scholarly journals Physical Education Teachers′ Action Research on Teaching Games for Understanding

2017 ◽  
Vol 8 (2) ◽  
pp. 105-111
Author(s):  
Dania Aspasia ◽  
Naki Chrysoula ◽  
Stasinos Panagiotis ◽  
Lykesas Georgios
Keyword(s):  
Action Research ◽  
Physical Education ◽  
Comparative Method ◽  
Physical Education Teachers ◽  
Student Centered ◽  
Teaching Games For Understanding ◽  
Research On Teaching ◽  
Constant Comparative Method ◽  
Cyclical Process ◽  
Learning Data

Abstract The aim of the present article is to report on a study undertaken to inquire two physical education (PE) teachers′ effort to learn and implement the student-centered pedagogy of the Teaching Games for Understanding (TGfU) approach, by using the Action Research (AR) framework as a research methodology. Two in-service PE teachers, each being responsible for a different class of Grade three and four students, from a primary school in Athens, Greece, participated in the study. During a period of two months, the two teachers used an AR cyclical process of planning, applying, observing and reflecting on the TGfU approach, with the purpose of bringing change in their professional practice and in their students’ learning. Data was generated through the use reflective journals, survey questions, document analyses and non-participant observations. An inductive analysis and a constant comparative method (Denzin & Lincoln 1994) were used for data analysis and three major themes emerged: teaching PE with TGfU, student learning within TGfU, and teacher’s acting and researching on TGfU. From the results, it was found that AR, although initially a difficult undertaking, is an appropriate framework for enhancing PE teachers’ capacity to design non-hierarchical lesson activities that are dedicated to students’ understanding and development, as the ones suggested by the TGfU approach.

African American pre-service physical education teachers’ learning about aquatic courses

2018 ◽  
Vol 25 (3) ◽  
pp. 778-795
Author(s):  
Takahiro Sato ◽  
Douglas W Ellison ◽  
Kevin Eckert
Keyword(s):  
African American ◽  
Physical Education ◽  
Comparative Method ◽  
Physical Education Teachers ◽  
Pedagogical Content ◽  
Face To Face ◽  
Physical Education Teacher Education ◽  
Guided Learning ◽  
Constant Comparative Method ◽  
E Mail

The purpose of this study was to describe how African American pre-service physical education teachers engage themselves in learning aquatic content. This study used a case study design in andragogy theory. Seven participants (four males and three females) had very little experience and/or swimming ability prior to enrolling in the basic aquatic course. In fact, four participants had encountered near-drowning events and consequently experienced a fear of swimming. Data were collected from the participants while they were enrolled in a basic aquatic course and again while they were enrolled in the intermediate aquatic course. The data sources included self-reflective journals, a series of semi-structured face-to-face interviews and e-mail correspondence. The data were analyzed using a constant comparative method. Four significant themes were present: (a) drowning prevention lessons; (b) self-guided learning; (c) independent versus dependent learners; and (d) overcoming racial stereotypes. Based on the pre-service teachers’ interpretations of their aquatic experiences, we suggest physical education teacher education programmes should create learning experiences within aquatic courses that not only enhance future physical education teachers’ pedagogical content knowledge, but that also increase their awareness of culturally relevant pedagogy and social justice issues that may be faced when entering the physical education profession.

scholarly journals Enriching Students’ Vocabulary Mastery Using Graphic Organizers

2017 ◽  
Vol 6 (1) ◽  
pp. 102
Author(s):  
Syaifudin Latif Darmawan
Keyword(s):  
Action Research ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Graphic Organizers ◽  
Comparative Method ◽  
Classroom Situation ◽  
Instructional Process ◽  
Constant Comparative Method ◽  
Class B ◽  
Class C

This action research is carried out to (1) identify whether graphic organizers enrich student’s vocabulary mastery; and (2) to describe the classroom situation when graphic organizers are employed in instructional process of vocabulary.The research is conducted in two cycles from March to May 2016/2017 in the eight years of SMP Muhammadiyah Sekampung, East lampung. The procedure of the research consists of identifying the problem, planning the action, implementing the action, observing the action, and reflecting the result of the research. Qualitative data are collected through interview, observation, questionnaire, and research diary. Quantitative data are collected through test. To analyze qualitative data, the researcher used constant comparative method. It consists of four steps: (1) comparing incidents applicable to each category; (2) Integrating categories and their properties; (3) delimiting the theory; (4) Writing the theory. Meanwhile, to analyze quantitative data, the researcher employed descriptive statistic.   The result of the research shows that using graphic organizers can enrich students’ vocabulary mastery and classroom situation. The improvement on students’ vocabulary included; a) the students are able to speak English; b) the students are able to understand the meaning of the text as they have a lot of vocabularies. The improvement of the classroom situation; (a) students come on time in the class (b) students are more motivated to join the class (c) Students pay more attention in the instructional process (d) students’ participation in responding the questions are high.

