scholarly journals Pupils’ Motivational and Emotional Responses to Pedagogies of Affect in Physical Education in Scottish Secondary Schools

2021 ◽  
Vol 18 (10) ◽  
pp. 5183
Author(s):  
Cara A. Lamb ◽  
Eishin Teraoka ◽  
Kimberly L. Oliver ◽  
David Kirk
Keyword(s):  
Physical Education ◽  
Focus Group ◽  
Secondary Schools ◽  
Emotional Responses ◽  
Affective Learning ◽  
Focus Group Interviews ◽  
Group Discussions ◽  
Personal Qualities ◽  
Group Interviews ◽  
The Impact

This paper reports on the findings of two studies concerned with pupils’ motivational and emotional responses to pedagogies of affect in physical education in Scottish secondary schools. Pedagogies of affect explicitly focus on learning in the affective domain, or what is known in Scotland’s Curriculum for Excellence (CfE) as ‘personal qualities’. Personal qualities include motivation, confidence and self-esteem, determination and resilience, responsibility and leadership, respect and tolerance, and communication. In one study, led by Teraoka, the researchers explored the ways in which pupils responded, through focus group interviews based on Self-Determination Theory, to teachers who claimed to value and be committed to teaching explicitly for affective learning outcomes. In another study, led by Lamb, the researchers investigated the impact of an activist intervention on girls’ experiences of physical education, through their conversations in focus group discussions. Both studies reveal that pupils responded favorably, both in motivation and emotion, to pedagogies of affect in physical education, and that these responses offer a promising basis for future developments.

scholarly journals Student-Teacher Relationships/Rapport in Physical Education: A Perspective from New Zealand Secondary Schools

2021 ◽  
Author(s):  
◽  
Thomas Hullena
Keyword(s):  
New Zealand ◽  
Student Engagement ◽  
Physical Education ◽  
Focus Group ◽  
Secondary Schools ◽  
Student Teacher ◽  
Focus Group Interviews ◽  
Teacher Relationships ◽  
Group Interviews ◽  
Student Teacher Relationships

<p>Student engagement is an essential element in students' learning. An important factor that is increasingly associated with student engagement and learning in schools involves student-teacher relationships. The purpose of this study has been to look at student-teacher relationships in the context of physical education in New Zealand secondary schools. Specifically, it has investigated, from the perspective of students and teachers of physical education, the significance of student-teacher relationships with respect to students' educational outcomes, along with the teacher related factors thought to enhance and/or inhibit such relationships. The research participants were selected from a range of schools in terms of decile (socio-economic) rating, and ethnic and cultural make up. Apart from one integrated single sex school all participants were drawn from state co-educational schools in the wider Wellington region. The participants included physical education teachers from six schools and physical education students from three schools. Research data was gathered by way of focus group interviews. In total, nine focus group interviews were held. Significantly, all participants stated that they believed positive-student-teacher relationships were crucial for students' engagement and learning in physical education. In terms of the factors (teacher behaviours, attitudes, attributes, skills, etc) thought to impact on student-teacher relationships, considerable consistency was found to exist in terms of the broad themes identified by both students and teachers. These included factors such as, being supportive and encouraging, showing care, being fair and respectful, providing a safe learning environment, and the use of humour. However, in terms of the specific aspects (teacher behaviours, attitudes, etc) making up or comprising these broad themes greater variation was found to exist between the nine groups involved in the study.</p>

scholarly journals Student-Teacher Relationships/Rapport in Physical Education: A Perspective from New Zealand Secondary Schools

2021 ◽  
Author(s):  
◽  
Thomas Hullena
Keyword(s):  
New Zealand ◽  
Student Engagement ◽  
Physical Education ◽  
Focus Group ◽  
Secondary Schools ◽  
Student Teacher ◽  
Focus Group Interviews ◽  
Teacher Relationships ◽  
Group Interviews ◽  
Student Teacher Relationships

<p>Student engagement is an essential element in students' learning. An important factor that is increasingly associated with student engagement and learning in schools involves student-teacher relationships. The purpose of this study has been to look at student-teacher relationships in the context of physical education in New Zealand secondary schools. Specifically, it has investigated, from the perspective of students and teachers of physical education, the significance of student-teacher relationships with respect to students' educational outcomes, along with the teacher related factors thought to enhance and/or inhibit such relationships. The research participants were selected from a range of schools in terms of decile (socio-economic) rating, and ethnic and cultural make up. Apart from one integrated single sex school all participants were drawn from state co-educational schools in the wider Wellington region. The participants included physical education teachers from six schools and physical education students from three schools. Research data was gathered by way of focus group interviews. In total, nine focus group interviews were held. Significantly, all participants stated that they believed positive-student-teacher relationships were crucial for students' engagement and learning in physical education. In terms of the factors (teacher behaviours, attitudes, attributes, skills, etc) thought to impact on student-teacher relationships, considerable consistency was found to exist in terms of the broad themes identified by both students and teachers. These included factors such as, being supportive and encouraging, showing care, being fair and respectful, providing a safe learning environment, and the use of humour. However, in terms of the specific aspects (teacher behaviours, attitudes, etc) making up or comprising these broad themes greater variation was found to exist between the nine groups involved in the study.</p>

