scholarly journals Elimination of Negative Character Features as an Element of Building a Positive Image of Physical Education Teacher

2011 ◽  
Vol 18 (3) ◽  
pp. 206-209 ◽  
Author(s):  
Mirosław Zalech
Keyword(s):  
High School Students ◽  
Physical Education ◽  
Physical Education Teacher ◽  
School Students ◽  
Education Teacher ◽  
Teacher Student Relationships ◽  
Positive Image ◽  
Teacher Student ◽  
Log Linear ◽  
Selection Of

Elimination of Negative Character Features as an Element of Building a Positive Image of Physical Education TeacherIntroduction. In the era of the development of a number of ways and forms of communication, positive image has become an important medium of information, including teacher-student relationships. One can now recognize it as one of the elements of effective implementation of the mandates of teaching and upbringing. The aim of this study was to determine what physical education teacher's features are most undesirable for senior high school students, and thus negatively affect his image. Material and methods. The study used the method of diagnostic survey, in which the questionnaire technique was used. The data obtained from 763 students of two senior high schools (484 females and 279 males) was analyzed. For statistical evaluation of the data the log-linear analysis method was used. Results.Quick temper and severity were found to be the features that the students found to be most undesirable in the physical education teacher. The choice of such features as: compliant, indulgent, moody and quick tempered was significantly dependent on gender (p<0.05), and such as strict, hesitant and distracted, significantly depended on both gender and grade (p<0.05). The school turned out to be a variable that did not differentiate significantly choices made by students. None of the independent variables conditioned the selection of such features as passive and unreliable. Conclusions. Knowing what features should not characterize a physical education teacher is one of the important elements that should be taken into account in the process of building a positive image of teachers. It can be assumed that the elimination or restriction of the expression of these features contributes significantly to the positive perception of teachers, and it is followed by improved relations with students and increased effectiveness of teaching and educational interactions.

scholarly journals Do Senior Adults (50+) Know What Practices are Appropriate In Physical Education

2018 ◽  
Vol 24 (1) ◽  
pp. 28-35
Author(s):  
David BARNEY ◽  
Keven PRUSAK ◽  
Carol WILKINSON
Keyword(s):  
High School Students ◽  
Physical Education ◽  
Instructional Practices ◽  
School Administrators ◽  
Physical Educators ◽  
Physical Education Teacher ◽  
Senior Adults ◽  
School Students ◽  
Education Teacher ◽  
Physical Education Teacher Education

The purpose of this study was to investigate senior 50 and older adult’s knowledge of appropriate instructional practices (AIP) in physical education. This study is a continued line of studies assessing certain populations knowledge of AIP. Previous research has been conducted among Physical Education Teacher Education (PETE) majors, parents, school administrators, elementary, middle school and high school students. For this study 372 senior adults were surveyed regarding their knowledge of AIP in PE. Surveys were distributed to the participants at the Huntsman Senior World Games. It was found that senior adults misidentified nine instructional practices from the survey. It was found that senior adults identified having winners and losers in games in PE class, students that misbehave should be punished with exercising, and playing dodge ball is OK for students to play. These instructional practices are considered inappropriate. The implications of this study reinforce that physical educators need to educate senior adults and that implementing appropriate instructional practices is an effective method to educate senior adults and the general public.

Students' Perceptions of School Climate and Trait Test Anxiety

2012 ◽  
Vol 111 (3) ◽  
pp. 761-764 ◽  
Author(s):  
Yang Yang Liu
Keyword(s):  
High School ◽  
High School Students ◽  
School Climate ◽  
Test Anxiety ◽  
School Students ◽  
Student Relationships ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Chinese High School Students ◽  
Perceptions Of School

In a sample of 916 Chinese high school students, the relations among the students' perceptions of school climate and their trait test anxiety were examined. The results indicated that students' perceptions of teacher-student relationships and student-student relationships negatively predicted their trait test anxiety. Furthermore, girls had higher scores on trait test anxiety than boys.

scholarly journals Diversity in STEM: A Look at STEM Choices Amongst Black and Latinx High School Students

