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1.
Nicaise V Bois JE Fairclough SJ Amorose AJ Cogérino G 《Journal of sports sciences》2007,25(8):915-926
In this study, we examined the perceptions of physical education (PE) teachers' feedback patterns with female and male high school students (n = 325). Eight physical education teachers (4 females and 4 males) were involved. We examined (a) whether teachers' feedback was perceived differently by boys and girls, and how the sex of the teacher influenced these perceptions, and (b) the effects of types of feedback (praise, no response-successful, encouragement, technical information, criticism, no response-unsuccessful, and teacher's invested time) on students' perceived competence, effort, enjoyment, and their PE performance. A multivariate analysis revealed an interaction between teacher and student gender on perceptions of teacher feedback. Hierarchical regression analyses highlighted that the perceived feedback significantly predicted students' perceptions of competence (DeltaR(2) = 0.088), effort (DeltaR(2) = 0.119), enjoyment (DeltaR(2) = 0.085), and their PE performance (DeltaR(2) = 0.039) after accounting for the gender of the students and teachers and the students' initial PE performance. The perceptions of praise and teachers' invested time were positively linked with the dependent variables, whereas encouragement and technical information and criticism were negatively linked. The findings are discussed in terms of teaching effectiveness and gender equity. 相似文献
2.
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
3.
Virginie Nicaise Julien E. Bois Stuart J. Fairclough Anthony J. Amorose Geneviève Cogérino 《Journal of sports sciences》2013,31(8):915-926
Abstract In this study, we examined the perceptions of physical education (PE) teachers' feedback patterns with female and male high school students (n = 325). Eight physical education teachers (4 females and 4 males) were involved. We examined (a) whether teachers' feedback was perceived differently by boys and girls, and how the sex of the teacher influenced these perceptions, and (b) the effects of types of feedback (praise, no response-successful, encouragement, technical information, criticism, no response-unsuccessful, and teacher's invested time) on students' perceived competence, effort, enjoyment, and their PE performance. A multivariate analysis revealed an interaction between teacher and student gender on perceptions of teacher feedback. Hierarchical regression analyses highlighted that the perceived feedback significantly predicted students' perceptions of competence (ΔR 2 = 0.088), effort (ΔR 2 = 0.119), enjoyment (ΔR 2 = 0.085), and their PE performance (ΔR 2 = 0.039) after accounting for the gender of the students and teachers and the students' initial PE performance. The perceptions of praise and teachers' invested time were positively linked with the dependent variables, whereas encouragement and technical information and criticism were negatively linked. The findings are discussed in terms of teaching effectiveness and gender equity. 相似文献
4.
Benjamin Rubeli Esther Oswald Achim Conzelmann Jürg Schmid Stefan Valkanover 《Physical Education & Sport Pedagogy》2020,25(4):346-360
ABSTRACTBackground: Schoolchildren’s personality development is considered a central goal of physical education (PE). With regard to the relationship between psychological well-being and global self-esteem over the life course, the promotion of positive self-esteem is an issue of particular significance. Past research revealed that PE taught with an individualized teacher frame of reference (iTFR) and a reflexive teaching style is associated with positive effects on facets of children’s perceived sports competence. However, it remains an open question whether this teaching styles has the potential to promote positive self-esteem.Purpose: The present study investigated whether a five-month teacher training, aimed to enhance the teachers’ iTFR and their reflexive teaching style in PE, has a positive effect on students’ perceived sports competence and their global self-esteem. To analyse the implementation quality, changes in students’ perceived iTFR and perceived reflexive teaching style were investigated.Method: A total of 21 teachers were assigned to either an intervention group (n?=?13), receiving the five-month teacher training, or a control group (n?=?8) consisting of regular teaching without teacher training. The teacher training encompassed five three-hour consecutive sessions during which the teachers acquired theoretical and practical knowledge about the promotion of competence perceptions in PE with a reflexive teaching style and an iTFR. Between the sessions, the teachers were instructed to implement an iTFR and a reflexive teaching style into their own PE classes. To evaluate the effects of the teacher training, their students’ (N?=?315, 53.7% girls, Mage?=?13.2 y, SDage?=?1.3 y) perceived teaching style (iTFR and reflexive teaching), perceived sports competence and global self-esteem were measured with paper-pencil questionnaires at three measurement points (pre, post and follow-up).Findings: Linear mixed effect models showed that students of the intervention group reported an increase in their teachers’ reflexive teaching style, but there were no changes with regard to iTFR. With regard to students’ perceived sports competence and global self-esteem, there were significant interaction effects between time and group over a period of eight months (from pre-test to follow-up), indicating positive effects on these self-concept dimensions due to the teacher training.Conclusion: The present study indicates that a long-term teacher training supports PE teachers to implement teaching styles with the aim to promote students’ self-concept. Furthermore, the findings lead to the assumption that a more pronounced iTFR in combination with an enhanced reflexive teaching style has the potential to positively influence schoolchildren’s perceived sports competence and global self-esteem. 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.
