A Self-Study on the Team Teaching Experience of Subject Convergence Design Course for the Education in Pre-service Physical Education Teachers

Grounded in occupational socialization theory, the authors examined adapted physical education (APE) teachers’ job satisfaction. Twelve (nine female and three male) APE teachers who had 3–43 years of teaching experience participated in the study. A semistructured interview was employed. The interviews focused on the participants’ roles and responsibilities. The following questions guided this study: (a) What social agents positively impact APE teachers’ job satisfaction? (b) what APE teachers’ roles and responsibilities are related to job satisfaction? and (c) what type of working conditions are linked to APE teachers’ job satisfaction? Thematic analysis was employed to analyze the data. The following four themes emerged from the analysis: (a) support from administrators, physical education teachers, and colleagues; (b) relevant and meaningful professional development; (c) itinerant working conditions; and (d) seeing students’ progress and achievement. The results of this study provide several implications to enhance APE teachers’ job satisfaction.

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Creation, implementation, and evaluation of a values-based training program for sport coaches and physical education teachers in Singapore

International Journal of Sports Science & Coaching ◽

10.1177/1747954117730987 ◽

2017 ◽

Vol 12 (6) ◽

pp. 795-806 ◽

Cited By ~ 11

Author(s):

Koon Teck Koh ◽

Martin Camiré ◽

Gordon A Bloom ◽

CKJ Wang

Keyword(s):

Physical Education ◽

Training Program ◽

Thematic Analysis ◽

Teaching Experience ◽

Physical Education Teachers ◽

Individual Interview ◽

Years Of Teaching Experience ◽

Teaching Values ◽

Sport Coaches

The purpose of the study was to create, implement, and evaluate a values-based training program for sport coaches and physical education teachers in Singapore. Four sport coaches with two to eight years of coaching experience ( M = 5.0, SD = 1.4) and four physical education teachers with two to nine years of teaching experience ( M = 5.25, SD = 3.3) took part in three 2-h training workshops focusing on the teaching of values to athletes and students. Following the workshops, the participants took part in an individual interview to document their perspectives of the values-based training program. Results of the thematic analysis revealed many benefits of the values-based training program, including an increased awareness of the importance of systematically teaching values through physical education and sport. Further, the participants felt better equipped to work with parents and other teachers in helping athletes and students transfer values.

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Teaching for Immigrant Girls’ Inclusion: Social Justice Physical Education Teachers’ Involvement With School Stakeholders

Journal of Teaching in Physical Education ◽

10.1123/jtpe.2021-0085 ◽

2021 ◽

pp. 1-9

Author(s):

Carolina Nieva Boza ◽

Teresa Lleixà Arribas

Keyword(s):

Physical Education ◽

Team Teaching ◽

Primary Schools ◽

Social Inclusion ◽

School Management ◽

Physical Activities ◽

Physical Education Teachers ◽

Teaching Staff ◽

Educational Context ◽

The Social

Purpose: This study seeks to analyze the involvement of the various stakeholders related to the educational context, namely school management team, teaching staff, families, and students, to foster the social inclusion of immigrant girls through their participation in physical activities. Methods: Data consisted of interviews and focus group sessions involving 19 physical education (PE) teachers from state primary schools in Catalonia, Spain. Results: The involvement of the stakeholders can foster greater inclusion of such immigrant girls through initiatives, such as: extracurricular physical activities specifically designed for them; the creation of specific spaces for their physical activities; a greater number of PE class hours for immigrant newcomer pupils; supportive feedback for these girls from PE teachers; and greater consideration of these girls’ interests and preference in PE programming. Conclusion: These findings suggest that the greater the degree of involvement and cohesion among the various parties, the higher the likelihood of successful social inclusion.

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Validation of the Physical Education Teachers' Physical Activity Self-efficacy Scale with a Turkish Sample

Social Behavior and Personality An International Journal ◽

10.2224/sbp.2009.37.2.223 ◽

2009 ◽

Vol 37 (2) ◽

pp. 223-230 ◽

Cited By ~ 3

Author(s):

Okkes Alpaslan Gencay

Keyword(s):

Physical Activity ◽

Physical Education ◽

Self Efficacy ◽

Teaching Experience ◽

Physical Education Teachers ◽

Physical Educators ◽

Test Results ◽

Validity And Reliability ◽

One Way Anova ◽

Reliable Scale

The main purpose of this study was to determine the validity and reliability of the Physical Education Teachers' Physical Activity Self-efficacy Scale (PETPAS), developed by Martin and Kulinna (2003), in a Turkish setting, and to test if there are any differences according to gender and teaching experience of Turkish PE teachers. The Turkish version of the PETPAS was administered to 227 physical educators from 3 cities in Turkey. Exploratory factor analysis showed that the scale consists of 4 dimensions, as does the original. Cronbach's alpha was .86, and both the Equal-Length Spearman Brown split-half coefficient (r = .72) and Guttman's split-half coefficient (r = .73) showed good results. The independent t test results revealed that there were significant gender differences in space, time, and institution subscales. One way ANOVA results also indicated that student and space subscales significantly differed according to teaching experience of the PE teachers. These results indicated that the PETPAS is a valid and reliable scale for Turkish culture.

