scholarly journals Teachers’ Perceptions of Physical Education in Aotearoa/New Zealand Primary Schools

2020 ◽  
Author(s):  
Barrie Gordon ◽  
B Dyson ◽  
J Cowan ◽  
A McKenzie ◽  
B Shulruf
Keyword(s):  
New Zealand ◽  
Physical Education ◽  
Primary School ◽  
Primary Schools ◽  
Teachers Perceptions ◽  
Education Planning ◽  
Individual Interviews ◽  
National Monitoring ◽  
Aotearoa New Zealand ◽  
Research In Education

© 2016, New Zealand Association for Research in Education. This study examines practicing primary school teacher’s perceptions of the teaching of physical education in their schools. There has been some criticism of primary school physical education but until now this criticism has been largely based on a number of small studies involving limited numbers of teachers and schools. This study involved surveys of 487 teachers and in-depth individual interviews with 33 teachers located across six major regions of Aotearoa/New Zealand. The findings are presented in four themes: what does physical education look like; who teaches physical education; planning, assessment and reflection; and influences on the teaching of physical education. The study identified that what occurs in the physical education space in primary schools is often inconsistent and variable. The findings are discussed in relation to the requirements of the New Zealand Curriculum, the 2014 National Monitoring Study of Student Achievement report and previous research on primary school physical education. The article concludes by discussing future directions for the teaching physical education in light of these findings.

scholarly journals Teachers’ Perceptions of Physical Education in Aotearoa/New Zealand Primary Schools

2020 ◽  
Author(s):  
Barrie Gordon ◽  
B Dyson ◽  
J Cowan ◽  
A McKenzie ◽  
B Shulruf
Keyword(s):  
New Zealand ◽  
Physical Education ◽  
Primary School ◽  
Primary Schools ◽  
Teachers Perceptions ◽  
Education Planning ◽  
Individual Interviews ◽  
National Monitoring ◽  
Aotearoa New Zealand ◽  
Research In Education

© 2016, New Zealand Association for Research in Education. This study examines practicing primary school teacher’s perceptions of the teaching of physical education in their schools. There has been some criticism of primary school physical education but until now this criticism has been largely based on a number of small studies involving limited numbers of teachers and schools. This study involved surveys of 487 teachers and in-depth individual interviews with 33 teachers located across six major regions of Aotearoa/New Zealand. The findings are presented in four themes: what does physical education look like; who teaches physical education; planning, assessment and reflection; and influences on the teaching of physical education. The study identified that what occurs in the physical education space in primary schools is often inconsistent and variable. The findings are discussed in relation to the requirements of the New Zealand Curriculum, the 2014 National Monitoring Study of Student Achievement report and previous research on primary school physical education. The article concludes by discussing future directions for the teaching physical education in light of these findings.

scholarly journals Teachers’ Perceptions of Physical Education in Aotearoa/New Zealand Primary Schools

2016 ◽  
Vol 51 (1) ◽  
pp. 99-111 ◽  
Author(s):  
Barrie Gordon ◽  
Ben Dyson ◽  
Jackie Cowan ◽  
Allison McKenzie ◽  
Boaz Shulruf
Keyword(s):  
New Zealand ◽  
Physical Education ◽  
Primary Schools ◽  
Teachers Perceptions ◽  
Aotearoa New Zealand

scholarly journals Erratum to: Teachers’ Perceptions of Physical Education in Aotearoa/New Zealand Primary Schools

2016 ◽  
Vol 51 (1) ◽  
pp. 137-137
Author(s):  
Barrie Gordon ◽  
Ben Dyson ◽  
Jackie Cowan ◽  
Allison McKenzie ◽  
Boaz Shulruf
Keyword(s):  
New Zealand ◽  
Physical Education ◽  
Primary Schools ◽  
Teachers Perceptions ◽  
Aotearoa New Zealand

