scholarly journals Inclusion in Physical Education in Primary Schools

2021 ◽  
Vol 6 (1) ◽  
pp. 64-78
Author(s):  
Dena Widyawan ◽  
Ibnu Sina
Keyword(s):  
Physical Education ◽  
Inclusive Education ◽  
Primary Schools ◽  
Cognitive Theory ◽  
Physical Education Teachers ◽  
Educational Goals ◽  
Structured Interviews ◽  
Dynamic Interactions ◽  
Men 2 ◽  
General Physical

The purpose of this study was to determine inclusive education in general physical education from the perspective and experience of physical education teachers in primary schools. The method used in this research is qualitative phenomenology. Four Physical Education teachers were the sample (2 men, 2 women) aged between 30 and 55 years and were collected by means of: photos, school documents, field notes, and semi-structured interviews. Bandura's social cognitive theory is used as the basis of the research. Outcome of thematic analysis: engaging in learning, adapting strategies to meet student needs, and moving beyond educational goals. In conclusion, inclusive education in physical education in primary schools is built by dynamic interactions between teachers' knowledge of disabilities, motivation to learn about students, children's needs, and learning objectives.

scholarly journals Outsourcing Swimming Education—Experiences and Challenges

2020 ◽  
Vol 18 (1) ◽  
pp. 6
Author(s):  
Bjørn Harald Olstad ◽  
Pernille Ravn Berg ◽  
Per-Ludvik Kjendlie
Keyword(s):  
Professional Development ◽  
Physical Education ◽  
Primary Schools ◽  
School Leaders ◽  
Physical Education Teachers ◽  
Explicit Learning ◽  
Structured Interviews ◽  
Private Providers ◽  
The Government

In Norway, swimming and lifesaving education (swimming education) is an obligatory part of physical education, with explicit learning aims after grade four. After recent reports of Norwegian pupils achieving low scores in swimming abilities, the Government has outlined strategies for improving swimming education. There is a notable trend toward using external providers in delivering swimming education. This article examines the outsourcing of swimming education in Norwegian primary schools. Eighteen semi-structured interviews were conducted with school leaders, physical education teachers and swimming instructors involved in outsourcing arrangements. The outsourcing was organized through private providers, municipalities, or local swimming clubs. Data were analyzed thematically and separated into highlighted areas of outsourcing practices. The results showed that outsourcing may be a solution for schools that lack staff with swimming experience and knowledge. It also indicates that teacher courses, professional development through collaboration, and strategies for measuring quality would improve swimming education.

An archaeological analysis to trace the emergence and transformation of qualified physical education teachers in Singapore primary schools

2019 ◽  
Vol 41 (2) ◽  
pp. 69-84
Author(s):  
Ho Jin Chung ◽  
Muhammad Sufri ◽  
Chee Keng John Wang
Keyword(s):  
Physical Education ◽  
Primary Schools ◽  
Physical Education Teachers ◽  
National Archives ◽  
The Future ◽  
The Status ◽  
Archaeology Of Knowledge ◽  
Archaeological Analysis ◽  
Key Events ◽  
Underlying Processes

This study explored the underlying processes associated with the policy of increasing qualified physical education teachers (QPETs) in Singapore primary schools. Data were collected from the National Archives of Singapore, Newslink, NewpaperSG and documents. An ‘archaeological analysis’ by Foucault (1972) was used to trace the discursive conditions which enabled and facilitated the policy. Three distinct elements were borrowed from ‘The Archaeology of Knowledge and the Discourse on Language’, namely: the status – as reflected in the positions of individuals influencing the PE policies and initiatives; the institutional sites – as in the locations of the decisions being exercised, and; the situation – identified by the key events leading to the decision to increase QPETs in primary schools. The conclusions based on the analysis of these elements offer a clearer understanding of the various contributions to the adoption of the policy and serve to provide an insightful lens to policymakers who might seek to redesign the future shape of Physical Education.