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Health-Related Fitness and Physical Education Teachers’ Content Knowledge

Journal of Teaching in Physical Education ◽

10.1123/jtpe.26.1.3 ◽

2007 ◽

Vol 26 (1) ◽

pp. 3-19 ◽

Cited By ~ 36

Author(s):

Darla Castelli ◽

Lori Williams

Keyword(s):

South Carolina ◽

Physical Education ◽

Teacher Development ◽

Self Efficacy ◽

Teaching Experience ◽

National Standards ◽

Physical Education Teachers ◽

Education Assessment ◽

Health Related ◽

Health Related Fitness

This study examined what teachers know about health-related fitness (HRF) and how confident they are in their knowledge. Seventy-three middle school physical education teachers completed a 3-part cognitive HRF test and a self-efficacy questionnaire that required responses to statements about how confident they were in passing a HRF knowledge test. Results indicated that teachers were very confident in their knowledge of HRF; however, their actual HRF test scores did not meet the standard of achievement expected of a ninth-grade student as assessed by the South Carolina Physical Education Assessment Program. Further investigation of the influence of teacher characteristics related to HRF knowledge revealed that age and years of teaching experience significantly related to self-efficacy but not to HRF knowledge. This study implies that targeted teacher development is a necessary part of attaining and maintaining HRF knowledge required to teach to state and national standards.

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Autopercepción de la vocación en docentes de educación física escolar en Chile

CPU-e Revista de Investigación Educativa ◽

10.25009/cpue.v0i27.2563 ◽

2018 ◽

pp. 203-229

Author(s):

Felipe Nicolás Mujica Johnson ◽

Nelly Del Carmen Orellana Arduiz

Keyword(s):

Physical Education ◽

Education System ◽

Work Experience ◽

Teaching Experience ◽

Qualitative Approach ◽

Physical Education Teachers ◽

Structured Interviews ◽

Social Commitment ◽

Affective Component ◽

El Sistema

Este estudio tuvo por objetivo comprender la dinámica de la vocación, en el transcurso de la experiencia laboral de los docentes de educación física que se desempeñan en el sistema educativo escolar. La metodología utilizada corresponde al enfoque cualitativo y la participación consta de nueve docentes hombres, con edades comprendidas entre los 34 y los 62 años. El promedio de experiencia docente de los participantes es de 24 años. Los datos fueron recopilados a través de entrevistas semi-estructuradas y sometidos a un análisis de contenido deductivo-inductivo. En los resultados se presentan las siguientes familias de códigos: a) representación de la vocación docente; b) vocación por la educación física; c) factores que incentivan la vocación docente; d) factores que perjudican la vocación docente. Se concluye que la vocación docente tiene un significativo componente afectivo, que ha estimulado a los docentes a desarrollar un compromiso social durante su labor educativa.Self-perception of the vocation in school physical education teachers in ChileAbstractThe purpose of this study was to understand the dynamics of the vocation, in the course of the work experience of physical education teachers who work in the school education system. The methodology used corresponds to the qualitative approach and the participation consists of nine male teachers, aged between 34 and 62 years. The average teaching experience of the participants is 24 years. The data was collected through semi-structured interviews and subjected to an analysis of deductive-inductive content. The following families of codes are presented in the results: a) representation of the teaching vocation; b) vocation for physical education; c) factors that encourage the teaching vocation; d) factors that harm the teaching vocation. It is concluded that the teaching vocation has a significant affective component, which has stimulated teachers to develop a social commitment during their educational work.Recibido: 29 de abril de 2018Aceptado: 05 de julio de 2018

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Singapore teachers’ attitudes towards the use of information and communication technologies in physical education

European Physical Education Review ◽

10.1177/1356336x19869734 ◽

2019 ◽

Vol 26 (2) ◽

pp. 481-494 ◽

Cited By ~ 3

Author(s):

Nien Xiang Tou ◽

Ying Hwa Kee ◽

Koon Teck Koh ◽

Martin Camiré ◽

Jia Yi Chow

Keyword(s):

Physical Education ◽

Information And Communication Technologies ◽

Teaching Experience ◽

Communication Technologies ◽

Physical Education Teachers ◽

Full Time ◽

Demographic Groups ◽

Significant Difference ◽

Information And Communication ◽

Teachers Attitudes

The purpose of the present study was to examine and compare Singaporean physical education teachers’ attitudes towards information and communication technologies in physical education across different demographic groups that included gender, age, teaching experience, and school level. A total of 422 Singaporean full-time physical education teachers (mean age = 38.47 years, standard deviation = 8.31) completed the Physical Education Teachers’ Subjective Theories Questionnaire to assess their perspectives towards the integration of information and communication technologies into physical education teaching practice. Mann–Whitney U and Kruskal–Wallis H tests were conducted to examine the differences in participants’ attitudes across different demographic groups. Results revealed that attitudes towards information and communication technologies significantly differed between teachers of different gender, age, and teaching experience. However, no significant difference was found in attitudes towards information and communication technologies among teachers of different school levels. The findings of this study can inform policy-makers and stakeholders with an interest in promoting the integration of information and communication technologies in physical education.

