scholarly journals Teaching Effectiveness and Physical Education: Data from systematic observation

2019 ◽  
Author(s):  
Georgia Arampatzi ◽  
Pavlos Kyrgyridis ◽  
Kyriakoula Emmanouilidou ◽  
Vassiliki Derri
Keyword(s):  
Physical Education ◽  
Teaching Effectiveness ◽  
Systematic Observation ◽  
Education Data

The purpose of this study was to examine the changes and trends of physical education curriculum and suggest educational implications for elementary fitness education. Data which were collected from PENC(Physical Education National Curriculum) and research reports were analyzed according to 1) objectives, 2) contents, 3) teaching methods and evaluations. The findings suggest that 1) objectives of PENC was changed from second order and ultimate objectives to instrumental objectives, 2) contents of PENC was changed from play and exercise-oriented to activity-oriented. 3) teaching methods of PENC was changed from passive assessment and prescriptions to self-oriented practice and check. Evaluations was changed from objective fitness testing to process-based comprehensive evaluation. Building on these key findings, the implications for elementary fitness education are as follows: First, elementary fitness education should be strengthened to enhance lifelong healthy life style for learners. Second, elementary fitness education should takes into account more learner’s interest and growth level. Third, elementary fitness education should be taught and evaluate students to continue to participate in activities of their own willingness.

2020 ◽  
Vol 59 (5) ◽  
pp. 57-69
Author(s):  
Mirim Park ◽  
Kyunghwan Jang
Keyword(s):  
Physical Education ◽  
Teaching Methods ◽  
Comprehensive Evaluation ◽  
National Curriculum ◽  
Fitness Testing ◽  
Healthy Life ◽  
Fitness Education ◽  
Education Data ◽  
Educational Implications ◽  
Healthy Life Style

scholarly journals Determining Teaching Effectiveness for Physical Education Teacher

2015 ◽  
Vol 172 ◽  
pp. 733-740 ◽  
Author(s):  
Mohd Zairi Husain ◽  
Azman Hasan ◽  
Nur Bahiyah Abdul Wahab ◽  
Julia Jantan
Keyword(s):  
Physical Education ◽  
Teaching Effectiveness ◽  
Physical Education Teacher ◽  
Education Teacher

Continuing professional development for physical education teachers in Europe

2020 ◽  
Vol 27 (1) ◽  
pp. 150-167
Author(s):  
Deborah Tannehill ◽  
Giyasettin Demirhan ◽  
Petra Čaplová ◽  
Züleyha Avsar
Keyword(s):  
Professional Development ◽  
Physical Education ◽  
General Education ◽  
Comparative Education ◽  
Continuing Professional Development ◽  
European Countries ◽  
Current Status ◽  
Physical Education Teachers ◽  
Current Trends ◽  
Education Data

This paper reports on an investigation examining provision of physical education continuing professional development (CPD) in European countries undertaken to identify the types of practices being employed. We begin by providing a brief overview of what we currently know about CPD internationally in general education and physical education. Data are reported to reflect Parker and Patton’s (2017) key characteristics of CPD that highlight effective CPD, summarise current trends and issues in physical education, and are intended to serve as a guide to how teachers learn and how they might be better served in that learning in these European countries. Studying current practices in CPD provision identified in this study provided modest insight to inform teacher education programmes and CPD providers on the current status of physical education CPD currently being employed in Europe. We propose these findings might inform international and comparative education with respect to CPD and set the foundation for physical education colleagues in Europe to develop a CPD network where endeavours such as sharing of CPD practices, engaging in discussion of those practices, and the design of collaborative research on such CPD practices are based.

scholarly journals Implementing Curriculum Within a Context of Fear and Disengagement

1997 ◽  
Vol 17 (1) ◽  
pp. 52-71 ◽  
Author(s):  
Catherine D. Ennis ◽  
Donetta J. Cothran ◽  
Keren S. Davidson ◽  
Susan J. Loftus ◽  
Lynn Owens ◽  
...  
Keyword(s):  
High School ◽  
Student Engagement ◽  
Physical Education ◽  
Ethnographic Study ◽  
Physical Education Teachers ◽  
Education Data ◽  
Teachers And Students ◽  
High School Physical Education ◽  
Innovative Curriculum ◽  
To Receive

The purpose of this study was to examine situational and personal contextual factors that teachers and students reported as enhancing or minimizing student engagement in urban high school physical education classes. In this ethnographic study, 21 physical education teachers and their students in six high schools were observed, and all teachers at six schools and 51 students at five schools were interviewed to examine their perspectives on physical education. Data were analyzed using constant comparison. Findings suggested that students found some tasks to be embarrassing, boring, and irrelevant. Some students preferred to receive a failing grade rather than participate. All participants reported a sense of fear and alienation in the school or class environments. Students, however, described several teachers who created contexts of engagement in these schools. These teachers connected personally with students and worked to provide an innovative curriculum that students felt was relevant and worthwhile.