Physical education in Aotearoa New Zealand primary schools

2017 ◽  
Vol 24 (4) ◽  
pp. 467-486 ◽  
Author(s):  
Ben Dyson ◽  
Jackie Cowan ◽  
Barrie Gordon ◽  
Darren Powell ◽  
Boaz Shulruf
Keyword(s):  
New Zealand ◽  
Physical Education ◽  
Primary Schools ◽  
National Curriculum ◽  
Classroom Teachers ◽  
Primary School Teachers ◽  
Teachers Perceptions ◽  
Intermediate Schools ◽  
Aotearoa New Zealand ◽  
Teacher Surveys

Whilst globally there has been a great deal of discussion and rhetoric regarding the state of physical education at the primary level, there is a paucity of evidence regarding teachers’ perceptions of quality physical education in practice. Therefore, the purpose of this research was to explore and interpret primary school teachers’ perceptions of physical education in Aotearoa New Zealand (NZ) and identify the influence(s) of education, sport and health policies on these perceptions. This study utilized a mixed methods design, including a questionnaire of 487 classroom teachers from 133 different primary and intermediate schools in five regions (North Auckland, Auckland, Wellington, Canterbury and Southland) across NZ. The research team also interviewed 41 classroom teachers from across the five regions. Three themes were drawn from the teacher surveys and interviews: muddled thinking; teacher levels of confidence; and physical education or sport. The findings suggest that a number of policies and practices have strongly shaped what occurs ‘in the name’ of physical education in primary schools. These have created a ‘perfect storm’ for primary physical education in NZ and there is concern that the reality of what occurs in practice does not meet the expectations of the national curriculum. There is a need to re-shape the principles and ideals of current practice in primary physical education rather than accepting the historical sports, competition, fitness, fundamental sport skills and ‘Kiwisportification’ of physical education.

Classroom teachers’ and administrators’ views of teaching health and physical education

2019 ◽  
Vol 26 (2) ◽  
pp. 448-464
Author(s):  
Dominique Banville ◽  
Ben Dyson ◽  
Pamela H Kulinna ◽  
Michalis Stylianou
Keyword(s):  
Physical Activity ◽  
New Zealand ◽  
Physical Education ◽  
Professional Learning ◽  
School Environment ◽  
Primary Schools ◽  
National Curriculum ◽  
Classroom Teachers ◽  
Health And Physical Education ◽  
Aotearoa New Zealand

Teacher efficacy influences what and how they teach. This may be particularly important to consider in Aotearoa New Zealand contexts where primary classroom teachers teach health and physical education and use physical activity breaks with little training. It remains unclear how classroom teachers perceive this role and how to better support them. The purpose of this study was to investigate classroom teachers’ and administrators’ views of teaching health and physical education, including physical activity behaviours, in primary schools in Aotearoa New Zealand. Participants were 10 teachers and three administrators from two schools selected as a purposive sample. Data were collected through formal interviews, field notes, and photographs, and were analysed using inductive analysis and constant comparison. The findings are shared using four themes: (a) support for physical activity breaks; (b) support for curriculum content in health and physical education and ‘Kiwi’ sport culture; (c) teachers’ influence level; and (d) school environment. Overall, teachers and administrators felt very efficacious in their roles of creating healthy and active schools. These teachers also appeared to be confused regarding the difference between physical education, sport, and physical activity. They did feel, however, that instructional self-efficacy could be improved through enhanced content and pedagogy taught in teacher education programmes, and increased opportunities for professional learning and development. Potentially, this could lead to more time spent teaching the health and physical education content as well as a greater focus on the national curriculum for health and physical education being taught in Aotearoa New Zealand.

scholarly journals External providers and their impact on Primary Physical Education in Aotearoa/New Zealand.