scholarly journals DEVELOPMENT OF PSYCHOLOGICAL READINESS IN PHYSICAL EDUCATION TEACHERS FOR THE IMPLEMENTATION OF INCLUSIVE EDUCATION

2018 ◽  
Vol 18 (1) ◽  
pp. 125-137
Author(s):  
N Catellani ◽  
D Ilyasov ◽  
E Cherepov ◽  
A Sevryukova ◽  
E Selivanova ◽  
...  
Keyword(s):  
Physical Education ◽  
Inclusive Education ◽  
Physical Education Teachers

Teaching for Immigrant Girls’ Inclusion: Social Justice Physical Education Teachers’ Involvement With School Stakeholders

2021 ◽  
pp. 1-9
Author(s):  
Carolina Nieva Boza ◽  
Teresa Lleixà Arribas
Keyword(s):  
Physical Education ◽  
Team Teaching ◽  
Primary Schools ◽  
Social Inclusion ◽  
School Management ◽  
Physical Activities ◽  
Physical Education Teachers ◽  
Teaching Staff ◽  
Educational Context ◽  
The Social

Purpose: This study seeks to analyze the involvement of the various stakeholders related to the educational context, namely school management team, teaching staff, families, and students, to foster the social inclusion of immigrant girls through their participation in physical activities. Methods: Data consisted of interviews and focus group sessions involving 19 physical education (PE) teachers from state primary schools in Catalonia, Spain. Results: The involvement of the stakeholders can foster greater inclusion of such immigrant girls through initiatives, such as: extracurricular physical activities specifically designed for them; the creation of specific spaces for their physical activities; a greater number of PE class hours for immigrant newcomer pupils; supportive feedback for these girls from PE teachers; and greater consideration of these girls’ interests and preference in PE programming. Conclusion: These findings suggest that the greater the degree of involvement and cohesion among the various parties, the higher the likelihood of successful social inclusion.

The goals and objectives of current physical education. The opinions of teachers from the south-west region of Poland

2017 ◽  
Vol 2 (3) ◽  
pp. 79-94
Author(s):  
Cezary Kuśnierz
Keyword(s):  
Physical Education ◽  
Primary Schools ◽  
Healthy Lifestyle ◽  
Physical Education Teachers ◽  
The South ◽  
School Students ◽  
Second Stage ◽  
South West ◽  
Significant Difference ◽  
Goals And Objectives

The aim of this study was to get to know physical education teachers’ opinion about the objectives of an education school subject. Their opinions were analysed on the basis of goals hierarchy given by the respondents. Research included 444 PE teachers in primary schools (the second stage of education), middle schools and secondary schools. Research covered the south-west regions of Poland including the following provinces: Silesia, Opole province and Lower Silesia. Diagnostic survey using questionnaires was applied. In the survey as a research tool the questionnaire created by the European Physical Society was used. On the basis of the outcomes it was claimed that the highest place in goals hierarchy takes the goal concerning the preparation of school students to an active and healthy lifestyle. In a group of questioned teachers no gender difference in goals hierarchy was noted. Among variables taken into account in the analysis of teachers’ opinions the place of work (primary school, middle school and secondary school) greatly determined variation between different goals hierarchy. A statistically significant difference appeared between six objectives of physical education.

scholarly journals PERCEPÇÕES E REAÇÕES DE PROFESSORES DIANTE DAS POLÍTICAS EDUCACIONAIS: UM ESTUDO COM PROFESSORES DE EDUCAÇÃO FÍSICA

2020 ◽  
Vol 3 ◽  
pp. 188
Author(s):  
Andre Osvaldo Furtado ◽  
Elisandro Schultz Wittizorecki ◽  
Natacha Da Silva Tavares
Keyword(s):  
Physical Education ◽  
State Government ◽  
Teaching Practice ◽  
Rio Grande ◽  
Educational Policies ◽  
Physical Education Teachers ◽  
Daily Routine ◽  
Rio Grande Do Sul ◽  
Structured Interviews ◽  
School Teaching