Extremely Ego-Oriented Preservice Teachers’ Perspectives on Teaching Physical Education

2009 ◽  
Vol 28 (2) ◽  
pp. 155-172 ◽  
Author(s):  
John R. Todorovich
Keyword(s):  
Preservice Teachers ◽  
Physical Education ◽  
Social Interactions ◽  
Subject Area ◽  
Mediating Effect ◽  
Teaching Behaviors ◽  
Teaching Perspectives ◽  
Education Data ◽  
Teachers Perspectives ◽  
Performance Behavior

Social constructivists posit that learning involves social interactions among individuals in a given place and time. Since teachers play a significant role in how social interactions are developed and determined in the school classroom, it is important to learn how teachers make decisions about their teaching behaviors and interactions with their students. Because extreme ego orientations have been shown to have a mediating effect on performance behavior in achievement settings, the purpose of this study was to investigate the potential mediating effect of an extreme ego orientation on preservice teachers’ perspectives on teaching physical education. Data collection consisted of two formal interviews, several informal interviews, and observations of the participants’ teaching. Five themes reflecting the teaching perspectives held by the participants emerged from the data: (a) teachers must maintain control and manage their classes, (b) the best students should be singled out, (c) physical education is an isolated subject area, (c) physical education and athletics are inherently linked, and (d) because only the best can do physical education well, teachers must grade on effort. Findings demonstrate how extreme ego orientations were actualized in preservice teachers’ perspectives of teaching.

scholarly journals Asking better questions! A review of the pedagogical strategies used in one senior level award in Scotland

2015 ◽  
Vol 6 (1) ◽  
pp. 123-149 ◽  
Author(s):  
Malcolm Thorburn ◽  
Katrina Seatter
Keyword(s):  
Physical Education ◽  
Detailed Analysis ◽  
Teaching And Learning ◽  
Teaching Effectiveness ◽  
Learning Approaches ◽  
Teacher Interviews ◽  
Pedagogical Strategies ◽  
Related Research ◽  
External Assessment ◽  
Research On Teaching

Abstract Previous related research on teaching effectiveness in one senior level award - Higher Still Physical Education (HSPE) in Scotland - revealed a number of extended challenges in adopting the practical experiential teaching and learning approaches advised. However, these studies were restricted by lack of observation of teaching and learning in action and of detailed analysis of the types and timings of questions asked. The present study addressed these limitations. Data were collected through observations of teaching, questionnaire responses on the uses of discussions by pupils and teachers and semi-structured teacher interviews. Findings revealed that there were encouraging signs of a broad range of purposeful question techniques being used in practical sessions. However, there was still a lack of full teacher trust in these approaches, despite high pupil endorsement for their usage. We conclude that perceived subject content and external assessment demands continue to constrain pedagogical strategies in HSPE.

The Effects of Enthusiasm Training on Selected Teacher and Student Behaviors in Preservice Physical Education Teachers

1984 ◽  
Vol 4 (1) ◽  
pp. 64-76 ◽  
Author(s):  
Cynthia Carlisle ◽  
D. Allen Phillips
Keyword(s):  
Preservice Teachers ◽  
Physical Education ◽  
Student Behavior ◽  
Teaching Effectiveness ◽  
Rating Scale ◽  
Assessment Instrument ◽  
Control Group ◽  
Student Behaviors ◽  
School Students ◽  
Trained Teachers

Teacher enthusiasm has long been considered an important part of the teaching process. However, empirical verification of enthusiasm as an indicator of teaching effectiveness is somewhat sparse. One problem is with measuring that complex variable, while another problem has been determining what to correlate it with to allow it to surface as such an indicator. Twenty-four preservice teachers participated in this study to determine the differences in teacher and student behavior between the levels of enthusiasm in trained and untrained teachers. The experimental group was given 6 hours of enthusiasm training whereas the control group received no such training. Both groups taught a 30-minute Experimental Teaching Unit (ETU) to a total of 120 middle-school students. The observation instrument in this study was the Physical Education Teaching Assessment Instrument (PETAI), while the Collins Enthusiasm Rating Scale was used to measure the teachers’ enthusiasm. The trained teachers received much higher ratings in enthusiasm during their ETU lessons and were significantly better on three of the PETAI items. The students of the trained teachers also had higher skill achievement gains over their counterparts under the untrained teachers.

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