scholarly journals Mexican physical education teacher’s self-reported and self-perception of teaching style

2021 ◽  
Vol 43 ◽  
Author(s):  
Oscar Núñez Enríquez ◽  
Julio César Guedea-Delgado ◽  
Gabriel Gastelum-Cuadras ◽  
Ena Monserrat Romero-Pérez ◽  
Ramón Candia Luján ◽  
...  
Keyword(s):  
Physical Education ◽  
Cultural Context ◽  
Teaching Style ◽  
Teaching Styles ◽  
Physical Education Teachers ◽  
Traditional Teaching ◽  
Self Perception ◽  
Northern Mexico ◽  
Female Teachers ◽  
Elementary Physical Education

ABSTRACT To understand the self-reported and perception of teaching style used among Mexican physical education teachers. Participants included 104 (n=41 females and 63 males) elementary physical education teachers from northern Mexico. Results showed that a traditional teaching style tends to be mainly used either by male and female’s physical education teachers. Showing differences between genders and teaching styles. Female teachers tend to combine a traditional teaching style with one that connects with students engaging in physical activity, developing positive values and attitudes. Cultural context plays an important aspect when developing a teaching self-perception.

scholarly journals Teaching Styles in Physical Education: A New Approach to Predicting Resilience and Bullying

2019 ◽  
Vol 17 (1) ◽  
pp. 76 ◽  
Author(s):  
Carlos Montero-Carretero ◽  
Eduardo Cervelló
Keyword(s):  
Physical Education ◽  
Autonomy Support ◽  
Teaching Style ◽  
Teaching Styles ◽  
Physical Education Teachers ◽  
Physical Education Class ◽  
Cross Sectional ◽  
New Approach ◽  
Class A ◽  
Practical Implications

The main objective of this study was to analyze student-perceived teaching styles’ power to predict students’ resilience and the emergence of bullying behaviors in physical education class. A total of 537 students of both sexes, between 11 and 15 years of age, from primary and secondary schools in the province of Alicante (Spain), participated in the study. The design of the study was cross-sectional. The results showed that bullying was positively predicted by students’ perceptions of a more controlling style and negatively by a greater perception of an autonomy-supportive style in physical education classes. Victimization was negatively predicted by greater resilience and positively by students’ perception of a teacher’s more controlling style. Finally, the mediation analysis showed that the perception of autonomy support indirectly and negatively predicted victimization, with resilience acting as a mediator. These findings provide useful information for physical education teachers interested in preventing bullying, and have important practical implications about the teaching style recommended for this purpose.

scholarly journals Self-Check Teaching Style for Physical Education Teachers: A Literature Review

2021 ◽  
Vol 4 (2) ◽  
pp. 66-72
Author(s):  
Muhammad Irwansyah Abdhi ◽  
Advendi Kristiyandaru ◽  
Anung Priambodo
Keyword(s):  
Physical Education ◽  
Literature Review ◽  
Teaching Style ◽  
Teaching Styles ◽  
The Self ◽  
Matrix Analysis ◽  
Physical Education Teachers ◽  
Analysis Technique ◽  
Specific Teaching ◽  
Review Model

Physical Education learning is sometimes perceived monotonous by students, especially when they only carry out movements according to the command of Physical Education teacher. The majority of students are also surfeited with Physical Education learning focusing on big ball games, such as soccer, volleyball, and basketball, especially for female students or those who have insufficient physical and sport skills. The innovation in Physical Education learning teaching styles is essential. The self-check teaching style in Physical Education learning has advantages, but it has not been widely applied by Physical Education teachers. This study was aimed at analyzing and reviewing the self-check teaching style. Therefore, the review method was chosen using a synthetic matrix analysis technique. Twelve national and international journals were selected from Google Scholar, Science Direct, and Research Gate websites based on self-check teaching style keywords. The results of the review found that the Self-Check teaching style had a positive effect and various benefits when it was applied by Physical Education teachers in the learning process. It recommends that further research, with a literature review model focusing on self-check teaching styles, to choose previous research focusing on certain subjects (1 subject) or a specific teaching material in certain subjects.

scholarly journals Physical Education Intructional Models in Volleyball Passing Material: A Literature Review

2021 ◽  
Vol 4 (2) ◽  
pp. 81-87
Author(s):  
Bustanul Arifin ◽  
Nurhasan Hasan ◽  
Abdul Rachman Syam Tuasikal
Keyword(s):  
High School ◽  
Physical Education ◽  
Literature Review ◽  
Junior High School ◽  
Teaching Style ◽  
Discovery Learning ◽  
Google Scholar ◽  
Physical Education Teachers ◽  
Learning Models ◽  
Learning Game

