Pub Date : 2003-01-01DOI: 10.1080/1740898030080104
E. Bebetsos, A. Papaioannou, Yannis Theodorakis 1
This study investigated the validity of Planned Behaviour Theory in the smoking and exercise behavioural domains and whether positive attitudes towards exercise were negatively related to attitudes to smoking. The study also examined whether role identity, attitude strength, knowledge and information would explain variance in smoking and exercise intentions additional to that already explained by attitudes, subjective norms and perceived behavioural control. Gender differences were also examined. The sample consisted of 324 university students, 114 men and 210 women, aged 18–22 years (Mean=20.17 years) who responded to questionnaires related to smoking and exercise behaviours. The questionnaire was constructed based on Planned Behaviour Theory. The results indicated that positive attitudes and behaviours towards exercise were associated with negative attitudes and behaviours towards weekly and monthly smoking. In line with Planned Behaviour Theory, attitudes and perceived behavioural control were significant predictors of intentions, but role identity was also found to contribute significantly to the explanation of intentions. Women had stronger attitudes towards exercise but a very small percentage of them exercised. It was shown that exercise could be used as a behaviour that will help people avoid smoking. Physical education could play a significant role if smoking prevention is combined with the promotion of exercise in a health‐related physical education programme.
{"title":"University Students’ Attitudes and Behaviours Towards Smoking and Exercise","authors":"E. Bebetsos, A. Papaioannou, Yannis Theodorakis 1","doi":"10.1080/1740898030080104","DOIUrl":"https://doi.org/10.1080/1740898030080104","url":null,"abstract":"This study investigated the validity of Planned Behaviour Theory in the smoking and exercise behavioural domains and whether positive attitudes towards exercise were negatively related to attitudes to smoking. The study also examined whether role identity, attitude strength, knowledge and information would explain variance in smoking and exercise intentions additional to that already explained by attitudes, subjective norms and perceived behavioural control. Gender differences were also examined. The sample consisted of 324 university students, 114 men and 210 women, aged 18–22 years (Mean=20.17 years) who responded to questionnaires related to smoking and exercise behaviours. The questionnaire was constructed based on Planned Behaviour Theory. The results indicated that positive attitudes and behaviours towards exercise were associated with negative attitudes and behaviours towards weekly and monthly smoking. In line with Planned Behaviour Theory, attitudes and perceived behavioural control were significant predictors of intentions, but role identity was also found to contribute significantly to the explanation of intentions. Women had stronger attitudes towards exercise but a very small percentage of them exercised. It was shown that exercise could be used as a behaviour that will help people avoid smoking. Physical education could play a significant role if smoking prevention is combined with the promotion of exercise in a health‐related physical education programme.","PeriodicalId":244433,"journal":{"name":"European Journal of Physical Education","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2003-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132198121","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 : 2003-01-01DOI: 10.1080/1740898030080201
J. Musker, R. Clements
Pedagogy remains an area in which research in physical education is much needed. This may be particularly true in the United Kingdom, but the scope for developments that will enhance the degree to which policies and practice are actively informed by research is far from unique to the UK. Similarly, it is not just in the UK that there are government and professional interests in establishing research as an integral element of teaching and learning. Yet we still lack clear visions of what such integration means in practice, of the ways in which research in physical education can be developed in collaboration with policy makers, teachers and pupils such that the relationships between research, policy and curriculum developments are truly dynamic. It is with these issues in mind that we introduce this special issue of the European Journal of Physical Education (EJPE). It brings together five papers that collectively raise a number of key questions for research and researchers, teachers and teacher educators in physical education to consider. Running through the issue is a focus on learning and learners. More specifically the collection directs attention to:
{"title":"SPECIAL EDITION","authors":"J. Musker, R. Clements","doi":"10.1080/1740898030080201","DOIUrl":"https://doi.org/10.1080/1740898030080201","url":null,"abstract":"Pedagogy remains an area in which research in physical education is much needed. This may be particularly true in the United Kingdom, but the scope for developments that will enhance the degree to which policies and practice are actively informed by research is far from unique to the UK. Similarly, it is not just in the UK that there are government and professional interests in establishing research as an integral element of teaching and learning. Yet we still lack clear visions of what such integration means in practice, of the ways in which research in physical education can be developed in collaboration with policy makers, teachers and pupils such that the relationships between research, policy and curriculum developments are truly dynamic. It is with these issues in mind that we introduce this special issue of the European Journal of Physical Education (EJPE). It brings together five papers that collectively raise a number of key questions for research and researchers, teachers and teacher educators in physical education to consider. Running through the issue is a focus on learning and learners. More specifically the collection directs attention to:","PeriodicalId":244433,"journal":{"name":"European Journal of Physical Education","volume":"1028 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2003-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116259092","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 : 2003-01-01DOI: 10.1080/1740898030080207
