Pub Date : 2024-07-09DOI: 10.18666/tpe-2024-v81-i4-11748
Jennifer M. Krause, Kason O’Neil
Preparing future physical education teachers to effectively integrate technology is a responsibility of physical education teacher education (PETE) programs. The purpose of this study was to examine 124 PETE students’ Technological, Pedagogical, and Content Knowledge (TPACK) levels, role models for TPACK, and first-hand experi-ences with TPACK. Participants completed the Survey of Preservice Physical Education Teachers’ Knowledge of Teaching and Technology. Descriptive statistics, analysis of variance, and stepwise regression were used to determine TPACK levels, differences among participants, and predictors of TPACK. Results indicated that PETE students had high levels of TPACK (M=4.0, SD = .76) and that PETE faculty modeling was the most significant predictor of TPACK. TPACK was observed and experienced mostly with video analysis/demonstrations and activ-ity monitoring.
培养未来的体育教师有效地整合技术是体育教师教育（PETE）课程的责任。本研究旨在考察 124 名体育教师教育专业学生的技术、教学和内容知识（TPACK）水平、TPACK 的榜样以及 TPACK 的第一手经验。参与者完成了 "职前体育教师教学和技术知识调查"。使用描述性统计、方差分析和逐步回归法确定 TPACK 水平、参与者之间的差异以及 TPACK 的预测因素。结果表明， PETE 学生的 TPACK 水平较高（M=4.0，SD=.76），而 PETE 教师的示范作用是 TPACK 最重要的预测因素。TPACK 主要通过视频分析/演示和活动监控来观察和体验。
{"title":"The Impact of Role Models and Experiences on Physical Education Teacher Education Students’ Technological, Pedagogical, and Content Knowledge","authors":"Jennifer M. Krause, Kason O’Neil","doi":"10.18666/tpe-2024-v81-i4-11748","DOIUrl":"https://doi.org/10.18666/tpe-2024-v81-i4-11748","url":null,"abstract":"Preparing future physical education teachers to effectively integrate technology is a responsibility of physical education teacher education (PETE) programs. The purpose of this study was to examine 124 PETE students’ Technological, Pedagogical, and Content Knowledge (TPACK) levels, role models for TPACK, and first-hand experi-ences with TPACK. Participants completed the Survey of Preservice Physical Education Teachers’ Knowledge of Teaching and Technology. Descriptive statistics, analysis of variance, and stepwise regression were used to determine TPACK levels, differences among participants, and predictors of TPACK. Results indicated that PETE students had high levels of TPACK (M=4.0, SD = .76) and that PETE faculty modeling was the most significant predictor of TPACK. TPACK was observed and experienced mostly with video analysis/demonstrations and activ-ity monitoring.","PeriodicalId":187461,"journal":{"name":"The Physical Educator","volume":"67 15","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141663153","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-09DOI: 10.18666/tpe-2024-v81-i4-12523
Lawrence W. Judge, Ronald Dolon, Kyra Livergood, Brandon Evans
This article examines the strategic use of humor in sports coaching and its positive effects on athletic engagement and performance. Grounded in empirical research and the synthesis of sports coaching theory, the study highlights humor’s critical function in fortifying social bonds, reducing stress, and enhancing information retention among athletes. The incorporation of humor into coaching practices is presented not just as casual amusement but as a sophisticated tactic to navigate the complexities of elite sports environments. With an emphasis on respectful and effective application, humor is identified as a transformative tool within interpersonal and group dynamics. This exploration advocates for the purposeful implementation of humor by coaches to cultivate a coaching atmosphere that nurtures rapport and resilience. The article calls for further investigation into the nuanced interactions of humor within cultural contexts and learning styles, suggesting that such inquiry will benefit ongoing advancements in sports coaching methodologies and contribute to the broader coaching discourse. In essence, the valorization of humor in coaching is recognized as pivotal in developing enriched, athlete-centered coaching approaches.
