scholarly journals The Practice of Tunisian physical education teachers at the end of initial training during the preparation for professional life

2021 ◽  
Vol 11 (17) ◽  
pp. 99-130
Author(s):  
Aymen HAWANI ◽  
Keyword(s):  
Physical Education ◽  
Disruptive Behaviors ◽  
Body Language ◽  
Professional Life ◽  
Observation System ◽  
Physical Education Teachers ◽  
Initial Training ◽  
Teacher Trainee ◽  
Before And After ◽  
The Impact

Background and Study Aim: The purpose of this article is to describe and analyze students' disruptive behavior and teacher trainee responses before and after a “Body Language and to Speak in Public” training module for school teachers at the end of initial training physical education teachers (PET). Material and Methods: Delayed video scope analysis was conducted using the "Disciplinary Incidents Observation System (DIOS)" of “Brunelle J.” (1996) [7]. Results: The data collected, it can be deduced that the courses directed by trainee students during work readiness internships show a high degree of disruption, since there is a rate of 1.3 and 1.01 DB per minute. Conclusions: The frequency of onset of disruptive behaviors (DB1 and DB2) is slightly lower in sessions facilitated by trainees who have been trained in "Body language and public speaking". Similarly, at the level of disruptive behaviors (DB3), the trainees who underwent the training realized a greater decrease in the frequency of appearance of these behaviors. Faced with these disruptive behaviors, the trainees who attended the training were slightly more interactive in their reactions during the sessions. The impact that this study could have on the initial training of physical education teachers (PET). The results of our studies illustrate the reality of the practice of future teachers during the internship preparation to professional life. Indeed, they constitute a repertoire to perceive the different disruptive behaviors of students and the reactions of trainee students to these behaviors. By way of this presentation, our work can certainly be used as part of the initial training of PET and in formalizing the professional skills repository.

Training of 'Body Language and Public Speaking' and Pupil’s Disruptive Behaviour

2020 ◽  
Vol 12 (6) ◽  
pp. 1-16
Author(s):  
Aymen Hawani ◽  
Maher Mrayah
Keyword(s):  
Public Speaking ◽  
Body Language ◽  
Observation System ◽  
Physical Education Teachers ◽  
Control Group ◽  
Disruptive Behaviour ◽  
Before And After ◽  
Quasi Experimental ◽  
Disruptive Behaviours ◽  
High Degree

The purpose of this study is to describe and analyze students' disruptive behaviour and teacher trainee’s responses before and after a Body Language and to Speak in Public training module for school teachers at the end of initial training physical education teachers (PET). A quasi experimental research is used to find out the effect of Language and to Speak in Public training on students’ disruptive behaviours. A sample of 389 students; 243 males and 146 females participated in this study along with 20 trainee teachers; 10 (6 males and 4females) who constitute the control group while 10 (5males and 5females) make the experimental group. The investigators have adapted Brunelle’s Disciplinary Incidents Observation System (DIOS) and used Sony model 4K Handcam cameras with builtin projector and a BoomTone DJ wireless microphone equipped with a transceiver to detect and record students’ disruptive behaviours, respectively. Findings reveal that the courses directed by trainee students during work readiness internships show a high degree of disruption, since there is a rate of 1.3 and 1.01 DB per minute. The frequency of onset of disruptive behaviours (DB1 and DB2) is slightly lower in sessions facilitated by trainees who have been trained in "Body language and public speaking". Similarly, at the level of disruptive behaviours (DB3), the trainees who underwent the training realized more significant decrease in the frequency of appearance of these behaviours. Faced with these disruptive behaviours, the trainees who attended the training were slightly more interactive in their reactions during the sessions. Findings constitute a repertory index to perceive the different disruptive behaviors of students and the reactions of trainee students to these behaviors. Therefore, the results of this study are worthy in bridging the existing potential gap and strengthening the perspective the researchers have put forward.

scholarly journals Impact of the Paralympic Games on the Beliefs of Children with Physical Disabilities Engaging in Sports and Physical Activities: A Chinese Perspective

2021 ◽  
Vol 18 (14) ◽  
pp. 7296
Author(s):  
Jing Qi ◽  
Jin-He Cai ◽  
Xun Meng
Keyword(s):  
Attitude Change ◽  
Physical Disabilities ◽  
Chinese Children ◽  
Physical Education Teachers ◽  
Structured Interviews ◽  
Negative Attitudes ◽  
Before And After ◽  
Sports And Physical Activity ◽  
The Impact ◽  
Paralympic Games

