Physical Education and Sport Pedagogy最新文献

{"title":"Capoeira as a critical pedagogy tool in physical education: from a continuing professional development program to the classroom","authors":"Evelyn Ríos-Valdés, Susanna Soler, Mercè Mateu","doi":"10.1080/17408989.2023.2260409","DOIUrl":"https://doi.org/10.1080/17408989.2023.2260409","url":null,"abstract":"In this globalized world with a predominantly Eurocentric/androcentric approach to physical education (PE) teaching, there is a need to broaden school curricula from a critical, decolonizing approa...","PeriodicalId":47917,"journal":{"name":"Physical Education and Sport Pedagogy","volume":"3 8","pages":""},"PeriodicalIF":3.6,"publicationDate":"2023-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50167081","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":"Teachers’ sensemaking in implementation of Meaningful Physical Education","authors":"Stephanie Beni, Déirdre Ní Chróinín, Tim Fletcher, Jo Bailey, Leticia Cariño Fraisse, Marcus Down, Mel Hamada, Ty Riddick, Milena Trojanovic, Kristen Gross","doi":"10.1080/17408989.2023.2260388","DOIUrl":"https://doi.org/10.1080/17408989.2023.2260388","url":null,"abstract":"While PE has arguably changed little since the 1960s, there is a rich history of the development of innovations in PE pedagogy. A key challenge lies in the sustained and broad use of these innovati...","PeriodicalId":47917,"journal":{"name":"Physical Education and Sport Pedagogy","volume":"3 7","pages":""},"PeriodicalIF":3.6,"publicationDate":"2023-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50167082","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":"Modifying physical activities for maximizing learning opportunities: perspectives of Finnish physical educators and special educators on inclusive teaching strategies","authors":"Christopher Mihajlovic, Stefan Meier","doi":"10.1080/17408989.2023.2260393","DOIUrl":"https://doi.org/10.1080/17408989.2023.2260393","url":null,"abstract":"ABSTRACTBackground Recent curricular reforms have aimed to make the Finnish education system more inclusive which requires the implementation of differentiated and individualized teaching practices within schools. In Finland, as it is internationally, efforts have been made to increase adaptive teaching strategies and collaborative practices between different professionals in the physical education (PE) context. So far, current research has revealed significant findings on how pupils with special educational needs and disabilities (SEND) can be successfully included in integrated/mainstream PE settings, focusing mainly on the perspectives of PE teachers. In comparison, little attention has been paid to the instructional strategies of different pedagogues involved in the PE classroom. Besides, little is known about how inclusive learning environments with an all-embracing approach that goes beyond the inclusion of pupils with SEND can be created in practice. Paying greater attention to these issues holds strong potential to enrich the existing knowledge regarding instructional strategies in PE and could help other teachers justify their educational choices.Methodology Drawing on the data from a multiple case study in a Finnish context, we explore how four PE teachers and four special education teachers attempted to work inclusively within PE. Document analysis of the current Finnish national curriculum and semi-structured interviews with special and physical education teachers were used to extend the current understanding of pedagogical practices for dealing with diversity in PE. The interviews have been content-analysed adopting deductive-inductive approach utilizing the TREE model and the Inclusion Spectrum.Findings The results of the present study illuminate how PE and special educators often showed willingness to modify the physical activities to meet the individual needs of all learners in PE which included the rules, equipment, and environmental modifications. The findings highlight the variety of instructional strategies used among participants in the PE context. Both teacher professions take individual responsibility for the teaching activities, but their traditional role as independent and autonomous professionals may also be an obstacle for collaboration. This research also identified the important role of collaborative structures and cultures which requires critical reflections of the individual aims and a shared vision of inclusive teaching.Conclusion Overall, this paper contributes to a growing body of pedagogical research portraying the perspectives of PE and special educators involved in the PE classroom. Future research should further examine the perspectives of different professionals as it may contribute to a more comprehensive perspective on diversity and inclusive teaching strategies.KEYWORDS: InclusionPhysical educationSpecial educationPedagogies Disclosure statementNo potential conflict of interest was