发布求助
文献互助 智能选刊 最新文献

Journal of Teaching in Physical Education最新文献

筛选
英文 中文
“It’s Like Coming Out of the Cave Into the Light”: The Role of Literacy Integration in Physical Education “就像走出洞穴，走进光明”:识字整合在体育教学中的作用
IF 2.8 2区 教育学
Journal of Teaching in Physical Education Pub Date : 2023-01-01 DOI: 10.1123/jtpe.2022-0212
Corrine Wickens, J. Parker
{"title":"“It’s Like Coming Out of the Cave Into the Light”: The Role of Literacy Integration in Physical Education","authors":"Corrine Wickens, J. Parker","doi":"10.1123/jtpe.2022-0212","DOIUrl":"https://doi.org/10.1123/jtpe.2022-0212","url":null,"abstract":"Purpose: The purpose of this study was to examine pedagogies of teacher socialization for physical education teacher education candidates through the context of literacy integration. Method: We situated our data collection in qualitative case study methodology, emphasizing data from focus group interviews conducted during the final month of physical education teacher education candidates’ programs. Results: We demonstrate three primary insights and/or adjustments to their perceptions about literacy integration in physical education settings: (a) Literacy integration should support physical education objectives, (b) literacy integration could be easily implemented in a myriad of ways and for different age groups, and (c) literacy integration can improve student learning and outcomes. Discussion/Conclusion: Extending current teacher socialization literature, we emphasize three factors instrumental in shifting physical education teacher education candidate subjective theories and beliefs: movement-oriented literacy activities, reflection, and experiential applications.","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":"64040283","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
“It’s Avoiding Getting Sued for Concussion for Those Kids”: Pedagogical Responses of Youth Soccer Coaches to New Guidelines on Heading “为那些孩子避免因脑震荡而被起诉”:青少年足球教练对头球新指导方针的教学反应
IF 2.8 2区 教育学
Journal of Teaching in Physical Education Pub Date : 2023-01-01 DOI: 10.1123/jtpe.2022-0099
Colin S. Barnes, M. Curtner-Smith
{"title":"“It’s Avoiding Getting Sued for Concussion for Those Kids”: Pedagogical Responses of Youth Soccer Coaches to New Guidelines on Heading","authors":"Colin S. Barnes, M. Curtner-Smith","doi":"10.1123/jtpe.2022-0099","DOIUrl":"https://doi.org/10.1123/jtpe.2022-0099","url":null,"abstract":"Purpose: To describe nine youth soccer coaches’ pedagogical responses to the implementation of the new guidelines on heading introduced by the United States Soccer Federation. The specific research questions we attempted to answer were: (a) What were the coaches’ perspectives and practices regarding the coaching of heading? and (b) What factors shaped the coaches’ perspectives and practices? Method: The theoretical framework employed was occupational socialization. Data were collected using four qualitative techniques and reduced to themes using analytic induction and constant comparison. Findings: Key findings were that the coaches fell into one of three groups: rejectors, acceptors, and skeptics. Differences in the coaches’ acculturation, professional socialization, and organizational socialization were responsible for the coaches’ differing responses to the new guidelines on heading. Conclusions: Should they transfer to other coaches, these findings should help coach educators to develop stronger programs.","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":"64038385","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 Students to Co-Construct and Co- and Self-Regulate Their Learning Within a Cooperative Learning Environment in Physical Education 在体育合作学习环境中鼓励学生共同建构和自我调节学习
IF 2.8 2区 教育学
Journal of Teaching in Physical Education Pub Date : 2023-01-01 DOI: 10.1123/jtpe.2022-0104
André Moura, A. MacPhail, A. Graça, P. Batista
{"title":"Encouraging Students to Co-Construct and Co- and Self-Regulate Their Learning Within a Cooperative Learning Environment in Physical Education","authors":"André Moura, A. MacPhail, A. Graça, P. Batista","doi":"10.1123/jtpe.2022-0104","DOIUrl":"https://doi.org/10.1123/jtpe.2022-0104","url":null,"abstract":"Purpose: Improving students’ learning is dependent on students’ participation, meaningfulness, and value of the teaching–learning process. This study explores students’ learning experiences when undertaking the role of co-constructors and co- and self-regulators in a cooperative learning environment. Methods: The study included 110 school students aged between 15 and 18 years from four physical education preservice teachers’ classes. Data were collected through student focus group interviews, a postteaching units’ survey, students’ class reflections, and the researcher’s field notes. Results/Discussion: Data report that (a) having access to learning goals and assessment criteria was essential for the co-construction and co- and self-regulation processes, (b) there is a positive reciprocal relationship between students’ involvement in co-construction and co- and self-regulations, and (c) co-construction and co- and self-regulations were strengthened by students’ involvement in cooperative learning and vice versa.","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":"64039170","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