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
7.
在全面深化新时代教师队伍建设改革背景下,国家对教师提出新要求,以学生为主体的教育方式成为教学改革的重点,学生需要"好老师",培养优秀教师成为未来教师队伍建设的重要工作。为了探究学生视角下的优秀体育教师概念维度、维度关系,构建优秀体育教师评价体系,采用质性研究范式,以访谈法收集资料,以扎根理论的类属分析法分析资料。结果表明：（1）学生视角下,优秀体育教师概念包括4个维度和9个类属,人格魅力（外在形象、个人特质）、教学素养（专业知识与技能、教学内容、教学方法）、课堂效应（学生反馈、教师指导行为）与和谐师生（良师益友、师生互动）;（2）学生视角下,优秀体育教师概念模型突出好的关系胜于好的教育;（3）质性研究初步构建的学生视角下优秀体育教师评价体系包括4个一级指标、9个二级指标、49个三级指标,为我国制定体育教师评价标准提供理论依据。 相似文献
8.
试论体育教师的个人影响力 总被引：1，自引：0，他引：1
教学是一个师生共同参与的双边活动,作为在教学过程中起主导作用的教师对在这个过程中作为主体的学生所产生的影响力,是决定教学效果优劣的一个重要因素.体育教师对学生的影响力有权力性和非权力性之分,提高教师个人影响力,关键在于提高非权力性影响力. 相似文献
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10.
Janice M. Bibik 《Sport, Education and Society》2013,18(2):215-225
abstract The purpose of this case study was to examine whether a university dance teacher treated students in two dance classes differentially. Based on instructor feedback results, it was found that students were treated differentially. Students in the beginning jazz class received less instructive feedback than students in the beginning modern dance class. Data were collected through informal interviews and analysed following tenets of qualitative research. Themes which emerged from the interviews included the teacher's teaching philosophy, her style of teaching, her preference for one dance style over the other, her physical limitations, and the mixture of student abilities. It was suggested that this differential treatment was the result of the teacher viewing the two classes differently through her own lenses composed of her beliefs, curricular knowledge, values, movement preferences, and experiences as a student herseff. Findings from this study have relevance for teacher educators, dance teachers, and pre‐service teachers. The importance of personal teaching philosophy, teaching style, preference for a specific dance style, and specific movement preferences cannot be overlooked as factors affecting one's teaching. When these factors impact instructive feedback negatively then alternative measures must be considered to enhance the teaching‐learning environment. 相似文献
11.
Thomas J. Martinek 《Research quarterly for exercise and sport》2013,84(1):58-67
Abstract Much research on teacher expectations has focused on ways in which teacher perceptions of student ability can ultimately affect student performance. The majority of this research has indicated that teacher expectations not only determine certain types of student performance, but also serve to sustain low and high levels of performance. Observational research has also demonstrated that differential teacher-student interactions are related to certain levels of teacher expectations. For example, it has been shown that high expectancy students receive more praise, acceptance of ideas, contact and wait time, and more response opportunities than low expectancy students. Much of this research has been generated from studies related to classroom instruction. Very little of this research, however, has been operational in the physical education setting. One reason for this is the absence of a model in physical education through which this type of research can be generated. This article presents such a model showing how expectations are formed, how they are communicated, and how they sustain low and high levels of student growth and performance. The model further illustrates the causal relationship among teacher expectations, dyadic interactions and student growth and performance. Suggestions for future research techniques to determine causal flow among variables are also presented. 相似文献
12.
