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

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

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

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

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