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.

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 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 Valoración del alumnado y profesorado del material convencional y auto-construido: estudio longitudinal de diseño cruzado en Educación Deportiva (Students and teachers assessment of conventional and self-made material: longitudinal crossover study in Phys

Retos ◽  
2016 ◽  
pp. 20-25 ◽  
Author(s):  
Antonio Méndez-Giménez ◽  
Diego Martínez de Ojeda Pérez ◽  
Juan José Valverde-Pérez
Keyword(s):  
Physical Education ◽  
Primary Education ◽  
Order Type ◽  
Study Data ◽  
The Self ◽  
Physical Education Teachers ◽  
Activity Levels ◽  
Sport Education ◽  
Quasi Experimental ◽  
Educación Primaria

 En la actualidad, el modelo de Educación Deportiva destaca entre los enfoques de enseñanza centrados en el alumnado y con mayor impacto en los profesionales de la educación física. Los beneficios de su hibridación con el enfoque basado en la autoconstrucción de materiales no han sido aún explorados ni de manera longitudinal ni en Educación Primaria. El objetivo fue conocer y comparar la valoración de los docentes y su alumnado del uso de dos tipos de material (convencional y autoconstruido) durante dos temporadas consecutivas de Educación Deportiva. Participaron un total de 51 estudiantes de 3º y 4º de educación primaria y sus dos maestros de educación física. Se realizó un diseño cruzado simple cuasi-experimental de grupos aleatorios y muestreo no probabilístico por conveniencia, en el que los dos niveles de la variable independiente (material convencional y autoconstruido) se aplicaron a los dos cursos participantes. Para la recogida de datos se utilizaron los diarios del docente así como entrevistas grupales a los estudiantes y entrevistas individuales a los docentes, antes y después de la implementación de cada unidad didáctica: ultimate e indiacas. Los datos fueron analizados por medio de comparaciones constantes. Los resultados indican un alto entusiasmo del alumnado durante ambas unidades, aunque muestran una inercia metodológica favorable al material autoconstruido según el orden del tipo de material utilizado. Además, se encontró que el material autoconstruido fomenta la actividad física extraescolar. Futuras investigaciones deberán analizar el nivel de actividad física en la educación física y en el período extraescolar dependiendo del material utilizado.Abstract. Currently, the Sport Education model stands out among the teaching approaches centered on the students and having a higher impact on the Physical Education teachers. The benefits of the hybridization based on self-made materials have not been studied either longitudinally or in Primary Education. The objective was to know and to compare the assessment of teachers and their students regarding the use of two types of materials (conventional and self-made) during two consecutive Sport Education seasons. A total of 51 students enrolled in grades 3 and 4 of Primary Education and their two Physical Education teachers took part in the experience. We used a quasi-experimental simple crossover design with randomized groups and non-probabilistic convenience sampling, in which the two levels of the independent variable (conventional and self-made materials) were applied in the two grade levels participating in the study. Data were collected by means of teacher diaries, group interviews with the students and individual interviews with the teachers, before and after implementation of each of the following didactic units: «ultimate» and «indiacas». Data collection was performed using constant comparisons. The results showed a high level of students’ enthusiasm during both didactic units, although the data analyzed indicated a methodological inertia to the self-made material, according to the order type of the used material. Besides, it was found that the self-made material encourages participation in extracurricular physical activities. Further studies are required to analyze physical activity levels in and outside the Physical Education setting as a function of the material used.

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 Implementation of Physical Education Learning in Public Junior High Schools during the Covid 19 Pandemic in Lubuklinggau City

KINESTETIK ◽  
2021 ◽  
Vol 5 (2) ◽  
pp. 381-388
Author(s):  
Tri Turnadi ◽  
Muhammad Kristiawan ◽  
Rambat Nur Sasongko ◽  
Bogy Restu Ilahi
Keyword(s):  
High Schools ◽  
Data Analysis ◽  
Physical Education ◽  
Junior High ◽  
Descriptive Analysis ◽  
Junior High Schools ◽  
Physical Education Teachers ◽  
Analysis Technique ◽  
Teachers And Students ◽  
Qualitative Descriptive

