scholarly journals FEEDBACK USE AND PERCEPTIONS OF PHYSICAL EDUCATION PRE-SERVICE TEACHERS

2020 ◽  
pp. 355
Author(s):  
Michael Spittle ◽  
Sharna Spittle ◽  
Kelly Ruecker ◽  
Janet Young
Keyword(s):  
Physical Education ◽  
Teaching Method ◽  
Common Type ◽  
Peer Teaching ◽  
Teacher Education Programs ◽  
Self Awareness ◽  
Knowledge Of Results ◽  
Feedback Frequency ◽  
Teaching Setting ◽  
Positive Knowledge

The purpose of this study was to explore the use of feedback and perceptions of the use of feedback by pre-service teachers in peer-teaching (instructing their peers in university classes) and practical placement settings (teaching in schools). Pre-service teachers specializing in primary physical education (PE) and one other teaching method (n=59) were observed while teaching a 15-minute lesson in a peer-teaching setting, with six participants also observed while teaching on practical placement. Participants retrospectively recalled the feedback they perceived providing during the lesson. Average feedback frequency rate was once every 56 seconds in peer-teaching and once every 86 seconds in practical placement. The most common type of feedback provided was verbal, non-skill related, positive feedback. Pre-service teachers perceived that they provided feedback significantly more often than they actually did (every 41 seconds versus every 56 seconds in peer-teaching). In peer-teaching, pre-service teachers perceived that they provided significantly more non-verbal, negative, knowledge of results, descriptive, and corrective types of feedback than they actually provided, whereas they perceived that they had provided significantly less verbal, non-skill related, positive, knowledge of performance, prescriptive, and terminal types of feedback than they actually provided (p<01). Pre-service teachers provided feedback frequently in peer-teaching and practical placement settings, but less often in practical placement than peer-teaching. Actual and perceived feedback frequencies differed significantly and suggest that pre-service teachers may not always be aware of how often and the type of feedback they are providing, highlighting that PE teacher education programs may need to work with pre-service teachers to develop self-awareness.

The Effect of Using Students Peer Teaching on Iraqi EFL Students' Achievement in the Course of Library and Research Work

2019 ◽  
Vol 1 (33) ◽  
pp. 693-714
Author(s):  
. Muntaha Sabbar Jebur
Keyword(s):  
Basic Education ◽  
Teaching Method ◽  
Research Work ◽  
Peer Teaching ◽  
Control Group ◽  
College Of Basic Education ◽  
Significant Difference ◽  
Post Test ◽  
Efl Students ◽  
Experimental Group

          Peer teaching is a strategy that allows the students to teach the new content to each other, and they must be accurately guided by instructors.     The researcher proposes that the use of students peer teaching  may promote students' achievement  and ensure the engagement of all the students in the learning process. Therefore, the researcher employs it as a teaching method aiming at investigating its  effect on Iraqi EFL students' achievement in the course of Library and Research Work .      The study hypothesizes that there is no significant difference between the students' achievement who are taught library and research work by students peer teaching  and that of the students taught by the traditional way. The experimental design of the study is Parallel Groups, Random Assignment, posttest. Each group consists of 35 students, chosen randomly from the Third Year Students at the Department of English in the College of Basic Education. Both groups were matched in terms of their age and parents' education. The experiment was fulfilled in the first course for 15 weeks during the academic year 2016-2017.       The same materials were presented to both groups. This included   units from Writing Research Paper by Lester D. . Post-test was constructed and exposed  The t-test for  independent samples was used to analyze the results and it is found out that there is a statistical difference between the two groups in their achievement because the calculated t- value 2.635 is bigger than the tabulated t- value which is 2.000, and also shown the superiority of the experimental group. The results indicate that the experimental group, who was taught Library and Research Work by peer teaching   was better than the control group, who was taught according to the traditional way. So, the null hypothesis is rejected. Finally, some recommendations and suggestions are presented in the light of the study findings. to a jury of experts to verify its validity and it was administered to both groups.

Technology teaching of college table tennis players based on virtual simulation technology

2021 ◽  
pp. 002072092098608
Author(s):  
Jincheng Yu ◽  
Yonatan Asher Vexler ◽  
Rongzhi Li
Keyword(s):  
Physical Education ◽  
Teaching Method ◽  
Student Interest ◽  
Table Tennis ◽  
Tennis Players ◽  
Modern Information Technology ◽  
Multimedia Teaching ◽  
Short Period ◽  
Competition Process ◽  
The Times

Modern information technology is more and more widely used in school physical education. At the same time, the application of multimedia technology is becoming more and more extensive in education. As a teaching method, multimedia has developed into an important component of modern educational technology and science, and also provides support for teaching reform. The use of multimedia organization teaching can make up for the shortcomings of traditional physical education, promote the development of physical education, cultivate students' lifelong sports awareness and enhance physical fitness. Physical education is an important component of modern education, and its reform is also the trend of the times. According to the characteristics of the ordinary group of college table tennis, exploring the use of multimedia teaching platform can make the table tennis class more vivid and interesting, let students master some basic skills and skills of table tennis in a short period of time, understand and experience table tennis. The competition process enhances student interest and serves lifelong sports.

