The Physical Educator最新文献

{"title":"The Impact of Role Models and Experiences on Physical Education Teacher Education Students’ Technological, Pedagogical, and Content Knowledge","authors":"Jennifer M. Krause, Kason O’Neil","doi":"10.18666/tpe-2024-v81-i4-11748","DOIUrl":"https://doi.org/10.18666/tpe-2024-v81-i4-11748","url":null,"abstract":"Preparing future physical education teachers to effectively integrate technology is a responsibility of physical education teacher education (PETE) programs. The purpose of this study was to examine 124 PETE students’ Technological, Pedagogical, and Content Knowledge (TPACK) levels, role models for TPACK, and first-hand experi-ences with TPACK. Participants completed the Survey of Preservice Physical Education Teachers’ Knowledge of Teaching and Technology. Descriptive statistics, analysis of variance, and stepwise regression were used to determine TPACK levels, differences among participants, and predictors of TPACK. Results indicated that PETE students had high levels of TPACK (M=4.0, SD = .76) and that PETE faculty modeling was the most significant predictor of TPACK. TPACK was observed and experienced mostly with video analysis/demonstrations and activ-ity monitoring.","PeriodicalId":187461,"journal":{"name":"The Physical Educator","volume":"67 15","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141663153","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Laughter in the Locker Room: Unlocking High Performance Through Humor in Coaching","authors":"Lawrence W. Judge, Ronald Dolon, Kyra Livergood, Brandon Evans","doi":"10.18666/tpe-2024-v81-i4-12523","DOIUrl":"https://doi.org/10.18666/tpe-2024-v81-i4-12523","url":null,"abstract":"This article examines the strategic use of humor in sports coaching and its positive effects on athletic engagement and performance. Grounded in empirical research and the synthesis of sports coaching theory, the study highlights humor’s critical function in fortifying social bonds, reducing stress, and enhancing information retention among athletes. The incorporation of humor into coaching practices is presented not just as casual amusement but as a sophisticated tactic to navigate the complexities of elite sports environments. With an emphasis on respectful and effective application, humor is identified as a transformative tool within interpersonal and group dynamics. This exploration advocates for the purposeful implementation of humor by coaches to cultivate a coaching atmosphere that nurtures rapport and resilience. The article calls for further investigation into the nuanced interactions of humor within cultural contexts and learning styles, suggesting that such inquiry will benefit ongoing advancements in sports coaching methodologies and contribute to the broader coaching discourse. In essence, the valorization of humor in coaching is recognized as pivotal in developing enriched, athlete-centered coaching approaches.","PeriodicalId":187461,"journal":{"name":"The Physical Educator","volume":"57 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141663230","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Diabetes Tween Day Camp: A Case Study","authors":"Eddie Hill, Rowan Williams, Taylor Harvey, Leryn J. Reynolds, Laura Hill","doi":"10.18666/tpe-2024-v81-i4-11726","DOIUrl":"https://doi.org/10.18666/tpe-2024-v81-i4-11726","url":null,"abstract":"Approximately 1.6 million Americans have type 1 diabetes, and 200,000 of them are under the age of 20. Self-management processes for these youth, such as peer-based support, are essential for quality of life. This pilot study partnered with university students and Lions Club International Foundation to pilot test a new diabetes camp model and evaluations. Data were collected from 10 youth who participated in the diabetes camp held on a college campus. Data revealed they learned about fellow campers, and their experience living with and manag-ing diabetes. This pilot program provides an innovative approach to combining community resources to serve youth with diabetes through a campus camp.","PeriodicalId":187461,"journal":{"name":"The Physical Educator","volume":"22 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141663683","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Music’s Effects on the Environmental Conditions of Physical Activity During Spike Ball Play","authors":"David C. Barney, Katie Gurney, F. Pleban, J. Gishe","doi":"10.18666/tpe-2024-v81-i4-11749","DOIUrl":"https://doi.org/10.18666/tpe-2024-v81-i4-11749","url":null,"abstract":"Physical education (PE) has the potential to educate students to spend a lifetime in physical activity. An up-and-coming activity that has this potential of lifetime activity is spike ball. Generally, spike ball is played with four players with teams of two. The ball is put into play and the players can move anywhere they want. The objective is to hit the ball into the net so that the opposing team cannot return it. Spike ball presents itself to be an activity for students in high school and col-lege/university. One aspect of increasing activity during spike ball is music being played. Research dealing with music in physical activity settings has found it to enhance endurance and color how people inter-pret fatigue. Thus, the purpose of this study was to examine the effects of music on PA rates (measured via pedometer) of college students as they play spike ball. Generally, it was learned that music had a positive effect on increased amounts of steps taken and time in activity during spike ball play.","PeriodicalId":187461,"journal":{"name":"The Physical Educator","volume":"48 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141663140","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Game Performance Improvements in Sport