scholarly journals Instructional Pyramid: Expanding Coach Wooden’s “Pyramid of Success” to Guide P.E.T.E. Professionals

2012 ◽  
Vol 18 (2) ◽  
pp. 46-64
Author(s):  
Robert CHRISTENSON ◽  
David BARNEY
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
The Other ◽  
Physical Education Teacher ◽  
Critical Part ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
Teacher Education Faculty ◽  
Teaching Learning ◽  
First Job

What in the teaching-learning process can PETE (Physical Education Teacher Education) faculty identify as being effective and a critical part of this multifaceted practice? Which of the physical activity learning experiences best serves the student? Finally, how does a future-professional physical education teacher, who is inexperienced and intimidated by their first job circumstances, wade through all the information and responsibilities to perform up to expectations? As described by Veal (2011), “Teachers operate in an intensely complicated and demanding world. They face 30 or more students at once - each one different from the other, demanding individualized attention and treatment. Teachers must respond to a continuous and rapid succession of events, many of which are unanticipated, leaving little time for thoughtful decision making.”  (Abstract taken from first part of Introduction)

The Legacy and Influence of Catherine D. Ennis’s Value Orientations Research

2018 ◽  
Vol 7 (3) ◽  
pp. 211-217 ◽  
Author(s):  
Matthew D. Curtner-Smith ◽  
Deborah. S. Baxter ◽  
Leah K. May
Keyword(s):  
Physical Activity ◽  
Teacher Education ◽  
Physical Education ◽  
Value Orientations ◽  
School Level ◽  
Physical Education Teacher ◽  
Instructional Models ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
Level Of Training

In this article, the authors examine work conducted on 6 value orientations in physical education pioneered by Dr. Catherine D. Ennis and her colleagues. After providing an overview they focus on areas and methods of VOI research, specifically descriptions and comparisons (gender, teachers’ experience, school level, nationality, location, level of training, race, and physical activity background), the influence of value orientations on pedagogy (content and instructional models), and interventions (curricula and physical education teacher education). They conclude with suggestions for further research.

Physical Education Teacher Education in Kinesiology: Past, Present, and Future

2020 ◽  
Vol 9 (4) ◽  
pp. 305-312 ◽  
Author(s):  
Melinda A. Solmon ◽  
Kim C. Graber ◽  
Amelia Mays Woods ◽  
Nancy I. Williams ◽  
Thomas J. Templin ◽  
...  
Keyword(s):  
Physical Activity ◽  
Teacher Education ◽  
Physical Education ◽  
Panel Discussion ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
The Future ◽  
Pete Programs

This paper evolved from a panel discussion presented at the 2020 American Kinesiology Association Leadership Workshop focused on promoting physical activity through Kinesiology teaching and outreach. The authors consider the role of Physical Education Teacher Education (PETE) in promoting physical activity by examining the historical role that PETE has played in what are now Departments of Kinesiology, the status of PETE programs today, and how the future of PETE programs can impact the future of the discipline of Kinesiology. The challenges and barriers that PETE programs face are presented. The role of PETE programs in research institutions is examined, and case studies are presented that demonstrate the complexities the academic units face regarding allocating resources to PETE programs. The consequences of program termination are considered, and the authors then make a case that PETE programs are important to the broader discipline of Kinesiology. The authors conclude by encouraging innovative solutions that can be developed to help PETE programs thrive.

scholarly journals Highway to Health - an innovative Way to address Health in Physical Education Teacher Education (PETE) (Highway to Health - una forma innovadora de abordar la salud en la formación de profesores de Educación Física (PETE))

Retos ◽  
2016 ◽  
pp. 321-327
Author(s):  
Hans Peter Brandl-Bredenbeck ◽  
Ralf Sygusch
Keyword(s):  
Teacher Education ◽  
Physical Education ◽  
Physical Education Teacher ◽  
Joint Project ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
El Sistema ◽  
Central Characteristic ◽  
Teaching Learning ◽  
New Generation

