scholarly journals Emociones del profesorado de educación física: revisión narrativa (2010-2020) (Physical education teacher emotions: narrative review (2010-2020))

Retos ◽  
2020 ◽  
Author(s):  
Felipe Nicolás Mujica Johnson ◽  
Nelly Del Carmen Orellana Arduiz
Keyword(s):  
Physical Education ◽  
Work Performance ◽  
Narrative Review ◽  
Physical Education Teachers ◽  
Professional Experience ◽  
Physical Education Teacher ◽  
Emotional Quality ◽  
Teaching Knowledge ◽  
The Face ◽  
The Subject

  El estudio de las emociones en educación física es cada vez más común. Sin embargo, las emociones del alumnado han gozado de más protagonismo en la literatura, en comparación con las del profesorado. El estudio de las emociones del profesorado se divide en dos enfoques principales, uno orientado a la intensidad y otro a la calidad emocional. Con la finalidad de contribuir a la comprensión de la calidad emocional, se ha decidido realizar una revisión narrativa que tuvo por objetivo analizar los significados de las emociones del profesorado de educación física. La búsqueda se llevó a cabo en siete bases de datos internacionales y se lograron identificar siete investigaciones cualitativas sobre la temática. Los resultados indican que las emociones del profesorado responden al saber docente, los valores, el desempeño laboral, la experiencia personal y profesional. Se concluye que las emociones del profesorado expresan la complejidad de la labor docente y sus posicionamientos éticos frente a diversas situaciones pedagógicas. Abstract. The study of emotions in physical education is increasingly common. However, the emotions of the students have enjoyed more prominence in the literature, compared to those of the teachers. The study of teachers' emotions is divided into two main approaches, one focused on intensity and the other on emotional quality. With the intention of contributing to the understanding of emotional quality, it has been decided to carry out a narrative review that aimed to analyze the meanings of the emotions of physical education teachers. The search was carried out in seven international databases and it was possible to identify seven qualitative investigations on the subject. The results indicate that teachers' emotions respond to teaching knowledge, values, work performance, personal and professional experience. It is concluded that the teachers' emotions express the complexity of the teaching work and their ethical positions in the face of diverse pedagogical situations.

scholarly journals Visión del profesorado de educación física de educación secundaria obligatoria en Andalucía sobre las actividades en el medio natural (Vision of physical education teachers in secondary education in Andalusia on outdoor activities)

Retos ◽  
2015 ◽  
pp. 9-15
Author(s):  
Jesús Sáez Padilla ◽  
José María Rodríguez López ◽  
Francisco Javier Giménez Fuentes-Guerra
Keyword(s):  
Secondary Education ◽  
Physical Education ◽  
Formal Education ◽  
Physical Education Teachers ◽  
Physical Education Teacher ◽  
Outdoor Activities ◽  
Education Teacher ◽  
Natural Vision ◽  
Methodological Rigor ◽  
The Subject

La opinión y participación del profesorado de Educación Física (EF) que imparte docencia en la Etapa de Educación Secundaria Obligatoria (ESO) en la comunidad andaluza, nos ha permitido investigar un bloque de contenido del currículo de esta materia. Venimos observando, desde el comienzo de nuestro trabajo, que las Actividades en el Medio Natural como bloque de contenido en la materia de EF interesan al profesorado, sin embargo, su desarrollo curricular en los centros andaluces en escaso. Desde el rigor metodológico, se ha llevado a cabo un análisis exhaustivo de la legislación, documentos e información relevante que conforman el marco teórico de la  investigación. A continuación se ha recogido, mediante cuestionarios y entrevistas, la opinión del profesorado de EF así como las aportaciones de expertos formadores/as en actividades en la naturaleza. Tras el análisis y discusión de los resultados se han planteado algunas mejoras junto a las perspectivas futuras relacionadas con la formación, el profesorado de EF de los IES andaluces y las actividades en el medio natural. A modo de ejemplo, la incorporación de forma progresiva de actividades formativas y educativas clásicas de la educación no formal como son: las acampadas y los campamentos.Palabra clave: Formación Profesorado, Currículo, Actividades en el Medio Natural y Educación Física.Abstract: The opinions and participation of physical education teacher who teaches in the Secondary Education in the andalusian community has allowed us to investigate a block content of the curriculum of the subject. We have been watching since the beginning of our work, the activities in the environment as a block of content on the subject of interest to teacher of physical education, however, curriculum development in schools in poor andalusians. From the methodological rigor, has conducted a comprehensive analysis of legislation, relevant documents and information that form the theoretical framework of research. The following has been collected through questionnaires and interviews, the views of physical education teachers and input from experts trainers in activities in the environment. After analysis and discussion of the results have raised some improvements with the future outlook related to training, physical education teacher in the Secondary Education in Andalucia and activities in the environment. For example, the incorporation of progressive form of classical training and education activities of non-formal education such as: camping and camps.Key words: Teacher Training, Curriculum, Outdoor Activities and Physical Education.