{"title":"Laughter in the Locker Room: Unlocking High Performance Through Humor in Coaching","authors":"Lawrence W. Judge, Ronald Dolon, Kyra Livergood, Brandon Evans","doi":"10.18666/tpe-2024-v81-i4-12523","DOIUrl":"https://doi.org/10.18666/tpe-2024-v81-i4-12523","url":null,"abstract":"This article examines the strategic use of humor in sports coaching and its positive effects on athletic engagement and performance. Grounded in empirical research and the synthesis of sports coaching theory, the study highlights humor’s critical function in fortifying social bonds, reducing stress, and enhancing information retention among athletes. The incorporation of humor into coaching practices is presented not just as casual amusement but as a sophisticated tactic to navigate the complexities of elite sports environments. With an emphasis on respectful and effective application, humor is identified as a transformative tool within interpersonal and group dynamics. This exploration advocates for the purposeful implementation of humor by coaches to cultivate a coaching atmosphere that nurtures rapport and resilience. The article calls for further investigation into the nuanced interactions of humor within cultural contexts and learning styles, suggesting that such inquiry will benefit ongoing advancements in sports coaching methodologies and contribute to the broader coaching discourse. In essence, the valorization of humor in coaching is recognized as pivotal in developing enriched, athlete-centered coaching approaches.","PeriodicalId":187461,"journal":{"name":"The Physical Educator","volume":"57 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141663230","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-09DOI: 10.18666/tpe-2024-v81-i4-11726
Eddie Hill, Rowan Williams, Taylor Harvey, Leryn J. Reynolds, Laura Hill
Approximately 1.6 million Americans have type 1 diabetes, and 200,000 of them are under the age of 20. Self-management processes for these youth, such as peer-based support, are essential for quality of life. This pilot study partnered with university students and Lions Club International Foundation to pilot test a new diabetes camp model and evaluations. Data were collected from 10 youth who participated in the diabetes camp held on a college campus. Data revealed they learned about fellow campers, and their experience living with and manag-ing diabetes. This pilot program provides an innovative approach to combining community resources to serve youth with diabetes through a campus camp.
{"title":"Diabetes Tween Day Camp: A Case Study","authors":"Eddie Hill, Rowan Williams, Taylor Harvey, Leryn J. Reynolds, Laura Hill","doi":"10.18666/tpe-2024-v81-i4-11726","DOIUrl":"https://doi.org/10.18666/tpe-2024-v81-i4-11726","url":null,"abstract":"Approximately 1.6 million Americans have type 1 diabetes, and 200,000 of them are under the age of 20. Self-management processes for these youth, such as peer-based support, are essential for quality of life. This pilot study partnered with university students and Lions Club International Foundation to pilot test a new diabetes camp model and evaluations. Data were collected from 10 youth who participated in the diabetes camp held on a college campus. Data revealed they learned about fellow campers, and their experience living with and manag-ing diabetes. This pilot program provides an innovative approach to combining community resources to serve youth with diabetes through a campus camp.","PeriodicalId":187461,"journal":{"name":"The Physical Educator","volume":"22 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141663683","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-09DOI: 10.18666/tpe-2024-v81-i4-11749
David C. Barney, Katie Gurney, F. Pleban, J. Gishe
Physical education (PE) has the potential to educate students to spend a lifetime in physical activity. An up-and-coming activity that has this potential of lifetime activity is spike ball. Generally, spike ball is played with four players with teams of two. The ball is put into play and the players can move anywhere they want. The objective is to hit the ball into the net so that the opposing team cannot return it. Spike ball presents itself to be an activity for students in high school and col-lege/university. One aspect of increasing activity during spike ball is music being played. Research dealing with music in physical activity settings has found it to enhance endurance and color how people inter-pret fatigue. Thus, the purpose of this study was to examine the effects of music on PA rates (measured via pedometer) of college students as they play spike ball. Generally, it was learned that music had a positive effect on increased amounts of steps taken and time in activity during spike ball play.
