Pub Date : 2020-08-21DOI: 10.1080/25742981.2020.1810583
S. Holden, C. Parkes, N. O’Leary
ABSTRACT The purpose of this exploratory case study was to investigate physical and health education teacher candidate’s perceptions of factors influencing effective implementation of edTPA at one teacher preparation program in the Southeastern United States. The participants were six physical and health education teacher candidates who had recently completed the edTPA portfolio. In line with the principles of case study methodology data were collected through the application of a Qualtrics survey, followed by focus group and one-on-one interviews. NVivo 11 Pro software package was employed to analyse data using analytic induction and constant comparison techniques. The analysis revealed that the factors that influenced participant experiences of the edTPA fell into four themes: (a) tandem cooperating teachers and teacher candidates’ edTPA learning, (b) essential faculty support, (c) boot camp workshop support, and (d) effective mock submissions. The study reveals that there are a number of strategic interventions that can improve the effectiveness of edTPA programs. These include, but are not limited to, targeted training for cooperating teachers, involving physical and health education faculty in boot camp workshops, and assigning mock edTPA assignments during methods courses.
{"title":"Teacher candidate perceptions of the edTPA in physical and health education","authors":"S. Holden, C. Parkes, N. O’Leary","doi":"10.1080/25742981.2020.1810583","DOIUrl":"https://doi.org/10.1080/25742981.2020.1810583","url":null,"abstract":"ABSTRACT The purpose of this exploratory case study was to investigate physical and health education teacher candidate’s perceptions of factors influencing effective implementation of edTPA at one teacher preparation program in the Southeastern United States. The participants were six physical and health education teacher candidates who had recently completed the edTPA portfolio. In line with the principles of case study methodology data were collected through the application of a Qualtrics survey, followed by focus group and one-on-one interviews. NVivo 11 Pro software package was employed to analyse data using analytic induction and constant comparison techniques. The analysis revealed that the factors that influenced participant experiences of the edTPA fell into four themes: (a) tandem cooperating teachers and teacher candidates’ edTPA learning, (b) essential faculty support, (c) boot camp workshop support, and (d) effective mock submissions. The study reveals that there are a number of strategic interventions that can improve the effectiveness of edTPA programs. These include, but are not limited to, targeted training for cooperating teachers, involving physical and health education faculty in boot camp workshops, and assigning mock edTPA assignments during methods courses.","PeriodicalId":36887,"journal":{"name":"Curriculum Studies in Health and Physical Education","volume":"11 1","pages":"237 - 251"},"PeriodicalIF":1.9,"publicationDate":"2020-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/25742981.2020.1810583","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42584512","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 : 2020-08-19DOI: 10.1080/25742981.2020.1808493
M. Coulter, Dylan Scanlon, A. MacPhail, Wesley O’Brien, S. Belton, C. Woods
ABSTRACT Major curriculum changes have recently occurred in Ireland, including redeveloping the primary curriculum and the enactment of the Junior Cycle Framework (DES, 2015). Positive and negative experiences affect the attitudes which contribute to determining the quality of curricular experiences. Framed in the work of Fullan, M. (1991. The New Meaning of Educational Change. Toronto: Teachers College Press) and Dewey, J. (1997. Experience and Education. New York, NY: Touchstone), this study aims to understand how young people’s experiences of collective physical activity can inform physical education curriculum development and enactment. Focus group interviews were conducted in three primary and three post-primary schools. The young people’s experiences reflected the features of meaningful physical education: fun opportunities, preferably outside; to socially interact with friends; provision of activities that are both competitive and non-competitive; activities focused on team sport and alternative forms of movement such as yoga; differentiated activities and teams and choice, beyond choosing between team sports only. We argue that the young person’s voice has the potential to inform policy and practice, as well as enforce and advocate for policy and practice that positions young people at the centre of the learning experience.
