scholarly journals Teachers’ Perceived Barriers to Implementation of Physical Education

2021 ◽  
Vol 45 (3) ◽  
pp. 191-200
Author(s):  
Eng Hoe Wee ◽  
Wei Fong Cheng ◽  
Ngien Siong Chin

This study investigated the perception of Physical Education (PE) teachers on barriers to implementation of PE pro[1]gramme in terms of the administration of PE programme, and the provision of non-human resources. A total of 248 PE[1]major teachers were surveyed using questionnaires which were mailed to schools. The sample consisted of almost 63% male teachers and the majority was under 40 years of age. A 12-item questionnaire was used to assess the administration of the PE programme, and the provision of non-human resources. Results showed that a majority of administrators did not assume PE important; they did not seek consensus in assigning teaching duty, did not discuss teaching and learning factors, and did not organize staff training programme (STP). Older teachers and teachers with 15 years of teaching ex[1]perience or more agreed that administrators discuss their teaching assignment, observe them, and organize STP. Respon[1]dents also perceived inadequacy of facilities, equipment, financial allocation, and reference books in the school PE pro[1]gramme. Male teachers, younger teachers and teachers with less teaching experience concurred the inadequacy of human resources. It is recommended that further research on solving PE human resource problems and PE administration be undertaken. Specifically, greater attention should be given to the needs of younger and junior PE teachers.

2016 ◽  
Vol 23 (1) ◽  
pp. 91-109 ◽  
Author(s):  
Menno Slingerland ◽  
Lars Borghouts ◽  
Liesbeth Jans ◽  
Gwen Weeldenburg ◽  
Gertjan van Dokkum ◽  
...  

Although assessment practices are commonly part of the physical education (PE) curriculum they may often frustrate rather than support students’ basic needs for autonomy, competence and relatedness. Nevertheless, assessment also provides various promising opportunities to support these basic needs and enhance learning in students. In order to address this issue, we developed an in-service teacher training programme that was grounded within contemporary theories on assessment and motivation, and aimed at improving PE teachers’ expertise on motivational assessment practices. In close collaboration with PE teachers and other experts in the field an in-service teacher training programme was developed that covered important topics such as quality assessment, motivation and assessment for learning. Specific attention was directed to the translation of theoretical concepts into practical and applicable tools. The in-service training programme was then provided on-site three times to a total of 33 PE teachers (of whom 20 were male (60%) and 12 were female (40%), teaching experience 3–32 years) representing different PE departments. Through an iterative cycle of development, provision, evaluation and adjustment the programme was gradually optimised. Focus group sessions and questionnaires were employed to evaluate various aspects, and identify barriers and success factors. The in-service teacher training programme is a successful first step in improving the expertise of PE teachers to start and develop higher quality and more motivating assessment practices. Nevertheless, in order to generate durable change within daily PE practice, follow-up training sessions or counselling methods (e.g. through communities of practice) are essential to overcome implementation barriers. Development, adjustment and future directions for assessment are discussed.


The purpose of this study is to look and review the implementation of Physical Education and Health (PJK) teaching in secondary schools as well as factors that support teaching and learning. This PJK subject in school covers aspects of infrastructure and equipment as well as teachers' accountability and competency involved in the implementation of the teaching for this subject. The results showed that there was a significant relationship between teacher competency, accountability and teaching experience, options and graduation. The findings also show that there is a significant relationship between school facilities in the teaching and learning process of PJK. In conclusion, the effectiveness of the teaching and learning process in Physical Education and Health subjects depends on the competency, accountability of teachers and school infrastructure in planning well teaching sessions.


2013 ◽  
Vol 3 (2) ◽  
Author(s):  
Stephen Mabagala

The purpose of this study was to explore the ethical conflicts and moral dilemmas (ECMD) experienced by Physical Education (PE) teachers. The study also thought to explore the influence of demographic and institutional characteristics on the ECMD experienced by PE teachers. The experience of PE teachers is unique because of the nature of their duties in and outside the classroom and school environments where there are a lot of interactions. The study utilized descriptive survey design and was conducted in secondary schools and teachers’ colleges that had PE and sport programs. Purposive sampling was adopted to select PE teachers, students and heads of institutions and data were collected through questionnaire. Results revealed that PE teachers faced ethical conflicts and moral dilemmas in their duties (M =3.4, SD = .79). ECD facing PE teachers differed significantly across institutional location [t (411.33) = 2.453, p =.015)], institutional ownership [F (3, 788) = 5.01, p =.002)] and type of institution [(t (50) = -2.45, p = .019)]. There were no significant differences across age categories [F (4, 47) = .500, p = .736)], educational levels [F (3, 48) = 1.648, p = .191)], gender [t (50) = .383, p = .703], marital status [t (50) = .439, p = .663] and teaching experience [F (3, 48 =.638, p =.594]. It was concluded that ECD are prevalent in secondary schools and teachers colleges. PE teachers whose institutions are located in urban areas face more ECD than those located in rural areas. Religious and military-owned institutions face less ECD than government and privately-owned institutions. Moreover, PE teachers in secondary schools face more ECD than those in teachers’ colleges. It was recommended that there is a need to strengthen professional development courses for teachers and emphasize the teaching of moral and professional ethics in the teacher education programs; and improve the teaching and learning environment.


