scholarly journals Building Academic Standards for the Teaching Methods Course (1) at the Faculty of Physical Education, Azhar University According to the Academic National Standards of the Physical Education Sector

2019 ◽  
Vol 9 (1) ◽  
pp. 29-37
Keyword(s):  
Physical Education ◽  
Teaching Methods ◽  
Education Sector ◽  
National Standards ◽  
Academic Standards ◽  
Methods Course

Preparing Preservice Teachers via Teaching Methods Courses: A Literature Review

2021 ◽  
pp. 1-10
Author(s):  
Fei Wu ◽  
Ashley Phelps ◽  
Michael Hodges ◽  
Yiqiong Zhang ◽  
Xiaofen D. Keating ◽  
...  
Keyword(s):  
Preservice Teachers ◽  
Physical Education ◽  
Teaching Methods ◽  
Elementary Classroom ◽  
National Standards ◽  
Methods Course ◽  
Physical Education Teachers ◽  
Classroom Teachers ◽  
Methods Courses ◽  
Elementary Methods

Purpose: To review past research on teaching methods courses with preservice physical education teachers and preservice elementary classroom teachers. Method: This study was guided by the 2017 National Standards for Initial Physical Education Teacher Education. A thorough literature search was conducted using online databases, and a total of 28 articles were selected for review. Results: About two thirds of the reviewed studies were related to elementary methods courses, and 10.7% of the studies were quantitative. Perceptions and confidence in teaching physical education were the focus of studies for preservice elementary classroom teachers, while pedagogical knowledge development and restructuring was the primary emphasis for preservice physical education teachers via elementary methods course. Research on the secondary methods course yielded no salient themes. Conclusions: Research on the topic has been incongruent with the national standards. More experimental and quantitative studies are needed in the future.

scholarly journals The Effect of Studying Physical Education Teaching Methods Course on Improving Students' Teaching Skills from the View Point of Students

2018 ◽  
Vol 12 (2) ◽  
pp. 213
Author(s):  
Mohammed K. Thiyabat
Keyword(s):  
Physical Education ◽  
Teaching Methods ◽  
Methods Course ◽  
Teaching Skills ◽  
View Point ◽  
First Semester ◽  
Descriptive Research ◽  
Academic Level ◽  
Education College ◽  
Academic Year

The study aimed at identifying the effect of a physical education teaching methods course on improving teaching skills from the view point of students. It also aimed at examining significant differences in the effect of studying the course due to gender and academic level. The sample of the study consisted of 60 students enrolled in the physical education college at Yarmouk university during the first semester of academic year 2016/2017. The researcher used descriptive research methodology that matches the nature and aims of the study. To gather the data, the researcher used a questionnaire of 36 items categorized into four areas (planning, teaching methods, implementation and evaluation). The results of the study revealed the positive effect of studying the physical education teaching methods course on improving students, teaching performance. It also showed that there are no statistically significant differences in the effect of studying the teaching methods course attributed to gender and academic level. Finally, the researcher recommend including the teaching methods course in the curriculum due to its importance in updating the content of the course and encouraging training students to use modern teaching strategies. 

scholarly journals Determining the Factors of Teaching Effectiveness for Physical Education

2020 ◽  
Vol 13 (3) ◽  
pp. 43
Author(s):  
Aungkana Boonsem ◽  
Thongchai Chaoensupmanee
Keyword(s):  
Physical Education ◽  
Teaching Methods ◽  
Teaching Effectiveness ◽  
Vigorous Physical Activity ◽  
Female Students ◽  
National Standards ◽  
Male Students ◽  
Physically Active ◽  
Course Content ◽  
Measurement And Evaluation

