scholarly journals Pre-service Physical Education Teachers’ self-management ability: a training experience in 3D simulation environments (La competencia de autogestión de los futuros maestros de Educación Física: una experiencia formativa en entornos de simulación 3D)

Retos ◽  
2016 ◽  
pp. 30-34
Author(s):  
Luis Marqués Molías ◽  
Jose Cela Ranilla ◽  
Mercè Gisbert Cervera
Keyword(s):  
Physical Education ◽  
Research Work ◽  
3D Simulation ◽  
Self Management ◽  
Physical Education Teachers ◽  
Training Experience ◽  
Management Ability ◽  
High Level ◽  
Performance Results ◽  
Educación Primaria

This study analyses the differences between pre-service Physical Education Teachers (PET) and other students of Education with regard to the ability of self-management. The sample comprised of 58 Spanish students of Education in their last year at the university. The comparison context was a 3D simulation learning environment. Descriptive statistics and non-parametric tests were conducted to develop this research work. Results showed that this technological environment is a space in which students of Education display a high level of self-management ability performance. Results also evince that PET students present better scores than other students of Education in terms of self-management.Resumen. Este estudio analiza las diferencias entre estudiantes para maestros de Educación Primaria con la especialidad de Educación Física y otros estudiantes de Educación respecto a la competencia de autogestión. En este estudio participaron 58 estudiantes españoles de Educación en su último año de universidad. El contexto en el que se desarrolló la experiencia fue un entorno de aprendizaje de simulación 3D. Para su análisis se realizaron estadísticos descriptivos y pruebas no paramétricas. Los resultados mostraron que este entorno tecnológico es un espacio en el cual los estudiantes de Educación despliegan un alto nivel de desempeño en la competencia de autogestión. Los resultados también ponen de manifiesto que los estudiantes de Educación Física obtienen mejores resultados que estudiantes de otras disciplinas respecto a la competencia de autogestión.

scholarly journals Achievement motive of future physical education teachers

2007 ◽  
Vol 39 (2) ◽  
pp. 271-288
Author(s):  
Dusanka Lazarevic ◽  
Biljana Trebjesanin
Keyword(s):  
Physical Education ◽  
Complex Structure ◽  
Motivational Climate ◽  
Male Students ◽  
Physical Education Teachers ◽  
Moderate Degree ◽  
Achievement Motive ◽  
Professional Goals ◽  
The Difference ◽  
High Level

This paper presents the results of the research of the characteristics of achievement motive of future physical education teachers. Starting from understanding of the importance of achievement motive for the successful accomplishment of professional goals and roles of teachers, the aim of our research is to examine the level of achievement motive, the characteristics of its structure and differences according to gender. The instrument MOP2002 (Francesko et al., 2002a) was applied, which presupposes the complex structure of this motive. The sample consisted of 373 students (263 male and 110 female) of the Faculty of Sport and Physical Education in Belgrade. The results show that their achievement motive is characterized by the tendency towards high level of presence, and its structure is in the largest degree determined by the components accomplishing goals as a source of pleasure and perseverance in accomplishing goals, which is followed by orientation towards planning. The component competing with others is demonstrated in a moderate degree and it is least expressed. It was shown that female students have a larger degree of achievement motive when compared to male students, and accomplishing goals as a source of pleasure and perseverance in accomplishing goals mostly contribute to the difference in structure of achievement motive. It can be expected that the achievement motive, with the structure and degree of presence determined in our respondents, will contribute that they, as future teachers, become a good motivational model and the creators of a desirable motivational climate.

scholarly journals Valoración del alumnado y profesorado del material convencional y auto-construido: estudio longitudinal de diseño cruzado en Educación Deportiva (Students and teachers assessment of conventional and self-made material: longitudinal crossover study in Phys