Revisión de la literatura sobre las características que definen a un buen docente de Educación Física: consideraciones desde la formación del profesorado (A literature review of the characteristics that define a good physical education teacher: considera

Retos ◽  
2021 ◽  
pp. 471-479
Author(s):  
Eloy José Villaverde-Caramés ◽  
María Ángeles Fernández-Villarino ◽  
Belén Toja-Reboredo ◽  
Miguel Ángel González-Valeiro
Keyword(s):  
Physical Education ◽  
Literature Review ◽  
Web Of Science ◽  
Physical Education Teachers ◽  
Initial Training ◽  
Physical Education Teacher ◽  
Continuous Training ◽  
The Subject ◽  
Training Programmes ◽  
Capacity Performance

  El presente trabajo pretende conocer qué características debería tener en consideración el profesorado de Educación Física en enseñanza secundaria para mejorar su eficacia como docentes y cuáles deberían tener más peso en su formación. Se realizó una revisión de la literatura en las bases de datos ERIC, Scielo, Scopus, SportDiscus y Web of Science desde el año 2009 hasta el 2019 (ambos incluidos), seleccionando un total de 12 artículos. Los resultados muestran la importancia de categorías como la capacidad pedagógica, el desempeño e implicación profesional, los rasgos de la personalidad y el conocimiento de la asignatura en la concepción de un buen docente; mientras que otros atributos como la promoción de valores, la consecución de las metas que persigue la materia y el desarrollo de un ambiente positivo en las clases tienen menos protagonismo. Como conclusión, se recomienda reconocer la importancia de estos rasgos en la formación inicial del alumnado universitario, así como reorientar los programas de formación continua del profesorado en ejercicio.  Abstract: the present paper pretends to know what characteristics should take into consideration the physical education teachers in secondary education to improve their effectiveness as a teacher and which should have more importance in their training. A literature review was carried out in the ERIC, Scielo, Scopus, SportDiscus and Web of Science databases from 2009 to 2019 (both inclusive), selecting a total of 12 articles. The results shows the importance of categories such as pedagogical capacity, performance and professional involvement, personality traits and knowledge of the subject in the conception of a good teacher; while other attributes such as the promotion of values, the achievement of the goals pursued by the subject and the development of a positive environment in the classes have less prominence. In summary, it is recommended to recognize the importance of these features in the initial training of university students, as well as to reorient the continuous training programmes of the physical education teachers.

A comparative analysis of physical education and non-physical education teachers who coach high school sport teams

2017 ◽  
Vol 12 (5) ◽  
pp. 557-564 ◽  
Author(s):  
Martin Camiré ◽  
Meredith Rocchi ◽  
Kelsey Kendellen
Keyword(s):  
High School ◽  
Physical Education ◽  
Online Survey ◽  
School Teacher ◽  
Physical Education Teachers ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
School Sport ◽  
Sport Teams ◽  
High School Sport

Although high school sport in Canada has traditionally been an extracurricular activity overseen by physical education teachers, recent findings demonstrate how the majority ( n = 1677, 60%) of coaches are in fact non-physical education teachers. The purpose of the present study was to compare physical education and non-physical education teachers who coach high school sport teams. A national sample of 2890 Canadian high school teacher-coaches (males = 1967, 68%) from all 10 provinces and 3 territories responded to an online survey. Significant differences were found between physical education teacher-coaches and non-physical education teacher-coaches in terms of demographic variables, perceived teacher-coach benefits, and perceived coaching efficacy, whereby physical education teacher-coaches tended to have more favorable perceptions. Based on the results, access to coach education should be facilitated, particularly for non-physical education teacher coaches.