Determinants of Attitudes Toward Physical Education

1985 ◽  
Vol 4 (4) ◽  
pp. 229-240 ◽  
Author(s):  
Grace E. Figley
Keyword(s):  
Physical Education ◽  
Critical Incident ◽  
Great Majority ◽  
Teacher Education Programs ◽  
Physical Educators ◽  
Incident Report ◽  
Education Programs ◽  
Negative Attitudes ◽  
Positive Attitudes ◽  
Attitudes Toward Physical Education

The development of positive attitudes toward physical education has been a longstanding and desirable goal of the program of physical education. The intent of this investigation was to identify those aspects of the program students reported as turning them on to or turning them off from physical education. The critical incident report was the tool used to gather information. The subjects (N = 100) classified the reported incidents as either positive or negative, and their comments were then categorized into five broad categories: (a) teacher, (b) curriculum, (c) atmosphere of the classroom, (d) peer behavior, and (e) perceptions of self. Further classification occurred within each category. The results indicated that the items most frequently mentioned in relation to both positive and negative attitudes related to the teacher and the curriculum. Some interesting patterns evolved both within and between the various categories. The most encouraging aspect of the investigation is that the great majority of causal determinants of negative attitudes are amenable to change. If physical educators value the goal of developing positive attitudes toward physical education, then information gathered in studies such as this should prove valuable to both current physical educators and those involved in teacher education programs.

scholarly journals PENINGKATAN KOMPETENSI PEDAGOGIK GURU DALAM MENERAPKAN PEMBELAJARAN PROBLEM BASED LEARNING MELALUI PEER TEACHING

2021 ◽  
Vol 5 (2) ◽  
Author(s):  
Hilmi Helen
Keyword(s):  
Teaching Method ◽  
Problem Based Learning ◽  
Learning Model ◽  
Peer Teaching ◽  
Teacher Competence ◽  
Research Subjects ◽  
Continuous Training ◽  
Pedagogical Competence

The teacher profession is very important as the spearhead in learning that creates students who have proficient abilities and skills as well as good attitudes in life. A competent teacher is certainly a reflection of continuous training and experience. One way to hone teacher competence in teaching is through peer teaching, known as peer teaching. Through this method, it is hoped that the teacher will have competence in teaching, especially in this study on the problem-based learning model where students are trained to solve problems based on the problems presented by the teacher. This research was conducted in October 2019 at SMP Negeri 11 Dumai with 22 teachers as research subjects. The instrument used was the teacher's activity observation sheet. The results showed that the pedagogical competence of teachers in the first cycle was 71.15 in the sufficient category and in the second cycle it was 81.09 in the good category. Based on the results of the study, it can be concluded that the competence of SMPN 11 Dumai teachers in implementing problem based learning has increased through the peer teaching method.

scholarly journals Possible mechanisms of anosognosia: a defect in self–awareness

1998 ◽  
Vol 353 (1377) ◽  
pp. 1903-1909 ◽  
Author(s):  
◽  
K. M. Heilman ◽  
A. M. Barrett ◽  
J. C. Adair
Keyword(s):  
Population Study ◽  
Sensory Feedback ◽  
Large Population ◽  
The Body ◽  
Spatial Neglect ◽  
Self Awareness ◽  
Knowledge Of Results ◽  
Present Evidence ◽  
Sensory Deficits ◽  
Parallel Processes

