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
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
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
A systematic review was carried out to identify articles related to workplace team sports, including intervention, observational and qualitative studies. Eighteen studies met the inclusion criteria.
The findings suggest team sport holds benefits not only for individual health but also for group cohesion and performance and organisational benefits such as the increased work performance. However, it is unclear how sport is most associated with these benefits as most of the studies included poorly described samples and unclear sports activities.
Our review highlights the need to explore and empirically understand the benefits of workplace team sport for individual, group and organisational health outcomes. Researches carried out in this field must provide details regarding their respective samples, the sports profile and utilise objective measures (e.g., sickness absence register data, accelerometer data). 相似文献
Twelve participants of varying fitness ran on the treadmill with three sessions of six randomly ordered self-selected speeds. A VO2max test was conducted on the fourth session. Running gait was tracked with inertial sensors. The occurrence of a mid-range speed was analysed for the anterior–posterior, vertical and lateral directional coefficient of variation (CV) of root mean square (RMS) acceleration data.
One participant with noisy gait signals was omitted. The results show all remaining participants consistently showed significant quadratic U-shaped relationships between vertical RMS CV acceleration and speed. Neither anterior–posterior nor lateral RMS CV acceleration were clearly related to speed. These least variable gait speeds were similar to estimates of optimal speed derived from minimum cost of transport with speed.
In conclusion, there exists a mid-range speed for each runner with the least variable gait in the vertical direction, and this occurred significantly more often than would be expected by chance (P < 0.05). However, there are no prominent patterns for the anterior–posterior and lateral directions. This finding supports anecdotal evidence from runners and coaches concerning gait consistency. 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
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: 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
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
For risk factors, prospective cohort studies (n > 20) with a statistical analysis for injured and non-injured players were included and studies with a RCT design for prevention programs. Downs&Black checklist was assessed for risk of bias for risk factors. From a total of 4067 articles, five articles met our inclusion criteria for risk factors. No studies on effectiveness of prevention programs were identified. Quality of studies included varied from fair to excellent.
Best evidence synthesis revealed moderate evidence for previous injury regardless of body location in general and fewer years of tennis experience for the occurrence of upper extremity injuries. Moderate evidence was found for lower back injuries, a previous back injury, playing >6hours/week and low lateral flexion of the neck for risk factors. Limited evidence was found for male gender as a risk factor.
The risk factors identified can assist clinicians in developing prevention-strategies. Further studies should focus on risk factor evaluation in recreational adult tennis players. 相似文献
Purposes: Our aim is to examine how vigorous activity/exercise is represented in the practice of PE teaching. We will also examine teaching as a discursive practice, and thereby contribute to a critical perspective on PE pedagogy.
Research design: This study was conducted in four upper secondary schools in Oslo, Norway. Data material was produced through fieldwork, during which we observed 92 PE lessons. Additionally, we conducted qualitative interviews with the eight teachers who participated in the study. Our methodological framework was discourse analysis.
Findings: Our material shows that vigorous activity plays a complex role in PE class: it can be beneficial, but it can also be punitive. The PE teachers we observed drew on an exercise physiology discourse to portray vigorous activity/exercise as beneficial and valuable to the promotion of pupils’ physical fitness and health. However, the teachers also drew on a military discourse when assigning vigorous activity to rebuke a disobedient pupil. The teachers also introduced vigorous activity in the form of additional exercise ‘punishment’, which they assigned to losers in competitive activities. In these instances, the teachers drew on exercise physiology and sports discourses. Thus, we identified how vigorous activity changed value according to context, and discuss how teachers’ use of vigorous activity as punishment can seem paradoxical in a PE setting.
Conclusion and recommendation: Our study indicates that, rather than adhering to modern educational practices, PE is rooted in ideas and practices derived from military, sports and exercise physiology discourses. PE teachers inculcated with these discourses have limited ability to discern the paradox of assigning vigorous exercise to their pupils as both a high-value activity and a punishment. PE Teacher Education should therefore problematise how teaching practice is influenced by these discourses, and facilitate discussions on how such discourses constitute PE. 相似文献
Aims: To map and analyse the ways in which teachers (i) learnt about character education in a CoP, (ii) used this learning to inform their pedagogies and practices, and (iii) impacted on pupil learning in and beyond PE.
