Changes and Predictors of Pre-Service Physical Education Teachers Subjective Well-Being over the Course of the Semester

2014 ◽  
Vol 3 (1) ◽  
pp. 119-127
Author(s):  
Rolf Kretschmann
Keyword(s):  
Physical Education ◽  
Well Being ◽  
Physical Education Teachers ◽  
Subjective Well Being

scholarly journals Los juegos motores como recurso pedagógico para favorecer la afectividad desde la educación física (Traditional games: a pedagogical tool to foster affectivity in physical education)

Retos ◽  
2020 ◽  
pp. 166-172
Author(s):  
Verónica Muñoz-Arroyave ◽  
Pere Lavega-Burgués ◽  
Antoni Costes ◽  
Sabrine Damian ◽  
Jorge Serna
Keyword(s):  
High School Students ◽  
Physical Education ◽  
Positive Emotions ◽  
Well Being ◽  
Physical Education Teachers ◽  
Emotional Intensity ◽  
Subjective Well Being ◽  
School Students ◽  
Predictive Capacity ◽  
Pedagogical Tools

En el contexto educativo, educar competencias emocionales origina unas consecuencias muy positivas en el rendimiento académico y el bienestar subjetivo del alumnado, especialmente si se trabaja desde edades tempranas. La asignatura de educación física dispone de un gran repertorio de recursos pedagógicos para promover una educación física integral, destacando entre ellos el juego motor. El objetivo de este estudio fue desvelar la fuerza predictiva de dos variables asociadas al juego (dominio de acción motriz: juegos psicomotores, de cooperación, de oposición y de cooperación-oposición y competición: presencia o ausencia) sobre la intensidad emocional de los alumnos. Participaron en total 91 estudiantes de educación secundaria de Cataluña con edades entre los 12 y 14 años. Se realizaron ocho sesiones de intervención (un tipo de juego por sesión). Tras la práctica de los juegos, los participantes valoraron su experiencia emocional de 1 a 10 respondiendo el cuestionario validado GES. Para el análisis de los datos se aplicaron dos técnicas estadísticas diferentes pero complementarias: ecuaciones de estimación generalizadas y árboles de clasificación. Entre los principales hallazgos se destaca que: a) a través del juego motor se puede potenciar el desarrollo de las competencias motrices y socio-emocionales; b) El profesor de educación física debería saber que la variable competición asociada al tipo de relaciones en el juego influye en la experiencia de emociones positivas. c) El juego es una fuente de vivencias emocionales positivas, especialmente los juegos cooperativos sin competición. Abstract. In the educational context, forming emotional competences leads to very positive consequences in  academic performance and subjective well-being of the students, especially if it is worked from early ages. Physical education has a large repertoire of pedagogical tools to promote an integral physical education, motor games standing out among them. The aim of this study was to investigate the predictive capacity of two characteristics of a game (motor action domain: psychomotor, cooperation, opposition and cooperation-opposition; and competition games: presence or absence) on emotional intensity. A total of 91 high school students from Catalonia participated. Eight 60-minute intervention sessions were conducted with games of the same type in each session. Emotional intensity was assessed at the end of the session using the GES questionnaire. For the data analysis, two statistical techniques were applied: generalized estimation equations and classification trees. The main findings indicated that: a) through motor games, the development of motor and socio-emotional competences can be enhanced; b) Physical education teachers should be aware that the interaction between competition and type of relationships during a game has an influence on experiencing positive emotions; c) games are a source of positive emotional experiences, especially the cooperative, non-competitive ones.

scholarly journals Subjective Well-Being of Physical Education Teachers and Its Connection to the Attitude towards Social Communication

Pedagogika ◽  
2017 ◽  
Vol 128 (4) ◽  
pp. 248-257
Author(s):  
Laimutė Kardelienė ◽  
Asta Šarkauskienė ◽  
Darius Masiliauskas
Keyword(s):  
Physical Education ◽  
Social Communication ◽  
Work Experience ◽  
Social Life ◽  
Well Being ◽  
Physical Education Teachers ◽  
Subjective Well Being ◽  
Professional Activities ◽  
Health Promoting ◽  
Personal Wellbeing

