scholarly journals Elementary School Classroom Teachers’ Perceptions of Teaching Physical Education: A Literature Review

2021 ◽  
Vol 2 (2) ◽  
pp. 17-21
Author(s):  
Jongho Moon ◽  
Dongwoo Lee
Keyword(s):  
Elementary School ◽  
Physical Education ◽  
Elementary Education ◽  
Learning Outcomes ◽  
Classroom Teacher ◽  
Classroom Teachers ◽  
Effective Teacher ◽  
Teachers Perceptions ◽  
School Classroom ◽  
Perceptions Of Teaching

Elementary school physical education (PE) can play a unique role in providing educational experiences to students and may support physical, cognitive, and social-emotional development (Institute of Medicine, 2013). Studies illustrate that PE programs can improve the possibility of achieving student learning outcomes only when appropriately designed and delivered (Rink & Hall, 2008). Research suggests that students' early experiences with PE are mainly led by elementary school teachers (Kirk, 2005). Globally, in several countries, either classroom teachers (i.e., a teacher who teaches every subject; a generalist), or PE specialists (i.e., a teacher who mainly teaches PE), have the responsibility to teach elementary PE (Dyson et al., 2018; Faulkner et al., 2008). For instance, in South Korea's elementary education system, PE is a required subject, and most PE classes are taught by classroom teachers rather than specialists (Jo & Lee, 2012). Classroom teachers are best suited to teach the child-centered, integrated curriculum in elementary schools, and hence often teach PE as one element of that curriculum (Coulter et al., 2009). However, some teachers believe that elementary level PE engagement experiences inadequately prepared children for accomplishing PE learning outcomes and physically active lifestyle (Hardman, 2008; Jess, Keay, & Carse, 2016). In other words, in order for classroom teachers to successfully teach PE, they need to consider a dynamic combination of adaptation in school contexts, teaching various subjects, and understanding different students' developmental characteristics (Tinning & Rossi, 2013). Additionally, classroom teachers’ beliefs that they are not qualified to teach PE adversely affects their PE teaching confidence (Harris, Cale, & Musson, 2012; Morgan & Bourke, 2008). Examination of classroom teachers’ different perspectives on teaching PE is particularly vital as an avenue for developing effective teacher education programs (Hunter, 2006). However, this aspect of elementary PE taught by classroom teachers is still unknown due to a relative scarcity of research studies in this area (Kirk, 2005, p. 247). Therefore, this paper provides an overview and discussion of illustrative findings of research conducted on classroom teachers’ perceptions of teaching PE. The author conducted an exhaustive search of published research articles via three major databases: Google Scholar, Education Resources Information Center (ERIC), and Web of Science. The search terms included elementary school classroom teacher, primary school classroom teacher, generalist, non-specialist, physical education, perception, experience, practice, barrier, belief, and value (see Figure 1). Using the resulting articles, the review is organized into the following themes (Thomas & Harden, 2008): (a) apprehension of teaching PE, (b) different perceptions of value for PE classes, and (c) ecological perspectives in teaching PE.

Teachers’ Ability to Accurately Identify Disordered Voices

1992 ◽  
Vol 23 (2) ◽  
pp. 136-140 ◽  
Author(s):  
Catherine N. Davis ◽  
Timothy B. Harris
Keyword(s):  
Elementary School ◽  
Elementary Education ◽  
Classroom Teachers ◽  
Education Majors ◽  
Elementary Education Majors ◽  
Speech Language Pathologist ◽  
School Classroom ◽  
Children’S Voices ◽  
Listening Task ◽  
Voice Problem

The present study investigated whether or not elementary school classroom teachers can, without special training, consistently identify children with disordered voices. Forty-five elementary school classroom teachers and 64 junior/senior elementary education majors served as subjects. A listening task was devised utilizing 30 audiotaped samples of children’s voices. The subjects were told to listen to each sample and decide if they would refer the child to a speech-language pathologist for a suspected voice problem. Teacher and student data were analyzed separately in four comparisons each: (a) normal voices, referred versus not referred; (b) disordered voices, referred versus not referred; (c) normal voices not referred versus disordered voices referred; and (d) normal voices referred versus disordered voices not referred. The results demonstrate that elementary classroom teachers can consistently identify children with disordered voices. The implications of these results for teachers’ roles in the referral process and teacher/speech-language pathologist interaction are discussed.

