scholarly journals Visual Feedback Teaching Aid in Improving Push Pass Technique among Low-Skilled Physical Education Trainee Teachers

2019 ◽  
Vol 10 (12) ◽  
pp. 3091-3100
Author(s):  
Mohd Rizal Bin Mohtar ◽  
Denise Koh
Keyword(s):  
Physical Education ◽  
Visual Feedback ◽  
Trainee Teachers ◽  
Teaching Aid

scholarly journals How trainee physical education teachers in England write, use and evaluate lesson plans

2018 ◽  
Vol 25 (4) ◽  
pp. 964-982 ◽  
Author(s):  
Susan Capel ◽  
Sophy Bassett ◽  
Julia Lawrence ◽  
Angela Newton ◽  
Paula Zwozdiak-Myers
Keyword(s):  
Physical Education ◽  
Thematic Analysis ◽  
Lesson Planning ◽  
Lesson Plans ◽  
Physical Education Teachers ◽  
Trainee Teachers ◽  
Initial Teacher Training ◽  
School Based ◽  
Limited Choice ◽  
Insight Into

Traditionally, all physical education initial teacher training (PEITT) courses in England, and in many other countries, require trainee teachers to complete detailed lesson plans for each lesson they teach in their school-based practicum and then to evaluate those lessons. However, there has been a limited amount of research on lesson planning in PEITT generally or in England specifically. The purpose of this study therefore was to gain an initial insight into how trainee physical education teachers write, use and evaluate lesson plans. Two-hundred-and-eighty-nine physical education trainees in England completed a questionnaire about lesson planning after finishing a block school-based practicum. Frequencies and percentages were calculated for the limited-choice questions on the questionnaires and open-ended questions were analysed using thematic analysis. Results showed mixed responses, with no one method followed by all trainees. Some trainees stated they planned and/or evaluated lessons as taught. Some stated they completed the plan and/or evaluation proforma to ‘tick a box’. The highest percentage of trainees stated it took between half an hour and one-and-a-half hours to plan each lesson. Although most trainees stated they found the plan useful in the lesson, others stated they found it too detailed to use. Some stated they did not deviate from the plan in the lesson, whereas others adapted the plan. The majority of trainees stated that evaluation enabled them to see if objectives had been achieved. Results are discussed in relation to teaching trainees how to plan lessons in PEITT in England.

scholarly journals Effect of a Computerized Visual Feedback on the Adjustment of Time in Planning Physical Education

2013 ◽  
Vol 106 ◽  
pp. 980-987
Author(s):  
Jesús Viciana ◽  
Daniel Mayorga-Vega ◽  
Humberto Blanco ◽  
Martha Ornelas ◽  
José Tristán ◽  
...  
Keyword(s):  
Physical Education ◽  
Visual Feedback

scholarly journals TEACHING PROFILE: ANALYSIS OF PLANNING DECISIONS OF PHYSICAL EDUCATION TRAINEE TEACHERS

2018 ◽  
Vol 29 (1) ◽  
Author(s):  
Francis Natally de Almeida Anacleto ◽  
Carlos Alberto Serrão dos Santos Januário ◽  
Gustavo da Motta Silva ◽  
Janaína da Silva Ferreira ◽  
José Henrique
Keyword(s):  
Physical Education ◽  
Profile Analysis ◽  
Trainee Teachers ◽  
Planning Decisions

scholarly journals Trainee Teachers’ Situational Motivation and Motivational Climate towards Physical Education Lessons during COVID-19 Pandemic

2021 ◽  
Vol 45 (3) ◽  
pp. 201-207
Author(s):  
Ngien Siong Chin ◽  
Boon Sian Teo ◽  
Eng Hoe Wee
Keyword(s):  
Online Learning ◽  
Mixed Methods ◽  
Physical Education ◽  
Teaching Methods ◽  
Age Groups ◽  
Motivational Climate ◽  
Trainee Teachers ◽  
Gender And Age ◽  
Situational Motivation ◽  
One Way Anova