In the last two decades the German educational system has experienced significant changes. The new generation of curricula is no longer input-oriented, but its targets are output-oriented. A central characteristic of these new curricula is the fact that learning targets are described in terms of competences students have to acquire. Taking the example of health as a content the following article presents theoretical, conceptual as well as practical aspects of how competence-oriented teaching-learning processes in Physical Education Teacher Education as well as in PE lessons in school are conceptualized and implemented. On the background of the theoretical “Erlanger Model for Competence Orientation in Sport (ECSpo)” the article gives answers to the following guiding questions: Which sport-related health competencies should be conveyed to pupils in physical education (PE) and how should this be done? Which competencies do PE teachers need in order to address the topic health in PE lessons? Specific learning objectives and learning tasks developed and applied in a joint project seminar between university and school are presented and discussed.Resumen. En las últimas dos décadas el sistema educativo alemán ha experimentado cambios significativos. La nueva generación de programas de estudio no es más “input-oriented”. Sus objetivos son orientados a los productos. La característica central de estos nuevos currículos es el hecho de  los objetivos de aprendizaje son descritos en términos de competencias que los estudiantes tienen que adquirir. Tomando el ejemplo de la salud como contenido, este artículo presenta los aspectos teóricos, conceptuales, así como aspectos prácticos de cómo los procesos de enseñanza-aprendizaje orientado competencia son conceptualizados en la formación del profesorado de Educación Física, así como en clases de educación física en la escuela. En la base teórica del "Erlanger Model for Competence Orientation in Sport (ECSpo)" el artículo da respuestas a las siguientes preguntas orientadoras: ¿Qué competencias para la salud relacionadas con el deporte deben ser comunicadas a los alumnos de educación física (PE) y cómo deberá  ser esto hecho? ¿Qué competencias necesitan los profesores de educación física con el fin de abordar el tema de la salud en las clases de educación física? Son presentados y discutidos objetivos específicos de aprendizaje y tareas de aprendizaje desarrollado y aplicado en un seminario conjunto entre la universidad y la escuela.

scholarly journals The image of physical education teachers held by students from two universities

2020 ◽  
Vol 31 (1) ◽  
Author(s):  
Mª Alejandra Ávalos Ramos ◽  
M. Ángeles Martínez Ruiz ◽  
Gladys Merma Molina
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Gender Stereotypes ◽  
Qualitative Methodology ◽  
Physical Education Teachers ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Learning And Teaching ◽  
Physical Education Teacher Education ◽  
Teaching Perspectives

This study analyses the image that students of initial physical education teacher education (PETE) from two different universities (University of Alicante- UA, Spain, and Central University of Ecuador-UCE) have of physical education teachers. This qualitative and comparative study uses a metaphorical approach. Qualitative methodology was used to analyse the participating students metaphors in order to explore whether or not they suit the current learning and teaching perspectives in the field of Physical Education, and whether the images conveyed any differences between universities due to the influence of the context in the Physical Education teacher image and in gender stereotypes. A total of 190 students participated in the study (n= 105 men; n= 85 women). The software AQUAD 7 was used to process the data. The results showed that there were no obvious gender differences that keep women away from physical activity.  As well as not excessive differences due to the different context of the participants.

The Role of Emotional Intelligence and Resilience in Physical Education Teacher Education Faculty Perceived Mattering

2021 ◽  
pp. 1-11
Author(s):  
K. Andrew R. Richards ◽  
Alyssa M. Trad ◽  
Christopher J. Kinder ◽  
Kim C. Graber ◽  
Amelia Mays Woods
Keyword(s):  
Teacher Education ◽  
Emotional Intelligence ◽  
Physical Education ◽  
Equation Modeling ◽  
Physical Education Teacher ◽  
Education Faculty ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
Teacher Education Faculty ◽  
Perceived Mattering

Purpose: Grounded in occupational socialization theory, the purpose of this study was to test a conceptual framework for understanding the role of emotional intelligence and resilience in the development of perceived mattering among U.S. physical education teacher education faculty using structural equation modeling. Method: The sample included 286 U.S. faculty members (151 females and 135 males), and the data were collected through an online survey that included instruments to measure key study variables. The primary analyses used structural equation modeling to evaluate relationships hypothesized in the conceptual model. Results: While not all hypothesized relationships in the model were significant, generally, the results confirmed the hypothesized relationships among the study variables, suggesting that resilience mediates the relationship between emotional intelligence and perceived mattering. Discussion: Socioemotional skills, such as emotional intelligence, appear important for helping physical education teacher education faculty members perceive resiliency and mattering in their work. Accordingly, these skills should be considered for doctoral education and faculty development programs.