This article analyses the subjective well-being of physical education teachers as well as its connection to the manifestations of attitude towards social communication that can impact educators’ professional activities. In order to carry out the research an independent sample of physical education teachers was constructed. The method of written questionnaire was used. The results allowed to make conclusions on teachers’ subjectively evaluated personal and social wellbeing. It was discovered that those with less work experience and more frequent exercise during their leisure time tend to be more optimistic about their personal wellbeing. Additionally, male physical education teachers were more optimistic about personal wellbeing over the past four weeks than their female counterparts. More optimistic teachers more often support open expression of discontent and rudeness during communication with other people and nagging in the social life. The results show that overall performance of physical education teachers can be guaranteed by their involvement in health-improving activities carried out in their work places, since the well-being of these specialists can be considered as a determinant for life-long health promoting physical activity for the members of society.

scholarly journals Emociones de profesoras de Educación Física chilenas en el contexto de pandemia: estudio de casos (Emotions of Chilean physical education teachers in the context of pandemic: a case study)

Retos ◽  
2021 ◽  
Vol 43 ◽  
pp. 861-867
Author(s):  
Felipe Nicolás Mujica Johnson ◽  
Nelly Del Carmen Orellana Arduiz
Keyword(s):  
Physical Education ◽  
Teacher Collaboration ◽  
Well Being ◽  
Physical Education Teachers ◽  
Digital Learning ◽  
Subjective Well Being ◽  
Teacher Workload ◽  
Phenomenological Methodology ◽  
Pedagogical Innovations

  El contexto de la pandemia del COVID-19 ha tenido múltiples consecuencias en la educación escolar formal, incluyendo en la asignatura de Educación Física. Por ello, se considera pertinente estudiarlas desde la perspectiva emocional. El objetivo de esta investigación fue identificar, analizar y comprender las emociones del profesorado de educación física en el contexto de pandemia en Chile. Se utilizó una metodología cualitativa y fenomenológica. Participaron cinco profesoras pertenecientes a tres tipos de establecimientos educacionales de la Región de Valparaíso y Coquimbo. Los datos fueron recogidos por medio de cuestionarios no estructurados y gestionados de forma virtual. Los datos obtenidos fueron sometidos a un análisis de contenido deductivo-inductivo con ayuda del programa informático Atlas.ti 7.5. Los resultados muestran nueve códigos o atribuciones emocionales que se refieren a emociones positivas y negativas para el bienestar subjetivo. Entre los significados emocionales, destaca la desigualdad social, el agobio laboral docente, la hegemonía del ámbito intelectual, la colaboración docente, las innovaciones pedagógicas y el aprendizaje digital. Abstract: The context of the COVID-19 pandemic has had multiple consequences in formal school education, including in the subject of Physical Education. Therefore, it is considered pertinent to study them from an emotional perspective. The objective of this research was to identify, analyze and understand the emotions of physical education teachers in the context of the pandemic in Chile. A qualitative and phenomenological methodology was used. Five female teachers belonging to three types of educational establishments in the Valparaíso and Coquimbo Regions participated. The data were collected by means of unstructured questionnaires and managed virtually. The data obtained were subjected to a deductive-inductive content analysis with the help of Atlas.ti 7.5 software. The results show nine codes or emotional attributions referring to positive and negative emotions for subjective well-being. Among the emotional meanings, social inequality, teacher workload, hegemony of the intellectual sphere, teacher collaboration, pedagogical innovations and digital learning stand out.

scholarly journals Benefits of Outdoor Sports in Blue Spaces. The Case of School Nautical Activities in Viana do Castelo

2020 ◽  
Vol 17 (22) ◽  
pp. 8470
Author(s):  
Míriam Rocher ◽  
Bruno Silva ◽  
Gonçalo Cruz ◽  
Renato Bentes ◽  
Josep Lloret ◽  
...  
Keyword(s):  
Physical Education ◽  
Children And Adolescents ◽  
Well Being ◽  
Social Benefits ◽  
School Age Children ◽  
Physical Education Teachers ◽  
School Age ◽  
Outdoor Sports ◽  
The Social

