Coeducational Methodology Used by Physical Education Teachers and Students’ Perception of It

<p class="apa">The main objective for this survey is to assess the relationship between physical education teachers’ personality and students’ individual with social behaviors. The statistical population of the study was all the teachers of physical education working at high schools in the academic year 2012-2013. The sample consisted of sixty teachers that were selected by stratified sampling method proportionate to the sample volume. The research method was descriptive-correlative type. The collection data instruments were the five-factor questionnaire of McCrae and Costa (2013) and a questionnaire about beliefs, individual and social behaviors tailored by the researcher. The reliability of two questionnaires in a pilot study was 0.89 and 0.83 respectively. Both questionnaires had conceptual and construct validity. The findings of the study indicated that there was a relationship between personality aspects of physical education teachers and students’ beliefs, individual and social behaviors. Since paying attention to the personality of physical education teachers could help improve the students’ beliefs and individual behaviors.</p>

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Subjective Perception of the Realities of Modern Physical Education Classes Among Physical Education Teachers and Students in Higher Grades

Baltic Journal of Sport and Health Sciences ◽

10.33607/bjshs.v4i95.131 ◽

2018 ◽

Vol 4 (95) ◽

Author(s):

Edita Maciulevičienė ◽

Jolanta Gedvilienė

Keyword(s):

Physical Education ◽

Healthy Lifestyle ◽

Evaluation Criteria ◽

Sampling Strategy ◽

Physical Education Teachers ◽

Subjective Perception ◽

Physical Fitness Test ◽

National Education ◽

Teachers And Students ◽

Independent Work

Background. Intense changes in national education require new students’ teaching technologies in physical education. There are a number of studies, published books or articles on the topics of modern physical education classes and they provide guidance for teachers, but we believe that there is a lack of modernity in the reality of physical education, still focusing on sports lessons avoiding non-traditional content of the lessons. Research aim was to reveal the subjective opinions of physical education teachers and students in higher grades about the realities of modern physical education classes.Methods. The sample included physical education teachers (n = 33) and 10–11 th grade students (n = 324), who were selected applying the convenience sampling strategy from Kaunas city schools. The research employed a questionnaire by Pate, Corbin, and Pangrazi (1998), and some more questions of interest to the researchers were added. The survey was conducted in spring of 2012. The research participants were surveyed in their schools during the classes with the consent of physical education teachers and students and with the permission of school administration received in advance. Results. Students more often pointed out the lack of attention to individual work and its implementation, just one-fifth of the students indicated that lessons met their needs and physical education teachers sometimes met modern requirements, showing sincerity, respect, etc. The survey showed that physical education classes were still largely dominated by sports and movement skills, and only sometimes by the non-traditional or healthy lifestyle. Teachers more often than students highlighted the progress and initiative criteria. The most common means of discipline for students in physical education were a whistle and loud shouting.Conclusion. Physical Education teachers tend to subjectively better evaluate the contemporary realities of physical education classes compared to students. Teachers more often indicated that they applied independent work in their lessons, and thought that the lesson content met the needs of the students and led enough to unconventional physical activity and healthy lifestyle. Students more often pointed out that teachers never assessed them according to their progress in the development of their physical qualities and knowledge during lessons. In the opinions of teachers and students, physical fitness test results are still common evaluation criteria in the lessons.Keywords: lesson, physical education, modern, teachers.

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Intergenerational touch in physical education in relation to heteronormativity: Female students’ perspectives

European Physical Education Review ◽

10.1177/1356336x19865556 ◽

2019 ◽

Vol 26 (2) ◽

pp. 392-409 ◽

Cited By ~ 1

Author(s):

Annica Caldeborg ◽

Marie Öhman

Keyword(s):

Young Adult ◽

Physical Education ◽

Adult Female ◽

Female Students ◽

Physical Contact ◽

Photo Elicitation ◽

Physical Education Teachers ◽

Pedagogical Tool ◽

Starting Point ◽

Teachers And Students

Research within the field of intergenerational touch has shown that there is a tension between the need to use physical contact as an obvious pedagogical tool, and the no-touch discourse. Within this tension physical contact between physical education teachers and students has also been shown to be a gender/ed issue with heteronormative points of departure. The aim of this study is to investigate how young adult female students’ talk about physical contact between teachers and students in physical education is related to heteronormativity. The study takes its starting point in Foucault’s work on discourses and Butler’s performative perspective. Thirteen female students in upper secondary school were interviewed in four focus groups using photo elicitation. In the findings, three performatives are identified that show how the students’ talk about physical contact between teacher and student in physical education is related to heteronormativity. The three performatives are: (a) gendering with age; (b) being wary of men; and (c) feeling sympathy for men. The paper discusses the effects the heteronormative discourse has on young adult female students and male teachers in relation to physical contact in physical education.