RESUMOEste estudo busca compreender como os professores de Educação Física atuantes na Rede Estadual de Ensino do Rio Grande do Sul percebem e reagem às políticas educacionais que lhes são demandadas pelos gestores estaduais nas ultimas três gestões do governo estadual do Rio Grande do Sul. Neste sentido foi realizada uma pesquisa qualitativa na perspectiva da etnografia. Como obtenção de informações foram realizadas: observações participantes do cotidiano dos professores de Educação Física, registrada nos diários de campo; entrevistas semiestruturadas com cinco professores de Educação Física e análise de documentos. Através da análise foi possível construir unidades de significado que agrupadas resultaram em três categorias analíticas: a indiferença, a resistência e as marcas. Compreendemos que o professorado de Educação Física participante deste estudo atua em dado momento da sua prática pedagógica com indiferença e resistências às políticas educacionais formuladas pelos gestores. É possível pensarmos que a resistência dos professores é potencializada quando eles são convidados a preterir elementos da sua história de vida que estão imbricados na sua prática pedagógica.Palavras-chave: Ensino Médio. Trabalho docente. Políticas Educacionais. Prática Pedagógica. ABSTRACTThis study aims to understand how Physical Education teachers from Rio Grande do Sul public state schools follow and react to educational policies demanded by the local and state authorities from the last three state government management of Rio Grande do Sul. In this context, a research focused on ethnography was conducted. To obtain information, there were performed observations in the daily routine of Physical Education teachers, recorded in the field journal; semi-structured interviews with five Physical Education teachers and data analyses. Because of the analyses, it was possible to build meaning units, which organized, result in three analytical categories: the indifference, the resistance, and the marks. The results suggest that the Physical Education teachers, who participated the study, act in their teaching practice indifferently and resistant to educational policies formulated by the state managers. It suggests that the resistance of the teachers is reinforced when they are led to ignore elements from their own life experience which are interwoven with their teaching practices.Keywords: High School. Teaching. Educational policies. Teaching practices.

scholarly journals Pre-service physical education teachers’ attitudes toward inclusive physical education

2021 ◽  
Author(s):  
Michael Braksiek
Keyword(s):  
Physical Education ◽  
Inclusive Education ◽  
Convergent Validity ◽  
Attitude Scale ◽  
Physical Education Teachers ◽  
Degree Programs ◽  
Confirmatory Factor Analyses ◽  
Valid Instrument ◽  
Pete Programs ◽  
Teachers Attitudes

AbstractA teacher’s positive attitude is an important factor for successful inclusive physical education (PE). PE teachers’ attitudes are shaped during PE teacher education (PETE) programs. Thus, a valid instrument is needed not only for assessing pre-service PE teachers’ attitudes toward inclusive PE but also for evaluating the effect of PETE programs in general and the effect of specific parts of such programs (e.g., seminars) on the development of those attitudes. Regarding the measurement of this attitude, little is known about how a subject-specific attitude toward inclusive education is related to general attitudes toward inclusive education. In this study 362 pre-service PE teachers’ attitudes toward inclusive education in general and inclusive PE were assessed using two general attitude scales and one PE-specific attitude scale. By conducting confirmatory factor analyses (CFAs), the factorial and convergent validity of the PE-specific scale was investigated. Results showed that the scale measures attitude toward inclusive PE adequately and that this attitude is related to general attitudes toward inclusive education. In addition, the measurement invariance of the scale among different degree programs of the pre-service PE teachers as well as group differences in the assessed attitude depending on the degree programs were investigated using multigroup CFA. The results support the use of the scale in the context of PETE for inclusion, but also point to general difficulties regarding attitude measurement in the context inclusive of (physical) education.

scholarly journals Authentic Assessment to Enhance Student Learning in Primary School Physical Education

