scholarly journals Most People Hate Physical Education and Most Drop Out of Physical Activity: In Search of Credible Curriculum Alternatives

2021 ◽  
Vol 11 (11) ◽  
pp. 701
Author(s):  
Gerald Griggs ◽  
Matthew Fleet
Keyword(s):  
Physical Education ◽  
Well Being ◽  
Physical Activities ◽  
Drop Out ◽  
Positive Experience ◽  
High Quality ◽  
Number Of Children ◽  
The Subject ◽  
Being There ◽  
Alternative Activities

High quality Physical Education should instigate and support all learners to develop into a lifelong participant in a way which upkeeps their own health, fitness, and well-being. There are, however, an ever-increasing number of children who drop out of participating in physical activities at the earliest opportunity, leading to an increase in sedentary lifestyles and a rise in childhood obesity. It is evidence such as this which indicates Physical Education, specifically in England, is not currently appropriate for all and requires change. To attempt to make the subject a more positive experience for all and to inspire lifelong involvement, varying the curriculum and including alternative activities for pupils might tap into useful wider cultures. This paper discusses the emergence of alternative sports, the challenges and synergies of implementation, and focuses on what could work and why.

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.

scholarly journals Constructing high-quality rest facilities to maximise performance and ensure patient safety

2021 ◽  
Vol 10 (3) ◽  
pp. e001403
Author(s):  
Geeth Silva ◽  
Aiken Yam ◽  
Jessica Court ◽  
Rabia Imtiaz ◽  
Cath Chisholm
Keyword(s):  
Patient Safety ◽  
Well Being ◽  
Recovery Phase ◽  
Alternative Methods ◽  
Junior Doctors ◽  
High Quality ◽  
Ensure Patient Safety ◽  
Being There ◽  
Exception Reporting

IntroductionJunior doctors are working in an increasingly overstretched National Health Service. In 2018, Kettering General Hospital (KGH) was awarded £60 800 of government funds to create high-quality rest facilities and improve junior doctor well-being.MethodsAn audit and survey in KGH identified the structural and functional improvements needed. From November 2019 to June 2020, £47 841.24 was spent on creating new rest facilities. On completion, a postaction review assessed how the changes impacted morale, well-being and quality of patient care.ResultsThe majority of doctors were happy with the new rest areas (60%), a majority felt that they would use the on-call room area (63%) and the renovation improved morale and well-being. There was an increased ability to take breaks. However, the majority of doctors are not exception-reporting missing breaks: 79% (2019), 74% (2020).Conclusions and ImplicationsThis report recommends the maintenance of increased staffing levels and rest facilities during the recovery phase of COVID-19. The remaining £12 958.76 should be directed at sustaining the quality of KGH rest facilities. Lastly, the rate of exception-reporting must be increased through improving awareness, exploring alternative methods and supporting the action when necessary. The continual investment into rest facilities ensures workforce well-being and translates into patient safety.

scholarly journals ATTITUDES OF 15–16-YEAR-OLD PUPILS WITH A SUFFICIENT ACTIVITY LEVEL TOWARDS THE PHYSICAL EDUCATION TEACHER AND THEIR BEHAVIOUR

2017 ◽  
Vol 1 (104) ◽  
pp. 14-19
Author(s):  
Vida Ivaškienė ◽  
Asta Lileikienė ◽  
Gytė Levulienė ◽  
Vytautas Markevičius
Keyword(s):  
Physical Education ◽  
Teacher Characteristics ◽  
Physical Activities ◽  
Activity Level ◽  
Good Knowledge ◽  
Questionnaire Data ◽  
Physical Education Teacher ◽  
Physically Active ◽  
Education Teacher ◽  
The Subject