Intructional model in Physical Education becomes an important part to achieve the success of learning objectives at every level of education. Physical Education intructional  model consists of various models that can be applied by the teacher. The intructional  model carried out will affect a student mastery, including in passing technique learning in volleyball that has not got maximum results. Physical Education teachers implement several learning modifications, from teaching style to the use of supporting media for passing learning. The purpose of this study was to determine the most suitable intructional  model for the under passing technique mastery in volleyball. The literature review technique was employed by collecting literatures from google scholar, science direct, and research gate websites. The search keyword was passing intructional  model in volleyball or volleyball teaching models. The review method was chosen to find a solution related to the most appropriate volleyball intructional  model for passing technique from the findings of previous research. Fourteen national journals and 1 international journal were selected based on volleyball passing learning model keyword on google scholar and had been reviewed. The results showed that there are various learning methods applied in volleyball passing learning, including practical learning models with various movement drills, pair practice, cooperative learning, game learning, jigsaw, discovery learning, peer teaching, command learning, and use of walls as media. This study concludes that, in the volleyball passing mastery, there are various models that can be applied. It recommends that further research studies the most suitable practical learning models to be applied at the Elementary School, Junior High School, and Senior High School levels.

Factors Affecting the Social Experiences of Students in Elementary Physical Education Classes

2003 ◽  
Vol 22 (2) ◽  
pp. 186-202 ◽  
Author(s):  
Joanne Suomi ◽  
Douglas Collier ◽  
Lou Brown
Keyword(s):  
Physical Education ◽  
Positive Influence ◽  
Social Experiences ◽  
Physical Education Teachers ◽  
Physical Education Class ◽  
Factors Affecting ◽  
Elementary Physical Education ◽  
The Social ◽  
Negative Effect ◽  
Collection Methods

There is a lack of research examining the social experiences of students with and without disabilities in regular physical education classes. Little is known, from the perspective of the student, about factors that affect his or her social experience while taking part in integrated physical education. This investigation examined the factors that have a positive and a negative effect on the social experiences of 12 elementary students who were thriving, struggling, or had disabilities in an integrated kindergarten and an integrated fourth-grade physical education class. This study utilized qualitative data collection methods that included observations and interviews with students and staff. Four factors were identified: (a) physical education teachers, (b) social substance of activities, (c) cultures, and (d) social skills of students. The physical education teacher factor was the only one found to have a positive influence on the social experiences of all students, whereas the other three factors differentially affected the social experiences among the 12 students.

Chapter 9 Students’ Daily Physical Activity Behaviors: The Role of Quality Physical Education in a Comprehensive School Physical Activity Program

2014 ◽  
Vol 33 (4) ◽  
pp. 592-610 ◽  
Author(s):  
Wiyun Chen ◽  
Andrew J. Hypnar ◽  
Steve A. Mason ◽  
Sandy Zalmout ◽  
Austin Hammond-Benett
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Critical Role ◽  
Comprehensive School ◽  
Physical Activity Program ◽  
Physical Education Teachers ◽  
Physically Active ◽  
Fifth Grade Students ◽  
Elementary Physical Education ◽  
Activity Program

The purpose of this study was to examine the contribution of quality physical education (QPET) in a Comprehensive School Physical Activity Program (CSPAP) which is intended to promote physical activity (PA) behaviors in and outside of schools. Participants were nine elementary physical education teachers and their fourth- and fifth-grade students (n = 1111) in year one, n = 1012 in year 2). The student’s daily PA minutes were assessed using a 7-day PA log. The PE teachers’ levels of QPET were assessed by coding 63 videotaped lessons (Mlessons/teacher = 7.03, SD = .74) using the Assessing Quality Teaching rubrics (AQTR), which consisted of four essential dimensions including Task Design, Task Presentation, Class Management, and Instructional Response. Codes were confirmed through interrater reliability (82.4%, 84.5%, 94%). Data were analyzed through descriptive statistics, bivariate correlations, multiple R-squared regression models, and independent sample t tests. The results indicated that the overall QPET practices (R = .126, R2 = .02, F = 32.387, Sig.= .000, P < .01) and all four essential dimensions (R = .127, R2 = .02, F = 8.560, Sig.= .000, P < .01) were significant contributors to students’ student daily PA behaviors. These predictors were significantly higher in girls (R = .157, R2 = .03, F = 6.15, Sig.= .000, P < .01) than boys (R = .113, R2 = .01, F = 3.57, Sig.= .007, P < .01). The Instructional Response was a significant predictor of PA among girls (β = .12, t = 2,068, Sig. = .039, P < .05 level), but not boys. Further, students’ who experienced high QPET were significantly more physically active than those students who did not have this experience (t = 4.334, df = 2089, Sig. = .000, P < .01). It was concluded that the QPET practices played a critical role in promoting students’ daily PA engagement in and outside of schools.