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Encounters in a marginalised subject: The experiential challenges faced by Tasmanian Health and Physical Education teachers

Australian Journal of Education ◽

10.1177/0004944120934964 ◽

2020 ◽

pp. 000494412093496

Author(s):

Vaughan Cruickshank ◽

Brendon Hyndman ◽

Kira Patterson ◽

Paul Kebble

Keyword(s):

Student Engagement ◽

Physical Education ◽

Survey Methods ◽

Teaching Experience ◽

Experienced Teachers ◽

Physical Education Teachers ◽

Students With Special Needs ◽

Health And Physical Education ◽

Years Of Teaching Experience ◽

Primary Mission

Subjects such as Health and Physical Education (HPE) can be marginalised in schools because they are construed as less academically rigorous and less important to the primary mission of education. Teachers of all subjects face challenges, yet, teaching a marginalised subject can result in additional challenges for HPE teachers. Previous research has noted these challenges; however, less is known about how these challenges vary according to student age and teacher experience. This study used quantitative survey methods to ascertain which challenges are the most difficult for Australian HPE teachers, and whether this difficulty varies according to their teaching experience and the ages of their students. Findings indicated that the year level of students taught by HPE teachers was significantly associated with student engagement and isolation within their schools. Years of teaching experience was significantly associated with challenges in teaching students with special needs, with more experienced teachers rating this area as less of a challenge than less experienced teachers.

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Success as a Springboard for Novice Physical Education Teachers in Their Efforts to Develop a Professional Career

Journal of Teaching in Physical Education ◽

10.1123/jtpe.2014-0007 ◽

2015 ◽

Vol 34 (2) ◽

pp. 278-296 ◽

Cited By ~ 3

Author(s):

Sima Zach ◽

Hanan Stein ◽

Tamar Sivan ◽

Israel Harari ◽

Noa Nabel-Heller

Keyword(s):

Physical Education ◽

Teaching Experience ◽

Self Determination Theory ◽

Self Determination ◽

Physical Education Teachers ◽

School Life ◽

Focus Group Discussions ◽

Group Discussions ◽

Professional Career ◽

Perceived Success

This article explored how 45 novice physical education teachers perceived success, and how success affected their motivation to continue teaching. Self-determination theory (SDT) was used to interpret the teachers’ written reports, and focus group discussions were held concerning their success. Satisfaction with the competence, relatedness, and autonomy of the teachers’ needs were related to the teachers’ perception of success. Based on the findings, we contend that SDT can have strong implications for both school life and professional development facilitators. We suggest that strengthening certain aspects of success from the very beginning of the teaching experience may lead to a better adjustment to teaching.

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PHYSICAL EDUCATION TEACHERS AS REFLECTIVE PRACTITIONERS AND ACTION RESEARCHERS IN THEIR WORK

Facta Universitatis Series Physical Education and Sport ◽

10.22190/fupes180720034m ◽

2018 ◽

pp. 375

Author(s):

Jelena Maksimović ◽

Osmanović Jelena

Keyword(s):

Action Research ◽

Physical Education ◽

Work Experience ◽

Teaching Experience ◽

Physical Education Teachers ◽

Years Of Teaching Experience ◽

Reflexive Practice ◽

Reflective Practitioners ◽

Teachers Attitudes ◽

Unbroken Line

Physical education classes are peculiar in their character in comparison to classes of other school subjects since they are not taught in a classroom. However, it certainly does not mean that physical education teachers should not reflect on their practical work or analyse it. This process of reflective thinking represents a particular challenge and responsibility for physical education teachers. Therefore, the goal of this research is to determine the way in which they approach this issue, i.e. whether physical education teachers are reflective practitioners and action researchers. The paper used a descriptive method and scaling technique, as well as a Likert type scale (FVAI) scales, designed for the purpose of this research, which examined the teachers' attitudes about physical education in the context of reflexive practice and action research. The survey was conducted on a sample of 405 respondents in relation to independent variables of the type of school (primary and secondary) and years of service (0-10; 11-20; over 20 years of work experience). This research has shown that teachers are partially informed about action research and its application, whereas they highly value all the aspects of reflective teaching. This research contributes to the affirmation of action research since reflection and action are linked in physical education teaching by means of a continuous, unbroken line which further encourages teachers to reflect on their own practice. Teachers who are reflective practitioners are simultaneously action researchers. This research has proven the existence of a statistically significant connection between the reflectivity components of physical education teachers and the stage of education (school) in which they teach and years of teaching experience, p<0.05.

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