scholarly journals Evaluating the Anxiety and Adjustment of Physical Education Teachers Implementing Flipped Class Based on Data Visualization Technology

2021 ◽  
pp. 392-404
Author(s):  
Feilong Wu, Vivian B. Titular, Shipeng Ding
Keyword(s):  
Physical Education ◽  
Data Visualization ◽  
Positive Attitude ◽  
Education Level ◽  
Physical Education Teachers ◽  
Research Results ◽  
Anxiety Levels ◽  
Visualization Technology ◽  
Teachers Attitudes

Data visualization technology uses graphics and images to intuitively express the influence of teachers' implementation of flipped physical education. The sample comes from a flipped physical education classroom conducted by 130 physical education teachers (N=130, age 28-55) from 6 university sports departments in China. The research results show that gender, teaching age, and education level have a greater impact on teachers' implementation of flipped physical education classes, and there are significant differences in anxiety levels. During the COVID-19 period, how to implement physical education has caused a lot of troubles and concerns. Teachers generally believed that they had lost their status as physical education teachers, and very worried about how toimplement physical education In quarantine state. However, after a period of trying to flip physical education, teachers’ attitudes have changed significantly. Most physical education teachers hold a positive attitude. This is because their worries and confusion about flipping the physical education classroom transition to knowing the reason, and increasing the awareness and initiative of physical education teachers in teaching.

scholarly journals Evaluate Students' Attitudes towards the Information Industry Chain of P.E. Based on Data Visualization Technology: A Cross-sectional Study

CONVERTER ◽  
2021 ◽  
pp. 19-24
Author(s):  
Feilong Wu, Et al.
Keyword(s):  
Distance Education ◽  
Physical Education ◽  
Data Visualization ◽  
Online Teaching ◽  
Cross Sectional Study ◽  
Cross Sectional ◽  
Chinese College Students ◽  
Students Attitudes ◽  
Visualization Technology ◽  
Strongly Agree

Based on data visualization technology, it expounds the attitude of Chinese college students to the P.E. information distance education industry. The research mainly uses attitude questionnaires to conduct cross-sectional surveys based on the Internet of Things, and uses data visualization technology to evaluate students' attitudes and opinions on informatized sports distance education. Our survey results show that in the online physical education courses carried out during the school blockade, students have a positive attitude towards informatized physical education, and the online teaching effect provided by the school is satisfactory. According to the vertical total score percentage of 16 measurement indicators, we can see that we strongly agree (364.22%), agree (439.37%), uncertain (422.28%), disagree (242.9%) and strongly disagree (130.854%). It can be seen that even if the school is blocked, students show a higher enthusiasm for information-based physical education.

scholarly journals Pre-service physical education teachers’ attitudes toward inclusive physical education

2021 ◽  
Author(s):  
Michael Braksiek
Keyword(s):  
Physical Education ◽  
Inclusive Education ◽  
Convergent Validity ◽  
Attitude Scale ◽  
Physical Education Teachers ◽  
Degree Programs ◽  
Confirmatory Factor Analyses ◽  
Valid Instrument ◽  
Pete Programs ◽  
Teachers Attitudes

AbstractA teacher’s positive attitude is an important factor for successful inclusive physical education (PE). PE teachers’ attitudes are shaped during PE teacher education (PETE) programs. Thus, a valid instrument is needed not only for assessing pre-service PE teachers’ attitudes toward inclusive PE but also for evaluating the effect of PETE programs in general and the effect of specific parts of such programs (e.g., seminars) on the development of those attitudes. Regarding the measurement of this attitude, little is known about how a subject-specific attitude toward inclusive education is related to general attitudes toward inclusive education. In this study 362 pre-service PE teachers’ attitudes toward inclusive education in general and inclusive PE were assessed using two general attitude scales and one PE-specific attitude scale. By conducting confirmatory factor analyses (CFAs), the factorial and convergent validity of the PE-specific scale was investigated. Results showed that the scale measures attitude toward inclusive PE adequately and that this attitude is related to general attitudes toward inclusive education. In addition, the measurement invariance of the scale among different degree programs of the pre-service PE teachers as well as group differences in the assessed attitude depending on the degree programs were investigated using multigroup CFA. The results support the use of the scale in the context of PETE for inclusion, but also point to general difficulties regarding attitude measurement in the context inclusive of (physical) education.