Background. As our society is subject to changes, knowledge about the learners’ attitudes towards a physical education teacher, their behaviour and characteristics can help to more effectively address the problems of physical education at school. The research hypothesis was raised in this article as follows: attitudes of 15–16-year-old pupils with a sufficient activity level towards a physical education teacher and their behaviour will differ with respect to gender: the male pupils’ approach will be more positive than that of female pupils. Research aim was to investigate the attitudes of 15–16-year-old pupils with a sufficient activity level towards a physical education teacher and their behaviour. Methods. The survey was conducted during physical education classes in Kaunas secondary schools in spring, 2015. The questionnaire survey was carried out. Questionnaire data of 300 sufficiently physically active pupils (150 boys and 150 girls) were analysed. Results. Both boys and girls indicated good knowledge of the subject, friendliness, communication with the group, taking into account pupils’ opinions as the most appealing characteristics of the physical education teacher. Both genders considered that the most unfavourable teacher characteristics were insisting on meeting physical standards, non-involvement in physical activities together with pupils in the classroom and disregarding pupils’ needs and wishes. More girls than boys (p < .05) did not appreciate the teacher’s non-communication with pupils, lack of dedication and making offensive comments. Conclusions. Both boys and girls pointed out that the most appealing traits of the physical education teacher’s characteristics were good knowledge of the subject, friendliness, communication with the group and taking into account pupils’ opinions. Girls appeared to be more demanding to the physical education teacher’s behaviour than boys.

scholarly journals Self-Report of Emotional Abilities and Subjective Quality of Life Among Physical Education Teachers

2020 ◽  
Vol 4 (115) ◽  
Author(s):  
Audronė Dumčienė ◽  
Beatričė Sipavičiūtė ◽  
Sigitas Paleckis
Keyword(s):  
Quality Of Life ◽  
Physical Education ◽  
Well Being ◽  
Subjective Quality ◽  
Self Report ◽  
Physical Education Teachers ◽  
Subjective Quality Of Life ◽  
The Subject ◽  
The Impact

Background. The behaviour of physical education (PE) teachers in managing the lesson is significantly related to their life satisfaction (Bahadir, 2013). PE teachers’ self-report of emotional abilities is positively associated with the educational achievements of their students and increasing teachers’ self-report of emotional abilities improves the quality of physical education (Buns & Thomas, 2016). High self-report of emotional abilities reduces the impact of work-related stress on teachers, increases their creativity in classroom activities and increases students' satisfaction with physical activities (Huang, Liu, Hsieh, & Chang, 2015). The aim of this study was to evaluate physical education teachers’ self-report of emotional abilities and subjective quality of life in comparison with teachers of other subjects, so that in the future more effective measures for improving teachers’ self-report of emotional abilities and subjective quality of life could be developed.Methods. To collect data, Schutte SSRI and SF-36 questionnaire survey was applied.Results. We found that, according to some sub-scales, men and women were significantly (p < .05) different in the estimation of their subjective quality of life. Women scored better (higher scores) than men in their physical performance, emotional state, energy/fatigue, and perceived pain.  In this study, we revealed significant correlations between social skills and appraisal (r = .305, p < .01), emotional well-being and appraisal (r = .214; p < .05), and energy/fatigue and appraisal (r = .209; p < .05). The data obtained in our study revealed that male and female teachers evaluated their ability to understand and analyze emotions and manage emotions differently (p < .05).Conclusions. Teachers’ self-report of emotional abilities differed significantly by appraisal and utilization and by the subject taught, which differed in optimism, appraisal, and utilization. Significant (p < .05) differences in subjective quality of life were found by gender in to physical functioning, emotional well-being, energy/fatigue, and pain. There was no significant difference found in subjective quality of life by the subject taught.Keywords: physical education, teacher, self-report of emotional abilities, subjective quality of life.

scholarly journals The Impact of Relationship Quality on Childbearing in Finland

2011 ◽  
pp. 31-47 ◽  
Author(s):  
Lassi Lainiala
Keyword(s):  
Relationship Quality ◽  
Well Being ◽  
Structural Factors ◽  
High Quality ◽  
Number Of Children ◽  
Childless Women ◽  
Medium Quality ◽  
The Impact ◽  
Combined Data ◽  
Quality Relationships

