scholarly journals Professional Attitude of Physical Education Teachers toward Education Process of Students with Severe Intellectual Disabilities

2015 ◽  
Vol 3 ◽  
pp. 558
Author(s):  
Aija Klaviņa ◽  
Nadija Strazdiņa
Keyword(s):  
Physical Education ◽  
Work Experience ◽  
Physical Education Teachers ◽  
Special Schools ◽  
Professional Attitude ◽  
Gender And Work ◽  
Severe Intellectual Disability ◽  
Education Environment ◽  
Teachers Beliefs ◽  
Education Process

<p class="TextBody"><em><span lang="EN-US">Physical education teachers face many challenges when teaching students with severe intellectual disability (SID) because of extensive adaptations and assistance they need. The purpose of this study was to determine attitude of PE teachers in Latvia and Lithuania toward teaching students with SID in the special education environment. Method: Participants were 84 PE teachers from special schools. The Survey of Physical Education Teachers’ Attitude Toward Teaching Students with SID (Strazdina &amp; Klavina, 2012) was used. Results and Conclusions: Results revealed significant differences in results across teachers’ age, gender and work experience. Latvian teachers' beliefs were more positive towards teaching students with SID than teachers in Lithuania.  Stepwise multiple regressions analyses demonstrated that overall there was significant relationship between predictors and behavioral intention. </span></em></p>

Body image(s): Problematizing future physical education teachers’ beliefs about the body and physical activity through visual imagery

2021 ◽  
pp. 1356336X2110562
Author(s):  
Gustavo González-Calvo ◽  
Vanesa Gallego-Lema ◽  
Göran Gerdin ◽  
Daniel Bores-García
Keyword(s):  
Physical Activity ◽  
Body Image ◽  
Physical Education ◽  
Gender Stereotypes ◽  
Great Influence ◽  
The Body ◽  
Physical Education Teachers ◽  
Visual Methods ◽  
Teachers Beliefs ◽  
The World

Visual culture affects the way people understand the world and themselves, contributing to the creation of certain roles and stereotypes, some of which are related to body image. This study focused on interrogating future physical education teachers’ beliefs about the body and physical activity to understand the construction of bodily subjectivities and their perceptions of how these are influenced by visual (physical) culture. Data were collected through the use of visual methods consisting of photo-elicitation and individual interviews with 23 students from a Primary Education Degree with a specialization in physical education at a Spanish university. Data were analyzed using thematic content analysis. The results of the study show that these future physical education teachers are aware of both the great influence of gender stereotypes and the values of consumerism in the field of physical activity stemming largely from the media, which inevitably will shape their future professional practice. However, the results also highlight how these future physical education teachers consider and position the subject of physical education as an important space where they could help students problematize and challenge these beliefs. We suggest that a focus on visual (physical) literacy is needed for future physical education teachers (and their students) to understand the world from a socially critical perspective and transform it in the interest of equity and social justice.

scholarly journals The Influence of the Physical Education Environment on Children’s Well-Being and Physical Activity Across the Transition from Primary to Secondary School

2014 ◽  
Vol 36 (6) ◽  
pp. 574-583 ◽  
Author(s):  
Ian M. Taylor ◽  
Christopher M. Spray ◽  
Natalie Pearson
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Secondary School ◽  
Transition Period ◽  
School Transition ◽  
Well Being ◽  
Self Concept ◽  
Physical Education Teachers ◽  
Education Environment ◽  
Before And After

The purpose of the study was to explore change in children’s physical self-concept and self-reported physical activity over a school transition period, as well as motivational and interpersonal influences on these two outcomes. Data were collected from 545 children (mean age = 10.82, SD = 0.39, 51% female) at three time points before and after the United Kingdom secondary school transition. Multilevel modeling revealed that physical self-concept and physical activity showed different patterns of decline over the course of the study. Changes in the extent to which physical education teachers were perceived to provide psychological need support, peer focus on self-referenced learning and mastery, and changes in autonomous motives toward physical education classes were positively associated with these outcome variables. The present study provides novel insight into important motivational and interpersonal factors that may need to be targeted to prevent negative developmental patterns over a potentially challenging period for children.

Teachers’ Beliefs and Implementation of Competitive Activities for Multicultural Students

2015 ◽  
Vol 52 (8) ◽  
pp. 1019-1045 ◽  
Author(s):  
Eve Bernstein ◽  
Ulana Lysniak
Keyword(s):  
New York ◽  
Physical Education ◽  
Reasoned Action ◽  
Physical Education Teachers ◽  
Diverse Students ◽  
Multicultural Students ◽  
Teachers Beliefs ◽  
Semistructured Interviews ◽  
Field Notes ◽  
Competitive Activities

Physical education teachers’ ( N = 9) beliefs and implementation of competitive activities for middle school multicultural student populations (Grades 6-8) in physical education class in the Greater New York area were examined. Data were collected by nonparticipant observation and field notes, two semistructured interviews, and postobservation informal interviews. The theory of reasoned action guided the study. Three themes emerged: competitive activities, an introduction to culture; using demonstration to teach competitive activity skills to diverse students; and creating community. Successful instruction of diverse students was observed; however, fully incorporating cultural relevance through competitive activities was not fully demonstrated.

