Purpose: The purpose of this article is to investigate the noticing differences of groups with different expertise while they observe students’ activities in gym class.
Participants and setting: Sixty participants with different sport-specific and pedagogical expertise were asked to describe and interpret videotaped teaching sequences. Observational data were obtained from physical education classes. The focus was on motoric and social learning processes.
Research design: The groups were compared in a four-field design according to their observations and interpretations of students’ activities in gym class.
Data collection: The teaching sequences function as stimuli to activate selective attention and knowledge-based reasoning. The participants were questioned in guided interviews.
Data analysis: The participants’ comments were recorded, transcribed and analyzed based on qualitative content analysis. The analysis was performed with the software program MaxQDA. The comments were subsequently exported to the software program SPSS 20 for further analysis.
Results: By comparing groups with different sport-specific and pedagogical expertise, this study reveals new observation foci when people exclusively monitor students’ behaviors, not teachers’ behaviors, in authentic teaching situation along with different observation foci based on expertise.
Conclusions: The findings indicate that noticing is a characteristic of professionalization that should be given greater consideration in physical education teacher education (PETE) programs. Special observations tasks (e.g. focusing on social processes) and supplemental theoretical materials for specific issues in PETE programs that use video recordings could help improve learning to notice. 相似文献
Purpose: Through the participatory action research project described in this paper we sought to position pre-service teachers as pedagogical consultants who would design feedback strategies, gather feedback with faculty and co-construct physical education teacher education (PETE) curricula. We saw this process as a democratic possibility that might create opportunities for pre-service teachers to critique and transform their own educational experiences. In this paper we detail the process we used to support dialogue about teaching and learning between students and faculty members and draw on the perspectives of the students, pedagogical consultant, lecturer and teaching and learning advocate involved in this project.
Participants and setting: The project was undertaken with one cohort (77) of pre-service teachers during the final year of a four-year undergraduate PETE programme in an Irish university and focuses on the democratization of one PETE course.
Data collection: Data were generated with and by the pre-service teachers, the pedagogical consultant, the lecturer and the regional teaching and learning advocate. The primary data collection methods were interviews and observation.
Data analysis: The data were reviewed repeatedly looking for patterns, themes, regularities, paradoxes, variations, nuances in meaning and constraints [Rubin and Rubin 1995. Qualitative Interviewing. The art of Hearing Data. London: Sage]. The authors coded all data sets independently using constant comparison [Glaser 1965. “The Constant Comparative Method of Qualitative Analysis.” Social Problems 12 (4): 436–445] and then shared their processes and subsequent codes. Our analysis engages Greene’s [1988. The Dialectic of Freedom. New York: Teachers College Press] dialectical theory, to explore how naming and holding the tensions involved in this research and pedagogical enterprise was not stultifying but generative.
Findings: Three key dialectics were constructed from the data: student–teacher, critical reflection–learning and responsibility–accountability. We speak to each of these themes from the perspectives of the students, the pedagogical consultant and the lecturer who participated in this project.
Discussion and conclusion: Our discussion turns to the challenges and benefits associated with the pursuit and realization of democratic possibilities in PETE. 相似文献
Purpose: The aim of this study is to provide in-depth perspectives on need supportive training through examination of GTAs reflections of the training process.
Participants and setting: Fourteen GTAs from a university physical activity and healthful living program were recruited for this study, but two dropped out. All participants taught one of the following courses: aerobics, basketball, body conditioning, bowling, flag football, golf, racquetball, soccer, tennis, ultimate frisbee, volleyball, or yoga.
Data collection: Teaching reflections were written by participants at the end of a year-long training program.
Data analyses: Written reflections completed by the GTAs were analyzed via content analysis. Data were organized by how strategies were implemented, most/least successful use of the strategies, and adherence to the training. Once organized, the data was examined by two different researchers independently and themes were shared with participants as part of the member checking process. Searches for negative cases were utilized during the analysis process as well.