Using the data from the 2008 Finnish Well-Being and Social Relationship Survey I examine how relationship quality is associated with childbearing. The respondents are 25-44-year-old married and cohabiting Finns with no or one children in 2008 and who were followed up with register data in 2011. The combined data (N=1402) gives an opportunity to examine the effect of relationship quality to actual births during the period 2008-2011. Different perceptions of current relationship, relationship satisfaction and frequency and reasons of arguing are included to analysis. The independent variables controlling for structural factors include number of children, age and education, both partners childbearing intention and duration of current relationship. Results indicate that childless men in medium and high quality relationships are most likely to have children. Men (who have a child) in medium quality relationships are most likely to have more children. Relationship quality can shape childless womens childbearing in two ways. Higher relationship quality can strengthen womens intention to have a child and so impact positively on childbearing. Also high relationship quality can result less births among childless women. Women with an earlier child in medium or high quality relationships are most likely to have more children.

scholarly journals Covid-19 versus Physical Activity in the Context of University Students

2021 ◽  
Vol 15 (2) ◽  
pp. 27-36
Author(s):  
Irena Durdová ◽  
Aleš Sekot
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
University Students ◽  
Comparative Method ◽  
Physical Activities ◽  
General Level ◽  
First Year ◽  
First Year Students ◽  
Research Survey ◽  
The Subject

PURPOSE: The aim of the paper is to present the results of a recent research survey (February 2021) in a broader context of the issue to determine whether university students devote themselves as much as possible to specific sports and physical activities even at the time of the ongoing pandemic associated with the spread of COVID-19, i.e. at a time when the possibilities of sports and physical activities are limited, and the contact Physical Education lessons (hereinafter referred to as PE) are cancelled at schools.METHODS: To meet the objectives of the research survey, the method of questioning – an online questionnaire – was chosen. The total number of the university students who were addressed was 1164, 530 first-year students from all seven faculties of VSB – Technical University of Ostrava (hereinafter referred to as VSB-TUO) answered. The questionnaires were subjected to the statistical classification of the first-level data. Another method was the comparative method of working with documents, comparing with the results of comparable questionnaire surveys from 2015 and 2018, and relevant scientific discussion in this contestRESULTS: The results of the research confirmed that first-year students of all VSB-TUO faculties, who as graduates of the relevant secondary school could no longer complete the subject Physical Education due to pandemic measures, preferred unorganized physical activities in accordance with the situation, such as walks, including walking the dog. 34.8% of respondents answered that they “did not miss sport” or that they “were not interested in sport at all”. A high percentage of respondents (44.3%) admitted that they “did not miss” organized Physical Education lessons “at all”, while some (31.3%) stated that thanks to the subject Physical Education, they were able to play sports “at least once a week”.CONCLUSION: Due to the high number of interviewed first-year students of VSB-TUO, it can be assumed that we would reach similar results in a vast population of peers, and the findings can be generalized. The study summarizes the latest reflections on impersonal forms of teaching of Physical Education on the motivation and intensity of sports and physical activities within the general level of foreign surveys as well. Relevant research in our cultural setting coincidently conclude indispensable importance of growing role of regular physical activity in the field of school, family and leisure including its attractive innovation during lock down pandemic situation.

scholarly journals Valoración de los contenidos de Expresión Corporal por parte de los futuros maestros en la asignatura de Actividades Físicas Artístico-expresivas de la mención de Educación Física (Assessment of the contents of Body Expression by future teachers in the su

Retos ◽  
2021 ◽  
Vol 43 ◽  
pp. 205-214
Author(s):  
Jorge Carlos Lafuente Fernández
Keyword(s):  
Physical Education ◽  
Primary School ◽  
Ad Hoc ◽  
Physical Activities ◽  
Positive Experiences ◽  
The Subject ◽  
Key Aspects ◽  
The University ◽  
Futuros Maestros ◽  
Body Expression

