face ◽  
Physical Education Teacher Education ◽  
Guided Learning ◽  
Constant Comparative Method ◽  
E Mail

The purpose of this study was to describe how African American pre-service physical education teachers engage themselves in learning aquatic content. This study used a case study design in andragogy theory. Seven participants (four males and three females) had very little experience and/or swimming ability prior to enrolling in the basic aquatic course. In fact, four participants had encountered near-drowning events and consequently experienced a fear of swimming. Data were collected from the participants while they were enrolled in a basic aquatic course and again while they were enrolled in the intermediate aquatic course. The data sources included self-reflective journals, a series of semi-structured face-to-face interviews and e-mail correspondence. The data were analyzed using a constant comparative method. Four significant themes were present: (a) drowning prevention lessons; (b) self-guided learning; (c) independent versus dependent learners; and (d) overcoming racial stereotypes. Based on the pre-service teachers’ interpretations of their aquatic experiences, we suggest physical education teacher education programmes should create learning experiences within aquatic courses that not only enhance future physical education teachers’ pedagogical content knowledge, but that also increase their awareness of culturally relevant pedagogy and social justice issues that may be faced when entering the physical education profession.

The Impact of Principals on Teachers during In-Service Education: A Qualitative Analysis

1986 ◽  
Vol 5 (2) ◽  
pp. 79-90 ◽  
Author(s):  
Nell Faucette ◽  
George Graham
Keyword(s):  
Physical Education ◽  
Implementation Process ◽  
Service Planning ◽  
Physical Education Teachers ◽  
Teaching Behaviors ◽  
Service Program ◽  
Elementary Physical Education ◽  
Levels Of Use ◽  
The Impact

This article discusses some of the results described in a recent observational case study that examined the impact of an in-service program on the curricula and teaching behaviors of two elementary physical education teachers. In the study, numerous factors were identified as enhancers and inhibitors to the implementation process, including the relationships between participating principals and the two teachers. This article describes these relationships and the perceptions of the two teachers as they progressed through the in-service program. It also discusses the teachers’ levels of use of the innovations. The results of the study revealed that both teachers were dramatically influenced by their perceptions of principals’ actions and attitudes but only one of them successfully adopted the innovations. Data for the study were obtained from four sources: observations, interviews, documents, and questionnaires. These data were collected during a 7-month period that included all preliminary and in-service planning sessions as well as five in-service sessions, and during 140 hours of observations at two school sites.

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