scholarly journals Teacher-related barriers to effective teaching of physical education in public primary schools

2021 ◽  
Vol 6 (2) ◽  
pp. 330-335
Author(s):  
Samuel Kofi Donkor ◽  
Thomas Hormenu
Keyword(s):  
Physical Education ◽  
Effective Teaching ◽  
Primary Schools

Integrating generic and content-specific teaching practices in exploring teaching quality in primary physical education

2017 ◽  
Vol 24 (4) ◽  
pp. 418-448 ◽  
Author(s):  
Ermis Kyriakides ◽  
Niki Tsangaridou ◽  
Charalambos Charalambous ◽  
Leonidas Kyriakides
Keyword(s):  
Physical Education ◽  
Effective Teaching ◽  
Primary Schools ◽  
Teaching Practices ◽  
Teaching Quality ◽  
Future Research ◽  
Unique Contribution ◽  
Teaching Behaviors ◽  
Potential Benefits ◽  
Specific Teaching

The vast majority of research in physical education (PE) has focused on teaching and teacher effectiveness. Despite the fact that this research strand is fast growing, what effective teaching is and how it contributes to student learning still remains an open issue. Aiming to contribute toward moving the research of effective teaching in the field of PE a step forward, in this paper, we conduct a review of studies on effective PE teaching in primary schools. An examination of this literature suggests that scholars have largely pursued two distinct paths. One group has focused on generic teaching practices, namely teaching behaviors that cut across different subject matters; other scholars have focused on content-specific teaching practices, namely teaching behaviors which are more pertinent to teaching PE. The unique contribution of generic and content-specific teaching practices on student psychomotor learning in primary PE is examined and the potential benefits of integrating these two types of practices in studying teaching quality in PE are discussed. The theoretical, methodological, and practical implications of this review are outlined and suggestions for future research in primary PE are offered.

An archaeological analysis to trace the emergence and transformation of qualified physical education teachers in Singapore primary schools

2019 ◽  
Vol 41 (2) ◽  
pp. 69-84
Author(s):  
Ho Jin Chung ◽  
Muhammad Sufri ◽  
Chee Keng John Wang
Keyword(s):  
Physical Education ◽  
Primary Schools ◽  
Physical Education Teachers ◽  
National Archives ◽  
The Future ◽  
The Status ◽  
Archaeology Of Knowledge ◽  
Archaeological Analysis ◽  
Key Events ◽  
Underlying Processes

This study explored the underlying processes associated with the policy of increasing qualified physical education teachers (QPETs) in Singapore primary schools. Data were collected from the National Archives of Singapore, Newslink, NewpaperSG and documents. An ‘archaeological analysis’ by Foucault (1972) was used to trace the discursive conditions which enabled and facilitated the policy. Three distinct elements were borrowed from ‘The Archaeology of Knowledge and the Discourse on Language’, namely: the status – as reflected in the positions of individuals influencing the PE policies and initiatives; the institutional sites – as in the locations of the decisions being exercised, and; the situation – identified by the key events leading to the decision to increase QPETs in primary schools. The conclusions based on the analysis of these elements offer a clearer understanding of the various contributions to the adoption of the policy and serve to provide an insightful lens to policymakers who might seek to redesign the future shape of Physical Education.

scholarly journals Effect of Linear and Nonlinear Pedagogy Physical Education Interventions on Children’s Physical Activity: A Cluster Randomized Controlled Trial (SAMPLE-PE)

Children ◽  
2021 ◽  
Vol 8 (1) ◽  
pp. 49
Author(s):  
Matteo Crotti ◽  
James R. Rudd ◽  
Simon Roberts ◽  
Lynne M. Boddy ◽  
Katie Fitton Davies ◽  
...  
Keyword(s):  
Physical Activity ◽  
Randomized Controlled Trial ◽  
Physical Education ◽  
Primary Schools ◽  
Controlled Trial ◽  
Control Group ◽  
Usual Practice ◽  
Randomized Controlled ◽  
Children’S Physical Activity ◽  
Pedagogical Approaches

Background: School-based interventions are a key opportunity to improve children’s physical activity (PA); however, there is lack of evidence about how pedagogical approaches to motor learning in physical education (PE) might affect PA in children. Therefore, this study aimed to assess how different pedagogical approaches in PE might affect children’s PA. Methods: Participants (n = 360, 5–6 years) from 12 primary schools within the SAMPLE-PE randomized controlled trial were randomly allocated to either Linear Pedagogy (LP: n = 3) or Nonlinear Pedagogy (NP: n = 3) interventions, where schools received a 15-week PE intervention delivered by trained coaches, or to a control group (n = 6), where schools followed usual practice. ActiGraph GT9X accelerometers were used to assess PA metrics (moderate-to-vigorous PA, mean raw acceleration and lowest acceleration over the most active hour and half hour) over whole and segmented weeks at baseline, immediately post-intervention and 6 months follow-up. Intention to treat analysis employing multilevel modelling was used to assess intervention effects. Results: LP and NP interventions did not significantly affect children’s PA levels compared to the control group. Conclusion: PE interventions based on LP and NP alone might not be effective in improving habitual PA in children.

scholarly journals REVITALIZING BEHAVIOUR MODIFICATION TECHNIQUES FOR EFFECTIVE TEACHING/LEARNING IN PRIMARY SCHOOLS IN NIGERIA

2017 ◽  
Vol 17 (2) ◽  
pp. 10
Author(s):  
Ahmad Abdullahi Abdallah ◽  
Lawal Mustafa Usman
Keyword(s):  
Effective Teaching ◽  
Primary Schools ◽  
Behaviour Modification ◽  
Effective Learning ◽  
Efficiency Factors ◽  
Effectiveness And Efficiency ◽  
Teachers And Parents ◽  
Teaching Learning ◽  
Negative Behaviour

The paper discusses behaviour modification techniques as a mean of addressing the negative behaviour exhibited by pupils in primary schools. In an attempt to discuss the techniques; the paper discuss the meaning of behaviour and its types; effective teaching, teacher’s effectiveness and efficiency, factors influential to teacher’s effectiveness and effective learning were discussed. Finally, the paper recommended that authorities should be organizing seminars, workshops and conferences for teachers and parents on how to bring up their children appropriately among others.

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