Education and Tactical Games Models","authors":"Timothy Losee, Erika D. Van Dyke, Thaddeus J. France","doi":"10.18666/tpe-2024-v81-i4-11861","DOIUrl":"https://doi.org/10.18666/tpe-2024-v81-i4-11861","url":null,"abstract":"The Tactical Games Model (TGM) is summarized as a physical education model where the emphasis is on developing the underlying core components of games and sports to develop the tactical and per-formance skills of participants, known as game performance (Metzler, 2011). The Sport Education Model (SEM) is a physical education model structured and sequenced in a league-based format to provide students with a realistic feeling of being part of a sports team and to gain an un-derstanding of all aspects of competitive organized sport. Evidence to support the SEM successfully developing game performance skills is lim-ited and inconsistent (Farias et al., 2015). The purpose of the study was to investigate the game performance of pre-service physical education teachers in two different instructional models, SEM and TGM, from pre-test to post-test. Forty-six male (n = 32) and female (n = 14) par-ticipants took part in either a SEM or TGM Team Handball Unit. Each unit consisted of 10 lessons planned and implemented by the instructor. The game performance components Adjust, Support, and Passing were examined by the researchers using the Game Performance Assessment Instrument (Oslin et al., 1998) through four-minute observations in a small-sided game situation at pre-test and post-test. No significant (p > .05) interaction was found between SEM and TGM instructional models over time for game performance variables. No significant (p > .05) difference was found in game performance between SEM and TGM instructional models. A statistically significant (p < .05) main effect was found for time, such that game performance scores increased from pre-test to post-test for both SEM and TGM instructional mod-els. Based on the findings of the current study, both SEM and TGM instructional models may increase game performance when instructed with fidelity. The results could be explained through understanding the connection the SEM and Situated Learning Theory (Lave & Wenger, 1991) and/or team cohesion. The results have practical implications for physical educators, and directions for future research are discussed.","PeriodicalId":187461,"journal":{"name":"The Physical Educator","volume":"107 29","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141665758","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Physical Fitness Testing Concerns: Bullying and Inclusion","authors":"Melissa Bittner, David N. Daum, Tonya Moore, Debra Patterson, Dianne Wilson-Graham, Patricia Suppe","doi":"10.18666/tpe-2024-v81-i4-11867","DOIUrl":"https://doi.org/10.18666/tpe-2024-v81-i4-11867","url":null,"abstract":"In February 2020, California Governor Gavin Newsom’s proposed budget recommended suspending the state-mandated physical fitness test (FitnessGram®️) for three years due to concerns over bullying and test discrimination against students who identify as gender non-binary and students with disabilities. The purpose of this study was to gain an understanding of California physical educators’ perceptions of the state-mandated physical fitness assessment. Snowball sampling was used to recruit 1,082 participants who completed a survey with quanti-tative and open-ended questions. Analysis of the open-ended questions indicated the two main themes were “how to improve fitness testing” and “challenges in fitness testing.” It is imperative to consider the needs of all students, including those who identify as gender non-binary or have a disability, and ensure physical fitness testing is conducted in a safe and welcoming environment.","PeriodicalId":187461,"journal":{"name":"The Physical Educator","volume":"38 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141663629","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Credit Hour Analysis of Adapted Physical Education Courses in Higher Education","authors":"Ashley Phelps, Aaron J. Mason, Adriana Lucero","doi":"10.18666/tpe-2024-v81-i1-11349","DOIUrl":"https://doi.org/10.18666/tpe-2024-v81-i1-11349","url":null,"abstract":"Adapted physical education (APE) is a critical piece to the physical education puzzle. However, this topic is often overlooked from a preparation standpoint in physical education teacher education (PETE). The purpose of this study was to analyze the number of APE credit hours offered in undergraduate PETE programs across the United States. The 2018 Carnegie Classifications were used to help differentiate between types of institutions. Ranging degrees of institutional classification may be a contributing factor to the number and type of credit hours offered. Data analysis indicated that majority of PETE programs in the United States only offer one APE course in the PETE curriculum. Findings from this study are critical to understanding the preparation of preservice physical education teachers (PPETs) in PETE. Findings may also contribute to a conversation on credit hour allocation and whether PPETs are being sufficiently prepared to teach in an inclusive and adapted environment.","PeriodicalId":187461,"journal":{"name":"The Physical Educator","volume":"18 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139597301","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"School Websites: Local Contexts of Physical Activity and Physical Education Information","authors":"Aaron J. Mason, H. van der Mars, David Kahan, Kahyun Nam","doi":"10.18666/tpe-2024-v81-i1-11540","DOIUrl":"https://doi.org/10.18666/tpe-2024-v81-i1-11540","url":null,"abstract":"As the digital age continues to evolve, websites provide a potential way for physical education (PE) programs and schools to