Physical Education and Sport Pedagogy最新文献

{"title":"Physical education teachers’ assessment practices in health education","authors":"David Bezeau, S. Turcotte, Jean-François Desbiens, C. Spallanzani, Martin Roy, François Vandercleyen, Sylvie Beaudoin","doi":"10.1080/17408989.2023.2230280","DOIUrl":"https://doi.org/10.1080/17408989.2023.2230280","url":null,"abstract":"","PeriodicalId":47917,"journal":{"name":"Physical Education and Sport Pedagogy","volume":" ","pages":""},"PeriodicalIF":3.6,"publicationDate":"2023-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48776411","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":"Assessment for and of learning in nonlinear movement education practices","authors":"B. Tolgfors, D. Barker, G. Nyberg, H. Larsson","doi":"10.1080/17408989.2023.2230244","DOIUrl":"https://doi.org/10.1080/17408989.2023.2230244","url":null,"abstract":"Background: Principles such as instructional alignment and step-by-step progression are often seen as crucial features of good assessment practices in school physical education (PE). These features are problematic from nonlinear educational perspectives, which are based on the idea that movement learning cannot be expected to take place in the same manner for all students. Without some resolution of the contradiction between nonlinear pedagogies and principles of good assessment, the likelihood of physical educators fully embracing any kind of nonlinear approach to movement education remains doubtful. Purpose and research question: Our purpose in this paper is to illustrate how assessment for and of learning (AfL and AoL) can look when implemented in nonlinear movement education practices. Methods: Illustrations of AfL and AoL are drawn from an investigation in which one educator implements a nonlinear movement education module. The module focuses on juggling for students at high school (grade nine students aged approximately 15 years). The module provided students with 10 × 50-minute lessons to explore juggling. Data were generated through observations ( fi lm clips and fi eld notes) and ethnographic-type interviews that were conducted with the students during the lessons. Findings: In the context of the nonlinear movement education module, AfL became: Interacting with students in joint exploration; Introducing learning strategies; Encouraging students to clarify and verbalise the object of learning; Helping students identify critical aspects of the movement activity, and; Inviting students to consider alternative learning trajectories. The educator then evaluates the students ’ learning experiences in the context of a group performance at the end of the module. This performance can be seen as an instance of holistic assessment within a nonlinear movement education practice. Conclusions: The suggested holistic perspective on PE assessment could help educators to: circumvent dichotomies such as mind-body and theory-practice; approach students as active meaning-makers; re-frame students ’ actions as emergent and context-dependent; and replace direct instruction with explorative teaching and learning methods. The major contribution of this study is that it shows how assessment for and of learning can be implemented in nonlinear movement education practices within a linear, goal-related and criterion-referenced, education system","PeriodicalId":47917,"journal":{"name":"Physical Education and Sport Pedagogy","volume":" ","pages":""},"PeriodicalIF":3.6,"publicationDate":"2023-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41467748","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":"Coach experiences of formal coach education developed by national governing bodies: a systematic review","authors":"Zhenlong Wang, A. Casey, E. Cope","doi":"10.1080/17408989.2023.2230235","DOIUrl":"https://doi.org/10.1080/17408989.2023.2230235","url":null,"abstract":"","PeriodicalId":47917,"journal":{"name":"Physical Education and Sport Pedagogy","volume":" ","pages":""},"PeriodicalIF":3.6,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44946118","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":"Positive youth development through sport and physical education: a systematic review of empirical research conducted with grade 5 to 12 children and youth","authors":"Luís Almeida, T. Dias, N. Côrte-Real, I. Menezes, A. Fonseca","doi":"10.1080/17408989.2023.2230208","DOIUrl":"https://doi.org/10.1080/17408989.2023.2230208","url":null,"abstract":"","PeriodicalId":47917,"journal":{"name":"Physical Education and Sport Pedagogy","volume":" ","pages":""},"PeriodicalIF":3.6,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42123644","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":"Stakeholders’ perceptions of within-class ability grouping in a primary school physical education unit","authors":"P. Hastie, S. Brock, Alice B. Buchanan, Michele E. Moore","doi":"10.1080/17408989.2023.2219276","DOIUrl":"https://doi.org/10.1080/17408989.2023.2219276","url":null,"abstract":"","PeriodicalId":47917,"journal":{"name":"Physical Education and Sport Pedagogy","volume":" ","pages":""},"PeriodicalIF":3.6,"publicationDate":"2023-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44685940","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 emotional labor of physical education teachers in ‘difficult contexts’: an inductive analysis of the most significant moments of their career","authors":"Oriane Petiot, Jérôme Visioli, Gilles Kermarrec","doi":"10.1080/17408989.2023.2219269","DOIUrl":"https://doi.org/10.1080/17408989.2023.2219269","url":null,"abstract":"<p><b>ABSTRACT</b></p><h3>Introduction </h3><p>Originally, the concept of emotional labor comes from the sociological work of Hochschild (1983. <i>The Managed Heart: Commercialization of Human Feeling</i>. Berkeley: The University of California Press). In recent decades, it has also been defined in approaches of a more psychological nature within a variety of professional contexts. However, the emotional labor of teachers has been the subject of only a limited number of studies, especially in Physical Education (PE). It is essential to better understand the forms and inducers of teachers' emotional labor in this context. PE in ‘difficult' teaching contexts particularly can test teachers' emotions. This article aims to analyze the forms and inducers of PE teachers' emotional labor in ‘difficult’ contexts, during the most significant moments of their career, according to an inductive situated psychological approach.