European Physical Education Review最新文献

{"title":"Perceived organizational support, marginalization, isolation, emotional exhaustion, and job satisfaction of PETE faculty members","authors":"Christopher J. Kinder, K. Richards, Alyssa M. Trad, A. Woods, K. Graber","doi":"10.1177/1356336X231159636","DOIUrl":"https://doi.org/10.1177/1356336X231159636","url":null,"abstract":"Research has highlighted the role of workplace experiences in relation to outcomes, such as job satisfaction, among inservice physical education teachers. More recently, scholars have extended this line of scholarship to explore how higher education faculty members experience and navigate the sociopolitical context of higher education. Guided by occupational socialization theory, the purpose of this study was to understand the interactions among workplace experiences, which include perceived organizational support, marginalization, isolation, and emotional exhaustion, and their association with physical education teacher education faculty members’ perceived job satisfaction. Toward this end, a theoretically driven conceptual model was developed and evaluated using structural equation modeling. The sample comprised 283 United States (US)-based physical education teacher education (PETE) faculty members, and data were collected through an online survey that aimed to measure the identified study variables. Confirmatory factor analysis was conducted to verify the factor structure before advancing to structural equation modeling. The results of structural equation modeling supported the hypothesized relationships among variables, C3(141) = 294.56, p < .001; RMSEA = .075 (90% CI = [.066, 0.085], p < .001); SRMR = .057; NNFI = .962; CFI = .969. While some of the pathways were not significant, the associations of perceived organizational support on emotional exhaustion and job satisfaction were partially mediated by marginalization and isolation. Faculty members’ perceived organizational support and emotional exhaustion were important predictors of the perceptions of job satisfaction. Further research exploring the skills faculty utilize to increase and manage emotional exhaustion is warranted.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"29 1","pages":"475 - 492"},"PeriodicalIF":3.4,"publicationDate":"2023-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47348391","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Planning and assessment practices among Spanish physical education teachers according to experience and teaching level","authors":"M. González-Rivera, Antonio Campos-Izquierdo, N. Hall, Ana Isabel Villalba-Pérez","doi":"10.1177/1356336X231158916","DOIUrl":"https://doi.org/10.1177/1356336X231158916","url":null,"abstract":"The intent of this study was to determine the prevalence of formal lesson plan development as well as examine assessment practices (i.e. frequency of assessment; types of assessment tools most commonly utilized; aspects of physical education most commonly assessed) among physical education teachers in Spain. Furthermore, this study investigated relationships between physical educators’ (a) years of teaching experience and (b) teaching level (primary school vs. secondary school), with both their frequency of formal lesson planning and their assessment practices. The standardized and validated PROAFIDE questionnaire was completed by 499 physical educators presently teaching at either the primary or secondary school level. Results indicated that the vast majority of study participants utilize detailed written lesson plans and perform regular assessments. The percentage of use was found to rise among teachers with increased teaching experience, and among those who were teaching at secondary school. The most commonly used assessment instruments were found to be tests, specifically personally made tests and pre-existing batteries of tests (e.g. Eurofit Fitness Testing Battery). The least used assessment instrument was found to be homework. For all the various assessment tools, it was found that attitudinal aspects were assessed more commonly than physical, cognitive, technical, and tactical aspects. Future research needs to investigate the implications of regular planning and assessment, or lack thereof, on actual practice.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"29 1","pages":"438 - 454"},"PeriodicalIF":3.4,"publicationDate":"2023-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48941029","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"‘Once upon a time’. Exploring the possibilities and limitations for inclusive PE through creative writing: A tale of exclusion, integration and inclusion","authors":"Daniel Martos-García, L. Lozano-Sufrategui, K. J. Drew","doi":"10.1177/1356336X231158583","DOIUrl":"https://doi.org/10.1177/1356336X231158583","url":null,"abstract":"This article aims to show and make explicit the exclusion sometimes experienced by children with disabilities and obesity in physical activity (PA) and physical education (PE). Using empirical data from our previous qualitative work, we have engaged in a process of creative writing to present a tale that exhibits how exclusion is experienced by students in PA and PE, as well as ways in which students’ integration and inclusion could be fulfilled. The tale presented in this article draws from data generated in in-depth interviews, focus groups and field notes to recreate the experiences of three composite characters: Will, a student with osteogenesis imperfecta; Ella, a wheelchair user; and Josh, a child with obesity. To conclude, we present some evidence-based pedagogical approaches that may be useful for PE teachers, PA practitioners and other stakeholders to foster inclusion, social justice and equality when working with children with disabilities and obesity.