Adopting Instructional Models in Physical Education: The Influence of Occupational Socialization 体育教学模式的采用:职业社会化的影响
IF 2.8 2区 教育学
Journal of Teaching in Physical Education Pub Date : 2023-01-01 DOI: 10.1123/jtpe.2022-0142
Paul R. Malinowski, Ben D. Kern, Tristan L. Wallhead
{"title":"Adopting Instructional Models in Physical Education: The Influence of Occupational Socialization","authors":"Paul R. Malinowski, Ben D. Kern, Tristan L. Wallhead","doi":"10.1123/jtpe.2022-0142","DOIUrl":"https://doi.org/10.1123/jtpe.2022-0142","url":null,"abstract":"Purpose: To examine the contextual and personal factors that influence teachers’ reported adoption of one or more instructional models (IMs). Methods: Participants (n = 25) were interviewed that reported adopting Sport Education; Teaching Games for Understanding; Teaching Personal and Social Responsibility; and/or Sports, Play, and Active Recreation for Kids in their K-12 curriculum. Results: Viewed through the lens of occupational socialization theory and utilizing constant comparison methodology, the interview data were analyzed and three major themes, each with related subthemes, were developed: (a) IM adoption depends on context and socialization, (b) socializing agents influence IM adherence, and (c) IM implementation is selective. Discussion/Conclusions: Teachers vary in their rationale for adopting one or more IMs, and adherence is frequently a result of principal and student encouragement. Future efforts to disseminate IMs should consider pathways to adoption identified in this study, including teaching conventions, department supervisors, and teaching colleagues.","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":"64039265","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
Recent Progress in Non-Enzymatic Electroanalytical Detection of Pesticides Based on the Use of Functional Nanomaterials as Electrode Modifiers. 基于使用功能纳米材料作为电极改性剂的农药非酶电分析检测的最新进展。
IF 4.9 2区 教育学
Journal of Teaching in Physical Education Pub Date : 2022-04-20 DOI: 10.3390/bios12050263
Tanja Vrabelj, Matjaž Finšgar
{"title":"Recent Progress in Non-Enzymatic Electroanalytical Detection of Pesticides Based on the Use of Functional Nanomaterials as Electrode Modifiers.","authors":"Tanja Vrabelj, Matjaž Finšgar","doi":"10.3390/bios12050263","DOIUrl":"10.3390/bios12050263","url":null,"abstract":"<p><p>This review presents recent advances in the non-enzymatic electrochemical detection and quantification of pesticides, focusing on the use of nanomaterial-based electrode modifiers and their corresponding analytical response. The use of bare glassy carbon electrodes, carbon paste electrodes, screen-printed electrodes, and other electrodes in this research area is presented. The sensors were modified with single nanomaterials, a binary composite, or triple and multiple nanocomposites applied to the electrodes' surfaces using various application techniques. Regardless of the type of electrode used and the class of pesticides analysed, carbon-based nanomaterials, metal, and metal oxide nanoparticles are investigated mainly for electrochemical analysis because they have a high surface-to-volume ratio and, thus, a large effective area, high conductivity, and (electro)-chemical stability. This work demonstrates the progress made in recent years in the non-enzymatic electrochemical analysis of pesticides. The need for simultaneous detection of multiple pesticides with high sensitivity, low limit of detection, high precision, and high accuracy remains a challenge in analytical chemistry.</p>","PeriodicalId":50025,"journal":{"name":"Journal of Teaching in Physical Education","volume":"35 1","pages":""},"PeriodicalIF":4.9,"publicationDate":"2022-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9139166/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86092163","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Constructing Health and Physical Activity Knowledge in Practice: Teachers’ and Students’ Experiences 在实践中建构健康与体育活动知识:师生的经验
IF 2.8 2区 教育学
Journal of Teaching in Physical Education Pub Date : 2022-01-01 DOI: 10.1123/jtpe.2020-0250
Emine Busra Yılmaz, Deniz Hunuk