offer information on how they handle the topic of physical activity (PA). Charter schooling and charter schools have become substantially prevalent over the last 30 years, and the trend does not appear to be slowing. A variety of studies to gather information about PE and PA have already been conducted (Hill et al., 2010; Kahan & McKenzie, 2020; Kahan & McKenzie, 2021; Kahan et al., 2019). Specifically, Kahan and McKenzie have performed a variety of website analyses in the state of California, content-analyzing the sites to surveil PA and PE information on school websites. Further, they have looked at school factors such as local demographics, school size, religious affiliation, and public/private/charter affiliation. By following an intended partial-replication protocol, we looked to surveil Arizona-based charter schools to study the local context of another charter “hotspot.” We collected data through data collection protocols communicated by Dr. Kahan (circa June 2019). By conducting a quantitative descriptive study, we looked at characteristics and ran binary regression models to look for inferentially underlying trends. Descriptively, most findings mirrored those of previous research, with marginal presence of any information specific to PE and PA. We found significant predictors for website information for the categories of sports, PE frequency, presence of a PE teacher, school levels, and recess. We found similarities and differences between school types, but these targeted certain factors that may be expanded on or used to guide future website analyses both in Arizona and nationally. This is significant because as the prevalence of charter schools continues to grow, it is important to keep students sufficiently physically active and physically educated throughout a school day.","PeriodicalId":187461,"journal":{"name":"The Physical Educator","volume":"57 29","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139598719","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Lessons Learned During the Pandemic: Shaping the Future of Physical Education in India","authors":"A. K. Shirotriya, Aaron Beighle, E. Centeio, Heather E. Erwin","doi":"10.18666/tpe-2024-v81-i1-11495","DOIUrl":"https://doi.org/10.18666/tpe-2024-v81-i1-11495","url":null,"abstract":"On March 24, 2020, the Government of India ordered a nationwide lockdown for 21 days, limiting the movement of the entire 1.3 billion population of India as a preventive measure against the COVID-19 pandemic. Similar to other educators around the world, teachers in India instantly began plans to initiate virtual learning at a scale never seen before. The purpose of this study was to examine the lessons learned from Indian physical education (PE) teachers and provide strategies for leveraging what has been learned during the COVID-19 pandemic to improve the field of PE in India and beyond. The number of responses recorded in this study was 282 across the country with a response rate of 80.57% of whom 52 (18.50%) were female and 230 (81.5%) were male. The high percentage of males in this study mirrors the Indian population of PE teachers, of which the majority are male. Respondents completed the online survey of six Likert scale closed-ended statements and four open-ended questions that were the focus of this research. Mixed responses were received on the confidence level of use of technology now as opposed to prepandemic. Half of the respondents (51.24%) reported being comfortable using technology, and 44.83% reported slight confidence using the technology. The deductive and inductive qualitative analysis led to five themes: (a) effective instruction, (b) technology in teaching, (c) PE, (d) student experiences, and (e) general success. This study’s results can be considered as an opportunity to revamp the curriculum of PE and include proper information and communication technology– related material in the PE teacher training courses. Lesson planning through a virtual mode that readies preservice trainee teachers to tackle similar types of challenges in near future can be offered during training.","PeriodicalId":187461,"journal":{"name":"The Physical Educator","volume":"13 17","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139595734","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Pedagogical Content Knowledge-Based Course Classification Process for Physical Education Teacher Education Curricula","authors":"Dong Zhang, Yan Luo","doi":"10.18666/tpe-2024-v81-i1-11163","DOIUrl":"https://doi.org/10.18666/tpe-2024-v81-i1-11163","url":null,"abstract":"This study aimed to formulate a course classification process for identifying and classifying courses in the curriculum for physical education teacher education (PETE). The study recruited five experts in physical education (PE), PETE, and pedagogy. The participants were professors at a college in the Northeastern United States. The five participants were interviewed about how to identify a pedagogical content knowledge (PCK) course. A PCK-based classification process was formulated. Additionally, the second part of the study analyzed the curriculum of a PETE program in the Northeastern United States to elucidate the implication of the classification process. The PCK- based classification process can identify if a course is a PCK course and classify its level on the basis of the course syllabus. However, evaluators can collect evidence through additional paths, such as class observation. The process may increase the objectivity and credibility of the evaluation of the PETE curriculum and comparison studies.","PeriodicalId":187461,"journal":{"name":"The Physical Educator","volume":"52 24","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139598779","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}