scholarly journals Quality Physical Education in Primary Schools from the Teachers’ Point of View

2021 ◽  
Vol 7 (1) ◽  
Keyword(s):  
Physical Education ◽  
Primary Schools ◽  
Point Of View

Motor technique and didactics: a possible alliance from an educational point of view

2016 ◽  
pp. 91-105
Author(s):  
Carmen Palumbo ◽  
Susana Franco ◽  
Ferdinando Cereda
Keyword(s):  
Physical Education ◽  
Primary Schools ◽  
Descriptive Study ◽  
Physical Activities ◽  
Point Of View ◽  
The Body ◽  
Ministry Of Education ◽  
National Guidelines ◽  
Educational Processes

The aim of this descriptive study is to reflect on the development of physical education in Italian schools by delineating the key milestones in the development of motor and physical activities in nursery and primary schools with reference to the national guidelines provided by the Italian Ministry of Education, Universities and Research.These reflections focus on the potentiality of corporeality for a personalized didactics, with the aim of reconsidering the importance of body and movement as privileged areas for the education of the person, which finds its roots in the adoption of a didactics of the body that reinstates the role of physical-motor sciences within the educational processes, thus creating the possibility for teaching movement and teaching through movement.  

An archaeological analysis to trace the emergence and transformation of qualified physical education teachers in Singapore primary schools

2019 ◽  
Vol 41 (2) ◽  
pp. 69-84
Author(s):  
Ho Jin Chung ◽  
Muhammad Sufri ◽  
Chee Keng John Wang
Keyword(s):  
Physical Education ◽  
Primary Schools ◽  
Physical Education Teachers ◽  
National Archives ◽  
The Future ◽  
The Status ◽  
Archaeology Of Knowledge ◽  
Archaeological Analysis ◽  
Key Events ◽  
Underlying Processes

This study explored the underlying processes associated with the policy of increasing qualified physical education teachers (QPETs) in Singapore primary schools. Data were collected from the National Archives of Singapore, Newslink, NewpaperSG and documents. An ‘archaeological analysis’ by Foucault (1972) was used to trace the discursive conditions which enabled and facilitated the policy. Three distinct elements were borrowed from ‘The Archaeology of Knowledge and the Discourse on Language’, namely: the status – as reflected in the positions of individuals influencing the PE policies and initiatives; the institutional sites – as in the locations of the decisions being exercised, and; the situation – identified by the key events leading to the decision to increase QPETs in primary schools. The conclusions based on the analysis of these elements offer a clearer understanding of the various contributions to the adoption of the policy and serve to provide an insightful lens to policymakers who might seek to redesign the future shape of Physical Education.

scholarly journals Effect of Linear and Nonlinear Pedagogy Physical Education Interventions on Children’s Physical Activity: A Cluster Randomized Controlled Trial (SAMPLE-PE)

Children ◽  
2021 ◽  
Vol 8 (1) ◽  
pp. 49
Author(s):  
Matteo Crotti ◽  
James R. Rudd ◽  
Simon Roberts ◽  
Lynne M. Boddy ◽  
Katie Fitton Davies ◽  
...  
Keyword(s):  
Physical Activity ◽  
Randomized Controlled Trial ◽  
Physical Education ◽  
Primary Schools ◽  
Controlled Trial ◽  
Control Group ◽  
Usual Practice ◽  
Randomized Controlled ◽  
Children’S Physical Activity ◽  
Pedagogical Approaches

Background: School-based interventions are a key opportunity to improve children’s physical activity (PA); however, there is lack of evidence about how pedagogical approaches to motor learning in physical education (PE) might affect PA in children. Therefore, this study aimed to assess how different pedagogical approaches in PE might affect children’s PA. Methods: Participants (n = 360, 5–6 years) from 12 primary schools within the SAMPLE-PE randomized controlled trial were randomly allocated to either Linear Pedagogy (LP: n = 3) or Nonlinear Pedagogy (NP: n = 3) interventions, where schools received a 15-week PE intervention delivered by trained coaches, or to a control group (n = 6), where schools followed usual practice. ActiGraph GT9X accelerometers were used to assess PA metrics (moderate-to-vigorous PA, mean raw acceleration and lowest acceleration over the most active hour and half hour) over whole and segmented weeks at baseline, immediately post-intervention and 6 months follow-up. Intention to treat analysis employing multilevel modelling was used to assess intervention effects. Results: LP and NP interventions did not significantly affect children’s PA levels compared to the control group. Conclusion: PE interventions based on LP and NP alone might not be effective in improving habitual PA in children.