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Implementing Curriculum Within a Context of Fear and Disengagement

Journal of Teaching in Physical Education ◽

10.1123/jtpe.17.1.52 ◽

1997 ◽

Vol 17 (1) ◽

pp. 52-71 ◽

Cited By ~ 46

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.

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Implementation of Physical Education Learning in Public Junior High Schools during the Covid 19 Pandemic in Lubuklinggau City

KINESTETIK ◽

10.33369/jk.v5i2.16687 ◽

2021 ◽

Vol 5 (2) ◽

pp. 381-388

Author(s):

Tri Turnadi ◽

Muhammad Kristiawan ◽

Rambat Nur Sasongko ◽

Bogy Restu Ilahi

Keyword(s):

High Schools ◽

Data Analysis ◽

Physical Education ◽

Junior High ◽

Descriptive Analysis ◽

Junior High Schools ◽

Physical Education Teachers ◽

Analysis Technique ◽

Teachers And Students ◽

Qualitative Descriptive

Research on the implementation of physical education learning at State Junior High Schools during the Covid 19 pandemic in Lubuklinggau City. The subjects of this study involved physical education teachers and students in state junior high schools in Lubuklinggau City. The data analysis technique used a qualitative descriptive analysis. Collecting data using observation, questionnaires, and interviews. Based on the results of the research data analysis above, it can be seen from the implementation of Physical Education learning at State Junior High Schools during the Covid 19 pandemic in Lubuklinggau City, which has a percentage of (50.20%) for Physical Education teachers with moderate criteria and for students (67.03%) with criteria good. The results obtained through observation, questionnaires and interviews.

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Formación inicial docente en profesores de educación física. Levantamiento de competencias específicas a partir de las necesidades del medio educativo (Initial teacher training in physical education teachers. Determining specific skills based on contextu

Retos ◽

10.47197/retos.v0i35.61887 ◽

2018 ◽

pp. 61-66

Author(s):

Jacqueline Carmen Paez ◽

Juan Hurtado Almonacid

Keyword(s):

Physical Education ◽

Development Model ◽

Quality Of Education ◽

Physical Education Teachers ◽

Educational Setting ◽

Initial Teacher Training ◽

Descriptive Research ◽

Teachers And Students ◽

Higher Institutions

En nuestra sociedad existe una constante preocupación por la calidad de la educación y sus procesos, en donde se evidencia como un factor preponderante el desempeño de los profesores. Es a partir de esto que se formuló el siguiente objetivo general: Establecer las competencias específicas que debe poseer el Profesor de Educación Física para desempeñarse en las instituciones escolares, a partir de las consideraciones del medio educativo. Se diseñó una investigación descriptiva bajo un paradigma mixto, en donde se utilizó el modelo de levantamiento de competencias Desarrollo de Curriculum (DACUM), entrevistando a 39 directores y docentes de instituciones escolares y universitarias, para posteriormente jerarquizar estas competencias, aplicando un cuestionario a 801 directores, docentes y estudiantes de ambas instituciones. Las competencias específicas que se levantaron fueron 7 en el área del saber, 5 en el área del hacer y 5 en el área del ser. La competencia que presento una mayor jerarquización fue en el área del ser “Actúa con liderazgo pedagógico motivando a sus estudiantes a participar en el desarrollo de actividades dentro de su comunidad educativa”. En relación a los promedios de jerarquización de las áreas, la mayor jerarquización la obtuvieron las competencias del área del hacer con un promedio de 3.66, luego ser con 3.64 y saber con 3.53. En relación a los actores: los directivos, docentes y estudiantes de las Instituciones Superiores entregaron una jerarquización mayor a las competencias levantadas en comparación a los directivos, docentes y estudiantes de las Instituciones Escolares.Abstract: In our society there is a constant concern for the quality of education and its processes, where teachers’ performance stands out as a preponderant factor. Based on it, the following general objective was formulated: To establish the specific competences that Physical Education Teachers must have to perform in school institutions, taking into account the specific educational setting. A descriptive research was designed under a mixed paradigm, where the curriculum development model (DACUM) was used to interview 39 directors and teachers of schools and higher education institutions, to later hierarchize these competences by applying a questionnaire to 801 directors, teachers, and students from both types of institutions. The specific competences raised were seven in the area of knowledge, five in the area of doing, and five in the area of being. The competence that presented a greater hierarchy was in the area of being: "Acts with pedagogical leadership motivating its students to participate in the development of activities within their educational community". In relation to the averages of hierarchy of the areas, the highest ranking was obtained by the competences of the area of doing with an average of 3.66, followed by being with 3.64, and knowing with 3.53. Regarding the actors: directors, teachers, and students from Higher Institutions attributed higher rankings to the competences raised in comparison to directors, teachers, and students from School centres.

