European Physical Education Review最新文献

{"title":"Elementary physical education teachers’ perceptions of socializing agents during the COVID-19 pandemic","authors":"James D Wyant, Edward B Olsen, Brooke Towner, Adam Keath, Jingyang Huang, Wesley Meeteer, Emi Tsuda, Lyndsay Burneisen","doi":"10.1177/1356336x231205466","DOIUrl":"https://doi.org/10.1177/1356336x231205466","url":null,"abstract":"The purpose of this study was to explore elementary physical education teachers’ perceptions toward prominent socializing agents (e.g. students, administrators, and parents/guardians) and related factors during the COVID-19 pandemic. A total of 15 elementary physical education teachers participated in semi-structured interviews. Using conventional qualitative content analysis techniques, these themes were identified: (a) teachers' perceptions of working through the pandemic, (b) teachers' perceptions of parental/guardian support through the pandemic, (c) teachers' perceptions of parental/guardian support through the pandemic, and (d) thinking beyond the pandemic. Participant data highlights that the pandemic's impact on elementary physical education teachers was not uniform across all experiences. Instead, teachers’ experiences through the pandemic were distilled across a continuum. This study offers additional evidence on key socializing agents’ impact on physical educators and discusses future practical and research-based considerations for the field.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"107 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136014143","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":"That's what I like! Fostering enjoyment in primary physical education","authors":"Anoek M. Adank, Dave H.H. Van Kann, Lars B. Borghouts, Stef P.J. Kremers, Steven B. Vos","doi":"10.1177/1356336x231205686","DOIUrl":"https://doi.org/10.1177/1356336x231205686","url":null,"abstract":"Enjoyment in primary physical education (PE) is a key factor in increasing children's physical activity engagement in PE and leisure time. While existing PE research has largely focused on a motivational PE climate and meaningful experiences in PE, research on children's perceptions of enjoyable teaching practices (TPs) in PE is limited. Therefore, this study aimed to explore primary school children's perspectives on TPs that foster PE enjoyment. In addition, we observed to what extent these TPs were applied in daily PE practice. Four focus groups with 10- to 12-year-old children (12 boys, 12 girls) from four primary schools were formed and inductive analysis resulted in 32 child-identified TPs categorized into 10 dimensions. Thirty-one PE lessons taught by 19 different PE teachers (11 generalists, 8 PE specialists) were recorded and coded using the child-identified TPs. Teachers regularly performed a substantial number of these TPs during their PE lessons. However, TPs such as the use of cooperative learning, instructional methods to promote children's (social) learning process, an emphasis on children's individual improvements, and consciously grouping were rarely observed. Moreover, PE specialists showed TPs supporting exploratory learning and children's individual learning processes more frequently than generalists. In addition, PE specialists provided challenging, differentiated tasks with a creative use of equipment more often than generalists. Including children's perspectives contributes to a comprehensive understanding of PE enjoyment and TPs that can promote enjoyable PE experiences. Children's voices need to be heard continuously by PE teachers to ensure enjoyable PE experiences for all children.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136213748","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":"Preservice classroom teachers’ views and experiences of teaching physical education: Does taking a physical education specialization matter?","authors":"Niki Tsangaridou, Charalambos Y Charalambous, Ermis Kyriakides","doi":"10.1177/1356336x231203082","DOIUrl":"https://doi.org/10.1177/1356336x231203082","url":null,"abstract":"Although in recent years there has been growing attention on how preservice classroom teachers (PCTs) learn to teach physical education (PE), it is still unclear if there are differences between PCTs who choose a PE specialization and those who do not. Investigating such differences could provide insights about the potential role of a PE specialization in PCTs’ learning. In this context, the purpose of this study was to explore the views and experiences of teaching PE of two groups of PCTs—one with a PE specialization and another without—during their student teaching. Data gathered through semi-structured interviews with 14 Cypriot PCTs, seven with a PE specialization and seven with no such specialization, were analyzed inductively. Although this analysis yielded similarities in the participants’ views on motor, cognitive, and affective domains, notable differences were also identified between participants’ views. PCTs in the PE specialization group emphasized more the correct performance and application of skills in games, seemed to feel more confident regarding their practices in teaching PE, and were largely concerned with the content being appropriate to students’ level. Conversely, participants in the no-specialization group raised more concerns about the task selection, sequencing, and time allocation. To the extent these differences are related to PCTs’ specialization, we suggest that a PE pathway be developed as a choice in teacher education. Alternatively, if this is not feasible, the study findings suggest that PCTs should at least be provided with opportunities to take more PE courses.