Findings: Across the data, it was determined that the GTAs felt the training to be beneficial, influencing much of how they worked with students. Results suggested that GTAs found several ways to implement the reviewed need supportive teaching strategies, including giving students the choice of activities and group membership. They were also able to better respond to students’ negative affect and give explanatory rationales. Goal setting was a consistently used strategy by the GTAs; however, it was cited as one of the least successful strategies due to the inability to effectively follow-up on the goals made during classes with the students. Additionally, it was noted that the GTAs had difficulties with devising their own ways of implementing the strategies and relied heavily on the examples that were provided during their training sessions.
Conclusion: In better understanding, the perceptions of GTAs who engage in need supportive training programs, researchers can better gauge the effectiveness of such programs and how they can be improved. Future research should focus on how to help GTAs to engage in more creative ways of using need supportive teaching strategies in physical activity environments. 相似文献
Purpose: The purpose of this study was to explore the barriers and facilitators to purposeful technology integration when using the Cooperative Learning model in physical education.
Research design: Data are presented from an action research project that focussed on how a teacher-researcher used iPads (tablet personal computers) within the Cooperative Learning model to support pupil learning. An athletics (track and field) unit was taught to 2 separate classes (36 pupils in total) using the key features of the Cooperative Learning model. The teacher-researcher used action research as a professional learning mechanism to refine her practice through gathering data from focus groups interviews with pupils, teacher-researcher reflections and a colleague’s observation.
Data analysis: Data analysis was ongoing throughout the athletics units as part of the action research design. Following the unit, data were analysed through inductive analysis and constant comparison and the authors engaged in a peer examination process.
Findings: Unfamiliarity with technology and poor group cooperation were identified as initial barriers to pupil learning when integrating technology. Action research, however, and the process of reflection and collaborative inquiry acted as key facilitators for the teacher-researcher to learn how to use digital technology to support learning.
Conclusion: Findings challenge existing literature which position the ‘digital natives’ or iGeneration of today’s society as competent and able to use digital technologies to learn in formal educational contexts. Moreover, this study shows that selecting a well-defined pedagogical approach that has been previously reported to support technology use, such as Cooperative Learning, will not automatically result in positive learning experiences for pupils. If practitioners are to purposefully integrate digital technologies into physical education and ensure technology can help students to learn optimally, practitioners should engage with a reflexive process of learning, such as action research, to refine and develop their practices. 相似文献
Research design: This study utilized an exploratory multiple case study design (Yin 2003). The main premise of the case study method is to better understand complex educational and social phenomena, while retaining the holistic and meaningful particularities of real-life circumstances (Yin 2003). Teacher interviews and teacher shadowing were used to examine the experiences of PE teachers in high-poverty schools.
Findings: Results indicate that several psychological factors (relating to positive personality, motivation, focus, and perceived social and administrative support) protected the PE teachers in this inquiry from the potential negative effect of stressors by prompting their metacognitions and challenge appraisal. These processes promoted facilitative responses that proved to be key to developing and maintaining their capacities for resilience. The teachers demonstrated a sustained commitment to self-improvement and student success by implementing effective teaching practices.
Conclusion: The teachers in this study possessed strong individual dispositions and were able to demonstrate behaviors that facilitated an elevated level of resilience. School administrators must establish a strong culture of support to enable teacher resilience. Identifying ways to increase the resilience capacity of physical education teachers has the potential to decrease the concerns surrounding teacher attrition and increase job satisfaction for teachers working in high-poverty schools. Implications also indicate a need for physical education teacher education (PETE) programs to identify candidates with the individual dispositions that aid in resilience and provide them with experiences in high-poverty schools. This partnership may assist in minimizing the effects of reality shock oftentimes experienced by new teachers. 相似文献
Methods: Cohort of 2,851 individuals aged ≥ 60 from Spain. Mortality was ascertain from 2003 up to July 2013. Patterns of PA, SB and sleeping were identified by factor analysis.
