Journal of Teaching in Physical Education最新文献_第7页

Can Physical Activity Breaks Assist Mathematics Learning? A Domain Learning Theory Perspective 体育活动间歇能帮助数学学习吗?领域学习理论视角

IF 2.8 2区教育学

Journal of Teaching in Physical Education Pub Date : 2023-01-01 DOI: 10.1123/jtpe.2022-0199

Wen-Yi Wang, Ang Chen

{"title":"Can Physical Activity Breaks Assist Mathematics Learning? A Domain Learning Theory Perspective","authors":"Wen-Yi Wang, Ang Chen","doi":"10.1123/jtpe.2022-0199","DOIUrl":"https://doi.org/10.1123/jtpe.2022-0199","url":null,"abstract":"Purpose: Guided by the model of domain learning theory, this study was intended to determine the extent to which integrating a 10-min physical activity (PA) break in elementary school mathematics lessons would enhance the learning of mathematics content. Methods: A sample of 22 intact classes from a random sample of eight schools in Taiwan were randomly assigned to an experimental condition with PA breaks (n = 11) and a control condition (n = 11) for 12 weeks. Students’ (N = 420) mathematics knowledge was assessed using the standardized aptitude tests accompanying the curriculum, which encompassed five knowledge domains. Results: Analysis on class means showed that adding the PA breaks did not benefit mathematics learning, which lends support to the model of domain learning theory. Discussion/Conclusion: The findings seem to question the theoretical foundation for adding PA breaks to classroom-taught content, including mathematics. Although interdisciplinary or cross-disciplinary instruction and learning may be necessary to advance students’ knowledge, including PA in classroom-taught subjects needs extensive research.","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":"64039567","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 Effect of Classroom-Based Physical Activity Elements on Academic Performance in Children and Adolescents: A Meta-Analysis 课堂体育活动要素对儿童青少年学业成绩影响的meta分析

IF 2.8 2区教育学

Journal of Teaching in Physical Education Pub Date : 2023-01-01 DOI: 10.1123/jtpe.2022-0175

Yongjin Xu, Nan Lin, Chunchun Wu, X. Wen, Fei Zhong, Kehong Yu, Li Shu, Cong Huang

{"title":"The Effect of Classroom-Based Physical Activity Elements on Academic Performance in Children and Adolescents: A Meta-Analysis","authors":"Yongjin Xu, Nan Lin, Chunchun Wu, X. Wen, Fei Zhong, Kehong Yu, Li Shu, Cong Huang","doi":"10.1123/jtpe.2022-0175","DOIUrl":"https://doi.org/10.1123/jtpe.2022-0175","url":null,"abstract":"Purpose: We investigated the effects of classroom-based physical activity (CBPA) interventions on academic performance and assessed the impact of different CBPA elements on academic performance. Methods: Relevant experimental studies in four databases were searched from their inception to September 2022. Random effects models were used to compute standardized mean differences (SMDs) and 95% confidence intervals. Results: A total of 13 studies were included. CBPA interventions could improve academic performance in children and adolescents (SMD = 0.17, p = .02). For the CBPA elements, low frequency (no more than three times per week; SMD = 0.19, p = .01), moderate intensity (SMD = 0.19, p = .01), long time (more than 20 min in each intervention; SMD = 0.14, p = .05), integrated physical activity (SMD = 0.18, p = .04), no more than 400 metabolic equivalents of energy-min/week (SMD = 0.33, p = .001), and more than 8-week interventions (SMD = 0.19, p = .04) tended to improve academic performance. Conclusions: CBPA may improve academic performance in children and adolescents. CBPA elements also have an impact on academic performance.","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":"64039665","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

Initiating and Sustaining a Teacher-Initiated Community of Practice as a Form of Continuing Professional Development: Internal Leaders’ Perspectives 发起和维持教师发起的实践社区作为持续专业发展的一种形式:内部领导者的观点

IF 2.8 2区教育学

Journal of Teaching in Physical Education Pub Date : 2023-01-01 DOI: 10.1123/jtpe.2022-0224

