scholarly journals Evaluación de la educación física escolar en Enseñanza Secundaria (Evaluation of physical education in secondary school)

Retos ◽  
2016 ◽  
pp. 76-81
Author(s):  
Fernando Javier Rodríguez-Rodríguez ◽  
Cristian Curilem Gatica ◽  
Francisco José Berral de la Rosa ◽  
Atilio Aldo Almagià Flores
Keyword(s):  
Public Schools ◽  
Physical Education ◽  
Secondary School ◽  
Primary Schools ◽  
Active Lifestyle ◽  
Fitness Evaluation ◽  
New Instrument ◽  
Self Development ◽  
Contextual Elements

El objetivo de este estudio, fue destacar qué otros elementos contextuales son más importantes que la evaluación de la condición física, para evaluar la calidad de la educación física a nivel escolar. Teniendo esto en perspectiva, se diseña un nuevo instrumento que permita determinar la percepción de los escolares de acuerdo a su proceso de formación en educación física. Se aplica el instrumento a 174 escolares de ambos sexos (80 hombres; 94 mujeres) con una edad media de 13,8 + 0,7 años, pertenecientes a Octavo año de Enseñanza Básica de colegios de distintos contextos económicos. Los resultados muestran diferencias en el “desarrollo de vida activa”, “desarrollo de autocuidado” y en “didáctica de la clase”, donde los colegios municipales presentan un valor más bajo que los particulares privados. Entre hombres y mujeres existen algunas diferencias en sus respuestas, pero que no permiten obtener conclusiones claras. No obstante, los valores más bajos se dan en  “expresión motriz” y “actividades en el entorno natural”, esenciales para una vida activa, pero que parecen no estar tratándose en el currículo de educación física. Este instrumento puede ser una valiosa estrategia de evaluación del contexto escolar de educación física.Abstract. The aim of this study is to highlight which contextual elements are more important than physical fitness evaluation in the assessment of the quality of physical education in schools. From this perspective, a brand new instrument was designed to determine students’ perception of their educational development in physical education. The instrument was applied to 174 eight-graders (94 girls, 80 boys) with an average age of 13.8 ± 0.7 years, enrolled in primary schools from different socioeconomic contexts. The results show differences in "Developing active life", "self-development", and "in-class pedagogy", public schools obtaining lower scores than private ones. Differences were also found in the responses of boys and girls, however, they do not allow for clear conclusions. The lowest scores were obtained in "Motor Expression" and "outdoor activities". Despite being essential for an active lifestyle, these activities do not seem to be used within the physical education curriculum. This instrument can represent a valuable means for evaluating school physical education context.

scholarly journals Description of the school environment related to physical education classes, recess, extracurricular activities and physical spaces in the city of Pelotas, RS, Brazil

2015 ◽  
Vol 20 (5) ◽  
pp. 524
Author(s):  
Alan Knuth ◽  
Inácio Silva ◽  
Pedro Hallal
Keyword(s):  
Public Schools ◽  
Physical Education ◽  
Extracurricular Activities ◽  
Private Schools ◽  
School Environment ◽  
Primary Schools ◽  
Public And Private ◽  
Physical Spaces ◽  
The City

The aim of the present study was to describe the school environment of public and private primary schools from the city of Pelotas, RS, Southern Brazil, according to the availability of Physical Education (PE) classes, breaks, extracurricular activities and physical spaces. A cross-sectional study was conducted, including both public and private schools. In each school, the principal or a PE teacher was interviewed to assess PE classes, recess and extracurricular activities, while a checklist was carried out to evaluate the quality and availability of physical spaces.  A total of 71.9% of the 99 schools had PE classes for grades 1 to 4. Extracurricular projects were available in 59.6% of the schools and 71.2% offered free activities to students. The most common activities are dancing and “futsal”. There was a gym in 10.1% of schools (40.0% of private and 4.8% of public schools). Higher availability and quality of outdoor courts, indoor rooms, multimedia rooms and green areas were more consistently found among private schools than public schools. Our findings indicated a low coverage of PE classes in grades 1 to 4, and insufficient availability and quality of physical structures in the public schools, compared to private ones. Many environmental features should be used in order to improve students’ health and well-being.

