The Physical Educator最新文献_第8页

Students’ Attitudes Toward Physical Education: A Narrative Review 学生对体育教育的态度:一个叙述性的回顾

The Physical Educator Pub Date : 2022-06-14 DOI: 10.18666/tpe-2022-v79-i3-10696

Paulo Pereira, Fernando Santos, D. Marinho

引用次数: 0

A Qualitative Investigation of Middle School Students’ Perceptions of Appropriate Instructional Practices in Physical Education 中学生体育适当教学实践认知的质性调查

The Physical Educator Pub Date : 2022-06-14 DOI: 10.18666/tpe-2022-v79-i3-10747

D. Barney, T. Leavitt

引用次数: 0

Group Size in Physical Education: Teachers’ Perspectives 体育教学中的群体规模:教师的视角

The Physical Educator Pub Date : 2022-06-14 DOI: 10.18666/tpe-2022-v79-i2-10396

D. Barney, R. Christenson

{"title":"Group Size in Physical Education: Teachers’ Perspectives","authors":"D. Barney, R. Christenson","doi":"10.18666/tpe-2022-v79-i2-10396","DOIUrl":"https://doi.org/10.18666/tpe-2022-v79-i2-10396","url":null,"abstract":"3 The physical education context is fun, yet challenging. There is the potential to offer a 4 multitude of activities and games for students. Thus, PE teachers should put the students in the 5 best position to learn the content. One method PE teachers can use is putting students in small6 sided groups during game and activities. The purpose of this study was to investigate K-12 7 physical education teachers’ perceptions of small-sided games/activities in their PE lessons. For 8 this study 31 K-12 physical educators from five states participated in the study. The PE teachers 9 were emailed a survey for them to fill out. The questions were structured to produce answers to 10 the survey that were short answers. Analysis of the interview data revealed four themes 11 concerning small-sided games/activities in physical education lessons. They were, 1) the 12 importance of small-sided groups, 2) PE teachers observations of students in 2v2 and 3v3 13 activities, 3) how do PE teachers know small-sided groups are better than large-sided games, and 14 4) small-sided groups affect on student attitudes. The results from the data collected show that 15 small-sided games/activities are helpful and important to students learning, students have more 16 interaction with the equipment, and students feel more comfortable to participate in small-sided 17 games/activities. 18 19 20 21 22 23","PeriodicalId":187461,"journal":{"name":"The Physical Educator","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128493842","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}

引用次数: 2

Technology Preparation for Preservice Physical Education Teachers: A Credit Hour Analysis 职前体育教师的技术准备:学时分析

The Physical Educator Pub Date : 2022-06-14 DOI: 10.18666/tpe-2022-v79-i3-10881

Ashley Phelps, Sean Fullerton

{"title":"Technology Preparation for Preservice Physical Education Teachers: A Credit Hour Analysis","authors":"Ashley Phelps, Sean Fullerton","doi":"10.18666/tpe-2022-v79-i3-10881","DOIUrl":"https://doi.org/10.18666/tpe-2022-v79-i3-10881","url":null,"abstract":"Technological knowledge, technological content knowledge), and technological pedagogical knowledge is swiftly becoming a popular topic in the field of physical education teacher education (PETE). The Initial PETE Standards set forth by SHAPE America indicate that preservice physical education teachers (PPETs) should be taught how to use and teach with technology in their K–12 gymnasiums. However, research has indicated that PPETs are not being adequately prepared to teach with technology. This is a major concern seeing as the K–12 student population is becoming more technologically advanced. Additionally, the COVID-19 pandemic has highlighted the need for quality and equitable learning and instruction to occur through online platforms. The purpose of this study was to examine the number of credit hours dedicated to technology across the undergraduate curriculum of PPETs. To help frame the study, we used the 2018 Carnegie Classifications as a guide to see whether there were differences in technology credit hour allocation across varying colleges and universities in the United States. In addition to using the Carnegie Classifications, we broke up technology credit hours into three categories. For example, technology credit hours were offered during either the general education, the professional education, and/or the PETE major phase. Results from a paired-samples t test, an analysis of variance, and a multivariate analysis of variance indicated that PPETs take more technology credit hours during the professional education phase of their undergraduate curriculum than during the PETE major phase. Additionally, PPETs enrolled in doctoral institutions take more technology credit hours in the PETE major phase than PPETs enrolled in baccalaureate institutions. The incorporation of technology into PETE coursework, field experiences, and student teaching practicums will better prepare PPETs to deliver quality physical education through online interfaces.","PeriodicalId":187461,"journal":{"name":"The Physical Educator","volume":"1724 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125371920","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}

引用次数: 0

An Examination of University Students’ Attitudes Toward Physical Education and Their Sport and Physical Activity Preferences 大学生体育态度与体育活动偏好的调查研究

The Physical Educator Pub Date : 2022-06-14 DOI: 10.18666/tpe-2022-v79-i2-10205

Zhenhao Zeng, Peng Sun

{"title":"An Examination of University Students’ Attitudes Toward Physical Education and Their Sport and Physical Activity Preferences","authors":"Zhenhao Zeng, Peng Sun","doi":"10.18666/tpe-2022-v79-i2-10205","DOIUrl":"https://doi.org/10.18666/tpe-2022-v79-i2-10205","url":null,"abstract":"The purpose of this study was to examine factors that form university students’ attitudes toward physical education (ATPE), the preference of their physical activities (PA), and correlation features among all related factors that form their ATPE. Participants were 1,386 university students from six universities in China. An Adapted Attitudes Toward Physical Education and Physical Activity Preferences Questionnaire was employed in data collection. Data analyses included a 2 × 2 × 2 MANOVA and correlation analysis. The results revealed the ATPE mean-scores ranking (e.g., No. 1 “keep physically fit and strong” and No. 2 “good posture and sturdy body”). Significant differences exist in ATPE mean scores between genders with males scoring higher than females and between majors with natural science scoring higher than social science. The PA preferences ranking of the students was team sports, weight lifting, individual sports, aerobic exercise, dual-game sports, and martial arts. Relationships between ATPE and PA in the university students were exposed and analyzed. The reasons behind these findings were discussed.","PeriodicalId":187461,"journal":{"name":"The Physical Educator","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134236110","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}

