scholarly journals Learning and Teaching Experiences of Sport Education

2009 ◽  
Vol 15 (2) ◽  
pp. 6-15
Author(s):  
Chung LI ◽  
Alberto CRUZ
Keyword(s):  
Physical Education ◽  
Teaching And Learning ◽  
Collaborative Study ◽  
Learning Experiences ◽  
After School ◽  
Sport Education ◽  
Team Cohesiveness ◽  
Research Perspective ◽  
Learning And Teaching ◽  
Innovative Curriculum

LANGUAGE NOTE | Document text in English; abstract also in Chinese. This paper aims to report a collaborative study project between a teacher training institute and two secondary schools in Hong Kong. It involves the initiation of an innovative curriculum model titled “sport education”. The study attached to the practice-referenced and interpretive research perspective with interviewing and video-taping of lessons as tools for data collection. It inquires how 2 experienced PE teachers and 12 secondary 4 students with “high-”, “average-” and “low-level” sports skill proficiency articulated their teaching and learning experiences with sport education. The findings revealed that both teachers accepted sport education for providing positive learning experiences for promoting students' generic skills and all round development. Students' active learning, motivation, self initiation, creativity and team cohesiveness were also enhanced. Most students satisfied with experiences of taking roles, performing duties, affiliating with teams, collaborating with others and accomplishing tasks. However, both teachers experienced difficulties of increase in workload. 3 students encountered unpleasant experiences of injury, unfair judgment of the referees and completing assignment after school illustrating their differences in expectation on physical education. Recommendations are made for overcoming these difficulties. The findings of this study provide qualitative insights on how sport education can better be implemented to enhance students' learning in physical education. 本文旨在報告一所師資培訓學院與兩所香港中學的一項協作研究計劃，該計劃涉及推展名為「競技運動教育」創新課程模式的研究。研究以實踐為本及詮釋理念為依據和利用訪談及課堂錄影為資料搜集工具，探討了2位資深體育教師和12位運動技能水平被介定為「高」、「中」及「低」學生對競技運動教育的教與學經歷。研究結果顯示2位體育教師接納此課程模式並提供學生正面的學習經驗，促進他/她們的共通能力和全人發展。此模式也能培養學生的主動學習、應激、自我驅動、創意和團隊內聚力。大部份學生對參與承擔角式、執行職責、加入團隊、與人合作和完成被指派工作等學習經歷也是正面的。但是，兩位老師均 經歷工作量增加的困難，其中3位同學也遇上不愉快的經驗如受傷、不公平的裁判判決和完成家課等。研究結果對推展競技運動教育以促進學生學習作出建議及質性啓示。

scholarly journals Nature as an inspiration and a context for learning and teaching

2014 ◽  
Vol 94 (1) ◽  
pp. 57-72
Author(s):  
Sladjana Andjelkovic ◽  
Zorica Stanisavljevic-Petrovic
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Holistic Approach ◽  
After School ◽  
Holistic Learning ◽  
Learning And Teaching ◽  
Construction Of Knowledge ◽  
Theoretical Approaches ◽  
Approach To Teaching

This paper is a position of contextual and holistic approach, and on the principles of constructivist theory examines the role of natural resources in the teaching and learning process. In the center of interest by the possibility of establishing a partnership relationship with nature in the process of teaching and learning, where nature appears as an asset, source and target classes. The aim is to get through the display and analysis of theoretical approaches to nature as a context for learning and teaching perceive from the perspective of affirmation contextual, holistic, active, investigative approach to teaching. This will promote new teaching strategies in order to change the classical approach to teaching and learning process and open up new opportunities to increase the share of after-school space in order to create teaching situations. Results of the analysis of theoretical starting points in particular knowledge of the value of contextual and holistic learning, achieving partnership with nature, in favor of modern theories in which it promotes active student positions close to reality in the process of construction of knowledge systems.

scholarly journals Serving PE Teachers’ Views on the Interface of Primary and Secondary School PE in Hong Kong