La Expresión Corporal se caracteriza por sus carencias en la implementación en el área de Educación Física, entre las causas se encuentran: la falta de formación del profesorado, la difícil impartición de contenidos no habituales, el desconocimiento de éstos o las malas experiencias previas. El presente artículo pretende analizar los diferentes contenidos llevados a cabo en la asignatura de Actividades Físicas Artístico-Expresivas, de la Mención de Educación Física del Grado de Magisterio en la Universidad de Burgos. Se quiere conocer qué contenidos son considerados más educativos, cuáles resultan más difíciles de impartir en un aula de Primaria y cuáles han generado más experiencias positivas. Se utiliza una metodología mixta a través de la realización de un cuestionario ad hoc y el análisis de los diarios del alumnado. Tras el análisis de los resultados, se observa que los estudiantes valoran en general los contenidos como muy educativos, sin excesiva dificultad y generadores de experiencias positivas. Aspectos como la necesidad de material, el género, la capacidad de evitar bloqueos y mejorar la confianza del alumnado son claves para la valoración de los contenidos.  Abstract: Physical Education does not always deal with Body Expression. Among the causes for this are lack of teacher training, difficult delivery of unusual content, ignorance or previous bad experiences. This article aims to analyze the different topics included in the subject of Artistic-Expressive Physical Activities in the Mention of Physical Education Teaching Degree in the University of Burgos. It intends to show which contents are more educational, which are more difficult to teach in Primary School and which have generated more positive experiences. A mixed methodology is used with an ad hoc questionnaire and the analysis of student diaries. After analysis of the results, it is observed that students generally value these contents as very educational, they are not excessively difficult and generate positive experiences. Some key aspects for the assessment of the content are the ability to avoid blockage and improve student confidence, gender and the need for materials.

Compensatory Coping Through the Extension of Working Hours

2019 ◽  
Vol 63 (3) ◽  
pp. 115-128 ◽  
Author(s):  
Maie Stein ◽  
Sylvie Vincent-Höper ◽  
Nicole Deci ◽  
Sabine Gregersen ◽  
Albert Nienhaus
Keyword(s):  
Job Demands ◽  
Working Hours ◽  
Well Being ◽  
Leader Member Exchange ◽  
Workplace Health ◽  
High Quality ◽  
Data Analyses ◽  
Member Exchange ◽  
The Relationship ◽  
Advance Knowledge

Abstract. To advance knowledge of the mechanisms underlying the relationship between leadership and employees’ well-being, this study examines leaders’ effects on their employees’ compensatory coping efforts. Using an extension of the job demands–resources model, we propose that high-quality leader–member exchange (LMX) allows employees to cope with high job demands without increasing their effort expenditure through the extension of working hours. Data analyses ( N = 356) revealed that LMX buffers the effect of quantitative demands on the extension of working hours such that the indirect effect of quantitative demands on emotional exhaustion is only significant at low and average levels of LMX. This study indicates that integrating leadership with employees’ coping efforts into a unifying model contributes to understanding how leadership is related to employees’ well-being. The notion that leaders can affect their employees’ use of compensatory coping efforts that detract from well-being offers promising approaches to the promotion of workplace health.

The Effects of a Caffeine Placebo and Experimenter Expectation on Blood Pressure, Heart Rate, Well-Being, and Cognitive Performance

2001 ◽  
Vol 6 (1) ◽  
pp. 15-25 ◽  
Author(s):  
Harald Walach ◽  
Stefan Schmidt ◽  
Yvonne-Michelle Bihr ◽  
Susanne Wiesch
Keyword(s):  
Blood Pressure ◽  
Heart Rate ◽  
Cognitive Task ◽  
Well Being ◽  
Control Group ◽  
Double Blind ◽  
Main Effect ◽  
The Difference ◽  
Being There ◽  
To Receive

We studied the effect of experimenter expectations and different instructions in a balanced placebo design. 157 subjects were randomized into a 2 × 4 factorial design. Two experimenters were led to expect placebos either to produce physiological effects or not (pro- vs. antiplacebo). All subjects except a control group received a caffeine placebo. They were either made to expect coffee, no coffee, or were in a double-blind condition. Dependent measures were blood pressure, heart rate, well-being, and a cognitive task. There was one main effect on the instruction factor (p = 0.03) with the group “told no caffeine” reporting significantly better well-being. There was one main effect on the experimenter factor with subjects instructed by experimenter “proplacebo” having higher systolic blood pressure (p = 0.008). There was one interaction with subjects instructed by experimenter “proplacebo” to receive coffee doing worse in the cognitive task than the rest. Subjects instructed by experimenter “antiplacebo” were significantly less likely to believe the experimental instruction, and that mostly if they had been instructed to receive coffee. Contrary to the literature we could not show an effect of instruction, but there was an effect of experimenters. It is likely, however, that these experimenter effects were not due to experimental manipulations, but to the difference in personalities.

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