The learning environment in upper secondary school physical education: The student perspective

2020 ◽  
Author(s):  
Aron Gauti Laxdal
Keyword(s):  
Physical Education ◽  
Secondary School ◽  
Learning Environment ◽  
Physical Education Teachers ◽  
Learning Support ◽  
Upper Secondary School ◽  
New Instrument ◽  
Upper Secondary ◽  
The Subject ◽  
The Individual

The overreaching aim of this thesis was to gain a better understanding of the students’ perceptions of the learning environment in upper secondary school physical education, with special focus on marginalized subgroups. More specifically, the intention was to explore whether students perceived their learning environment differently depending on their teachers’ gender, the learning support they received or the perceived competence they had. Despite the learning environment being a well-researched phenomenon in the more academic school subjects, there was a substantial knowledge gap concerning its influence in physical education. The individual works that form this ensemble aimed to occlude some of those gaps. In an effort to achieve the aforementioned aims, a new instrument measuring teacher learning support in the physical education context was also constructed and validated. The chosen methodology for the thesis was cross-sectional, comprising of a multicomponent self-report questionnaire. The data was analyzed using various analytical tools, including structural modeling analysis and MANCOVA between group comparisons. The participants were 1133 upper secondary school students (Mage = 17.2, SD = 0.86) from Norway (n = 554) and Iceland (n = 579), and 17 Norwegian PE teachers (11 males, 6 females). The sampling of participants was performed using a stratified procedure representing both urban, suburban and rural settlements. Multiple steps were taken to ensure adequate sample representability. The collective results of the individual papers indicate that the current organizational trends in PE are more in line with the needs of the highly competent students, and less so with the needs of the less competent students. This tendency intensifies the differences between these groups and may be one of the primary drivers behind the negative relationship between age and appreciation for the subject. Further, the students do not appear to be self- regulating their learning to the same extent as they are in other subjects, despite the teachers efforts to facilitate the behavior. The cause of this discrepancy likely being PE’s reputation as a recreational subject, underlined by the absence of homework and the playful nature of the lessons. Additionally, the role of the teacher’s gender in influencing the PE experience seems to be exaggerated. Gender matching and positive discrimination of female PE teachers are therefore unlikely to improve the learning environment of female students. The concluding recommendations are multitudinous and include suggestions to all the stakeholders of the subject. They include an appeal to the policymakers to rely more heavily on the body of research when implementing or adjusting policy, a plea to the teaching institutions educating the physical education teachers to emphasize formative teaching practices to a greater extent in their program, in order to promote learning behavior, and a call to the physical education teachers to address the various challenges related to the less interested and less competent students by reducing the benefits of sporting experience and ameliorating the current curriculum implementations by introducing more non-traditional sports and activities.

scholarly journals Patologías físicas sufridas por los profesores de Educación Física de E.S.O de la provincia de Jaén en su lugar de trabajo(Physical injuries related to workplace conditions in secondary school Physical Education teachers in Jaen)

Retos ◽  
2015 ◽  
pp. 118-121
Author(s):  
María Carrasco Poyatos ◽  
Manuel Vaquero Abellán ◽  
Alberto Espino Poza
Keyword(s):  
Physical Education ◽  
Secondary School ◽  
Physical Education Teachers ◽  
Building Conditions ◽  
Workplace Conditions ◽  
Calidad De Vida ◽  
Physical Injuries ◽  
Safety And Health ◽  
State Administration

La finalidad del presente estudio fue conocer las patologías más frecuentes que afectan a los profesores de Educación Física de E.S.O. de la provincia de Jaén, las bajas que habitualmente les mantienen alejados de su lugar de trabajo y las soluciones que proponen para mejorar su situación laboral y a la vez su salud y su calidad de vida. Participaron 216 docentes de los que se seleccionó al azar una muestra de 50 profesionales. La recogida de datos se llevó a cabo mediante una encuesta original auto cumplimentada. El 30% de la muestra sufrió alguna patología física en su lugar de trabajo. Las patologías más frecuentes fueron: esguince de tobillo (13%) y lumbalgia (10%). La duración de la baja laboral producida por estas patologías fue de 1 a 20 días. Las soluciones que propusieron para reducir la incidencia de lesiones fueron: mejorar los materiales y las instalaciones (72%) y menos horas de trabajo por jornada laboral (20%). En conclusión, las soluciones propuestas por los docentes para reducir la incidencia de estas patologías son competencia de la Administración General del Estado y, por consiguiente, es su labor resolver esta situación para mejorar la seguridad y la salud de sus trabajadores.Abstract: The aim of the present study was to investigate Physical Education teacher’s injuries related to their workplace conditions in the secondary schools from Jaen province, their effect in sick leaves, and the solutions suggested to enhance their health and quality of life. 50 teachers were randomly chosen from a sample of 216 instructors. All teachers filled in a standard questionnaire. 30% suffered any injury in their workplace. The most common injuries suffered were: uncle sprain (13%) and backache (10%). These injuries caused 1 to 20 days long sick leaves. The solutions suggested by those Physical Education teachers were related to change teaching material and building conditions (72%), and to reduce the timetable (20%). In conclusion and owing to legal regulations, General State Administration should improve Physical Education teacher’s workplace conditions in order to keep their safety and health.

scholarly journals Study of the Digital Teaching Competence of Physical Education Teachers in Primary Schools in One Region of Spain

