European Physical Education Review最新文献_第10页

Acute enhancement of executive functions through cognitively challenging physical activity games in elementary physical education 小学体育教学中认知挑战性体育活动游戏对执行功能的急性增强

IF 3.4 2区教育学

European Physical Education Review Pub Date : 2022-11-13 DOI: 10.1177/1356336X221135139

Athanasios Kolovelonis, M. Goudas

{"title":"Acute enhancement of executive functions through cognitively challenging physical activity games in elementary physical education","authors":"Athanasios Kolovelonis, M. Goudas","doi":"10.1177/1356336X221135139","DOIUrl":"https://doi.org/10.1177/1356336X221135139","url":null,"abstract":"This study examined the effects of cognitively challenging physical activity games on students’ executive functions and situational interest in physical education. Participants were 144 fourth- and fifth-grade students (75 boys, 69 girls) from four elementary schools. A four-group, repeated measures, cross-over quasi-experimental design was used in this acute experiment including a physical education session. One fourth- and one fifth-grade class from each school were randomly assigned to Group 1 with cognitively challenging physical activity games, Group 2 with a session for teaching soccer skills, Group 3 with a session for teaching track and field skills, and Group 4 (waiting-list control group) with cognitively challenging physical activity games after the post-test. Pre- and post-test measures for executive functions and a post-test measure for situational interest were included. Group 1 students, who were involved in cognitively challenging physical activity games, improved their scores in the executive functions more than students who participated in the sessions with soccer or track and field skills and waiting-list control group students. The positive effects on students’ executive functions were replicated when the cognitively challenging physical activity games session was implemented in the waiting-list control group. Some improvements on executive functions for students who participated in the soccer skills session were found. Students who played the cognitively challenging physical activity games reported higher scores on novelty compared to students in the soccer or track and field groups. These results support the effectiveness of the cognitive challenging physical activity games for triggering students’ executive functions in physical education.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"29 1","pages":"268 - 285"},"PeriodicalIF":3.4,"publicationDate":"2022-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44168811","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}

引用次数: 4

A systematic review exploring body image programmes and interventions in physical education 探讨身体形象课程和体育教育干预的系统综述

IF 3.4 2区教育学

European Physical Education Review Pub Date : 2022-11-01 DOI: 10.1177/1356336X221097318

C. Kerner, Amy Prescott, Robyn A Smith, Michael B Owen

{"title":"A systematic review exploring body image programmes and interventions in physical education","authors":"C. Kerner, Amy Prescott, Robyn A Smith, Michael B Owen","doi":"10.1177/1356336X221097318","DOIUrl":"https://doi.org/10.1177/1356336X221097318","url":null,"abstract":"Body image has implications for child and adolescent well-being. Schools have been positioned as a suitable site to provide body image education and support the development of body image; however, little is known about the role of physical education in body image education. The aim of this study was to systematically review the evidence on the content and effectiveness of physical education-based body image or body-focused programmes published between 2000 and 2021. Using seven databases (Web of Science, SCOPUS, EBSCO, PsycINFO, MEDLINE, Science Direct, and SportDiscus), a total of 1185 non-duplicated articles were retrieved. The articles were selected using the following inclusion criteria: (a) intervention, programme or curriculum based in physical education that explores body image or related phenomena, (b) focused on children or young people, aged 18 years or younger, (c) conducted between 2000 and 2021, (d) quantitative and/or qualitative methods: and (e) published in English. Following the screening process, a total of 19 articles were included in this review. Results showed that most programmes reported successful outcomes, yet there was no consistent approach to the programme design and delivery. Physical activity and fitness-based programmes were the most frequently used intervention type, followed by critical sociocultural perspectives and programmes focused on movement experiences and body functionality. Whilst fitness-based programmes were generally effective in improving body image and related phenomena, future research should explore the mechanisms associated with these changes and further consider how sociocultural perspectives can be used to support body image programmes.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"28 1","pages":"942 - 967"},"PeriodicalIF":3.4,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43163892","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}

引用次数: 5

The curriculum took a back seat to huff and puff: Teaching high school health and physical education during Covid-19. 在新冠肺炎期间教授高中健康和体育课程，课程让位于喧嚣

IF 3.4 2区教育学

European Physical Education Review Pub Date : 2022-11-01 DOI: 10.1177/1356336X221086366