Participating in outdoor sports in blue spaces is recognized to produce a range of significant social benefits. This case study empirically analyzes the social benefits associated with the School Nautical Activities project carried out in Viana do Castelo (Portugal) in school-age children and adolescents. It consisted of a 4 year program in which scholars took part in nautical activities (surfing, rowing, sailing, and canoeing) in blue spaces once a week during a semester as a part of their physical education course. The methods used for data collection were as follows: (1) a survey answered by 595 participants in the program and (2) five focus groups (FG): two FGs with participants (seven on each FG), two FGs with their parents (eight participants each), and one FG with the physical education teachers (five participants). Interviews were transcribed and qualitative analysis with NVivo software was developed. Results revealed clear evidence on the social benefits for school-age children and adolescents associated with participation in outdoor activities in blue spaces both in the overall health and in all the following analyzed categories: mental health and well-being, education, active citizenship, social behavior, and environmental awareness. More than 40% state that their overall health is much better now (13.4%) or somewhat better now (29.9%) due to their participation in the program. Thus, this article provides support for the anecdotal recognition of the benefits for school-age children and adolescents from participating in sports in the outdoors and especially in blue spaces.

scholarly journals The Influence of the Physical Education Environment on Children’s Well-Being and Physical Activity Across the Transition from Primary to Secondary School

2014 ◽  
Vol 36 (6) ◽  
pp. 574-583 ◽  
Author(s):  
Ian M. Taylor ◽  
Christopher M. Spray ◽  
Natalie Pearson
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Secondary School ◽  
Transition Period ◽  
School Transition ◽  
Well Being ◽  
Self Concept ◽  
Physical Education Teachers ◽  
Education Environment ◽  
Before And After

The purpose of the study was to explore change in children’s physical self-concept and self-reported physical activity over a school transition period, as well as motivational and interpersonal influences on these two outcomes. Data were collected from 545 children (mean age = 10.82, SD = 0.39, 51% female) at three time points before and after the United Kingdom secondary school transition. Multilevel modeling revealed that physical self-concept and physical activity showed different patterns of decline over the course of the study. Changes in the extent to which physical education teachers were perceived to provide psychological need support, peer focus on self-referenced learning and mastery, and changes in autonomous motives toward physical education classes were positively associated with these outcome variables. The present study provides novel insight into important motivational and interpersonal factors that may need to be targeted to prevent negative developmental patterns over a potentially challenging period for children.

scholarly journals Emociones positivas del alumnado de Educación Secundaria en las prácticas de baloncesto en Educación Física (Positive emotions of the students of Secondary Education in the practices of basketball in Physical Education)

Retos ◽  
2020 ◽  
pp. 556-564
Author(s):  
Felipe Nicolás Mujica Johnson ◽  
Ana Concepción Jiménez Sánchez
Keyword(s):  
Physical Education ◽  
Positive Emotions ◽  
Qualitative Methodology ◽  
Motor Task ◽  
Well Being ◽  
Subjective Well Being ◽  
Structured Interviews ◽  
Psychological States ◽  
Sports Culture ◽  
Alternative Teaching