Retos ◽  
2016 ◽  
pp. 20-25 ◽  
Author(s):  
Antonio Méndez-Giménez ◽  
Diego Martínez de Ojeda Pérez ◽  
Juan José Valverde-Pérez
Keyword(s):  
Physical Education ◽  
Primary Education ◽  
Order Type ◽  
Study Data ◽  
The Self ◽  
Physical Education Teachers ◽  
Activity Levels ◽  
Sport Education ◽  
Quasi Experimental ◽  
Educación Primaria

 En la actualidad, el modelo de Educación Deportiva destaca entre los enfoques de enseñanza centrados en el alumnado y con mayor impacto en los profesionales de la educación física. Los beneficios de su hibridación con el enfoque basado en la autoconstrucción de materiales no han sido aún explorados ni de manera longitudinal ni en Educación Primaria. El objetivo fue conocer y comparar la valoración de los docentes y su alumnado del uso de dos tipos de material (convencional y autoconstruido) durante dos temporadas consecutivas de Educación Deportiva. Participaron un total de 51 estudiantes de 3º y 4º de educación primaria y sus dos maestros de educación física. Se realizó un diseño cruzado simple cuasi-experimental de grupos aleatorios y muestreo no probabilístico por conveniencia, en el que los dos niveles de la variable independiente (material convencional y autoconstruido) se aplicaron a los dos cursos participantes. Para la recogida de datos se utilizaron los diarios del docente así como entrevistas grupales a los estudiantes y entrevistas individuales a los docentes, antes y después de la implementación de cada unidad didáctica: ultimate e indiacas. Los datos fueron analizados por medio de comparaciones constantes. Los resultados indican un alto entusiasmo del alumnado durante ambas unidades, aunque muestran una inercia metodológica favorable al material autoconstruido según el orden del tipo de material utilizado. Además, se encontró que el material autoconstruido fomenta la actividad física extraescolar. Futuras investigaciones deberán analizar el nivel de actividad física en la educación física y en el período extraescolar dependiendo del material utilizado.Abstract. Currently, the Sport Education model stands out among the teaching approaches centered on the students and having a higher impact on the Physical Education teachers. The benefits of the hybridization based on self-made materials have not been studied either longitudinally or in Primary Education. The objective was to know and to compare the assessment of teachers and their students regarding the use of two types of materials (conventional and self-made) during two consecutive Sport Education seasons. A total of 51 students enrolled in grades 3 and 4 of Primary Education and their two Physical Education teachers took part in the experience. We used a quasi-experimental simple crossover design with randomized groups and non-probabilistic convenience sampling, in which the two levels of the independent variable (conventional and self-made materials) were applied in the two grade levels participating in the study. Data were collected by means of teacher diaries, group interviews with the students and individual interviews with the teachers, before and after implementation of each of the following didactic units: «ultimate» and «indiacas». Data collection was performed using constant comparisons. The results showed a high level of students’ enthusiasm during both didactic units, although the data analyzed indicated a methodological inertia to the self-made material, according to the order type of the used material. Besides, it was found that the self-made material encourages participation in extracurricular physical activities. Further studies are required to analyze physical activity levels in and outside the Physical Education setting as a function of the material used.

Perceptions of their knowledge, practices and competence in sports injury prevention recognition and management by physical education teachers in Yogyakarta, Indonesia

2021 ◽  
Vol 43 (2) ◽  
pp. 39-51
Author(s):  
Luthfi Hidayat ◽  
Meirizal ◽  
Yudha Mathan Sakti ◽  
Yuni Artha Prabowo Putro ◽  
Aditya Fuad Robby Triangga ◽  
...  
Keyword(s):  
Physical Education ◽  
Injury Prevention ◽  
Injury Risk ◽  
Life Support ◽  
Sports Injury ◽  
Physical Education Teachers ◽  
Self Awareness ◽  
Training Experience ◽  
Skill Levels ◽  
Knowledge Practices