2012 ◽  
Vol 18 (2) ◽  
pp. 14-23
Author(s):  
Chung LI ◽  
Alberto CRUZ ◽  
Kevin Wai Keung KAM
Keyword(s):  
Hong Kong ◽  
Physical Education ◽  
Secondary School ◽  
Interpretive Research ◽  
Research Perspective ◽  
Learning And Teaching ◽  
Telephone Interviews ◽  
Standardized Curriculum ◽  
Primary And Secondary School

LANGUAGE NOTE | Document text in English; abstract also in Chinese. This study explored the views of 296 serving physical education (PE) teachers concerning the interface of secondary and primary school PE in Hong Kong. Attached to the interpretive research perspective, questionnaire and follow-up telephone interviews were adopted for soliciting their views on the importance, measures taken and suggestions for improvement. The findings indicated that over 91% of serving PE teachers acknowledged the importance of interface for facilitating pupils’ learning. Similar articulations with the functions and content of school PE that facilitated the interface were found. Although 21% of them claimed that they had taken some measures for enhancing curricular interface, most of them were not systematic and well-planned. Thus, most PE teachers looked forward to a standardized curriculum stipulated by the Education Bureau as to ensure the effectiveness of the interface. The study suggests reinforcing teachers’ awareness of the interface of PE; considering the inclusion of PE in the internal school assessment for the Secondary School Places Allocation System and strengthening the interface from system, school and classroom levels. Consequently, it would enhance the learning and teaching in physical education. 本文旨在探討296位在職體育教師對中小學體育課程銜接的意見。研究以詮釋理念為依據，透過問卷及跟進電話訪談以顯證他們對體育課程銜接的重要性、實施措施和改善建議的意見。結果顯示九成一在職體育教師認同銜接對促進學生學習的重要性，認定學校體育功能和所教授內容相近，有利相關課程的銜接。雖然有百分之二十一在職體育教師表示已推展一些課程銜接措施，但有關銜接措施未見系統及計劃推行。大多數體育教師期望教育局能訂定一系列標準課程以確保其成效。本研究建議提升體育教師對課程銜接的醒覺性，考慮將體育納入為小學升中呈分試科目之一，並從系統、學校及課室等層面上優化中小學體育課程的銜接，促進學與教。

Behaviouristic traditions in the relationship between psychology and pedagogy, with particular consideration of learning and teaching motor skills

2018 ◽  
Vol 28 (81) ◽  
pp. 31-40
Author(s):  
Elżbieta Szymańska ◽  
Edward Mleczko ◽  
Katarzyna Supernat
Keyword(s):  
Physical Education ◽  
Motor Skills ◽  
Teaching And Learning ◽  
Theory And Practice ◽  
Learning And Teaching ◽  
Motor Movement ◽  
Theoretical Assumptions ◽  
Motor Activities ◽  
Theoretical Foundations ◽  
Practical Implications

Aim. In the study, the authors undertook the task of searching for reasons regarding the high impact of behavioural interpretation in behaviourism on theoretical assumptions and practical implications in the field of improving the process of learning and teaching motor (movement) skills. Research questions. 1. To what extent did behavioural interpretation in behaviourism have influence on the formation of the theoretical foundations of didactics and the methodology of learning and teaching motor skills in physical education and in sport? 2. To what extent are the theoretical assumptions and practical implications of contemporary didactics in Poland based on the theoretical foundations of teaching and learning shaped in the 20th century under the influence of behaviourism? Material and methods. The method of document analysis was used in the study. In the research on behaviourism and its influence on the didactics and methodology of physical education and sport, the following were taken into account: monographic studies, which were published by well-known Polish and foreign publishing houses and articles published in scientific journals indexed in reputable databases of scientific periodicals. Results. 1. Analysis of selected documents showed great impact of various paradigms of behavioural interpretation in behaviourism on the dynamics of theoretical foundations and practical implications in terms of learning and teaching motor activities. 2. Despite the recognition of behaviourism in psychology as a historical field, in Poland, it still very clearly reveals itself in sport and physical education within the theory and practice of learning and teaching motor activities. Conclusions. It would be wise to undertake research aimed at estimating the potential of cognitive psychology in the field of modernising the didactic process. 2. There is a need to look for reasons for conservatism in Polish didactics and methodology of learning and teaching motor skills and the basis for justifying necessary reforms in this aspect of school pedagogy and competitive sport.