体育教师是促进学生全面发展的有力保证。而体育教师的教学主导性则最为重要,在教与学的关系中,判断一名体育老师教学水平的重要标准就是体育教师是否在教学过程中准确而充分地发挥了教师主导性,教师的主导性表现在教师在教学过程中的主要责任和主要地位,主导性包括对学生的领导、诱导和指导等。文章通过对体育教师主导性内容的介绍、"教师主导性"与"教师主宰性"的区别等方面,探讨体育教师在体育教学中的主导作用。 相似文献
13.
The field of physical education (PE), as it exists in teacher education, is dynamic as ways of preparing teachers to meet the needs of young people in contemporary times change. Such endeavours are underpinned by concerns about school-based PE, the alienation of students from PE, and responsibility for producing healthy students. Concerns also exist around a perceived propensity amongst pre-service teachers of PE to steadfastly retain initial beliefs and values and resist more socially critical perspectives and pedagogies. An engagement with socially critical discourses in teacher education is critical if PE is to be a site of inclusion rather than marginalisation and exclusion. This paper examines how a group of pre-service teachers of PE, who experienced a teacher education programme, at an Australian university, that was infused with strong social justice discourses constituted subjectivities and pedagogical practices. We explore how, emotional connectivity, and an ‘ethic of care’, instil broadened perspectives and engagement with socially critical pedagogical practices. Whilst emotions and caring are generally perceived as marginal attributes in the field of PE, we suggest that the affective domain is significant to effective pedagogical practices, subjectivities of teachers of PE and the reality of teaching. We seek to trouble ‘truths’ disseminated by hegemonic discourses that construct PE teaching as a technical undertaking, founded on disciplinary knowledge and curricular expertise. We close by providing possibilities for others working with PE pre-service teachers around foregrounding affective dimensions of pedagogical practices and teacher subjectivities and propose that these possibilities might address calls for a new type of PE teacher. 相似文献
14.
体育教师教学活动是学校体育工作的重要组成部分,而体育教师教学活动的风险行为与体育教师教学活动风险认知有关。通过质性研究总结出体育教师教学活动风险认知的特征为持续性、可控性、知识性、熟悉性、一般恐惧性、严重性、忧虑性和灾难性;体育教师教学活动风险认知的影响因素为教学经验、归因、收益认知、风险沟通、学生特点和教学内容,并探讨基于心理测量范式的体育教师教学活动风险认知测量方法。研究结果对于体育教师安全地开展教学活动和有效预防学校体育活动风险事件发生有一定的现实意义。 相似文献
15.