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 Views of Physical Education Teachers on Distance Education During the Covid-19 Pandemic Period: A Qualitative Study

2021 ◽  
Vol 14 (9) ◽  
pp. 77
Author(s):  
Hande Baba Kaya
Keyword(s):  
Distance Education ◽  
Physical Education ◽  
Online Education ◽  
Study Data ◽  
Physical Education Teachers ◽  
Interview Method ◽  
Advantages And Disadvantages ◽  
Content Analysis Method ◽  
Space Limit ◽  
Education Process

This study was carried out in order to examine the opinions of physical education teachers about the remote (online) education of schools due to the Covid-19 epidemic in our country and in the world in recent years, and the remote teaching of physical education lessons in this process. Within the scope of this study, it was tried to determine the opinions of physical education teachers about the distance education process, the problems they encountered, the efficiency and adequacy of the lessons, the advantages and disadvantages of the process. The study was designed using a qualitative research method, and the study group was determined using the stratified sampling method. Study data were collected by the researcher by interview method. The analysis of the data was carried out using the content analysis method. According to the findings of the research, in the evaluations of the participants; It has been observed that the majority of them define distance education as virtual education, the majority of them express that it is important and necessary to teach physical education lessons in distance education, the biggest advantage in the process of teaching the lessons is the lack of time and space limit, and the disadvantage is that distance education cannot provide the same equality of opportunity for every student. At the end of the study, suggestions were given to make physical education lessons more efficient in the distance education process.

scholarly journals LEARNING ENVIRONMENT IN PHYSICAL EDUCATION IN ŠAKIAI AND ŠAKIAI DISTRICT: COMPARATIVE ANALYSIS

2015 ◽  
Vol 3 (98) ◽  
pp. 50-57
Author(s):  
Laima Trinkūnienė ◽  
Edvinas Vensas
Keyword(s):  
Physical Education ◽  
Secondary Schools ◽  
International Study ◽  
Physical Education Teachers ◽  
Learning Tools ◽  
Education Environment ◽  
Study Programme ◽  
The City ◽  
City Schools

Background. According to various research publications, physical education teachers work in the environment where the teaching process is often hindered by low physical education subject status, insufficient number and quality of lessons, lack of facilities and equipment for learning and the environment which is neither functional nor safe or hygienic. Concerned about pupils’ physical activity decrease in secondary schools, Education and Sports Department of Šakiai District Municipality submitted a request to Physical Education study programme director of Lithuanian Sports University to carry out research revealing the existing situation about physical education and sports infrastructure in Šakiai district secondary schools. The aim of our study was to compare physical education environment in Šakiai and Šakiai district high schools, junior gymnasiums and lower secondary schools. Methods. We used a questionnaire for the survey drafted in the international study by Sport Science and Physical Education Council (ICSSPE / IOC) (Hardman & Marshall, 2009) and other references. During the study, we interviewed 13 physical education teachers from 14 Šakiai city and Šakiai district schools (2 women and 11 men). Results. The quality of learning tools in city schools was seen as excellent or good, while the quantity was also seen only as extensive or above average. Obtained results in the district schools varied, but most of them indicated that the quality (33%) and quantity (50%) was only adequate or sufficient. Physical education subject status in comparison with other subjects in half of the city schools was seen as the same and in the other half – as lower. In most schools in the district, it was seen as the same (92%). City schools did not lack hygienic equipment, but a significant number of district schools did not have changing rooms with lockers and hangers (33%) and showers (25%). In the district schools that had showers, they were not used in 56% of them. Conclusions. Schools in the city are supplied with more and better teaching tools and equipment. Physical Education subject status in half of city schools is perceived as inferior to other subjects. Hygiene conditions in city schools are good compared to the district schools, where they are poor.

scholarly journals Autopercepción de la vocación en docentes de educación física escolar en Chile

2018 ◽  
pp. 203-229
Author(s):  
Felipe Nicolás Mujica Johnson ◽  
Nelly Del Carmen Orellana Arduiz
Keyword(s):  
Physical Education ◽  
Education System ◽  
Work Experience ◽  
Teaching Experience ◽  
Qualitative Approach ◽  
Physical Education Teachers ◽  
Structured Interviews ◽  
Social Commitment ◽  
Affective Component ◽  
El Sistema

Este estudio tuvo por objetivo comprender la dinámica de la vocación, en el transcurso de la experiencia laboral de los docentes de educación física que se desempeñan en el sistema educativo escolar. La metodología utilizada corresponde al enfoque cualitativo y la participación consta de nueve docentes hombres, con edades comprendidas entre los 34 y los 62 años. El promedio de experiencia docente de los participantes es de 24 años. Los datos fueron recopilados a través de entrevistas semi-estructuradas y sometidos a un análisis de contenido deductivo-inductivo. En los resultados se presentan las siguientes familias de códigos: a) representación de la vocación docente; b) vocación por la educación física; c) factores que incentivan la vocación docente; d) factores que perjudican la vocación docente. Se concluye que la vocación docente tiene un significativo componente afectivo, que ha estimulado a los docentes a desarrollar un compromiso social durante su labor educativa.Self-perception of the vocation in school physical education teachers in ChileAbstractThe purpose of this study was to understand the dynamics of the vocation, in the course of the work experience of physical education teachers who work in the school education system. The methodology used corresponds to the qualitative approach and the participation consists of nine male teachers, aged between 34 and 62 years. The average teaching experience of the participants is 24 years. The data was collected through semi-structured interviews and subjected to an analysis of deductive-inductive content. The following families of codes are presented in the results: a) representation of the teaching vocation; b) vocation for physical education; c) factors that encourage the teaching vocation; d) factors that harm the teaching vocation. It is concluded that the teaching vocation has a significant affective component, which has stimulated teachers to develop a social commitment during their educational work.Recibido: 29 de abril de 2018Aceptado: 05 de julio de 2018

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