2020 ◽  
Vol 17 (23) ◽  
pp. 8822
Author(s):  
Jorge Rojo-Ramos ◽  
Jorge Carlos-Vivas ◽  
Fernando Manzano-Redondo ◽  
María Rosa Fernández-Sánchez ◽  
Jara Rodilla-Rojo ◽  
...  
Keyword(s):  
Public Schools ◽  
Physical Education ◽  
Primary Schools ◽  
Teaching Profession ◽  
Physical Education Teachers ◽  
Official Journal ◽  
Digital Competence ◽  
Continuous Formation ◽  
Teaching Competence ◽  
Common Framework

In today’s society and, in the teaching profession especially, it is demanded that we have a remarkable digital competence and have continuous formation in technological recycling. This study intends to describe and expose the levels of digital competency amongst physical education teachers working in the public school system of Spain, by what was established in the portfolio of teacher digital competence of one region of Spain which was published on the 12th of June 2015 in the Official Journal of Extremadura. The design of our research is of a descriptive type. The instrument used to collect data was the questionnaire published in appendix IV of the previously mentioned portfolio official of a region of Spain. A total of 201 students were tested. The principle obtained results show that primary physical education teachers in public schools in Spain have a basic level of digital teaching competence, more specifically an A2 level. This is in comparison with the guidelines established by the Common Framework for Digital Competence of Teachers 2.0.

scholarly journals Opinions of Physical Education Teachers on the Concept of Sportsmanship

2017 ◽  
Vol 7 (1) ◽  
pp. 71
Author(s):  
Yakup Koc ◽  
Oguz Kaan Esenturk
Keyword(s):  
Public Schools ◽  
Physical Education ◽  
Critical Incident ◽  
Descriptive Analysis ◽  
Structured Interview ◽  
Theory And Practice ◽  
University Education ◽  
Physical Education Teachers ◽  
Sufficient Information

The purpose of this study is to evaluate the opinions of physical education teachers on the concept of sportsmanship. This study, which has been based on the qualitative research paradigm, involves opinions of 13 physical education teachers (9 males and 4 females) which serve in public schools of Turkey and which have been specified through a critical incident sampling. A “semi-structured interview form” which has been developed using a literature review and expert opinions has been used to collect data. The descriptive analysis technique was used in analyzing the obtained data. Results of the study showed that physical education teachers have different views on the sportsmanship concept. Although physical education teachers stated their opinions on requirement of activities towards enhancing the awareness with regard to the sportsmanship concept in schools they work in, it was determined that they performed few activities pertaining to sportsmanship. However, it was seen that the current physical education course programs do not provide teachers with sufficient information regarding the sportsmanship education and that teachers desire to have education on the sportsmanship concept during in-service training activities. Furthermore, the involved teachers think that quality of the current university education in terms of the sportsmanship concept should be improved. In conclusion, in order to enhance the quality of physical education teachers with regard to the sportsmanship concept, particularly faculties of education are recommended to include compulsory courses containing both the theory and practice on sportsmanship and researchers are recommended to develop sample activities and practice guiding physical education teachers.

scholarly journals Evaluación de la calidad de la Educación Física en la ciudad de Shahriar según el modelo SERVQUAL

2020 ◽  
pp. 125-128
Author(s):  
A. Monazami ◽  
F. Karami ◽  
M. Shahbazi
Keyword(s):  
Quality Of Service ◽  
Physical Education ◽  
Secondary School ◽  
Secondary School Students ◽  
Education Quality ◽  
Educational Services ◽  
School Students ◽  
Tenth Grade ◽  
Twelfth Grade

El objetivo fue evaluar la calidad de la educación física en las escuelas secundarias de la ciudad de Shahriar utilizando el modelo SERVQUAL. La muestra consistió en 336 (217 hombres y 119 mujeres) estudiantes de secundaria de Shahriar en 2019-2020. La distribución de los alumnos fue: 166 alumnos (49.4%) de décimo grado, 132 alumnos (39.5%) de undécimo grado y 38 alumnos (11.1%) de duodécimo grado. El instrumento utilizado fue una adaptación del cuestionario SERVQUAL, con el título "Calidad de servicio en educación física" (alfa de Cronbach=0.949). Los datos se analizaron con SPSS 16. La calidad de los servicios educativos deseables fue significativamente (p<0.01) mayor que la calidad de los servicios educativos disponibles en todas las dimensiones estudiadas: elementos tangibles, fiabilidad, sensibilidad, seguridad, empatía. Para los estudiantes de décimo grado, la dimensión más importante fue la de elementos tangibles y la menos importante fue la de sensibilidad. Para los estudiantes de undécimo grado, la dimensión más importante fue la de seguridad y la menos importante la sensibilidad. Para los estudiantes de duodécimo grado, la dimensión más importante fue la de seguridad y la menos importante la de empatía. Los resultados de este estudio pueden usarse para mejorar la calidad de la educación en los centros educativos, particularmente en Educación Física. The objective was to assess the quality of Physical Education in secondary schools of Shahriar city using the SERVQUAL model. The sample consisted of 336 (217 males and 119 females) secondary school students of Shahriar in 2019-2020. The distribution of the students was: 166 students (49.4%) of tenth grade, 132 students (39.5%) of eleventh grade and 38 students (11.1%) of twelfth grade. An adaptation of SERVQUAL questionnaire was the instrument used, with the title “Quality of Service in Physical Education” (Cronbach's alpha=0.949). Data were analyzed with SPSS 16. The quality of the desirable educational services was significantly (p<0.01) higher than the quality of the available educational services in all the dimensions studied: Tangibles, Reliability, Responsiveness, Assurance, Empathy. For tenth grade students, the most important dimension was tangibles and the least important was responsiveness. For eleventh grade students, the most important dimension was assurance and the least important was responsiveness. For twelfth grade students, the most important dimension was assurance and the least important was empathy. The findings of this study can be used to improve education quality in schools, particularly in Physical Education.