scholarly journals Technology Integration of Turkish Elementary School: Teaching Literacy Skills in the Post-COVID-19 Era

2021 ◽  
Vol 4 (2) ◽  
pp. 193-207
Author(s):  
Rıdvan Ata ◽  
◽  
Kasım Yıldırım ◽  
Pelin İpek ◽  
Umut Can Ataş ◽  
...  
Keyword(s):  
Elementary School ◽  
Technology Integration ◽  
Literacy Skills ◽  
Self Report ◽  
Classroom Teachers ◽  
Teachers Perceptions ◽  
School Teaching ◽  
School Classroom ◽  
Instruction And Curriculum ◽  
Middle Socioeconomic Status

This research aimed to explore the elementary school classroom teachers’ perceptions of technology integration into teaching literacy skills. A total of 122 elementary school classroom teachers working at different elementary schools from the middle socioeconomic status setting, enrolled in the study voluntarily. In this study, a self-report questionnaire developed by the researchers was used. The data was analyzed using Microsoft Excel spreadsheet to get descriptive statistics (frequencies) corresponding the research questions. The research findings indicated that most of the elementary school teachers employ different perspectives, including whole language, literature-based and balanced instruction, and curriculum and related textbooks to teach literacy skills. In addition, the findings showed that teachers use technology to increase the effectiveness of teaching literacy skills and their goals of technology integration to teach literacy skills differentiate. The teachers also benefit from the social media applications and professional organizations in increasing their awareness of technology integration into teaching literacy skills. These results expand our understanding of Turkish elementary school classroom teachers’ technology integration into teaching literacy skills by revealing their perceptions.

scholarly journals Analisis Kinerja Guru Pendidikan Jasmani Olahraga dan Kesehatan terhadap Motor Ability dan Hasil Belajar pada Siswa SD Negeri di Kabupaten Pinrang

2020 ◽  
Vol 1 (1) ◽  
pp. 35-48
Author(s):  
Sahabuddin Sahabuddin ◽  
Hikmad Hakim ◽  
Ahmad Rum Binsar
Keyword(s):  
Elementary School ◽  
Physical Education ◽  
Learning Outcomes ◽  
Elementary School Students ◽  
Random Sampling ◽  
Physical Education Teachers ◽  
Motor Ability ◽  
School Students ◽  
Motor Abilities ◽  
Cluster Random Sampling

Abstract   This study aims to determine the results of the performance contribution of physical and health physical education teachers to motor ablity and learning outcomes in state elementary school students in Pinrang Regency. This research is a type of correlational research. The population is male elementary school students in Pinrang Regency with a sample of 100 students with cluster random sampling techniques. The data analysis technique used is multiple correlation. Based on these results it can be concluded that (1) There is a contribution of the performance of physical and health physical education teachers to motor abilities in state elementary school students in Pinrang Regency by 57.1%, this result shows that the performance of physical and physical education teachers has a contribution to the motor ability of state elementary school students in Pinrang Regency, and (2) There is a contribution of the performance of physical and health physical education teachers to the learning outcomes of elementary school students in Pinrang Regency by 71,5%. These results indicate the analysis that the performance of physical and health physical education teachers has a contribution to the learning outcomes of elementary school students in Pinrang Regency. Keywords: Performance, Teacher, Motor Ability, Learning Outcomes   Abstrak   Penelitian ini bertujuan untuk mengetahui hasil kontribusi kinerja guru pendidikan jasmani olahraga dan kesehatan terhadap motor ablity dan hasil belajar pada murid SD Negeri di Kabupaten Pinrang. Penelitian ini adalah jenis penelitian korelasional. Populasinya adalah siswa putra SD Negeri di Kabupaten Pinrang dengan sampel berjumlah 100 orang siswa dengan teknik cluster random sampling. Teknik analisis data yang digunakan adalah korelasi ganda. Berdasarkan hasil tersebut dapat disimpulkan bahwa (1) Ada kontribusi kinerja guru pendidikan jasmani olahraga dan kesehatan terhadap motor ability pada murid SD Negeri di Kabupaten Pinrang sebesar 57,1%, Hasil ini menunjukkan bahwa kinerja guru pendidikan jasmani olahraga dan kesehatan memiliki kontribusi terhadap motor ability murid SD Negeri di Kabupaten Pinrang, dan (2) Ada kontribusi kinerja guru pendidikan jasmani olahraga dan kesehatan terhadap hasil belajar pada murid SD Negeri di Kabupaten Pinrang sebesar 71,5%. Hasil ini menunjukkan analisa bahwa kinerja guru pendidikan jasmani olahraga dan kesehatan memiliki kontribusi terhadap hasil belajar murid SD Negeri di Kabupaten Pinrang. Kata kunci: Kinerja, Guru, Motor Ability, Hasil Belajar  