This study examined the trainee teachers’ situational motivation and motivational climate towards Physical Education lessons in primary schools during COVID-19 pandemic. The participants were 160 trainee teachers comprising of 115 males and 45 female aged 21 to 26 years old (1.10±0.30) from two Institute of Teacher Education Campuses in Sarawak, Malaysia. The participants were administrated the Situational Motivation Scale (SIMS: Guay, Vallerand & Blanchard, 2000) and Teacher Initiated Motivational Climate in Physical Education Questionnaire (TIMCPEQ; Papaioannou, 1998). Descriptive analysis, independent-samples t-test, one-way ANOVA, two-way ANOVA and correlation were utilized. Independent-samples t-test indicated that there were no significant differences for all variables in SIMS and TIMCPEQ on gender and age groups. The one-way ANOVA was used to compare the effect on teaching methods in SIMS and TIMCPEQ. There was a significant difference in teacher-initiated mastery orientation for the three teaching methods, F(2,157)=3.31, p=0.04. Post-hoc comparisons using the Tukey HSD test revealed that the mean score for the online learning (3.87±0.78) was significantly different than the mixed methods (4.22±0.55). However, the face-to-face learning method (3.96±0.62) did not significantly differ from the online learning and mixed methods. Furthermore, two-way ANOVA was used to examine the effect of gender and age groups in SIMS and TIMCPEQ which revealed no significant main effect of gender and age groups. Additionally, there was no statistically significant interaction between gender × age groups for all variables in SIMS and TIMCPEQ. The findings revealed statistically significant positive relationship between the variables in SIMS and TIMCPEQ ranging from very weak (0.24) to very strong (0.90). The findings revealed the necessity for positive motivational climate through adaptive educational resources, alternative teaching approaches and methods that would support and motivate the trainee teachers, educators and students in the teaching and learning of PE during this challenging time.

scholarly journals Errores en la intervención didáctica de profesores de educación física en formación: perspectiva de sus compañeros en sesiones simuladas (Mistakes on teaching intervention of trainee teachers of physical education: classmates’ perspective in simulated ses

Retos ◽  
2015 ◽  
pp. 229-235
Author(s):  
María Cristina Alonso ◽  
María Teresa Gómez-Alonso ◽  
Ángel Pérez-Pueyo ◽  
Carlos Gutiérrez-García
Keyword(s):  
Physical Education ◽  
Classroom Environment ◽  
Sources Of Information ◽  
Systematic Analysis ◽  
Trainee Teachers ◽  
Learning Tasks ◽  
Adjustment Time ◽  
Reflexive Practice ◽  
General Organization ◽  
Simulated Training

En este trabajo se investigan los errores de intervención didáctica que cometen profesores de educación física en formación durante la realización de prácticas simuladas. También se describe una experiencia centrada en la formación reflexiva mediante la investigación-acción. Se diseñó un estudio descriptivo, enmarcado en un enfoque mixto (cualitativo-cuantitativo) y retrospectivo, utilizando como fuente de información una muestra representativa de 270 informes por escrito de sesiones recogidos de 153 profesores en formación entre los cursos 2006-2007 y 2012-2013. La información fue analizada a través de un proceso de categorización en el que se diferenciaron dos categorías y veinte subcategorías. Los resultados mostraron un total de 1.482 errores, distribuidos de forma equilibrada en las categorías capacidad para dirigir la clase y habilidades para enseñar, y de forma no equilibrada en las subcategorías, destacando las relativas a organización general de la clase, adecuación de las actividades, tiempo dedicado a las tareas de aprendizaje, habilidades comunicativas, creación de un ambiente en el aula y estructuración de la sesión. El estudio concluye que las prácticas simuladas pueden aportar valor a los procesos de formación del profesorado como formas de exposición gradual a la realidad de la docencia, ayudando a observar errores de intervención didáctica a partir de los cuales es posible generar procesos de análisis y reflexión para la mejora docente.Abstract. In this paper we investigate the mistakes that trainee teachers of physical education frequently make while performing simulated training sessions. Also, we describe an experience focused on reflexive practice through action-research. This retrospective study is based on a combination of qualitative and quantitative approaches. Sources of information include 270 written reports on simulated sessions collected from 153 trainee teachers during the academic years from 2006 to 2013. The information was analyzed through a categorization process in which two categories and twenty subcategories were established. Results showed a total of 1,482 errors, distributed evenly in the categories ability to lead the class and teaching skills, and less balanced in the sub-categories, highlighting those relating to general organization of the class, activities adjustment, time spent on learning tasks, communication skills, creating a classroom environment, and structure of the session. We conclude that simulated training sessions that gradually expose trainees to the realities of teaching add value to teacher training. Simulated sessions help trainers and trainees alike identify and correct mistakes, and to establish methods and processes for systematic analysis, reflection, and improvement.

