European Physical Education Review最新文献_第8页

Adolescents’ enjoyment in face-to-face physical education during the COVID-19 pandemic COVID-19大流行期间青少年面对面体育教学的享受

IF 3.4 2区教育学

European Physical Education Review Pub Date : 2023-03-20 DOI: 10.1177/1356336X231163106

Carlos Mata, M. Onofre, J. Costa, D. Monteiro, D. Teixeira, J. Martins

{"title":"Adolescents’ enjoyment in face-to-face physical education during the COVID-19 pandemic","authors":"Carlos Mata, M. Onofre, J. Costa, D. Monteiro, D. Teixeira, J. Martins","doi":"10.1177/1356336X231163106","DOIUrl":"https://doi.org/10.1177/1356336X231163106","url":null,"abstract":"The COVID-19 pandemic has had an impact on the routines of children and adolescents and on their level of involvement in physical activity (PA). The restrictive rules applied in this period affected the functioning of physical education (PE) classes in Portugal, and strongly limited student participation. The aim of this study was to analyze and compare the affective attitude (enjoyment) of adolescents during face-to-face PE lessons during the COVID-19 pandemic (from September 2020), according to sex, education, and PA levels. The study included 1369 students (621 boys and 748 girls), aged 12–18 years, Mage: 14.4; SD: 1.74. A validated online questionnaire was distributed between November and December 2020, and the data were analyzed for positive and negative affective attitude, using MANCOVAs (multivariate analysis of covariance) adjusted for sociodemographic and behavioral variables. The results showed higher negative affective attitudes in younger boys when compared to older boys and to girls in the same education level. Younger less active boys also showed higher negative affective attitudes than less active girls.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":" ","pages":""},"PeriodicalIF":3.4,"publicationDate":"2023-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48627690","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

‘Now I think you have been bewitching and bewildering me’: The utilisation of Aporia in Game-Based Approaches as a means of deconstructing and reconstructing power relations “现在我觉得你一直在迷惑我”:在基于游戏的方法中使用Aporia作为解构和重建权力关系的手段

IF 3.4 2区教育学

European Physical Education Review Pub Date : 2023-03-15 DOI: 10.1177/1356336X231160481

Ruan Jon Jones, J. Mckeever, David Morley

引用次数: 1

Why modify? Visually impaired students’ views on activity modifications in physical education 为什么要修改？视障学生对体育活动改造的看法

IF 3.4 2区教育学

European Physical Education Review Pub Date : 2023-03-15 DOI: 10.1177/1356336X231162603

J. Haegele, M. Salerno, Lindsey A Nowland, Xihe Zhu, M. Keene, Lindsay E Ball

{"title":"Why modify? Visually impaired students’ views on activity modifications in physical education","authors":"J. Haegele, M. Salerno, Lindsey A Nowland, Xihe Zhu, M. Keene, Lindsay E Ball","doi":"10.1177/1356336X231162603","DOIUrl":"https://doi.org/10.1177/1356336X231162603","url":null,"abstract":"The purpose of this study was to explore the views of visually impaired youth about teacher-initiated activity modifications during integrated physical education. This experiential qualitative study included 18 visually impaired youth (ages 12–15 years; seven girls, 11 boys). Each participant completed two semi-structured interviews as data sources for this study. Four themes were constructed based on a reflexive thematic analysis of the interview data: (a) modifications interpreted as care; (b) “the angel and the devil”: modifications highlighting impairment; (c) the two-way street to modifications; and (d) modifications are Band-Aids over flawed activities and curriculum. These themes expand upon the current literature by describing how visually impaired youth understand their experiences with modifications in integrated physical education contexts. For many of the participants, activity modifications represented a tangible example of physical education teachers caring for them and caring about their needs. As such, some support for previously explicated benefits of modifications is provided. However, a number of concerns were also raised by our participants about modifications, such as modifications representing poorly conceptualized Band-Aids over poorly constructed activities, as well as modifications spotlighting differences and impairments. Finally, modifications that are promoted as simple and superficial ideas by the literature and executed by physical educators without communication with students appear to be unfavored by visually impaired students. This finding provides further support for the need to shift pedagogical strategies and teaching behaviors to become more flexible and student-centered.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"29 1","pages":"530 - 547"},"PeriodicalIF":3.4,"publicationDate":"2023-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44452427","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

Perceived organizational support, marginalization, isolation, emotional exhaustion, and job satisfaction of PETE faculty members PETE教员感知到的组织支持、边缘化、孤立、情绪衰竭和工作满意度

IF 3.4 2区教育学

European Physical Education Review Pub Date : 2023-03-12 DOI: 10.1177/1356336X231159636

Christopher J. Kinder, K. Richards, Alyssa M. Trad, A. Woods, K. Graber

{"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}

引用次数: 0

Planning and assessment practices among Spanish physical education teachers according to experience and teaching level 西班牙体育教师根据自身经验和教学水平的规划与考核实践

IF 3.4 2区教育学

European Physical Education Review Pub Date : 2023-03-12 DOI: 10.1177/1356336X231158916

M. González-Rivera, Antonio Campos-Izquierdo, N. Hall, Ana Isabel Villalba-Pérez

{"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}

引用次数: 0

‘Once upon a time’. Exploring the possibilities and limitations for inclusive PE through creative writing: A tale of exclusion, integration and inclusion “从前”。通过创意写作探索包容性体育的可能性和局限性:一个关于排斥、融合和包容的故事

IF 3.4 2区教育学

European Physical Education Review Pub Date : 2023-03-12 DOI: 10.1177/1356336X231158583

Daniel Martos-García, L. Lozano-Sufrategui, K. J. Drew

引用次数: 0

Principals’ attitudes and intentions toward supporting adapted physical education 校长对支持适应性体育教育的态度和意图

IF 3.4 2区教育学

European Physical Education Review Pub Date : 2023-03-03 DOI: 10.1177/1356336X231158495

Scott W. T. McNamara, T. Rizzo

{"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}

引用次数: 1

Accelerometer-based physical activity in need satisfaction profiles of schoolchildren: A 3-year follow-up 基于加速计的学童身体活动需求满足概况:3年随访

IF 3.4 2区教育学

European Physical Education Review Pub Date : 2023-02-27 DOI: 10.1177/1356336X231157331

A. Gråstén, John C. K. Wang, M. Huhtiniemi, T. Jaakkola

引用次数: 1

Teaching about planning in pre-service physical education teacher education: A collaborative self-study 职前体育教师教育中的计划教学——合作自学

IF 3.4 2区教育学

European Physical Education Review Pub Date : 2023-02-21 DOI: 10.1177/1356336X231156323

Tim Fletcher, A. Beckey

{"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}

引用次数: 0

Online teaching and learning in physical education teacher education: A mixed studies review of literature 体育教师教育中的网络教学与网络学习:文献综述

IF 3.4 2区教育学

European Physical Education Review Pub Date : 2023-02-16 DOI: 10.1177/1356336X231155793

E. Murtagh, Antonio Calderón, Dylan Scanlon, A. MacPhail

{"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}

引用次数: 1