Being “adopted” into a teaching community

2017 ◽  
Vol 6 (3) ◽  
pp. 228-241 ◽  
Author(s):  
Erinn Bentley ◽  
Madison Workman ◽  
Alex Overby
Keyword(s):  
Focus Group ◽  
Student Teachers ◽  
Teacher Candidates ◽  
Mentor Teachers ◽  
Mentoring Relationships ◽  
Field Placement ◽  
Focus Group Interviews ◽  
Content Type ◽  
Group Interviews ◽  
The Impact

Purpose In order to prepare new members of the education profession, it is imperative that teachers enter their classrooms with the confidence, knowledge, and skills to serve their students from day one. One method for preparing such teacher candidates or student teachers is through school-based field placements during their preparation program. The purpose of this paper is to describe one example of a yearlong field placement and the mentoring relationships that emerged among participants. Design/methodology/approach This qualitative study used the following data sources: focus group interviews among the teacher candidates, focus group interviews among the mentor teachers, field placement reflections and teaching analyses composed by the teacher candidates, and interviews conducted among teacher candidates and mentor teachers. Findings Analysis of the data revealed that the yearlong field placement promoted positive mentoring relationships between teacher candidates and their classroom teachers. Specifically the following themes emerged: the “adoption” of teacher candidates into the high school classrooms, risk-taking within the classrooms, the mentor teachers’ use of constructive feedback, and collaborative “mentoring-down-the-hall.” Originality/value In recent years, various scholars have investigated the impact of field placement experiences on teacher candidates; however, these studies have lacked a detailed analysis of how such experiences impacted mentoring relationships among candidates and their mentor teachers in a collaborative setting. This paper provides an in-depth study of the perceived experiences of mentor teachers and their candidates.

scholarly journals Change in store? An investigation into the impact of the book superstore environment on use, perceptions and expectations of the public library as a space, place and experience

2009 ◽  
Vol 28 (88) ◽  
pp. 13-26
Author(s):  
Helen Cartwright
Keyword(s):  
Young People ◽  
Focus Group ◽  
Public Library ◽  
Focus Group Interviews ◽  
Community Resource ◽  
Middle Income ◽  
The Public ◽  
Group Interviews ◽  
Perceptions And Expectations ◽  
The Impact

The book superstore is promoted not just as a place to buy books but also as a community resource in which to read, learn and socialise: traits that have in combination traditionally been the preserve of the public library. This study investigates the impact of the bookstore environment on public library space. The attitudes and behaviours of library and bookstore users were examined through focus group interviews and a self-completed questionnaire. Clear areas of overlap in the functions of the two sites were found, as was evidence of age and income-related splits in use and perception of bookstores and libraries. Results suggest attention should be paid to the beliefs and behaviours of young people and middle-income earners (the groups most noticeably increasing their use of the bookstore) and to the desired balance of education and recreation in the image and nature of the public library.

scholarly journals Pi-kaPika: A qualitative study for trainer-owned Pokémon

2021 ◽  
Author(s):  
Ka-Huen Yip
Keyword(s):  
Hong Kong ◽  
Young People ◽  
Focus Group ◽  
Self Regulation ◽  
Social Activity ◽  
Childhood Memories ◽  
Focus Group Interviews ◽  
Group Discussions ◽  
Motivation Factors ◽  
Group Interviews

Abstract Objective To explore insights of young people’s experiences and motivations in Pokémon GO in Hong Kong. The perspectives of young people through qualitative focus group interviews. Results Eight focus group discussions with young people (n=45; age from 18-25 years old) recruited in Hong Kong. We analysed the discussions using a thematic approach. Five theme categories emerged from data analysis: missing out or self-regulation, childhood memories of Pokémon, extending virtual-reality exploration, spending more time outdoors for walking and exercise, gathering together and socially interacting with others. This study sets the way for a deeper analysis of motivation factors to young people that indicate the increasing playing location-based game (LBG) via smartphones worldwide among all cohorts of society. This relatively new phenomenon of LBG may impact players’ movement, social activity, and behaviour to gain a common goal into the preferences and effects of playing LBG for young people.