Teaching Games for Understanding to In-Service Physical Education Teachers: Rewards and Barriers Regarding the Changing Model of Teaching Sport

2010 ◽  
Vol 29 (4) ◽  
pp. 378-398 ◽  
Author(s):  
Mario Díaz-Cueto ◽  
Juan Luis Hernández-Álvarez ◽  
Francisco Javier Castejón
Keyword(s):  
Physical Education ◽  
Work Group ◽  
Physical Education Teachers ◽  
Significant Progress ◽  
Self Assessment ◽  
Teaching Games For Understanding ◽  
Pedagogical Expertise ◽  
Support Strategies ◽  
Initial Stage ◽  
Sports Data

The purpose of this study was to understand the perceptions of in-service Physical Education (PE) teachers when using Teaching Games for Understanding (TGfU) in teaching sports. Data were gathered from interviews, work group meetings, and participants’ diaries. The results show the difficulties PE teachers had in the planning and implementation of TGfU. In the initial stage of implementing TGfU, teachers reported feelings of insecurity to the point of doubting their own pedagogical expertise and knowledge. They also reported anxiety and exhaustion. Once they surpassed the first stage, teachers’ feelings of satisfaction increased in parallel with students’ improvement, in particular because students with the lowest skill level had made significant progress in decision-making, overall compression of the game, and tactical problem solving. This study identified some major challenges facing PE teachers wishing to implement TGfU, and thus allows for the development of support strategies to promote teachers’ pedagogical self-assessment.

scholarly journals Applying Reciprocal Teaching to Overcome Learners' Barriers to Effective Listening

2020 ◽  
Vol 8 (1) ◽  
Author(s):  
Hesti Rokhaniyah
Keyword(s):  
Action Research ◽  
Teaching And Learning ◽  
Qualitative Data ◽  
Comparative Method ◽  
Research Result ◽  
Reciprocal Teaching ◽  
Active Listening ◽  
Constant Comparative Method ◽  
Post Test ◽  
The Mean

The research is the action research aimed at investigating to what extent Reciprocal Teaching overcomes learners’ barriers to effective listening and identifying the situation of teaching and learning when Reciprocal Teaching is employed. Several techniques: interview, observation, and test were applied to obtain the data. The mean score of two raters was calculated to derive the qualitative data; Constant Comparative Method was implemented to analyze the qualitative data. The research result showed Reciprocal Teaching implementation could overcome learners’ barrier to listening including detecting the keywords; recognizing grammar and vocabularies; and discriminating distinctive sounds. The enhancement of Reciprocal Teaching illustrated form mean score of pre-test was 37.4; post-test 1 was 70.4; and post-test 2 was 81. The use of Reciprocal Teaching also optimized the class situation: learners felt encouraged to be receptive to communication in active listening; they got freedom to mind their ideas; and they were more engaged to do mutual task. Considering the finding of the research, the lectures are recommended to use this research for guiding heir learners to solve listening barrier through Reciprocal Teaching.

scholarly journals Dificultades en el uso del feedback en la formación del profesorado de Educación Física (Difficulties in the use of feedback in physical education teacher training)

Retos ◽  
2019 ◽  
pp. 85-92
Author(s):  
Sonia Asún Dieste ◽  
Antonio Fraile Aranda ◽  
José Luis Aparicio Herguedas ◽  
Mª Rosario Romero Martín
Keyword(s):  
Action Research ◽  
Physical Education ◽  
Assessment System ◽  
Physical Education Teachers ◽  
Physical Education Teacher ◽  
Information Process ◽  
Affective Feedback ◽  
The University ◽  
Body Expression ◽  
Teaching Situations

En este estudio se exploran las dificultades que tienen los futuros docentes de educación física con el uso del feedback en situaciones simuladas de enseñanza-aprendizaje de expresión corporal. Durante dos años se realiza una investigación-acción desarrollada en la Universidad de Valladolid y la Universidad de Zaragoza. Los estudiantes, durante el proceso de retroalimentación integrado en un sistema de evaluación formativa, toman conciencia de su uso y progresan en la tarea de enseñar y evaluar como parte del propio proceso de aprendizaje. Se acomete una investigación-acción durante dos cursos académicos y se realiza un análisis de contenido, con un proceso de codificación de la información, para descubrir las dificultades comunicativas experimentadas. Las principales observadas se relacionan con la escasa presencia de feedback afectivo o motivador. Consideran importante la retroalimentación afectiva; sin embargo, los datos muestran que encuentran dificultades en su utilización aunque resulte fundamental para la mejora de la comunicación y el proceso docente. Abstract. This study explores the difficulties that future physical education teachers have when using feedback in simulated teaching situations on body expression. For two years, action research was carried out at the University of Valladolid and the University of Zaragoza in which students, during the feedback process integrated into a formative assessment system, become aware of their use of feedback and progress in teaching and assessing tasks as a part of the learning process itself. Action research is carried out during two academic years and an analysis of content with a coding information process is performed to discover communicative difficulties experienced. The main issues observed are related to the scarce presence of affective or motivating feedback. Regarding affective feedback, they consider it important, although data shows that they find it difficult to use it; being a fundamental part of the improvement of communication and the teaching process.

