scholarly journals Aspectos metodológicos clave para la formación de futuros maestros de Educación Física (Key methodological aspects for the training of future Physical Education teachers)

Retos ◽  
2019 ◽  
pp. 572-578
Author(s):  
Daniel Bores García ◽  
Antonio Luis Marín Rojas ◽  
César Méndez Domínguez ◽  
Juan José Mijarra Murillo ◽  
José Manuel Delfa De La Morena
Keyword(s):  
Physical Education ◽  
New Technologies ◽  
Essential Elements ◽  
Shared Vision ◽  
Physical Education Teachers ◽  
Teacher Student ◽  
Evaluation Procedures ◽  
Communication Work ◽  
Nuevas Tecnologías ◽  
Futuros Maestros

El presente artículo trata de ofrecer la visión consensuada y compartida desde el Área de Educación Física y Deportiva de la Universidad Rey Juan Carlos acerca de cuáles deben ser los elementos esenciales del abordaje del proceso formativo de los futuros maestros de Educación Física. Entre ellos se exponen las claves sobre la importancia de la motricidad, el rol del alumno en las clases teóricas y prácticas, que debe ser activo y reflexivo en todo momento, la comunicación docente-discente, el trabajo en grupos como herramienta de interacción social y co-aprendizaje, las tareas individuales desde una perspectiva crítica y los aspectos más relevantes sobre el proceso de programación de los contenidos de Educación Física, tales como la secuenciación, el abordaje global de los contenidos y el uso de las nuevas tecnologías. Por último, se expone el consenso de los docentes del área sobre los objetivos, contenidos y procedimientos evaluativos de las asignaturas del área, tomando como referencia la materia de Didáctica de la Educación Física del Grado de Maestro en Educación Primaria con Mención en Educación Física. Abstract. The present article aims at offering a consensual and shared vision from the Area of Physical Education and Sports at Rey Juan Carlos University about what the essential elements of the approach to the training process of future Physical Education teachers should be. Among others, we explain the key factors on the importance of motor skills, the role of students in theoretical and practical classes, which must be active and reflective at all times, teacher-student communication, work in groups as a tool for social interaction and co-learning, individual tasks from a critical perspective, as well as the most relevant aspects of the process of planning Physical Education contents, such as sequencing, global approach to content, and the use of new technologies. Finally, the consensus of teachers from this area on objectives, contents, and subject evaluation procedures is described, taking the subject of Physical Education Didactics from the Degree of Primary Education with Mention in Physical Education as a reference.

scholarly journals Una experiencia de teleformación del profesorado de Educación Física (Primaria y Secundaria) en actividades físicas en el medio natural (Formation on line an experience of the faculty of Physical Education (Primary and Secondary) in Physical Activity in t

Retos ◽  
2015 ◽  
pp. 39-45
Author(s):  
Antonio Granero Gallegos
Keyword(s):  
Physical Education ◽  
Resource Use ◽  
New Technologies ◽  
Training Model ◽  
Course Evaluation ◽  
Party Line ◽  
Nuevas Tecnologías ◽  
Information And Communication ◽  
On Line ◽  
Natural Formation