Fostering a Need-Supportive Teaching Style: Intervention Effects on Physical Education Teachers’ Beliefs and Teaching Behaviors

2014 ◽  
Vol 36 (6) ◽  
pp. 595-609 ◽  
Author(s):  
Nathalie Aelterman ◽  
Maarten Vansteenkiste ◽  
Lynn Van den Berghe ◽  
Jotie De Meyer ◽  
Leen Haerens
Keyword(s):  
Professional Development ◽  
Physical Education ◽  
Autonomy Support ◽  
Teaching Style ◽  
Self Determination Theory ◽  
Future Research ◽  
Physical Education Teachers ◽  
Teaching Behaviors ◽  
Teachers Beliefs ◽  
Professional Development Training

The present intervention study examined whether physical education (PE) teachers can learn to make use of autonomy-supportive and structuring teaching strategies. In a sample of 39 teachers (31 men, M = 38.51 ± 10.44 years) and 669 students (424 boys, M = 14.58 ± 1.92 years), we investigated whether a professional development training grounded in self-determination theory led to changes in (a) teachers’ beliefs about the effectiveness and feasibility of autonomy-supportive and structuring strategies and (b) teachers’ in-class reliance on these strategies, as rated by teachers, external observers, and students. The intervention led to positive changes in teachers’ beliefs regarding both autonomy support and structure. As for teachers’ actual teaching behavior, the intervention was successful in increasing autonomy support according to students and external observers, while resulting in positive changes in teacher-reported structure. Implications for professional development and recommendations for future research are discussed.

scholarly journals Teachers’ Perspectives on the Use of Pedometers as Instructional Technology in Physical Education: A Cautionary Tale

2008 ◽  
Vol 27 (1) ◽  
pp. 83-99 ◽  
Author(s):  
Nate McCaughtry ◽  
Kimberly L. Oliver ◽  
Suzanna Rocco Dillon ◽  
Jeffrey J. Martin
Keyword(s):  
Professional Development ◽  
Physical Education ◽  
Teacher Educators ◽  
Developmental Theory ◽  
Physical Education Teachers ◽  
Cautionary Tale ◽  
Implementation Challenges ◽  
Elementary Physical Education ◽  
Teachers Perspectives

We used cognitive developmental theory to examine teachers’ perspectives on the use of pedometers in physical education. Twenty-six elementary physical education teachers participating in long-term professional development were observed and interviewed twice over 6 months as they learned to incorporate pedometers into their teaching. Data were analyzed via constant comparison. The teachers reported four significant shifts in their thinking and values regarding pedometers. First, at the beginning, the teachers predicted they would encounter few implementation challenges that they would not be able to overcome, but, after prolonged use, they voiced several limitations to implementing pedometers in physical education. Second, they anticipated that pedometers would motivate primarily higher skilled students, but found that lesser skilled students connected with them more. Third, they moved from thinking they could use pedometers to teach almost any content to explaining four areas of content that pedometers are best suited to assist in teaching. Last, they shifted from seeing pedometers as potential accountability tools for student learning and their teaching to identifying key limitations to using pedometers for assessment. Our discussion centers on connecting these findings to teacher learning and professional development, and on the implications for teacher educators and professional development specialists advocating pedometers in physical education.

scholarly journals Investigate the situation using information technology in elementary physical education teachers

2021 ◽  
Vol 2 (1) ◽  
pp. e12506
Author(s):  
Mohammadbagher Forghani ozrudi ◽  
Aliakbar Raeispour ◽  
Reza Raeispour
Keyword(s):  
Information Technology ◽  
Physical Education ◽  
Physical Education Teachers ◽  
Meaningful Difference ◽  
Elementary Physical Education ◽  
Statistical Sample ◽  
The One ◽  
New Generation ◽  
Research Type ◽  
Civilized Society

Now day’s education is very important & more changes cause more attention to the training. These days training is the one of human body’s unavoidable needs. Training & increasing skills is a good way to encounter with the problems of today’s complex & changeable world. Education & especially training that train the new generation is the former need of a civilized society. The purpose of this research was Investigate the situation using information technology in elementary PE teachers of Babol city. The research type was descriptive, applicative and natural dispositional that was done by the field way. Statistical society included all the male & female employed elementary school’s PE teachers of Babol city. Statistical sample included 85 teachers that answered the questionnaire. The measuring tools were the Kalateahani (2009) (α=0.79). The used statistical way included the t-test & Pierson correlation coefficient. The research’s founding’s showed the teacher’s attitude about the IT was positive & there is a meaning relation among the skill, quantity of useag of them. About the use of IT & also there is not a meaningful difference among teacher’s attitudes about the use of IT in research & education task & quantity of need to education of them in difference sexuality & there is a meaningful difference among the skill & quantity of use of IT in research & education tasks in different education degrees.

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