体育教育（PE）具有教育学生终生从事体育活动的潜力。扣杀球是一项新兴的活动，具有终身活动的潜力。一般来说，扣杀球由四人进行，两人一组。球投入比赛后，队员们可以随意移动。目标是将球击入球网，使对方无法回击。扣杀球是一项适合高中和大学学生的活动。扣杀球活动中增加活动量的一个方面是播放音乐。有关在体育活动中播放音乐的研究发现，音乐可以增强人的耐力，并使人们对疲劳的理解变得丰富多彩。因此，本研究的目的是考察音乐对大学生在玩扣杀球时的 PA 率（通过计步器测量）的影响。总体而言，研究发现音乐对增加扣球时的步数和活动时间有积极影响。
{"title":"Music’s Effects on the Environmental Conditions of Physical Activity During Spike Ball Play","authors":"David C. Barney, Katie Gurney, F. Pleban, J. Gishe","doi":"10.18666/tpe-2024-v81-i4-11749","DOIUrl":"https://doi.org/10.18666/tpe-2024-v81-i4-11749","url":null,"abstract":"Physical education (PE) has the potential to educate students to spend a lifetime in physical activity. An up-and-coming activity that has this potential of lifetime activity is spike ball. Generally, spike ball is played with four players with teams of two. The ball is put into play and the players can move anywhere they want. The objective is to hit the ball into the net so that the opposing team cannot return it. Spike ball presents itself to be an activity for students in high school and col-lege/university. One aspect of increasing activity during spike ball is music being played. Research dealing with music in physical activity settings has found it to enhance endurance and color how people inter-pret fatigue. Thus, the purpose of this study was to examine the effects of music on PA rates (measured via pedometer) of college students as they play spike ball. Generally, it was learned that music had a positive effect on increased amounts of steps taken and time in activity during spike ball play.","PeriodicalId":187461,"journal":{"name":"The Physical Educator","volume":"48 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141663140","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-09DOI: 10.18666/tpe-2024-v81-i4-11861
Timothy Losee, Erika D. Van Dyke, Thaddeus J. France
The Tactical Games Model (TGM) is summarized as a physical education model where the emphasis is on developing the underlying core components of games and sports to develop the tactical and per-formance skills of participants, known as game performance (Metzler, 2011). The Sport Education Model (SEM) is a physical education model structured and sequenced in a league-based format to provide students with a realistic feeling of being part of a sports team and to gain an un-derstanding of all aspects of competitive organized sport. Evidence to support the SEM successfully developing game performance skills is lim-ited and inconsistent (Farias et al., 2015). The purpose of the study was to investigate the game performance of pre-service physical education teachers in two different instructional models, SEM and TGM, from pre-test to post-test. Forty-six male (n = 32) and female (n = 14) par-ticipants took part in either a SEM or TGM Team Handball Unit. Each unit consisted of 10 lessons planned and implemented by the instructor. The game performance components Adjust, Support, and Passing were examined by the researchers using the Game Performance Assessment Instrument (Oslin et al., 1998) through four-minute observations in a small-sided game situation at pre-test and post-test. No significant (p > .05) interaction was found between SEM and TGM instructional models over time for game performance variables. No significant (p > .05) difference was found in game performance between SEM and TGM instructional models. A statistically significant (p < .05) main effect was found for time, such that game performance scores increased from pre-test to post-test for both SEM and TGM instructional mod-els. Based on the findings of the current study, both SEM and TGM instructional models may increase game performance when instructed with fidelity. The results could be explained through understanding the connection the SEM and Situated Learning Theory (Lave & Wenger, 1991) and/or team cohesion. The results have practical implications for physical educators, and directions for future research are discussed.
战术游戏模式（TGM）被概括为一种体育教育模式，其重点是发展游戏和运动的基本核心组成部分，以培养参与者的战术和表现技能，即游戏表现（Metzler，2011 年）。体育教育模式（SEM）是一种体育教育模式，其结构和顺序以联赛为基础，让学生切实感受到作为运动队一员的感觉，并了解有组织的竞技体育的方方面面。支持 SEM 成功发展比赛表现技能的证据有限且不一致（Farias 等人，2015 年）。本研究旨在调查职前体育教师在 SEM 和 TGM 两种不同教学模式下，从测试前到测试后的比赛表现。46 名男性（32 人）和女性（14 人）参加了 SEM 或 TGM 团队手球单元。每个单元由 10 节课组成，由教师规划和实施。研究人员使用游戏表现评估工具（Oslin 等人，1998 年），通过在测试前和测试后的小型比赛中进行四分钟的观察，对游戏表现的调整、支持和传球部分进行了检查。在游戏表现变量方面，SEM 和 TGM 教学模式之间没有发现明显的交互作用（p > .05）。SEM 和 TGM 教学模式在游戏表现方面没有发现明显差异（p > .05）。时间的主效应具有统计学意义（p < .05），即 SEM 和 TGM 教学模式的游戏表现得分从测试前到测试后都有所提高。根据目前的研究结果，SEM 和 TGM 两种教学模式在进行忠实教学时都能提高游戏成绩。这些结果可以通过了解 SEM 与情景学习理论（Lave & Wenger，1991 年）和/或团队凝聚力之间的联系来解释。这些结果对体育教育工作者具有实际意义，并讨论了未来的研究方向。