Las nuevas tecnologías de la información y la comunicación son una realidad que hay que afrontar, también desde la formación del profesorado de primaria y secundaria, pues representan un recurso cada día más imprescindible en nuestra vida y unas herramientas adecuadas para la preparación presente y futura del alumnado. Desde el Centro del Profesorado Cuevas-Olula (Almería) se ha realizado una actividad de teleformación dirigida al profesorado de Educación Física, trabajando distintos contenidos curriculares de actividades en el medio natural, y buscando poner de manifiesto que todas las áreas del conocimiento pueden y deben adaptarse a las nuevas tecnologías. Esta actividad de formación demuestra el gran interés e implicación de maestros y profesores de Educación Física en la propia actualización y utilización de los recursos TIC. La evaluación del curso, realizada por los propios participantes, evidencia la validez y el éxito del modelo de formación utilizado, con una parte teórico-práctica desarrollada on-line y con actividades prácticas presenciales al final, así como la valoración de las virtudes de la formación a distancia en comparación con la presencial y tradicional.Abstract: The new technologies of information and communication are a reality that must be confronted, from teacher training to primary and secondary schools, since they represent a resource increasingly indispensable in our lives and about proper tools for the preparation of the present and future students. From the Center Teacher Cuevas-Olula (Almeria) has been engaged in an activity distance to the faculty of Physical Education, working different curricula activities in the natural environment, and seeking to demonstrate that all areas of knowledge can and should adapt to new technologies. This training demonstrates the keen interest and involvement of teachers and professors of Physical Education at the updating and resource use ICT. The course evaluation, conducted by the participants themselves, will evidence the validity and success of the training model used, with a party line developed theoretical and practical sessions at the end, as well as the valuation of the virtues of distance learning compared with the personal and traditional one.

scholarly journals Cross-Cultural Adaptation of the Turkish and Kuwaiti Teacher–Student Relationship Questionnaire in Physical Education (TSRQ- PE Teacher Version): Testing for Measurement Invariance

2021 ◽  
Vol 13 (3) ◽  
pp. 1387
Author(s):  
Elif Nilay Ada ◽  
Hasan Ahmad ◽  
N. Bilge Uzun ◽  
Sophia Jowett ◽  
Zişan Kazak
Keyword(s):  
Physical Education ◽  
Relationship Quality ◽  
Factor Model ◽  
Physical Education Teachers ◽  
Factorial Validity ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Confirmatory Factor ◽  
Student Relationship

Background: Within the 3Cs (closeness, commitment, and complementarity) theoretical framework of the quality of two-person relationships, a coach–athlete relationship quality questionnaire (CART-Q) was developed and validated to assess the nature of the coach–athlete relationship. In this study, a modified version of the CART-Q for physical education (PE) was adapted to assess the teacher–student relationship quality in the PE context in Turkey and Kuwait. The purpose of this study was to examine the factorial validity of the teacher–student relationship quality questionnaire (TSRQ-PE) within a sample of Turkish and Kuwaiti physical education teachers. Methods: Multigroup confirmatory factor analysis (MGCFA) was used to test the measurement of cultural invariance between these two groups. A total of 175 teachers from Turkey (n = 73) and Kuwait (n = 102) completed the TPRQ-PE. Results: MGCFA supported the factorial validity of the TPRQ-PE in a three first-order factor model across the two countries. Overall, these results add evidence to the psychometric properties of the TPRQ-PE and suggest that this instrument can be applied to measure the quality of the teacher–student relationship within Turkey and Kuwait, although caution may be required when applied to drawing comparisons between these two counties. Conclusions: The results of the present study could help physical educators and researchers in this field to understand the reasons and methods that lead to a quality teacher–student relationship.

scholarly journals Evaluación de la inteligencia emocional del maestro de educación física en centros educativos de la Región de Murcia.

2020 ◽  
pp. 13-22
Author(s):  
M. Carboneros Castro ◽  
N. Gutiérrez-Ruiz ◽  
M. Martínez-Quiles ◽  
K. Deliautaite ◽  
S. Angosto
Keyword(s):  
Emotional Intelligence ◽  
Teacher Training ◽  
Physical Education ◽  
Learning Process ◽  
Psychological Factor ◽  
The Other ◽  
Physical Education Teachers ◽  
Teacher Student ◽  
Las Mujeres ◽  
Teaching Learning