K. Andrew R. Richards Jennifer M. Jacobs Victoria Nicole Ivy Michael A. Lawson 《Physical Education & Sport Pedagogy》2020,25(2):188-200
ABSTRACTBackground: Pedagogical models have become an established component of physical education over the past several decades. One such model, the Teaching Personal and Social Responsibility model, has gained momentum in practice and research, though little is known regarding its use in preservice teacher training. The model follows a flexible format focused on teaching life skills (e.g. leadership) that can be applied in all lived ecologies. Occupational socialization theory provides insight into the pretraining and teacher education experiences of preservice teachers that shape their understanding and practice of physical education and associated pedagogical models.Aims: The purpose of this study was to understand the influence of a sequence of methods courses and early field experiences on U.S. preservice teachers’ understanding and implementation of the teaching personal and social responsibility model with youth from a community affected by poverty.Method: This study took on a phenomenological and social constructivist approach. Ten preservice teachers (9 males, 1 female) took part in the study. The participants were an average age of 22.10 years old (SD?=?4.38) and seven identified as White and three as Black. Each participant was enrolled in methods and early field experience coursework that provided scaffolded training in primary education in a community affected by poverty. Preservice teachers team-taught groups of 10–15 children twice a week along with one day committed to on-campus reflection. Data collection included autobiographical essays, critical incident reports, reflective journals, non-participatory observations and field notes, and semi-structured interviews. Data were analyzed deductively through the lens of occupational socialization theory, and inductively as theory divergent trends were sought. Open and axial coding was completed with member checking throughout, resulting in a final set of themes and subthemes.Findings: The preservice teachers initially struggled to connect with their students due to conflicting backgrounds, but the teaching personal and social responsibility model guided the relationship-building process. As the model was continuously utilized, more empathy and care were shown towards the children. Preservice teachers felt there was a lack of progression in positive behaviors but were able to empower youth and felt that the model was culturally relevant. Overtime, the students began to appreciate the affective domain despite the challenge of working in a community affected by poverty through frustration towards the larger system limiting any potential progress was present.Conclusions: Subjective theories transitioned to include relationship building and life skills learning, likely because of the extended field experience and faculty support. The preservice teachers desire to connect with and teach the students well displays the connection between models-based practice and positive relationships. Preservice teachers’ knowledge of their students was limited as it was based on secondhand knowledge of youth, teacher educators, and school staff. Evidence indicates some cultural responsiveness development though there were also elements of a deficit model due to white privilege and class differences. Further work explicitly integrating a culturally relevant approach and social justice in teacher education programming should occur. 相似文献
16.
目的:掌握寄宿高中学生体力活动情况,了解班主任和体育教师干预支持性,为学生体力活动不足的干预计划提供参考依据。方法:采用分层随机抽样法,对怀化市寄宿高中生进行半结构式问卷调查。结果:过去7d只有45.1%的学生体育课中处于活跃体力活动(MVPA)状态,仅有8.7%的寄宿高中生每天体力活动时间达到1h,年级差异有统计学意义(p<0.001)。45.7%的学生课间处于静坐少动行为(SB)状态,年级差异无统计学意义。男女生在体育课MVPA水平、课间SB行为以及课余锻炼时间上均有统计学差异(p<0.05~p<0.01)。班主任体力活动干预支持性高于体育教师,差异有统计学意义(p<0.05)。结论:寄宿高中学生体育课中MVPA人数比例偏低,课余体力活动时间不足,课间SB比例偏高。建立班主任与体育教师合作干预机制符合学校健康促进的发展理念与现实需求。 相似文献
17.
体育教师课堂语言暴力伤害学生的现象在学校体育教学中依然时有发生,由此引发的法律诉讼也常常见诸媒体。体育教师语言暴力滋生蔓延且成为体育课堂教学活动中的突出问题。在借鉴前人及同行研究成果的基础上,就体育教师语言暴力的内涵、类型、特征、产生的根源等方面作初步的探究,旨在帮助体育教师调节和规范自己的语言行为,更好地服务体育课堂教学。研究结果表明:①体育教师语言暴力的实质是体育教师将病理性语言作用于精神和心理并对学生的身心造成伤害的一种隐暴力。②体育课堂教学中学生们经常遭遇的体育教师语言暴力大致可分为侮辱讽刺型、贬低压抑型、威胁恐吓型和抱怨哀求型。③体育教师语言暴力具有有意性、伤害性、迟延性、隐蔽性、扩散性和自我性等特征。④体育教师语言暴力现象产生原因复杂多样,既有传统"师严道尊"观念的影响与体育教师心理本能方面问题,也有体育教师职业道德失范、话语权失控、自身口语素养欠缺和课堂管理能力有待提高等方面的问题。 相似文献
18.
