Investigate the situation using information technology in elementary physical education teachers

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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Countermeasures against fine particulate matter through cases of veteran elementary physical education teachers

Journal of Korean Society for the Study of Physical Education ◽

10.15831/jksspe.2020.25.3.71 ◽

2020 ◽

Vol 25 (3) ◽

pp. 71-88

Author(s):

Sang-Mok Kim ◽

Byung-Kweon Chang

Keyword(s):

Particulate Matter ◽

Physical Education ◽

Fine Particulate Matter ◽

Physical Education Teachers ◽

Elementary Physical Education ◽

Fine Particulate

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Relationship between Job Statisfaction Levels and Work-Family Conflicts of Physical Education Teachers

Journal of Education and Learning ◽

10.5539/jel.v6n3p312 ◽

2017 ◽

Vol 6 (3) ◽

pp. 312

Author(s):

Hakki Ulucan

Keyword(s):

Job Satisfaction ◽

Physical Education ◽

Family Conflict ◽

Physical Education Teachers ◽

Full Time ◽

Meaningful Difference ◽

Work Family Conflict ◽

Family Conflicts ◽

Satisfaction Scale ◽

Work Family

Study aims to examine the relationship between perceived job satisfaction levels and work-family conflicts of the physical education teachers. Research group consists of 154 volunteer physical education teachers that work full time in governmental institutions in Kirşehir city and its counties. To acquire the job satisfaction datum; the Minnesota job satisfaction Scale, developed by Weiss, Dawis, England and Lofquist (1967) and adapted to Turkish version by Baycan (1985), was used. For acquiring the work-family conflict datum the Work-Family Conflict Scale, developed by Netemeyer et al. (1996) and adapted to Turkish by Efeoglu (2006), was used. While there was no meaningful difference determined between groups in the job satisfaction levels of physical education teachers according to gender and working year in the institution variance there was a meaningful difference determined between groups according to age and working year variance. When work-family conflict levels of teachers are considered while there was no meaningful difference found between groups according to gender variance there was a meaningful difference determined between groups according to age and working year in that institution variances. As a result, there was no meaningful relationship found between job satisfaction levels and work-family conflict levels of physical education teachers.

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

Journal of Teaching in Physical Education ◽

10.1123/jtpe.22.2.186 ◽

2003 ◽

Vol 22 (2) ◽

pp. 186-202 ◽

Cited By ~ 19

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.

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

Journal of Teaching in Physical Education ◽

10.1123/jtpe.2014-0060 ◽

2014 ◽

Vol 33 (4) ◽

pp. 592-610 ◽

Cited By ~ 14

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.

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Sources of Conflict During the School Experience of Pre-Service Physical Education Teachers

European Physical Education Review ◽

10.1177/1356336x9700300203 ◽

1997 ◽

Vol 3 (2) ◽

pp. 116-128 ◽

Cited By ~ 9

Author(s):

Colin Hardy

Keyword(s):

Physical Education ◽

Teaching Profession ◽

Initial Teacher Education ◽

Physical Education Teachers ◽

Postgraduate Students ◽

Beliefs And Values ◽

School Partnership ◽

One Year ◽

The One ◽

The University

The context for the present study is the one-year initial teacher education course for postgraduates specialising in physical education at the secondary level. The research focus is on the conflicts which pre service teachers experience during the school practice element of a University- School Partnership Scheme based on the new government criteria and procedures introduced in the DFE Circular No. 9/92 for England and Wales. Fifty-three postgraduate students completed report forms about their teaching concerns at the end of each week of a six-week and an eleven-week block practice, and, of the 1510 concerns reported, 257 (17.02%) were classed as conflicts. A content analysis of the 'conflict' concerns revealed four general categories of conflict, and these were related to school staff and peers, the school and university working procedures, the demands from the school and the university, and beliefs and values about the teaching profession. The paper argues that such conflicts are viewed with much apprehension by pre-service teachers because of the additional responsibilities and powers placed on school subject mentors and the more limited time available in the university to prepare for the practical activities. Therefore, it is suggested that University-School Partnership Schemes should build in arrangements that give pre service teachers the opportunity to resolve deep-seated problems by being able to approach neutral staff from either the university or the school.

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

Journal of Teaching in Physical Education ◽

10.1123/jtpe.27.1.83 ◽

2008 ◽

Vol 27 (1) ◽

pp. 83-99 ◽

Cited By ~ 11

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.

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Influence of Occupational Socialization on Elementary Physical Education Teachers’ Beliefs and Curricula

Journal of Teaching in Physical Education ◽

10.1123/jtpe.2019-0013 ◽

2020 ◽

Vol 39 (1) ◽

pp. 9-17 ◽

Cited By ~ 2

Author(s):

Laura Prior ◽

Matthew Curtner-Smith

Keyword(s):

Elementary Schools ◽

Physical Education ◽

Elementary Teachers ◽

Secondary Schools ◽

Physical Education Teachers ◽

Occupational Socialization ◽

Socialization Theory ◽

Elementary Physical Education ◽

Teachers Beliefs ◽

Interpretive Methods

Purpose: Most research examining the effects of socialization on physical education teachers’ curricula is dated, has been incidental, and conducted in secondary schools. The purpose of this study was to examine the influence of occupational socialization on the curricula delivered by elementary teachers. Methods: Participants were 10 teachers. Data were collected with six qualitative techniques and analyzed by employing standard interpretive methods. Findings and Discussion: Three groups of teachers were identified. These were nonteachers, conservatives, and progressives. The curricula they delivered varied greatly in terms of pedagogies and quality. Each teacher group was closely aligned to orientations for teaching and coaching, and these orientations were forged by the teachers’ socialization profiles. Conclusions: The findings provided clues as to how the cycle of poor and nonteaching might be broken in U.S. elementary schools. In addition, these findings served to potentially modify occupational socialization theory pertaining to physical education.

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