{"title":"The (mis)alignment between young people’s collective physical activity experience and physical education curriculum development in Ireland","authors":"M. Coulter, Dylan Scanlon, A. MacPhail, Wesley O’Brien, S. Belton, C. Woods","doi":"10.1080/25742981.2020.1808493","DOIUrl":"https://doi.org/10.1080/25742981.2020.1808493","url":null,"abstract":"ABSTRACT Major curriculum changes have recently occurred in Ireland, including redeveloping the primary curriculum and the enactment of the Junior Cycle Framework (DES, 2015). Positive and negative experiences affect the attitudes which contribute to determining the quality of curricular experiences. Framed in the work of Fullan, M. (1991. The New Meaning of Educational Change. Toronto: Teachers College Press) and Dewey, J. (1997. Experience and Education. New York, NY: Touchstone), this study aims to understand how young people’s experiences of collective physical activity can inform physical education curriculum development and enactment. Focus group interviews were conducted in three primary and three post-primary schools. The young people’s experiences reflected the features of meaningful physical education: fun opportunities, preferably outside; to socially interact with friends; provision of activities that are both competitive and non-competitive; activities focused on team sport and alternative forms of movement such as yoga; differentiated activities and teams and choice, beyond choosing between team sports only. We argue that the young person’s voice has the potential to inform policy and practice, as well as enforce and advocate for policy and practice that positions young people at the centre of the learning experience.","PeriodicalId":36887,"journal":{"name":"Curriculum Studies in Health and Physical Education","volume":"11 1","pages":"204 - 221"},"PeriodicalIF":1.9,"publicationDate":"2020-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/25742981.2020.1808493","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42344443","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 : 2020-08-11DOI: 10.1080/25742981.2020.1806721
Wesley J. Wilson, Elizabeth A. Theriot, J. Haegele
ABSTRACT Inclusive education has become a global area of study, yet research has highlighted challenges with inclusive practices among teachers in integrated physical education contexts. The purpose of this study was to examine physical education and adapted physical education teachers’ perspectives on how they attempt inclusive practice in integrated physical education. Using a qualitative description design, 78 teachers (30 physical education, 48 adapted physical education) responded to an open-ended survey item related to their inclusive practice. While the teachers believed that they did the best they could with their inclusive practices, which often relied on collaborative efforts to meet students’ needs, they highlighted challenges of inadequate support, unqualified staff, and integrating students with severe disabilities. To mitigate these challenges, teacher education can better prepare preservice PE and APE teachers to navigate the sociopolitics of working in public schools and to collaborate effectively with other personnel to meet the needs of students.
{"title":"Attempting inclusive practice: perspectives of physical educators and adapted physical educators","authors":"Wesley J. Wilson, Elizabeth A. Theriot, J. Haegele","doi":"10.1080/25742981.2020.1806721","DOIUrl":"https://doi.org/10.1080/25742981.2020.1806721","url":null,"abstract":"ABSTRACT Inclusive education has become a global area of study, yet research has highlighted challenges with inclusive practices among teachers in integrated physical education contexts. The purpose of this study was to examine physical education and adapted physical education teachers’ perspectives on how they attempt inclusive practice in integrated physical education. Using a qualitative description design, 78 teachers (30 physical education, 48 adapted physical education) responded to an open-ended survey item related to their inclusive practice. While the teachers believed that they did the best they could with their inclusive practices, which often relied on collaborative efforts to meet students’ needs, they highlighted challenges of inadequate support, unqualified staff, and integrating students with severe disabilities. To mitigate these challenges, teacher education can better prepare preservice PE and APE teachers to navigate the sociopolitics of working in public schools and to collaborate effectively with other personnel to meet the needs of students.","PeriodicalId":36887,"journal":{"name":"Curriculum Studies in Health and Physical Education","volume":"11 1","pages":"187 - 203"},"PeriodicalIF":1.9,"publicationDate":"2020-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/25742981.2020.1806721","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42430234","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 : 2020-06-15DOI: 10.1080/25742981.2020.1778496
Dennis G Slade, Andrew J. Martin, Geoff Watson
ABSTRACT An auto-ethnographic approach to framing and discussing issues has provided sport and physical education (PE) scholars with a method to capture their perspectives, ways of knowing relative to issues, and to solve problems in various contexts. However, the processes for achieving these self-reflective insights have been at the behest of the judgement of the individual authors rather than a shared generic process. This paper presents a generic self-reflective model as a potential shared framework that practitioners in sport and PE might employ to seek resolutions and in-sights into issues within their disciplines. The model is illustrated through referencing the lead author’s reflections about their teaching practice and place within the development of Game Centred Learning (GCL) and Teaching Games for Understanding (TGfU) in New Zealand, 1969-2019. This reflective process is achieved through an emergent, evolving continuum of life-story biography, evocative auto-ethnography and analytical auto-ethnography.