La inteligencia emocional es un factor psicológico clave para generar un vínculo profesor-alumno y un proceso de enseñanza-aprendizaje óptimo. Por ello, el objetivo del presente estudio fue conocer el nivel de inteligencia emocional en docentes de Educación Física. La muestra constó de 94 maestros de Educación Física de diferentes colegios de la Región murciana. El cuestionario, utilizado de forma electrónica, fue el TMMS-24. Los resultados únicamente mostraron una correlación positiva entre la claridad y la reparación emocional, siendo esta última dimensión la que obtuvo mejores puntuaciones entre los participantes. En relación al género, las mujeres manifestaron puntuaciones superiores en la reparación emocional. Por otro lado, los maestros con una experiencia inferior a cinco años mostraron valores superiores en inteligencia emocional, mientras que los más expertos obtuvieron valores superiores en reparación emocional. El análisis de estos resultados ayuda a mejorar los procesos de formación de los docentes en este ámbito. Emotional intelligence is a key psychological factor to generate a teacher-student bond and an optimal teaching-learning process. Thus, the aim of this study was to know the level of emotional intelligence in Physical Education teachers. The sample consisted of 94 Physical Education teachers from different schools in the Region of Murcia. The questionnaire, used electronically, was the TMMS-24. The results only showed a positive correlation between clarity and emotional repair, with the latter dimension obtaining the highest scores among the participants. In relation to gender, females showed higher scores in emotional repair. On the other hand, teachers with less than five years' experience showed higher values in emotional intelligence, while the more experienced ones obtained higher values in emotional repair. The analysis of these results helps to improve teacher training about emotional intelligence.

scholarly journals COMPETENCIES OF PHYSICAL EDUCATION TEACHERS IN CONDUCTING ONLINE EDUCATION

2021 ◽  
Vol 2 ◽  
pp. 167-171
Author(s):  
Veselina Ivanova ◽  
Eleonora Mileva
Keyword(s):  
Physical Education ◽  
Online Education ◽  
Online Teaching ◽  
New Technologies ◽  
Educational Activity ◽  
Professional Activity ◽  
Physical Education Teachers ◽  
Alternative Analysis ◽  
Chi Square ◽  
Online Technologies

The state of emergency, as a result of the COVID-19 pandemic, has completely changed the education system in Bulgaria, including the training of physical education and sports in Bulgarian schools. Physical education and sports training have been transformed into distance and online education and training. The aim of the research was to study the competencies of PE teachers in the country for the implementation of online teaching. The subject of the study was a total of 138 teachers, of whom 100 (72.5%) were female and 38 (27.5%) were male. The teachers were aged from 24 to 68 years old, with different pedagogical experience and were representatives of all regions of the country. A specially developed international questionnaire with closed questions was applied. Alternative analysis and chi-square Pearson's test (ײ) were used to analyze the results. The results show that the sampled teachers evaluated the current use of online education in physical education and sport as relatively good (47.1%). At the same time, the acquired results show that the educational activity of sports pedagogues during the pandemic has reduced their motivation for professional activity (43.5%). Teachers have rated as very good (29.7%) and good (45.7%) their competencies for using online technologies to conduct physical education and sports classes. The majority of them – 79%, actively applied the new technologies in the training process. No differences were found in the answers of the respondents to any of the questions on the criteria of gender, age and pedagogical experience.

scholarly journals Danzas folclóricas: una forma de aprender y educar desde la perspectiva sociocultural (Folk dances: a way to learn and educate from the sociocultural perspective)

Retos ◽  
2020 ◽  
pp. 739-744
Author(s):  
Michelle Matos-Duarte ◽  
Eulisis Smith ◽  
Alejandro Muñoz Moreno
Keyword(s):  
Physical Education ◽  
Role Play ◽  
Practical Experience ◽  
Physical Education Teachers ◽  
Educational Tool ◽  
Sociocultural Perspective ◽  
The Subject ◽  
The University ◽  
Sports Sciences ◽  
Futuros Maestros