The Degree Of Applying The Thinking Skills In Teaching Physical Education In Public Schools In Palestine From The Perspectives Of Teachers Of Physical Education Themselves

2020 ◽  
Vol 8 (3) ◽  
pp. 61-73
Author(s):  
Islam Abbas ◽  
Farah Naseer
Keyword(s):  
Public Schools ◽  
Physical Education ◽  
Reflective Thinking ◽  
Training Programs ◽  
Thinking Skills ◽  
Point Of View ◽  
High Degree

This study aimed to identify the degree of applying the thinking skills in teaching physical education in public schools in Palestine from the perspectives of teachers of physical education themselves. The study found that the degree of applying the thinking skills in the field of thinking during the event received the highest degree of approval from the point of view of the teachers of physical education, followed by the field of thinking of the event in the second place. The field of reflective thinking in general received a high degree of approval, with a percentage of 73.3%. The study also focused on the preparation of teachers with a high awareness in the use of reflective thinking skills, and the need to prepare training programs for students in the field of reflective thinking to help them solve their problems No compound skills.

scholarly journals PENERAPAN MODEL PEMBELAJARAN KOOPERATIF JIGSAW UNTUK MENINGKATKAN MOTIVASI PADA SISWA KELAS V SEKOLAH DASAR

2020 ◽  
Vol 7 (2) ◽  
pp. 56-63
Author(s):  
Bandi Usman ◽  
Khairil Akbar ◽  
Kurnia Dyah Anggorowati
Keyword(s):  
Physical Education ◽  
Student Learning ◽  
Learning Model ◽  
Point Of View ◽  
Learning Motivation ◽  
Fifth Grade ◽  
Motivation To Learn ◽  
Average Value ◽  
Fifth Grade Students ◽  
Using Data

Abstrak: This study aims to increase student learning motivation in the field of physical education, sports and health. The learning model used is the application of the learning model through cooperative jigsaw to increase learning motivation in the field of physical education, sports and healthfor fifth grade students. Classroom action research (PTK) is carriedout using data collection techniques, namely motivation tests and questionnaires. The results of this study showed that in cycle 1, the average value of student learning motivation was 73% in the motivated category but not yet complete. Then in cycle II obtained a percentage of learning motivation of 90% categorized as motivated according to the success criteria and seen from the point of view of the maximum completeness criteria (KKM) students are said to be complete. The percentage of increasing learning motivation from cycle I to cycle II was 17%. The jigsaw cooperative learning model can increase student motivation, especially in sports and health physical education subjects.Keywords: learning Model, motivation to learn physical education sports and health.Abstrak: Penelitian ini bertujuan untuk meningkatkan motivasi belajar siswa pada bidang studi Pendidikan Jasmani Olahraga dan Kesehatan. Model pembelajaran yang digunakan adalah penerapan model pembelajaran melalui kooperatif Jigsaw untuk meningkatkan motivasi belajar pada bidang studi Pendidikan Jasmani Olahraga dan Kesehatan pada siswa kelas V, dilakukan penelitian tindakan kelas (PTK) dengan teknik pengumpulan data yakni tes dan angket motivasi. Hasil penelitian ini diperoleh siklus I nilai rata-rata motivasi belajar siswa presentase sebesar 73% kategori termotivasi tetapi belum tuntas. Kemudian pada siklus II diperoleh presentase motivasi belajar sebesar 90% dikategorikan termotivasi sesuai kriteria keberhasilan dan dilihat dari sudut pandang kriteria ketuntasan maksimal (KKM) siswa sudah dikatakan tuntas. Presentase peningkatan motivasi belajar siklus I ke siklus II yaitu 17%. Model pembelajaran kooperatif jigsaw dapat meningkatkan motivasi belajar siswa, terutama pada mata pelajaran Pendidikan Jasmani Olahraga dan Kesehatan.Kata Kunci: Model Pembelajaran, Motivasi Belajar Pendidikan Jasmani Olahraga dan Kesehatan

scholarly journals Teacher Retention in a London primary school

2020 ◽  
Author(s):  
Ahmed Mahfoodh
Keyword(s):  
Teacher Retention ◽  
Primary School ◽  
Primary Schools ◽  
Point Of View ◽  
The Uk

Teacher retention in the UK has reached crisis level according to many resources. The paper attempts to provide an overview of the extent of the problem and its impacts, the factors that make a teacher wanting to leave especially in state-funded London primary schools and how some schools manage to keep a high teacher retention. Then it explores the same issues again but from the point of view of the headteacher and teachers of the author’s school. The results show that the efforts of the management, which are based on an understanding of the factors that could drive teachers away, play an important role in retaining the teachers. They also reveal that there are other independent (i.e. not directly resulting from the management’s efforts) factors, that influence high retention within the school such as royalty and ethics.<br>

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