Becoming InterActive for Life: Mobilizing Relational Knowledge for Physical Educators

The overarching purpose of the InterActive for Life (IA4L) project is to mobilize relational knowledge of partnered movement practices for physical education practitioners. Through a participatory, motion-sensing phenomenological methodology, relational knowledge gleaned from world class experts in salsa dance, equestrian arts, push hands Tai Chi and acroyoga, and analyzed through the Function2Flow conceptual model, was shared with Physical Education Teacher Education (PETE) students. They, in turn, made sense of the ways these experts cultivate relational connections through a process of designing interactive games suitable for physical education curricula. The kinetic, kinesthetic, affective and energetic dynamics of these games were then shared through professional development workshops, mentoring, and open-access resources. Each phase of the IA4L project invites us to depart from the predominance of individualistic ways of conceiving and teaching movement and instead explore what it means to be attuned to the pulse of life as we break away from tendencies to objectify movement as something our bodies do or that is done to them. Consideration is given to the ways in which meaningful relational connections are formed in and through movement and how this learning prioritizes the InterActive Functions, Forms, Feelings and Flows of moving purposefully, playfully and expressively with others. In so doing, what this research offers is an understanding of how knowledge of an essentially motion-sensitive kind, which can breathe life into physical education curricula, can be actively and interactively mobilized.

A Qualitative Inquiry of a Three-Month Virtual Practicum Program on Youth with Visual Impairments and Their Coaches

Research has shown that the practicum experience for professional preparation students in physical education teacher education programs related to teaching youth with disabilities can improve self-efficacy. It is not currently known if a virtual program can be effective for the professional preparation students or the participants. The objective of this study was to determine the experiences of the participants of a three-month virtual practicum program. In this phenomenological study, thirty youth with visual impairments and 1:1 professional preparation students (coaches) took part in a three-month virtual physical activity program. A total of 11 coaches took part in 2 focus groups, and 10 of the participants were interviewed about their experiences in this unique practicum. Findings in this three-month program revealed four themes: (1) friendship, (2) self-determination, (3) goal setting, and (4) barriers. The results of the qualitative inquiry indicate that a virtual practicum program can have a positive effect on both the participants and the professional preparation students. Virtual programs should also be aware of barriers to implementing an effective program to benefit all parties.

Social representations of physical education teachers concerning the game: a qualitative study in Chile

Background and Study Aim. The objective of this research was to determine the social representations of the game in physical education teachers belonging to the Chilean educational system, searching for the sense and meaning given by the educators to the game aspect. Material and Methods. The study sample consisted of 14 physical education teachers, who were chosen by the convenience sampling method. Semi-structured interviews were used to collect data from the participants, maintaining gender equity. The analysis of the data obtained was by means of content analysis and the NVivo 11 program was used to process the data. Results. Our research indicates that of the categories analyzed, the highest was the role of the game (22.29%), demonstrating the relevance given by teachers to the game in the development of meaningful learning. On the contrary, the category characteristics of the game (17.42%), describe how teachers visualize the contributions of play at the educational level, in this sense, the role of the game goes beyond motor contributions, but also provides tools for social and cognitive development. Conclusions. For the teachers, the game promotes autonomous and proactive actions of the students, which will be beneficial to understand that playfulness in education implies not to put in contradiction the rational and emotional faculties. This comprehensive view is called full attitude, and it is a relevant step toward the understanding of the game from a complex perspective. In this area, it is evident that, in the social representations of the participating teachers, the game constitutes a natural environment in which children develop, where the physical education teacher should create an environment that facilitates the game, facilitating the expression of autonomy, freedom, creativity, and playfulness.

La formación del profesor de Educación Física en las Necesidades Educativas Especiales, hacia la reflexión y la acción, desde acuerdos internacionales y Leyes en Chile (The training of the Physical Education teacher in Special Educational Needs, towards