Inclusive Physical Education from the Perspective of Students with Physical Disabilities

2000 ◽  
Vol 17 (2) ◽  
pp. 144-160 ◽  
Author(s):  
Donna L. Goodwin ◽  
E. Jane Watkinson
Keyword(s):  
Physical Education ◽  
Focus Group ◽  
Students With Disabilities ◽  
Thematic Analysis ◽  
Sense Of Belonging ◽  
Physical Disabilities ◽  
Focus Group Interviews ◽  
Field Notes ◽  
Group Interviews ◽  
Negative Feelings

The study describes the phenomenon of inclusive physical education from the perspective of students with disabilities. The experience of 9 elementary school-aged students with physical disabilities (6 males and 3 females with a mean age of 11 years, 1 month) was captured by way of focus group interviews, field notes, and participant drawings. The thematic analysis uncovered a persistent dichotomy in how the participants experienced physical education. Good days were revealed in the themes of sense of belonging, skillful participation, and sharing in the benefits. Bad days were overshadowed by negative feelings revealed in the themes of social isolation, questioned competence, and restricted participation. The students’ experiences were discussed within the conceptual framework of ecological perception and affordance theory (Gibson, 1977, 1979).

scholarly journals Avaliar para Aprender no Ensino da Ginástica Acrobática em Contexto de Estágio

2019 ◽  
Vol 5 (3) ◽  
pp. 36-45
Author(s):  
Ana Silva ◽  
André Moura ◽  
Paula Batista
Keyword(s):  
Focus Group ◽  
Peer Assessment ◽  
Assessment For Learning ◽  
Focus Group Interviews ◽  
Level Of Involvement ◽  
Audio Recordings ◽  
Group Interviews ◽  
Teaching Learning ◽  
The Impact ◽  
Enhanced Learning

Assessment is a regulatory and fundamental element of the teaching-learning process (Dutra et al., 2018), which in the perspective of the Assessment for Learning allows fostering the learning (Broadfoot et al., 1999). This study aimed to analyse students’ involvement and motivation in the Assessment for Learning processes and the impact on learning. The participants were 21 students of a class of the 11th grade of the Scientific- Humanistic Course of Science and Technology, with an average age of 17.23. The instruments used were focus group interviews, audio recordings of teacher feedbacks, several self and peer assessment moments and the teacher’s diary. Auto evaluation data were analyzed using descriptive measures (average and mode) and the information from pear observations, focus group interview and teacher board diary were analyzed using the content analysis procedures (Bardin, 2008).The data showed that students raised their level of involvement and motivation for the sessions, especially in the construction of the gymnastic scheme. In addition, the application of this methodology has enhanced learning in the acquisition of knowledge, as well as in the dynamics of the different groups.

Listening to People: Views about the Bathroom

1997 ◽  
Vol 41 (1) ◽  
pp. 500-504
Author(s):  
Abir Mullick
Keyword(s):  
Qualitative Research ◽  
Focus Group ◽  
Research Method ◽  
User Performance ◽  
Focus Group Interviews ◽  
Design Features ◽  
Qualitative Research Method ◽  
Group Interviews ◽  
The Impact ◽  
At Home

The study focused on the impact of bathroom design on user performance. It used a qualitative research method, focus group interviews, to learn from users about their bathroom needs and preferences. It examined the need for universal bathroom design features that have inclusive applications. It offers design suggestions for use by all people living at home.

scholarly journals Patients’ and Health Care Professionals’ Perceptions of the Potential of Using the Digital Diabetes Questionnaire to Prepare for Diabetes Care Meetings: Qualitative Focus Group Interview Study

10.2196/17504 ◽  
2020 ◽  
Vol 22 (8) ◽  
pp. e17504 ◽  
Author(s):  
Katarina Eeg-Olofsson ◽  
Unn-Britt Johansson ◽  
Ebba Linder ◽  
Janeth Leksell
Keyword(s):  
Health Care ◽  
Focus Group ◽  
Diabetes Care ◽  
Health Care Professionals ◽  
Digital Technology ◽  
Focus Group Interview ◽  
Diabetes Management ◽  
Focus Group Interviews ◽  
Group Discussions ◽  
Group Interviews

Background In effective diabetes management, it is important that providers and health care systems prioritize the delivery of patient-centered care and that they are respectful of and responsive to individual patient preferences and barriers. Objective The objective of the study was to conduct focus group interviews to capture patients’ and health care professionals’ perceptions and attitudes regarding digital technology and to explore how the digital Diabetes Questionnaire can be used to support patient participation in diabetes care, as a basis for an implementation study. Methods A qualitative study was conducted with six focus group discussions with diabetes specialist nurses and medical doctors (n=29) and four focus group discussions with individuals with diabetes (n=23). A semistructured focus group interview guide was developed, including probing questions. The data were transcribed verbatim, and qualitative content analysis was performed using an inductive approach. Results Two main categories were revealed by the qualitative analysis: perceptions of digital technology and the digital questionnaire in diabetes management and care and perceptions of participation in diabetes care. An overarching theme that emerged from the focus group interviews was patients’ and professionals’ involvement in diabetes care using digital tools. Conclusions The analysis identified important factors to consider when introducing the digital Diabetes Questionnaire in clinical use. Both professionals and patients need support and training in the practical implementation of the digital questionnaire, as well as the opportunity to provide feedback on the questionnaire answers.

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