Method: The participants were a university professor, 8 secondary school PE teachers from 8 different schools and 41 pupils. Data collection was undertaken in two phases in Autumn 2014 and Spring 2015. In-depth qualitative data were collected in the CoP and the teachers’ schools using individual interviews, focus groups with pupils, observations of lessons, open-ended questionnaires and document analysis. Data were analysed using a constructivist revision of grounded theory.
Findings: There was clear evidence of teacher learning in the CoP and changes to their pedagogies and indirect teaching behaviours (ITBs). Pupils were also able to identify the new intended learning about character development at both cognitive and behavioural levels, although there was little evidence of understanding about or intention to transfer this learning beyond PE (which was the original aim of the Government’s character education initiative). Barriers to teacher and pupil learning are also discussed.
Conclusion: Teachers’ professional learning in the CoP impacted on the development of both teachers’ pedagogies and ITBs which then influenced pupils’ learning, however, linking teachers’ professional learning to pupils’ learning remains challenging. This study has added further insights into the complexity of the processes linking policy, teachers’ learning and pupils’ learning outcomes. While it was possible to trace clear pathways from the CoP to teachers’ learning, and in some cases to pupils’ learning, it was also apparent that a wide range of factors intervened to influence the learning outcomes. 相似文献
Aim: The aim of this study was to explore the concept of a multiple mentor system in an attempt to advance our theoretical and empirical understanding of sports coach mentoring. In doing so, this paper builds upon the suggestion of Jones, Harris, and Miles [(2009). “Mentoring in Sports Coaching: A Review of the Literature.” Physical Education and Sport Pedagogy 14 (3): 267–284] who highlight the importance of generating empirical research to explore current mentoring approaches in sport, which in turn can inform meaningful formal coach education enhancement. The significance of this work therefore lies in opening up both a practical and a theoretical space for dialogue within sports coach education in order to challenge the traditional dyadic conceptualisation of mentoring and move towards an understanding of ‘mentoring in practice’.
Method: Drawing upon Kram’s [(1985). Mentoring at Work: Developmental Relationships in Organisational Life. Glenview, IL: Scott Foresman] foundational mentoring theory to underpin a multiple mentoring support system, 15 elite coach mentors across a range of sports were interviewed in an attempt to explore their mentoring experiences. Subsequently, an inductive thematic analysis endeavoured to further investigate the realities and practicalities of employing a multiple mentoring system in the context of elite coach development.
Results: The participants advocated support for the utilisation of a multiple mentor system to address some of the inherent problems and complexities within elite sports coaching mentoring. Specifically, the results suggested that mentees sourced different mentors for specific knowledge acquisition, skills and attributes. For example, within a multiple mentor approach, mentors recommended that mentees use a variety of mentors, including cross-sports and non-sport mentors.
Conclusion: Tentative recommendations for the future employment of a multiple mentoring framework were considered, with particular reference to cross-sports or non-sport mentoring experiences. 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: 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
Theoretical framework: Fullan’s three phases of school change has been used to analyze and guide school change efforts in several subject areas including physical education. The phases are initiation, implementation and institutionalization. This study is situated primarily within the first phase of school change, the initiation phase.
Methods and procedures: This study took place over a 21-month period in 3 suburban school districts in a northeast metropolitan area of the USA. Interviews with district physical education administrators, high school physical education teachers and students were conducted. Field notes of physical education classes, informal interviews and related artifacts including pre- and post-physical education assessments were collected. To ensure trustworthiness, several steps were taken including member checks, triangulation and peer review. The data were analyzed to find common themes and patterns using the constant comparative method.
Results: Several themes emerged: (1) changes in curriculum and assessment; (2) effect on administrators; (3) stakeholder apathy and (4) department collaboration.
Conclusion: Changes, although minor, did take place in the wake of this top-down teacher reform; however, additional research needs to be completed to determine whether or not these changes are meaningful or long lasting. 相似文献