{"title":"Game Performance Improvements in Sport Education and Tactical Games Models","authors":"Timothy Losee, Erika D. Van Dyke, Thaddeus J. France","doi":"10.18666/tpe-2024-v81-i4-11861","DOIUrl":"https://doi.org/10.18666/tpe-2024-v81-i4-11861","url":null,"abstract":"The Tactical Games Model (TGM) is summarized as a physical education model where the emphasis is on developing the underlying core components of games and sports to develop the tactical and per-formance skills of participants, known as game performance (Metzler, 2011). The Sport Education Model (SEM) is a physical education model structured and sequenced in a league-based format to provide students with a realistic feeling of being part of a sports team and to gain an un-derstanding of all aspects of competitive organized sport. Evidence to support the SEM successfully developing game performance skills is lim-ited and inconsistent (Farias et al., 2015). The purpose of the study was to investigate the game performance of pre-service physical education teachers in two different instructional models, SEM and TGM, from pre-test to post-test. Forty-six male (n = 32) and female (n = 14) par-ticipants took part in either a SEM or TGM Team Handball Unit. Each unit consisted of 10 lessons planned and implemented by the instructor. The game performance components Adjust, Support, and Passing were examined by the researchers using the Game Performance Assessment Instrument (Oslin et al., 1998) through four-minute observations in a small-sided game situation at pre-test and post-test. No significant (p > .05) interaction was found between SEM and TGM instructional models over time for game performance variables. No significant (p > .05) difference was found in game performance between SEM and TGM instructional models. A statistically significant (p < .05) main effect was found for time, such that game performance scores increased from pre-test to post-test for both SEM and TGM instructional mod-els. Based on the findings of the current study, both SEM and TGM instructional models may increase game performance when instructed with fidelity. The results could be explained through understanding the connection the SEM and Situated Learning Theory (Lave & Wenger, 1991) and/or team cohesion. The results have practical implications for physical educators, and directions for future research are discussed.","PeriodicalId":187461,"journal":{"name":"The Physical Educator","volume":"107 29","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141665758","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-09DOI: 10.18666/tpe-2024-v81-i4-11867
Melissa Bittner, David N. Daum, Tonya Moore, Debra Patterson, Dianne Wilson-Graham, Patricia Suppe
In February 2020, California Governor Gavin Newsom’s proposed budget recommended suspending the state-mandated physical fitness test (FitnessGram®️) for three years due to concerns over bullying and test discrimination against students who identify as gender non-binary and students with disabilities. The purpose of this study was to gain an understanding of California physical educators’ perceptions of the state-mandated physical fitness assessment. Snowball sampling was used to recruit 1,082 participants who completed a survey with quanti-tative and open-ended questions. Analysis of the open-ended questions indicated the two main themes were “how to improve fitness testing” and “challenges in fitness testing.” It is imperative to consider the needs of all students, including those who identify as gender non-binary or have a disability, and ensure physical fitness testing is conducted in a safe and welcoming environment.
{"title":"Physical Fitness Testing Concerns: Bullying and Inclusion","authors":"Melissa Bittner, David N. Daum, Tonya Moore, Debra Patterson, Dianne Wilson-Graham, Patricia Suppe","doi":"10.18666/tpe-2024-v81-i4-11867","DOIUrl":"https://doi.org/10.18666/tpe-2024-v81-i4-11867","url":null,"abstract":"In February 2020, California Governor Gavin Newsom’s proposed budget recommended suspending the state-mandated physical fitness test (FitnessGram®️) for three years due to concerns over bullying and test discrimination against students who identify as gender non-binary and students with disabilities. The purpose of this study was to gain an understanding of California physical educators’ perceptions of the state-mandated physical fitness assessment. Snowball sampling was used to recruit 1,082 participants who completed a survey with quanti-tative and open-ended questions. Analysis of the open-ended questions indicated the two main themes were “how to improve fitness testing” and “challenges in fitness testing.” It is imperative to consider the needs of all students, including those who identify as gender non-binary or have a disability, and ensure physical fitness testing is conducted in a safe and welcoming environment.","PeriodicalId":187461,"journal":{"name":"The Physical Educator","volume":"38 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141663629","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-25DOI: 10.18666/tpe-2024-v81-i1-11349
Ashley Phelps, Aaron J. Mason, Adriana Lucero
Adapted physical education (APE) is a critical piece to the physical education puzzle. However, this topic is often overlooked from a preparation standpoint in physical education teacher education (PETE). The purpose of this study was to analyze the number of APE credit hours offered in undergraduate PETE programs across the United States. The 2018 Carnegie Classifications were used to help differentiate between types of institutions. Ranging degrees of institutional classification may be a contributing factor to the number and type of credit hours offered. Data analysis indicated that majority of PETE programs in the United States only offer one APE course in the PETE curriculum. Findings from this study are critical to understanding the preparation of preservice physical education teachers (PPETs) in PETE. Findings may also contribute to a conversation on credit hour allocation and whether PPETs are being sufficiently prepared to teach in an inclusive and adapted environment.