T. Kourtessis, N. Tsigilis, G. Tzetzis, Theodoros Kapsalas, S. Tserkezoglou, Efthimis Kioumourtzoglou 1
The purpose of this study was to assess the test‐retest reliability of a Greek version of the Movement Assessment Battery for Children Checklist (MABCC, Sugden and Sugden, 1991). The checklist is a valid instrument It has been designed to be usedby teachers, parents and other professionals working with children with movement difficulties. The MABCC exploresthe relationshipbetween the child and the environment within which he/she is moving. It comprises four sections. Each section includes 12 items giving a total of 48 items. The sample for this study was drawn from 10 elementary schools randomly selected from a pool of elementary schools with a total of 200 children (100 boys and 100 girls). Each school's physical education specialist was asked to complete the MABCC for each of the selected children in the specific school. Two weeks afterthe last MABCC was returned and without prior warning, 50% of the checklists were completed again on the same children as a measure of reliability. Twenty were either incomplete or not returned. Thus 80 test‐retest checklists were analysed for this study. The reliability coefficients were high for the total checklist score (Kendall's W=.93) as well as for the separate section scores (Kendall's W=.87‐.97). A further analysis was performed including the checklists of those children who, according to test norms, fell under the lowest 15% thus had some degree of movement difficulties. The coefficients from this further analysis were high for the total checklist score (ICC=.94) and for the separate section scores (ICC=.81‐.97), which was in accordance with the initial results. The results of this study are encouraging and seem to support the stability of this Greek version of the MABCC.
本研究的目的是评估希腊版儿童运动评估量表(MABCC, Sugden and Sugden, 1991)的测试-重测信度。这份清单是一份有效的工具，它被设计成供教师、家长和其他从事运动困难儿童工作的专业人员使用。MABCC探索儿童与他/她所处的环境之间的关系。它包括四个部分。每个部分包括12个项目，总共48个项目。本研究的样本是从一组共有200名儿童(100名男孩和100名女孩)的小学中随机抽取的10所小学中抽取的。每所学校的体育专家被要求为特定学校的每个被选中的孩子完成MABCC。在最后一份MABCC被送回两周后，在没有事先警告的情况下，50%的核对表在同一孩子身上再次完成，作为可靠性的衡量标准。其中20份不是不完整就是没有归还。因此，本研究分析了80份测试-复测清单。总的检查表得分(Kendall的W= 0.93)和单独的部分得分(Kendall的W= 0.87‐0.97)的信度系数都很高。我们进行了进一步的分析，包括那些根据测试标准落在最低15%以下的孩子的检查表，这些孩子有一定程度的运动困难。进一步分析得出的总检查表得分(ICC= 0.94)和单独部分得分(ICC= 0.81‐0.97)的系数都很高，这与最初的结果一致。这项研究的结果是令人鼓舞的，似乎支持这个希腊版本的MABCC的稳定性。
{"title":"Reliability of the Movement Assessment Battery for Children Checklist in Greek School Environment","authors":"T. Kourtessis, N. Tsigilis, G. Tzetzis, Theodoros Kapsalas, S. Tserkezoglou, Efthimis Kioumourtzoglou 1","doi":"10.1080/1740898030080207","DOIUrl":"https://doi.org/10.1080/1740898030080207","url":null,"abstract":"The purpose of this study was to assess the test‐retest reliability of a Greek version of the Movement Assessment Battery for Children Checklist (MABCC, Sugden and Sugden, 1991). The checklist is a valid instrument It has been designed to be usedby teachers, parents and other professionals working with children with movement difficulties. The MABCC exploresthe relationshipbetween the child and the environment within which he/she is moving. It comprises four sections. Each section includes 12 items giving a total of 48 items. The sample for this study was drawn from 10 elementary schools randomly selected from a pool of elementary schools with a total of 200 children (100 boys and 100 girls). Each school's physical education specialist was asked to complete the MABCC for each of the selected children in the specific school. Two weeks afterthe last MABCC was returned and without prior warning, 50% of the checklists were completed again on the same children as a measure of reliability. Twenty were either incomplete or not returned. Thus 80 test‐retest checklists were analysed for this study. The reliability coefficients were high for the total checklist score (Kendall's W=.93) as well as for the separate section scores (Kendall's W=.87‐.97). A further analysis was performed including the checklists of those children who, according to test norms, fell under the lowest 15% thus had some degree of movement difficulties. The coefficients from this further analysis were high for the total checklist score (ICC=.94) and for the separate section scores (ICC=.81‐.97), which was in accordance with the initial results. The results of this study are encouraging and seem to support the stability of this Greek version of the MABCC.","PeriodicalId":244433,"journal":{"name":"European Journal of Physical Education","volume":"269 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2003-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115272699","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 : 2003-01-01DOI: 10.1080/1740898030080206
H. Fitzgerald, A. Jobling, David Kirk 1
This article will report on the process of student‐led research as an innovative pedagogical technique for learning more about the physical education (PE) and sporting experiences of young disabled people. The article drawson work fromtwo school based curriculum projects thatsought to work with young people in an empowering manner. We argue that student‐led project work can place value on students voices, promote dialogue between students and teachers and enables students’ to enhance their awareness and reflective capacity.We propose that as researchers we needto rethink our understandingof the research process if we are to support research centralising the voices of young people.