Vaughan Cruickshank, Shane Pill, Casey Mainsbridge

引用次数: 0

Physical education student teachers' wellbeing during Covid-19: Resilience resources and challenges from school placement. 新冠肺炎期间体育学生教师的健康状况：学校安置的弹性资源和挑战

IF 2.6 2区教育学

European Physical Education Review Pub Date : 2022-11-01 DOI: 10.1177/1356336X221088399

Niamh O' Brien, Wesley O'Brien, João Costa, Manolis Adamakis

{"title":"Physical education student teachers' wellbeing during Covid-19: Resilience resources and challenges from school placement.","authors":"Niamh O' Brien, Wesley O'Brien, João Costa, Manolis Adamakis","doi":"10.1177/1356336X221088399","DOIUrl":"10.1177/1356336X221088399","url":null,"abstract":"<p><p>The coronavirus 2019 (Covid-19) pandemic has given rise to significant global challenges across education, and specifically in the physical education teacher education (PETE) community. Students attending teacher education programmes during the Covid-19 pandemic have experienced an abrupt and unprecedented pedagogical transition from a face-to-face capacity to remote teaching, learning, and assessment environments. Crucially, student teachers' school placement experiences faced increased challenges and practical implications from additional environmental and social changes. In the context of continued global and national challenges for initial teacher education (ITE) programmes, the present qualitative study, using a representative sample of 24 student physical education (PE) teachers from a PETE programme, investigates the perceived implications of the Covid-19 pandemic on student teachers' practice and wellbeing during their final 2020/2021 academic year. Results indicate that student teachers maintain that exercise, connections with the university and school placement communities, alongside personal and professional organisation skills serve as resilience resources protecting their wellbeing. Conversely, student teachers express that school placement isolation, restricted PE delivery, increased workload, low teacher efficacy, and the responsibility to implement Covid-19 behaviour regulations presented as challenges that negatively affect their wellbeing. The paper concludes with practices that may further support PETE and ITE programmes and their student teachers to maintain a stable level of wellbeing throughout their careers.</p>","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"28 1","pages":"873-889"},"PeriodicalIF":2.6,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8984592/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43637314","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}

引用次数: 0

Bildung: A German student-centered approach to health and physical education Bildung：德国以学生为中心的健康和体育教育方法

IF 3.4 2区教育学

European Physical Education Review Pub Date : 2022-10-22 DOI: 10.1177/1356336X221133060

J. Wibowo, C. Krieger, C. Gaum, B. Dyson

引用次数: 2

Enhancing sport education experiences through service-learning 通过服务学习提升体育教育体验

IF 3.4 2区教育学

European Physical Education Review Pub Date : 2022-10-20 DOI: 10.1177/1356336X221132770

L. M. García López, D. Gutiérrez, Irene González-Martí, Yessica Segovia, A. MacPhail

{"title":"Enhancing sport education experiences through service-learning","authors":"L. M. García López, D. Gutiérrez, Irene González-Martí, Yessica Segovia, A. MacPhail","doi":"10.1177/1356336X221132770","DOIUrl":"https://doi.org/10.1177/1356336X221132770","url":null,"abstract":"In this study, we explore the extent to which service-learning (SL) can enhance the educational potential of sport education (SE), with a view to contributing to a positive transition for students from primary to secondary school. Seventeen teachers and 435 eleven- to sixteen-year-olds across five SE networks participated in this study, in which an SL experience was embedded in the SE season. All the networks included one intact group of secondary school students and between one and three intact groups of primary school students. The programme comprised between 18 and 21 physical education (PE) lessons for each secondary school group, and between 14 and 18 PE lessons for each primary school group. A total of 40 volunteer secondary school students (28 girls and 12 boys) performed the role of SL coordinators, coaching primary school students in several sessions. The data were obtained through focus groups with students and primary school teachers and interviews with secondary school teachers during and after the programme implementation. The results were analysed through the lens of situated learning. The integration of SE and SL has led both to legitimate peripheral participation and real participation in the community of practice, through the connection established by SE roles. SL reconfigures SE, allowing purposes that might be of significant educational relevance to be addressed, such as a positive transition from primary to secondary school. The secondary school students who acted as SL coordinators assumed their responsibilities to a greater degree than in previous SE seasons and gained a deeper understanding of the roles.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"29 1","pages":"215 - 232"},"PeriodicalIF":3.4,"publicationDate":"2022-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43914790","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}