适应性体育教育（APE）是体育教育中至关重要的一环。然而，从体育教师教育（PETE）的准备角度来看，这一主题往往被忽视。本研究的目的是分析全美体育教师教育本科课程中提供的 APE 学时数。2018 年卡内基分类用于帮助区分院校类型。机构分类的不同程度可能是导致所提供学分小时数和类型的一个因素。数据分析表明，美国大多数 PETE 课程只在 PETE 课程中提供一门 APE 课程。本研究的结果对于了解职前体育教师（PPET）在 PETE 中的准备情况至关重要。研究结果还有助于讨论学时分配问题，以及职前体育教师是否为在包容性和适应性环境中教学做好了充分准备。
{"title":"Credit Hour Analysis of Adapted Physical Education Courses in Higher Education","authors":"Ashley Phelps, Aaron J. Mason, Adriana Lucero","doi":"10.18666/tpe-2024-v81-i1-11349","DOIUrl":"https://doi.org/10.18666/tpe-2024-v81-i1-11349","url":null,"abstract":"Adapted physical education (APE) is a critical piece to the physical education puzzle. However, this topic is often overlooked from a preparation standpoint in physical education teacher education (PETE). The purpose of this study was to analyze the number of APE credit hours offered in undergraduate PETE programs across the United States. The 2018 Carnegie Classifications were used to help differentiate between types of institutions. Ranging degrees of institutional classification may be a contributing factor to the number and type of credit hours offered. Data analysis indicated that majority of PETE programs in the United States only offer one APE course in the PETE curriculum. Findings from this study are critical to understanding the preparation of preservice physical education teachers (PPETs) in PETE. Findings may also contribute to a conversation on credit hour allocation and whether PPETs are being sufficiently prepared to teach in an inclusive and adapted environment.","PeriodicalId":187461,"journal":{"name":"The Physical Educator","volume":"18 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139597301","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-25DOI: 10.18666/tpe-2024-v81-i1-11540
Aaron J. Mason, H. van der Mars, David Kahan, Kahyun Nam
As the digital age continues to evolve, websites provide a potential way for physical education (PE) programs and schools to offer information on how they handle the topic of physical activity (PA). Charter schooling and charter schools have become substantially prevalent over the last 30 years, and the trend does not appear to be slowing. A variety of studies to gather information about PE and PA have already been conducted (Hill et al., 2010; Kahan & McKenzie, 2020; Kahan & McKenzie, 2021; Kahan et al., 2019). Specifically, Kahan and McKenzie have performed a variety of website analyses in the state of California, content-analyzing the sites to surveil PA and PE information on school websites. Further, they have looked at school factors such as local demographics, school size, religious affiliation, and public/private/charter affiliation. By following an intended partial-replication protocol, we looked to surveil Arizona-based charter schools to study the local context of another charter “hotspot.” We collected data through data collection protocols communicated by Dr. Kahan (circa June 2019). By conducting a quantitative descriptive study, we looked at characteristics and ran binary regression models to look for inferentially underlying trends. Descriptively, most findings mirrored those of previous research, with marginal presence of any information specific to PE and PA. We found significant predictors for website information for the categories of sports, PE frequency, presence of a PE teacher, school levels, and recess. We found similarities and differences between school types, but these targeted certain factors that may be expanded on or used to guide future website analyses both in Arizona and nationally. This is significant because as the prevalence of charter schools continues to grow, it is important to keep students sufficiently physically active and physically educated throughout a school day.