scholarly journals Working in an Electronic School iCentre - Some Practical Ideas

2021 ◽  
pp. 389-396
Author(s):  
Annel Silvennoinen
Keyword(s):  
Teaching And Learning ◽  
Book Club ◽  
Collaborative Study ◽  
Teaching Experience ◽  
Learning Support ◽  
Ict Skills ◽  
Learning And Teaching ◽  
Electronic Displays ◽  
Online Book ◽  
Technological World

St Mary’s Waverley, School for Girls in Johannesburg, South Africa www.stmaryschool.co.za has taken the plunge into the digital and technological world of the 21st century. The Teacher Librarian was consulted on all aspects of updating and modernizing the Library into an iCentre that enhances the learning and teaching experience. The entire school is Wi-Fi connected. The edges of the iCentre, school, home, national and international communities have been blurred. Interactive and collaborative study is the norm. The print collection is enhanced by the Digital Library, website support, Facebook page, online Book Club, digital magazines and newspapers, electronic displays, notices and learning support on mobile devices and a large TV screen. Teaching and learning is online and mobile. Learners are trained in the various ICT skills by means of formal lessons as well as casual Podcamps in the iCentre.

Preservice Physical Education Teachers’ Service Learning Experiences Related to Comprehensive School Physical Activity Programming

2017 ◽  
Vol 36 (4) ◽  
pp. 430-444 ◽  
Author(s):  
Collin A. Webster ◽  
Danielle Nesbitt ◽  
Heesu Lee ◽  
Cate Egan
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Service Learning ◽  
Learning Experiences ◽  
Physical Activity Promotion ◽  
Comprehensive School ◽  
Lessons Learned ◽  
After School ◽  
Physical Education Teachers ◽  
Activity Promotion

Purpose:The purpose of this study was to examine preservice physical education teachers’ (PPET) service learning experiences planning and implementing course assignments aligned with comprehensive school physical activity program (CSPAP) recommendations.Methods:Based on service learning principles, PPETs (N = 18) enrolled in a physical education methods class planned, implemented, and reflected on physical activity promotion events before, during, and after school for youth, staff, and parents. Data sources included focus group interviews, written reflections, field notes, and artifacts. Constant comparison techniques and triangulation guided data analysis and interpretation to identify overarching themes describing the PPETs’ successes, challenges, and lessons learned.Results:Four themes were identified: (a) outcomes with youth, parents, and staff, (b) communication, (c) planning and preparation, and (d) priorities and possibilities.Discussion/Conclusion:This study provides insight into the feasibility and outcomes of CSPAP-related service learning for PPETs, and uncovers promising aspects as well as potential issues with CSPAP implementation.

scholarly journals Sport Education and Sportsmanship Orientations: An Intervention in High School Students

2020 ◽  
Vol 17 (3) ◽  
pp. 837 ◽  
Author(s):  
Rafael Burgueño ◽  
Jesús Medina-Casaubón
Keyword(s):  
High School ◽  
High School Students ◽  
Physical Education ◽  
Group Analysis ◽  
After School ◽  
Traditional Teaching ◽  
Sport Education ◽  
School Students ◽  
Education Group ◽  
Post Test

