Journal of Teaching in Physical Education最新文献

Erratum. A Qualitative Examination of Online Practices During the COVID-19 Pandemic and Observational Preferences Within Physical Education 勘误。定性研究 COVID-19 大流行期间的在线实践和体育教育中的观察偏好

IF 2.8 2区教育学

Journal of Teaching in Physical Education Pub Date : 2024-04-30 DOI: 10.1123/jtpe.2024-0142

Journal of Teaching in Physical Education

引用次数: 0

Scholarly Book Reviews in the Journal of Teaching in Physical Education 体育教学》杂志上的学术书评

IF 2.8 2区教育学

Journal of Teaching in Physical Education Pub Date : 2024-02-16 DOI: 10.1123/jtpe.2023-0378

Michael A. Hemphill

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Before-School Physical Activity Program on Middle School Students’ Social and Emotional Learning and Energy Levels 课前体育活动计划对中学生社交与情感学习和能量水平的影响

IF 2.8 2区教育学

Journal of Teaching in Physical Education Pub Date : 2024-02-14 DOI: 10.1123/jtpe.2023-0153

Tan Leng Goh, Chee Hoi Leong

引用次数: 0

A Self-Study of a Teaching Personal and Social Responsibility Program Coordinator 个人与社会责任教学项目协调员的自我研究

IF 2.8 2区教育学

Journal of Teaching in Physical Education Pub Date : 2024-02-09 DOI: 10.1123/jtpe.2023-0020

Victoria N. Shiver, Kevin Andrew Richards, Oleg A. Sinelnikov, Matthew D. Curtner-Smith

{"title":"A Self-Study of a Teaching Personal and Social Responsibility Program Coordinator","authors":"Victoria N. Shiver, Kevin Andrew Richards, Oleg A. Sinelnikov, Matthew D. Curtner-Smith","doi":"10.1123/jtpe.2023-0020","DOIUrl":"https://doi.org/10.1123/jtpe.2023-0020","url":null,"abstract":"Purpose: The teaching personal and social responsibility model has been incorporated into out of school time programming globally, but there is limited research focused on how practitioners learn to use the model. Guided by occupational socialization theory, the authors used self-study to understand the experiences of a doctoral student as she developed and implemented a teaching personal and social responsibility-based program in an elementary after-school program. Method: Data were collected through reflective journaling and critical friend discussions. Results: Qualitative data analysis resulted in three turning points: (a) a planted seed needs light and rain, (b) an emerging bud with growing roots, and (c) rising in full bloom. High frustration was present at the start, but she grew to fully enjoy and utilize the model. Discussion/Conclusion: Self-study played a role in her ability to continue learning and growing. These findings reinforce the challenging but rewarding process of implementing novel instructional approaches.","PeriodicalId":50025,"journal":{"name":"Journal of Teaching in Physical Education","volume":"78 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141505450","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

Successful Practices of Novice Urban Physical Education Teachers 城市体育新手教师的成功实践

IF 2.8 2区教育学

Journal of Teaching in Physical Education Pub Date : 2024-02-02 DOI: 10.1123/jtpe.2023-0138

Sara B. Flory, Risto Marttinen, Craigory V. Nieman, Vernise J. Ferrer Lindsay

{"title":"Successful Practices of Novice Urban Physical Education Teachers","authors":"Sara B. Flory, Risto Marttinen, Craigory V. Nieman, Vernise J. Ferrer Lindsay","doi":"10.1123/jtpe.2023-0138","DOIUrl":"https://doi.org/10.1123/jtpe.2023-0138","url":null,"abstract":"Purpose: Guided by the cultural relevance cycle, this study examined experiences of two novice physical education teachers in urban schools. We focused on successes that teachers encountered while navigating their novice years. Methods: Two purposefully sampled participants completed five journal entries and five semistructured interviews lasting between 45 and 90 min each. To promote trustworthiness, we utilized multiple coders, a peer debriefer, and triangulated data from multiple sources. Participants reviewed themes and responded to researchers’ interpretations. Results: We present the results through three major themes. The first theme involves knowledge of students and community. The second theme describes belonging in the school and community, and the third theme discusses curricular realignment. Discussion and Conclusion: By focusing on elements that empowered novice teachers to find success, initial teacher preparation programs and in-service teacher mentoring programs in urban school districts might identify teaching experiences that may contribute to novice teacher retention.","PeriodicalId":50025,"journal":{"name":"Journal of Teaching in Physical Education","volume":"16 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141505455","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

Validation of a Common Content Knowledge Test for Hiking and Camping 远足和野营通用内容知识测试的验证

IF 2.8 2区教育学

Journal of Teaching in Physical Education Pub Date : 2024-01-31 DOI: 10.1123/jtpe.2023-0203

Mert Bilgiç, Alkan Uğurlu, Erhan Devrilmez, Fatih Dervent, Phillip Ward

引用次数: 0

Ripples in the Water: Physical Education Teacher Education Program Influence on Graduates’ Perceptions of Expanded Physical Activity Programming 水中的涟漪体育教师教育计划对毕业生对扩展体育活动计划看法的影响

IF 2.8 2区教育学

Journal of Teaching in Physical Education Pub Date : 2024-01-27 DOI: 10.1123/jtpe.2023-0057