scholarly journals Games Teaching: Assessment in Teaching Games for Understanding

2003 ◽  
Vol 9 (2) ◽  
pp. 58-62
Author(s):  
Raymond Yuk Kwong LIU
Keyword(s):  
Hong Kong ◽  
Physical Education ◽  
Curriculum Development ◽  
Developmental Stage ◽  
Assessment Method ◽  
Physical Education Teachers ◽  
Teaching Games For Understanding ◽  
Teaching Assessment ◽  
Games Teaching

LANGUAGE NOTE | Document text in Chinese; abstract also in English.Given that, at present, assessment in the Teaching Games for Understanding approach is at a developmental stage, this paper is to articulate an effective and efficient assessment blueprint for Physical Education teachers to adopt this new games teaching approach in the teaching of ball games in schools. Through a case study involving PE teachers, this researcher has confirmed that the proposed assessment method is both effective and has practical value. Basing on the findings, it is recommended that, during implementation, students should not be solely assessed by the teacher, but as well by their peers; such mode of assessment is strongly recommended by the Curriculum Development Council of Hong Kong.目前「領會敎學法」評估的方法仍在發展探索階段中。本文的目的是建議一種評估方法，讓體育敎師能在採用「領會敎學法」敎授球類課時，也可以採用一套有效及可行的評估方法，衡量學生的真正球類活動的表現。作者透過個案研究，印證這種評估方法能有效的量度學生球類活動的整體表現能力，和這方法在學校施行上也很容易。作者並建議，在評估過程中，除了敎師評估學生外，也採納學生互評方法，這評估安排，也是課程發展議會在體育課程改革中所提倡的多元化的評估策略和模式之一。

scholarly journals PHYSICAL EDUCATION TEACHERS AS REFLECTIVE PRACTITIONERS AND ACTION RESEARCHERS IN THEIR WORK

2018 ◽  
pp. 375
Author(s):  
Jelena Maksimović ◽  
Osmanović Jelena
Keyword(s):  
Action Research ◽  
Physical Education ◽  
Work Experience ◽  
Teaching Experience ◽  
Physical Education Teachers ◽  
Years Of Teaching Experience ◽  
Reflexive Practice ◽  
Reflective Practitioners ◽  
Teachers Attitudes ◽  
Unbroken Line

Physical education classes are peculiar in their character in comparison to classes of other school subjects since they are not taught in a classroom. However, it certainly does not mean that physical education teachers should not reflect on their practical work or analyse it. This process of reflective thinking represents a particular challenge and responsibility for physical education teachers. Therefore, the goal of this research is to determine the way in which they approach this issue, i.e. whether physical education teachers are reflective practitioners and action researchers. The paper used a descriptive method and scaling technique, as well as a Likert type scale (FVAI) scales, designed for the purpose of this research, which examined the teachers' attitudes about physical education in the context of reflexive practice and action research. The survey was conducted on a sample of 405 respondents in relation to independent variables of the type of school (primary and secondary) and years of service (0-10; 11-20; over 20 years of work experience). This research has shown that teachers are partially informed about action research and its application, whereas they highly value all the aspects of reflective teaching. This research contributes to the affirmation of action research since reflection and action are linked in physical education teaching by means of a continuous, unbroken line which further encourages teachers to reflect on their own practice. Teachers who are reflective practitioners are simultaneously action researchers. This research has proven the existence of a statistically significant connection between the reflectivity components of physical education teachers and the stage of education (school) in which they teach and years of teaching experience, p<0.05.

scholarly journals Assistance of Class Action Research (Car) And Open Journal System (OJS Teachers for Sports and Health Physical Education

2021 ◽  
Vol 2 (2) ◽  
pp. 252-259
Author(s):  
Destriana ◽  
Silvi Aryanti ◽  
Arizky Ramadhan
Keyword(s):  
High School ◽  
Action Research ◽  
Physical Education ◽  
Community Service ◽  
Junior High School ◽  
Class Action ◽  
Physical Education Teachers ◽  
Writing Classroom ◽  
Questions And Answers

The purpose of this community service is to provide assistance in writing classroom action research (CAR) and the open journal system (OJS) for physical education teachers in Ogan Ilir District. This community service was carried out online from 20-22 November 2020. The number of participants in this service was 75 physical education teachers consisting of elementary school, junior high school, high school. The methods used in the implementation of the service are lectures, questions and answers, demonstrations, and practice. To see the results of assistance, use a questionnaire to see to what extent this assistance is useful. The results obtained in mentoring the writing of CAR and OJS were that on average 91.8% of participants could understand the writing of CAR and could use OJS. The results of this service are expected to increase competence as a teacher so that it can improve and improve the quality of physical education learning, especially in Ogan Ilir Regency

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