Journal of Teaching in Physical Education最新文献_第6页

“It’s Been a Hell of a First Year. I Can Tell You That”: Two Novice Physical Educators’ Experiences Teaching in a Global Pandemic “第一年真是糟糕透了。我可以告诉你”:两位新手体育教师在全球大流行中的教学经历

IF 2.8 2区教育学

Journal of Teaching in Physical Education Pub Date : 2023-01-01 DOI: 10.1123/jtpe.2022-0234

Jacob T. Peterson, Meghan Dennis, M. Curtner-Smith

{"title":"“It’s Been a Hell of a First Year. I Can Tell You That”: Two Novice Physical Educators’ Experiences Teaching in a Global Pandemic","authors":"Jacob T. Peterson, Meghan Dennis, M. Curtner-Smith","doi":"10.1123/jtpe.2022-0234","DOIUrl":"https://doi.org/10.1123/jtpe.2022-0234","url":null,"abstract":"Purposes: The purposes of this study were to describe (a) the perspectives and practices of two beginning physical education teachers working in the COVID-19 pandemic and (b) the influence of the teachers’ occupational socialization on these perspectives and practices. Method: Data were collected with four qualitative techniques (formal interviews, informal interviews, document analysis, and a reflection journal). They were analyzed by employing the techniques of analytic induction and constant comparison. Findings: Jason and Lane were able to cope with and successfully adapt their teaching to the conditions dictated by the COVID-19 pandemic. This appeared to be due to the influence of their professional and secondary professional socialization and the fact that their schools’ cultures were mainly supportive. Conclusions: The study indicates that research-based undergraduate physical education teacher education combined with a specialist sport pedagogy master’s degree can produce skilled physical educators able to deliver effective physical education, even in very difficult circumstances.","PeriodicalId":50025,"journal":{"name":"Journal of Teaching in Physical Education","volume":"1 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"64040265","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

Female Undergraduate Students’ Experiences Facilitating an Out-of-School Physical Activity Program for Middle School Girls 女大学生推动中学女生校外体育活动的经验

IF 2.8 2区教育学

Journal of Teaching in Physical Education Pub Date : 2023-01-01 DOI: 10.1123/jtpe.2022-0240

Peter Stoepker, Duke D. Biber, Jaimie M. McMullen

{"title":"Female Undergraduate Students’ Experiences Facilitating an Out-of-School Physical Activity Program for Middle School Girls","authors":"Peter Stoepker, Duke D. Biber, Jaimie M. McMullen","doi":"10.1123/jtpe.2022-0240","DOIUrl":"https://doi.org/10.1123/jtpe.2022-0240","url":null,"abstract":"Purpose: To explore undergraduate students’ experiences leading and facilitating an out-of-school-time (OST) physical activity program for middle school girls. Method: Five female undergraduate students (N = 4 Black or African American) participated in semistructured individual interviews and submitted weekly reflections during their time leading the OST Girls Empowering Movement (program). The data were analyzed inductively by conducting systematic searches across interview transcripts and artifacts. Results: Four themes were generated, including: find something that they would like, sometimes it is hard to calm chaos, those girls cling to me, and this experience was really good for me. Conclusion: The findings indicate that the undergraduate students who facilitated the Girls Empowering Movement program experienced significant growth and learned the complexities involved in facilitating and leading an OST program. These findings have practical implications when considering physical activity leadership practices and experiences leading OST physical activity programming.","PeriodicalId":50025,"journal":{"name":"Journal of Teaching in Physical Education","volume":"1 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"64040744","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

Cross-Cultural Adaptation and Psychometric Properties of the Persian Version of the Life Skills Scale for Physical Education 波斯版体育生活技能量表的跨文化适应与心理测量特征

2区教育学

Journal of Teaching in Physical Education Pub Date : 2023-01-01 DOI: 10.1123/jtpe.2023-0030

Mohsen Vahdani, Lorcan Cronin, Najmeh Rezasoltani

{"title":"Cross-Cultural Adaptation and Psychometric Properties of the Persian Version of the Life Skills Scale for Physical Education","authors":"Mohsen Vahdani, Lorcan Cronin, Najmeh Rezasoltani","doi":"10.1123/jtpe.2023-0030","DOIUrl":"https://doi.org/10.1123/jtpe.2023-0030","url":null,"abstract":"Purpose : The purpose of this research was to develop and assess the psychometric properties of the Persian version of the Life Skills Scale for Physical Education (P-LSSPE). Method : During Study 1, which included four translators, eight physical education experts, and 45 physical education students, the LSSPE was translated and adapted into Persian, and its content validity was assessed. Study 2 assessed evidence for the factorial validity and reliability of the scale with a sample of 1,004 students. Study 3, which included 462 students, assessed nomological validity evidence. Results : In Study 1, the content validity analyses indicated that the P-LSSPE items and their dimensions were clear in language, practical in application, and represented the life skills in question. In Study 2, a bifactor confirmatory factor analysis model was the best representation of the data and provided evidence for the construct validity of the scale. In Study 3, evidence for the nomological validity of the P-LSSPE was provided, with the correlation coefficients indicating that teacher autonomy support was associated with students’ development of all eight life skills and total life skills. Discussion/Conclusion : Overall, the findings of this research suggest that the P-LSSPE can be used to accurately measure the life skills development of Iranian physical education students.","PeriodicalId":50025,"journal":{"name":"Journal of Teaching in Physical Education","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135652867","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