{"title":"Constructing Health and Physical Activity Knowledge in Practice: Teachers’ and Students’ Experiences","authors":"Emine Busra Yılmaz, Deniz Hunuk","doi":"10.1123/jtpe.2020-0250","DOIUrl":"https://doi.org/10.1123/jtpe.2020-0250","url":null,"abstract":"Purpose: The purpose of this study was to examine teacher and student experiences in physical education when taught by teachers with high health-related fitness knowledge (HRFK): How did they construct this knowledge for students and share it with students in their teaching? Method: Four teachers and 16 of their students were interviewed. Results: Three themes emerged from the data: (a) HRFK sources of teachers and students, (b) teacher- and student-constructed HRFK in the instructional setting, and (c) students’ transfer of physical activity and HRFK to their daily lives and to those around them. Conclusion: The study showed that when teachers had ample health and physical activity knowledge and transfer this knowledge to their students by designing holistic learning experiences using effective pedagogical approaches, students tended to value lifetime physical activity participation. These students were also able to influence those around them (coaches, family, and friends) to be conscious of their own health and physical activity behaviors.","PeriodicalId":50025,"journal":{"name":"Journal of Teaching in Physical Education","volume":"1 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"64035582","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
Pedagogical Practices Among Teachers of Different Demographics and Dispositions Toward Change: Results of a Multi-Region Survey of U.S. Physical Educators 不同人口统计学和变化倾向的教师的教学实践:美国体育教育者多地区调查的结果
IF 2.8 2区 教育学
Journal of Teaching in Physical Education Pub Date : 2022-01-01 DOI: 10.1123/jtpe.2021-0192
Ben D. Kern, Wesley J. Wilson, Paul R. Malinowski, Tristan L. Wallhead
{"title":"Pedagogical Practices Among Teachers of Different Demographics and Dispositions Toward Change: Results of a Multi-Region Survey of U.S. Physical Educators","authors":"Ben D. Kern, Wesley J. Wilson, Paul R. Malinowski, Tristan L. Wallhead","doi":"10.1123/jtpe.2021-0192","DOIUrl":"https://doi.org/10.1123/jtpe.2021-0192","url":null,"abstract":"Purpose: To examine the current pedagogical practices among physical educators with different dispositions toward the change process and belonging to different demographic categories. We hypothesized that change-disposed, nonchange-disposed, and neutral change disposition teachers, along with teachers of different gender identities and student grade level(s), implement “best practices” with differing frequencies. Methods: Eight hundred thirty U.S. physical educators completed the Teacher Change Questionnaire-Physical Education and a 15-item adaption of Society of Health and Physical Educators America’s 20 Indicators of Effective Physical Education Instruction. Results: Nonchange-disposed teachers more frequently provided objective-related feedback, provided assessment for differentiation and summative evaluation, ensured 50% student moderate to vigorous physical activity during physical education classes, and set student learning goals than change-disposed or neutral change disposition teachers. Female and elementary teachers reported more frequent use of written curriculum and assigned grades based on student knowledge/skill assessment than male and secondary counterparts. Discussion: Continuing professional development initiatives should be designed with consideration given to change disposition, gender identity, and grade level.","PeriodicalId":50025,"journal":{"name":"Journal of Teaching in Physical Education","volume":"1 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"64037528","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: 4
Achievement Emotions, Intention to Be Physically Active, and Academic Achievement in Physical Education: Gender Differences 成就情绪、体育活动意愿与体育学业成绩:性别差异
IF 2.8 2区 教育学
Journal of Teaching in Physical Education Pub Date : 2022-01-01 DOI: 10.1123/jtpe.2021-0230
Sebastián Fierro-Suero, P. Sáenz-López, José Carmona-Márquez, B. J. Almagro