During a Physical Education (PE) class, students may encounter risks of injury. PE teachers, therefore, should possess competent knowledge and skill levels in sports injury prevention as well as good self-awareness of their abilities to manage any injury. This study aimed to evaluate the perceived knowledge, practices, and competence in the area of sports injury prevention, recognition, and management of PE teachers in Yogyakarta Special Province. The associations between PE teachers’ sociodemographic characteristics and their self-perceptions were also investigated. Subjects were Senior High School PE teachers who were willing to complete the questionnaire developed by the research team. 191 PE teachers voluntarily participated in the study. The results showed the lowest scores were found for: 1) the teachers’ practice in recording students’ medical history and assessing injury risk when starting a new academic year; 2) the teachers’ practice in evaluating the condition of first aid kits and Basic Life Support (BLS) devices; and 3) the teachers’ perceived competence in splinting. Only greater knowledge of the PRICE principle was associated with the teachers’ level of education and training experience and splinting competence with years of teaching. BLS training experience had the stronger association with perceptions of knowledge and skills in the recognition and treating of injuries.

Justificación del valor educativo de la Educación Física y el docente. ¿Qué profesional del deporte debe impartir la materia de Educación Física? ¿El Maestro/a y Profesor/a de Educación Física o el Monitor/a deportivo/a? (Justification of the educational

Retos ◽  
2020 ◽  
pp. 852-867
Author(s):  
Vicente Miñana-Signes ◽  
Manuel Monfort-Pañego
Keyword(s):  
Secondary Education ◽  
Physical Education ◽  
Free Time ◽  
Professional Competencies ◽  
Physical Education Teachers ◽  
Primary And Secondary Education ◽  
School Sports ◽  
Competencias Profesionales ◽  
Educación Primaria ◽  
And Training

Esta revisión teórica pretende explicar y reflexionar sobre lo que es la Educación Física de calidad y las competencias profesionales de los docentes de la materia para no confundirlo con el deporte escolar. Actualmente, son varias las instituciones que recomiendan una Educación Física de Calidad, y entre otros aspectos destacan que esta debe aumentar hasta las 3h lectivas a la semana tanto en la etapa de educación primaria obligatoria como en la secundaria. En la Comunidad Valenciana, el programa de “Esport a l’Escola+1h EF” propone que las federaciones deportivas se encarguen de desarrollar dicho proyecto dirigido a todo el alumnado de 3º y 4º de primaria en la hora de libre disposición y lectiva de los centros escolares anteriormente mencionados. Sin embargo, el docente de Educación Física (maestro/a y profesor/a) tiene unas competencias y formación específicas para poder acometer las funciones que le son propias y que, por lo tanto, difieren mucho de la de los técnicos o monitores deportivos, que, sin ser mejores ni peores, se desarrollan en otro contexto, con otros recursos, y con otro tipo de objetivos. La Educación Física y el deporte escolar son distintos pero complementarios. Existen otros cauces, como pueda ser el Proyecto Deportivo de Centro para fomentar la cohesión entre estos dos ámbitos, el educativo y el federativo.Abstract. This theoretical review aims at explaining and reflecting on what quality Physical Education and teachers’ professional competencies are, so as not to confuse it with school sports. Currently, there are several institutions that recommend a Quality Physical Education, and among other aspects they emphasize that this should increase up to 3 hours per week both in the stage of compulsory primary and secondary education. In the Valencian Community, the “Esport a l'Escola + 1h EF” program proposes that sports federations be responsible for developing said project aimed at all students in grades 3 and 4 during free time and based on the choice of the mentioned schools. However, Physical Education teachers (teachers and professors) have specific skills and training to be able to undertake the functions that are proper to their job, therefore, differ greatly from that of sports technicians or instructors, who are not better or worse, but work in another context, with other resources, and with other types of objectives. Physical Education and school sports are different but complementary. There are other channels, such as the Sports Center Project, to promote cohesion between these two areas, education and federation. 

scholarly journals Valoración sobre la formación en la mención de Educación Física, por parte del alumnado de Grado en Educación Primaria (Primary Education degree students’ assessment of training in the area of Physical Education)