An De Meester Femke Van Duyse Nathalie Aelterman Gert-Jan De Muynck Leen Haerens 《Physical Education & Sport Pedagogy》2020,25(4):361-378
ABSTRACTBackground: Research stemming from Self-Determination Theory (SDT) shows that physical education (PE) teachers who endorse an autonomy-supportive and structuring motivating style positively affect students’ motivation, engagement and learning. Choice provision and positive feedback are two concrete strategies that are part of an autonomy-supportive and structuring style, respectively. While the benefits of choice provision and positive feedback have been shown in contexts other than PE, evidence in the specific context of PE is much scarcer. Grounded in SDT and relying on experimental design, the present study sought to examine the effects of choice provision and positive feedback on students’ motivational experiences in PE, and whether these effects were moderated by students’ actual motor competence (AMC).Method: A sample of 277 students (41% boys, Mage?=?12.78 years) was randomly assigned to one of four experimental conditions (2?×?2 design). Prior to the experimental manipulation, participants’ AMC was measured with the Test of Gross Motor Development second edition. Participants then watched a videotaped PE lesson, in which the provision of choice (choice – no choice) and type of feedback (corrective feedback – positive and corrective feedback) were manipulated. Participants were asked to imagine how they would feel being a student in the displayed lessons. After watching the video, they completed validated questionnaires on their (1) anticipated need satisfaction and frustration and (2) autonomous and controlled motivation. MANOVAs were conducted to investigate the differences between the experimental groups in terms of anticipated need satisfaction, need frustration and motivation. Multiple linear regression analyses were used to examine the potential moderating role of AMC.Findings and conclusions: The benefits of choice provision were clearly shown with students in the choice condition anticipating significantly more autonomy, competence and relatedness satisfaction and autonomous motivation, while they anticipated significantly less autonomy and relatedness frustration when compared to students in the no choice condition. Similarly, the addition of positive feedback to corrective feedback yielded clear benefits, with lower averages in anticipated need frustration found among students who watched the videos in which positive feedback was added to corrective feedback. No support was provided for a synergetic motivational effect between choice and positive feedback. Overall, the present findings show the importance of offering choice and providing positive feedback to motivate students in PE, with positive effects being present for all students independent of their initial AMC levels. Although few interaction effects were found, lowly motor competent students benefited even more from receiving positive feedback than highly motor competent students. The findings of this study are important to take into account in PE teacher education programs and professional training programs for PE teachers about how to teach in a (more) motivating way. 相似文献
19.
教育实习是高校教学课程设置的重要步骤与环节,是学生将自己在大学期间学到的专业知识和实践技能运用到教学实践中的过程,也是培养高素质冰雪体育人才的重要阶段。教育实习可以有效提高学生的教学实践能力、增强学生的社会化意识、改进和提高教学质量。现阶段北方高校冰雪体育专业学生的教育实习还存在学校对教育实习重视程度不够、教育实习带队教师指导不力、学生本身对教育实习重视不够以及教育实习基地对教育实习的配合、支持不到位等问题。针对存在问题提出加强学校领导和相关部门的重视程度,加大对教育实习的管理力度;不断充实教师自身素养,充分发挥指导教师的监督指导作用;完善教育实习评价体系,激励学生积极主动参与教育实习;建立稳定的教育实习基地,采取形式多样的教育实习模式等整改措施。为学生营造良好的教育实习环境,提高现代化高素质冰雪体育人才的培养水平。 相似文献
20.
Paul M. Wright Carol Irwin 《Measurement in physical education and exercise science》2018,22(3):250-262
National content standards in PE address responsibility; however, learning outcomes and teacher effectiveness in this area remain poorly defined. This study employed the Social and Emotional Learning framework and a teaching personal and social responsibility (TPSR) model fidelity instrument to address this gap. Our purpose was to examine the utility of the Tool for Assessing Responsibility-based Education (TARE) in assessing teacher effectiveness promoting responsibility. We conducted a comparative case study of three PE teachers in an urban public high school. Data sources included observations, interviews, and artifacts. Findings indicate that the TARE is a feasible instrument to assess PE teachers’ effectiveness in promoting responsibility. Data were sufficient to develop distinct teacher profiles. While the TARE is a TPSR fidelity instrument, it is also a valid and reliable observation instrument that can be applied in the context of practice. Implications for professional development and research are discussed. 相似文献