scholarly journals Hasil Belajar Pendidikan Jasmani dan Olahraga Siswa Sekolah Dasar: Pengaruh Keterampilan Motorik (Tinggi) dan Model Pembelajaran (Kooperatif)

2020 ◽  
Vol 3 (2) ◽  
pp. 59-65
Author(s):  
Anang Setiawan ◽  
Yunyun Yudiana ◽  
Surdiniaty Ugelta ◽  
Seni Oktriani ◽  
Didik Rilastiyo Budi ◽  
...  
Keyword(s):  
Elementary School ◽  
Physical Education ◽  
Cooperative Learning ◽  
Learning Outcomes ◽  
Elementary School Students ◽  
Motor Skills ◽  
Learning Model ◽  
School Students ◽  
Movement Experience ◽  
Student Teams

The level of motor skills of elementary school students can be influenced by many things such as movement experience, the environment, and facilities for learning so that it also impacts on learning outcomes. This study intends to find out the differences in physical education and sports learning outcomes of floor gymnastic material from elementary school students who have high motor skills. Floor gymnastic learning material is used in two cooperative learning model strategies (Student Teams Achievement Divisions and Jigsaw). The research approach method used was an experiment with a Pre-Experimental design. The students' motor skills were measured using the Johnson Fundamental Skills Test, while the series of floor motion exercises for Grade V Elementary School students were used as research instruments. The results of his study showed that there were differences in physical education learning outcomes and sports materials on floor gymnastics, groups of students with the STAD strategy got better learning outcomes compared to the Jigsaw strategy group. So, it can be concluded that the use of the STAD strategy cooperative learning model for students with high motor skills gives a better influence than Jigsaw's strategy on learning outcomes of physical education and sports learning exercises for floor gymnastics.AbstrakTingkat keterampilan motorik siswa Sekolah Dasar bisa dipengaruhi oleh banyak hal seperti pengalaman gerak, lingkungan, serta fasilitas untuk pembelajaran sehingga berdampak pula terhadap hasil belajarnya. Penelitian ini bermaksud untuk mengetahui perbedaan hasil belajar pendidikan jasmani dan olahraga materi senam lantai dari siswa Sekolah Dasar yang memiliki keterampilan motorik tinggi. Materi pembelajaran senam lantai digunakan pada dua strategi model pembelajaran kooperatif (student Teams Achievement Divisions dan Jigsaw). Metode Pendekatan penelitian yang digunakan adalah eksperimen dengan desain Pre-Experimental. Keterampilan motorik siswa diukur menggunakan Johnson Fundamental Skills Test, sedangkan rangkaian gerak senam lantai untuk siswa Sekolah Dasar kelas V digunakan sebagai instrumen penelitian. Hasil penelitiannya menunjukkan bahwa terdapat perbedaan hasil belajar pendidikan jasmani dan olahraga materi senam lantai, kelompok siswa dengan strategi STAD mendapatkan hasil belajar yang lebih baik dibandingkan dengan kelompok strategi Jigsaw. Sehingga, dapat ditarik kesimpulan bahwa penggunaan model pembelajaran kooperatif strategi STAD kepada siswa dengan keterampilan motorik tinggi memberikan pengaruh yang lebih baik daripada strategi Jigsaw terhadap hasil belajar pendidikan jasmani dan olahraga materi pembelajaran senam lantai.