scholarly journals The attitudes of elementary school students towards physical education teachers

2019 ◽  
Vol 9 (2) ◽  
pp. 5-19
Author(s):  
Velimir Miličković ◽  
Veljko Vukićević ◽  
Stanko Zečević ◽  
Slobodan Vignjević
Keyword(s):  
Physical Education ◽  
Factor Structure ◽  
Student Attitudes ◽  
Assessment Scale ◽  
Physical Education Teachers ◽  
Physical Education Teacher ◽  
School Students ◽  
Education Teacher ◽  
Teacher Competences ◽  
Teachers Attitudes

The aim of the study was to determine the factor structure of the assessment scale of the Physical Education Teacher Attitude Questionnaire, as well as to ascertain the existence of gender, age, and differences in whether students practice some sport outside of school or not, in terms of attitudes toward different physical education teacher competences. A sample of 119 students of both genders, grades 5 through 8, was assigned a USF assessment scale, modeled on existing instruments for assessing student attitudes toward physical education and physical education teachers. The factor structure was determined by using factor analysis. The ANOVA results for gender differences indicate that there are no statistically significant differences in the attitudes of students towards the competences of physical education teachers. ANOVA results for differences between coaching students and non-coaches suggest that there are statistically significant differences between these groups of respondents regarding the factor of socio-emotional competence of teachers, in the sense that students who train a sport are more inclined towards the socio-emotional competences of teachers. The ANOVA results for age differences indicate that there are statistically significant differences between younger and older students, regarding both factors, in the sense that younger students are more inclined towards both the socio-emotional and professional competences of physical education teachers. Attitudes towards the teacher provide valuable information about what students think and feel about them, thus creating adequate conditions for effecting change and improving both teaching and relationships with students.

Singapore teachers’ attitudes towards the use of information and communication technologies in physical education

2019 ◽  
Vol 26 (2) ◽  
pp. 481-494 ◽  
Author(s):  
Nien Xiang Tou ◽  
Ying Hwa Kee ◽  
Koon Teck Koh ◽  
Martin Camiré ◽  
Jia Yi Chow
Keyword(s):  
Physical Education ◽  
Information And Communication Technologies ◽  
Teaching Experience ◽  
Communication Technologies ◽  
Physical Education Teachers ◽  
Full Time ◽  
Demographic Groups ◽  
Significant Difference ◽  
Information And Communication ◽  
Teachers Attitudes

The purpose of the present study was to examine and compare Singaporean physical education teachers’ attitudes towards information and communication technologies in physical education across different demographic groups that included gender, age, teaching experience, and school level. A total of 422 Singaporean full-time physical education teachers (mean age = 38.47 years, standard deviation = 8.31) completed the Physical Education Teachers’ Subjective Theories Questionnaire to assess their perspectives towards the integration of information and communication technologies into physical education teaching practice. Mann–Whitney U and Kruskal–Wallis H tests were conducted to examine the differences in participants’ attitudes across different demographic groups. Results revealed that attitudes towards information and communication technologies significantly differed between teachers of different gender, age, and teaching experience. However, no significant difference was found in attitudes towards information and communication technologies among teachers of different school levels. The findings of this study can inform policy-makers and stakeholders with an interest in promoting the integration of information and communication technologies in physical education.

Attitudes of Teachers Towards Inclusion of Students with Disabilities in Physical Education

2021 ◽  
Vol 15 (10) ◽  
pp. 3390-3393
Author(s):  
Gamze Beyazoğlu
Keyword(s):  
Physical Education ◽  
Students With Disabilities ◽  
Undergraduate Education ◽  
Student Attitudes ◽  
Behavioral Control ◽  
Physical Education Teachers ◽  
Perceived Behavioral Control ◽  
Disabled Students ◽  
National Education ◽  
Teachers Attitudes