The development and maintenance of a physically active lifestyle and the promotion of health-related physical fitness have become two important components of the national standards for physical education. Physical education is one of the important aspects of the educational and teaching processes. This study was designed to determine the factors of teaching effectiveness for physical education by comparing the opinions of students on teaching courses of King Mongkut’s University of Technology, Thonburi with the totals of six aspects: (1) the purposes of Physical Education learning; (2) content and Physical Education programs; (3) teaching methods and teaching activities; (4) the personality aspects of Physical Education instructors; (5) equipment and facilities; and (6) assessment and evaluation. The sample included 1,000 students, with 558 male students and 442 female students, selected using the stratified random sampling method and divided into groups based on gender and types of sports. The results of the study showed that the highest percentage for the overall development of teaching physical education were the personalities of Physical Education instructors (59.18%) and the lowest percentage for measurement and evaluation had the lowest percentage (45.53%). The comparison between male and female students found that the course content and curriculum were at a minimal percentage for male students (45.42%), while the teaching methods and activities for female students (46.81%). Physical education specialists served as an important force in providing health-enhancing physical education for children and adolescents, as they are more effective than classroom teachers in promoting moderate to vigorous physical activity.

The purpose of this study was to examine the changes and trends of physical education curriculum and suggest educational implications for elementary fitness education. Data which were collected from PENC(Physical Education National Curriculum) and research reports were analyzed according to 1) objectives, 2) contents, 3) teaching methods and evaluations. The findings suggest that 1) objectives of PENC was changed from second order and ultimate objectives to instrumental objectives, 2) contents of PENC was changed from play and exercise-oriented to activity-oriented. 3) teaching methods of PENC was changed from passive assessment and prescriptions to self-oriented practice and check. Evaluations was changed from objective fitness testing to process-based comprehensive evaluation. Building on these key findings, the implications for elementary fitness education are as follows: First, elementary fitness education should be strengthened to enhance lifelong healthy life style for learners. Second, elementary fitness education should takes into account more learner’s interest and growth level. Third, elementary fitness education should be taught and evaluate students to continue to participate in activities of their own willingness.

2020 ◽  
Vol 59 (5) ◽  
pp. 57-69
Author(s):  
Mirim Park ◽  
Kyunghwan Jang
Keyword(s):  
Physical Education ◽  
Teaching Methods ◽  
Comprehensive Evaluation ◽  
National Curriculum ◽  
Fitness Testing ◽  
Healthy Life ◽  
Fitness Education ◽  
Education Data ◽  
Educational Implications ◽  
Healthy Life Style

A qualitative exploration of technology use among preservice physical education teachers in a secondary methods course

2021 ◽  
Vol 105 ◽  
pp. 103400
Author(s):  
Ashley Phelps ◽  
Jeffrey Colburn ◽  
Michael Hodges ◽  
Robert Knipe ◽  
Brooke Doherty ◽  
...  
Keyword(s):  
Physical Education ◽  
Technology Use ◽  
Methods Course ◽  
Physical Education Teachers ◽  
Secondary Methods ◽  
Qualitative Exploration

Ramp It Up

2018 ◽  
Vol 45 (4) ◽  
pp. 302-311 ◽  
Author(s):  
Regan A. R. Gurung ◽  
Jana Hackathorn
Keyword(s):  
Teaching Methods ◽  
Course Design ◽  
Methods Course ◽  
Front Face ◽  
Models Of Teaching ◽  
Term Retention ◽  
Long Term Retention ◽  
Introductory Class ◽  
Future Work

The introductory psychology (Intro Psych) course is the bedrock of the psychology major and the front face of our discipline. The class not only provides a foundation for students in the major but also provides a comprehensive portrait of the discipline for nonmajors. Despite a sizable body of research focused on pedagogy related to the introductory class, there are many questions that remain unanswered. We provide a comprehensive review of scholarship related to the Intro Psych course and discuss current practices and concerns related to textbook options, as well as teaching methods, course design, assignments to help students learn, and students’ learning outcomes. Finally, we provide five major suggestions for future work. We charge researchers to identify major bottlenecks to learning, design multisite studies, measure moderators of learning, assess long-term retention, and design/assess different models of teaching Intro Psych.

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