2021 ◽  
pp. 1356336X2110179
Author(s):  
Koon Teck Koh ◽  
Li Quan Warrick Tan ◽  
Martin Camiré ◽  
Maria Agnes Alcantara Paculdar ◽  
Wei Guang Andy Chua

Although there have been studies on the use of information and communications technology (ICT) as a pedagogical tool to enhance teaching and learning in physical education (PE), more research is warranted to understand perceived barriers and facilitators to usage. The purpose of the present study was to understand key factors that influence the adoption of ICT in PE perceived by teachers and students in Singapore schools. Eleven PE teachers (two females, nine males) with two to 25 years of teaching experience were individually interviewed, and 72 students (39 females, 33 males) from 10 to 17 years of age participated in 11 focus groups. The study was guided by ontological relativism and situated within epistemological constructionism. Three themes were developed from the thematic analysis: (a) technological dispositions (i.e. self-efficacy and open-mindedness); (b) teaching approaches (i.e. pedagogical integration; cognitive, affective and psychomotor stimulation; and balanced integration of ICT and the traditional approach); and (c) contextual factors (i.e. technological conditions; cultural conditions; and teachers’ ICT-specific PE knowledge). Findings from the study support the notion that appropriate use of ICT tools has the potential to positively influence teaching and learning during PE lessons while emphasising the need for schools and professional development bodies to improve the ICT pedagogical proficiency of PE teachers. The study provides important insights into how teachers can better leverage ICT tools to support student learning in PE.


2019 ◽  
Vol 4 (2) ◽  
pp. 173-189
Author(s):  
Puspa Sharma

This article assesses the attitude of teachers towards inclusive education by their age, gender, qualifications, training, disability and teaching experience. Under the quantitative survey design, 63 teachers from four schools participated in the study, who responded to a Likert questionnaire measuring attitude towards inclusive education. Teachers are found generally positive towards inclusive education. On a Likert scale ranging from 1 to 5(highly positive), the overall attitude of teachers is 3.32. Looking at attitude by gender, male teachers are found slightly positive towards inclusive education than female ones. Similarly, younger teachers are found positive than older teachers. Trained and experienced teachers are also found positive than untrained and inexperienced ones. In addition, teachers with some disabilities are found to have a more positive attitude than other groups of teachers.


2018 ◽  
Vol 60 (7/8) ◽  
pp. 696-718 ◽  
Author(s):  
Martin Toding ◽  
Urve Venesaar

Purpose The purpose of this paper is to discover and develop the conceptual understanding of teaching and learning in entrepreneurship lecturers and how this is influencing the change in teaching experience. Design/methodology/approach The study was carried out among Estonian entrepreneurship lecturers who participated in a lecturer-training programme. A qualitative research method was adopted, focussing on thematic analysis. The framework for research and the analysis of results relied on the teaching and learning model, enabling the model to be tested in the context of entrepreneurship education. Findings The results show that the lecturers with learning-centred mind-sets tended to make changes in their teaching approaches and introduced changes in other teaching and learning components, such as the content (learning process) and outcomes of the learning subject. These inconsistent applications of changes justify the need for a systematic approach to entrepreneurship teaching and learning. Practical implications The results of the study contribute to a more systematic understanding of conceptions of teaching entrepreneurship among entrepreneurship lecturers, thereby allowing school management to understand the need for developing staff in addition to curricula. The study results are useful for informing training for entrepreneurship lecturers, designing entrepreneurship courses and choosing the appropriate methodology in such design. Originality/value This paper provides input for creating a conceptual teaching and learning model of entrepreneurship education that contributes to a more systematic understanding of the relationships between the components of teaching and learning when designing entrepreneurship education programmes. In the context of entrepreneurship education, the use of the teaching and learning model is required when considering the timeline between different components of the model. This means that it is important to first make decisions about the presage factors (including conceptual understanding of teachers), which provide the frame (context) for the teaching and learning process, as well as learning outcomes.