2004 ◽  
Vol 10 (2) ◽  
pp. 36-44
Author(s):  
Steven Kwang San TAN ◽  
Steven WRIGHT
Keyword(s):  
Physical Education ◽  
Primary Schools ◽  
Authentic Assessment ◽  
Reform Movement ◽  
Physical Education Teachers ◽  
Assessment Practices ◽  
Traditional Assessment ◽  
Learning Domains ◽  
Current Reform ◽  
Enhance Student Learning

LANGUAGE NOTE | Document text in English; abstract also in Chinese.There has been an effort to introduce the notion of authentic assessment to physical education teachers as part of the current reform movement within physical education. However, the marginalized status of physical education has not helped the move towards authentic assessment modes that authenticate both students' learning and achievement. Traditional assessment practices, when used in Singapore primary schools, are limited predominantly to measuring students' attributes such as physical fitness and sport and movement competency, and much less their cognitive and affective abilities. The problems of traditional assessment modes across different learning domains are discussed in this paper. A variety of authentic assessment options available to physical education teachers are also highlighted, together with some concerns and challenges with the implementation of these strategies effectively.向體育敎師介紹真實性評價的理念已成為體育學科目前正在進行的改革運動中的一項內容。然而，體育課的副課性阻礙了體育課向真實性評價模式的靠攏。新加坡小學一貫採用的傳統評估模式大多局限於測量學生的身體機能，例如體能和運動能力，而很少測量學生的認知和情感能力。本文對傳統評價模式在不同學習領域中存在的問題進行了討論。在著重介紹各種適用於體育敎學的真實性評價方法的同時，本文也提出了有效實施這些方法可能面臨的問題和挑戰。

scholarly journals Autopercepción de la vocación en docentes de educación física escolar en Chile

2018 ◽  
pp. 203-229
Author(s):  
Felipe Nicolás Mujica Johnson ◽  
Nelly Del Carmen Orellana Arduiz
Keyword(s):  
Physical Education ◽  
Education System ◽  
Work Experience ◽  
Teaching Experience ◽  
Qualitative Approach ◽  
Physical Education Teachers ◽  
Structured Interviews ◽  
Social Commitment ◽  
Affective Component ◽  
El Sistema

Este estudio tuvo por objetivo comprender la dinámica de la vocación, en el transcurso de la experiencia laboral de los docentes de educación física que se desempeñan en el sistema educativo escolar. La metodología utilizada corresponde al enfoque cualitativo y la participación consta de nueve docentes hombres, con edades comprendidas entre los 34 y los 62 años. El promedio de experiencia docente de los participantes es de 24 años. Los datos fueron recopilados a través de entrevistas semi-estructuradas y sometidos a un análisis de contenido deductivo-inductivo. En los resultados se presentan las siguientes familias de códigos: a) representación de la vocación docente; b) vocación por la educación física; c) factores que incentivan la vocación docente; d) factores que perjudican la vocación docente. Se concluye que la vocación docente tiene un significativo componente afectivo, que ha estimulado a los docentes a desarrollar un compromiso social durante su labor educativa.Self-perception of the vocation in school physical education teachers in ChileAbstractThe purpose of this study was to understand the dynamics of the vocation, in the course of the work experience of physical education teachers who work in the school education system. The methodology used corresponds to the qualitative approach and the participation consists of nine male teachers, aged between 34 and 62 years. The average teaching experience of the participants is 24 years. The data was collected through semi-structured interviews and subjected to an analysis of deductive-inductive content. The following families of codes are presented in the results: a) representation of the teaching vocation; b) vocation for physical education; c) factors that encourage the teaching vocation; d) factors that harm the teaching vocation. It is concluded that the teaching vocation has a significant affective component, which has stimulated teachers to develop a social commitment during their educational work.Recibido: 29 de abril de 2018Aceptado: 05 de julio de 2018

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