Physical Education and Sport Pedagogy最新文献

{"title":"The effect of specialized content knowledge in reciprocal peer learning in a university content class","authors":"Tom Madou, Fien Depaepe, Phillip Ward, Peter Iserbyt","doi":"10.1080/17408989.2023.2256746","DOIUrl":"https://doi.org/10.1080/17408989.2023.2256746","url":null,"abstract":"<p><b>ABSTRACT</b></p><h3>Background </h3><p>Teaching strategies using peers to influence student-learning outcomes are commonly used in physical education. Reciprocal peer learning is a teaching strategy where students work in pairs as tutor and tutee. Effective peer tutoring requires knowledge about the critical elements for correct performance (i.e. common content knowledge, CCK) and knowing how to detect and address common errors (i.e. specialized content knowledge, SCK). Research on training students for their task as tutor to increase peer learning effectiveness is limited.</p><h3>Purpose and research question </h3><p>This study documents an online approach to prepare students for their role as tutor during reciprocal peer learning. Also, it investigates the effect of online CCK + SCK-training versus online CCK-only training on (a) skill performance by tutees and error detection by tutors during peer learning; and (b) individual skill performance at a 1-week retention test.</p><h3>Methods </h3><p>Seventy-seven undergraduate students (25 female, 52 male) were randomly assigned to an online CCK + SCK (<i>n</i> = 37) or CCK-only (<i>n</i> = 40) training for learning Basic Life Support (BLS) as part of their curriculum. All participants learned online the correct procedure for BLS according to international guidelines (i.e. CCK). In the CCK + SCK condition, students additionally learned online to detect and correct four common errors related to chest compression. Following the online training all students learned BLS using reciprocal peer learning with manikins. For each student pair skill performance during practice by tutees was reported using digital manikins and error detection by tutors was collected using systematic observation of video recordings. One week following practice (i.e. retention), BLS-performance was assessed individually using a validated protocol.</p><h3>Findings </h3><p>During peer learning, SCK-trained tutees performed less unique errors (Mdn = 2 vs. 1, <i>p</i> &lt; .05) and SCK-trained tutors detected a higher proportion of unique errors (Mdn 100% vs. 0%, <i>p</i> &lt; .05) compared to CCK-only trained students. At retention, SCK-trained students outperformed the CCK-group for chest compressions with adequate rate (Mdn 91% vs. 69% <i>p</i> &lt; .05) and complete release (Mdn 81% vs. 35% <i>p</i> &lt; .05).</p><h3>Conclusions </h3><p>Teaching undergraduate students online to detect and correct errors positively impacted the quality of practice during peer learning and the performance at retention.</p>","PeriodicalId":47917,"journal":{"name":"Physical Education and Sport Pedagogy","volume":"2 3","pages":""},"PeriodicalIF":3.6,"publicationDate":"2023-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50167088","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":"Selecting (or not) physical education as an elective subject: Spanish high school students’ views","authors":"Javier Fenandez-Rio, Salvador García, Alberto Ferriz-Valero","doi":"10.1080/17408989.2023.2256762","DOIUrl":"https://doi.org/10.1080/17408989.2023.2256762","url":null,"abstract":"&lt;p&gt;&lt;b&gt;ABSTRACT&lt;/b&gt;&lt;/p&gt;&lt;h3&gt;Background: &lt;/h3&gt;&lt;p&gt;The interactions between behavior, environment and personal factors are the basis of the Social Cognitive Theory (Bandura, A. 1986. &lt;i&gt;Social Foundations of Thought and Action&lt;/i&gt;. NJ: Prentice Halls). Within this theory, students’ behavior and motivation toward an activity is dependent on their feelings, thoughts and beliefs (Lodewyck and Pybus 2013. “Investigating Factors in the Retention of Students in High School Physical Education.” &lt;i&gt;Journal of Teaching in Physical Education&lt;/i&gt; 32 (1): 61–77). Physical education can provide attractive contexts to promote students’ learning, but this depends on the teachers’ ability to offer them relevant educational experiences (Bailey, R. 2018. “Sport, Physical Education and Educational Worth.” &lt;i&gt;Educational Review&lt;/i&gt; 70 (1): 51–66). Meaningful physical education is a pedagogical approach whose aim is to help teachers design significant experiences for all students (Beni, S., T. Fletcher, and D. Ní Chróinín. 2022. “‘It’s not a Linear Thing; There are a Lot of Intersecting Circles’: Factors Influencing Teachers’ Implementation of Meaningful Physical Education.” &lt;i&gt;Teaching and Teacher Education&lt;/i&gt; 117: 103806). Physical education is a compulsory subject in Spain, but it is not included in the final year of high school. In 2018, one autonomous community decided to offer it as an elective subject in this course. Scholars and institutions claim for more hours of physical education. But, what about the students? Do they really want more?