Aim: The aim of the present study is to examine the attitudes of physical education teachers towards teaching disabled students. Methods: A total of 612 physical education teachers working in the Ministry of National Education in Turkey participated in the research. “The Attitudes of Physical Education Teachers Towards Teaching Disabled Students Scale” (2020), developed by Beyazoğlu and Özbek, were applied to the teachers participating in the research. Since the data are normally distributed in the analysis of quantitative data, t-test and ANOVA tests from parametric tests were used. Results: According to the results of the research, it is observed that Turkish physical education teachers have favorable attitudes towards teaching disabled students within the framework of planned behavioral theory. In addition, the measure of attitude, subjective norm, perceived behavioral control, behavior-oriented attitude and behavioral objective are important predictors of teachers' attitudes. Furthermore, each dimension is highly correlated with some variables. Conclusion: The proficiency level of teachers' teaching experiences, whether they have taken special training courses in undergraduate education, physical education for the disabled in undergraduate education, preconceived notions such as whether to take sports courses, whether to take various courses, training, etc. (in-service training) during teaching, age and marital status are highly related to teachers' attitudes. Keywords: Physical Education Teacher, Teaching, Disabled student, Attitudes

California Secondary School Physical Education Teachers’ Attitudes Toward the Mandated Use of the Fitnessgram

2007 ◽  
Vol 26 (2) ◽  
pp. 161-176 ◽  
Author(s):  
Robert H. Ferguson ◽  
Xiaofen D. Keating ◽  
Dwan M. Bridges ◽  
Jianmin Guan ◽  
Li Chen
Keyword(s):  
Physical Education ◽  
Secondary School ◽  
Physical Education Teachers ◽  
Fitness Testing ◽  
Test Results ◽  
Fitness Test ◽  
Grade Levels ◽  
Positive Attitudes ◽  
Fitness Tests ◽  
Teachers Attitudes

This study aimed to determine how California secondary physical education teachers perceive the state mandated youth fitness testing for the 5th, 7th, and 9th grades using Fitnessgram. The participants were secondary school physical education teachers (N = 323). A previously validated attitudinal instrument (Keating & Silverman, 2004a) was used to collect the data. The means and standard deviations for each attitude subdomain and the overall attitudes were computed. MANOVA and ANOVA were employed to test the differences in attitudes by demographic and profession-related variables. Teachers’ overall attitudes toward the Fitnessgram were slightly higher than a neutral attitude, indicating slightly positive attitudes on a 7-point Likert scale (M = 4.47, SD = 1.06). The mean scores for the attitude subdomain of cognitive (i.e., usefulness of fitness test results) and the affective (i.e., enjoyment of implementing fitness tests, and enjoyment of using fitness test results) components were 4.25 (SD = 1.38), 4.90 (SD = 1.15), and 4.39 (SD = 1.17), respectively. The data from the study suggested that teachers marginally agreed that the test results were useful and that they somewhat enjoyed implementing the test. Class size and student grade levels taught were important profession-related variables to consider regarding teacher attitudes toward the Fitnessgram.

scholarly journals PHYSICAL EDUCATION TEACHERS AS REFLECTIVE PRACTITIONERS AND ACTION RESEARCHERS IN THEIR WORK

2018 ◽  
pp. 375
Author(s):  
Jelena Maksimović ◽  
Osmanović Jelena
Keyword(s):  
Action Research ◽  
Physical Education ◽  
Work Experience ◽  
Teaching Experience ◽  
Physical Education Teachers ◽  
Years Of Teaching Experience ◽  
Reflexive Practice ◽  
Reflective Practitioners ◽  
Teachers Attitudes ◽  
Unbroken Line

Physical education classes are peculiar in their character in comparison to classes of other school subjects since they are not taught in a classroom. However, it certainly does not mean that physical education teachers should not reflect on their practical work or analyse it. This process of reflective thinking represents a particular challenge and responsibility for physical education teachers. Therefore, the goal of this research is to determine the way in which they approach this issue, i.e. whether physical education teachers are reflective practitioners and action researchers. The paper used a descriptive method and scaling technique, as well as a Likert type scale (FVAI) scales, designed for the purpose of this research, which examined the teachers' attitudes about physical education in the context of reflexive practice and action research. The survey was conducted on a sample of 405 respondents in relation to independent variables of the type of school (primary and secondary) and years of service (0-10; 11-20; over 20 years of work experience). This research has shown that teachers are partially informed about action research and its application, whereas they highly value all the aspects of reflective teaching. This research contributes to the affirmation of action research since reflection and action are linked in physical education teaching by means of a continuous, unbroken line which further encourages teachers to reflect on their own practice. Teachers who are reflective practitioners are simultaneously action researchers. This research has proven the existence of a statistically significant connection between the reflectivity components of physical education teachers and the stage of education (school) in which they teach and years of teaching experience, p<0.05.

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