The purpose of this qualitative study was to explore the beliefs of Chinese children with physical disabilities engaging in sports and physical activity (PA), and the impact of the Paralympic Games on these beliefs. Five Chinese children with physical disabilities (female = 2, male = 3) were recruited for participating in the workshops of the Paralympic Games and PA, and received individual semi-structured interviews before and after the workshop implementations. Interview transcripts were analysed and presented as descriptive summaries. Three themes emerged based on the analysis of the participants’ interview data: (1) shocked, knowledgeable, and useful; (2) willingness to try, and (3) hope to obtain support. Results indicated that children with physical disabilities in this study acknowledged the positive outcomes of participating in the workshops of the Paralympic Games on the sports and PA engagement attitude change. However, children with disabilities also expressed that they need more related knowledge and information. The results of the study revealed that impairment and contextual factors (i.e., lack of support from family and physical education teachers, unsafe environments, and negative attitudes of peers without disabilities) were barriers to sports and PA engagement among children with physical disabilities in this study.

scholarly journals The Influence of the Physical Education Environment on Children’s Well-Being and Physical Activity Across the Transition from Primary to Secondary School

2014 ◽  
Vol 36 (6) ◽  
pp. 574-583 ◽  
Author(s):  
Ian M. Taylor ◽  
Christopher M. Spray ◽  
Natalie Pearson
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Secondary School ◽  
Transition Period ◽  
School Transition ◽  
Well Being ◽  
Self Concept ◽  
Physical Education Teachers ◽  
Education Environment ◽  
Before And After

The purpose of the study was to explore change in children’s physical self-concept and self-reported physical activity over a school transition period, as well as motivational and interpersonal influences on these two outcomes. Data were collected from 545 children (mean age = 10.82, SD = 0.39, 51% female) at three time points before and after the United Kingdom secondary school transition. Multilevel modeling revealed that physical self-concept and physical activity showed different patterns of decline over the course of the study. Changes in the extent to which physical education teachers were perceived to provide psychological need support, peer focus on self-referenced learning and mastery, and changes in autonomous motives toward physical education classes were positively associated with these outcome variables. The present study provides novel insight into important motivational and interpersonal factors that may need to be targeted to prevent negative developmental patterns over a potentially challenging period for children.

Differences between Experienced and Inexperienced Physical Education Teachers’ Augmented Feedback and Interactive Teaching Decisions

1996 ◽  
Vol 15 (2) ◽  
pp. 151-170 ◽  
Author(s):  
Steven K.S. Tan
Keyword(s):  
Physical Education ◽  
Descriptive Analysis ◽  
Study Data ◽  
Experienced Teachers ◽  
Observation System ◽  
Physical Education Teachers ◽  
Perceptual Maps ◽  
Stimulated Recall ◽  
Feedback Structure ◽  
Mapping Techniques

This study represents a descriptive analysis of feedback patterns and perceptual maps of experienced and inexperienced teachers. Five experienced elementary physical education teachers and 5 inexperienced teachers participated in the study. Data were collected by videotaping and audiotaping three lessons taught by each teacher. Transcripts of audiotapes were made for all verbal feedback administered by the teachers, and each unit of feedback was coded from the written transcripts using a multidimensional observation system. Following the second and third lessons, patterns in cue perception employed by teachers during feedback interaction were accessed using a stimulated recall interview and concept mapping techniques. Results indicated that inexperienced teachers did not differ from experienced teachers in their feedback structure. However, experienced teachers differed from inexperienced teachers on their perceptual patterns. Specifically, perceptual maps of experienced teachers were more complex and were organized hierarchically, whereas inexperienced teachers’ patterns tended to be sparse and hierarchically shallow.

scholarly journals Pode a academia formar professores? Uma experiência de formação de professores de educação física na universidade

2021 ◽  
Vol 14 (2) ◽  
pp. 294
Author(s):  
Deise de Jesus Soares Nunes ◽  
Maria Amélia da Costa Lopes ◽  
Maria Amélia Pina Tomás Veiga
Keyword(s):  
Physical Education ◽  
Social Inclusion ◽  
Teacher Educators ◽  
National Level ◽  
Course Evaluation ◽  
Physical Education Teachers ◽  
Initial Training ◽  
Documentary Analysis ◽  
Dual Identities