Estudiar y vivenciar la danza folclórica desde una perspectiva sociocultural (Conesa, 2017), es una oportunidad para acercar el alumnado al contexto de movimientos que cobran sentido como forma de expresión, insertados en las danzas de distintas partes del mundo. Además, es una importante herramienta para la instrucción de futuros maestros de Educación Física que suelen verse poco capacitados para la enseñanza de este contenido (Cañabate, Rodríguez & Zagalaz, 2016). En este contexto, el objetivo planteado ha sido ofrecer una experiencia didáctica que aproxime al futuro profesorado de Educación Física al contenido de las danzas folclóricas, de tal manera que favorezca el conocimiento y la formación del mismo para la consecución del currículum. El proyecto se desarrolló en la asignatura de Actividades Físicas Artístico-Expresivas, con un total de 108 alumnos universitarios del grado de Ciencias de la Actividad Física y del Deporte. El diseño de la experiencia didáctica se dividió en: la construcción teórica, la vivencia práctica de danzas folclóricas de los cinco continentes y la experimentación de role play de los alumnos. A partir de esta experiencia dentro del aula universitaria se hizo una aproximación de los estudiantes con el contenido de danzas de distintos continentes. La vivencia teórico-práctico de danzas folclóricas es una alternativa a considerar, ya que colabora como herramienta educativa tanto para la formación y capacitación del profesorado de Educación Física como para el acercamiento del alumnado a la danza y su valor sociocultural. Abstract: Studying and experiencing folk dances from a sociocultural perspective (Conesa, 2017) is an opportunity for students to understand the context of movements that make sense as forms of expression, embedded into dances from different parts of the world. In addition, this is an important tool for the instruction of future Physical Education teachers, who do not usually see themselves as really in a position to teach this content (Cañabate, Rodríguez & Zagalaz, 2016). In this context, the objective is to offer a didactic experience that brings future Physical Education teachers closer to the content of folk dances, in order to increase their knowledge about the subject and encourage training to complete the curriculum. The project was conducted in the subject of Physical Artistic-Expressive Activities, with a total of 108 undergraduates enrolled in the Physical Activity and Sports Sciences (CAFyD) degree. The design of the didactic experience was divided into: theoretical construction, practical experience of folk dances of the five continents, and experimenting role play with the students. From this experience, students within the university were introduced to the topic of dances from different continents. The theoretical-practical experience of folk dances is an alternative to be considered, as it contributes as an educational tool both for the training and qualification of Physical Education teachers and for the approach of students to dancing and its sociocultural value.

scholarly journals Incorporación de los códigos QR en la Educación Física en Secundaria (Incorporating QR codes in Physical Education in Secondary)

Retos ◽  
2015 ◽  
pp. 114-119
Author(s):  
Nuria Castro Lemus ◽  
Iván Gómez García
Keyword(s):  
Physical Education ◽  
New Technologies ◽  
Modern Society ◽  
Mobile Internet ◽  
Early Age ◽  
Qr Codes ◽  
Internet Connection ◽  
Nuevas Tecnologías ◽  
Positive Results

Una de las características principales de la sociedad actual, es el uso de las nuevas tecnologías desde edades muy tempranas, casi el 90% de los y las adolescentes tienen un móvil propio con conexión a Internet. Sin embargo, la incorporación de estas tecnologías en la cotidianidad del aula está resultando más complicada. Este trabajo pretende abordar estas dos cuestiones; por un lado dar a conocer entre el profesorado una experiencia que sirva de guía y motivación para el uso de las TIC en la Educación Física. Y por otro, dar a conocer entre el alumnado la orientación deportiva a través de las TIC. Concretamente, pretendemos incorporar el uso de los códigos QR en la Educación Física Secundaria. La experiencia llevada a cabo en tres grupos de 3º de la ESO mostró resultados muy positivos, tanto para el alumnado, como para el profesorado implicado en el desarrollo de la actividad, por lo que podemos asegurar, que se trata de una experiencia eficaz y reproducible en el ámbito escolar e incluso en otros contextos.Abstrac. One of the main features of modern society, is the use of new technologies from an early age, almost 90% of adolescents have a mobile Internet connection in their smartphones. However, the incorporation of these technologies into everyday lessons are proving more difficult. This work aims to address these two issues; on one hand to present an experience among teachers to guide and motivate for the use of ICT in Physical Education. Secondly, introduce students to Orienteering by means of ICT . Specifically, we intend to incorporate the use of QR codes in Secondary Physical Education. The experiment, carried out in three groups of 3rd ESO in Spain, showed very positive results for both the students and for the teachers involved in the development of the activity, so we can conclude that it is an effective and reproducible experience in the realm of school and also in other contexts.