</p><h3>Method </h3><p>61 PE teachers working in ‘difficult’ French classrooms agreed to participate in this research. Using the critical incident method, we asked these teachers to tell us about the most significant moments of their career in this context. The 203 critical incidents collected were inductively analyzed, according to a ‘grounded theory’ approach, in five stages. Processing data in this way allowed us to identify the forms and inducers of the teachers’ emotional labor in each critical incident collected.</p><h3>Results </h3><p>Four forms of emotional labor were identified through the analysis. Two of them refer to an active position (n = 116; 57.1%): ‘To master the negative emotions generated by an unpleasant situation’ and ‘To master the positive emotions generated by a pleasant situation’. The remaining two categories relate to a passive position (n = 87; 42.9%): ‘To feel and express the positive emotions generated by a pleasant situation’ and ‘To feel and express the positive emotions emerging from an unpleasant situation’. The inducers of the teachers’ emotional labor were mostly negative (n = 106; 44.9%) and can be divided into six categories (including that of ‘Student violence against the teacher’). Conversely, three categories of positive inducers were also identified (n = 130; 55.1%), especially that of the ‘Quality of human relations within the school’. The relationship between the forms and inducers of the teachers’ emotional labor revealed that the active forms emerged from negative inducers and that the passive forms were related to positive inducers.</p><h3>Discussion and conclusions </h3><p>The emotional labor of PE teachers in ‘difficult’ contexts mainly consists in mastering negative emotions in situations that are sometimes very risky. These situations are mostly linked to student violence, social difficulties, and disruption. However, our results also highlight the fact that PE teaching in ‘difficult’ contexts should not be viewed solely as negative. Teachers also experience significant positive emotions","PeriodicalId":47917,"journal":{"name":"Physical Education and Sport Pedagogy","volume":"49 8","pages":""},"PeriodicalIF":3.6,"publicationDate":"2023-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50167788","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":"What about physical education and Sustainable Development Goals? A scoping review","authors":"Salvador Baena-Morales, Alberto Ferriz-Valero","doi":"10.1080/17408989.2023.2214572","DOIUrl":"https://doi.org/10.1080/17408989.2023.2214572","url":null,"abstract":"","PeriodicalId":47917,"journal":{"name":"Physical Education and Sport Pedagogy","volume":"119 23","pages":""},"PeriodicalIF":3.6,"publicationDate":"2023-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41248324","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":"Facilitating loose parts play with elementary school staff: professional development and implementation from the perspective of the facilitator","authors":"Adrian Xavier, Hayley J. Morrison, L. Sulz","doi":"10.1080/17408989.2023.2214575","DOIUrl":"https://doi.org/10.1080/17408989.2023.2214575","url":null,"abstract":"","PeriodicalId":47917,"journal":{"name":"Physical Education and Sport Pedagogy","volume":" ","pages":""},"PeriodicalIF":3.6,"publicationDate":"2023-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45601068","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":"Pedagogical touch: exploring the micro-realities of coach–athlete sensory interactions in high-performance sports","authors":"Juyoung Ryou, E. Choi, Okseon Lee","doi":"10.1080/17408989.2023.2185600","DOIUrl":"https://doi.org/10.1080/17408989.2023.2185600","url":null,"abstract":"","PeriodicalId":47917,"journal":{"name":"Physical Education and Sport Pedagogy","volume":" ","pages":""},"PeriodicalIF":3.6,"publicationDate":"2023-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47719995","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":"Two ways teachers can develop greater harmonious passion","authors":"Hye-Ryen Jang, S. Cheon, J. Reeve, Yong-Gwan Song, Youngsun Lee","doi":"10.1080/17408989.2023.2206832","DOIUrl":"https://doi.org/10.1080/17408989.2023.2206832","url":null,"abstract":"Background: Passion is highly prized. The Dualistic Model of Passion provides a general roadmap for how people develop passion, at least under conditions in which they can freely schedule their daily activity, abandon activities they no longer value, and have fl exible time to invest as they see fi t. But teaching is a di ff erent, because many aspects of this activity are fi xed and pre-set by circumstances. Recognizing this unique condition of classroom PE teaching, we designed the present investigation to test the merits of two antecedents teachers can utilize to develop greater (harmonious) passion — namely, participate in an autonomy-supportive teaching workshop (Study 1) and incorporate intrinsic instructional goals into their lesson plans (Study 2). Purpose: The over-arching purpose was to investigate the potential of two malleable and personally controllable catalysts to greater harmonious teaching passion. Method: Study1usedarandomizedcontroltrial.Werandomlyassigned104 Korean PE teachers to participate (or not) in an autonomy-supportive teaching (AST) workshop. PE teachers self-reported their harmonious and obsessive passion at the beginning, middle, and end of an academic year. Study 2 used a longitudinal research design and a sample that included both PE and non-PE teachers. These 134 secondary-grade level teachers self-reported their intrinsic instructional goals, autonomy-supportive teaching, and harmonious and obsessive passion across three waves. Results: In Study 1, a repeated-measures ANCOVA showed that teachers in the experimental condition, compared to teachers in the control condition, showed a longitudinal increase in autonomy-supportive teaching and harmonious passion and a longitudinal decrease in obsessive passion. A mediation analysis con fi rmed that participants in the AST workshop experienced greater autonomy-supportive","PeriodicalId":47917,"journal":{"name":"Physical Education and Sport Pedagogy","volume":" ","pages":""},"PeriodicalIF":3.6,"publicationDate":"2023-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45072269","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}