A educação equitativa e de qualidade para todos os cidadãos é uma das mais importantes formas de ultrapassagem das desigualdades que ainda se fazem sentir fortemente nas sociedades. A qualidade dos professores é uma dimensão central dos processos educativos, a qual depende em grande parte da qualidade da formação inicial. Este artigo apresenta uma pesquisa desenvolvida com o objetivo de explorar as características das identidades de professores formadores e dos climas de formação que formam professores focados na inclusão social e na humanização. Teoricamernte o estudo ancora-se no conceito de identidade profissional.  Metodologicamente, a pesquisa segue uma orientação qualitativa que se estrutura através de entrevista em grupo com professoras formadoras de um curso de ensino da educação física em uma universidade portuguesa e de análise documental sobre o ensino superior em Portugal a nível nacional e a nível da instituição das pessoas em estudo. A instituição foi escolhida devido à qualidade reconhecida de seu curso. Para dar conta da identidade dos formadores, a entrevista considerou o percurso profissional dos professores formadores e a sua perspectiva sobre a formação inicial; os documentos incluíram legislação, planos de estudos, ementas de documentos de auto e hétero avaliação do curso. A análise sugere que é possível a academia formar professores para a inclusão e a humanização, nomeadamente em certas condições: (i) existência de identidades duais (de registro acadêmico e profissional) e (ii) existência de verdadeiras comunidades de prática de professores formadores, professores cooperantes e estudantes estagiários.Palavras-chave: Formação de Professor. Percurso Profissional.  Ensino da Educação Física.Can the academy train teachers? An experience of training physical education teachers at the universityABSTRACTEquitable and quality education for all citizens is one of the most important ways to overcome the inequalities that are still strongly felt in societies. The quality of teachers is a central dimension of educational processes, which largely depends on the quality of initial training. This article presents a research developed with the objective of exploring the characteristics of the identities of teacher educators and the training climates that form teachers focused on social inclusion and humanization. Theoretically, the study is based on the concept of professional identity. Methodologically, the research follows a qualitative orientation that is structured through a group interview with teachers who teach a physical education teaching course at a Portuguese university and documentary analysis on higher education in Portugal on national level and on studied people institutional level. The institution was chosen due to the recognized quality of its course. To account for the identity of the trainers, the interview considered the professional path of the teacher educators and their perspective on initial training; the documents included legislation, study plans, menus for self and straight course evaluation documents. The analysis suggests that it is possible for the academy to train teachers for inclusion and humanization, namely under certain conditions: (i) existence of dual identities (of academic and professional record) and (ii) existence of true communities of practice for teacher educators, cooperating teachers and student trainees.Keywords: Teacher Training. Professional Path. Physical Education Teaching.¿Puede la academia formar profesores? Una experiencia de formación de profesores de educación física en la universidadRESUMENLa educación equitativa y de calidad para todos los ciudadanos es una de las formas más importantes de superar las desigualdades que aún se sienten con fuerza en las sociedades. La calidad de los docentes es una dimensión central de los procesos educativos, que depende en gran medida de la calidad de la formación inicial. Este artículo presenta una investigación desarrollada con el objetivo de explorar las características de las identidades de los formadores de docentes y los climas de formación que forman los docentes enfocados en la inclusión social y la humanización. Teóricamente, el estudio se basa en el concepto de identidad profesional. Metodológicamente, la investigación sigue una orientación cualitativa que se estructura a través de una entrevista grupal con profesores que imparten un curso de docencia de educación física en una universidad portuguesa y un análisis documental sobre la educación superior en Portugal a nivel nacional y a nivel institucional. La institución fue elegida por la reconocida calidad de su curso. Para dar cuenta de la identidad de los formadores, la entrevista consideró la trayectoria profesional de los formadores de docentes y su perspectiva sobre la formación inicial; los documentos incluían legislación, planes de estudio, menús para autoevaluación y documentos de evaluación del curso. El análisis sugiere que es posible que la academia capacite a los docentes para la inclusión y la humanización, es decir, bajo ciertas condiciones: (i) existencia de identidades duales (de expediente académico y profesional) y (ii) existencia de verdaderas comunidades de práctica para los formadores de docentes, profesores colaboradores y alumnos en formación.Palabras clave: Formación Docente. Carrera. Enseñanza de la Educación Física.

scholarly journals Adaptive seismic noise reduction using Wiener filter

2019 ◽  
Vol 8 (1) ◽  
pp. 12-20
Author(s):  
Sesar Prabu Dwi Sriyanto
Keyword(s):  
Seismic Noise ◽  
Cross Correlation ◽  
Seismic Station ◽  
Wiener Filter ◽  
Dominant Frequency ◽  
Observation System ◽  
Before And After ◽  
Filter Process ◽  
The Cross ◽  
The Impact