Bomna Ko, Y. Lee, Tristan L. Wallhead

{"title":"Initiating and Sustaining a Teacher-Initiated Community of Practice as a Form of Continuing Professional Development: Internal Leaders’ Perspectives","authors":"Bomna Ko, Y. Lee, Tristan L. Wallhead","doi":"10.1123/jtpe.2022-0224","DOIUrl":"https://doi.org/10.1123/jtpe.2022-0224","url":null,"abstract":"Background: Communities of practice (CoP) have been proposed as a promising form of continuing professional development for teachers’ learning. However, there remains limited understanding of the processes and factors that sustain teacher-initiated CoP. Purpose: This study provides a qualitative examination of a group of internal leaders’ perspectives on how a large teacher-initiated CoP in South Korea was established and sustained as an effective form of continuing professional development. Methods: Data included semistructured interviews with the internal leaders, Website artifacts, and researchers’ reflective journals, and were analyzed through inductive analysis. Results: Findings included the following: (a) shared passion for good teaching, (b) widening professional network, (c) collaboration through sharing, and (d) continuing professional development opportunities via technology. Discussion: The CoP were initiated by a group of teachers with a shared value for improving their teaching in schools and were sustained through online and offline interactions that created a safe space for sharing ideas, collaborative interactions, and learning opportunities.","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":"64040175","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 Effects of COVID-19 School Closures on Physical Fitness in Adolescents COVID-19学校停课对青少年身体健康的影响

IF 2.8 2区教育学

Journal of Teaching in Physical Education Pub Date : 2023-01-01 DOI: 10.1123/jtpe.2022-0062

A. Wolfe, Maria A. Pessman, K. Laurson, Dale D. Brown, Ryan A. Brown

引用次数: 0

Quality of Life in Individuals With Disabilities Through a Student-Led Service-Learning Program: Qualitative and Quantitative Analysis to Examine the Reciprocal Benefits of Service Learning 通过学生主导的服务学习计划，残疾人的生活质量:定性和定量分析，以检查服务学习的互惠效益

IF 2.8 2区教育学

Journal of Teaching in Physical Education Pub Date : 2023-01-01 DOI: 10.1123/jtpe.2022-0150

Mai Narasaki-Jara, D. Brolsma, Katira Abdolrazagh, Kai Sun, M. Yamada, Aya A. Mitani, Taeyou Jung

{"title":"Quality of Life in Individuals With Disabilities Through a Student-Led Service-Learning Program: Qualitative and Quantitative Analysis to Examine the Reciprocal Benefits of Service Learning","authors":"Mai Narasaki-Jara, D. Brolsma, Katira Abdolrazagh, Kai Sun, M. Yamada, Aya A. Mitani, Taeyou Jung","doi":"10.1123/jtpe.2022-0150","DOIUrl":"https://doi.org/10.1123/jtpe.2022-0150","url":null,"abstract":"Purpose: The efficacy of service learning in physical activity (PA) intervention is generally not centered around perceptions of the service recipients, posing questions when the efficacy of an intervention is crucial, such as PA in people with disabilities. The present study examined perceptions of the recipients in a student-led service-learning program through a quality of life survey and interviews. Method: Undergraduate students led a 13-week PA intervention. Before and after the intervention, people with disabilities (N = 56) completed quality of life surveys (i.e., the National Institute of Health Patient-Reported Outcomes Measurement Information System). A face-to-face interview was conducted with N = 6. Results: All quality of life items, except for Mental Health–Anxiety, improved (p < .01). The interviews suggested that environmental factors (i.e., encouragement from students, the open space that allowed interactions) positively impacted the program. Discussion: The environment may be a key factor in the program’s success in PA intervention from the recipients’ perspective.","PeriodicalId":50025,"journal":{"name":"Journal of Teaching in Physical Education","volume":"49 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"64039016","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 Ableist Underpinning of Normative Motor Assessments in Adapted Physical Education 适应体育教学中规范运动评估的Ableist基础

IF 2.8 2区教育学

Journal of Teaching in Physical Education Pub Date : 2023-01-01 DOI: 10.1123/jtpe.2022-0239

Martin Giese, J. Haegele, A. Maher

引用次数: 3

How Movement Habits Become Relevant in Novel Learning Situations 运动习惯如何在新的学习情境中发挥作用