scholarly journals Using the Integrated Kano–RIPA Model to Explore Teaching Quality of Physical Education Programs in Taiwan

2020 ◽  
Vol 17 (11) ◽  
pp. 3954
Author(s):  
Gordon Chih-Ming Ku ◽  
I-Wei Shang
Keyword(s):  
Physical Education ◽  
Student Satisfaction ◽  
Teaching Quality ◽  
Physical Education Teachers ◽  
Education Programs ◽  
Kano Model ◽  
The North ◽  
Teacher Student ◽  
South Central

The purpose of this study was to apply the Kano model and revised importance–performance analysis (RIPA) to explore the teaching quality of physical education programs at Taiwanese universities. Random sampling was used to select universities from the north, south, central, and east areas of Taiwan. The questionnaire developed by the researcher included 20 items within four subscales. A total of 970 students participated in this study. A combination of the Kano model and RIPA was used for analysis. The results indicate that the item “physical education teachers have cordial attitudes toward instructions” fell into the “keep up the good work” designation of RIPA and the fourth quadrant of the Kano model. A patient and cordial attitude towards students can, therefore, be considered an important quality factor for physical education programs. Teacher–student relationships should, therefore, form a priority for physical education teachers looking to increase student satisfaction and optimize their programs.

scholarly journals Investigating the Empathic Skills of Physical Education Teachers

2020 ◽  
Vol 10 (1) ◽  
pp. 58-67
Author(s):  
Tolga Şinoforoğlu ◽  
Gülfem Sezen Balçıkanlı
Keyword(s):  
Physical Education ◽  
Demographic Data ◽  
Reactivity Index ◽  
Educational Institutions ◽  
Physical Education Teachers ◽  
Good Communication ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Skill Scores ◽  
Kolmogorov Smirnov

AbstractIntroduction: As one of the most important requirements for healthy communication, empathy is vital in a great many occupations. Various studies have investigated the importance and level of empathy in various occupation groups. One of the leading occupations requiring strong empathic skills is teaching. Teachers need empathy to create an effective learning environment, develop good communication with their students, and understand them well. The current study investigates the empathic skills of physical education teachers to evaluate various variables.Methods: The research participants comprised 152 physical education teachers in Turkey, 39 women (25.7%) and 113 men (74.3%), who completed the Interpersonal Reactivity Index (IRI). Descriptive statistical methods and the Kolmogorov Smirnov test were used to determine whether the data were normally distributed. The data were analysed using ranking t-test and correlation methods as well as descriptive statistical models (α=0.05). The total internal consistency coefficient of the scales, measured by Cronbach’s Alpha, was.56.Results: Regarding the IRI scores for the physical education teachers, the highest mean score was for emphatic concern, followed by perspective taking and fantasy. Teaching duration was associated with higher empathic skill scores. Empathic skills were also positively correlated with higher educational level. Finally, the mean fantasy scores were statistically higher for participants who were not training a school team.Discussion: Physical education courses contribute to the physiological, sociological, psychological, and moral development of students. For this reason, physical education and sports is a compulsory component of the education system from an early age all around the globe. This makes it essential that physical education teachers have appropriate characteristics that they exhibit in their teaching. In the first place, it is necessary to have healthy communication between the physical education teacher and students.Limitations: The current study gathered data from one specific region in Turkey, from physical education teachers in the city of Kütahya. Consequently, the demographic data were evaluated only for statistically significant variables. Other variables that were not numerically equal, were not investigated.Conclusions: Physical education teachers should adopt an empathic approach to teacher-student relationships. Educational institutions should organise activities to develop these empathic skills in teachers.

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