&lt;/p&gt;&lt;h3&gt;Purpose: &lt;/h3&gt;&lt;p&gt;The goal of the present study was to uncover the reasons why students selected, or not, physical education when it was included as an elective subject in their final year of high school.&lt;/p&gt;&lt;h3&gt;Participants and settings: &lt;/h3&gt;&lt;p&gt;A total of 795 year-13 students (17–18 years), enrolled in 13 different high schools participated. 444 (55.8%) had not selected physical education (61.71% females), while 351 (44.2%) did selected it (44.44% females). Convenience sampling was used to include participants, considering the possibilities of the researchers to access them.&lt;/p&gt;&lt;h3&gt;Research design: &lt;/h3&gt;&lt;p&gt;The study followed an ex post facto, transversal, prospective research design to gather data in a single time point (Cohen, L., K. Manion, and K. Morrison. 2011. &lt;i&gt;Research Methods in Education&lt;/i&gt;. Routledge). Within this framework, a qualitative research design was selected to obtain rich, detailed, and heavily contextualized information from the source (Creswell, J. W. 2013. &lt;i&gt;Qualitative Inquiry and Research Design: Choosing among Five Approaches&lt;/i&gt;. Sage). The participants responded to an open-ended question 3–4 weeks after the beginning of the school year to ‘fully explain the reason(s) for (not) selecting physical education in the final year of high school’. The qualitative software package MAXQDA 11 was used to help with data administration.&lt;/p&gt;&lt;h3&gt;Results: &lt;/h3&gt;&lt;p&gt;The deep analysis of the participants’ res","PeriodicalId":47917,"journal":{"name":"Physical Education and Sport Pedagogy","volume":"51 13","pages":""},"PeriodicalIF":3.6,"publicationDate":"2023-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50167260","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":"Digital technology in game-based approaches: video tagging in football in PE","authors":"Henrike Diekhoff, Steffen Greve","doi":"10.1080/17408989.2023.2256758","DOIUrl":"https://doi.org/10.1080/17408989.2023.2256758","url":null,"abstract":"Background: The use of digital technology in physical education (PE) is widely debated. PE is influenced by children’s everyday lives and by changes in society, including the powerful presence of digital technology. However, there is little research on using digital technology in the context of invasion games in primary school PE. The possibility of combining video tagging and the didactic-methodical staging of PE to cover the content of football is investigated in the present study.Purpose: The study aims to (1) investigate student’s perspectives of the emerging role of a camera child (video tagger), and (2) assess how students interact with video products created in a game-based football approach in primary school PE. The focus is on the communication and interaction processes among students. Processes of movement education, general education and media education are all of interest.Method: In six Grade 4 classes in Germany, a football unit was taught over three lessons of 90 min each using the Teaching Games for Understanding method, preceded by one 90-minute media education lesson on various media pedagogical topics. In the lessons, the students were divided into teams of four and presented with football in the context of three-versus-three games. The fourth child on each team took on the camera-child role and tagged important game situations with an app on a tablet. The lessons were then evaluated based on the research approach of focusing on the students’ perspectives. For this purpose, 104 guided interviews with students were conducted and analysed using grounded theory.Findings: Based on the interview analysis, the phenomena that students experienced when using tablets were classified as: (1) ambivalent position of the camera child (with the subcategories of the camera child’s limited influence on the game and limiting and facilitating phenomena for the camera-child role), and (2) conserved and stored movements (with the subcategories of media-supported conflict management and slow-motion distorting reality). The results showed that physical activity was more important to students than using tablets.Conclusion: The use of digital media offers a greater variety of methods and allows children new and expanded access to invasion games like football. In the process, (sports) pedagogical and didactic goals also change and are expanded to include media pedagogical aims. Social learning is also important in this context. In orchestrating digitally enhanced instruction, new opportunities open up in terms of learning and experiencing movement and learning