Shannon C. Mulhearn, Pamela Hodges Kulinna, Hans van der Mars, Jaimie McMullen, Michalis Stylianou

{"title":"Ripples in the Water: Physical Education Teacher Education Program Influence on Graduates’ Perceptions of Expanded Physical Activity Programming","authors":"Shannon C. Mulhearn, Pamela Hodges Kulinna, Hans van der Mars, Jaimie McMullen, Michalis Stylianou","doi":"10.1123/jtpe.2023-0057","DOIUrl":"https://doi.org/10.1123/jtpe.2023-0057","url":null,"abstract":"Physical educators are often asked to promote whole-school physical activity programming beyond their scheduled class times. Previous research has supported that training in expanded roles would be beneficial during university-based physical education teacher education (PETE) training. In this qualitative study, 13 graduates from a single PETE program that has integrated expanded physical activity into programming shared information about their current programming as physical education teachers in K–12 schools. Campus visits and one-on-one interviews were included. Some practices and values learned during participants’ PETE training were evident in graduates’ current practices. Aligning with previous studies of professional socialization of physical educators, the resulting themes concluded that (a) strategies and resources gained during PETE training were valued and still used and (b) other ripples of influence, such as administrators and other teachers at their current placement, influenced programming. PETE programming with whole-school physical activity can lead to expanded teaching practices in schools.","PeriodicalId":50025,"journal":{"name":"Journal of Teaching in Physical Education","volume":"20 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141531579","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

The Potential of Sport Education to Satisfy the Basic Psychological Needs of Children From Socially Vulnerable Backgrounds 体育教育满足社会弱势儿童基本心理需求的潜力

IF 2.8 2区教育学

Journal of Teaching in Physical Education Pub Date : 2024-01-27 DOI: 10.1123/jtpe.2023-0107

Juan Á. Simón-Piqueras, David González-Cutre, Luis M. García López

{"title":"The Potential of Sport Education to Satisfy the Basic Psychological Needs of Children From Socially Vulnerable Backgrounds","authors":"Juan Á. Simón-Piqueras, David González-Cutre, Luis M. García López","doi":"10.1123/jtpe.2023-0107","DOIUrl":"https://doi.org/10.1123/jtpe.2023-0107","url":null,"abstract":"Purpose: The aim of this study was to examine whether, drawing on the perception of their coaches, the application of the pedagogical model of sport education could be associated with satisfying the basic psychological needs of children from socially vulnerable backgrounds. Method: A 36-session sport education season was implemented within a community program for youths from disadvantaged environments. Three coaches, one researcher, and 31 children aged 9–11 years (17 boys and 14 girls) of diverse ethnicities participated. Qualitative data were obtained through four focus groups conducted during the program in addition to the research diary of the researcher, who played the role of participant observer. Results: The coaches observed a progressive evolution in the satisfaction of the basic psychological needs of competence, autonomy, relatedness, and the need referred to as novelty. Discussion/Conclusion: We may conclude that sport education can be a valuable tool to improve the satisfaction of these needs in children from socially vulnerable backgrounds.","PeriodicalId":50025,"journal":{"name":"Journal of Teaching in Physical Education","volume":"26 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141531580","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

Encouraging a Unified Framework for Understanding Socialization Into Higher Education 鼓励建立一个统一的框架，以了解高等教育的社会化情况

IF 2.8 2区教育学

Journal of Teaching in Physical Education Pub Date : 2024-01-27 DOI: 10.1123/jtpe.2023-0120

Kevin Andrew Richards, Christopher J. Kinder

引用次数: 0

The Impact of Mentoring Youth Placed At-Risk on the Socialization of Preservice Physical Educators 指导处于危险中的青少年对职前体育教育工作者社会化的影响

IF 2.8 2区教育学

Journal of Teaching in Physical Education Pub Date : 2024-01-23 DOI: 10.1123/jtpe.2022-0246

Karen Lux Gaudreault, Denis Schulz, Victoria N. Shiver, Theresa Allgaier

{"title":"The Impact of Mentoring Youth Placed At-Risk on the Socialization of Preservice Physical Educators","authors":"Karen Lux Gaudreault, Denis Schulz, Victoria N. Shiver, Theresa Allgaier","doi":"10.1123/jtpe.2022-0246","DOIUrl":"https://doi.org/10.1123/jtpe.2022-0246","url":null,"abstract":"Purpose: Grounded in occupational socialization theory, the purpose of this study was to investigate the influence of mentoring underserved youth on the socialization of preservice teachers within a community-engaged after-school program. Methods: Data consisted of semistructured interviews, critical incident accounts, and field notes. All interviews were audio-recorded and transcribed. Data were analyzed inductively using elements of grounded theory and constant comparison. Findings: Four themes were developed. First, each participant entered teacher training to provide positive experiences for students. Second, the practical experience supported preservice teachers in feeling more comfortable in their roles as educators. Third, preservice teachers developed personal relationships with the students in the after-school program. Fourth, preservice teachers internalized the obligation to model healthy social–emotional behaviors. Conclusions: Findings indicate the benefits of mentoring in a community-engaged learning project. Interacting with a diverse population of students can positively impact teacher socialization and feelings toward students and teaching.","PeriodicalId":50025,"journal":{"name":"Journal of Teaching in Physical Education","volume":"43 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141521993","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