reported by the author(","PeriodicalId":47917,"journal":{"name":"Physical Education and Sport Pedagogy","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136236245","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":"Exploring students experiences of secondary school Physical Education in England","authors":"Kirsty Hemingway, Joanne Butt, Christopher Spray, Peter Olusoga, Liane Beretta De Azevedo","doi":"10.1080/17408989.2023.2256771","DOIUrl":"https://doi.org/10.1080/17408989.2023.2256771","url":null,"abstract":"Background: There are many diverging views regarding the role and purpose of Physical Education (PE) in secondary schools within the UK. However, very few studies have explored PE processes through the eyes of young people. Adolescence represents a critical time period when physical activity (PA) behaviour patterns are often established. Student disengagement in PE is therefore a concern, as PE has the potential to play an important role in influencing adolescents to develop lifelong PA habits. Secondary school PE is compulsory in the UK until the age of 16, therefore PE teachers have a captive audience who they can influence positively or negatively. Understanding of students’ experiences and perceptions of PE could help inform future PE provision.","PeriodicalId":47917,"journal":{"name":"Physical Education and Sport Pedagogy","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135148680","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":"‘it’s about bringing people together’: one middle school physical education teacher’s attempt at deploying character education","authors":"Jamie Jacob Brunsdon","doi":"10.1080/17408989.2023.2256753","DOIUrl":"https://doi.org/10.1080/17408989.2023.2256753","url":null,"abstract":"Despite the field’s rich history and relationship with the concept of character education, to date, there would appear to be no in-depth empirical case studies that describe in pedagogical terms, h...","PeriodicalId":47917,"journal":{"name":"Physical Education and Sport Pedagogy","volume":"3 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2023-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50167087","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":"Intervention fidelity: multiple strategies to design, implement, and assess mastery motivational climate behavioral interventions","authors":"Jerraco L. Johnson, Danielle D. Wadsworth, Mary E. Rudisill","doi":"10.1080/17408989.2023.2256760","DOIUrl":"https://doi.org/10.1080/17408989.2023.2256760","url":null,"abstract":"ABSTRACTBackground Mastery motivational climate (MMC) interventions are an evidence-based approach utilized to deliver motor skill interventions (MSI) for young children. There are 6 environmental characteristics and instructional cues an instructor must appropriately manipulate to implement a MMC. These are known as the TARGET and stand for Task, Authority, Recognition, Grouping, Evaluation, and Time.Purpose The purpose of this paper is to describe the procedural, educational, and instructional components of intervention fidelity that we believe should be considered in the design, training, delivery, and assessment of a MMC intervention. The design phase should consider the intended intervention exposure and dosage prior to the intervention and develop a plan for implementation and measurement of intervention dose across the study. Conducting effective training for research personnel and developing formal implementation protocols are also important for intervention fidelity. During the intervention it is important to measure adherence to the TARGET structures using a formal checklist. Finally, we find it important to describe the extent to which the intervention was delivered as planned and report how closely we aligned with TARGET adherence throughout intervention implementation.Findings The discussion highlights how our increased efforts in our intervention fidelity have enhanced the quality and delivery of our MMC interventions from a pedagogical perspective. Specifically, in how we have used previous fidelity data to inform our future MMC intervention studies. There is more work to be done in MMC intervention fidelity, especially moving towards more teacher implemented MMC studies in the future as well as addressing participant level (i.e. attendance) fidelity concerns.KEYWORDS: Fidelitymotor skill interventionsmotor developmentyoung childrenphysical educationautonomy-supportive climate AcknowledgementsApproval for the study was obtained from the authors’ Institutional Review Board for Human Subjects Research. There are no acknowledgements associated with this paper.Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":47917,"journal":{"name":"Physical Education and Sport Pedagogy","volume":"205 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135396310","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 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}