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1.
Using Nicholl's (1989) and Dweck 's (1999, 2002) theories on ability as conceptual frameworks, this study explored teachers' and students' conceptions of ability in elementary physical education. Participants were 8 physical education specialists from five public schools and 160 students from their second- and fourth-grade classes. Teacher and student interviews and questionnaires were used for data collection. When asked to describe the "best" and "poorest" students in their physical education classes, teachers defined or referenced student status solely in terms of class behavior and effort, such as participation and working hard. In contrast, students primarily used ability-related indicators, such as task mastery and social comparison along with class behavior as criteria of their own ability. Overall, teachers and students had different views of "good" students in elementary physical education. In an era of standards-based learning and accountability in education, teachers may need to focus more on a task-involved climate by taking into account student learning and achievement. 相似文献
2.
探讨教师因素对体育课中小学和初中学生身体活动水平影响的差异。以上海市284节体育课中小学和初中学生身体活动水平及其任课教师为调查对象,通过测量法、观察法和调查法等分析不同学段体育课中学生身体活动水平、教师教学行为现状及教师因素(包括性别、教龄和教学行为)与体育课中学生身体活动水平的关系。结果显示:小学和初中学生体育课中MVPA时间百分比均未达到50%的课堂时间标准,且两者间无显著差异;小学和初中体育课中教师在教学指导和课堂管理行为上的用时均为最高,小学教师的课堂管理行为和动作示范行为用时显著高于初中教师,而初中教师的教学指导行为和观察行为用时显著高于小学教师;小学和初中体育课中男教师执教班级的MVPA时间百分比均高于女教师,而教龄仅与小学生体育课MVPA时间百分比有显著负相关关系。教师的促进健康行为对小学和初中体育课MVPA时间百分比均有显著正向影响,而观察行为仅对初中生体育课中MVPA时间百分比有显著正向影响。研究表明:教师因素对小学和初中体育课学生身体活动水平影响存在较大差异,今后应针对不同学段学生采取有针对性的干预措施。 相似文献
3.
Paul Godbout Jean Brunelle Marielle Tousignant 《Research quarterly for exercise and sport》2013,84(1):11-19
Abstract The purpose of this study was to determine how much academic learning time is experienced by elementary and secondary school students during regular physical education classes (ALT-PE) and to investigate three major ALT variables, that is, time devoted to specific content areas, learner engaged time with relevant material, and student's success rate. Subjects were 30 elementary and 31 secondary school physical education teachers; all had two of their regular classes observed according to the ALT-PE observational procedure developed by Siedentop and his colleagues. Group average results were found to be consistent over time, but individual data showed very little stability. The ALT-PE mean results were 31.3% and 36.5% respectively for the elementary and secondary school level and were significantly different. From 19% to 34% of the class period was spent, on the average, in other than P.E. content activities. When class groups, as a whole, were involved in P.E. content activities, students, considered individually, were effectively engaged in those activities 50% of the time. The non-success rate of the students was found to be quite low (10% approximately) and, therefore, did not contribute greatly to decreasing the ALT-PE figures. It was felt that a better management of the student's involvement during P.E. content activities might contribute to increasing significantly the percentage of student academic learning time in a given class period. 相似文献
4.
Abstract The purpose of the present study was to describe the decision making processes employed by experienced and inexperienced teachers as they planned for and taught two lessons in physical education. Eight elementary physical education teachers with five years or more of teaching experience and eight elementary teachers in training thought aloud as they planned two physical education lessons subsequently taught to four elementary school children. Following each lesson, the decision making strategies employed during interactive instruction were accessed using a stimulated recall technique. Results indicated that, when planning, experienced teachers made more decisions concerning strategies for implementing instructional activities than did inexperienced teachers. During interactive teaching, experienced teachers focused most of their attention on individual student performance, while inexperienced teachers attended most frequently to the interest level of the entire class of students. The findings indicated that experienced teachers possess knowledge structures rich in strategies for managing students and facilitating psychomotor performance that enabled them to attend to individual student performance and alter their lessons in accordance to student needs. In contrast, inexperienced teachers possessed fewer of these strategies and focused their attention on the interest level of the entire class to insure that the children were busy, happy and well-behaved. 相似文献
5.