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Attitudes of Physical Education Teachers and Students towards Manifestations of Tolerance

Baltic Journal of Sport and Health Sciences ◽

10.33607/bjshs.v4i87.255 ◽

2018 ◽

Vol 4 (87) ◽

Author(s):

Audronė Dumčienė ◽

Tomas Saulius

Keyword(s):

Physical Education ◽

Physical Education Teachers ◽

Noticeable Increase ◽

Number Of Children ◽

Positive Attitudes ◽

Significant Difference ◽

Teachers And Students ◽

Students Attitudes ◽

Student’S T ◽

City Schools

Research background and hypothesis. In academic literature construct of tolerance has not been sufficiently revealed, limits of tolerance are not clear, especially they vary in different cultures. There is a noticeable increase in the number of children from various ethnic groups in Lithuanian schools. Therefore, multidimensional knowledge of various manifestations of tolerance/intolerance is of great importance. Research aim was to reveal attitudes of PE teachers and students towards manifestations of tolerance/intolerance.Research methods. In our research questionnaire was applied with six groups of tolerance manifestations distinguished altogether with 36 related statements. There were six other statements according to six groups of tolerance manifestations for the potential behavior of participants. Validity of the questionnaire was examined calculating Cronbach’s constant α: for the first part of the questionnaire Cronbach’s α = 0.87, and for the second – α = 0.79. Values of χ 2 and Student’s t criterion were calculated. The sample of the research included 243 students of IX-XII classes form regional schools, 129 students of the same age from city schools, 47 physical education teachers from city schools and 38 teachers from regional schools. Research results. We found statistically significant difference (p < 0.05) between positive attitudes towards tolerance among students from city schools and positive attitudes among students from regional schools. Statistically significant difference between positive attitudes towards tolerance for PE teachers from city schools and positive attitudes for those from regional schools was not found (p > 0.05). However, there were statistically significant differences between positive attitudes towards tolerance of students from city schools and PE teachers from city schools (χ 2 (5) = 37.27; p < 0.05), also between positive attitudes towards tolerance of students from regional schools and PE teachers from regional schools (χ 2 (5) = 37.27; p < 0.05). We found statistically significant difference (t = 3.81; p < 0.05) between tolerance estimators of students and PE teachers from city schools. On the other hand, relevant differences between tolerance estimators of students from city schools and from regional schools, and differences between tolerance estimators of PE teachers from city schools and from regional schools were not found (p > 0.05).Discussion and conclusion: in fact, attitudes towards intolerance, which are incident to the PE teachers from city schools and their colleagues from regional schools, did not differ, but they contrasted with students’ attitudes. In cases of intolerance manifestations, students from city schools would be more passive than students from regional schools, but PE teachers from city schools would be more active than their students.Keywords: tolerance, intolerance, social distance.

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Student (Dis)Engagement and Need-Supportive Teaching Behavior: A Multi-Informant and Multilevel Approach

Journal of Sport and Exercise Psychology ◽

10.1123/jsep.2014-0150 ◽

2015 ◽

Vol 37 (4) ◽

pp. 353-366 ◽

Cited By ~ 7

Author(s):

Lynn Van den Berghe ◽

Isabel B. Tallir ◽

Greet Cardon ◽

Nathalie Aelterman ◽

Leen Haerens

Keyword(s):

Student Engagement ◽

Physical Education ◽

Self Determination Theory ◽

Self Determination ◽

Future Research ◽

Physical Education Teachers ◽

Teaching Behavior ◽

Need Support ◽

Teachers And Students ◽

Causality Orientations

Starting from self-determination theory, we explored whether student engagement/disengagement relates to teachers’ need support and whether this relationship is moderated by teachers’ causality orientations. A sample of 2004 students situated in 127 classes taught by 33 physical education teachers participated in the study. Both teachers and students reported on students’ (dis)engagement, allowing investigation of the proposed relationships both at the student and teacher level. Most of the variance in need support was at the student level, but there was also between-teacher and between-class variance in need support. Engagement related to more need support, but only at the student level. In total, few moderation effects were found. Teachers with a relatively low controlled orientation were more need supportive when perceiving their students as emotionally and behaviorally engaged. By making teachers aware of these dynamics, automatic responses to student engagement can be better thought out. Recommendations for future research are discussed.