{"title":"Valuing the Voices of Young Disabled People: Exploring Experience of Physical Education and Sport","authors":"H. Fitzgerald, A. Jobling, David Kirk 1","doi":"10.1080/1740898030080206","DOIUrl":"https://doi.org/10.1080/1740898030080206","url":null,"abstract":"This article will report on the process of student‐led research as an innovative pedagogical technique for learning more about the physical education (PE) and sporting experiences of young disabled people. The article drawson work fromtwo school based curriculum projects thatsought to work with young people in an empowering manner. We argue that student‐led project work can place value on students voices, promote dialogue between students and teachers and enables students’ to enhance their awareness and reflective capacity.We propose that as researchers we needto rethink our understandingof the research process if we are to support research centralising the voices of young people.","PeriodicalId":244433,"journal":{"name":"European Journal of Physical Education","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2003-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115459727","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 : 2003-01-01DOI: 10.1080/1740898030080107
{"title":"Guidance for Referees","authors":"","doi":"10.1080/1740898030080107","DOIUrl":"https://doi.org/10.1080/1740898030080107","url":null,"abstract":"","PeriodicalId":244433,"journal":{"name":"European Journal of Physical Education","volume":"54 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2003-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132694697","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 : 2003-01-01DOI: 10.1080/1740898030080106
P. Antoniou, Vassiliki Derri, Efthimios Kioumourtzoglou, Spiridon Mouroutsos 1
Research has shown that computer‐assisted instruction appears to be a highly promising mode for teaching cognitive concepts of physical education and sports. The purpose of this study wasto examine the effect of multimedia computer‐assisted (MCAI), traditional (Tl), and combined (traditional and multimedia computer‐assisted) (Cl) instruction on learning rule violations in basketball. Seventy female first year university students were randomly divided into three groups: MCAI, Tl and Cl’ and each followed five‐hours of instruction. A multimedia software program was created for the purpose of this study. All students completed a pre‐test a post‐test and a retention test For the assessment of knowledge of rule violations, students completed a 25‐item questionnaire (written test), and evaluated 10 basketball phases presented through video (video test). The scores from each of the tests were added to yield a total score. With regard to the written test, results indicated that students in all groups improved their knowledge of rule violations but only those in the Tl and Cl groups retained this knowledge since their scores in the retentiontest were greater than those in the pre‐test Also, the Tl group showed significantly greater retention than the MCAI group both in the written test and in total performance. On the contrary, the type of instruction did not affect performance in the videotest and students’ improvement was temporary. It appears that physical education students can learn basketball rules through Tl and Cl. However, for real‐game situations which require recall of information, more research is needed to identify which method results in better retention of information.