Results: During follow-up, 1,145 deaths occurred. The first pattern, named “sedentary and non-active pattern”, was characterized by long sleeping or lying time, and not doing even light PA (household chores or walking). The second pattern was named “active and non-sedentary pattern”, and was characterized long time devoted to vigorous activities, long walking time, and short seating time. Compared to those in the first quartile of the “sedentary and non-active pattern”, those in the highest quartile showed a 71% higher mortality (HR: 1.71; 95%CI: 1.42–2.07; p-trend:<0.001); it corresponds to being 6-year older. By contrast, being in the highest versus the lowest quartile of the “active and non-sedentary pattern” was associated with a 32% lower mortality (HR: 0.68: 0.57–0.82; p-trend:<0.001); it corresponds to being 4-year younger.
Conclusion: The “sedentary and non-active” pattern had a large impact on mortality. The “active and non-sedentary” pattern showed an opposite and slightly lower association. 相似文献
This study was conducted with 415 children (9.1 ± 0.4 years) and 853 adolescents (13.6 ± 1.6 years) in Spain during 2011–2012. Total ST and PA were assessed by accelerometry. Leisure-time spent in twelve sedentary behaviours was self-reported. Adiposity and physical fitness was measured following the ALPHA battery for youth.
Total accelerometer-based ST was positively associated with global adiposity score in children, and negatively associated with global physical fitness score in children and adolescents; but relationships were not independent of PA. PA mediated all associations of accelerometer-based and self-reported ST with adiposity or physical fitness in children. Conversely, screen-, educational-, social-, and other-based ST were negatively related to physical fitness in adolescents, independently of PA.
These findings give an impetus to developing effective strategies for specifically promoting PA in children and for increasing PA while reducing ST in adolescents in order to produce improvements on adiposity and physical fitness. 相似文献
Method: 19 footballers (U12 yrs) participated in 14 training sessions, spread over three phases: Pre-intervention, Intervention, Retention. The intervention was based on Small-Sided and Conditioned Games. We assessed progress during the intervention phase at two different points: intermediate and final. The GPET instrument was used to analyse the DM and P during the completion of 3208 passes in the intervention.
Results: Results shown significant improvements in the DM and P after the intermediate and final points of the acquisition phase. Moreover, significantly higher values were also obtained in both variables in the retention, compared to the pre-intervention phase.
Conclusion: Results indicated that the NLP intervention programme was effective in improving both aspects of team games performance in youth players, with effects consolidated over time. 相似文献
Purpose: The current article aims to provide a narrative summary of international research perspectives and findings regarding PE teachers’ attitudes and self-efficacy (SE) toward inclusion, as well as to develop a model for conducting further research.
Design: A narrative literature review was performed, based on a search of the databases SPORT Discus and MEDLINE (combined via EBSCO host and screened for peer-reviewed academic journals only), and Google Scholar. The search used the following terms: physical education teachers, inclusion, disability, and attitudes or SE. The narrative review begins with setting the scope of this topic via definitions and theoretical frameworks used to enable the understanding of attitudes and SE within inclusive PE. The Social Learning Theory (SLT) and the Theory of Planned Behavior (TPB) were outlined in order follow up with an explanation of the link between attitudes and SE. In the next section, the literature on attitudes and SE of PE teachers is presented. This section is comprised of subsections describing the development of instruments and their utilization in the field of study, as well as contextual variables influencing PE teachers’ attitudes and SE toward inclusion.
Findings: Seventy-five articles were included in total, of which 54 discussed research on teachers’ attitudes towards inclusive PE, 12 were related to research on teachers’ SE (three of which also included research on teachers’ attitudes towards inclusion), and 12 were considered reviews or viewpoints. The article ends with a model, including the following parts: background variables (regarding teachers’ personal attributes, school attributes, and disability attributes); moderating variables (attitude and SE); and, teachers’ behavior toward inclusion, all of which are interrelated and include a feedback loop. This model can be used for designing future research, as well as evidence-based interventions aimed at facilitating teacher training toward inclusion.