Retos ◽  
2018 ◽  
pp. 194-199
Author(s):  
Marta Delicado Valverde ◽  
José Jesús Trujillo Vargas ◽  
Luisa María García Salas
Keyword(s):  
Physical Education ◽  
Primary Education ◽  
Physical Education Teachers ◽  
Initial Training ◽  
Education Degree ◽  
Specialist Teachers ◽  
Educación Primaria ◽  
The University ◽  
And Training

La formación inicial de los maestros especialistas en Educación Física ha “sufrido” profundos cambios con las reformas educativas. Lo que debiera seguir siendo igual de relevante es la importancia que tiene el hecho de que sean los propios alumnos quienes valoren la calidad de su formación como docentes especialistas futuros en esta área. En este estudio, nos servimos del instrumento validado por Moreno y Conte (2001) para la Valoración y Capacitación sobre la Docencia en Educación Física (V.A.C.D.E.F.), que hemos pasado a 39 alumnos del Grado en Educación Primaria, que cursan la mención en Educación Física, de un Centro de la Universidad de Cádiz. Entre los hallazgos más importantes, hemos de destacar que los alumnos se sienten, a nivel general, capacitados para desempeñar la labor docente futura, están de acuerdo con los contenidos que se imparten en su formación, se encuentran interesados por los aspectos técnicos de los deportes y por la especialidad en sí misma y apuestan por más clases prácticas dentro de su formación. Abstract. The initial training of Physical Education teachers has "undergone" deep changes along with educational reforms. What should remain equally relevant is that students, as future specialist teachers in this area, should be the ones who value the quality of their education. In this research, we use the tool validated by Moreno and Conte (2001), the Assessment and Training on Teaching in Physical Education (V.A.C.D.E.F.), which we applied to 39 Primary Education degree students who attend the program in Physical Education at a Center of the University of Cádiz. Among the most important findings, we emphasize that the majority of students feel well trained for carrying out the future teaching work. They agree with the contents that are imparted in their program, they are interested in the technical elements of sports and the specialty itself, as well as they strive for more practical classes within their training.

scholarly journals Study Regarding the Planning Process in Physical Education and Sports

2021 ◽  
Vol 26 (1) ◽  
pp. 58-69
Author(s):  
Marcel Pomohaci ◽  
Ioan Sabin Sopa
Keyword(s):  
Physical Education ◽  
Planning Process ◽  
Sport Activity ◽  
Physical Education Teachers ◽  
Significant Activity ◽  
Planning Activity ◽  
Fundamental Process ◽  
New Curriculum ◽  
High Level

Abstract The planning process in every domain represents the first fundamental process; also, the physical and sport activity needs meticulous planning of the activity so that the density of the physical lessons and the efficiency to be at a high level. Our study is based on a questionnaire undertaken by ten physical education teachers from Sibiu City regarding planning the PE activity, the efficiency of the methods used in planning the activity, and other essential problems that occurred in the process of planning the PE activity. The research found out that the planning activity must be changed and adapted to children’s new needs in teachers’ opinion. Also, the documents are often too many and sometimes useless occupying teachers’ time and not being so efficient. The research conclusions are that planning the PE activity is a significant activity and new ways of planning and new curriculum should be added, and many inefficient documents should disappear so that the teachers’ time is used more efficiently.

scholarly journals Estudio sobre las variables que influyen en el desarrollo de los contenidos en educación física en primaria en el Principado de Asturias (Study on the variables that influence the development of content in physical education in primary school in the Prin)

Retos ◽  
2015 ◽  
pp. 104-109
Author(s):  
David Méndez Alonso ◽  
Javier Fernández Río ◽  
Antonio Méndez Giménez ◽  
José Antonio Prieto Saborit
Keyword(s):  
Physical Education ◽  
Motor Skills ◽  
Ad Hoc ◽  
Physical Education Teachers ◽  
Specific Content ◽  
Inferential Analysis ◽  
Las Mujeres ◽  
Stage 1 ◽  
Educación Primaria ◽  
Body Expression