随着数字时代的不断发展，网站为体育（PE）课程和学校提供了一个潜在的途径，让他们了解如何处理体育活动（PA）这一主题。在过去的 30 年中，特许学校和特许学校已变得非常普遍，而且这一趋势似乎并没有减缓。已经开展了各种研究，收集有关体育和 PA 的信息（Hill 等人，2010 年；Kahan & McKenzie，2020 年；Kahan & McKenzie，2021 年；Kahan 等人，2019 年）。具体而言，Kahan 和 McKenzie 在加利福尼亚州进行了各种网站分析，对网站内容进行分析，以调查学校网站上的 PA 和 PE 信息。此外，他们还研究了当地人口统计、学校规模、宗教信仰以及公立/私立/特许学校等学校因素。通过遵循预期的部分复制协议，我们对亚利桑那州的特许学校进行了调查，以研究另一个特许 "热点 "地区的当地情况。我们通过卡汉博士传达的数据收集协议（约 2019 年 6 月）收集数据。通过进行定量描述性研究，我们观察了学校的特征，并运行二元回归模型来寻找推断出的潜在趋势。从描述性角度看，大多数研究结果与之前的研究结果相同，但体育课和专业课的具体信息几乎没有。我们发现，体育运动、体育运动频率、是否有体育教师、学校级别和课间休息等类别的网站信息具有重要的预测作用。我们发现不同类型的学校之间有相似之处，也有不同之处，但这些都是针对某些因素的，这些因素可能会被扩展或用于指导亚利桑那州和全国未来的网站分析。这一点意义重大，因为随着特许学校的不断增加，让学生在整个上学期间保持充分的体育锻炼和体育教育是非常重要的。
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Pub Date : 2024-01-25DOI: 10.18666/tpe-2024-v81-i1-11495
A. K. Shirotriya, Aaron Beighle, E. Centeio, Heather E. Erwin
On March 24, 2020, the Government of India ordered a nationwide lockdown for 21 days, limiting the movement of the entire 1.3 billion population of India as a preventive measure against the COVID-19 pandemic. Similar to other educators around the world, teachers in India instantly began plans to initiate virtual learning at a scale never seen before. The purpose of this study was to examine the lessons learned from Indian physical education (PE) teachers and provide strategies for leveraging what has been learned during the COVID-19 pandemic to improve the field of PE in India and beyond. The number of responses recorded in this study was 282 across the country with a response rate of 80.57% of whom 52 (18.50%) were female and 230 (81.5%) were male. The high percentage of males in this study mirrors the Indian population of PE teachers, of which the majority are male. Respondents completed the online survey of six Likert scale closed-ended statements and four open-ended questions that were the focus of this research. Mixed responses were received on the confidence level of use of technology now as opposed to prepandemic. Half of the respondents (51.24%) reported being comfortable using technology, and 44.83% reported slight confidence using the technology. The deductive and inductive qualitative analysis led to five themes: (a) effective instruction, (b) technology in teaching, (c) PE, (d) student experiences, and (e) general success. This study’s results can be considered as an opportunity to revamp the curriculum of PE and include proper information and communication technology– related material in the PE teacher training courses. Lesson planning through a virtual mode that readies preservice trainee teachers to tackle similar types of challenges in near future can be offered during training.
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Pub Date : 2024-01-25DOI: 10.18666/tpe-2024-v81-i1-11163
Dong Zhang, Yan Luo
This study aimed to formulate a course classification process for identifying and classifying courses in the curriculum for physical education teacher education (PETE). The study recruited five experts in physical education (PE), PETE, and pedagogy. The participants were professors at a college in the Northeastern United States. The five participants were interviewed about how to identify a pedagogical content knowledge (PCK) course. A PCK-based classification process was formulated. Additionally, the second part of the study analyzed the curriculum of a PETE program in the Northeastern United States to elucidate the implication of the classification process. The PCK- based classification process can identify if a course is a PCK course and classify its level on the basis of the course syllabus. However, evaluators can collect evidence through additional paths, such as class observation. The process may increase the objectivity and credibility of the evaluation of the PETE curriculum and comparison studies.
本研究旨在制定一个课程分类程序，用于识别和分类体育教师教育（PETE）课程中的课程。本研究招募了五位体育教育（PE）、体育教师教育（PETE）和教学法方面的专家。参与者是美国东北部一所大学的教授。研究人员就如何确定教学内容知识（PCK）课程对五位参与者进行了访谈。研究制定了基于 PCK 的分类程序。此外，研究的第二部分分析了美国东北部一个 PETE 项目的课程，以阐明分类过程的含义。基于 PCK 的分类过程可以确定一门课程是否是 PCK 课程，并根据课程大纲划分其等级。但是，评估人员可以通过其他途径收集证据，如课堂观察。该过程可提高 PETE 课程评价和比较研究的客观性和可信度。
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