Review of Physical Education Teachers" Perception of Student Choice-Based Physical Education Curriculum

2017 ◽  
Vol 26 (3) ◽  
pp. 835-848
Author(s):  
Jeong-Hyun Lee ◽  
Yong-Keun Kim ◽  
Eun-Jin Kim
Keyword(s):  
Physical Education ◽  
Student Choice ◽  
Physical Education Teachers ◽  
Education Curriculum

scholarly journals Physical Education Teachers’ Views about Character Education

2017 ◽  
Vol 10 (11) ◽  
pp. 86
Author(s):  
Erkut Tutkun ◽  
Ilyas Gorgut ◽  
Ibrahim Erdemir
Keyword(s):  
Physical Education ◽  
Character Education ◽  
Structured Interview ◽  
Physical Education Teachers ◽  
Education Curriculum ◽  
City Center ◽  
National Education ◽  
Individual Interviews ◽  
The Family ◽  
Current Curriculum

The purpose of this study is to find out the views of teachers of physical education about how they define character education, whether they think national education curriculum and the curriculum of private schools are suitable for character education and whether they think character education can be applied in physical education lessons. Case report design was used in this study which was prepared with qualitative research method. The sample group of the study consists of 6 physical education teachers working in 3 secondary schools and 2 high schools of Kutahya city center which were determined with easily accessible case sampling method, which is one of the purposive sampling methods. Individual interviews which lasted for an average of 15-20 minutes were conducted with physical education teachers within the context of semi-structured interview technique. The participants were informed that the interviews would be voice recorded and later their expressions would be written down to avoid data loss and after necessary permissions were taken, the interviews were recorded. Descriptive and content analysis methods were used to analyze the expressions which were converted into text. The results of the analyses showed that physical education teachers defined character education as changes that occurred in individuals’ behaviors first in the family, then at school and the education conducted to teach individuals socially accepted and correct behaviors. In addition, it was found that the teachers stated that the current curriculum of the country and also physical education curriculum were not suitable for character education; however, since it is a social lesson and since participants are continuously active and in communication, physical education lessons can be more effective than other lessons in terms of character development.

scholarly journals Influential Factors of Existing Physical Education Curriculum at Degree Level: A Case Study of Khyber Pakhtunkhwa

2021 ◽  
Vol 3 (1) ◽  
pp. 97-115
Author(s):  
Sohail Roman ◽  
Mehreen Saba
Keyword(s):  
Physical Education ◽  
Class Size ◽  
Influential Factors ◽  
Physical Education Teachers ◽  
Education Curriculum ◽  
Health And Physical Education ◽  
Khyber Pakhtunkhwa ◽  
Daily Schedule ◽  
Time Table ◽  
Degree Level

The main purpose of the study was to assess the influential factors of existing physical education curriculum at degree level in Khyber Pakhtunkhwa. The study consisted of the population, twenty-seven (27) physical education teachers and Five Hundred & Thirteen (513) physical education students, which were selected from Nine (09) randomly selected districts of Khyber Pakhtunkhwa. Survey technique was followed for the collection of required information. Appropriate questionnaire on Likert scale ranging from very much (VM) to Not at all (NAA) was developed and used after pilot testing checked through respondents of sampled colleges adopting a Cronbach’s Alpha method of reliability. The responses of the respondents were supported by (SPSS), version 24.0. Statistical techniques like, Independent sample t-test, regression and ANOVA were applied for analyses of collected data. It has also been found that factors like class size, daily schedule/time table, available infrastructure and teachers’ competency have significant influence upon teaching health and physical education. Based upon the findings, the researcher recommended that college administrator in collaboration with director colleges may bring manageable class size, allot adequate time for health and physical education classes, and provide required infrastructural facilities to impart the teaching experiences, observation and skills in a satisfying manner.

A three-legged stool: Teachers’ views of Junior Cycle Physical Education curriculum change

2021 ◽  
pp. 1356336X2110538
Author(s):  
Mary O'Sullivan ◽  
Brigitte Moody ◽  
Melissa Parker ◽  
Michael Carey
Keyword(s):  
Physical Education ◽  
Teacher Change ◽  
Curriculum Change ◽  
Physical Education Teachers ◽  
Education Curriculum ◽  
Structured Interviews ◽  
Curriculum Changes ◽  
Sense Of Security ◽  
Sustained Change ◽  
Ongoing Support

