Journal of Teaching in Physical Education最新文献_第9页

Effects of an Environmental Intervention on High School Students’ Expanded Physical Activity Programming Participation and Activity Levels 环境干预对高中生扩大体育活动规划参与和活动水平的影响

IF 2.8 2区教育学

Journal of Teaching in Physical Education Pub Date : 2022-01-01 DOI: 10.1123/jtpe.2021-0307

K. Lorenz, H. van der Mars, Jaimie M. McMullen, Jason M. Norris, J. Jahn

{"title":"Effects of an Environmental Intervention on High School Students’ Expanded Physical Activity Programming Participation and Activity Levels","authors":"K. Lorenz, H. van der Mars, Jaimie M. McMullen, Jason M. Norris, J. Jahn","doi":"10.1123/jtpe.2021-0307","DOIUrl":"https://doi.org/10.1123/jtpe.2021-0307","url":null,"abstract":"Partial Comprehensive School Physical Activity Programming (CSPAP) has been studied extensively in recent years. However, there is little evidence on the efficacy and feasibility of such interventions in high school settings. Physical education teacher education (PETE) programs have been slow in preparing future physical educators for CSPAP implementation. Therefore, the purpose of this study was to assess the effects of PETE interns implementing a partial CSPAP intervention in high schools. Methods: Data were collected at three high schools during before- and during-school time periods using a direct observation instrument. The intervention consisted of PETE interns providing access to physical activity areas, equipment, and supervision with assistance from the schools’ resident teachers. A hybrid multiple baseline research design was used to assess the effects of the intervention on high school students’ participation and moderate to vigorous physical activity levels during the partial CSPAP sessions. Data were analyzed using both standard visual analysis of graphically plotted data and supplementary statistical treatments. Data were deemed credible based on interobserver agreement data collected across experimental phases and schools; the data were deemed trustworthy. Results: Experimental control was established as the total number of students engaged in moderate to vigorous physical activity during the partial CSPAP sessions increased substantially upon the start of the intervention. Compared with girls, boys demonstrated higher amounts of moderate to vigorous physical activity. Discussion/Conclusion: High school students respond similarly to a partial CSPAP intervention as do elementary and middle school-aged students, thereby strengthening the generalization of CSPAP-type interventions. Moreover, PETE interns can be successful in implementing a partial CSPAP in high school settings.","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":"64038544","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

Faculty Perspectives Using Practice-Based Teacher Education in Physical Education 在体育教学中运用实践型教师教育的教师视角

IF 2.8 2区教育学

Journal of Teaching in Physical Education Pub Date : 2022-01-01 DOI: 10.1123/jtpe.2022-0018

P. Ward, Fatih Dervent, Insook Kim, Bomna Ko, Xiuye Xi̇e, E. Tsuda, José A. Santiago, P. Iserbyt, Erhan Devrilmez

{"title":"Faculty Perspectives Using Practice-Based Teacher Education in Physical Education","authors":"P. Ward, Fatih Dervent, Insook Kim, Bomna Ko, Xiuye Xi̇e, E. Tsuda, José A. Santiago, P. Iserbyt, Erhan Devrilmez","doi":"10.1123/jtpe.2022-0018","DOIUrl":"https://doi.org/10.1123/jtpe.2022-0018","url":null,"abstract":"Purpose: Practice-based teacher education (PBTE) has been proposed as an approach to combat forms of teacher education that create prescriptive understandings of teaching that are disconnected from practice. In physical education, PBTE is becoming more prevalent. Some have argued that many of its elements have been in use for some time, whereas other elements have been refined or are new. In this study, we were motivated to examine the use of PBTE by physical education teacher educators and their perceptions of PBTE. Method: Participants were nine teacher educators from the United States (n = 6), Turkey (n = 2), and Belgium (n = 1). Surveys were used to gather data on the use of PBTE and the perceptions of teacher educators. Data describing the use of PBTE in their programs were descriptively analyzed. Our perceptions were interpreted using an intrinsic case study with PBTE serving as the case. Findings: Programs adopted similar and different elements of PBTE. Four themes emerged relative to the perceptions of teacher educators about PBTE: (a) how the context of the teacher educator influences their use of PBTE, (b) teacher educators’ use of PBTE, (c) the advantages of using PBTE, and (d) a critical analysis of PBTE. Conclusion: Our approach to operationalizing PBTE may help encourage useful conversations in physical education teacher education.","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":"64038741","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: Cheng et al. (2021) 勘误:Cheng et al. (2021)

IF 2.8 2区教育学

Journal of Teaching in Physical Education Pub Date : 2022-01-01 DOI: 10.1123/jtpe.2022-0035

引用次数: 0

A Practical Approach to Negotiating Authorship and Preparing Manuscripts for Publication 协商作者身份和准备出版手稿的实用方法

