scholarly journals A Study on the Action Research of Elementary Physical Education Class Applying Backward Design

2019 ◽  
Vol 30 (4) ◽  
pp. 223-240
Author(s):  
문균희 ◽  
Youngsuk Lee
Keyword(s):  
Action Research ◽  
Physical Education ◽  
Physical Education Class ◽  
Backward Design ◽  
Elementary Physical Education ◽  
Education Class

RESEARCH NOTE: Physical Activity Levels in Elementary-School Physical Education: A Comparison of Swimming and Nonswimming Classes

2004 ◽  
Vol 23 (3) ◽  
pp. 252-263 ◽  
Author(s):  
Greet Cardon ◽  
Stefanie Verstraete ◽  
Dirk De Clercq ◽  
Ilse De Bourdeaudhuij
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Vigorous Physical Activity ◽  
Activity Levels ◽  
Physical Education Class ◽  
Instruction Time ◽  
Elementary Physical Education ◽  
Education Class ◽  
Physical Activity Levels ◽  
Preliminary Study

The main goal of the current study was to compare physical activity levels during swimming and nonswimming elementary physical education classes. We conducted a preliminary study and found that the System for Observing Fitness Instruction Time (SOFIT) could be used to register physical activity engagement levels in swimming classes. Thirty-nine classes, involving 8- to 12-year olds, participated in one swimming and one nonswimming physical education class. Classes were videotaped and physical activity levels for 234 students were quantified using SOFIT. Students engaged in more moderate-to-vigorous physical activity during swimming classes than during nonswimming classes. As a consequence, we advocate the inclusion of swimming lessons in physical education. Because the average engagement in moderate-to-vigorous physical activity was lower than the recommended 50% in 41% of swimming classes and in 77% of the nonswimming classes, however, comprehensive efforts are needed to increase physical activity levels during both types of elementary physical education classes.

Student Misconceptions during Two Invasion Game Units in Physical Education: A Qualitative Investigation of Student Thought Processing

2000 ◽  
Vol 20 (1) ◽  
pp. 55-77 ◽  
Author(s):  
Molly K. Hare ◽  
Kim C. Graber
Keyword(s):  
Physical Education ◽  
Data Collection ◽  
Document Analysis ◽  
Alternative Methods ◽  
Qualitative Investigation ◽  
Physical Education Class ◽  
Elementary Physical Education ◽  
Education Class ◽  
Student Misconceptions ◽  
Student Thought

Although classroom researchers have made considerable progress in better understanding how students acquire knowledge, researchers in physical education have yet to discover the potential of this inquiry. One of the least investigated areas includes understanding how students misconceive knowledge. The purpose of this study was to describe misconceptions that were revealed during the course of participation by students in an elementary physical education class. Secondary purposes were to test alternative methods for recording and classifying the types of misconceptions that emerged. Data collection included observations and videotape recordings, formal and informal interviews. Think aloud interviews, and document analysis. Misconceptions that emerged were classified into categories representing (a) motor skill execution, (b) confusion with regard to terminology, (c) confusion with regard to strategy, and (d) misconceptions concerning the instructional tasks of the lesson. Instruction was a major factor in either reducing misconceptions or creating a climate ripe for their development.

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