Journal of Teaching in Physical Education最新文献_第2页

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

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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

School Administrators’ Perspectives on and Support for Physical Education 学校管理者对体育教育的看法和支持

IF 2.8 2区教育学

Journal of Teaching in Physical Education Pub Date : 2024-01-23 DOI: 10.1123/jtpe.2023-0112

Christopher J. Kinder, Scott W.T. McNamara, Amelia Mays Woods, Alexandra Mueller, Kacper Ryba, Kevin Andrew Richards

{"title":"School Administrators’ Perspectives on and Support for Physical Education","authors":"Christopher J. Kinder, Scott W.T. McNamara, Amelia Mays Woods, Alexandra Mueller, Kacper Ryba, Kevin Andrew Richards","doi":"10.1123/jtpe.2023-0112","DOIUrl":"https://doi.org/10.1123/jtpe.2023-0112","url":null,"abstract":"Purpose: The socialization literature has identified the importance of school administrator support in physical education teachers’ work experiences. The purpose of this study was to understand how principals’ own socialization influences their perspectives on and support for physical education. Methods: Data were collected through semistructured interviews with 29 school principals (14 males and 15 females) and 15 physical educators (11 males and four females) matched at the schools from which principals were recruited. Results: Qualitative data analysis resulted in four intersecting themes: (a) Administrators’ prior socialization and subjective theories frame support for physical education; (b) supportive principals are visible, engage with their teachers, and hold them accountable; (c) stress is exacerbated when principals and physical educators’ values and beliefs differ; and (d) school and policy constraints influence administrators’ vision and support for physical education. Discussion and Conclusion: Educational leadership programs should consider preparing principals to support the work of physical education teachers.","PeriodicalId":50025,"journal":{"name":"Journal of Teaching in Physical Education","volume":"4 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141521992","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

A Longitudinal Study on the Influence of Peer Network Status on University and College Students’ Academic Records in Hurdle Class 朋辈网络状况对大专院校学生跨班学习成绩影响的纵向研究

IF 2.8 2区教育学

Journal of Teaching in Physical Education Pub Date : 2024-01-23 DOI: 10.1123/jtpe.2023-0089

Ronghai Su, Meiling Wang, Deng Wang, Lin Chen, Bingxin Su, Xuanyan Su, Maochou Hsu

{"title":"A Longitudinal Study on the Influence of Peer Network Status on University and College Students’ Academic Records in Hurdle Class","authors":"Ronghai Su, Meiling Wang, Deng Wang, Lin Chen, Bingxin Su, Xuanyan Su, Maochou Hsu","doi":"10.1123/jtpe.2023-0089","DOIUrl":"https://doi.org/10.1123/jtpe.2023-0089","url":null,"abstract":"Purpose: To examine the longitudinal impact and mechanism of peer network status on university students’ hurdle running academic records. Methods: Conduct a follow-up survey in the hurdle teaching, an experimental class, and analyze the data using the latent growth model. Results: (a) The intercept and slope of peer network status positively predict the slope of academic records. (b) Peer network status influences the slope of academic records through the slope of learning engagement, and the intercept of learning engagement acts as a masking effect between the two. (c) Personality traits moderated the relationship between peer network status and the academic records slope. Conclusions: (a) The impact of peer network status on academic records exhibits social effects. (b) The impact of peer network status on academic records has a double-edged sword effect. (c) Extroverted personality is most advantageous in enhancing peer network status and predicting the rate of improvement in academic records.","PeriodicalId":50025,"journal":{"name":"Journal of Teaching in Physical Education","volume":"57 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141531581","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

Erratum. School Administrators’ Perspectives on and Support for Physical Education 勘误。学校管理者对体育教育的看法和支持

IF 2.8 2区教育学

Journal of Teaching in Physical Education Pub Date : 2024-01-23 DOI: 10.1123/jtpe.2024-0018

Journal of Teaching in Physical Education

引用次数: 0

The Pedagogization of Traditional Indigenous Games in Canada, Australia, and Aotearoa New Zealand 加拿大、澳大利亚和新西兰奥特亚罗瓦传统土著游戏的教学化

IF 2.8 2区教育学

Journal of Teaching in Physical Education Pub Date : 2024-01-10 DOI: 10.1123/jtpe.2023-0047

Tom Fabian, Steven Rynne, Jeremy Hapeta, Audrey R. Giles

引用次数: 0

Teachers’ Perspectives of Enacting Student Voice in Primary Physical Education 从教师角度看在小学体育教学中落实学生之声

IF 2.8 2区教育学

Journal of Teaching in Physical Education Pub Date : 2023-12-29 DOI: 10.1123/jtpe.2023-0029