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"29 1","pages":"455 - 471"},"PeriodicalIF":3.4,"publicationDate":"2023-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44084282","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Principals’ attitudes and intentions toward supporting adapted physical education","authors":"Scott W. T. McNamara, T. Rizzo","doi":"10.1177/1356336X231158495","DOIUrl":"https://doi.org/10.1177/1356336X231158495","url":null,"abstract":"Public school administrators in the United States are required to supervise special education services, which include physical education and adapted physical education (APE). Although school administrators supervise and provide resources to support APE services, APE teachers have indicated that school administrators often interfere with their day-to-day practices and instruction. Thus, the purpose of this study was to examine school administrators’ beliefs, attitudes, and intentions toward supporting APE within their school. Using a qualitative description approach, guided by the theory of planned behavior, nine building principals from California were interviewed about their perceptions and past experiences with APE. A thematic analysis enabled the authors to construct three interconnected themes: (1) APE teachers and services are valued, yet not prioritized, (2) stakeholders’ support of APE can impact principals’ attitudes and support of APE; yet, many remain indifferent regarding support of APE, and (3) lack of knowledge, resources, and funding prevents principals from providing adequate support to APE services and teachers. These findings emphasize both the support and barriers building principals often contribute to APE teachers’ service delivery. Additionally, these findings highlight the important role administrators have in supporting APE teachers and creating a culture where APE services and teachers are valued. Future research designed to improve attitudes among school administrators toward APE is necessary. Moreover, to provide essential resources for effective APE service delivery, systematic and theoretically driven interventions that link knowledge to fill the APE knowledge gap among school administrators are warranted.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"29 1","pages":"421 - 437"},"PeriodicalIF":3.4,"publicationDate":"2023-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43550993","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Accelerometer-based physical activity in need satisfaction profiles of schoolchildren: A 3-year follow-up","authors":"A. Gråstén, John C. K. Wang, M. Huhtiniemi, T. Jaakkola","doi":"10.1177/1356336X231157331","DOIUrl":"https://doi.org/10.1177/1356336X231157331","url":null,"abstract":"This study examined moderate-to-vigorous physical activity (MVPA) trends in physical education (PE) classes and beyond school hours in children's need satisfaction profiles over 3 years. Participants were 445 (girls 256, boys 189) Finnish schoolchildren (Mage = 11.26 ± 0.32 years). Need satisfaction self-reports and accelerometer-based MVPA data were collected in 17 comprehensive schools over four assessment phases. Four latent profiles based on the need satisfaction trends over time were found: Profiles with Large Decrease, Small Decrease, Small Increase, and Large Increase. The children with the most prominent need satisfaction decreases showed a significant decline in out-of-school MVPA. All the children, irrespective of their need satisfaction profile, exhibited similar patterns of MVPA in PE over the 3-year follow-up. Developing need satisfactions and out-of-school MVPA of the children with the greatest need satisfaction decreases may require enhancements in need-supportive PE activities.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"29 1","pages":"405 - 420"},"PeriodicalIF":3.4,"publicationDate":"2023-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65341784","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Teaching about planning in pre-service physical education teacher education: A collaborative self-study","authors":"Tim Fletcher, A. Beckey","doi":"10.1177/1356336X231156323","DOIUrl":"https://doi.org/10.1177/1356336X231156323","url":null,"abstract":"Learning how to develop lesson and unit plans is recognised as a priority for teacher education programmes; however, recent empirical research on planning is scarce, particularly in physical education. The purpose of this research was to analyse how and why we teach physical education pre-service teachers (PSTs) to plan in the ways we do. A secondary purpose was to consider alternative approaches to teaching about planning based on this analysis. Over one academic