Summary for practitioners: From a practical point of view, educational inclusion practitioners should be aware of several factors influencing attitudes and/or SE while engaging in inclusion of children with disabilities in PE: (a) The teachers’ volume and type of experience with persons with disabilities at school, in the family or in the community; (b) The professional and academic training toward inclusion; (c) Individual factors, including gender; (d) School environmental factors, such as a process rather than performance orientation; and, finally, (e) The type and degree of disability. 相似文献
Purpose: This study was funded by a national government funded organisation and led by a university in collaboration with a secondary PE specialist and two primary teachers. The purpose was to develop a replicable PE-CPD process to improve primary generalist teachers’ PE pedagogy by transferring their positive pedagogy from the classroom to the PE setting.
Participants: The participants were two Year 3 (age 7–8 years) primary classroom teachers from the same school and one secondary PE specialist teacher who acted as a mentor.
Research approach: A collaborative professional learning (CPL) approach was utilised to develop the PE-CPD intervention process. CPL involves teachers and other members of a profession working together to improve their own and others’ learning on pedagogic issues. A six-week needs assessment phase was completed through classroom and PE lesson observations to identify key areas for development in the PE-CPD process over the duration of a 23 week intervention.
Data collection and analysis: Reflective logs, structured lesson observations and teacher interviews were used to collect the data during the PE-CPD intervention. Inductive and deductive qualitative thematic analysis was used to analyse and interpret the data.
Findings: A number of key themes were generated during the data analysis including the transfer of positive pedagogy from the classroom to the PE setting and the implementation of effective pedagogic principles including the setting of clear learning outcomes, differentiation and inclusion to enhance the PE pedagogy. A key element to the success of the intervention was the trusting relationships built by the secondary PE specialist with the primary teachers. Further, the results also revealed the importance of CPL in ensuring rigorous, evidence-based PE-CPD and providing the time and support required for fundamental sustainable changes in practice, which can endure beyond the life of the research project.
Conclusion: The major contribution of this paper is in demonstrating the potential of CPL between national organisations, universities, secondary and primary schools to improve the PE pedagogy of primary generalist teachers. Future research should build upon the findings in this study and replicate this PE-CPD approach with other classes and schools. 相似文献
Purpose: This digital ethnographic study sought to describe one elementary school physical education (PE) teacher's attempt to employ transformative pedagogy (TP).
Method: Cochran-Smith's [1998. “Teaching for Social Change: Toward a Grounded Theory of Teacher Education.” In The International Handbook of Educational Change, edited by A. Hargreaves, A. Lieberman, M. Fullan, and D. Hopkins, 916–952. Netherlands: Kluwer Academic Publishers, 2004. Walking the Road: Race, Diversity, and Social Justice in Teacher Education. New York: Teachers College Press] pedagogical principles for social justice education (SJE) drove our data collection and analysis. Seven qualitative methods were employed to collect data about Harry's pedagogies, organizational structures, and the content he taught. These were formal and informal interviews, conversations, short films, document collection, social media accounts, and an electronic journal. Data were analyzed using both inductive and deductive methods [Patton 2015. Qualitative Research and Evaluation Methods. 4th ed. Thousand Oaks: Sage].
Findings: Harry's TP and the factors that facilitated and limited his practice were uncovered within five main themes: (a) creating communities of learners through restorative practice principles, (b) building on what students bring to school with them for a democratic curriculum, (c) teaching skills, bridging gaps, and the affective component, (d), working with communities in-between social justice illiteracy, and (e) utilizing diverse forms of assessment.
Conclusion: We confirmed that there is no best way to teach social justice through PE and that TP must be individual to the teacher. In addition, this study highlighted methods and pedagogies by which teachers could engage in TP. Finally, the study's findings implied how teacher educators might go about working with both preservice and inservice PE teachers with the goal that they focus on facilitating social justice through their pedagogical approach. 相似文献
Purpose: The purpose of this article is to consider whether PE pre-service teachers are trained during short training sessions aimed to discover new physical activities. We examine the influence of a scaffolding procedure (CLS design) on PE pre-service teachers’ knowledge, skills and self-efficacy in comparison to a CL and a DI experience. This leads to consider to what extent this instructional support provided by the instructor would help pre-service teachers to perceive themselves as self-efficacious to teach contents in PE.