The purpose of this paper was to examine Irish Physical Education teachers' views on curriculum change at the beginning of its implementation stage, with a particular focus on revision to the Physical Education curriculum and the new Wellbeing programme. In the light of these revisions, teachers were asked to make considerable changes to their beliefs and pedagogical approaches. Teacher change theory provided a lens through which to examine teachers' views. We reimaged the three aspects of teacher change as a triangle or ‘three-legged stool' where the three elements of curriculum materials/resources, pedagogy, and beliefs combine to offer a sense of security to sustain the impending changes. A survey and a series of semi-structured interviews provided data and in total 119 second level Physical Education teachers participated. Analysis was conducted using descriptive statistics of quantitative data and inductive and deductive analysis of qualitative data. Three themes were developed: A Learning Focus, Embracing Change, and Curriculum Enactment. Contrary to recent findings in the change literature, the teachers in this study welcomed curriculum changes as their beliefs aligned with the purpose of the reform of Physical Education. The results indicated that the new curriculum was catching up with teachers’ core beliefs about the purpose of Physical Education. However, in line with recent research, teachers were sceptical about ongoing support for resourcing and continued professional development. In conclusion, the ‘three-legged stool of sustained change has the potential to be unbalanced thereby maintaining teacher buy-in to the new reforms is potentially fragile.

scholarly journals The Influence of Professional Development on Teachers’ Psychosocial Perceptions of Teaching a Health-Related Physical Education Curriculum

2008 ◽  
Vol 27 (3) ◽  
pp. 292-307 ◽  
Author(s):  
Pamela Hodges Kulinna ◽  
Nate McCaughtry ◽  
Jeffrey J. Martin ◽  
Donetta Cothran ◽  
Roberta Faust
Keyword(s):  
Professional Development ◽  
Physical Education ◽  
Behavioral Control ◽  
Psychological State ◽  
Physical Education Teachers ◽  
Perceived Behavioral Control ◽  
Education Curriculum ◽  
Psychological Constructs ◽  
Health Related ◽  
The Impact

The impact of a yearlong professional development intervention on physical education teachers’ psychosocial perceptions was investigated. Experienced mentor teachers (n = 15) were paired with inexperienced protégé teachers (n = 15) who helped them learn how to teach a health-related physical education curriculum (i.e., the Exemplary Physical Education Curriculum). Using the theory of planned behavior as the guiding theory, it was hypothesized that teachers would experience favorable increases in various psychological constructs (e.g., attitude) and variables reflecting the social culture of their schools (e.g., administrator’s perceptions) as compared with control teachers (n = 17). A variety of statistically significant main and interaction effects with mean scores in expected directions were found. In general, mentors and protégés developed a more positive view of their own psychological state (e.g., perceived behavioral control) and of the immediate school social environment (i.e., support from administrators and fellow teachers). The significant results, combined with meaningful effect sizes, supported the effectiveness of this intervention.

Application of K-Means Algorithm with Person Coefficient in Colleges Physical Education

2014 ◽  
Vol 915-916 ◽  
pp. 1320-1326
Author(s):  
Lian Zheng Xi ◽  
Bao Jin Zhao
Keyword(s):  
Physical Education ◽  
Physical Fitness ◽  
Physical Condition ◽  
Physical Education Teachers ◽  
Education Curriculum ◽  
Teaching Management ◽  
Healthy Development ◽  
Teaching Content ◽  
Pearson Coefficient ◽  
Development Of Students

For developing students' personality and interest of participating in physical exercise, improving students physical fitness, schools at all levels have carried out useful Physical Education exploration and reform. However, by the restrictions of teaching management system, physical education teachers and teaching venues and facilities, the students' physical condition is not improved ideally. Under existing conditions, how to use Pearson coefficient K-means algorithm to optimize physical education according to the students 'sports quality has become a topic worthy of study. It can guide how to set the physical education curriculum and teaching content, so as to promote the healthy development of students' physical fitness.

Elementary and Secondary Physical Education Teachers’ Perceptions of Their Goals, Expertise, Curriculum, and Students’ Achievement

1992 ◽  
Vol 11 (2) ◽  
pp. 103-111 ◽  
Author(s):  
Dolly D. Lambdin ◽  
Mary A. Steinhardt
Keyword(s):  
Student Achievement ◽  
Physical Education ◽  
Future Research ◽  
Physical Education Teachers ◽  
Education Curriculum ◽  
Chi Square ◽  
Teachers Perceptions ◽  
Determining Factors ◽  
General Goal ◽  
Level Of Agreement

The purpose of this study was to investigate physical education curriculum from the teachers’ perspective. Elementary and secondary physical education teachers (N=60) completed a questionnaire that assessed their level of agreement on each of four statements associated with 12 commonly held goals for physical education. For each goal, teachers assessed the following areas using a 5-point Likert scale: their personal commitment to the goal, their expertise in content related to the goal, whether they taught to the goal in their present curriculum, and student achievement in the area. Chi-square analyses indicated that, in general, goal and expertise statements were directly related, but what was actually taught was rated 1 point lower than goal statements. Student learning statements were related to teachers’ goals but were rated even lower. Our study suggests that teachers’ goals and expertise may not be the determining factors in the taught curriculum and student achievement. Future research needs to focus on identifying barriers that prevent teachers from teaching what they would like, and feel prepared, to teach.

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