Evaluating the Feasibility of the Education, Movement, and Understanding (EMU) Program: A Primary School-Based Physical Education Program Integrating Indigenous Games Alongside Numeracy and Literacy Skills 评估教育、运动和理解(EMU)项目的可行性:一个以小学为基础的体育项目，将土著游戏与算术和识字技能结合起来

IF 2.8 2区教育学

Journal of Teaching in Physical Education Pub Date : 2023-01-01 DOI: 10.1123/jtpe.2021-0284

N. Eather, Nicolas Riley, Mark J. Babic, A. Bennie, John Maynard, P. Morgan

{"title":"Evaluating the Feasibility of the Education, Movement, and Understanding (EMU) Program: A Primary School-Based Physical Education Program Integrating Indigenous Games Alongside Numeracy and Literacy Skills","authors":"N. Eather, Nicolas Riley, Mark J. Babic, A. Bennie, John Maynard, P. Morgan","doi":"10.1123/jtpe.2021-0284","DOIUrl":"https://doi.org/10.1123/jtpe.2021-0284","url":null,"abstract":"Purpose: The aim of this study was to develop, implement, and evaluate a 16-lesson integrated physical education program focusing on Indigenous games: Education, Movement, and Understanding (EMU). Method: The study aligned with current physical education, English, and mathematics syllabi and involved 105 children (9–12 years) from two primary schools (Awabakal Country, Australia; 2020). Children participated in sixteen 45–60 min EMU lessons over 8 weeks, with feasibility and preliminary efficacy outcomes assessed via mixed methods. Results: EMU was delivered successfully by the research team, with excellent student and teacher evaluations (M = 4.36–5.0 across 20 items). Improvements resulted for children’s cardiorespiratory fitness (d = 0.37, p = .001), enjoyment of sport (d = 0.27, p = .024), physical self-perceptions (d = 0.27, p = .043), and academic achievement (spelling d = 0.91, addition d = 0.40, subtraction d = 0.53, and division d = 0.68). No significant changes in well-being or multiplication scores resulted. Conclusion: Our results provide support for the feasibility and preliminary efficacy of EMU as a beneficial and enjoyable integrated primary school physical education program.","PeriodicalId":50025,"journal":{"name":"Journal of Teaching in Physical Education","volume":"1 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"64038779","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

Preservice Teachers’ Assessment Literacy Within Models-Based Practice 基于模型实践的职前教师素养评估

IF 2.8 2区教育学

Journal of Teaching in Physical Education Pub Date : 2023-01-01 DOI: 10.1123/jtpe.2022-0181

Jenna R. Starck, Oleg A. Sinelnikov, K. Richards

引用次数: 0

Physical Education Teachers’ Perceptions of a Motor Competence Assessment Digital App 体育教师对运动能力评估数字App的认知

IF 2.8 2区教育学

Journal of Teaching in Physical Education Pub Date : 2023-01-01 DOI: 10.1123/jtpe.2022-0222

E. Sousa‐Sá, N. Lander, A. A. Alqumsan, Shehab Alsanwy, D. Nahavandi, Nicole Toomey, Shady M. K. Mohamed, Steven Lewis, L. Barnett

{"title":"Physical Education Teachers’ Perceptions of a Motor Competence Assessment Digital App","authors":"E. Sousa‐Sá, N. Lander, A. A. Alqumsan, Shehab Alsanwy, D. Nahavandi, Nicole Toomey, Shady M. K. Mohamed, Steven Lewis, L. Barnett","doi":"10.1123/jtpe.2022-0222","DOIUrl":"https://doi.org/10.1123/jtpe.2022-0222","url":null,"abstract":"Purpose: To refine a motor competence assessment app prototype, enabling its redesign. Method: Workshops were conducted to inform the prototype development. App’s usability was evaluated on its ability to communicate relevant information to the teachers (n = 9). A “think out loud” protocol was applied by the users. Results: Both workshops refined the app, namely: interface, background, acceptability/feasibility, results, teachers themselves, and effectiveness. Competitor analysis revealed recommendations for the wireframe, visuals, and proposed skills to be assessed. The need to include a demonstration for first-time users, video guidance, and links to more information for each skill was also raised. There was a recommendation on the design brief features and experiences. Conclusions: This study will provide guidance in discovering how digital solutions may shape motor competence assessment. The usability testing process with the teachers provides insight on the essential/desirable features required on these apps, enabling the prototype’s redesign to meet the users’ needs.","PeriodicalId":50025,"journal":{"name":"Journal of Teaching in Physical Education","volume":"1 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"64040103","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 Whole-of-School Approach to Physical Activity Promotion: The Case of One Secondary School in England 促进全校体育活动的方法:以英国一所中学为例

IF 2.8 2区教育学

Journal of Teaching in Physical Education Pub Date : 2023-01-01 DOI: 10.1123/jtpe.2022-0289