El objeto de este estudio fue comprobar el nivel de trabajo asociado a los bloques de contenidos del currículo de Educación Física (EF) en Educación Primaria (EP) en Asturias. 120 maestros de EF, 58 mujeres (48.3%) y 62 varones (51.7%), con una media de edad de 40.87 ± 7.53 años, accedieron a contestar un cuestionario ad hoc diseñado para valorar el grado de trabajo asociado a cada bloque de contenidos y las variables que pueden estar condicionándolo. Tras la realización de un análisis de los datos obtenidos de tipo descriptivo y otro posterior de tipo inferencial, género, edad, antigüedad en el servicio docente, ciclo en el que imparte docencia y formación inicial y permanente se han manifestado como fuertes indicadores del trabajo en la práctica. El bloque de contenidos referido a los juegos y deportes es el que más se aborda en la práctica, en detrimento, significativamente, de las actividades artístico-expresivas y la salud. La preponderancia de este bloque se presenta en toda la etapa a excepción del primer ciclo, donde se aprecia un mayor trabajo referido al cuerpo: imagen y percepción. Las mujeres manifiestan una mayor vinculación al trabajo de expresión corporal y salud, frente a los docentes varones que orientan más su docencia hacia los juegos y deportes y las habilidades motrices. Otros factores como la importancia que el docente asigna a cada bloque, la motivación para su impartición y la satisfacción tras su puesta en práctica se presentan como factores determinantes del tipo de trabajo realizado.Abstract. The goal of this study was to asses which contents were truly developed in Asturias’ Primary Physical Education. 120 Physical Education teachers, 58 females (48.3%) and 62 males (51.7%) with a mean age of 40.87 ± 7.53 agreed to complete an ad hoc questionnaire designed to asses which contents are truly developed in class, and the different variables that might affect this selection. Following a descriptive and an inferential analysis, the variables gender, age, seniority, and initial and permanent training were found to be strong indicators of content use in practice. Games and sports are the most developed contents, while body expression and health are the under-developed contents. This predominance is observed in all stages of Primary Education, except in stage 1 where body contents are most popular. Females showed a stronger tendency to develop body expression and health contents, while males are more oriented towards games and sports and motor skills. Finally, other elements such as the relevance that each teacher gives to a specific content, teachers’ motivation to teach certain contents or their satisfaction after teaching them are also determinants of the type of work conducted in class.

scholarly journals Las razones del cambio de desempeño laboral en los docentes de Educación Física en el contexto gallego (The reasons for changing jobs among Physical Education teachers in the Galician context)

Retos ◽  
2020 ◽  
pp. 153-161
Author(s):  
Raúl Eirín Nemiña ◽  
Alberto Sanmiguel-Rodríguez ◽  
Jesús Rodríguez Rodríguez
Keyword(s):  
Physical Education ◽  
Job Performance ◽  
Physical Education Teachers ◽  
Teaching Staff ◽  
Professional Burnout ◽  
Teaching Management ◽  
Job Change ◽  
Determining Factors ◽  
Educación Primaria

  En este estudio analizamos las razones que justifican los cambios de desempeño laboral en los docentes de Educación Física (EF). De un modo concreto, nos preguntamos por las razones del desgaste profesional que sufren los docentes y que justifican los cambios y abandono de los docentes. Para ello desarrollamos un estudio descriptivo en el que participaron un total de 120 docentes de EF que realizan su función en las etapas de Educación Primaria y Secundaria en la Comunidad Autónoma de Galicia. Para la obtención de información cumplimentaron un cuestionario, elaborado a partir del Teacher Follow-up Survey. Destacamos que, en general, el profesorado indica que la escasa valoración hacia la EF por parte de la administración influye mucho en dicho cambio de trabajo. Igualmente, otro de los factores determinantes del cambio de desempeño laboral es la escasa consideración hacia la EF por parte de las familias. Los docentes cuando deciden buscar un nuevo horizonte profesional suelen optar por un cambio de especialidad y la dedicación a tareas de gestión docente.  Abstract. In this study we analyze the reasons that justify changes in job performance in Physical Education (PE) teachers. In a concrete way, we ask ourselves about the reasons for the professional burnout suffered by teachers and that justify the changes and abandonment of teachers. For this, we developed a descriptive study in which a total of 120 PE teachers participated, who perform their function in the stages of Primary and Secondary Education in the Autonomous Community of Galicia. To obtain information, they completed a questionnaire, prepared from the Teacher Follow-up Survey. We highlight that, in general, the teaching staff indicates that the low assessment of PE by the administration greatly influences this job change. Likewise, another of the determining factors of the change in job performance is the scant consideration for PE by families. When teachers decide to seek a new professional horizon, they usually opt for a change of specialty and dedication to teaching management tasks.