{"title":"Applying Multimedia Computer‐Assisted Instruction to Enhance Physical Education Students’ Knowledge of Basketball Rules","authors":"P. Antoniou, Vassiliki Derri, Efthimios Kioumourtzoglou, Spiridon Mouroutsos 1","doi":"10.1080/1740898030080106","DOIUrl":"https://doi.org/10.1080/1740898030080106","url":null,"abstract":"Research has shown that computer‐assisted instruction appears to be a highly promising mode for teaching cognitive concepts of physical education and sports. The purpose of this study wasto examine the effect of multimedia computer‐assisted (MCAI), traditional (Tl), and combined (traditional and multimedia computer‐assisted) (Cl) instruction on learning rule violations in basketball. Seventy female first year university students were randomly divided into three groups: MCAI, Tl and Cl’ and each followed five‐hours of instruction. A multimedia software program was created for the purpose of this study. All students completed a pre‐test a post‐test and a retention test For the assessment of knowledge of rule violations, students completed a 25‐item questionnaire (written test), and evaluated 10 basketball phases presented through video (video test). The scores from each of the tests were added to yield a total score. With regard to the written test, results indicated that students in all groups improved their knowledge of rule violations but only those in the Tl and Cl groups retained this knowledge since their scores in the retentiontest were greater than those in the pre‐test Also, the Tl group showed significantly greater retention than the MCAI group both in the written test and in total performance. On the contrary, the type of instruction did not affect performance in the videotest and students’ improvement was temporary. It appears that physical education students can learn basketball rules through Tl and Cl. However, for real‐game situations which require recall of information, more research is needed to identify which method results in better retention of information.","PeriodicalId":244433,"journal":{"name":"European Journal of Physical Education","volume":"4 4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2003-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122541796","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 : 2003-01-01DOI: 10.1080/1740898030080105
D. Rosenberg, Naomi Fejgin, Rachel Talmor 1
About a million former Soviet Union (FSU) and 60,000 Ethiopian immigrants have arrived in Israel over the last three decades, most in the past 10 years or so. Their presence has not only altered dramatically the demographic landscape of Israel, but has created enormous and varied challenges for public agencies and institutions. This study investigated the perceptions of the absorption process of FSU and Ethiopian immigrant students enrolled in a physical education and sport College. The two cohorts were selected because they represent significant immigrant populations in Israel and together they comprise a large segment of immigrant students in the College. The students were asked if the study of physical education and sport facilitated their integration experiences in any unique sense. Three approaches to absorption were examined: (a) an assimilation approach, (b) an integration approach and (c) a multicultural or pluralist approach. Qualitative research methods were utilised. FSU and Ethiopianstudents in this investigation indicated that their study of physical education and sport at the College level contributed positively to their absorption experiences. Most felt disenfranchised in specific situations in the physical education and sport programme, while in other circumstances their immigrant status was negligible. The experiencesof these students at the College parallel a trend in Israeli society toward a multicultural or pluralist approach to the absorption of immigrants.
{"title":"Perceptions of Immigrant Students on the Absorption Process in an Israeli Physical Education and Sport College","authors":"D. Rosenberg, Naomi Fejgin, Rachel Talmor 1","doi":"10.1080/1740898030080105","DOIUrl":"https://doi.org/10.1080/1740898030080105","url":null,"abstract":"About a million former Soviet Union (FSU) and 60,000 Ethiopian immigrants have arrived in Israel over the last three decades, most in the past 10 years or so. Their presence has not only altered dramatically the demographic landscape of Israel, but has created enormous and varied challenges for public agencies and institutions. This study investigated the perceptions of the absorption process of FSU and Ethiopian immigrant students enrolled in a physical education and sport College. The two cohorts were selected because they represent significant immigrant populations in Israel and together they comprise a large segment of immigrant students in the College. The students were asked if the study of physical education and sport facilitated their integration experiences in any unique sense. Three approaches to absorption were examined: (a) an assimilation approach, (b) an integration approach and (c) a multicultural or pluralist approach. Qualitative research methods were utilised. FSU and Ethiopianstudents in this investigation indicated that their study of physical education and sport at the College level contributed positively to their absorption experiences. Most felt disenfranchised in specific situations in the physical education and sport programme, while in other circumstances their immigrant status was negligible. The experiencesof these students at the College parallel a trend in Israeli society toward a multicultural or pluralist approach to the absorption of immigrants.","PeriodicalId":244433,"journal":{"name":"European Journal of Physical Education","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2003-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128543808","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 : 2003-01-01DOI: 10.1080/1740898030080209
If you agree to act as a referee the applicant will submit your name and email address as part of their application process. Once they have added your name you will receive an automatic email request from the Paul Mellon Centre which includes a link for you to click in the body of the email. This will take you into the system where you will be asked to register for an account, after which you will see the details of the award being requested and the project outline.
