Fitness Training in Physical Education: A Quantitative Dominated Crossover Mixed Methods Multilevel Study

Previous reviews of research have documented the increasing use of qualitative inquiry in physical education. In this research note, the authors present a content analysis of qualitative research articles published between 1998 and 2008 in the Journal of Teaching in Physical Education (JTPE). A total of 110 empirical articles were published that included a qualitative component, 38.2% of those used mixed methods. Results include analyses of types of qualitative research, research focus, theoretical frameworks, data collection techniques, trustworthiness techniques, and participants. The Research Authorship Score revealed that qualitative research tends to rely on teams of researchers in the conduct of studies. By extending previous work, this study reveals that qualitative research continues to play a significant role in research on physical education.

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Linking co-ordinative and fitness training in physical education settings

Scandinavian Journal of Medicine and Science in Sports ◽

10.1111/j.1600-0838.2008.00796.x ◽

2009 ◽

Vol 19 (3) ◽

pp. 412-418 ◽

Cited By ~ 18

Author(s):

M. C. Gallotta ◽

R. Marchetti ◽

C. Baldari ◽

L. Guidetti ◽

C. Pesce

Keyword(s):

Physical Education ◽

Fitness Training

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Seminars in the process of studying the discipline «Organization and methods of improving physical culture»

Teorìâ ta Metodika Fìzičnogo Vihovannâ ◽

10.17309/tmfv.2014.1.1040 ◽

2014 ◽

pp. 3-14

Author(s):

С. І. Марченко

Keyword(s):

Physical Education ◽

Theoretical Analysis ◽

Physical Training ◽

Physical Education Teachers ◽

Physical Culture ◽

Practical Skills ◽

Normative Documents ◽

Educational Qualification ◽

Analysis And Synthesis ◽

Fitness Training

The purpose of research — to develop a program of seminars course «Organization and methods of improving physical training» for the educational qualification of 6.01020101 — bachelor. Methods of research — the study of literature, software and normative documents, theoretical analysis and synthesis of the literature data, a systematic approach.The main results of the study. The concept of classes of the course «Organization and methods of Physical Culture» is in the system presenting the material, which allows to form students’ knowledge, skills and practical skills necessary physical education teachers to organize and conduct various forms of fitness training.

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Trainee Teachers’ Situational Motivation and Motivational Climate towards Physical Education Lessons during COVID-19 Pandemic

Collegium Antropologicum ◽

10.5671/ca.45.3.3 ◽

2021 ◽

Vol 45 (3) ◽

pp. 201-207

Author(s):

Ngien Siong Chin ◽

Boon Sian Teo ◽

Eng Hoe Wee

Keyword(s):

Online Learning ◽

Mixed Methods ◽

Physical Education ◽

Teaching Methods ◽

Age Groups ◽

Motivational Climate ◽

Trainee Teachers ◽

Gender And Age ◽

Situational Motivation ◽

One Way Anova

This study examined the trainee teachers’ situational motivation and motivational climate towards Physical Education lessons in primary schools during COVID-19 pandemic. The participants were 160 trainee teachers comprising of 115 males and 45 female aged 21 to 26 years old (1.10±0.30) from two Institute of Teacher Education Campuses in Sarawak, Malaysia. The participants were administrated the Situational Motivation Scale (SIMS: Guay, Vallerand & Blanchard, 2000) and Teacher Initiated Motivational Climate in Physical Education Questionnaire (TIMCPEQ; Papaioannou, 1998). Descriptive analysis, independent-samples t-test, one-way ANOVA, two-way ANOVA and correlation were utilized. Independent-samples t-test indicated that there were no significant differences for all variables in SIMS and TIMCPEQ on gender and age groups. The one-way ANOVA was used to compare the effect on teaching methods in SIMS and TIMCPEQ. There was a significant difference in teacher-initiated mastery orientation for the three teaching methods, F(2,157)=3.31, p=0.04. Post-hoc comparisons using the Tukey HSD test revealed that the mean score for the online learning (3.87±0.78) was significantly different than the mixed methods (4.22±0.55). However, the face-to-face learning method (3.96±0.62) did not significantly differ from the online learning and mixed methods. Furthermore, two-way ANOVA was used to examine the effect of gender and age groups in SIMS and TIMCPEQ which revealed no significant main effect of gender and age groups. Additionally, there was no statistically significant interaction between gender × age groups for all variables in SIMS and TIMCPEQ. The findings revealed statistically significant positive relationship between the variables in SIMS and TIMCPEQ ranging from very weak (0.24) to very strong (0.90). The findings revealed the necessity for positive motivational climate through adaptive educational resources, alternative teaching approaches and methods that would support and motivate the trainee teachers, educators and students in the teaching and learning of PE during this challenging time.

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

10.26686/wgtn.12830744.v1 ◽

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.

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