Seismic noise disrupts the earthquake observation system due to the frequency and amplitude of seismic noise similar to the earthquake signal. The filter process is one of the methods that can be used to reduce seismic noise. In this study, the Wiener filter algorithm was designed with the Decision-Directed method for Apriori SNR estimation. This filter was chosen because it is adaptive, so it can adjust to environmental conditions without requiring manual parameter settings. The data used are earthquake signals that occur in the Palu area, Central Sulawesi, which are recorded on PKA29 temporary seismic station from February 3 to April 28, 2015. After each signal data has been filtered, then it is evaluated by calculating SNR differences before and after filtering, the signal's dominant frequency, and the cross-correlation of the signal before and after filtering. As a result, the Wiener filter is able to reduce the noise content in earthquake signals according to noisy frequencies before earthquake signals. The impact is that SNR has increased with an average of 8.056 dB. In addition, this filter is also able to maintain the shape of earthquake signals. This is indicated by the normalization value of the cross-correlation between signals before and after the filter which ranges from 0.703 to 1.00.

scholarly journals Perfil sociodemográfico e preocupações dos professores de educação física do município de Cianorte – Pr

2019 ◽  
Vol 17 (1) ◽  
pp. 119-128
Author(s):  
Fernanda Herran Fernandes ◽  
Anderson Gerim Rowiecki ◽  
Suelen Vicente Vieira
Keyword(s):  
Social Context ◽  
Teacher Training ◽  
Physical Education ◽  
Family Structure ◽  
Physical Education Teachers ◽  
Second Phase ◽  
Teacher Concerns ◽  
Teaching Career ◽  
Sociodemographic Variables ◽  
The Impact

Introdução: Durante a carreira docente, diversos fatores influenciam o percurso profissional docente, dentre eles as preocupações docentes. Elas são organizadas em três dimensões: Consigo, Tarefa e Impacto da Tarefa, que acometem os professores em sua atuação pedagógica. Objetivo: Nesse sentido, a presente pesquisa teve como objetivo identificar as preocupações de professores de Educação Física que atuam na rede municipal de Cianorte-PR considerando as variáveis sociodemográficas. Métodos: Caracteriza-se como uma pesquisa descritiva exploratória. Para a coleta dos dados, na primeira fase da investigação, participaram 14 professores de Educação Física do município de Cianorte – Paraná, que responderam um questionário sociodemográfico e a Escala de Preocupações dos Professores. Na segunda fase, foi realizada uma entrevista semiestruturada com oito professores, relacionando as variáveis sóciodemográficas com as preocupações no âmbito de sua atuação docente. Para análise dos dados quantitativos utilizou-se da análise estatística indutiva, empregando o teste de Shapiro-Wilk, e o Teste Prova U de Mann Whitney para comparar as médias das dimensões de preocupações conforme as variáveis sociodemográficas. Para os dados qualitativos, utilizou-se a análise de conteúdo. Resultados: Os professores investigados são em sua maioria jovens e com pouco tempo de carreira docente. No entanto, apresentam menor preocupação com a dimensão Consigo e o maior índice se expressa na dimensão Impacto da Tarefa. Em relação à idade, os professores que possuem até 29 anos têm maior preocupação com a dimensão Tarefa, enquanto que os professores que possuem 30 anos ou mais concentram suas preocupações na dimensão Impacto da Tarefa. Destaca-se que foram identificadas, com relevância, outras preocupações docentes, a Estrutura Familiar/Contexto Social e Formação Docente, que não estão presentes na teoria das preocupações. Conclusão: As dimensões apresentadas por Fuller e Bown, acometem os professores analisados. Além disso, outras preocupações foram evidenciadas como: Estrutura Familiar/Contexto Social e Formação Docente.ABSTRACT. Sociodemographic profile and concerns of physical education teachers of Cianorte – Paraná. Background: During the teaching career, several factors influence the professional career of teachers, among them the teachers’ concerns. They are organized in three dimensions: Dimension for Self, Dimension Task e Dimension Impact of Task. Objective: In this sense, the present research had as objective to identify the concerns of Physical Education teachers working in the municipal network of Cianorte-PR considering the sociodemographic variables. Methods: It is characterized as an exploratory descriptive research. In order to collect the data, in the first phase of the investigation, 14 Physical Education teachers from the city of Cianorte - Paraná (Brazil) participated, who answered a sociodemographic questionnaire and the Teacher Concerns Scale. In the second phase, a semistructured interview was conducted with 8 teachers, associating the sociodemographic variables with the concerns of the teaching performance. For the analysis of the quantitative data, it was used the inductive statistical analysis using the Shapiro-Wilk test and the Mann Whitney Test U test to compare the averages of the dimensions of concerns according to sociodemographic variables. For the qualitative data, the content analysis was used. Results: The teachers investigated are mostly young and with little teaching career time. However, they are less concerned with the Dimension for Self and the higher level of concern expressed in the Dimension Impact of Task. Teachers who are up to age 29 are more concerned with task dimension, while teachers who are age 30 or older focus their concerns on the Impact of Task dimension. Other teacher concerns were identified with relevance, Family Structure/Social Context and Teacher Training, which are not present in the theory of concerns. Conclusion: The dimensions presented by Fuller and Bown affect the teachers analyzed. In addition, other concerns were highlighted as: Family Structure/Social Context and Teacher Training.