IF 2.8 2区教育学

Journal of Teaching in Physical Education Pub Date : 2022-01-01 DOI: 10.1123/jtpe.2022-0146

K. Richards, M. Hemphill, S. Flory

引用次数: 0

Generalization of Participation in Fitness Activities From Physical Education to Lunch Recess by Gender and Skill Level 从体育课到午休时间健身活动参与的性别和技能水平概化

IF 2.8 2区教育学

Journal of Teaching in Physical Education Pub Date : 2022-01-01 DOI: 10.1123/jtpe.2021-0091

P. Iserbyt, H. van der Mars, H. Drijvers, J. Seghers

{"title":"Generalization of Participation in Fitness Activities From Physical Education to Lunch Recess by Gender and Skill Level","authors":"P. Iserbyt, H. van der Mars, H. Drijvers, J. Seghers","doi":"10.1123/jtpe.2021-0091","DOIUrl":"https://doi.org/10.1123/jtpe.2021-0091","url":null,"abstract":"Purpose: Comprehensive School Physical Activity Programs aim to maximize the application of skills learned in physical education (PE) in other settings. We investigated students’ generalization of participation in fitness activities from PE to organized fitness programs during lunch recess. Method: Voluntary participation of 153 (74 girls, age 12.4 years) students from five schools in a fitness recess program before, during, and after a 12-lesson sport education fitness season in PE was assessed by gender and skill level. Moderate to vigorous physical activity was assessed through systematic observation. Results: After the sport education season, participation in fitness recess dropped from 41% to 9%, p < .001, effect size = 0.34. Average moderate to vigorous physical activity was higher in fitness (45%) compared with traditional recess (11%), p < .001, effect size = 0.50, irrespective of gender and skill level. Discussion/Conclusion: Generalization of participation in fitness activities from PE to lunch recess is a promising strategy to increase students’ moderate to vigorous physical activity.","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":"64036699","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

Understanding Physical Education Teachers’ Help-Seeking Behaviors in a Facebook Professional Learning Community 了解Facebook专业学习社区中体育教师的求助行为

IF 2.8 2区教育学

Journal of Teaching in Physical Education Pub Date : 2022-01-01 DOI: 10.1123/jtpe.2021-0238

Xiuye Xi̇e, Y. Chen

引用次数: 2

Understanding the Teaching and Learning of Fundamental Movement Skills in the Primary Physical Education Setting: A Qualitative Study 认识小学体育教学中基本动作技能的教与学:一项质的研究

IF 2.8 2区教育学

Journal of Teaching in Physical Education Pub Date : 2022-01-01 DOI: 10.1123/jtpe.2021-0206

C. Chan, A. Ha, N. Lander, J. Ng

{"title":"Understanding the Teaching and Learning of Fundamental Movement Skills in the Primary Physical Education Setting: A Qualitative Study","authors":"C. Chan, A. Ha, N. Lander, J. Ng","doi":"10.1123/jtpe.2021-0206","DOIUrl":"https://doi.org/10.1123/jtpe.2021-0206","url":null,"abstract":"Purpose: Evidence demonstrates that many school children fail to master fundamental movement skills (FMS). Little is known about the teaching and learning of FMS in Hong Kong. This study aimed to capture voices from both teachers and students to better understand the current FMS practices in primary physical education Methods: Semistructured interviews with physical education teachers and focus groups with students were conducted. Thematic analysis of teacher transcriptions was performed. Student focus groups were analyzed using a framework approach, guided by TARGET (i.e., Task, Autonomy, Recognition, Grouping, Evaluation, and Time). Results: Several “teacher” level themes were developed: Self-efficacy (mis)judgment, limited pedagogical content knowledge, ineffective instructional and assessment strategies, insufficient teacher training, and deprioritization of skill development in physical education. Students perceived the need for a more student-centered approach to the teaching of FMS. Conclusions: Results highlighted the need for a different approach to initial and continuous teacher education in FMS. Further investigation into the most effective forms of teacher education is necessary, in order to improve the teaching and learning of FMS in schools.","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":"64037601","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: 2

Physical Education Teacher Experiences Through the Lens of a Pandemic: Putting a Spotlight on Teacher Beliefs, Practices, Emotional Fragility, and Well-Being 从大流行的角度看体育教师的经历:聚焦于教师的信念、实践、情感脆弱性和幸福感

IF 2.8 2区教育学

Journal of Teaching in Physical Education Pub Date : 2022-01-01 DOI: 10.1123/jtpe.2021-0216