引用次数: 0

High- versus low-structured cooperative learning in secondary physical education: Impact on prosocial behaviours at different ages 中等体育教育中高结构与低结构合作学习对不同年龄段亲社会行为的影响

IF 3.4 2区教育学

European Physical Education Review Pub Date : 2022-10-20 DOI: 10.1177/1356336X221132767

Luis García-González, Mónica Santed, E. Escolano-Pérez, J. Fernández-Río

{"title":"High- versus low-structured cooperative learning in secondary physical education: Impact on prosocial behaviours at different ages","authors":"Luis García-González, Mónica Santed, E. Escolano-Pérez, J. Fernández-Río","doi":"10.1177/1356336X221132767","DOIUrl":"https://doi.org/10.1177/1356336X221132767","url":null,"abstract":"Despite the research exploring the benefits of using cooperative learning in secondary physical education, several research gaps still remain, namely, limited research on its effects on prosocial behaviours, the impact on adolescents as they grow up, and the lack of assessment of differently structured cooperative learning frameworks. The goal of this study was to compare high- versus low-structured cooperative learning frameworks and assess their impact on adolescents’ prosocial behaviours at different ages. The study followed a quasi-experimental pre-test–post-test design. Two hundred and eighty-six students (150 girls) participated and were distributed into four groups: Control 1 (year-8 students), Control 2 (year-10 students), Experimental 1 (year-9 students) and Experimental 2 (year-11 students). All groups experienced the same Acrosport unit, but the control groups were within a low-structured cooperative learning context and the experimental groups were within a high-structured cooperative learning framework. Cooperative learning and prosocial behaviours were measured before and after the intervention. Results showed that students who experienced a high-structured framework at a younger age significantly increased their scores on the five variables that mediate the effectiveness of cooperative learning, and their prosocial behaviours. The older the adolescents, the fewer the changes in cooperative learning, and with no changes in prosocial behaviours. Students who experienced a low-structured framework did not improve their cooperative learning and decreased their empathy, social relations, and leadership at younger ages. In conclusion, cooperative learning must be properly structured to produce a positive impact using heterogeneous working groups, teachers’ feedback and shared regulation. However, older adolescents need specifically designed cooperative learning contexts with longer learning units.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"29 1","pages":"199 - 214"},"PeriodicalIF":3.4,"publicationDate":"2022-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45385946","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}

引用次数: 1

Physical literacy in children: Exploring the construct validity of a multidimensional physical literacy construct 儿童体育素养:多维体育素养构念的构念效度探讨

IF 3.4 2区教育学

European Physical Education Review Pub Date : 2022-10-19 DOI: 10.1177/1356336X221131272

Úna Britton, S. Belton, Cameron Peers, J. Issartel, Hannah R. Goss, M. Roantree, Stephen Behan

{"title":"Physical literacy in children: Exploring the construct validity of a multidimensional physical literacy construct","authors":"Úna Britton, S. Belton, Cameron Peers, J. Issartel, Hannah R. Goss, M. Roantree, Stephen Behan","doi":"10.1177/1356336X221131272","DOIUrl":"https://doi.org/10.1177/1356336X221131272","url":null,"abstract":"Physical literacy (PL) is highlighted as a construct that can positively impact physical activity (PA). Measurement methods and definitions for PL exist, but vary between research groups. This variation affects the ability to compare research findings. The purpose of this study was to assess the construct validity of PL in children. PL was operationalised according to Whitehead’s (2001) definition, comprising confidence, motivation, physical competence, and knowledge and understanding. Participants (n = 1073; mean age 10.86 ± 1.20 years: 53% male) were measured on: (i) confidence (Physical Activity Self-Efficacy Scale; Bartholomew et al., 2006), (ii) motivation (Behavioural Regulation in Exercise-Adapted; Sebire et al., 2013), (iii) physical competence (health-related fitness: 20 m shuttle run, back-saver sit-and-reach, handgrip strength, plank); balance (Bruininks-Oseretsky Test of Motor Proficiency 2; Bruininks, 2005); object-control and locomotor skills (Test of Gross Motor Development-3rd edition (TGMD-3); Ulrich, 2016); and (iv) knowledge and understanding (PA and sedentary guidelines). Confirmatory factor analysis (CFA) was conducted to analyse the factor structure of PL. The best-fitting model (χ2 = 209.8, df = 99, p < 0.001; comparative fit index = 0.95, normed fit index = 0.91, Tucker–Lewis index = 0.93, root mean square error of approximation = 0.032, 95% confidence interval: 0.026–0.038) was a three-component model containing the domains of motivation, confidence, and physical competence. The knowledge and understanding domain did not fit the model well. Factor loadings were highest for confidence and motivation. Findings support the adoption of a pragmatic approach to PL measurement. CFA results indicated a similar factor structure as has been identified in other studies which have used different tools to measure PL domains.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"29 1","pages":"183 - 198"},"PeriodicalIF":3.4,"publicationDate":"2022-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47146946","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}