Participants and design: After a pre-test, sixty-nine PE pre-service teachers were randomly assigned to one of the three following conditions: CL (14 males and 7 females); CLS (20 males and 8 females) or direct instruction condition (DI; 12 males and 8 females). For the training session a selected CL procedure (Jigsaw) [Aronson, Elliot, and Shelley Patnoe. 1997. The Jigsaw Classroom: Building Cooperation in the Classroom. 2nd ed. Wokingham: Addison-Wesley Educational]) was used to split CL and CLS participants into mixed-sex teams, whereas DI participants practiced the same exercises in dyads. According to the training conditions, the same instructor provided different information to participants along the three 2-hour instructional sessions with regard to: (a) warm-up (DI), (b) CL organization (CL), and (c) scaffolding integrated into a CL implementation (CLS).
Data collection: A Pre-test/post-test design was used to consider PE pre-service teacher’s motor skill, knowledge for practice, and self-efficacy improvements. The post-test also examined participants’ pedagogical knowledge.
Findings: The results showed that the participants in the three conditions progressed on performance, knowledge for practice, knowledge for teaching, and self-efficacy. Although no difference was found in self-efficacy between the three training conditions over time, significant differences appeared on pedagogical knowledge or/and motor skills with an advantage for the CL and CLS participants, respectively.
Conclusion: Although short training sessions dedicated to discovering new sports stay problematic for teacher professional development, implementing CL pre-service teacher training designs would be a relevant alternative. Instructional knowledge would be developed mainly when they have explicitly access to information concerning the teacher intervention. Nevertheless, such a scaffolding procedure integrated into CL training designs would need to be applied repeatedly to various physical activities to have an impact on pre-service teachers’ self-efficacy. 相似文献
Participants (n = 48) wore Fitbit Flex or Flex2 monitors on each wrist for three days. T tests, equivalence tests, and correlations were used to compare steps, Calories, distance, active minutes, and sleep duration recorded by dominant and nondominant wrist-worn monitors and effect sizes and mean absolute and percent difference were calculated.
The nondominant Flex2 monitor was not equivalent to the dominant wrist-worn monitor and recorded significantly more steps/day (absolute difference = 708), miles/day (0.3), and active minutes/day (7.9) than the dominant Flex2 monitor. For all variables, nondominant and dominant output was correlated (r>0.75).
Nondominant and dominant Flex2 monitors are significantly different, but there were small differences for Flex monitors. Research should investigate effects on behavior and replicate findings using other monitors. 相似文献
Purpose: This paper reports on research that has pursued this prediction and specifically explored the expression of Arnold's three dimensions of education in, through and about movement, in teachers’ interpretation and enactment of the new VCEPE Study Design. The research sought to pursue the potential for originality and creativity in SSPE amidst the introduction of a new official curriculum text, examine factors facilitating or limiting this and document the ‘pedagogic realities’ of SSPE in Victorian schools.
Methodology: The study used a case study approach, involving two government and two independent secondary schools in Victoria, Australia. Data gathered from teacher interviews, classroom observations and documentary sources in 2012–2013 are reported. Analysis pursued internal and external factors framing the curriculum and pedagogical practices prominent in enactment of the new course in the case study schools, and the individual and collective representation of Arnold's three dimensions of movement in the schools’ curriculum and teachers’ pedagogical practices.
Findings: The findings reveal complexities and tensions associated with the representation of new curriculum policy in school curriculum and teachers’ pedagogic practices. Attention is drawn to ways in which the interplay between official texts, accompanying assessment requirements, other professional texts and the wider educational context variously shape the ‘pedagogic realities’ of the VCEPE in practice. The discussion explains how this interplay influences (and limits) the expression of Arnold's dimensions in VCEPE.