Abstract The purpose of this study was to determine the multivariate relationships of the impression cues of attractiveness and effort with teacher expectations and dyadic interactions in two elementary age groups of children. Three elementary physical education teachers and 128 children (K-3) served as subjects. The children were classified into two groups, one consisting of kindergarten and first grade children and the other second and third grade children. Physical attractiveness was determined from ratings of black and white photographs of each student. Student effort was determined by the ratings of the teachers according to the amount of expressed effort demonstrated by each student during physical activity instruction. Teachers were also asked to rate their students according to four expectancy variables. A dyadic version of Cheffers' Adaptation to Flanders' Interaction Analysis System was the observational tool used to describe teacher-student behaviors. For the older group only, teachers' expectations for the students' social relations, cooperative behavior and ability to reason significantly related to both impression cues. For the younger group, teachers' expectations for social relations and cooperative behavior were significantly related to teacher praise, direction-giving, criticism, and predictable student responses. For the older group, however, the teachers' expectation for cooperative behavior was significantly related to eight behavioral variables, especially to information giving and student-initiated responses. 相似文献
6.
Abstract The purpose of this study was to determine the variables related to the successful least restrictive placement of students with disabilities into physical education classes. Subjects were 470 school building representatives and 62 adapted physical education professors throughout the nation. Confidence interval estimates (95%) of school building data correlated highest on relative importance with university census data on 8 of 37 total variables: motor ability test scores, developmental scale scores, reaching individualized education program instructional objectives, special education teacher recommendation, regular physical educator recommendation, activity offerings, classroom physical accessibility, and safety considerations. These represent those variables that should be used in some “best practices” combination by school personnel in making decisions regarding relevant students' class placement within physical education least restrictive environment alternatives. In addition, staff recommendation category variables were considered more important than test score, student related, class related, and administrative category variables. 相似文献
7.
BackgroundIncreasing caloric expenditure in physical education is considered an effective school-based approach to addressing the child obesity epidemic. This study was designed to determine synergistic influences of student characteristics and lesson factors on caloric expenditure in elementary and middle school physical education.MethodsThe study used a multi-level design. Level-1 factors included personal characteristics: age, gender, and body mass index. Level-2 factors included lesson length, content, and school level. Based on the Center for Disease Control and Prevention age–gender adjusted growth chart, students in 87 classes from 14 elementary and 15 middle schools were pre-screened into “Overweight”, “Healthy weight”, or “Thin” groups. One boy and one girl were randomly selected from each group in each class as data providers (264 elementary and 294 middle school students). Caloric expenditure was measured in 243 physical education lessons using accelerometers.ResultsAnalysis of variance revealed and hierarchical linear modeling confirmed separate age by body mass index, age by gender, and content by lesson–length interaction effects, suggesting that the personal and lesson factors influenced caloric expenditure independently. Older male and heavier students burned more calories in all lessons. Students burned more calories in 45–60 min sport skill or fitness lessons than in shorter (30 min) or longer (75–90 min) game or multi-activity lessons.ConclusionsThe hypothesized cross-level interaction was not observed in the data. Caloric expenditure can be optimized in 45–60 min sport skill or fitness development lessons. It can be recommended that schools adopt 45–60 min lesson length and provide skill and fitness development tasks in physical education to maximize caloric expenditure. 相似文献
8.
In social constructivist educational theory, the classroom is seen as a community of learners. According to social constructivists, learning occurs through peer interactions, student ownership of the curriculum and educational experiences that are authentic for students. The purpose of this study was to investigate how teachers used social constructivist strategies to encourage student construction of knowledge and meanings, and how students constructed knowledge and meanings in two middle school physical education classrooms. A qualitative naturalistic design was used to collect data over a five-month period with two experienced middle school physical education teachers. Data included 11 weeks of observational field notes and interviews with teachers and students. Data were analyzed using cross-case and inductive analysis. Findings indicated that the teachers' strategies created a learning environment in which students actively constructed knowledge and meanings by making connections to their peers and by connecting physical education to their lives, their communities, and the real world. Students shared information, assumed leadership and responsibility, and became decision-makers. By connecting to their peers, students felt supported in their learning. This study offers additional findings in support of social constructivist pedagogy in physical education that encourages individual growth and social awareness in communities of learners. 相似文献
9.