引用次数: 0

An Exploratory Study of Physical Education Teachers’ Perceptions of the Barriers to Employing Technology 体育教师对技术运用障碍认知的探索性研究

The Physical Educator Pub Date : 2022-06-14 DOI: 10.18666/tpe-2022-v79-i3-10756

S. Waller, B. McCullick, P. Schempp

{"title":"An Exploratory Study of Physical Education Teachers’ Perceptions of the Barriers to Employing Technology","authors":"S. Waller, B. McCullick, P. Schempp","doi":"10.18666/tpe-2022-v79-i3-10756","DOIUrl":"https://doi.org/10.18666/tpe-2022-v79-i3-10756","url":null,"abstract":"The purpose of this study was to explore physical educators’ perspectives on the barriers to employing technology in physical education instruction. The participants of this study were 253 elementary, middle, and high school physical education teachers who taught in the state of Georgia. The participants completed an online survey that was derived from an extensive review of literature regarding barriers to integrating technology during instruction. The survey used a Likert scale asking participants to respond with a level of agreement and disagreement regarding specific barriers and included an open-ended response asking for additional barriers. Data were analyzed with the use of descriptive statistics and a one-way analysis of variance. This study found that class size, budget, and lack of resources were the main barriers perceived by physical educators, whereas lack of knowledge and lack of skill were not perceived as barriers to employing technology during instruction. Both age and years of experience had a significant main effect on the barriers of lack of knowledge, skill, and training. Additional barriers reported were lack of connectivity, lack of desire, and lack of time. The results of this study explore and highlight the significant barriers to employing technology in physical education instruction. Further research is warranted to support the need for meaningful implementation of technology to make the learning environment more dynamic, customizable, and accessible for both teachers and students.","PeriodicalId":187461,"journal":{"name":"The Physical Educator","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127247032","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}

引用次数: 0

The Syllabus Is a Living Document: An Examination of Introductory Adapted Physical Education Syllabi 教学大纲是一个活的文件:对《体育导论改编教学大纲》的考察

The Physical Educator Pub Date : 2022-06-14 DOI: 10.18666/tpe-2022-v79-i2-10607

Scott W. T. McNamara, K. Wilson, L. Lieberman

引用次数: 3

Motivational Climate, Basic Psychological Needs, and Students’ Self-Talk in Physical Education 动机氛围、基本心理需求与体育教学中的学生自我对话

The Physical Educator Pub Date : 2022-06-14 DOI: 10.18666/tpe-2022-v79-i3-10851

Evangelos Brisimis, Charalampos Krommidas, Ioannis Syrmpas, Aristea Karamitrou, A. Hatzigeorgiadis, Nikolaos Comoutos

{"title":"Motivational Climate, Basic Psychological Needs, and Students’ Self-Talk in Physical Education","authors":"Evangelos Brisimis, Charalampos Krommidas, Ioannis Syrmpas, Aristea Karamitrou, A. Hatzigeorgiadis, Nikolaos Comoutos","doi":"10.18666/tpe-2022-v79-i3-10851","DOIUrl":"https://doi.org/10.18666/tpe-2022-v79-i3-10851","url":null,"abstract":"The purpose of this study was to examine the relationships between students’ perceived motivational climate (mastery and performance), satisfaction of basic psychological needs (autonomy, competence, and relatedness), and self-talk (positive and negative) in physical education (PE). Six hundred six students (282 males, 315 females, 9 did not provide their gender), aged 10 to 17 years old (Mage = 13.32 ± 2.12), from seven primary schools (n = 250), five secondary schools (n = 131), and eight high schools (n = 225) in Greece voluntarily participated in this study. During a PE class, students completed online a number of valid and reliable questionnaires measuring perceived motivational climate, basic psychological needs, and self-talk. Results showed that students’ positive self-talk was positively related to mastery motivational climate, autonomy, competence, and relatedness. In contrast, negative self-talk was positively related only to performance motivational climate and negatively related to perceived mastery climate, competence, and relatedness. Separate hierarchical regression analyses revealed that perceived mastery climate and competence were the most significant predictors of students’ positive self-talk. On the contrary, perceived performance climate, competence, and autonomy were the most significant predictors of students’ negative self-talk. On the basis of the results, it seems that PE teacher-initiated motivational climate and satisfaction of basic psychological needs is strongly related to students’ self-talk.","PeriodicalId":187461,"journal":{"name":"The Physical Educator","volume":"56 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132224108","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}

引用次数: 0

Music as a Management Tool in Elementary Physical Education: A Qualitative Investigation 音乐作为小学体育教学管理工具的定性研究

The Physical Educator Pub Date : 2022-01-07 DOI: 10.18666/tpe-2022-v79-i1-10817

D. Barney, Keven A. Prusak

引用次数: 0

What I Learned as a Physical Educator 作为一名体育教育者，我学到了什么

The Physical Educator Pub Date : 2022-01-07 DOI: 10.18666/tpe-2022-v79-i1-10723

J. Freischlag

引用次数: 0