One of the main goals for physical education is to develop the students’ moral and ethical domain, where sportsmanship promotion is considered a key curricular component to tackle the achievement of this goal. This research aims to examine the influence of sport education on sportsmanship orientations in high school students. The participants were 148 (52.70% female; Mage = 17.04, SDage = 0.99) high school students who were randomized into an experimental group (n = 74), which received 16 basketball lessons under sport education conditions, and a control group (n = 74), which received 16 basketball lessons following a traditional teaching approach. Pre-intervention and post-intervention measures on sportsmanship orientations were collected in both groups. A 2 (time: pre-test and post-test) x 2 (group: Sport Education and Traditional Teaching) multivariate analysis of variance test was performed on the five sportsmanship orientations. The results showed, for time x group interactions, the absence of significant multivariate effects in the level of the five sportsmanship orientations among both groups at pre-test (Pillai’s trace = 0.06, p = 0.145). At post-test, significant multivariate effects were found in the level of each sportsmanship orientation between both groups in favor of the Sport Education group (Pillai’s trace = 0.38, p < 0.001). Furthermore, regarding within-group pre-test to post-test differences, while there were nonsignificant multivariate effects (Pillai’s trace = 0.03, p = 0.469) for the Traditional Teaching group; significant multivariate effects (Pillai’s trace = 0.43, p < 0.001) were found for the Sport Education group, showing an increase in the level of respect for social conventions, respect for rules and referees, and full commitment and respect for opponents. There were also nonsignificant effects across gender (inter-group analysis: Pillai’s trace = 0.08, p = 0.068; time x gender interaction: Pillai’s trace = 0.03, p = 0.497) and after-school sports (inter-group analysis: Pillai’s trace = 0.02, p = 0.776; time x after-school interaction: Pillai’s trace = 0.01, p = 0.981). In conclusion, sport education is an effective pedagogical model to be taken into consideration by physical education teachers in order to optimally promote the high school student’s moral and ethical education via the development of sportsmanship orientations in the context of school physical education.

The Effect of Psychological Skill Training on Students' Learning Functioning and Performance in After-school Physical Education

2016 ◽  
Vol 21 (3) ◽  
pp. 143
Author(s):  
Yong Gwan Song ◽  
Sung Hyeon Cheon ◽  
Byoung-Jun Kim ◽  
Seung Jae Kim ◽  
Kyoung Eun Yoo
Keyword(s):  
Physical Education ◽  
Skill Training ◽  
After School ◽  
And Performance

The Influence of Assessment on Learning and Teaching

2019 ◽  
pp. 166-185
Author(s):  
Susan Hallam
Keyword(s):  
Communities Of Practice ◽  
Teaching And Learning ◽  
Formal Education ◽  
Peer Assessment ◽  
Real Life ◽  
Summative Assessment ◽  
Learning And Teaching ◽  
The Arts ◽  
Assessment Procedures ◽  
Assessment Research

It is debatable whether it is appropriate to assess performance in the arts. However, formal education institutions and the systems within which they operate continue to require summative assessment to take place in order to award qualifications. This chapter considers the extent to which such summative assessment systems in music determine not only what is taught but also what learners learn. The evidence suggests that any learning outcome in formal education that is not assessed is unlikely to be given priority by either learners or teachers. To optimize learning, the aims and the processes of learning, including formative, self-, and peer assessment procedures, should be aligned with summative assessment. Research addressing the roles, methods, and value of formative, self-, and peer assessment in enhancing learning is considered. A proposal is made that the most appropriate way of enhancing learning is to ensure that summative assessment procedures are authentic and have real-life relevance supporting the teaching and learning process, to ensure that learners are motivated and see the relevance of what they are learning. This might take many forms depending on musical genre, communities of practice, and the wider cultural environment.

scholarly journals COVID-19 pandemic’s disruption on university teaching and learning and competence cultivation: Student evaluation of online learning experiences in Hong Kong

2021 ◽  
Vol 10 (1) ◽  
pp. 221258682110070
Author(s):  
Ka Ho Mok ◽  
Weiyan Xiong ◽  
Hamzah Nor Bin Aedy Rahman
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Hong Kong ◽  
Social Presence ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Student Evaluation ◽  
Learning Experiences ◽  
University Teaching ◽  
Digital Learning

The COVID-19 pandemic outbreak has forced online teaching and learning to be the primary instruction format in higher education globally. One of the worrying concerns about online learning is whether this method is effective, specifically when compared to face-to-face classes. This descriptive quantitative study investigates how students in higher education institutions in Hong Kong evaluated their online learning experiences during the pandemic, including the factors influencing their digital learning experiences. By analysing the survey responses from 1,227 university students in Hong Kong, this study found that most of the respondents felt dissatisfied with their online learning experiences and effectiveness. Meanwhile, this study confirms that respondents’ household income level and information technology literacy affected their online learning effectiveness. Moreover, this study highlights the significant contributions of the community of inquiry, which places social presence on the promotion of a whole person development that could not be achieved when relying mainly on online learning. Findings encourage university leaders and instructors to search for multiple course delivery modes to nurture students to become caring leaders with the 21st century skills and knowledge set.

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