scholarly journals How does a primary school organize outdoor swimming and water safety lessons?

2022 ◽  
Vol 6 (1) ◽  
pp. 37-50
Author(s):  
Torbjørn Lundhaug ◽  
Hege Randi Eriksen
Keyword(s):  
Physical Education ◽  
Experiential Learning ◽  
Primary School ◽  
Outdoor Education ◽  
Photo Elicitation ◽  
Video Observation ◽  
Risk Awareness ◽  
Water Safety ◽  
Education Practice

The main purpose of this study was to explore how a primary school organized a week with outdoor education, and especially what characterized the outdoor swimming and water safety (SWS)-lessons. The SWS-lessons were part of the physical education (PE) program. Two teachers and one headmaster from a primary school participated in the study. Four days of video observation of SWS-lessons were used in photo-elicitation interviews with teachers and the headmaster. The findings revealed that the headmaster highly prioritized the outdoor education practice in this school and that the teachers’ colleagues showed great eagerness to cooperate and prioritize these lessons. The week’s organization was characterized by collaborating management, and the outdoor SWS-lessons were characterized by experiential learning, challenge by choice, and risk awareness. The outdoor education practice corresponded well with the Norwegian curriculum goals about learning to be safe in, on, and around water.

scholarly journals The Physical Education Class Perceived by Schoolchildren from 6 to 8 Years Old Expressed through Drawings

Children ◽  
2021 ◽  
Vol 8 (8) ◽  
pp. 666
Author(s):  
Javier Cachón-Zagalaz ◽  
Déborah Sanabrias-Moreno ◽  
María Sánchez-Zafra ◽  
Amador Jesús Lara-Sánchez ◽  
María Luisa Zagalaz-Sánchez
Keyword(s):  
Physical Education ◽  
Facial Expression ◽  
Primary School ◽  
Physical Education Class ◽  
Primary School Students ◽  
School Students ◽  
Education Class ◽  
Frequent Use ◽  
The Subject ◽  
The City

Physical Education is one of the subjects that arouses the most interest in children. The aim of this study is to find out the opinion that primary school students have about the Physical Education class. Drawings from a sample of 62 students from an educational centre in the city of Jaén, aged between six and eight years old, were analysed. The results show that the larger size of the drawings corresponds to the aspects that are to be emphasised. This subject is carried out regularly in the sports pavilion of the centre, making frequent use of materials such as sticks, hoops or balls. Cheerful colours are used, reflecting their enthusiasm for the subject. The smiling facial expression represents the schoolchildren’s interest in the subject. The most popular games or sports are basketball and pichi, both of them collective.

Helping Preservice Teachers Learn to Negotiate Sociopolitical Relationships Through a Physical Education Teacher Education Outdoor Education Experience

2019 ◽  
Vol 38 (4) ◽  
pp. 296-304 ◽  
Author(s):  
Jenn M. Jacobs ◽  
K. Andrew R. Richards ◽  
Zach Wahl-Alexander ◽  
James D. Ressler
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Physical Education ◽  
Outdoor Education ◽  
Field Experience ◽  
Physical Education Teacher ◽  
Descriptive Case Study ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
Education Experience

Physical education teacher education programs are tasked with preparing students for a teaching career in a field that possesses inherent challenges. Purpose: The current study, designed as a descriptive case study, examined how an outdoor education field experience can facilitate important learning for preservice teachers about navigating sociopolitical relationships among colleagues and the greater school community. Method: Interviews were conducted with 13 preservice physical educators and the course instructor, in addition to field observations. Results: An outdoor education experience that includes opportunities to interface with and reflect on working with various stakeholders can help preservice teachers learn to navigate sociopolitics and persist through challenges. Discussion/Conclusion: Despite challenges, the nontraditional and intensive nature of the field experience, as well as the positive relationships developed with students, compelled the preservice teachers to find effective ways to collaborate and manage teaching roles.

scholarly journals The reality of inclusion in physical education in the Brazilian school system

2020 ◽  
Vol 34 (Esp.) ◽  
pp. 11-28
Author(s):  
Eliane Mauerberg de Castro ◽  
Gabriella Andreetta Figueiredo ◽  
Debra Frances Campbell
Keyword(s):  
Physical Education ◽  
Systems Theory ◽  
Dynamic Systems ◽  
School System ◽  
National Curriculum ◽  
Holistic Approach ◽  
Dynamic Systems Theory ◽  
Education Practice ◽  
Brazilian Government ◽  
Movement Culture

Our purpose in this article was threefold. First, we attempted to analyze evidences of inclusion in the Brazilian school, and we argued that inclusion still is a long road ahead, particularly, in the field of physical education. In relation to inclusion, we used data provided by the Brazilian government itself to demonstrate several issues of concern, including some with educational governing bodies. Second, we examined how the Brazilian physical education national curriculum parameters have been tailored in their pedagogical recommendations to accommodate the “movement culture” approach. Although physical educators endorsed the new curricular directives, their practice in school with inclusion revealed troublesome situations. Overall, they admitted that they did not feel prepared to work with students with disability in their classes, and they feel that they need continuing education, as well as actual administrative/government investments. Third, we introduced concepts from dynamic systems theory to our adapted physical education practice while working with people with disabilities in inclusive settings. We illustrated the theory in its application to the physical education practices by reporting a lifetime of work in outreach programs in the field of adapted physical activity (APA), at São Paulo State University at Rio Claro. The complexities in the practice of inclusive school physical education require a holistic approach, which we feel can be accomplished through the employment of dynamic systems concepts. Whether epistemological directions include the movement culture approach or dynamic systems theory, or a hybrid, these efforts must be sustained by committed teachers, the school system, government leaders, families, and the entire community.

scholarly journals THE PLAY MOTOR ACTIVITY IN THE PRIMARY SCHOOL - IMPLEMENTATION AND PROBLEMS

2020 ◽  
Vol 18 (Suppl.1) ◽  
pp. 758-763
Author(s):  
V. Ivanova
Keyword(s):  
Physical Education ◽  
Primary School ◽  
Primary Teachers ◽  
Educational Process ◽  
Motor Training ◽  
Special Educational Needs ◽  
Working Space ◽  
Training Courses ◽  
The Subject ◽  
Insufficient Number

PURPOSE: The research is provoked by the problems that accompany the implementation of play activities in the forms of motor training in primary school. METHODS: A survey is conducted among teachers teaching the subject "Physical Education and Sports" in I - IV grade. RESULTS: The analysis of the answers of the respondents reveals negatives that hinder the effective pedagogical process. CONCLUSIONS: The following problems are pointed out as the most significant: the insufficient number or technical malfunction of the sports equipment, tools, equipment; limited working space - both outdoors and indoors; the lack of clear guidelines and specific guidelines for planning and implementation of educational content in physical education, including games, especially - sports; unclear criteria and standards for assessing the success and progress of students in the game activities; the lack of guidelines for working with students with special educational needs or health problems; insufficient proposed forms, such as seminars, training courses, etc. to acquaint the primary teachers with novelties in the educational process in Physical Education and Sport.

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