about media and the media products created.","PeriodicalId":47917,"journal":{"name":"Physical Education and Sport Pedagogy","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135826211","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":"Developing embodied competence while becoming a PE teacher: PETE students’ embodied experiences and reflections after micro-teaching","authors":"Tonje Fjogstad Langnes, Judith Helene Bratten","doi":"10.1080/17408989.2023.2256757","DOIUrl":"https://doi.org/10.1080/17408989.2023.2256757","url":null,"abstract":"<p><b>ABSTRACT</b></p><p><i>Background</i>: Becoming a PE teacher is a multifaceted process that involves many complexities and contextual specificities. Entering their physical education teacher education (PETE) programme, student teachers are in a vulnerable position as they are uncertain of their professional subjectivities. During their PETE programme, students are introduced to different understandings and practises regarding the body. However, the importance of the body in the development of leadership and relational competence has not yet played a prominent role in PETE or its research.</p><p><i>Purpose</i>: Drawing on the concept of embodied professional competence developed by Winther [(2012). <i>Det Professionspersonlige – om kroppen som klangbund i professionel kommunikation</i>. Værløse: Billesø &amp; Baltzer], this paper aims to provide insight into the importance of unpacking embodiment with PETE students to develop their understanding of how their body influences their leadership [embodied professional competence]. More specifically, the question guiding this article is: How can a focus on bodily experiences contribute to developing PETE students’ embodied professional competence? Our overall goal has been to create a more embodied approach to working with PETE students to develop their (embodied) understanding of their professional development and (practice of) embodied pedagogies in physical education.</p><p><i>Methods</i>: This is a combined teaching and research project focusing on PETE students’ professional competence. All PETE students participated in two teaching series involving them in micro-teaching and reflections upon their bodily experiences and communication while teaching. Hence, the data consists of the PETE students’ subsequent written reflections.</p><p><i>Findings</i>: Analysis of the material revealed that reflecting upon their bodily experiences with micro-teaching requires the PETE students to be involved in a process of developing their embodied professional competence. Through the teaching series, they were given the opportunity to explore and <i>learn</i> how to teach. In a safe community, the PETE students could be vulnerable and make mistakes while developing their embodied professional competence.</p><p><i>Conclusions</i>: We argue for the importance of integrating PETE students’ bodily experiences into the PETE programme. The study highlights that <i>learning how to reflect upon bodily experiences</i> and <i>share them in a safe community</i> provides an excellent starting point for further development of the PETE students’ professional teaching identities.</p>","PeriodicalId":47917,"journal":{"name":"Physical Education and Sport Pedagogy","volume":"2 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2023-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50167089","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":"Narrative as a learning tool for coaches of athletes with a disability: using stories to translate research into practice","authors":"Veronica Allan, H. Gainforth, Jennifer Turnnidge, Timothy Konoval, J. Côté, A. Latimer-Cheung","doi":"10.1080/17408989.2021.2006619","DOIUrl":"https://doi.org/10.1080/17408989.2021.2006619","url":null,"abstract":"ABSTRACT Background Provided that coaches play a key role in shaping the sport experiences of athletes with a disability, they represent an important point of intervention for enhancing the quality of athletes’ participation in disability sport. Despite the importance of their role, few evidence-informed learning resources are available to support the development of disability sport coaches. Purpose The purpose of this study was to produce a novel evidence-informed learning tool for disability sport coaches in entry level and developmental coaching domains. The goal of this tool was to demonstrate and provide information about coach behaviours that facilitate quality experiences for athletes with disabilities. Methodology The format selected for this tool was a creative nonfiction (i.e. an evidence-informed story). Using the Knowledge to Action Framework as a guide, the tool was developed through a four-stage process: (1) identifying and creating primary sources of knowledge through a literature review and original research; (2) synthesizing primary sources