{"title":"Guidance for Referees","authors":"","doi":"10.1080/1740898030080209","DOIUrl":"https://doi.org/10.1080/1740898030080209","url":null,"abstract":"If you agree to act as a referee the applicant will submit your name and email address as part of their application process. Once they have added your name you will receive an automatic email request from the Paul Mellon Centre which includes a link for you to click in the body of the email. This will take you into the system where you will be asked to register for an account, after which you will see the details of the award being requested and the project outline.","PeriodicalId":244433,"journal":{"name":"European Journal of Physical Education","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2003-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115772497","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 : 2003-01-01DOI: 10.1080/1740898030080202
M. Jess, D. Collins
Two themes pervade much of the contemporary PE literature: the need for change and the need to prepare pupils for lifelong physical activity (LLPA) participation. On both counts, progress has been slow. This paper proposes that PE, with some urgency, must seekto work with related professions to design, implement and evaluate programmes that help primary age children acquire the basic movement and behavioural competencies that underpin LLPA. As such, the PE experiences of primary age children must become pivotal to the development of an LLPA foundation. Recent initiatives in Scotland, The Basics Moves Programme and Developing Potential forYoung People in Sport (DPYPS), are presented as examples of programmes that are employing such an approach. The paper concludes by emphasising the need for the development of more programmes of this nature to enable the PE profession to clearly identify its way forward in the future.
{"title":"Primary Physical Education in Scotland: the Future in the Making","authors":"M. Jess, D. Collins","doi":"10.1080/1740898030080202","DOIUrl":"https://doi.org/10.1080/1740898030080202","url":null,"abstract":"Two themes pervade much of the contemporary PE literature: the need for change and the need to prepare pupils for lifelong physical activity (LLPA) participation. On both counts, progress has been slow. This paper proposes that PE, with some urgency, must seekto work with related professions to design, implement and evaluate programmes that help primary age children acquire the basic movement and behavioural competencies that underpin LLPA. As such, the PE experiences of primary age children must become pivotal to the development of an LLPA foundation. Recent initiatives in Scotland, The Basics Moves Programme and Developing Potential forYoung People in Sport (DPYPS), are presented as examples of programmes that are employing such an approach. The paper concludes by emphasising the need for the development of more programmes of this nature to enable the PE profession to clearly identify its way forward in the future.","PeriodicalId":244433,"journal":{"name":"European Journal of Physical Education","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2003-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125598546","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 : 2003-01-01DOI: 10.1080/1740898030080208
R. Littlefield, B. Green, S. Forsyth, Bob Sharp 1
The last comprehensive survey of physical education in secondary schools in Scotland was undertaken in 1989 (Sharp, 1991a, b). Since then, a number of national developments in Scotland focusing on sport and physical education have taken place, viz., development of certificated physical education (Fryer, 1991), establishment of the School Sports Co‐ordinator Programme (Coalter andThorburn, 2003) and the introduction of a National framework for courses and qualifications in Secondary schools (Scottish Qualifications Authority, 2003a). The present study examined the changes that have taken place since 1989 in regard to five key areas — departmental composition, courses in physical education, time allocation, facilities and extra‐curricular provision. The study showed a continuing malelfemale teacher imbalance, especially at promoted level, but a significant increase in the proportion of female teachers. In regard to course provision, the study showed a significant increase in the number of schools offering certificated physical education. It was concluded that the physical education profession has responded positively to the changes bought about by certification and the revised National course framework. In regard to time allocation, an overall increase was noted although there are variations across years. The reduction in core physical education in the first two years of Secondary school is a concern. The study revealed a continuing ‘decline in access to facilities and extra‐curricular provision. In summary, it is recommended that serious concerns such as reduced time for core physical education and access to facilities should be made known to the key agencies in Scotland which can influence provision for physical education in schools. The study recommends further, that in light of the number of ongoing national developments, the time interval before the next nationwide survey should be shorter than that between the 1989 study and the present one.
苏格兰中学体育教育的最后一次全面调查是在1989年进行的(Sharp, 1991a, b)。从那时起，苏格兰在体育运动和体育教育方面取得了一些全国性的发展，即发展了认证体育教育(Fryer, 1991)，建立了学校体育协调员计划(Coalter and thorburn)，2003年)和引入中学课程和资格国家框架(苏格兰资格管理局，2003年a)。本研究调查了自1989年以来在五个主要方面的变化，即院系组成、体育课程、时间分配、设施和课外课程。研究表明，男女教师比例持续失衡，尤其是在晋升级别，但女教师的比例显著增加。在课程设置方面，研究显示提供体育认证的学校数目显著增加。结论是，体育专业对认证和修订后的国家课程框架所带来的变化做出了积极的反应。关于时间分配，虽然各年有所不同，但总体上有所增加。中学前两年核心体育课程的减少是一个令人担忧的问题。该研究显示，获得设施和课外课程的机会持续下降。总之，建议向苏格兰的主要机构通报一些严重的问题，例如减少核心体育教育的时间和减少使用设施的机会，这些问题可能会影响学校体育教育的提供。研究报告还建议，鉴于正在进行的国家发展的数量，下一次全国调查之前的时间间隔应该比1989年研究报告和目前研究报告之间的时间间隔短。
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