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The Association Between Spanish Physical Education Teachers’ Self-Efficacy Expectations and Their Attitudes Toward Overweight and Obese Students

Journal of Teaching in Physical Education ◽

10.1123/jtpe.2014-0125 ◽

2017 ◽

Vol 36 (2) ◽

pp. 220-231 ◽

Cited By ~ 2

Author(s):

Emilio J. Martínez-López ◽

Nestor Zamora-Aguilera ◽

Alberto Grao-Cruces ◽

Manuel J. De la Torre-Cruz

Keyword(s):

Physical Education ◽

Self Efficacy ◽

Overweight And Obesity ◽

Physical Education Teachers ◽

Education Programs ◽

Type Method ◽

Teachers Beliefs ◽

Efficacy Expectations ◽

Teachers And Students ◽

Beliefs And Attitudes

Purpose:The aim of this study was to investigate the association between Spanish physical education teachers’ perceived self-efficacy toward including overweight and obese students and their attitudes toward overweight and obese students.Method:Four hundred and seventy-one physical education teachers filled out questionnaires to assess their self-efficacy expectations to meet overweight and obese students’ educational needs, and to identify physical education teachers’ beliefs and attitudes toward these students.Results:The physical education teachers with a higher perceived self-efficacy in fostering participation and in assessing and promoting overweight and obese students’ learning were more sensitive toward these students’ fitness and healthcare and showed less pejorative attitudes toward overweight and obesity.Conclusions:These results highlight the need for teaching education programs capable of increasing the physical education teachers’ perceived self-efficacy in this area. The results also show that there is a need for training for teachers and students in strategies aimed at reducing the cases of victimization of overweight and obese students.

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Teachers' and Students' Perceptions of Teaching Games for Understanding Approach in Physical Education Lessons

Asian Journal of Physical Education & Recreation ◽

10.24112/ajper.101300 ◽

2004 ◽

Vol 10 (2) ◽

pp. 57-66

Author(s):

Alberto CRUZ

Keyword(s):

Teacher Education ◽

Physical Education ◽

Physical Education Teachers ◽

New Approach ◽

Teaching Games For Understanding ◽

Team Handball ◽

Teachers And Students ◽

Approach To Teaching ◽

Teaching Team ◽

Education And Development

LANGUAGE NOTE | Document text in English; abstract also in Chinese.The purpose of this study was to investigate teachers' and students' perceptions toward the implementation of teaching games for understanding (TGFU) approach to teaching team handball lessons. The paper is intended to help serving teachers decide whether to adopt this approach in their teaching. The participants were five secondary physical education teachers and their secondary one to three students. The teachers were briefed the principles of the TGFU approach and instructed to teach with an eight-lesson team handball unit lesson plans in TGFU approach. A post-teaching interview on their views of using the new approach was conducted with the teachers. Views of students on their perceptions toward the effectiveness of the instructional approach were obtained through the use of a questionnaire at the end of the unit. Results revealed that all teachers held positive views on TGFU approach. They were willing to adopt this approach in future as the students were more active and had more fun in the lessons. The students expressed they had learnt well by understanding more about the tactics and the rules of the games. The positive responses of teachers and students to TGFU have great implications for teacher education and development.本研究目的是探討體育敎師和中學生對領會敎學法敎授手球課的觀感。研究員希望本文能協助在職老師審視利用領會敎學法敎學的可行性。五位中學體育老師及其初中學生參與是次研究。研究員首先向體育老師介紹領會敎學法的敎學原則，其後他們參照領會敎學法手球單元敎案敎授八節手球課。老師在授課後接受研究員訪問，探究他們對實施領會敎學法的意見。研究員亦利用問卷收集學生對此敎學法的效能觀感。結果顯示老師對領會敎學法持正面評債及樂於使用此敎學策略。學生亦表示透過此敎學法使他們更認識球例及戰術運用。此等正面回饋給予敎師發展及培訓多方面的啟示。

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