Anosognosia of hemiplegia is of interest for both pragmatic and theoretical reasons. We discuss several neuropsychological theories that have been proposed to explain this deficit. Although for psychological reasons people might deny deficits, the denial hypothesis cannot account for the hemispheric asymmetries associated with this disorder and cannot explain why some patients might deny one deficit and recognize another equally disabling deficit. There is some evidence that faulty feedback from sensory deficits, spatial neglect and asomatognosia might be responsible for anosognosia in some patients. However, these feedback hypotheses cannot account for anosognosia in all patients. Although the hemispheric disconnection hypothesis is appealing, disconnection is probably only a rare cause of this disorder. The feedforward intentional theory of anosognosia suggests that the discovery of weakness is dependent on attempted action and some patients might have anosognosia because they do not attempt to move. We present evidence that supports this theory. The presence of one mechanism of anosognosia, however, does not preclude the possibility that other mechanisms might also be working to produce this disorder. Although a large population study needs to be performed, we suspect that anosognosia might be caused by several of the mechanisms that we have discussed. On the basis of the studies of impaired corporeal self–awareness that we have reviewed, we can infer that normal self–awareness is dependent on several parallel processes. One must have sensory feedback and the ability to attend to both one's body and the space where parts of the body may be positioned or acting. One must develop a representation of the body, and this representation must be continuously modified by expectations (feedforward) and knowledge of results (feedback).

Chapter 2: Reversing Policy Neglect in U.S. Physical Education: A Policy-Focused Primer

2021 ◽  
pp. 1-10
Author(s):  
Hans van der Mars ◽  
Hal A. Lawson ◽  
Murray Mitchell ◽  
Phillip Ward
Keyword(s):  
Teacher Education ◽  
Physical Education ◽  
Historical Perspective ◽  
Teacher Education Programs ◽  
Policy Advocacy ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
Physical Education Policy ◽  
Development Structure

Notwithstanding the contributions of a few policy experts, overall physical education is constrained by policy illiteracy and neglect. A brief historical perspective on physical education policy provides a foundation for “a policy primer” founded on three recurring needs: (a) antecedent and corequisite factors meriting attention in support of policy improvement, (b) field-wide capacity-building in support of policy advocacy and improvement, and (c) specialized policy courses and seminars in physical education teacher education and doctoral physical education teacher education programs. Recommendations for policy-focused research and development structure a new agenda that merits attention and action.

Perceptions of their knowledge, practices and competence in sports injury prevention recognition and management by physical education teachers in Yogyakarta, Indonesia

2021 ◽  
Vol 43 (2) ◽  
pp. 39-51
Author(s):  
Luthfi Hidayat ◽  
Meirizal ◽  
Yudha Mathan Sakti ◽  
Yuni Artha Prabowo Putro ◽  
Aditya Fuad Robby Triangga ◽  
...  
Keyword(s):  
Physical Education ◽  
Injury Prevention ◽  
Injury Risk ◽  
Life Support ◽  
Sports Injury ◽  
Physical Education Teachers ◽  
Self Awareness ◽  
Training Experience ◽  
Skill Levels ◽  
Knowledge Practices

During a Physical Education (PE) class, students may encounter risks of injury. PE teachers, therefore, should possess competent knowledge and skill levels in sports injury prevention as well as good self-awareness of their abilities to manage any injury. This study aimed to evaluate the perceived knowledge, practices, and competence in the area of sports injury prevention, recognition, and management of PE teachers in Yogyakarta Special Province. The associations between PE teachers’ sociodemographic characteristics and their self-perceptions were also investigated. Subjects were Senior High School PE teachers who were willing to complete the questionnaire developed by the research team. 191 PE teachers voluntarily participated in the study. The results showed the lowest scores were found for: 1) the teachers’ practice in recording students’ medical history and assessing injury risk when starting a new academic year; 2) the teachers’ practice in evaluating the condition of first aid kits and Basic Life Support (BLS) devices; and 3) the teachers’ perceived competence in splinting. Only greater knowledge of the PRICE principle was associated with the teachers’ level of education and training experience and splinting competence with years of teaching. BLS training experience had the stronger association with perceptions of knowledge and skills in the recognition and treating of injuries.

Presenting Controversial Issues in Applied Psychology through Debate-Style Peer Teaching

2005 ◽  
Vol 4 (2) ◽  
pp. 117-122
Author(s):  
Kevin Simpson
Keyword(s):  
Student Learning ◽  
Oral Presentation ◽  
Liberal Arts ◽  
Teaching Method ◽  
Peer Teaching ◽  
Controversial Issues ◽  
Applied Psychology ◽  
Simple Method ◽  
Teaching Activity ◽  
Research Findings

This article describes a simple method for presenting controversial issues in applied psychology that can be used in many liberal arts courses that introduce complex, and often contradictory, research findings. Evaluation of a debate-style, peer teaching activity occurred over separate semesters. Because students vary widely in their familiarity and facility with debate technique, I emphasised collaboration and the development of oral presentation skills rather than structured debate requirements, such as cross-examination and rebuttal, requisite to previously used debate methods. Student ratings of the effectiveness of this method were very favourable, although further research is required to elaborate the extent to which this peer teaching method directly influences student learning.

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