scholarly journals Developing Snake Ladder Game Learning Media to Increase Students’ Interest and Learning Outcomes on Social Studies in Elementary School

2020 ◽  
Vol 51 (4) ◽  
pp. 432-442
Author(s):  
Ahmad Syawaluddin ◽  
Sidrah Afriani Rachman ◽  
Khaerunnisa
Keyword(s):  
Elementary School ◽  
Elementary Education ◽  
Social Studies ◽  
Learning Outcomes ◽  
Flow Analysis ◽  
Student Interest ◽  
School Students ◽  
The Media ◽  
The Subject ◽  
D Model

Background and Objective. One of the challenges that social studies presents to teachers in class is the lack of students’ interest in the material. This study aims to develop snakes and ladders learning media for use in the subject of social studies in elementary school. Method. The research design used is the Four-D Research and Development (R&D) model by Thiagarajan (Santoso & Albaniah). The criteria used as a reference for the effectiveness of the learning media are students’ participation, interest, and learning outcomes, whereas for the practicality, the criteria are the implementation and teachers’ ability to use the learning media. The research employed descriptive statistics analysis and inductive-deductive flow analysis. Results. The results show that the snakes and ladders learning media on social studies appear to be valid and practical, and can effectively improve elementary school students’ interest and learning outcomes. The learning media is considered valid based on the experts’ validation with average 4.3 (good). The effectiveness of this learning media meets the criteria: (1) student participation in the learning process is high and (2) student learning outcomes meet the minimum learning mastery standard average at 79.04 of the ideal score of 100 and the completeness test of learning outcomes with the probability value of one sample t-test of 0.00 <0.05. The practicality of the learning media is shown through the observation result of the implementation of the media with an average of 4.4 (good), whereas the results of the student interest questionnaire show that of 25 students (92%) responded that they were happy with the subject matter taught, 80% of students responded that they were happy with the learning. Conclusion. The snakes and ladders learning media on social studies can enhance students’ interest and learning outcomes in elementary education.

PENGARUH PERBANDINGAN ANTARA MODEL PEMBELAJARAN DIRECT INSTRUCTION DENGAN MODEL PROJECT BASED LEARNING TERHADAP HASIL BELAJAR BACKHAND PADA SISWA KELAS IV SD NEGERI CIPAKU KECAMATAN SUKARAJA

2019 ◽  
Vol 3 (5) ◽  
pp. 1137
Author(s):  
Elan Suherlan
Keyword(s):  
Elementary School ◽  
Physical Education ◽  
Learning Outcomes ◽  
Direct Instruction ◽  
Learning Process ◽  
Fourth Grade ◽  
Learning Model ◽  
Project Based Learning ◽  
Fourth Grade Students ◽  
Instruction Model

Teaching and learning process is a very complex process. In order for the learning process to achieve results that are in accordance with the objectives, teachers need to consider and choose effective teaching strategies. There are still many Physical Education teachers who have not used the Direct Instruction and Project Based Learning models in Physical Education subjects because they do not understand, are lazy, and do not want to try, are busy, low learning outcomes do not reach the Minimum completeness Criteria and the teacher does not like this teaching style. This study aims to determine the difference in influence between the direct instruction model and the project based learning model on the improvement of backhand learning outcomes for fourth grade students at Cipaku Elementary School The method that will be used by the writer is an experimental method. Then the design used in this study is the Randomize Pretest-Posttest Control Goup Design. The population of this research is all fourth grade students of Cipaku Public Elementary School. The results obtained in accordance with the hypothesis that the authors propose obtained an answer that there are differences in the effect between the direct instruction model and the project based learning model on the improvement of backhand learning outcomes in fourth grade students at Cipaku Elementary School

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