European Physical Education Review最新文献_第10页

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

Flipped learning in physical education: A scoping review 体育教学中的翻转学习:范围回顾

IF 3.4 2区教育学

European Physical Education Review Pub Date : 2022-09-15 DOI: 10.1177/1356336X221120939

Ove Østerlie, Julia Sargent, Chad M. Killian, Miguel García-Jaén, Salvador García-Martínez, Alberto Ferriz-Valero

{"title":"Flipped learning in physical education: A scoping review","authors":"Ove Østerlie, Julia Sargent, Chad M. Killian, Miguel García-Jaén, Salvador García-Martínez, Alberto Ferriz-Valero","doi":"10.1177/1356336X221120939","DOIUrl":"https://doi.org/10.1177/1356336X221120939","url":null,"abstract":"The integration of digital technology into educational settings is expanding rapidly. One emerging didactical approach is flipped learning (FL), which leverages digital, internet-based technologies to deliver key instructions prior to classes. It then uses active learning opportunities during face-to-face meetings that encourage students to apply what they previously learned online. The format of FL naturally expands active learning during classes, which aligns well with the movement-based foundations of physical education (PE). Given the relative novelty of the approach within this subject, however, the purpose of this scoping review was to identify existing research, offer an initial FL approach for PE, and suggest directions for future study. Preferred Reporting Items for Systematic Reviews and Meta-Analyses for Scoping Reviews guidelines directed this review, and four databases were searched. A total of 16 studies qualified for inclusion. Study contexts and methods varied widely, but a majority focused on motivation and learning as the primary outcome measures. Ten studies reported how the use of FL positively impacted student motivation, while nine studies illustrated how FL might be able to support student learning. Other studies indicated the potential of FL to increase motor skill development opportunities and autonomy during classes, although further research is necessary. Overall, FL in PE appears to have a positive impact on student variables. Research on the design and implementation of both the digital and in-class instructional components will be necessary to guide best practice more appropriately. Further, rigorous research is also necessary to extend understanding of the influence of FL on student outcomes.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"29 1","pages":"125 - 144"},"PeriodicalIF":3.4,"publicationDate":"2022-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47072950","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

Professional networks, collegial support, and school leaders: How physical education teachers manage reality shock, marginalization, and isolation in a decentralized school system 专业网络、学院支持和学校领导：体育教师如何在分散的学校系统中应对现实冲击、边缘化和孤立

IF 3.4 2区教育学

European Physical Education Review Pub Date : 2022-07-25 DOI: 10.1177/1356336X221114531

M. Ferry, Runa Westerlund

{"title":"Professional networks, collegial support, and school leaders: How physical education teachers manage reality shock, marginalization, and isolation in a decentralized school system","authors":"M. Ferry, Runa Westerlund","doi":"10.1177/1356336X221114531","DOIUrl":"https://doi.org/10.1177/1356336X221114531","url":null,"abstract":"There are many factors and duties that novice teachers do not know about when they enter the profession. Isolation, for instance, affects physical education (PE) teachers because the position often comes with a secluded workplace adjacent to the gym and through the subject's marginalization. These challenges, among others, can send the novice teacher into shock, and there is a risk the teacher becomes disengaged from the profession. This study aimed to provide insights into PE teachers’ experiences of reality shock, isolation, and marginalization over time, as well as how they managed these challenges. Semi-structured interviews were conducted with nine Swedish PE teachers six to 10 years after graduation from PE teacher education (PETE). Qualitative content analysis was used. All participants retrospectively described a reality shock when they were novices, where non-subject-specific teacher assignments were experienced as more challenging compared to teaching PE. Further, isolation had a severe effect. However, the marginalization of PE was not that apparent as when they were novices. Over time, the participants created their own networks to mitigate, for example, isolation. In turn, marginalization seemed to be a remaining challenge to the participants despite an increased societal focus on health. Even though it is impossible for PETE to prepare teachers for every challenge they could face in the profession, PETE should inform preservice teachers of common phenomena such as isolation and marginalization, as well as how to create supporting networks. Further, we argue that perceived autonomy combined with systematic guidance could positively affect novice teachers’ development.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"29 1","pages":"74 - 90"},"PeriodicalIF":3.4,"publicationDate":"2022-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48772959","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

An analysis of content development in physical education: Preschool teachers’ selection of instructional tasks 体育教学内容开发分析:幼儿教师教学任务的选择

IF 3.4 2区教育学

European Physical Education Review Pub Date : 2022-07-25 DOI: 10.1177/1356336X221115376

N. Tsangaridou, Mikaela Pieroua, Charalambos Y. Charalambous

引用次数: 1

Moving from physical literacy to co-existing physical literacies: What is the problem? 从物理素养到共存的物理素养:问题是什么?