Chapter 5: Physical Education Teacher Education Faculty: A Focus on Social Justice

2021 ◽  
pp. 1-10
Author(s):  
Murray F. Mitchell ◽  
Sue Sutherland ◽  
Jennifer Walton-Fisette
Keyword(s):  
Teacher Education ◽  
Physical Education ◽  
Student Teachers ◽  
Lessons Learned ◽  
Physical Education Teacher ◽  
Education Faculty ◽  
Education Programs ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
Teacher Education Faculty

Neglecting to adapt physical education programs, or resisting and worse ignoring the changing needs of students has created an environment where the reproduction of inequities prevails. An examination of the role physical education teacher education faculty in the physical education system begins with consideration of eight key factors that influence their performance: (a) society, (b) higher education institutions, (c) PK–12 schools, (d) PK–12 and preservice student teachers (PST) students, (e) the purpose of physical education, (f) kinesiology, (g) professional associations, and (h) personal life circumstances. The authors draw attention to lessons learned and future directions tied to these eight influences. A critical reflection on social identity and how it influences practice is provided with suggestions on how to begin this work. Undertaking a program equity audit is discussed as a tool to highlight areas within physical education teacher education programs that influence socially just and equitable practice. Engaging in self-study (either individually, collaboratively, or programmatically) is suggested as a means to explore pedagogical practices or programmatic decisions that promote socially just and equitable physical education teacher education and physical education. Attention to policy engagement at the local, state, and national levels is noted as a potentially powerful contribution to change.

PETE Faculty’s Perspectives of edTPA: The Range of Change

2020 ◽  
pp. 1-8
Author(s):  
Deborah S. Baxter ◽  
Oleg A. Sinelnikov
Keyword(s):  
Teacher Education ◽  
Physical Education ◽  
Performance Assessment ◽  
Teacher Performance ◽  
Physical Education Teacher ◽  
High Stakes ◽  
Teacher Performance Assessment ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
Teacher Education Faculty

Purpose: The purpose of this study was to explore the extent of changes taking place within the context, structure, and culture of university physical education teacher education programs facilitating high-stakes educative Teacher Performance Assessment policy. Method: Utilizing a multiple-case study design framed by analytical dualism, eight physical education teacher education faculty from eight different programs who had direct involvement in the high-stakes educative Teacher Performance Assessment process were investigated. Data from semi-structured individual interviews, focus group interviews, and documents were interpretively analyzed. Results: Faculty reacted in three distinct ways to the process of change: prevailers, conceders, or exceeders. The process appeared to be based upon an implementation continuum from isolation to internalization. Discussion/Conclusions: University programs have a responsibility to prepare effective physical education teachers who use the best practices for teaching. It is imperative for physical education teacher education faculty to reflect upon the impetus and impact of changes made to their programs.

“It’s My Time to . . . Fight Some of These Battles”: The Life History of an Exemplary African American PETE Faculty Member

2021 ◽  
pp. 1-10
Author(s):  
Richard F. Jowers ◽  
Matthew D. Curtner-Smith
Keyword(s):  
Teacher Education ◽  
African American ◽  
Life History ◽  
Physical Education ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
History Of ◽  
Teacher Education Faculty ◽  
American Physical

Purpose: To construct the life history of an exemplary veteran African American physical education teacher education faculty member. Method: The participant was Dr. Andrew Lewis, a retired professor from the College of Charleston. Data were collected through formal semistructured interviews, informal interviews, and documents and artifacts. They were analyzed using analytic induction and constant comparison. Findings: Key findings were that Lewis experienced a significant amount of marginalization throughout his life and career. In addition, he was subjected to different forms of microaggression and stereotype threat. Lewis dealt with these forms of racism by emulating several of his teachers and professors, working hard, and performing to a high level. In addition, he altered the pedagogy he employed. Conclusion: Lewis’s counter-story has the potential to influence other African American physical education teacher education faculty members, administrators, and those who perpetuate stereotypes of African Americans or deal in microaggressions.

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