{"title":"Achievement Emotions, Intention to Be Physically Active, and Academic Achievement in Physical Education: Gender Differences","authors":"Sebastián Fierro-Suero, P. Sáenz-López, José Carmona-Márquez, B. J. Almagro","doi":"10.1123/jtpe.2021-0230","DOIUrl":"https://doi.org/10.1123/jtpe.2021-0230","url":null,"abstract":"Purpose: The objective of the study was to evaluate the relationships among the achievement emotions experienced during physical education classes, the intention to be physically active, and academic achievement. Methods: The sample consisted of 764 Spanish secondary education students (348 boys and 416 girls). Results: Pride, enjoyment, and hopelessness were the main emotions to explain the intention to be physically active, whereas enjoyment and boredom were the most important emotions to explain academic achievement. Given that boys had a better emotional experience than girls, the effect of gender in the prediction was studied. It highlights the significant moderating effect of gender for enjoyment and pride in the intention to be physically active. Discussion/Conclusion: These results show the need to apply strategies focused on each emotion, taking into account the students’ gender, for those that help to improve their emotional experience during physical education classes.","PeriodicalId":50025,"journal":{"name":"Journal of Teaching in Physical Education","volume":"38 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"64037746","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: 7
“Go Where the Big Challenges Are”: Preservice Physical Educators as Change Agents “去大挑战所在的地方”:职前体育教育者作为变革推动者
IF 2.8 2区 教育学
Journal of Teaching in Physical Education Pub Date : 2022-01-01 DOI: 10.1123/jtpe.2021-0290
Corrine Wickens, J. Parker
{"title":"“Go Where the Big Challenges Are”: Preservice Physical Educators as Change Agents","authors":"Corrine Wickens, J. Parker","doi":"10.1123/jtpe.2021-0290","DOIUrl":"https://doi.org/10.1123/jtpe.2021-0290","url":null,"abstract":"Purpose: This study explored the tensions around physical and literacy integration initiatives from the view of physical education teacher education candidates. Method: We situated our data collection in qualitative case study methodology, emphasizing data from focus group interviews conducted during the final month of physical education teacher education candidates’ programs. Results: We demonstrated candidates’ recognition of the role of literacy integration within physical education in relation to (a) candidates’ feelings of pride and defensiveness of their field, (b) the importance of teacher collaboration, (c) teachers’ responsibility to support school goals and the students themselves, and (d) the potential of candidates to become change agents and leaders in their future school environments. Discussion/Conclusion: We assert that collaboration is required, and it must transpire within and among multiple educational contexts spaces, including K–12 settings, among teacher education faculty and programs, and across K–12 and higher education divides.","PeriodicalId":50025,"journal":{"name":"Journal of Teaching in Physical Education","volume":"1 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"64038476","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
Adapted Physical Educators’ Experiences With School Administration and Marginalization 适应体育工作者与学校管理和边缘化的经验
IF 2.8 2区 教育学
Journal of Teaching in Physical Education Pub Date : 2022-01-01 DOI: 10.1123/jtpe.2021-0299
Scott W. T. McNamara, K. Richards, Alyssa M. Trad, Sarena Abdallah, Lauren Hill
{"title":"Adapted Physical Educators’ Experiences With School Administration and Marginalization","authors":"Scott W. T. McNamara, K. Richards, Alyssa M. Trad, Sarena Abdallah, Lauren Hill","doi":"10.1123/jtpe.2021-0299","DOIUrl":"https://doi.org/10.1123/jtpe.2021-0299","url":null,"abstract":"Background: While preliminary research has indicated that adapted physical education (APE) teachers experience marginalization, little research has examined how specific relationships factor into these experiences. Purpose: This study sought to examine APE teachers’ experiences and perceptions of school administrators. Methodology: Occupational socialization theory was used to guide semistructured interviews with 24 APE teachers about their relationship with administrators. Results: A collaborative approach to qualitative data analysis was used to construct four themes: (a) APE teachers are socialized to be marginal and settle for inadequate support; (b) negative impressions of general physical education led to a similar outlook on APE; (c) administrators focus on compliance with mandates over quality practice in APE; and (d) support depends on administrative effort, and many administrators look uncomfortable in the gym. Conclusion: Although these findings shed light on the complex, and often absent, relationship between APE teachers and their administrators, still additional research is needed.","PeriodicalId":50025,"journal":{"name":"Journal of Teaching in Physical Education","volume":"1 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"64038527","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: 3
首页 上一页 下一页 尾页
0
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整，为了账户安全，请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
请完成安全验证×
相关产品
×
本文献相关产品
联系我们：info@booksci.cn Book学术提供免费学术资源搜索服务，方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号：481959085
Book学术官方微信