2021 ◽  
Vol 7 (1) ◽  
pp. 40
Author(s):  
Hendra Rustiawan ◽  
Andang Rohendi

Proses belajar mengajar dilingkungan prodi PJKR tidak hanya di ruang kelas namun di luar kelas pun ada. Karena ada beberapa mata kuliah yang membutuhkan praktek di lapangan selain di kelas, seperti sepak bola, bola voli, bola basket dan PLS (Pendidikan Luar Sekolah). Karena sebagai calon guru penjas tidak hanya terbatas pada mata pelajaran pendidikan jasmani namun lebih dari itu, karena di lingkungan sekolah biasanya yang dipercaya dalam kegiatan sekolah terutama kegiatan outdoor yang ditunjuk oleh kepala sekolah atau wakil kepala sekolah biasanya guru penjas, sehingga prodi PJKR Universitas Galuh berusaha mempersiapkan SDM (sumber daya manusia) yaitu calon guru penjas untuk senantiasa siap mengemban tugas dari sekolah salah satunya mampu memiliki pengetahuan dalam hal kegiatan outdoor seperti outbound. Kegiatan outbound ini terdiri dari catchen crawl, two line bridge, elvis travers, commando crawl, tarzan travers, dan hebee zebee dan hasil yang didapat dan dirasakan oleh para peserta outbound ini sangat terasa mulai dari kondisi fisik yang harus dipersiapkan seperti kekuatan, kecepatan, power, daya tahan otot, daya tahan kardiovaskular, fleksibilitas, keseimbangan, koordinasi, kelincahan, akurasi, dan reaksi, serta pengetahuan tentang outbound sehingga para mahasiswa memiliki wawasan keilmuan dan pengalaman tentang motor educability dan outbound yang kelak dapat digunakan ketika mereka menjadi guru penjas atau instruktur outbound.The teaching and learning process in the PJKR study program was not only in the classroom but also outside the classroom. Because there were several subjects that required practice in the field other than in the classroom, such as soccer, volleyball, basketball and PLS (Outside School Education). Because as a physical education teacher candidate it was not only limited to physical education subjects but more than that, because in the school environment usually those who were trusted in school activities, especially outdoor activities appointed by the principal or deputy principal of the school were usually physical education teachers, so the Galuh University PJKR study program tries preparing human resources (human resources), namely prospective physical education teachers to always be ready to carry out the duties of the school, one of which is being able to have knowledge in terms of outdoor activities such as outbound activities. This outbound activity consists of catchen crawl, two line bridges, elvis travers, commando crawl, tarzan travers, and hebee zebee and the results obtained and felt by the outbound participants were very pronounced starting from the physical conditions that must be prepared such as strength, speed, power, muscle endurance, cardiovascular endurance, flexibility, balance, coordination, agility, accuracy, and reaction, as well as outbound knowledge so that students have scientific insight and experience about motor educability and outbound activities that can later be used when they become physical education teachers or instructors. outbound.


2017 ◽  
Vol 5 (9) ◽  
pp. 63
Author(s):  
Işıl Aktağ ◽  
Önder Şemşek ◽  
Soner Tuzcuoğlu

In this study metacognitive awareness of physical education teachers were investigated. A total of 537 physical education teachers were participated. Data were collected by a survey which was developed by Schraw and Dennison (1994) translated to Turkish by Akın, Abacı and Çetin (2007). The mean of the metacognitive awareness level of physical education teachers is found to be 205.44. A significant difference of metacognitive awareness level in between female and male teachers was recognized. The study showed that the metacognitive awareness level of teachers did not change according to teaching experience except in planning sub-dimension.


2019 ◽  
Vol 11 (9) ◽  
pp. 2559 ◽  
Author(s):  
José María Fernández-Batanero ◽  
Borja Sañudo ◽  
Marta Montenegro-Rueda ◽  
Inmaculada García-Martínez

(1) Background: The introduction of Information and communication technologies (ICTs) in the area of Physical Education is a very recent phenomenon, and its implementation is a challenge for teachers in Spain. It implies pedagogic innovation for the improvement of the teaching and learning processes, especially for people with a disability (functional diversity). The aim of this study was to identify the degree of technological knowledge (ICT) of the physical education teachers for students with disabilities. (2) Methods: A sample of 341 Physical Education teachers from Spain volunteered for this cross-sectional study. A questionnaire named “DIFOTICyD”, created “ad hoc” was used as the data-gathering instrument. (3) Results: the results revealed the low training of the participants with respect to the use of the ICTs in the field of disability. The degree of training of the teachers was determined by the personal (gender, age), professional (teaching experience) and educational (training received) outcomes. (4) Conclusions: the findings of the study point to the need for didactic training that can be used to train the Physical Education teachers to use ICTs in order to facilitate the learning and educational innovation of students with disabilities.


2013 ◽  
Vol 32 (1) ◽  
pp. 22-45 ◽  
Author(s):  
Michalis Stylianou ◽  
Pamela Hodges Kulinna ◽  
Donetta Cothran ◽  
Ja Youn Kwon

This study was informed by the literature on teaching metaphors and the theory of occupational socialization. Its purpose was to examine in-service Physical Education teachers’ initial (before entering the profession), current, and ideal metaphors of teaching, related factors, and potential differences in participants’ metaphors based on their teaching experience. A mixed-methods approach was employed for this study, including a modified version of an existing survey (N = 66; Alger, 2009) and interviews (N = 13). Descriptive statistics indicated that while participants predominantly embraced teacher-centered metaphors initially, about half of them reported their current and ideal metaphors as student-centered. Constant comparison and analytic induction techniques revealed three themes and several subthemes: (a) fluidity (own definitions, combination of metaphors), (b) formation of initial views of teaching (acculturation, professional socialization), and (c) evolutionary forces and constraints (experience, pressure of test scores, time allocation, resources). These results have implications both for preservice and in-service teacher education programs.


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