Kelly L. Simonton, T. Layne, Boone Brown, Keith Loupe

{"title":"Physical Education Teacher Experiences Through the Lens of a Pandemic: Putting a Spotlight on Teacher Beliefs, Practices, Emotional Fragility, and Well-Being","authors":"Kelly L. Simonton, T. Layne, Boone Brown, Keith Loupe","doi":"10.1123/jtpe.2021-0216","DOIUrl":"https://doi.org/10.1123/jtpe.2021-0216","url":null,"abstract":"Teaching physical education during the COVID-19 pandemic presented challenges, putting a spotlight on problematic school structures and teacher beliefs that influence teacher effectiveness and well-being. The purpose of this study was to capture physical education teachers’ (N = 10) experiences during the pandemic to understand perceptions of support, teaching beliefs, and emotions/reactions to the new environment. Short-term longitudinal qualitative analysis was used to collect pre/post semester interviews and critical incidence forms throughout the semester. Resulting themes included: (a) superficial versus tangible support, (b) planning for curricular changes, (c) student–teacher connections, and (d) emotional labor and uncertainty. Results provide insight about thriving versus surviving as learned from teaching during a pandemic. Teachers who displayed positive emotions, sought student connections, and exhibited stronger core beliefs, resilience, and flexibility within instructional decisions perceived more effectiveness and well-being. Findings support investigating holes in teacher belief systems and the interconnectedness between emotions and teacher effectiveness and well-being.","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":"64037657","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

The Impact of Sport Education on Physical Education Majors’ Basketball Content Knowledge and Performance 体育教育对体育专业学生篮球内容、知识及成绩的影响

IF 2.8 2区教育学

Journal of Teaching in Physical Education Pub Date : 2022-01-01 DOI: 10.1123/jtpe.2022-0058

Hairui Liu, Wei Shen, Anyi Hu, Wen Wang, Wei Li, P. Hastie

{"title":"The Impact of Sport Education on Physical Education Majors’ Basketball Content Knowledge and Performance","authors":"Hairui Liu, Wei Shen, Anyi Hu, Wen Wang, Wei Li, P. Hastie","doi":"10.1123/jtpe.2022-0058","DOIUrl":"https://doi.org/10.1123/jtpe.2022-0058","url":null,"abstract":"Purpose: To examine the consistency of findings between two studies examining the impact of sport education on Chinese physical education preservice teachers’ content knowledge and performance of volleyball and basketball. Methods: One hundred and six preservice teachers’ from a university in central China participated in six semester-long courses of basketball taught using either a Multi-Activity or Sport Education model of instruction. Pre- and postcourse measures of game performance were recorded for common content knowledge and specialized content knowledge. Results: After controlling for preintervention scores, statistically significant differences favoring Sport Education were found for common content knowledge as well as specialized content knowledge. Students in Sport Education had 62 times higher odds of reaching the specialized content knowledge benchmark depth for acceptable content development. Conclusion: These findings provide support for the idea that the accountability mechanisms specific to Sport Education, together with the tasks related to designing team training plans, serve to promote students’ ability to design and sequence tasks based on their team’s needs.","PeriodicalId":50025,"journal":{"name":"Journal of Teaching in Physical Education","volume":"61 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"64038426","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

Challenges to Culturally Responsive Teaching in Physical Education Teacher Education Alumni: A Mixed-Methods Analysis 体育教师教育校友文化响应教学面临的挑战:混合方法分析

IF 2.8 2区教育学

Journal of Teaching in Physical Education Pub Date : 2022-01-01 DOI: 10.1123/jtpe.2021-0312

S. Flory, Craigory Nieman, R. Wylie

{"title":"Challenges to Culturally Responsive Teaching in Physical Education Teacher Education Alumni: A Mixed-Methods Analysis","authors":"S. Flory, Craigory Nieman, R. Wylie","doi":"10.1123/jtpe.2021-0312","DOIUrl":"https://doi.org/10.1123/jtpe.2021-0312","url":null,"abstract":"This study examines the culturally responsive teaching self-efficacy of graduates from a Physical Education Teacher Education program focused on social justice issues. We examined barriers to culturally responsive teaching and areas where alumni felt least efficacious. Forty-three graduates of a Physical Education Teacher Education program completed the culturally responsive teaching self-efficacy scale and demographic questions via Qualtrics, and 13 completed a 45- to 60-min interview regarding urban teaching experience. Quantitative data were analyzed using descriptive statistics and comparative data analysis to determine areas of lower self-efficacy. Two major themes emerged from this data: (a) misalignment between expectations and reality and (b) lack of practical experiences with communication. Specific coursework, training, and supports need to be implemented to address the mismatch between participants’ lived experiences and their daily challenges upon induction. Physical Education Teacher Education programs need to critically examine the experiences preservice teachers have interacting and communicating with English language learners and their caregivers prior to induction.","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":"64038625","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