{"title":"Practitioner auto-ethnography: self-reflection for discovery and deeper understanding","authors":"Dennis G Slade, Andrew J. Martin, Geoff Watson","doi":"10.1080/25742981.2020.1778496","DOIUrl":"https://doi.org/10.1080/25742981.2020.1778496","url":null,"abstract":"ABSTRACT An auto-ethnographic approach to framing and discussing issues has provided sport and physical education (PE) scholars with a method to capture their perspectives, ways of knowing relative to issues, and to solve problems in various contexts. However, the processes for achieving these self-reflective insights have been at the behest of the judgement of the individual authors rather than a shared generic process. This paper presents a generic self-reflective model as a potential shared framework that practitioners in sport and PE might employ to seek resolutions and in-sights into issues within their disciplines. The model is illustrated through referencing the lead author’s reflections about their teaching practice and place within the development of Game Centred Learning (GCL) and Teaching Games for Understanding (TGfU) in New Zealand, 1969-2019. This reflective process is achieved through an emergent, evolving continuum of life-story biography, evocative auto-ethnography and analytical auto-ethnography.","PeriodicalId":36887,"journal":{"name":"Curriculum Studies in Health and Physical Education","volume":"11 1","pages":"252 - 264"},"PeriodicalIF":1.9,"publicationDate":"2020-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/25742981.2020.1778496","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45200630","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 : 2020-05-03DOI: 10.1080/25742981.2020.1773883
R. Tinning
ABSTRACT This paper is about ‘fat’ kids in HPE classes. The motivation for this paper comes as a personal response to my reading of Roxane Gay’s book Hunger: A Memoir of (My) Body. Hunger is thoughtful, passionate, articulate, sad and overall troubling. It also raised questions for me about whether health and physical education (HPE) is a safe space for fat young people and whether or not there is any possibility that HPE might be a transformative space that some scholars suggest. It raises issues regarding curriculum choice and pedagogy, but also about dispositional change such that all HPE teachers become more sensitive to the needs, feelings and capacities of young fat kids.
{"title":"School PE and ‘fat’ kids: maintaining the rage and keeping a sense of perspective","authors":"R. Tinning","doi":"10.1080/25742981.2020.1773883","DOIUrl":"https://doi.org/10.1080/25742981.2020.1773883","url":null,"abstract":"ABSTRACT This paper is about ‘fat’ kids in HPE classes. The motivation for this paper comes as a personal response to my reading of Roxane Gay’s book Hunger: A Memoir of (My) Body. Hunger is thoughtful, passionate, articulate, sad and overall troubling. It also raised questions for me about whether health and physical education (HPE) is a safe space for fat young people and whether or not there is any possibility that HPE might be a transformative space that some scholars suggest. It raises issues regarding curriculum choice and pedagogy, but also about dispositional change such that all HPE teachers become more sensitive to the needs, feelings and capacities of young fat kids.","PeriodicalId":36887,"journal":{"name":"Curriculum Studies in Health and Physical Education","volume":"11 1","pages":"101 - 109"},"PeriodicalIF":1.9,"publicationDate":"2020-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/25742981.2020.1773883","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48854148","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 : 2020-05-03DOI: 10.1080/25742981.2020.1776004
Chris Hickey
As we compile this edition of the Journal, it seems that the work of researchers is gaining a new found respect in society. Whereas climate change deniers and the likes have been quick to trivialise or dismiss research-based arguments, 2020 may well be remembered as a time when research re-emerged as a dominant story. The effort to defend populations against the COVID-19 virus has amplified the significant (otherwise hidden) research that immunologists, biochemists, microbiologists, epidemiologists and virologists perform in the interest of population safety and security. Of course the work of social scientists has enourmous relevance here too, as we look to understand and manage the personal and interpersonal implications of the pandemic on our well-being and ways of life. To be sure, countries that appear to have taken their lead from scientific reason present as having managed the crisis best. And when this pandemic is finally over, the world will look to understand the etiology of the COVID-19 virus, in relation to the sequence of events that gave rise to its origin and what might have been done differently to better manage its spread and impact. In the spirit of a mixed methods retrospective case study, the orientation of this research will disect the past to better predict and manage the future. For educational researchers this undertaking will have a familiarity. As educational social science researchers we frequently look to better understand the impact of particular phemonena (events, incursions and interventions) through experiencial and/or outcomes-based lenses. In this collection, we present a range of research papers that report on phenomena connected to the provision of health and phyiscal education, and their relationship to curriculum. While these research