term, we used collaborative self-study of teacher education practice methodology and gathered several forms of qualitative data, including reflective journal entries, recorded video conversations, and teaching artefacts. Through sharing and interrogating our assumptions about the nature of planning and how to teach PSTs about planning, we came to see several flaws in the approaches we had typically used, particularly in terms of the emphasis given to the products (i.e. developing and submitting complete lesson plans) over the processes of planning, and how this emphasis did not necessarily support PSTs’ learning. This was partially because we found it challenging to model our processes of planning for PSTs in authentic ways. We agree that planning is and should be a central part of learning to teach; however, this research suggests that the ‘typical’ actions in how we teach PSTs about planning may be ripe for disruption and redesign. This research provides a rationale for a better balance to be struck between teaching about planning-as-process and teaching about planning-as-product.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"29 1","pages":"389 - 404"},"PeriodicalIF":3.4,"publicationDate":"2023-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45580125","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Online teaching and learning in physical education teacher education: A mixed studies review of literature","authors":"E. Murtagh, Antonio Calderón, Dylan Scanlon, A. MacPhail","doi":"10.1177/1356336X231155793","DOIUrl":"https://doi.org/10.1177/1356336X231155793","url":null,"abstract":"Delivering physical education teacher education (PETE) programmes through online platforms has been proposed as an alternative (or complementary) to traditional in-person modes of learning. Focusing on empirical studies, this mixed studies review explores the use of online teaching and learning in PETE and synthesises literature published between 2010 and 2020. Fourteen studies met the inclusion criteria. A data-based convergent synthesis design is adopted. Pedagogies and technologies commonly used are examined. Studies using a blended approach to teaching and learning provide more detail about the pedagogies and technologies used than those studies using a fully online model. There is scant information regarding the principles underpinning the development and delivery of online PETE courses. We provide extensive insights into the key learning from the experiences of faculty and pre-service teachers who engage with online teaching and learning in PETE. Our findings suggest online instruction may suit particular students and facilitate a shift to independent learning. Teaching and learning in the online space can impact the development of relationships, both positively and negatively. Furthermore, constructivist pedagogies should be prioritised, alongside support for students and teacher educators to develop online learning competence. Our review highlights considerations for teacher educators engaging in online teaching and learning in PETE and implications for future research.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"29 1","pages":"369 - 388"},"PeriodicalIF":3.4,"publicationDate":"2023-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44253589","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The health and educational impact of removing financial constraints for school sport.","authors":"Lauren Denise Sulz,&nbsp;Doug Lee Gleddie,&nbsp;Cassidy Kinsella,&nbsp;M Louise Humbert","doi":"10.1177/1356336X221104909","DOIUrl":"https://doi.org/10.1177/1356336X221104909","url":null,"abstract":"<p><p>Financial barriers often restrict sport participation among children from low-income families. Schools are thought to offer equitable access to programming, including school sport participation. However, pay-to-play school sport models can inhibit participation among students from low-income households. Recognizing the potential benefits of school sport and realizing the financial barriers to participation, the purpose of this study was to understand the extent to which school sport promotes educational experiences and holistic well-being of Canadian youth from low-income families. A case study was conducted with stakeholders who were supported by funding from a non-profit organization to help cover the costs of school sport registration fees. Data were collected from in-depth interviews with low-income students and their parents, teacher-coaches and school administrators. Three overarching themes were representative of the experiences of school sport participation among low-income students: (1) healthy student-athletes, (2) developing student-athletes in school, for life, and (3) supporting student-athletes as a community. The participants perceived that school sport participation offered holistic health benefits, and developed skills and behaviours that support positive educational experiences and foster life skills. Further, our results highlighted the importance of the school community in supporting low-income students to participate in school sport teams and the need to reframe school sport to better support low-income families.