scholarly journals Las actividades en el medio natural en la educación física escolar. Formación y actitud del profesorado de Educación Primaria (The nature activities in physical education. Formation and attitude of teachers in Elementary School)

Retos ◽  
2015 ◽  
pp. 122-126
Author(s):  
Rubén Navarro Patón ◽  
Victor Arufe Giraldez ◽  
Estefanía Sancosmed Santaballa
Keyword(s):  
Physical Education ◽  
Natural Environment ◽  
Primary Schools ◽  
Ad Hoc ◽  
Physical Education Teachers ◽  
Cross Sectional ◽  
Rural And Urban ◽  
Education Act ◽  
Educación Primaria ◽  
New Education

Con la realización de este trabajo pretendemos conocer sí existen diferencias o no, en cuanto actividades en el medio natural que se realizan en el marco del área de Educación Física en los centros educativos rurales y urbanos de Primaria de la provincia de Lugo. Con este propósito, se realizó un estudio descriptivo transversal utilizando como instrumento de recogida de datos un cuestionario ad hoc, consistente en 30 preguntas, haciendo hincapié en factores como los que favorecen su puesta en práctica, aspectos relacionados en cuanto a metodología, al tipo de contenidos y actividades que se realizan y su evaluación. Participaron en el estudio 35 docentes (18 mujeres y 17 hombres). Los resultados muestran un cierto interés de los docentes de Educación Física hacia la realización de este tipo de salidas. No se halló una relación estadística significativa entre los docentes que realizaron cursos de formación o formación inicial sobre este tipo de actividades y su interés en la realización de salidas a la naturaleza, tampoco se halló relación entre el tipo de centro, urbano o rural, y la programación de actividades físicas en el medio natural. Como conclusión y siendo conocedores de las limitaciones de nuestro trabajo es conveniente la realización de futuros estudios sobre este ámbito ahora que en la nueva Ley educativa así aparece reflejado, además de facilitar al docente cursos de formación permanente en este campo con el fin de que adquiera un mayor dominio de estos contenidos, ya según la muestra estudiada la mayoría consideran insuficiente su formación inicial sobre estas actividades.Palabras clave. Actividades físicas en el medio natural, profesorado, Educación Primaria, educación física.Abstract. With performing this paper, we claim to know the differences do exist or not, as activities in the natural environment that are performed within the area of physical education in rural and urban primary schools in the province of Lugo. For this purpose, a cross-sectional descriptive study using as an instrument of data collection an ad hoc questionnaire consisting of 30 questions, emphasizing factors such as favoring their implementation, aspects in terms of methodology, the type was performed content and activities carried out and evaluation. Participated in the study 35 teachers (18 women and 17 men). The results show some interest in physical education teachers towards achieving these outputs. A statistically significant relationship between teachers who conducted training or initial training in this type of activity and interest in conducting nature outings was found. In conclusion and being knowledgeable about the limitations of our work is desirable future studies on this area now that the new Education Act and is reflected also facilitate the teaching continuing education courses in this field in order to acquire greater mastery of these contents as how emerges from this study, most consider insufficient respect their initial training.Keywords: Physical activities in the natural environment, teachers, primary education, physical education.

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