Mirko Krüger 《Sportwissenschaft》2018,48(3):415-427
An assessment of attitudes toward language awareness in physical education classes offers the possibility to evaluate learning and teaching opportunities related to this topic offered at universities. However, valid research instruments for this undertaking are currently lacking. The present article reports on the development and validation of a questionnaire for assessing attitudes toward language awareness in sports classes (“Erfassung von Einstellungen zur Sprachbildung im Sportunterricht,” ESBiS). A validation study of the ESBiS included N?=?254 student physical education teachers, 37.8% female, mean age 22.16 years, standard deviation 2.74 years. Explorative factor analysis identified a five-factor structure with the ESBiS factors linguistic goal and performance transparency, promotion of writing, language-corrective feedback, use of scaffolding, and advancement of technical vocabulary. The analyses indicate good factorial validity and reliability of the individual scales. The ESBiS factors can be satisfactorily modelled using confirmatory factor analyses. The ESBiS instrument thus demonstrates good psychometric quality. Furthermore, in some instances, very low positive correlations of the ESBiS factors with the validation criterion of multicultural attitudes could be shown. Additionally, correlation analyses with individual characteristics of the student physical education teachers showed that the developed instrument has sensitivity and discriminatory ability. 相似文献
10.
Abstract The purpose of this study was to investigate the effects of a competency-based approach to secondary student teaching in physical education. Secondary physical education student teachers (N = 7) were observed along with one class of students from each teacher's assignment during baseline and intervention conditions. Seven categories of teacher behavior and two categories of student behavior were observed with an interobserver reliability of 94%. Behaviors were observed by event and placheck recording procedures and were converted to rates per minute and percentages. These rates per minute and percentages were analyzed by behavior profiles and a multiple baseline design. Teacher behaviors included positive reactions to on-task behavior, negative reactions to off-task behavior, positive instructional feedback both general and specific, corrective instructional feedback both general and specific, and pupil contacts using the pupil's first name. The student behaviors included appropriate/inappropriate behavior and active/inactive behavior. Intervention consisted of a competency-based learning module, instructions, graphic feedback, cuing, reinforcement, weekly goals, and terminal goals. The module contained specific definitions of the behaviors, examples of when to emit the behaviors, baseline means for the behaviors, and a final, terminal goal for each behavior. Results indicated that the intervention strategy appeared to have a large positive effect on the following teacher behaviors: positive general feedback, positive specific feedback, specific corrective feedback, and the use of pupil's first names. Smaller increases occurred in the categories of positive reactions to on-task pupil behavior and general corrective feedback. A small decrease occurred in the negative reactions to off-task pupil behavior. Both categories of pupil behavior showed a small increase in the desired direction. Based on these results and the limits of the study, the data-based observation system combined with the competency-based format appeared to exert a measure of accountable control over the behavior of seven teachers and the behavior of their classes. 相似文献
11.
夏晶 《体育科技文献通报》2014,(8):67-69
拓展训练作为一种体育教育改革模式,被引入高职体育课堂,倍受广大教育工作者的关注。拓展训练主要采用体验式的教学方法,锻炼学生的体魄,提高学生运动技能、良好的心理品质,以及提高人们的综合素质。它是一种动态的教育模式,通过这种模式的活动可以提高高职体育教学的质量和培养学生的职业素养,实现体育教学与职业教育的有机结合。在高职体育教学中,引入“拓展训练”对推动高职体育课程改革具有积极的意义。 相似文献
12.