2020 ◽  
Author(s):  
B Dyson ◽  
Barrie Gordon ◽  
J Cowan ◽  
A McKenzie
Keyword(s):  
Mixed Methods ◽  
New Zealand ◽  
Physical Education ◽  
San Francisco ◽  
Primary Schools ◽  
Qualitative Evaluation ◽  
Classroom Teachers ◽  
Intermediate Schools ◽  
Aotearoa New Zealand ◽  
Wide Range

© 2016 Australian Council for Health, Physical Education and Recreation. Within Aotearoa/New Zealand primary schools, External Providers (EPs) have steadily increased their influence on physical education. The purpose of this study was to explore and interpret classroom teachers’ perspectives of EPs in their primary school. The research team obtained questionnaire responses from 487 classroom teachers from 133 different primary and intermediate schools in six regions across Aotearoa/New Zealand. In addition, 33 classroom teachers, selected from the six regions as a purposive sample [Patton, M. Q. (2002). Qualitative evaluation and research methods (3rd ed.). Newbury, CA: Sage], were interviewed. The research utilised a case-study design [Stake, R. E. (2005). Qualitative case studies. In N. Denzin & Y. Lincoln (Eds.), The sage handbook of qualitative research (3rd ed.). Thousand Oaks, CA: Sage] and incorporated a mixed-methods approach [Greene, J. C. (2007). Mixed methods in social inquiry. San Francisco, CA: Jossey-Bass]. Our findings support the belief that EPs are established as major providers of physical education and sport in the primary schools space. Teachers identified a large number of EPs (n = 638) active in their schools. A number of categories were drawn from the interviews: Prevalence of EPs, Expertise and professional development (PD), Valued programs, Evaluation and assessment of EP provided programs and Pedagogical limitations. The teachers valued the EPs for their expertise, PD and the opportunities for students to experience a wide range of sports. However, schools conducted little assessment or evaluation of the programs. Teachers expressed some criticisms around the pedagogical approaches used and the EPs’ lack of knowledge of the curriculum. As a profession it is our responsibility to ensure that all students experience quality physical education programs and that EPs are working in ways that maximise the benefits for our students.

scholarly journals Primary school physical education in Aotearoa/New Zealand: the voices of teachers

2020 ◽  
Author(s):  
Barrie Gordon ◽  
J Cowan ◽  
A McKenzie ◽  
B Dyson
Keyword(s):  
New Zealand ◽  
Physical Education ◽  
Primary School ◽  
Aotearoa New Zealand

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scholarly journals Primary school physical education in Aotearoa/New Zealand: the voices of teachers

2020 ◽  
Author(s):  
Barrie Gordon ◽  
J Cowan ◽  
A McKenzie ◽  
B Dyson
Keyword(s):  
New Zealand ◽  
Physical Education ◽  
Primary School ◽  
Aotearoa New Zealand

No description supplied

“Wow! They’re Teaching Each Other”: Primary Teachers’ Perspectives of Implementing Cooperative Learning to Accomplish Social and Emotional Learning in Aotearoa New Zealand Physical Education

2021 ◽  
pp. 1-10
Author(s):  
Ben Dyson ◽  
Donal Howley ◽  
Yanhua Shen
Keyword(s):  
New Zealand ◽  
Physical Education ◽  
Cooperative Learning ◽  
Primary Schools ◽  
Social And Emotional Learning ◽  
Primary Teachers ◽  
Emotional Learning ◽  
Social And Emotional ◽  
Aotearoa New Zealand ◽  
Teachers Perspectives

Purpose: The purpose of this study was to explore primary teachers’ perspectives of implementing cooperative learning (CL) to accomplish social and emotional learning (SEL) in Aotearoa New Zealand physical education. Method: A qualitative case study design gathered data from 21 teachers at four primary schools using interviews, focus groups, and field notes. Inductive and deductive analysis were used for data analysis. Findings: Four primary themes are presented: emotional processes, social and interpersonal skills, students working it out, and taking time. Findings show that using CL as a pedagogical approach allowed teachers to teach for and accomplish SEL outcomes while accomplishing broader learning outcomes in physical education. However, there appeared to be shortcomings and constraints in the implementation of CL to accomplish SEL outcomes comprehensively. Conclusion: Future research should look to examine and connect professional learning involving pedagogical approaches like CL in physical education to SEL theory and school settings to enhance learning.

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