IF 3.4 2区教育学

European Physical Education Review Pub Date : 2022-07-19 DOI: 10.1177/1356336X221112867

Lisa Young, L. Alfrey, J. O’Connor

{"title":"Moving from physical literacy to co-existing physical literacies: What is the problem?","authors":"Lisa Young, L. Alfrey, J. O’Connor","doi":"10.1177/1356336X221112867","DOIUrl":"https://doi.org/10.1177/1356336X221112867","url":null,"abstract":"This paper explores how various ideological positions or ‘cosmoses’ associated with physical literacy (PL) have come to be and, in doing so, extends scholarship by examining and presenting PL as a multiplicity of physical literacies. Drawing on Stengers’ notion of ‘cosmopolitics’ and Venturini's ‘cartography of controversies’ method, 167 scholarly articles and 23 non-scholarly texts were analysed to observe and describe how PL has been framed over time as a result of dynamic political factors. Findings reveal that three ‘waves’ of PL cosmoses have unfolded over time (PL as health-promoting physical activity, PL as motor competence and PL as phenomenological embodiment). Whilst all three seek to promote engagement in physical activity and have loose ties to ‘health’, each PL cosmos is bound by different objectives, actors and obligations and is orientated towards solving a different problem. Rather than continued confusion and controversy, we propose that PL be understood as a multiverse wherein the three different PL cosmoses are held apart as physical literacies that play co-existing roles based on the problem that each cosmos is trying to solve. While understanding PL as a multiverse is not a solution to the controversy and uncertainty surrounding PL, it provides those who are interested in or tasked with enacting PL an opportunity to become aware of and understand what the different PL cosmoses or physical literacies constitute and thus make possible (or not) on the basis of their ontological differences.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"29 1","pages":"55 - 73"},"PeriodicalIF":3.4,"publicationDate":"2022-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45493052","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: 6

Middle school students’ attitudes toward physical activity and physical education, intentions, and physical activity behavior 中学生对体育活动和体育教育的态度、意图和体育活动行为

IF 3.4 2区教育学

European Physical Education Review Pub Date : 2022-06-23 DOI: 10.1177/1356336X221106051

Kevin Mercier, Kelly L. Simonton, E. Centeio, J. Barcelona, Alex C. Garn

{"title":"Middle school students’ attitudes toward physical activity and physical education, intentions, and physical activity behavior","authors":"Kevin Mercier, Kelly L. Simonton, E. Centeio, J. Barcelona, Alex C. Garn","doi":"10.1177/1356336X221106051","DOIUrl":"https://doi.org/10.1177/1356336X221106051","url":null,"abstract":"Schools are focusing more on promoting physical activity (PA) before, during, and after the school day, to combat the risk factors associated with sedentary behaviors. Since attitudes impact decisions to be physically active, identifying how PA attitudes relate to established attitudes toward physical education (PE), as well as PA intentions and behaviors are important—and thus the focus of this study. Middle school students (N = 948; 45% female) completed PA behavior, PA intention, and PA and PE attitude surveys. Findings provided a better understanding of attitude theory with the identification of relationships between PA attitudes and PE attitudes, behavioral intention, and behavior. Multiple regression model results showed significant relationships between positive PA attitudes, negative PA attitudes, and PE attitudes with behavioral intention, and self-reported PA behavior. Differences between positive and negative PA attitudes were identified with positive PA attitudes most predicting intention. The results provide guidance for developing learning experiences aimed at promoting attitudes toward PA.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"29 1","pages":"40 - 54"},"PeriodicalIF":3.4,"publicationDate":"2022-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45750848","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