Background: A student’s choice to engage in a learning task is highly related to the student’s environmental stimuli and his or her perception of interest. From this perspective, the construct of situational interest (SI) has been used to interpret students’ motivation in task engagement. SI is assumed to be transitory, environmentally activated, and context specific. It has been conceptualized as a multidimensional construct with five dimensions: instant enjoyment, exploration intention, attention demand, novelty, and challenge. Few prior studies have compared SI between girls and boys in physical education (PE) contexts, and these studies have offered contrasting findings. They were conducted in coeducational (coed) or single-sex contexts and used learning tasks centred on a variety of outcomes: technical or tactical skills, creativity and cultural understanding.Purpose: In the context of the debate on single-sex and coed classes in PE, this study aimed to estimate the effects of single-sex and coed PE classes on students’ situational interest (SI) within learning tasks centred on technical skills. The researchers decided to study learning tasks centred on the development of students’ technical skills, since these tasks are often used by teachers in PE.Participants: The sample consisted of 177 Swiss secondary school students, aged 11–17 years (M?=?14.07, SD?=?1.41, 96 boys, 81 girls).Data collection: The students completed the French 15-item SI Scale after practising a technical learning task in single-sex and coed PE contexts. The researchers chose five physical activities (i.e. athletics, basketball, dance, gymnastics, and volleyball), which are commonly taught in the state of Vaud (Switzerland) and provide a balance between masculine and feminine activities.Data analysis: A two-way repeated-measures MANOVA was performed to examine the main and interaction effects of student sex and class sex composition on the five SI dimensions.Findings: The results showed a main effect of class sex composition on student SI but no main effect of student sex and no interaction effect of student sex and class sex composition. More precisely, the scores for three SI dimensions (i.e. instant enjoyment, exploration intention, and attention demand) were higher in the coed context than in the single-sex context.Conclusions: This study encourages teachers to propose coed PE classes to enhance students’ motivation and engagement when practising learning tasks centred on technical skills. This study offers supplementary evidence of the teacher’s role in promoting student SI. Beyond accounting for students’ dispositional factors (e.g. sex), PE teachers can significantly impact students’ SI in technical learning tasks through instructional choices. 相似文献
13.
《运动与健康科学(英文)》2023,12(1):52-64
BackgroundThe purpose of motivating students is to enhance their learning achievement. The expectancy-value theory (EVT) has demonstrated its efficacy in motivating students in classrooms and in gymnasia. Understanding student motivation in physical education is needed. This meta-analysis review aimed to reveal the determinants and functions of EVT by evaluating the evidence in physical education research.MethodsWe followed the Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA) guidelines to identify and meta-analyze the current research literature published from January 2010 to December 2020 by generating and analyzing the effect sizes from the studies.ResultsA total of 31 studies were included. The results show that social support, motivation of teachers and peers, and positive class climate can predict student EVT motivation. EVT motivation predicts student learning behaviors, situational interests, fitness performance, health behavior function, out-of-school physical activity, and physical skill development.ConclusionEVT motivation could facilitate learning behaviors and situational interest development in the gymnasium. It might lead to fitness enhancement, health behavior change, out-of-school physical activity participation, and physical skill development. Fostering a learning environment with a mastery-centered and/or student autonomy approach where students perceived success and the task values can enhance and maximize student EVT motivation and learning achievement. 相似文献
14.
贺亮锋 《体育科技文献通报》2008,16(9):11-13
研究随机从小学三年级中抽取12个班的594名学生（男313,女281）作为被试,采用“双盲测试”方法对小学生在评价体育教师教学能力时是否存在性别偏见进行了实验研究。结果表明,1）学生在根据同一教案评价假设的男女教师时,认为男体育教师在教学能力和专业知识方面优于女体育教师。2）假设的教师的等级对学生评价体育教师时存在的性别偏见具有较大的影响,相对于男教师来说,学生在评价低等级女教师的各项指标时,倾向于较低的评价。 相似文献
15.