  La investigación de las emociones en Educación Física se debe a la necesidad de comprender los diferentes significados que dichos estados psicológicos pueden representar. El objetivo de esta investigación fue interpretar la percepción y atribución del alumnado sobre las emociones positivas para el bienestar subjetivo durante la práctica de baloncesto en Educación Física, en función del tipo de tarea motriz, el género y el centro educativo. Para aproximarse al fenómeno emocional, se ha decidido utilizar una metodología cualitativa. Participaron 20 alumnas y 24 alumnos pertenecientes a dos centros educativos de la Comunidad de Madrid. Los datos fueron recogidos por medio de entrevistas semi-estructuradas y diarios personales, los cuales se sometieron a un análisis de contenido deductivo-inductivo con ayuda del programa informático Atlas.ti 7.5. Los resultados muestran 18 códigos o atribuciones emocionales que se refieren a la alegría, el entusiasmo, la seguridad y la diversión. Según el tipo de tarea motriz, el género y el centro educativo se identificaron diferencias y similitudes, destacando el rol de la competencia y la relación con una cultura deportiva de baloncesto en cada centro educativo. Se concluye que, para promover el bienestar subjetivo del alumnado en las prácticas de baloncesto en Educación Física, podría ser adecuado aplicar modelos de enseñanza alternativos del deporte, estrategias adaptativas y un clima de logro orientado a la tarea. Abstract: Investigation of emotions in Physical Education is due to the need to understand the different meanings that these psychological states can represent. The objective of this research was to interpret the perception and attribution of the students about the positive emotions for the subjective well-being during the practice of basketball in Physical Education, depending on the type of motor task, gender and educational center. To approach the emotional phenomenon, it has been decided to use a qualitative methodology. 20 girls and 24 boys from two educational centers in the Community of Madrid participated. The data was collected through semi-structured interviews and personal diaries, which have been subjected to a deductive-inductive content analysis with the help of the Atlas.ti 7.5 software. The results indicated 18 emotional codes or attributions found for joy, enthusiasm, security and fun. According to the type of motor task, gender and educational center, differences and similarities are identified, highlighting the role of competition and the relationship with a basketball sports culture in each educational center. It is concluded that, to promote the subjective well-being of the students in the practices of basketball in Physical Education, it could be appropriate to apply alternative teaching models of sport, adaptive strategies and a climate of achievement oriented to the task.

Chapter 3: PK–12 School Physical Education: Conditions, Lessons Learned, and Future Directions

2021 ◽  
pp. 1-9
Author(s):  
Phillip Ward ◽  
Hans van der Mars ◽  
Murray F. Mitchell ◽  
Hal A. Lawson
Keyword(s):  
Physical Education ◽  
Well Being ◽  
Lessons Learned ◽  
Physical Education Teachers ◽  
Strategic Action ◽  
Number Of Children ◽  
Education And Health ◽  
Community Based Programs ◽  
Common Purpose ◽  
Salutogenic Model

Manifest challenges to physical education teachers merit identification, analysis, and strategic action. New designs for schools, threats to the well-being of a growing number of children and families, and financial problems confronting school systems are among the external challenges. Meanwhile, too many physical education teachers confront marginalization, isolation, and morale issues. Contributing causes include suboptimal policy; disagreements regarding subject matter, curriculum models, and purposes; working conditions that prevent teachers from implementing evidence-based practices; and two disconnects: (a) between physical education and health and (b) between school programs and community-based programs. Reflecting and fueling these challenges, the field lacks a common purpose and shared direction. This chapter addresses future alternatives for PK–12 physical education. Key recommendations include (a) integrating physical education and health, treating them both instructionally and as integrated content in the curriculum; (b) changing our focus on our instruction from a deficiency-based model to a salutogenic model of health, including stronger connections with the community in which schools exist; and (c) connecting to the community to leverage resources to support students, teachers, and schools. These alternatives derive from a grand claim: we cannot continue to do “business as usual,” producing the same results, because past–present results consistently have been suboptimal.

The Relationships Between Personality Traits, Subjective Well-Being, and Academic Achievements Among Physical Education Teacher Education Students

2019 ◽  
Vol 18 (1) ◽  
pp. 52-66
Author(s):  
Sima Zach ◽  
Varda Inglis
Keyword(s):  
Physical Education ◽  
Personality Traits ◽  
Well Being ◽  
Subjective Well Being ◽  
Physical Education Teacher ◽  
Education Students ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
Academic Achievements ◽  
Teacher Education Students

The aim of this study was to portray a model that describes the relationships between personality traits, life satisfaction, positive and negative affects, stress, and academic achievements among physical education teacher education students. Participants were 173 first-year students. Four questionnaires were used to collect data: The Big Five Personality Inventory; the five-item Satisfaction with Life Scale; the Positive and Negative Affect Schedule; and the Perceived Stress Scale. In addition, the students' average grades were calculated. A Structural Equation Modeling for analyzing the structural model was performed. According to the model, 47% of the variance in subjective well-being is explained by personality traits, and 23% of the variance in academic achievement is explained by subjective well-being and the direct and indirect effects from the personality traits. Our study provides an understanding of the predictive power of personality traits and subjective well-being on academic achievements of physical education student teachers.

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