of knowledge to select target behaviours and behavioural determinants; (3) crafting the story to demonstrate and provide information about target behaviours and related outcomes; and (4) obtaining feedback from stakeholders (i.e. disability sport athletes, coaches, and administrators) to tailor the knowledge included in the story to the appropriate context. Findings In the first stage, 23 studies focused on quality experiences and/or coaches in disability sport were identified through a review of the literature. The findings of these studies were combined with the results of three original studies conducted by the research team. A synthesis of these findings resulted in the selection of two behavioural determinants (confidence and attitudes) and 13 coach behaviours (aligning with transformational leadership theory) for inclusion in the tool (Stage 2). The story that formed the basis for the tool was crafted in Stage 3, which combined the behaviours and behavioural determinants identified in Stage 2 with a plotline, setting, and characters based on the experience of the first author and stakeholder input. The tool was revised several times to incorporate stakeholder feedback in Stage 4. Implications This paper describes the development of a practical resource for coaches and coach educators in disability sport. As such, we provide a detailed and rigorous procedure for translating evidence into a narrative format with the potential for application in diverse learning contexts. In addition, we reviewed and synthesized evidence that may contribute to enhanced theoretical understandings of coaching effectiveness in disability sport. Taken together, the information presented in this paper offers important theoretical, methodological, and practical implications for researchers, coaches, and coach developers in disability sport.","PeriodicalId":47917,"journal":{"name":"Physical Education and Sport Pedagogy","volume":"28 1","pages":"546 - 567"},"PeriodicalIF":3.6,"publicationDate":"2023-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46919902","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":"How pupils’ playfulness creates possibilities for pleasure and learning in physical education","authors":"Iselin Aartun, Karen Lambert, Kristin Walseth","doi":"10.1080/17408989.2023.2235372","DOIUrl":"https://doi.org/10.1080/17408989.2023.2235372","url":null,"abstract":"","PeriodicalId":47917,"journal":{"name":"Physical Education and Sport Pedagogy","volume":" ","pages":""},"PeriodicalIF":3.6,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47530575","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":"Reading curriculum as cultural practice: interrogating colonialism and whiteness in Ontario’s Health and Physical Education curriculum","authors":"Leanne Petherick","doi":"10.1080/17408989.2023.2232807","DOIUrl":"https://doi.org/10.1080/17408989.2023.2232807","url":null,"abstract":"","PeriodicalId":47917,"journal":{"name":"Physical Education and Sport Pedagogy","volume":" ","pages":""},"PeriodicalIF":3.6,"publicationDate":"2023-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41840591","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":"Critical contextual factors of sustainable online teaching: learning the lessons of pandemic times from physical education teachers’ and school administrators’ perspectives","authors":"A. Ha, C. Chan, N. Lander","doi":"10.1080/17408989.2023.2232802","DOIUrl":"https://doi.org/10.1080/17408989.2023.2232802","url":null,"abstract":"","PeriodicalId":47917,"journal":{"name":"Physical Education and Sport Pedagogy","volume":" ","pages":""},"PeriodicalIF":3.6,"publicationDate":"2023-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46758496","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":"A national survey of gendered grouping practices in secondary school physical education in England","authors":"Shaun D. Wilkinson, D. Penney","doi":"10.1080/17408989.2023.2236642","DOIUrl":"https://doi.org/10.1080/17408989.2023.2236642","url":null,"abstract":"","PeriodicalId":47917,"journal":{"name":"Physical Education and Sport Pedagogy","volume":" ","pages":""},"PeriodicalIF":3.6,"publicationDate":"2023-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44445406","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":"Effects of cooperative learning in youth athletics’ motivational climate, peer relationships and self-concept","authors":"Lea Železnik Mežan, B. Škof, B. Leskosek, S. Cecić Erpič","doi":"10.1080/17408989.2023.2232814","DOIUrl":"https://doi.org/10.1080/17408989.2023.2232814","url":null,"abstract":"","PeriodicalId":47917,"journal":{"name":"Physical Education and Sport Pedagogy","volume":" ","pages":""},"PeriodicalIF":3.6,"publicationDate":"2023-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43893185","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}