scholarly journals Infraestrutura escolar e Educação Física: tensões e conflitos

2020 ◽  
pp. 1
Author(s):  
Rubem Barboza Ferreira Neto
Keyword(s):  
Public Schools ◽  
Physical Education ◽  
Elementary Education ◽  
Structured Interview ◽  
Education Curriculum ◽  
Palabras Clave ◽  
Qualitative Research Methodology ◽  
Investigación Cualitativa ◽  
The City

<p>Pretende-se, neste artigo, estudar a influência das infraestruturas escolares desportivas no cumprimento do currículo de Educação Física, na qualidade do processo de ensino e nas aprendizagens realizadas pelos alunos. Trata-se de um estudo de metodologia investigativa qualitativa que utilizou a entrevista semiestruturada como instrumento de coleta e produção de dados. A pesquisa empírica contemplou entrevistas com os cinco diretores das escolas públicas municipais dos anos finais do ensino fundamental da cidade de Armação dos Búzios-RJ. Os dados obtidos pela análise de conteúdo foram organizados em três categorias, sendo a categoria “Descaso Público” elucidativa e didática. Infere-se que o ambiente de aprendizagem existente (as quadras polidesportivas em praças públicas) e a infraestrutura escolar disponibilizada para as aulas de Educação Física inviabilizam o cumprimento do currículo em sua integralidade, afetam os conteúdos de ensino e, por conseguinte, os objetivos educacionais não são atingidos.</p><p><strong>Palavras-chave</strong>: Infraestrutura Escolar, Educação Física, Ensino Fundamental, Políticas Públicas.</p><p> </p><p><strong>Infraestructura escolar y Educación Física: tensiones y conflictos</strong></p><p>Se preconiza, en este artículo, estudiar la influencia que tienen las infraestructuras deportivas de las escuelas en el cumplimiento de la asignatura de Educación Física, en la calidad del proceso de enseñanza y en el aprendizaje realizado por los estudiantes. Este es un estudio de metodología de investigación cualitativa que utilizó, como instrumento de recolección y producción de datos, la entrevista semiestructurada. La investigación empírica incluyó entrevistas con los cinco directores de las escuelas públicas municipales de los últimos años de la enseñanza primaria en la ciudad de Armação dos Búzios-RJ. El análisis de contenidos nos hizo llegar a tres categorías, siendo la categoría “Desconsideración Pública” esclarecedora y didáctica. Se infiere que el ambiente de aprendizaje (las instalaciones polideportivas en plazas públicas) existente y la infraestructura escolar disponible para las clases de Educación Física, hacen que sea imposible cumplir el plan de actividades en su totalidad, afectan a los contenidos de enseñanza y, por consiguiente, no se logran los objetivos educacionales.</p><p><strong>Palabras clave</strong>: Escuela Infraestructura, Educación Física, Escuela Primaria, Políticas Públicas.</p><p> </p><p><strong>School infrastructure and Physical Education: tensions and conflicts </strong></p><p>It is recommended, in this article, to study the influence that sports school infrastructures have on the fulfillment of the Physical Education curriculum, on the quality of the teaching process and on the learning carried out by the students. This is a qualitative research methodology that used as a data collection and production tool, the semi-structured interview. The empirical research included interviews with the five directors of municipal public schools in the final years of elementary education in the city of Armação dos Búzios-RJ. The content analysis brought us to three categories, being the category “Public Neglect”, elucidative and didactic. It is inferred that the existing learning environment (the multi-sports courts in public squares) and the school infrastructure made available to the Physical Education classes make it impossible to comply with the curriculum in its entirety, affects the contents of teaching and, therefore, the objectives are not reached.</p><p><strong>Keywords</strong>:School Infrastructure, Physical Education, Elementary School, Public Policy.</p><p> </p>

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