引用次数: 4

Providing physical education preservice teachers with opportunities to interrogate their conceptions and practices of assessment 为体育职前教师提供机会，询问他们的评估概念和实践

IF 3.4 2区教育学

European Physical Education Review Pub Date : 2022-10-06 DOI: 10.1177/1356336X221129057

André Moura, A. MacPhail, A. Graça, P. Batista

{"title":"Providing physical education preservice teachers with opportunities to interrogate their conceptions and practices of assessment","authors":"André Moura, A. MacPhail, A. Graça, P. Batista","doi":"10.1177/1356336X221129057","DOIUrl":"https://doi.org/10.1177/1356336X221129057","url":null,"abstract":"This study enacted and supported a scaffolding process to improve preservice teachers’ (PSTs') assessment literacy as they experienced school placement. It is crucial to create opportunities that enhance PSTs’ understanding of assessment literacy, helping them to reconsider conceptions previously developed as school students (socialisation experiences) and to gain an appreciation for the benefits assessment affords students in their learning. Assessment literate teachers can enact appropriate assessment practices that can improve students’ learning and the teaching-learning process while providing opportunities for students to regulate their learning. Eight physical education PSTs working with the same university supervisor took part in the study. Data were collected through individual and focus group interviews, post-seminar reflections and testimonial surveys, researcher's field notes, and PSTs’ school placement reports. This study highlighted that supportive, practical and critical participatory approaches are crucial to encourage PSTs to question and change their assessment conceptions, and to improve their assessment literacy. Results also showed that, despite struggling to avoid practicing what they experienced as school students (i.e. socialisation experiences), PSTs can alter their assessment understanding and practices to incorporate assessment for learning principles. Teacher educators are encouraged to consider how they can best acknowledge and address the pre-conceived assessment conceptions PSTs bring into these programmes.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"29 1","pages":"162 - 179"},"PeriodicalIF":3.4,"publicationDate":"2022-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42389958","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}

引用次数: 2

Exploring the co-construction of an action research experience between a teacher educator and pre-service teachers 教师教育者与职前教师行动研究体验的共建探索

IF 3.4 2区教育学

European Physical Education Review Pub Date : 2022-09-19 DOI: 10.1177/1356336X221126377

Deniz Hunuk, A. MacPhail

{"title":"Exploring the co-construction of an action research experience between a teacher educator and pre-service teachers","authors":"Deniz Hunuk, A. MacPhail","doi":"10.1177/1356336X221126377","DOIUrl":"https://doi.org/10.1177/1356336X221126377","url":null,"abstract":"The purpose of this study was to explore the co-construction of an action research (AR) experience between a teacher educator and pre-service teachers (PSTs). Participants were six PSTs and a teacher educator who supervised their school placement. The teacher educator introduced the PSTs to, and facilitated them through, the AR process while creating an environment in which participation, co-construction, and shared investment were key elements across the group. A critical friend assisted the teacher educator to facilitate the PSTs’ experience of AR. Data included (i) audio-taped weekly discussions between the teacher educator and PSTs, (ii) the teacher educator's field notes, (iii) audio-recorded weekly discussions between the teacher educator and critical friend, and (iv) semi-structured post-interviews with PSTs and the teacher educator. Data were analysed qualitatively using the constant comparison approach. Results indicated that the three crucial aspects of a co-constructed AR experience were: centrality of the critical friend, the teacher educator sharing her experiences of AR with PSTs, and creating of a collaborative and supportive learning environment across AR cycles. In conclusion, this study indicates that there needs to be a shift in the understanding of how best to support a shared learning space where we can discuss and encourage each other in co-constructive ways.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"29 1","pages":"145 - 161"},"PeriodicalIF":3.4,"publicationDate":"2022-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44754248","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}

引用次数: 1