On the Various Factors that Impact the Effectiveness of Physical Education in Universities

2011 ◽  
Vol 187 ◽  
pp. 820-825
Author(s):  
Ying Yang
Keyword(s):  
Physical Education ◽  
Value Orientation ◽  
School Characteristics ◽  
Physical Education Teachers ◽  
Personal Factors ◽  
School Factors ◽  
Exercise Habits ◽  
Education College ◽  
Curriculum Construction ◽  
And Behavior

Physical Education in universities is designed to teach during the school can accept multi-faceted physical education, to develop exercise habits to achieve the goal of lifetime sports. The effectiveness of the current University of Physical Education Teachers by personal factors: features and functions, including physical education teachers, expertise and interests, experience and age, and value orientation of teachers, curriculum, teacher attitudes, beliefs, habits and behavior styles, personality traits; and the enthusiasm of students, attitude, intention; there are school factors, school characteristics, facilities and other factors. These factors plaguing college sports curriculum construction and development, this study intended through the analysis of these factors to find enough of measures to promote Physical Education College further deepening of reform.

scholarly journals The Analysis of Factors Related to Creativity in the Sample of Physical Education Teachers

2018 ◽  
Vol 2 (85) ◽  
Author(s):  
Dalia Lapėnienė ◽  
Audronė Dumčienė ◽  
Tomas Lapėnas
Keyword(s):  
Physical Education ◽  
Social Factors ◽  
Self Efficacy ◽  
Extrinsic Motivation ◽  
Negative Impact ◽  
Social Factor ◽  
Motivational Climate ◽  
Physical Education Teachers ◽  
Personal Factors ◽  
Creative Self

Research background and hypothesis. There are many obstacles for creativity in physical education teachers’ work  but  majority  of  physical  education  teachers  tend  to  work  creatively  so  it  is  worthwhile  to  explore  which variables predict creativity. The hypothesis of the study: Personal factors are more important for physical education teachers’ creativity in comparison to social factors.Research  aim  was  to  identify  individual  and  social  factors,  predicting  creativity  in  the  sample  of  physical education teachers. Research methods. Quantitative study. The questionnaire survey was used to establish the level of creativity, creative self-efficacy, motivation, emotions and the microclimate characteristics. The sample involved 120 physical education teachers. Research results. Creativity was predicted by self-efficacy and intrinsic process motivation. Extrinsic motivation inhibited creativity in physical education teachers’ work. Supervisory encouragement for creativity has the only social factor facilitating creativity.Discussion and conclusions. The obtained data confirmed interrelation between creativity and self-efficacy and validated results obtained by D. F. De Moulin (1993). Intrinsic process motivation also predicts creativity. It is in agreement with Y. Ommundsen and S. Eikanger Kvalo’s (2007) results. Extrinsic motivation has negative impact towards  creativity.  It  is  possible  that  teachers  motivated  intrinsically  create  task-involving  motivational  climate which leads to competitiveness (Ommundsen, Eikanger Kvalo, 2007). Supervisory encouragement is the only social variable predicting teachers’ creativity. The data revealed that supervisors’ behavior was more important than that of colleagues (Laker et al., 2008; Blankenship, Coleman, 2009).Keywords: creativity, personal and social factors.

Can Practicum Teaching Change Preservice Physical Education Teacher Value Orientations?

2020 ◽  
pp. 1-10
Author(s):  
Qiao Zhu ◽  
Hejun Shen ◽  
Ang Chen
Keyword(s):  
Physical Education ◽  
Repeated Measures ◽  
Teaching Experience ◽  
Value Orientation ◽  
Value Orientations ◽  
Physical Education Teachers ◽  
Knowledge Gain ◽  
Physical Education Teacher ◽  
Traditional Curriculum ◽  
Education Teacher

The purpose of the study was to determine the extent to which practicum teaching could lead to value orientation change of preservice physical education teachers. A group of preservice physical education teachers (N = 28) in China were randomly assigned to practicum-teach either a health-related fitness unit or a traditional sport unit. Their value orientations were measured before and after the practicum teaching. Their middle school learners were tested for knowledge gain. A repeated-measures model shows that the practicum teaching led to little change in their value orientations. The learners in the health-fitness curriculum gained more knowledge than those in the traditional curriculum. The findings suggest that an attempt to influence the value orientation in one practicum teaching experience may not be successful. The findings imply that physical education teacher education training programs may emphasize not only how to teach (via teaching methods courses), but also nurturing the values of teaching to meet the society needs.

scholarly journals DETERMINAN TERHADAP KECENDERUNGAN NILAI RUJUKAN GURU PENDIDIKAN JASMANI

2010 ◽  
Vol 3 (3) ◽  
Author(s):  
Adang Suherman
Keyword(s):  
Physical Education ◽  
Learning Process ◽  
Primary Schools ◽  
Teaching And Learning ◽  
School Context ◽  
Value Orientation ◽  
Physical Education Teachers ◽  
Social Environments ◽  
School Conditions ◽  
Context Variables

Abstract: Effects of School Context Variables on Physical Education Teachers’Value Orientation. A school is a laboratory for teachers to implement a variety ofprofessional competencies. The condition of a school can inhibit or support them torealize their potentials. Teachers’ knowledge, understanding, attitudes, willingness,and value orientation are believed to determine the success of the curriculumimplementation. This study aims to find out how the school conditions affect thetendency of physical education teachers’ value orientation. This study used asample of 30 physical education teachers at primary schools, purposively selected.The data were collected using the Value Orientation Inventory (VOI) developed byEnnis and Chen. The results show that class sizes, facilities, and socialenvironments affect the types of TVO that teachers inculcate to students throughthe teaching and learning process. However, the students’ conditions do not affectthe types of TVO.Keywords: class sizes, facilities, social environments, students’ conditions, teacher value orientation

scholarly journals Impact of Teacher Value Orientations on Student Learning in Physical Education

2017 ◽  
Vol 36 (2) ◽  
pp. 152-161 ◽  
Author(s):  
Ang Chen ◽  
Tan Zhang ◽  
Stephanie L. Wells ◽  
Ray Schweighardt ◽  
Catherine D. Ennis
Keyword(s):  
Physical Education ◽  
Student Learning ◽  
Value Orientation ◽  
Value Orientations ◽  
Physical Education Teachers ◽  
Knowledge Gain ◽  
Education Curriculum ◽  
School Students ◽  
Living Curriculum ◽  
The Impact

Based on the value orientation theory, the purpose of this study was to determine the impact of value orientation incongruence between physical education teachers and an externally designed curriculum on student learning in a concept-based fitness-centered physical education curriculum. Physical education teachers (n = 15) with different value orientations taught an externally designed, standards-based fitness/healthful living curriculum to their middle school students (n = 3,827) in 155 sixth, seventh, and eighth grade intact classes. A pre-post assessment design was used to determine whether student fitness/healthful living knowledge gains differed in terms of teachers’ value orientations. An ANOVA on class means of residual-adjusted knowledge gain scores revealed no statistically significant differences based on value orientations. The evidence suggests that teacher value orientation impact may be mediated by curriculum impact. This finding supports the observation that a well-designed physical education curriculum may minimize the impact of teachers’ diverse value orientations on the curriculum implementation and student learning.

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