Emma Jaymes, C. Webster

{"title":"A Whole-of-School Approach to Physical Activity Promotion: The Case of One Secondary School in England","authors":"Emma Jaymes, C. Webster","doi":"10.1123/jtpe.2022-0289","DOIUrl":"https://doi.org/10.1123/jtpe.2022-0289","url":null,"abstract":"Purpose: Whole-of-school approaches to physical activity (PA) promotion are recommended internationally, but there remains little descriptive research detailing the implementation of such approaches, especially at the secondary level. The purpose of this case study, which drew upon a social-ecological perspective, was to examine a whole-of-school approach used by one secondary school in England. Method: Participants (N = 30) included three members of the school’s senior leadership team, eight teachers, 15 students, and four parents. Data were collected during 5 months using open-ended questionnaires that all participants completed, 14 staff interviews with staff, three focus groups with students, six observations, and attendance records from various PA opportunities. Results: Thematic analysis identified five key PA opportunities and uncovered four themes in relation to these opportunities: Student Autonomy, Support from Leadership, New School, and Physical Education Time. Discussion/Conclusion: This study highlights the importance of targeting multiple levels of influence when implementing whole-of-school PA programming.","PeriodicalId":50025,"journal":{"name":"Journal of Teaching in Physical Education","volume":"1 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"64042480","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

Socializing Influences in the Careers of South Korean Female Physical Educators 社会对韩国女体育工作者职业生涯的影响

IF 2.8 2区教育学

Journal of Teaching in Physical Education Pub Date : 2023-01-01 DOI: 10.1123/jtpe.2022-0299

Okseon Lee, K. Richards, Yeri Hong, Youngjoong Kim

{"title":"Socializing Influences in the Careers of South Korean Female Physical Educators","authors":"Okseon Lee, K. Richards, Yeri Hong, Youngjoong Kim","doi":"10.1123/jtpe.2022-0299","DOIUrl":"https://doi.org/10.1123/jtpe.2022-0299","url":null,"abstract":"Purpose: Grounded in the occupational socialization theory, this study explored how gender interacted with and influenced socialization experiences in the careers of South Korean female physical educators. Specific attention was directed toward the gendered experiences that female teachers experienced and the coping strategies to navigate them. Methods: The study adopted a qualitative case study design, and the participants were 15 female secondary school physical educators. Data were collected through life story timelines, critical incident writings, and individual interviews. Results: Four themes emerged: (a) unwelcomed and invisible; (b) experiencing a physicality-driven hierarchy; (c) dual marginalization as female physical educators; and (d) retreating, masking, redefining, or leaving to cope with challenges. Discussion/Conclusions: The findings indicated that female physical educators experienced being dual-marginalized due to the interplay between gender and subject matter. In response to the challenges, some conformed to their gender role to be safe; however, other teachers employed various strategies to overcome the status quo.","PeriodicalId":50025,"journal":{"name":"Journal of Teaching in Physical Education","volume":"1 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"64042978","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

Physical Activity Promotion on Private School Websites: The Case of Maryland 私立学校网站的体育活动推广:以马里兰州为例

IF 2.8 2区教育学

Journal of Teaching in Physical Education Pub Date : 2023-01-01 DOI: 10.1123/jtpe.2023-0008

David Kahan, T. McKenzie, Maya Satnick, Olivia Hansen

{"title":"Physical Activity Promotion on Private School Websites: The Case of Maryland","authors":"David Kahan, T. McKenzie, Maya Satnick, Olivia Hansen","doi":"10.1123/jtpe.2023-0008","DOIUrl":"https://doi.org/10.1123/jtpe.2023-0008","url":null,"abstract":"Purpose: Content analysis of school websites may reveal the degree to which schools value physical education (PE) and physical activity (PA). We used the approach to quantify Maryland’s private school websites’ PE/PA content and associations with school characteristics. Method: The analytic sample (n = 387) was examined for mention of PE-/PA-related content (e.g., curriculum, dosage, intramurals). Associations between content and school characteristics (e.g., grade levels offered, religious orientation) were examined using Pearson’s chi-squared test. Results: PE (∼75% of school websites) was mentioned most frequently, and PA images and PE curriculum (∼30% each) were mentioned least frequently. Elementary and Catholic school websites were proportionately less and more likely, respectively, to mention various PE/PA content. Discussion/Conclusion: Representation of PE/PA content among Maryland’s private schools surpassed that found in previous studies. Nonetheless, relative omission of some content may allude to PE/PA being less valued compared with other academic subjects. Follow-up with stakeholders may help elucidate factors that influence content gatekeeping.","PeriodicalId":50025,"journal":{"name":"Journal of Teaching in Physical Education","volume":"1 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"64043069","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

Contributions of Tasks With Different Cognitive Load to High School Students’ In-Class Physical Activity 不同认知负荷任务对高中生课堂体育活动的贡献

IF 2.8 2区教育学

Journal of Teaching in Physical Education Pub Date : 2023-01-01 DOI: 10.1123/jtpe.2022-0107

Anqi Deng, Ang Chen

引用次数: 1