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135697012","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":"Universal design for learning in physical education: Overview and critical reflection","authors":"Justin A. Haegele, Steven K. Holland, Wesley J. Wilson, Anthony J. Maher, T. N. Kirk, Aaron Mason","doi":"10.1177/1356336x231202658","DOIUrl":"https://doi.org/10.1177/1356336x231202658","url":null,"abstract":"Universal design for learning (UDL) has been advocated for by adapted physical education scholars as a panacea to the challenges associated with teaching disabled and nondisabled students together in physical education. So much so that UDL currently occupies a privileged and largely unquestioned position in adapted physical education scholarship and practice, until now. To move scholarship forward, this article draws on published theoretical and empirical work relating to UDL generally and in physical education in particular to critically discuss the scientific research supporting, or not, the use of UDL as a so-called inclusive approach. We end this article with a call to action for scholars in this field, ourselves included, to conduct theoretically guided and empirically informed research relating to UDL in physical education, which adheres to established hallmarks of research quality that are tied to the ontological and epistemological assumptions of researchers because, at present, it is conspicuous by its absence.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135537644","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":"Examination of associations across transformational teacher leadership, motivational orientation, enjoyment, and boredom in physical education students","authors":"Jacobo Hernández-Martos, Verónica Morales-Sánchez, Diogo Monteiro, María A Franquelo, Rocío Pérez-López, Antonio Hernández-Mendo, Rafael E Reigal","doi":"10.1177/1356336x231194568","DOIUrl":"https://doi.org/10.1177/1356336x231194568","url":null,"abstract":"Previous research has highlighted positive associations between teacher transformational leadership and student enjoyment in school. However, there is a dearth of evidence regarding the mediating effect that motivational orientation has on the relationships between transformational leadership and enjoyment in physical education classes. Given that an affinity for physical education fosters healthy behaviors among adolescents outside of school, this study explores the relationships between teachers’ transformational leadership style and enjoyment experienced by students in physical education, examining the mediating role played by motivational orientation in these relationships. A total sample of 478 adolescents aged 13 to 18 years (mean = 14.55; standard deviation = 1.11) participated. To assess the study variables, the Transformational Teaching Questionnaire, the Task and Ego Orientation in Sports Questionnaire, and the Sport Satisfaction Instrument in Physical Education were used. The findings from the applied structural equation model revealed a significant and positive relationship between teachers’ transformational leadership style and students’ perceived satisfaction, while negative relationships were observed with feelings of boredom. Additionally, positive connections were established between task orientation and enjoyment, along with negative associations with boredom. Indirect effects were also found between a transformational leadership style and both enjoyment and boredom, mediated by the variable task motivational orientation. These results underscore the importance of evaluating both students’ motivational factors and their perceptions of teachers, since they may interact with each other to determine their school satisfaction. Consequently, teachers may need to modify their behavior to improve their interactions with students and increase the chances of adherence to physical activity.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136072516","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":"Japanese elementary teachers’ experiences during online professional development regarding involvement of immigrant parents in physical education","authors":"Takafumi Tomura, Takahiro Sato, Ryan T Miller, Yu Furuta","doi":"10.1177/1356336x231199677","DOIUrl":"https://doi.org/10.1177/1356336x231199677","url":null,"abstract":"The purpose of this study was to analyse Japanese elementary school teachers’ learning experiences during professional development (PD) regarding immigrant parental involvement in physical education (PE) at public schools in Japan. Based on andragogy theory, this study used an explanatory case study research design. Nine Japanese elementary teachers participated in the study. Data were collected from digital portfolios about immigrant parental involvement in PE, self-reflective journal logs, and semi-structured online interviews. Three major interrelated and complex themes were constructed from the data analysis: (a) digital portfolios as a problem-based learning tool, (b) transformative learning experience regarding communication with immigrant parents, and (c) the need for Kenshu (teacher training) for all elementary school teachers. The findings suggest that the PD focusing on immigrant parental involvement in relation to PE allowed teachers to transform their practices and perceptions in order to minimize psychological, cultural, and social distance from immigrant parents. This study may help teachers, school administrators, and researchers develop new insights and motivation to integrate the concept of immigrant parental involvement regarding PE into the PD systems of public elementary schools in order to enhance teachers’ problem-solving knowledge and skills.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136072349","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":"“Fake it or hide it till you make it”: A thematic analysis of hiding techniques in physical education among students in secondary school","authors":"Bjørn Tore Johansen, Ingirid Geirsdatter Heald Kjær, M. Hordvik, B. Solstad","doi":"10.1177/1356336x231198824","DOIUrl":"https://doi.org/10.1177/1356336x231198824","url":null,"abstract":"Some students find engaging in physical education (PE) problematic or undesirable to the extent that it makes them adopt strategies to avoid taking part, also known as hiding techniques. There is a need to get a deeper understanding of hiding techniques as a behavioral strategy in PE, especially the underlying causes as to why students choose to engage in them. Hence, the purpose of the current study was two-fold: (a) to investigate the situations and activities in which students engage in hiding techniques in PE and (b) to elucidate students’ motives for engaging in these hiding techniques. 