IF 2.8 2区教育学

Journal of Teaching in Physical Education Pub Date : 2023-01-01 DOI: 10.1123/jtpe.2022-0272

D. Barker, H. Larsson, G. Nyberg

引用次数: 1

Measuring Physical Education Teacher Socialization With Respect to Comprehensive School Physical Activity Programming 从学校综合体育活动规划的角度衡量体育教师社会化

IF 2.8 2区教育学

Journal of Teaching in Physical Education Pub Date : 2023-01-01 DOI: 10.1123/jtpe.2022-0165

C. B. Merica, C. Egan, C. Webster, Diana Mindrila, Grace Goc Karp, D. Paul, Hailey McKown, Seth Rose

{"title":"Measuring Physical Education Teacher Socialization With Respect to Comprehensive School Physical Activity Programming","authors":"C. B. Merica, C. Egan, C. Webster, Diana Mindrila, Grace Goc Karp, D. Paul, Hailey McKown, Seth Rose","doi":"10.1123/jtpe.2022-0165","DOIUrl":"https://doi.org/10.1123/jtpe.2022-0165","url":null,"abstract":"Purpose: Utilizing teacher socialization in physical education theory, the aim of this study was to develop a survey to measure physical education teachers’ socialization experiences and comprehensive school physical activity program involvement. Method: Instrument development included a review of existing comprehensive school physical activity program and socialization instruments, Delphi method to evaluate face and content validity through expert feedback, and a pilot test to examine the instrument’s psychometric properties. Results: Upon completion of expert feedback, three items were removed, four items were revised, and open-ended questions were added to each survey construct. The pilot test yielded 28 completed surveys (40% response rate). Bayesian exploratory factor analytic procedures showed that items had statistically significant loadings and were quality measures of the corresponding constructs. Survey subscales had acceptable and high internal consistency coefficients. Discussion/Conclusion: Results suggest that this instrument is a trustworthy tool for continued research examining physical education teachers’ socialization and comprehensive school physical activity program involvement.","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":"64039525","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: 1

“I Thought It Was Going to Be Trash”: Rural High School Students’ Disability-Related Perception Change Following Paralympic School Day “我以为会变成垃圾”:残障学校日后农村高中生对残疾的认知变化

IF 2.8 2区教育学

Journal of Teaching in Physical Education Pub Date : 2023-01-01 DOI: 10.1123/jtpe.2022-0163

C. McKay, T. N. Kirk, Marie Leake

引用次数: 2

Recycling and Resistance to Change in Physical Education: The Informal Recruitment of Physical Education Teachers in Schools 体育教育的循环与抗拒变革:学校体育教师的非正式招聘

IF 2.8 2区教育学

Journal of Teaching in Physical Education Pub Date : 2023-01-01 DOI: 10.1123/jtpe.2022-0215

M. Flemons, Joanne Hill, Toni O’Donovan, A. Chater

{"title":"Recycling and Resistance to Change in Physical Education: The Informal Recruitment of Physical Education Teachers in Schools","authors":"M. Flemons, Joanne Hill, Toni O’Donovan, A. Chater","doi":"10.1123/jtpe.2022-0215","DOIUrl":"https://doi.org/10.1123/jtpe.2022-0215","url":null,"abstract":"Purpose: Physical education (PE) teachers’ interactions with students were explored to examine self-selection for PE teaching as a career option during school. Method: Semistructured life story interviews were conducted with 29 PE teachers at different career stages. Complementing occupational socialization, Bourdieu’s habitus, capital, field, and practice were adopted as thinking tools to inform thematic analysis. Results: Three key themes were identified: (a) acceptance into the inner sanctum based on physical competence, effort, and enthusiasm for the traditional curriculum; (b) opportunities provided to students accepted into the inner sanctum, and (c) outside the inner sanctum: mismatched habitus and self-selection for PE teaching. Conclusion: Students exchanged competence, effort, and enthusiasm in the traditional curriculum for acceptance and opportunities to encourage self-selection for teaching PE. Without acceptance, individuals experienced challenges gaining career support. Dominated by a homogenous group resistant to change, PE needs independent careers information to promote change through heterogeneity.","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":"64039901","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