El Informe Warnock y la Declaración de Salamanca, establecieron criterios estandarizados sobre conceptos y requerimientos mínimos para una enseñanza homogénea de los centros educativos para las personas con Necesidades Educativas Especiales (NEE). Las NEE dentro de la normativa en Chile, se clasifican en Necesidades Educativas Especiales Permanentes y Transitorias. Las cuales, mediante Decretos, Leyes y acuerdos internacionales, los niños, niñas y adolescentes tienen el derecho de una educación de calidad, tendiendo en consideración las características particulares que pueden presentar los estudiantes, este acompañamiento puede ser transitorio y/o permanente. De esta manera, se busca que, a través de la Educación Especial, el alumnado obtenga herramientas necesarias para su utilización en contextos sociales y laborales. Sin embargo, desde la Educación Física en contextos escolares, se evidencia poca preparación o conocimiento de las características de las NEE que presente un estudiante por parte del profesor de Educación Física, si bien, en distintas universidades se encuentra la asignatura que dote a los estudiantes de pedagogía de herramientas y competencias para el trabajo con escolares con NEE, se evidencia que existe una falta de componentes teóricos y prácticos para trabajar con NEE. Finalmente, se invita a la reflexión para la utilización de actividades físico – deportivas o motrices adaptadas, las cuales podrían permitir ser una herramienta complementaria e inclusiva en la clase de Educación Física escolar. Abstract. The Warnock Report and the Salamanca Declaration established standardized criteria on concepts and minimum requirements for a homogeneous teaching of educational centers for people with Special Educational Needs (SEN). SEN within the regulations in Chile are classified as Permanent and Transitory Special Educational Needs. Which, through Decrees, Laws and international agreements, children and adolescents have the right to a quality education, taking into consideration the characteristics that students may present, this accompaniment may be transitory and / or permanent. In this way, it is sought that, through Special Education, students obtain the necessary tools for their use in social and work contexts. However, from Physical Education in school contexts, little preparation, or knowledge of the characteristics of SEN presented by a student is evidenced by the Physical Education teacher, although, in different universities there is the subject that provides students pedagogy of tools and competencies for working with schoolchildren with SEN, it is evident that there is a lack of theoretical and practical components to work with SEN. Finally, reflection is invited for the use of adapted physical - sports or motor activities, which could allow them to be a complementary and inclusive tool in the school Physical Education class.

TRAINING ORGANIZATION FOR PE TEACHERS TO FORM PUPILS’ HEALTHY LIFESTYLE THROUGH PHYSICAL EDUCATION

The article analyzes and substantiates that human health is the most important social value and is closely related to the fundamental right of the individual to physical, spiritual, social well-being in terms of maximum length of active life. We interpret health as a complex, holistic, multi-vector dynamic state that shows progress in the process of realization of genetic potential in the context of a particular social and ecological environment and allows a person to realize its important biological and social functions to varying degrees.Definitely, a healthy lifestyle of a future physical education teacher represents a system of formed theoretical skills and practical skills of daily behavior, the functional direction of which is to preserve and strengthen their own health in its various manifestations (physical, mental, moral, spiritual, social, professional), compliance important leading guidelines for the implementation of pedagogical activities, which is based on the organization of the educational process, taking into account the formation of health skills.The level of elaboration of the issue concerning the preparation of physical education teachers for the formation of a healthy lifestyle of student youth in the field of education is thoroughly analyzed. The essence of the concept of “healthy lifestyle” is revealed in detail, the peculiarities of its formation in schoolchildren of different age categories are characterized. The structure of readiness of the teacher of physical culture to the organization and introduction of health-preserving activity which leading components, in our opinion, are: motivational, cognitive, activity, improving, reflexive is defined. The basic levels of formation of readiness of the teacher of physical culture to the organization of healthpreserving activity - high, sufficient, basic, elementary are characterized.It is established that the readiness of a physical education teacher to organize health activities is the result of comprehensive preparation for the professional role of teacher, organizer, moderator of health, sports, sports and mass process in the institution, it is the ability to create health culture and healthy lifestyle of students and actively participate in creating a healthy educational environment of the educational institution.

The role of the specialized supervisor in developing the teaching skills of physical education teachers in secondary schools affiliated to the Diyala Education Directorate

The importance of the research highlights the role of the specialized supervisor in the educational process, It comes by carrying out its responsibility in continuous evaluation and development, with regard to the development of the teaching skills of the physical education teacher, because the physical education lesson as a subject equivalent to other subjects in its importance. Identify the reality of the supervision carried out by the specialized supervisor in terms of the directions and instructions that they focus on in supervising the physical education teacher. Identify the role of the supervisor in evaluating the physical education teacher during his class visits. The researcher used the descriptive approach in the survey method, and the research community included physical education teachers, and their number in secondary schools is (312) teachers and schools, distributed among the schools of districts in Diyala Governorate, and the research sample amounted to (35) teachers and schools. The researcher adopted a measure of the reality of supervision on the physical education teacher, as the measure of the reality of supervision was (46) items. After collecting the data, and processing it using the SPSS statistical program, through the findings of the researcher, the most important conclusions are: 1. Supervision has an effective and positive role in the development of teaching skills and the continuous development of the educational process in all its aspects, and the refinement of the teaching capabilities and competencies of physical education teachers, in a way that increases his professional experience. 2. The supervisor’s dependence on evaluating the grades of physical education teachers on many objective dimensions, including (personal characteristics, lesson preparation and implementation, class management and class interaction

The Subject “Philosophy of Sports” as an Object of Understanding by a Physical Education Teacher

In this article, I will consider the problems of physical culture and sports, based on my observations in practice, and tell you what a modern teacher of physical culture and sports needs to understand and know today so that he can work more effectively in his classes. I will tell you about the subject "Philosophy of Sports" for a more extensive understanding of the area I am touching on. I will try to convey information, in a clear way, about what is needed in order for children to have results at school, and how to look at these results if they are not visible. Also in this article you will be able to take something new, innovative and interesting for yourself, and something will be a topic for your thoughts.