10 Norwegian ninth-grade students (six girls and four boys, all aged 14 years) participated in in-depth interviews using vignettes. Reflexive thematic analysis of the data revealed that hiding techniques can be characterized into active and passive hiding techniques. Active hiding techniques were divided into: “avoiding the ball,” “reducing effort,” and “social dizziness.” Passive hiding techniques were divided into: “forgetting gym clothing,” “faking soreness,” and “warming the bench.” Furthermore, the use of different hiding techniques was found to be situationally related and activity specific. The findings also revealed the following motives for using hiding techniques: low perceived competence, fear of failure, too high expectations, and exposure of perceived low athletic skills. The findings of the current study allow us to reflect on possible ways to organize PE to prevent the use of hiding techniques.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":" ","pages":""},"PeriodicalIF":3.4,"publicationDate":"2023-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49062401","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":"Information and communication technologies in physical education: Exploring the association between role modeling and digital literacy","authors":"Olivia Wohlfart, Moritz Mödinger, Ingo Wagner","doi":"10.1177/1356336x231193556","DOIUrl":"https://doi.org/10.1177/1356336x231193556","url":null,"abstract":"Teacher educators should serve as role models in terms of information and communication technologies (ICTs) use to promote digital literacy of future teachers. To analyze the association between role modeling by teacher educators and preservice teachers’ digital literacy and ICT integration intention in their classrooms, 185 physical education (PE) preservice teachers in the German federal state of Baden-Württemberg completed an online questionnaire of self-assessed technological, pedagogical, and content knowledge (TPACK) and ICT integration. The results of regression models revealed a positive association between content knowledge and pedagogical knowledge (PK) and overall intent to integrate ICT into teaching. The results further indicated that the impact of role modeling on preservice teachers varies depending on the chosen ICT. In this paper, we discuss the implications of these findings for higher education in general and for PE in particular.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136143414","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 effects of the Jigsaw method on students’ physical activity in physical education: The role of student sex and habituation","authors":"Océane Cochon Drouet, Nicolas Margas, Valérian Cece, V. Lentillon‐Kaestner","doi":"10.1177/1356336x231184347","DOIUrl":"https://doi.org/10.1177/1356336x231184347","url":null,"abstract":"Jigsaw is an attractive cooperative method for implementing physical education (PE). However, Jigsaw is a demanding method for students and teachers and requires time. Thus, the time required for the implementation of Jigsaw is important with respect to its potential effects on students. Previous findings regarding the effects of Jigsaw on students’ learning in the educational field have been inconsistent, and the consequences of the method on students’ engagement remain understudied. In PE, differences between boys and girls are well known, notably with respect to their engagement in physical activity (PA). The purpose of this study was to investigate the effect of Jigsaw on moderate to vigorous PA (MVPA) in PE classes in light of student sex and habituation (through one sequence and during several sequences). Overall, 254 secondary school students participated in the study. MVPA was measured during the third and sixth lessons of three different PE sequences during a school year. Linear mixed model analyses were performed while controlling for the type of activity taught in PE and the class. The results showed that the Jigsaw condition was associated with smaller sex differences than the control condition. Moreover, differences between the two conditions decreased with habituation through one sequence in favor of Jigsaw but not through three sequences. The results suggest that Jigsaw could be used to reduce inequalities between girls and boys in PE and that long sequences based on a specific activity seem to be preferable to successive sequences involving various activities.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":" ","pages":""},"PeriodicalIF":3.4,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45871582","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 Spectrum of Teaching Styles and models-based practice for physical education","authors":"S. Pill, B. SueSee, Michael Davies","doi":"10.1177/1356336x231189146","DOIUrl":"https://doi.org/10.1177/1356336x231189146","url":null,"abstract":"This paper provides a rationale for The Spectrum of Teaching Styles (The Spectrum) as a pedagogical model in teaching physical education (PE). Building on prior discussions/debates ( SueSee et al., 2021 ), we will contest the view that the concept of teaching styles is different from that of a pedagogical model. In doing so, we highlight the most central aspects of The Spectrum and explain fundamental characteristics that warrant its representation with existing pedagogical models. The paper demonstrates for teachers how The Spectrum details the ‘how’, ‘when’ and ‘why’ of their pedagogical decisions, in understanding how they may meet educational outcomes for increased curriculum alignment, or successful enactment of models-based practices. The contention we present is The Spectrum is valuable to PE teachers in understanding the context-specific realities of teaching episodes and therefore improving teaching and learning practices in PE by helping teachers align their pedagogy with their desired learning outcomes.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":" ","pages":""},"PeriodicalIF":3.4,"publicationDate":"2023-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45024190","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}