A training buddy peer-review process within physical education initial teacher education

2013 ◽  
Vol 3 (1) ◽  
pp. 78-79 ◽  
Author(s):  
Penny Lamb
Keyword(s):  
Physical Education ◽  
School Environment ◽  
Peer Review Process ◽  
Discussion Board ◽  
Initial Teacher Education ◽  
Small Scale ◽  
Content Type ◽  
Self Reflection ◽  
Trainee Teachers ◽  
Group Interviews

Purpose – Innovation in enhancing reflective abilities of trainee teachers was explored in this small-scale qualitative study. Opportunities for active engagement in peer- and self-reflection were provided to two cohorts of British Post-Graduate Physical Education trainee teachers (n=45: male=28, female=17), aged 21-30 years. Design/methodology/approach – Trainees were assigned a peer buddy, and tasked with the dual responsibility of being and having a training buddy for a lesson observation during two school placements. They visited each other's school and recorded their buddy teaching a lesson. Immediately afterwards, they watched the recording together, engaging in reflective discussion. Trainees acted as both a critical friend and a supportive extra pair of eyes, whilst also assuming the role of reflective practitioner. Data were collected through surveys, focus group interviews and individual reflections shared through an online discussion board. Grounded theory methodology informed an emergent model of reflective practice. Findings – By being and having a training buddy, trainees created their own rules, structures and practices for implementing the process. Themes pointed to a series of mutually created spaces: safe – non-judgemental and creating a sense of solidarity; relaxed – non-pressured and conversational; equal – involving participants at the same professional stage and status; pedagogic – involving the sharing of ideas; negotiated – allowing autonomy and ownership of the process; and alternative – experiencing a different school environment. Originality/value – Trainees endorsed the peer process, illustrating benefits derived from sharing reflection, giving and receiving feedback. It is suggested that collaborative spaces created and owned by training buddies enhance reflective ability and practice.

scholarly journals Video-based visual feedback to enhance motor learning in physical education—a systematic review

2021 ◽  
Author(s):  
Moritz Mödinger ◽  
Alexander Woll ◽  
Ingo Wagner
Keyword(s):  
Physical Education ◽  
Motor Learning ◽  
Skill Acquisition ◽  
Visual Feedback ◽  
Digital Literacy ◽  
School Environment ◽  
Quality Criteria ◽  
Daily Practice ◽  
Technical Equipment ◽  
Verbal Feedback

AbstractWhile studies have indicated that visual feedback promotes skill acquisition and motor learning in controlled settings and for various sports, less is known about its feasibility in physical education, which has specific needs and conditions. For this reason, a systematic literature review was conducted regarding video-based visual feedback in physical education. Out of 2030 initially examined studies, 11 matched the selection and quality criteria. The goal was to determine whether visual feedback can be effective regarding motor learning in physical education in primary and secondary schools, and to investigate whether different visual feedback variants (expert modeling and self-modeling), supported by verbal feedback, are more effective than verbal feedback alone. Subsequently, the different conditions (e.g., age, group size, duration) of the included studies were evaluated for their suitability for everyday applications. Video-based visual feedback seems to be effective to enhance motor learning in physical education and seems to be more effective than solely verbal feedback. However, the results show that the specific conditions (class size, scheduled lessons, available time, technical equipment, the digital literacy of teachers, and data protection) of a school environment must be considered before implementing visual video feedback in daily practice.

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