scholarly journals The role of physical education teacher creativity in mediating the influence of HRM practices and performance during the COVID-19 pandemic

2021 ◽  
Vol 6 (3) ◽  
pp. 349-357
Author(s):  
Abdurrohman Muzakki ◽  
Immanuel Muammal ◽  
Bayu Prakoso
Keyword(s):  
Physical Education ◽  
Teacher Performance ◽  
Physical Education Teachers ◽  
Direct Influence ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Hrm Practices ◽  
Teacher Creativity ◽  
And Performance

This research was conducted with the aim of analyzing the position of teacher creativity in an effort to mediate the influence of the practice of Human Resource Management (HRM) which can be carried out by schools to improve teacher performance. This type of research is an explanatory research and also uses a quantitative approach. The variables in this research include several aspects such as the practice of implementing HRM, Teacher Creativity, and the performance of Sports Physical Education Teachers. This research was conducted by reaching a number of 102 Sports Physical Education teachers consisting of several levels such as elementary, middle, and high schools in Malang City, Malang Regency and Batu City. Information can be obtained by distributing questionnaires either directly (offline) or online. The analysis of data information was carried out by researchers using SEM-PLS with the WARP PLS 7 application Meanwhile, the results of this research indicate the findings that the practice of HRM does not have a direct influence on the performance of Sports Physical Education Teachers with a significance value of 0.30 and the effect of HR Practice on The performance of sports teachers mediated by teacher creativity has a significance value of <0.001, which means that the teacher's creativity fully mediates the effect of HR practice on the performance of sports teachers.

scholarly journals Visitando la ciudad de Tianshui. Una mirada a la cultura marcial de la Ruta de la Seda del Norte de China

2012 ◽  
Vol 4 (1) ◽  
pp. 64
Author(s):  
Stanley E. Henning
Keyword(s):  
Economic Development ◽  
Physical Education ◽  
Education Program ◽  
Martial Arts ◽  
Gansu Province ◽  
Short Article ◽  
Cultural Center ◽  
The Past ◽  
The Face ◽  
The Subject

<p>Tianshui city, located in China’s ancient cultural center in Gansu Province, includes a large rural area known as Qinzhou. This area houses pockets of traditional martial arts culture, which allow one to savor the past in the present, even in the face of China’s unprecedented economic development and social change in recent years. The picture described in this short article is based upon the author’s visits to Tianshui, most recently in 2007, on-site discussions with Professor Cai Zhizhong, who teaches martial arts in the physical education program of Tianshui Normal College, and Professor Cai’s writings on the subject. While the modernization taking place throughout China cannot help but have an influence on Tianshui’s traditional martial arts practices, one comes away hopeful that the strong historical awareness and sense of cultural pride exhibited by the area’s residents will insure a continuing role for Tianshui’s traditional martial arts.</p>

scholarly journals PHYSICAL EDUCATION TEACHER AS A REFLECTIVE PRACTITIONER STUDYING AT A SPORTS UNIVERSITY

2017 ◽  
Vol 2 (10) ◽  
pp. 1-8
Author(s):  
Laura Tumynaitė
Keyword(s):  
Physical Education ◽  
Vocational Training ◽  
Opportunity To Learn ◽  
Physical Education Teachers ◽  
Teaching Model ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Training Tool ◽  
European Dimension ◽  
Theoretical Assumptions