Cassandra Iannucci, Cameron van der Smee, Melissa Parker

{"title":"Teachers’ Perspectives of Enacting Student Voice in Primary Physical Education","authors":"Cassandra Iannucci, Cameron van der Smee, Melissa Parker","doi":"10.1123/jtpe.2023-0029","DOIUrl":"https://doi.org/10.1123/jtpe.2023-0029","url":null,"abstract":"Purpose: Broadly speaking, student voice can be defined as initiatives that involve consultation of, feedback from, and engagement with students regarding their own education. This study’s aim was to explore teachers’ experiences and perceptions of enacting student voice in primary physical education. Method: Participants included six primary school health and physical education specialist teachers within Victoria, Australia. Data were collected via six rich and detailed one-on-one semistructured interviews. Results: Three main themes include: (a) “same-same but different” highlighting participants’ varying conceptualizations and enactment of student voice, (b) “language matters” emphasizing the importance of language used when discussing and implementing student voice, and (c) “barriers and challenges to implementation” capturing participants’ experience and limiting factors to the enactment of student voice practices. Discussion/Conclusion: Grounded in education for transformation and patterns of partnership theories, the discussion focuses on the disassociation between teachers’ perceived understanding and enactment and the implications for students resulting from the misalignment.","PeriodicalId":50025,"journal":{"name":"Journal of Teaching in Physical Education","volume":"64 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2023-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141531582","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

Relationships Between Students’ Emotional Experiences and Cognitive and Physical Achievement During a Middle School Hybrid Sport Education Tactical Model Season 初中混合体育教育战术模式赛季中学生的情感体验与认知和体育成绩之间的关系

IF 2.8 2区教育学

Journal of Teaching in Physical Education Pub Date : 2023-12-14 DOI: 10.1123/jtpe.2023-0022

Kelly L. Simonton, Tristan Wallhead, Ben D. Kern

{"title":"Relationships Between Students’ Emotional Experiences and Cognitive and Physical Achievement During a Middle School Hybrid Sport Education Tactical Model Season","authors":"Kelly L. Simonton, Tristan Wallhead, Ben D. Kern","doi":"10.1123/jtpe.2023-0022","DOIUrl":"https://doi.org/10.1123/jtpe.2023-0022","url":null,"abstract":"Purpose: Despite evidence regarding emotions’ impact on learners, there remains a paucity of research examining the relationships between student emotions and achievement within contemporary instructional models. Grounded in the Control-Value Theory of Achievement Emotions, changes in middle school students’ motivational beliefs, emotions, and learning outcomes across one hybrid Sport Education Tactical Model season were examined. Methods: Middle school students (N = 72) completed pre–post surveys regarding their control-value beliefs and emotions. They also completed physical and cognitive tests, and daily physical activity tracking. Repeated measures of multivariate covariance and regression were tested. Results: Students’ perceived control improved, while their extrinsic value reduced. Emotions did not significantly change, while cognitive exam scores and game performance increased. Conclusion: Emotions varied and influenced intentions for play as opposed to learning and achievement. The study provides preliminary insights into the complexity of how student emotions connect to their motivation and learning within the hybrid Sport Education Tactical Model.","PeriodicalId":50025,"journal":{"name":"Journal of Teaching in Physical Education","volume":"238 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2023-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141521996","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

Is Just Moving Enough for Girls? The Moderation Role of Gross Motor Development Level in the Association Between Physical Activity and Cognition 对女孩来说运动就够了吗？粗大运动发育水平在体育锻炼与认知之间关系中的调节作用

IF 2.8 2区教育学

Journal of Teaching in Physical Education Pub Date : 2023-12-14 DOI: 10.1123/jtpe.2023-0173

Jacqueline Páez-Herrera, Juan Hurtado-Almonacid, Julio B. Mello, Catalina Sobarzo, Paula Plaza-Arancibia, Juliana Kain-Berkovic, Barbara Leyton, Johana Soto-Sánchez, Verónica Leiva–Guerrero, Albert Batalla–Flores

{"title":"Is Just Moving Enough for Girls? The Moderation Role of Gross Motor Development Level in the Association Between Physical Activity and Cognition","authors":"Jacqueline Páez-Herrera, Juan Hurtado-Almonacid, Julio B. Mello, Catalina Sobarzo, Paula Plaza-Arancibia, Juliana Kain-Berkovic, Barbara Leyton, Johana Soto-Sánchez, Verónica Leiva–Guerrero, Albert Batalla–Flores","doi":"10.1123/jtpe.2023-0173","DOIUrl":"https://doi.org/10.1123/jtpe.2023-0173","url":null,"abstract":"Purpose: Our objective is to describe the moderating effect of the level of gross motor development on the relationship between physical activity (PA) level and visual perception/memory in girls. Methods: This is a quantitative cross-sectional study with a randomized sample of 85 girls (mean age 7.11 ± 0.74) from Chile. The following models were tested: interaction between PA (light: Model 1; moderate–vigorous: Model 2; vigorous: Model 3; and total PA: Model 4) and motor development level associated with visual perception/memory. Variables that showed interaction were tested according to the Johnson-Newman. Results: The Model 2 explains 13% of visual perception/memory and the Model 4 explains 15%, indicating that the motor development level is a moderator of this relationship. Conclusions: Collectively, our results present evidence that girls with a high level of gross motor skills have a stronger relationship between total PA (and also only moderate–vigorous activity) and visual perception/memory.","PeriodicalId":50025,"journal":{"name":"Journal of Teaching in Physical Education","volume":"12 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2023-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141521995","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

Erratum. Is Just Moving Enough for Girls? The Moderation Role of Gross Motor Development Level in the Association Between Physical Activity and Cognition 勘误。对女孩来说运动就够了吗？粗大运动发育水平在体育锻炼与认知之间关系中的调节作用

IF 2.8 2区教育学

Journal of Teaching in Physical Education Pub Date : 2023-12-14 DOI: 10.1123/jtpe.2023-0372

Journal of Teaching in Physical Education

引用次数: 0