2021 ◽  
Vol 5 (1) ◽  
Author(s):  
Michael Owens ◽  
Natasha Ramsay-Jordan
Keyword(s):  
High School ◽  
High School Students ◽  
School Students ◽  
Recruitment Methods ◽  
Teachers Perceptions ◽  
Teacher Student Relationships ◽  
Teacher Impact ◽  
Teacher Student ◽  
Diversity In Stem ◽  
Unequal Opportunities

The calls for increased diversity and participation of persons from historically underrepresented groups in science, technology, engineering and math (STEM) have gained increasing prominence within education in recent years, yet Black and Latinx students continue to have unequal opportunities to pursue STEM. This research investigates the disparity of Blacks and Latinx students' participation within high school STEM. Specifically, systemic influences and teacher impact are discussed. The research identifies teacher-student relationships, student recruitment methods, teachers' perceptions about STEM, inadequate preparation of teachers, and lack of resources as stimuli that inhibit student participation within STEM courses and programs. The examination of these stimuli could help school leaders and educators implement appropriate strategies to increase participation rates of Blacks and Latinx in STEM.       

scholarly journals The attitudes of elementary school students towards physical education teachers

2019 ◽  
Vol 9 (2) ◽  
pp. 5-19
Author(s):  
Velimir Miličković ◽  
Veljko Vukićević ◽  
Stanko Zečević ◽  
Slobodan Vignjević
Keyword(s):  
Physical Education ◽  
Factor Structure ◽  
Student Attitudes ◽  
Assessment Scale ◽  
Physical Education Teachers ◽  
Physical Education Teacher ◽  
School Students ◽  
Education Teacher ◽  
Teacher Competences ◽  
Teachers Attitudes

The aim of the study was to determine the factor structure of the assessment scale of the Physical Education Teacher Attitude Questionnaire, as well as to ascertain the existence of gender, age, and differences in whether students practice some sport outside of school or not, in terms of attitudes toward different physical education teacher competences. A sample of 119 students of both genders, grades 5 through 8, was assigned a USF assessment scale, modeled on existing instruments for assessing student attitudes toward physical education and physical education teachers. The factor structure was determined by using factor analysis. The ANOVA results for gender differences indicate that there are no statistically significant differences in the attitudes of students towards the competences of physical education teachers. ANOVA results for differences between coaching students and non-coaches suggest that there are statistically significant differences between these groups of respondents regarding the factor of socio-emotional competence of teachers, in the sense that students who train a sport are more inclined towards the socio-emotional competences of teachers. The ANOVA results for age differences indicate that there are statistically significant differences between younger and older students, regarding both factors, in the sense that younger students are more inclined towards both the socio-emotional and professional competences of physical education teachers. Attitudes towards the teacher provide valuable information about what students think and feel about them, thus creating adequate conditions for effecting change and improving both teaching and relationships with students.

scholarly journals Makey Makey as an Interactive Robotic Tool for High School Students’ Learning in Multicultural Contexts

2020 ◽  
Vol 10 (9) ◽  
pp. 239
Author(s):  
José-Antonio Marín-Marín ◽  
Rebeca Soler Costa ◽  
Antonio-José Moreno-Guerrero ◽  
Jesús López-Belmonte
Keyword(s):  
High School Students ◽  
Physical Education ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Teaching Method ◽  
Teacher Rating ◽  
Control Group ◽  
School Students ◽  
Teacher Student ◽  
Quasi Experimental

Information and communication technologies (ICT) are immersed in the teaching and learning processes. Specifically, educational robotics is a technology with great projection in learning spaces. This educational technology has revealed great potential in educational processes in the scientific literature. In this study, the Makey Makey device has been used to carry out a methodological contrast at the instructional level. The objective of this study is to verify if the use of the Makey Makey robotic device influences various psycho-social and educational dimensions in the subject of physical education. A quasi-experimental research design has been used in a sample of 177 students from secondary education. A questionnaire was used as the data collection instrument. The results show the ratings made by the control group students are lower than those of the experimental group in all dimensions, although there is no relationship of significance in all dimensions. This fact only occurs in motivation, teacher–student, student–content, collaboration, resolution, and teacher-rating dimensions. Conclusions show that the teaching method in which robotics is used leads to more success in the field of physical education if we compared it to the more conventional method. The outstanding data show the teaching–learning process has the highest influence on motivation, teacher–student, student–content, collaboration, resolution, and teacher rating.

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