</p>","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"29 1","pages":"3-21"},"PeriodicalIF":3.4,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9810829/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10509204","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Self-made material in physical education: Teacher perceptions of the use of an emerging pedagogical model before and during the COVID-19 pandemic.","authors":"Antonio Méndez-Giménez, Alejandro Carriedo, Javier Fernandez-Rio, José-Antonio Cecchini","doi":"10.1177/1356336X221118548","DOIUrl":"10.1177/1356336X221118548","url":null,"abstract":"<p><p>The COVID-19 pandemic caused drastic changes in education, which had to adapt to changing scenarios (online, face-to-face, hybrid teaching). Within physical education (PE), strategies such as 'do not use or share equipment' were proposed to avoid infections. These strategies fit with an emerging pedagogical model called the Self-made Material Model (SMM), which involves students creating their own PE equipment. The objectives of the present study were: (a) to analyse PE teachers' beliefs about the use of self-made material in their classes, (b) to evaluate teachers' perceptions of the impact of the use of self-made material in PE lessons during the pandemic and (c) to examine gender/age differences. A quantitative, snowball research design was followed. The <i>Self-made Material Questionnaire</i> ( Méndez-Giménez and Fernández-Río, 2011) comprising two scales (41 items) was adapted: <i>Teachers' beliefs about the use of self-made material</i> scale and <i>Teachers' perceptions of the impact of self-made material usage during the pandemic</i> scale. In total, 1093 in-service teachers (443 women, 40.5%; <i>M</i> = 41.39, SD = 9.54) from 13 Ibero-American countries participated. Descriptive statistics were calculated, Student's <i>T</i> test was conducted for comparisons by gender and one-way analysis of variance (ANOVA) was run for comparisons by age ranges. Overall, the scores were high, emphasising the potential to promote recycling and students' creativity and respect for the material. Women scored higher in items such as promoting interdisciplinarity, equality, attention to disability and education in values. In total, 833 (76.21%) teachers used self-made material during the pandemic and reported high levels of satisfaction, expectations of use, usefulness and profitability. No gender differences were found. In the COVID-19 era, the SMM is playing a relevant role as a meaningful framework and a helpful teaching methodology in different educational scenarios.</p>","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"29 1","pages":"107-124"},"PeriodicalIF":3.4,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9361032/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49335951","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Searching for the alternative: A scoping review of empirical studies with holistic perspectives on health and implications for teaching physical education","authors":"Petter Wiklander, A. Fröberg, S. Lundvall","doi":"10.1177/1356336X221147813","DOIUrl":"https://doi.org/10.1177/1356336X221147813","url":null,"abstract":"Health in physical education (PE) has in recent decades received growing public and political attention. PE is recognized as playing an important role in promoting health and well-being among children and adolescents. Critical PE scholars contest the prevalent biomedical perspective on health for its narrow conceptualization of health and its exclusive focus on physical activity and disease prevention. Instead, alternative (critical and/or salutogenic) perspectives that emphasize the holistic nature of health are advocated. Previous research has identified a lack of empirical research on the topic. The purpose of this scoping review was to contribute to knowledge about what characterizes empirical research literature with holistic perspectives on health and discuss the implications for teaching PE. Four databases (SportDiscus, ERIC, Web of Science, and Scopus) were searched for peer-reviewed literature in academic journals between 2002 and 2021. Only 12 out of 3263 identified articles included empirical research with holistic perspectives on health. Using thematic analysis, two distinct themes were identified: (i) “teachers’ philosophies and didactic considerations,” exploring teachers’ understanding and beliefs and implications for PE practice and (ii) “alternative ways to teach,” where teachers engage in co-creating, enacting, and evaluating holistic health-related curricula. The findings indicate that although PE teachers may hold a narrow understanding of health, they are receptive to alternative perspectives and capable of critical reflections and renegotiations, if given appropriate support and opportunities for professional development. Challenging PE teachers’ philosophies and empowering them in the co-creation and implementation of holistic, student-centered curricula can create sustainable opportunities to enhance students’ well-being.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"29 1","pages":"351 - 368"},"PeriodicalIF":3.4,"publicationDate":"2023-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46877826","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}