reports may not carry the profile of pandemic related research, they too look toward building better futures for populations, while enhancing the lived experiences of individuals. The opening paper by Tinning invites the HPE profession to consider what role they might play in the negative experiences of people who identify as ‘fat’. Drawing on the biographical accounts of authors Roxanne Gay and Cat Pausé, Tinning raises awareness of dominant ideologies that propagate widespread societal fat phobia, and their implications for individuals who classify this way. Through his account of these authors’ experiences with schooling, the media and the wider fitness industry, Tinning challenges PE teachers to critically interrogate the inequities embedded in their own teaching theories and practices. Tinning’s analysis ushers in the need for the development of the principles of fat pedagogy to guide a more inclusive HPE. In the following paper Ní Chróinín and colleagues report on a self-study research project they undertook with five PETE professionals. At the centre of this was the development of a strategy they called photocue, which served as a repository for photographs, reflective wr
{"title":"Editorial note","authors":"Chris Hickey","doi":"10.1080/25742981.2020.1776004","DOIUrl":"https://doi.org/10.1080/25742981.2020.1776004","url":null,"abstract":"As we compile this edition of the Journal, it seems that the work of researchers is gaining a new found respect in society. Whereas climate change deniers and the likes have been quick to trivialise or dismiss research-based arguments, 2020 may well be remembered as a time when research re-emerged as a dominant story. The effort to defend populations against the COVID-19 virus has amplified the significant (otherwise hidden) research that immunologists, biochemists, microbiologists, epidemiologists and virologists perform in the interest of population safety and security. Of course the work of social scientists has enourmous relevance here too, as we look to understand and manage the personal and interpersonal implications of the pandemic on our well-being and ways of life. To be sure, countries that appear to have taken their lead from scientific reason present as having managed the crisis best. And when this pandemic is finally over, the world will look to understand the etiology of the COVID-19 virus, in relation to the sequence of events that gave rise to its origin and what might have been done differently to better manage its spread and impact. In the spirit of a mixed methods retrospective case study, the orientation of this research will disect the past to better predict and manage the future. For educational researchers this undertaking will have a familiarity. As educational social science researchers we frequently look to better understand the impact of particular phemonena (events, incursions and interventions) through experiencial and/or outcomes-based lenses. In this collection, we present a range of research papers that report on phenomena connected to the provision of health and phyiscal education, and their relationship to curriculum. While these research reports may not carry the profile of pandemic related research, they too look toward building better futures for populations, while enhancing the lived experiences of individuals. The opening paper by Tinning invites the HPE profession to consider what role they might play in the negative experiences of people who identify as ‘fat’. Drawing on the biographical accounts of authors Roxanne Gay and Cat Pausé, Tinning raises awareness of dominant ideologies that propagate widespread societal fat phobia, and their implications for individuals who classify this way. Through his account of these authors’ experiences with schooling, the media and the wider fitness industry, Tinning challenges PE teachers to critically interrogate the inequities embedded in their own teaching theories and practices. Tinning’s analysis ushers in the need for the development of the principles of fat pedagogy to guide a more inclusive HPE. In the following paper Ní Chróinín and colleagues report on a self-study research project they undertook with five PETE professionals. At the centre of this was the development of a strategy they called photocue, which served as a repository for photographs, reflective wr","PeriodicalId":36887,"journal":{"name":"Curriculum Studies in Health and Physical Education","volume":"11 1","pages":"100 - 99"},"PeriodicalIF":1.9,"publicationDate":"2020-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/25742981.2020.1776004","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42933207","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 : 2020-05-03DOI: 10.1080/25742981.2019.1709088
J. Rhoades, T. Hopper
ABSTRACT This manuscript outlines the possible benefits of nonconscious behavioural mimicry (NBM) to Physical Education (PE). The identification of NBM as an unexamined phenomenon in PE will be explored, as well as factors mediating its occurrence. Further, this manuscript will discuss the speculated origins of this phenomenon within the human species. Drawing on ecological cognition, this paper seeks to explain how students in PE could benefit from NBM in mixed ability groupings within adaptive environmental constraints. Describing a volleyball example using teaching strategies informed by both Teaching Games for Understanding and the Sport Education Model, the authors propose possible benefits and applications of this phenomenon in game-based PE lessons.