scholarly journals The Physical Activity of Gymnasium and Secondary Education Teachers

2017 ◽  
pp. 97-105
Author(s):  
Andrzej Soroka ◽  
Joanna Baj-Korpak
Keyword(s):  
Physical Activity ◽  
Secondary Education ◽  
Physical Education ◽  
Physical Education Teachers ◽  
Short Version ◽  
The European Union ◽  
Male Population ◽  
Noticeable Increase ◽  
Secondary Education Teachers ◽  
The Impact

Despite a noticeable increase in health awareness of active participation in physical culture, the vast majority of society still does not see a dependency between health and physical activeness. Only a few consider the lack ofmovement as one of the most harmful factors. Many researches, both Polish and foreign, point to insufficient level of physical activeness among citizens of the European Union, also including Polish ones. The report was aimed atdetermining the level of declared physical activity of gymnasium and secondary education teachers from Bialski region. In addition, an attempt was made to assess the impact of such variables as sex and subject taught on the level of respondents’ physical activeness. There was applied a method of diagnostic survey using an IPAQ questionnaire (International Physical Activity Questionnaire) – short version, last 7 days. The research material consisted of 221 randomly selected gymnasium and secondary school teachers from Bialski region. Due to the subject taught, respondents were divided into two groups: physical education teachers (n=76) and teachers of other subjects (n=145). The largest percentage of groups surveyed consisted of people who had a sufficient level of physical activity, whilst the one third met the criteria of the high level. Only physical activeness of moderate nature significantly differentiated groups surveyed in favour of physical education teachers. Taking sex as a criterion of division of the population surveyed, among the women, a considerable differentiation appeared in the area of walking, whereas the male population did not show significant differences only in the area of intense activity.

scholarly journals Multilateral teaching in physical education improves resilience and self-efficacy in adolescents and could help reduce bullying behaviors

2021 ◽  
Vol 90 (1) ◽  
pp. 1-9
Author(s):  
Gianpiero Greco
Keyword(s):  
Physical Education ◽  
Self Efficacy ◽  
Physical Education Teachers ◽  
Control Group ◽  
Educational Strategies ◽  
Social Emotional ◽  
Team Games ◽  
Before And After ◽  
Bullying Behaviors ◽  
Experimental Group

Abstract Youth with higher levels of resilience and self-efficacy are less likely to engage in aggressive behaviors or be victims of bullying. Previous anti-bullying approaches have often achieved no reduction in bullying behavior. Thus, the aim of this study was to examine the effect of 12 weeks of extracurricular multilateral teaching on the risk for students (aged 14–16 years) to be involved in bullying. Sixty male students were allocated to an experimental group (n = 30) that performed psychoeducational activities combined with physical exercise training and team games (90 min, 2d · week–1) or a control group (n = 30). Before and after the intervention, we used the Child and Youth Resilience Measure (CYRM-28) to assess individual capacities and resources, relationship with primary caregiver, contextual factors, and total resilience; and the Self-Efficacy Questionnaire for Children (SEQ-C) to measure academic, social, emotional, and total self-efficacy. Four participants from the experimental group withdrew. Significant improvements of crucial relevance were found for the resilience and self-efficacy scales (p < 0.05) in the experimental group. We found that multilateral teaching may improve resilience and self-efficacy in adolescents and make them less likely to engage in aggressive behavior or be bullied. Multilateral teaching should be considered an effective alternative to the anti-bullying approach, highlighting the crucial role of physical education teachers in the promotion of proactive educational strategies to reduce bullying behaviors.

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