Implications: This paper reaffirms previous work in SSPE that has highlighted the need for conceptual coherence between curriculum texts and assessment frameworks. This research directs attention to opportunities for development of curriculum, pedagogy and assessment, through both official and professional channels, in ways that facilitate teachers’ professional learning about the potential expression of Arnold's dimensions in VCEPE. It also calls for curriculum authorities, professional learning associations and teacher education institutions to work more coherently to be at the fore of thinking about pedagogic possibilities in senior secondary physical education. 相似文献
Participants and settings: This six-month activist research project was conducted in a soccer program in a socially vulnerable area of Brazil in 2013. The study included 17 youths, 4 coaches, a pedagogic coordinator and a social worker. An expert in student-centered pedagogy and inquiry-based activism assisted as a debriefer helping in the progressive data analysis and the planning of the work sessions.
Data collection/analysis: Multiple sources of data were collected, including 38 field journal/observation and audio records of: 18 youth work sessions, 16 coaches’ work sessions, 3 combined coaches and youth work sessions, and 37 meetings between the researcher and the expert.
Findings: The process of co-construction of this prototype pedagogical model was divided into three phases. The first phase involved the youth and coaches identifying barriers to sport opportunities in their community. In the second phase, the youth, coaches and researchers imagined alternative possibilities to the barriers identified. In the final phase, we worked collaboratively to create realistic opportunities for the youth to begin to negotiate some of the barriers they identified. In this phase, the coaches and youth designed an action plan to implement (involving a Leadership Program) aimed at addressing the youths’ needs in the sport program. Five critical elements of a prototype pedagogical model were co-created through the first two processes and four learning aspirations emerged in the last phase of the project.
Implications: We suggest an activist approach of co-creating a pedagogical model of sport for working with youth from socially vulnerable backgrounds is beneficial. That is, creating opportunities for youth to learn to name, critique and negotiate barriers to their engagement in sport in order to create empowering possibilities. 相似文献
The sample included 200 older adults (113 women). To assess daily walking time, participants responded to the EPIC-PAQ in an interview and wore a portable gait analysis system and physical activity monitor for 48 consecutive hours in free-living condition.
Results indicated that the mean of bias between the EPIC-PAQ and objetive measurement was ?64.6 min/day. Also, the correlation was low compared to an objective measurement (rho = 0.196) and was positively correlated with the time spent at speeds below 2.5 mph but the correlation was low (slow walking rho = 0.154 and pace walking rho = 0.163).
The EPIC-PAQ shows low correlations with the objective measurement of walking time, that suggests it may be inaccurate and affecting the estimate of the EPIC-PAQ’s PA energy expenditure in this age group. 相似文献
Total 150 patients, who were 3–16 months postoperative, completed the ACL-RSI(NL) and 5 other questionnaires regarding psychological readiness to return to sports, knee-specific physical functioning, kinesiophobia, and health-specific locus of control. Construct validity of the ACL-RSI(NL) was determined with factor analysis and by exploring 10 hypotheses regarding correlations between ACL-RSI(NL) and the other questionnaires. For test–retest reliability, 107 patients (5–16 months postoperative) completed the ACL-RSI(NL) again 2 weeks after the first administration. Cronbach’s alpha, Intraclass Correlation Coefficient (ICC), SEM, and SDC, were calculated. Bland–Altman analysis was conducted to assess bias between test and retest.
Nine hypotheses (90%) were confirmed, indicating good construct validity. The ACL-RSI(NL) showed good internal consistency (Cronbach’s alpha 0.94) and test–retest reliability (ICC 0.93). SEM was 5.5 and SDC was 15. A significant bias of 3.2 points between test and retest was found.
Therefore, the ACL-RSI(NL) can be used to investigate psychological factors relevant to returning to sport after ACL reconstruction. 相似文献