Research background.With the rapid advancement and changes in students’ generation, the societyneeds improvements in the process of the preparing physical education teachers. The process of the preparationrequires the development of a practically, individually, creatively,critically minded physical education teachercapable of active and independent problem solving in practice. The article focuses on the process of preparationand improvement of the curriculum for physical education teachers in Lithuania. The aim of the article is toupdate and compare a new European dimension–a reflective teaching model that encourages the analysis ofpast activities and the construction of new activities.The aim of the researchwasto reveal theoretical assumptions about the application of the reflectivemodel in the training of physical education teachers atasports university.Conclusionsandperspectives:It is important to reform the academic and practical content of studiesby creating reflexive physical education teacher training, creating conditions for the reflection of personal andprofessional identity, developing and integrating reflective model approaches into the content of studies,developing teacher competencies, developing reflective analysis and cooperation and interaction with studentsin the areas of knowledge, skills and valuables. The reflective model in vocational training of specialists in thework of physical educationteacherscreates conditions for the development of changes and the search foralternative ways to attract students to enjoy physical activity and fulfill the goal of physical education–to bephysically active not only within the school, but also outside it. This goal is developed at a universitywhereuniversality is particularly emphasized.The argument for the purpose of physicaleducationis part of the research as a training tool for thetraining of physical education teachers. A combination of practicalwork and research is necessaryas it givesthe educators the opportunity to learn themselves to understand their knowledge and maintain opinions.Itwould also help improve the sometimes extremely good status of the teacher of physical education and enhancethe knowledge of the work of a physical education teacher in the practice of professional work.

scholarly journals Ecological and axiological reflection of the concept of sustainable development as a basis for the health-preserving competence of a physical education teacher

2021 ◽  
Vol 104 ◽  
pp. 02008
Author(s):  
Mykola B. Yevtuch ◽  
Vasyl M. Fedorets ◽  
Oksana V. Klochko ◽  
Nina P. Kravets ◽  
Tetiana R. Branitska
Keyword(s):  
Sustainable Development ◽  
Physical Education ◽  
Psychological Health ◽  
Educational Process ◽  
Physical Education Teachers ◽  
Physical Education Teacher ◽  
Ecological Value ◽  
Education Teacher ◽  
The Earth ◽  
Methodological Improvement

The article on the basis of the ecological value of reflection the concept of sustainable development and Hellenistic concepts is conceptual and methodological improvement of health saving competence of Physical Education teachers in the conditions of post-graduate education. There are presented methodological ways of greening of health and fitness technologies and identified opportunities for ecologically oriented their use by the teacher. Based on ecophilic interpretation of Hellenistic ideas are developed methodological concepts “Tellusantropo convergence” of the “Arete of the earth”, “Tellusantropo harmonization”, “Astoria of the Earth”, “Tellusantropo reflection”. Cultural, educational and technological sense of these concepts is existential axiological and ecophilic-oriented representation and interpretation the idea of sustainable development with the aim of using them as a Physical Education teacher in the educational health saving and fitness technologies and practices. In order to form a value relation to the Earth, to develop the “Arete of the Earth” and to unveil the “Existential of the Earth”, we used the value-oriented reflexive technique of the “Epistrophe of the Earth”. The method of “Epistrophe of the Earth” with its further improvement and testing can be used to form a valuable attitude to the Earth, actualization of environmental issues, formation of psychological health of participants in the educational process and actualization of the concept of sustainable development.

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.

Preservice Physical Education Teachers’ Perceived Physical Literacy and Teaching Efficacy

2021 ◽  
Vol 40 (1) ◽  
pp. 146-156
Author(s):  
Siu-Ming Choi ◽  
Raymond Kim-Wai Sum ◽  
Tristan Wallhead ◽  
Amy Sau-Ching Ha ◽  
Cindy Hui-Ping Sit ◽  
...  
Keyword(s):  
Preservice Teachers ◽  
Teacher Preparation ◽  
Physical Education ◽  
Teaching Efficacy ◽  
Teacher Preparation Program ◽  
Physical Education Teachers ◽  
Physical Education Teacher ◽  
Physical Literacy ◽  
Students With Special Needs ◽  
Education Teacher

Physical education teacher education is a time when preservice teachers can reinforce their physical literacy (PL). Professional coursework within the teacher preparation program should also develop their teaching efficacy. In this regard, the purpose of this study was to examine the predictive relationship between preservice physical education teachers’ perceived PL and teaching efficacy. The findings revealed that the PL dimension of self-expression and communication with others was the most significant predictor of teaching efficacy in developing content knowledge, applying scientific knowledge to teaching, teaching students with special needs, and using technology. Furthermore, preservice teachers’ knowledge and understanding of PL predicted their teaching efficacy in accommodating skill level differences within instruction. These predictive relationships suggest that preservice teachers’ PL influences their efficacy to enact effective teaching behaviors and should remain an ongoing priority of physical education teacher preparation programming suggested by the United Nations Educational, Scientific and Cultural Organization.

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