Carmina Pascual Amparo Escartí Ramon Llopis Melchor Gutíerrez Diana Marín Paul M. Wright 《Research quarterly for exercise and sport》2013,84(3):499-511
Abstract The purpose of this qualitative comparative case study was to examine the implementation fidelity of a program designed to deliver the Teaching Personal and Social Responsibility (TPSR) model (Hellison, 2003) through physical education and its relationship with short-term outcomes for elementary school students. The research questions were: (a) was the program implemented with fidelity, and (b) did better fidelity yield better student outcomes. Thus, we conducted a study on the implementation process used by two teachers who delivered the same program in two physical education classes in two different elementary schools in Spain. Data sources included observations and interviews with teachers and nonparticipant observers. Findings indicated that fidelity of implementation in Case 1 was higher and most children in those classes acquired the first three of five TPSR responsibility levels. Implementation fidelity in Case 2 was weaker and achievement of responsibility goals was minimal (only the first of five levels) and less stable for those students. This study is the first to directly examine the connection between TPSR implementation fidelity and student outcomes. 相似文献
16.
Abstract The effects of six weeks of physical education on the negative impulse behavior of second grade children in a “difficult class” and a “usual class” were studied. The instruments used were teacher rating and observation. The results showed that physical education significantly reduced the number and severity of observed impulse behavior in the difficult classroom, although the numbers of individuals involved remained relatively the same; the teacher ratings of the children's behavior did not significantly change as a result of physical education but some tendencies, both positive and negative, were evident. Physical education did not significantly change the usual class in terms of either observed behavior or teacher ratings. 相似文献
17.
Pascual C Escartí A Llopis R Gutíerrez M Marín D Wright PM 《Research quarterly for exercise and sport》2011,82(3):499-511
The purpose of this qualitative comparative case study was to examine the implementation fidelity of a program designed to deliver the Teaching Personal and Social Responsibility (TPSR) model (Hellison, 2003) through physical education and its relationship with short-term outcomes for elementary school students. The research questions were: (a) was the program implemented with fidelity, and (b) did better fidelity yield better student outcomes. Thus, we conducted a study on the implementation process used by two teachers who delivered the same program in two physical education classes in two different elementary schools in Spain. Data sources included observations and interviews with teachers and nonparticipant observers. Findings indicated that fidelity of implementation in Case 1 was higher and most children in those classes acquired the first three of five TPSR responsibility levels. Implementation fidelity in Case 2 was weaker and achievement of responsibility goals was minimal (only the first of five levels) and less stable for those students. This study is the first to directly examine the connection between TPSR implementation fidelity and student outcomes. 相似文献
18.
文章运用文献资料研究法和问卷调查法等研究方法,对太原市小学体育教师培养学生社会适应能力的现状进行调查,旨在了解小学《体育与健康教学大纲》实施以来,太原市小学体育教师在培养学生社会适应能力、在教学内容、教学方法以及教学评价等方面存在的问题,并提出一些建议,以期为太原市小学体育教育提供相应的帮助。 相似文献
19.
Bo Shen Nate McCaughtry Jeffrey Martin Suzanna Dillion 《Research quarterly for exercise and sport》2013,84(4):498-506
While seductive details are enjoyable, they are unimportant content or activities intentionally inserted to make class fun and interesting. The purpose of this study was to examine the effect of seductive details on students' learning of net games in physical education. Participants were 240 middle school students. A videotaped lesson example named “outfox your opponent” was used as the stimulus, and a 2 x 3 (condition x grade) factorial analysis was designed. The results showed that seductive details directly interrupted students' recall of important learning content and transferring problem solving in learning net games. It is suggested that the function of seductive details on learning should be reconsidered when designing effective motivational strategies in physical education. 相似文献
20.
体操教学中学生的心理障碍及应对措施研究 总被引：1，自引：0，他引：1
在体操教学中,学生所处条件以及对所处条件态度不同,学生会随时产生心理矛盾,形成一定的心理障碍,特别是体操项目的单杠、双杠、跳马等项目的教学过程中,这种现象尤其明显。应对措施有加强诱导学习、重视保护与帮助、增加游戏性的分解动作练习、运用心理训练法、利用情感转移法、运用逼的方法、提高示范的正确性和观赏性、加强能力培养法。 相似文献