Research on the implementation of physical education learning at State Junior High Schools during the Covid 19 pandemic in Lubuklinggau City. The subjects of this study involved physical education teachers and students in state junior high schools in Lubuklinggau City. The data analysis technique used a qualitative descriptive analysis. Collecting data using observation, questionnaires, and interviews. Based on the results of the research data analysis above, it can be seen from the implementation of Physical Education learning at State Junior High Schools during the Covid 19 pandemic in Lubuklinggau City, which has a percentage of (50.20%) for Physical Education teachers with moderate criteria and for students (67.03%) with criteria good. The results obtained through observation, questionnaires and interviews.

scholarly journals Didaktické řídicí styly ve výuce tělesné výchovy na 2. stupni základní školy: postoje a zkušenosti učitelů

2015 ◽  
Vol 9 (2) ◽  
pp. 16-28
Author(s):  
Jiří Sliacky
Keyword(s):  
Physical Education ◽  
Data Collection ◽  
Secondary Schools ◽  
Subject Matter ◽  
Teaching Styles ◽  
Structured Interview ◽  
Collection Method ◽  
Data Collection Method ◽  
Teaching Situation ◽  
Specific Teaching

The paper brings the results of the second part of the research of the use of teaching styles in Physical Education lessons at the lower-secondary schools, whose objective is to analyze the attitude of the selected teachers to different teaching styles in the context of the priorities the Physical Education and their own experience of teaching. The purpose of this research is to place the results of the investigation, describing what the teaching styles are used in teaching, in the broader context teachers thinking. The data collection method for the analysis was a structured interview, which consisted of two main parts. The first debate on the priorities and objectives of Physical Education, really used of teaching styles and experiences with these styles. The second part consisted of an analysis of specific teaching situation from the video, captured for the first part of the research, focusing on the didactic grasp of subject matter. The results of interviews showed that although none of the interviewed teachers teaching styles as didactic theory doesn’t know, yet with some of the principles of this theory can intuitively operate and be aware of their benefit.

scholarly journals Class Management of In-Service Physical Education Student Teachers

2005 ◽  
Vol 11 (2) ◽  
pp. 14-23
Author(s):  
Alberto CRUZ
Keyword(s):  
Physical Education ◽  
Student Teachers ◽  
Management Practices ◽  
Teaching Style ◽  
Management Strategies ◽  
Physical Education Teachers ◽  
Education Student ◽  
Equipment Management ◽  
Stimulated Recall ◽  
Class Management

LANGUAGE NOTE | Document text in English; abstract also in Chinese.Classroom management is essential to effective teaching. However, there is little information about how physical education student teachers manage their classes. Berliner (1988) proposed five stages of learning to teach and argued that experience is a predominant element to the development of expertise in pedagogy. Cruz (2000) suggested that the in-service student teachers taught better than their pre-service counter-parts as they had more in-field experience. The purpose of the study was to examine the class management practices of in-service physical education student teachers. Three in-service student teachers were randomly selected and invited to participate in the study. They were observed teaching two ball games lessons and took part in two pre-lesson interviews and two post-lesson stimulated recall sessions. Qualitative data were collected through lesson observations and interviews. Constant comparison and analytic induction were used to organize and categorize the data. Results showed that there were common managerial behaviours and management strategies adopted by the student teachers during teaching. Teaching style, organization and supporting were the identical managerial behaviours observed, whilst the preventive management, equipment management and interactive class management were the common class management strategies identified. The findings hold implications for the preparation of physical education teachers.班級經營與敎學效能息息相關。Berliner(1988)提出五階段學習歷程理論及敎學經驗為發展成敎學專家主要元素。Cruz(2000)指出在職師訓學生的敎學表現較職前師訓學生為佳是他們有較多實踐經驗。本研究目的是探討在職師訓學生的班級經營行為及策略。三位在職師訓學生被隨機抽樣參與此研究。他們被觀察兩敎節球類課及接受兩次課前訪問及課後刺激回憶訪談。其後以持續比較法分析蒐集資料。結果顯示師訓學生有其共通班級經營行為策略及給予體育師資培訓啟示。

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