{"title":"Reciprocal recursive nonconscious behavior mimicry, PE groupings, and modification-by-adaptation","authors":"J. Rhoades, T. Hopper","doi":"10.1080/25742981.2019.1709088","DOIUrl":"https://doi.org/10.1080/25742981.2019.1709088","url":null,"abstract":"ABSTRACT This manuscript outlines the possible benefits of nonconscious behavioural mimicry (NBM) to Physical Education (PE). The identification of NBM as an unexamined phenomenon in PE will be explored, as well as factors mediating its occurrence. Further, this manuscript will discuss the speculated origins of this phenomenon within the human species. Drawing on ecological cognition, this paper seeks to explain how students in PE could benefit from NBM in mixed ability groupings within adaptive environmental constraints. Describing a volleyball example using teaching strategies informed by both Teaching Games for Understanding and the Sport Education Model, the authors propose possible benefits and applications of this phenomenon in game-based PE lessons.","PeriodicalId":36887,"journal":{"name":"Curriculum Studies in Health and Physical Education","volume":"11 1","pages":"145 - 162"},"PeriodicalIF":1.9,"publicationDate":"2020-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/25742981.2019.1709088","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42490659","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}
{"title":"Feminist posthumanisms, new materialisms and education","authors":"D. Landi, Carrie Safron","doi":"10.4324/9781351186674","DOIUrl":"https://doi.org/10.4324/9781351186674","url":null,"abstract":"","PeriodicalId":36887,"journal":{"name":"Curriculum Studies in Health and Physical Education","volume":"11 1","pages":"180 - 184"},"PeriodicalIF":1.9,"publicationDate":"2020-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70464716","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 : 2020-04-26DOI: 10.1080/25742981.2020.1757476
M. Parker, D. Ní Chróinín, M. Coulter, Paul McFlynn, Ciaran Walsh
ABSTRACT Our purpose was to explore the role of photocue reflection in the professional learning of physical education teacher educators. Five physical education teacher educators participated in a six-month professional learning experience focused on communication. Individual diaries including both photos and writing prompts, photocue reflective diaries, were used as both a learning tool and data source within a self-study of teacher education practices methodological frame. Two themes represented the use of photocue reflection: the multidimensional nature of the professional development experience and the use of photocue reflection to enhance reflective processes by supporting reflection on reflection-in-action. Photocue reflection supported identification and analysis of meaningful events related to communication. The processes helped participants to appreciate the significance of communication, clarifying understandings, and making connections to their teacher education practices. Insight is shared on the merits of photocue reflection in scaffolding professional learning experiences and in combining both a learner and teacher role within professional development activities.
{"title":"‘Finding the image’: using photos to give voice to teacher educator professional learning","authors":"M. Parker, D. Ní Chróinín, M. Coulter, Paul McFlynn, Ciaran Walsh","doi":"10.1080/25742981.2020.1757476","DOIUrl":"https://doi.org/10.1080/25742981.2020.1757476","url":null,"abstract":"ABSTRACT Our purpose was to explore the role of photocue reflection in the professional learning of physical education teacher educators. Five physical education teacher educators participated in a six-month professional learning experience focused on communication. Individual diaries including both photos and writing prompts, photocue reflective diaries, were used as both a learning tool and data source within a self-study of teacher education practices methodological frame. Two themes represented the use of photocue reflection: the multidimensional nature of the professional development experience and the use of photocue reflection to enhance reflective processes by supporting reflection on reflection-in-action. Photocue reflection supported identification and analysis of meaningful events related to communication. The processes helped participants to appreciate the significance of communication, clarifying understandings, and making connections to their teacher education practices. Insight is shared on the merits of photocue reflection in scaffolding professional learning experiences and in combining both a learner and teacher role within professional development activities.","PeriodicalId":36887,"journal":{"name":"Curriculum Studies in Health and Physical Education","volume":"11 1","pages":"110 - 128"},"PeriodicalIF":1.9,"publicationDate":"2020-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/25742981.2020.1757476","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"60142363","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 : 2020-04-15DOI: 10.1080/25742981.2020.1751668
P. Hastie, Anyi Hu, Hairui Liu, Shu Zhou
ABSTRACT The goal of China’s new guidelines for physical education within universities is to promote greater levels of active engagement and an emphasis on the development and cultivation of students’ individual abilities. This study follows an engagement perspective to examine the responses of stakeholders to the incorporation of the essential elements of Sport Education within an elective physical education basketball sports club. Participants were 152 students who after five weeks of term could elect to participate in a Sport Education season or continue to practice individually. Dependent measures included club attendance, students’ perceptions of competence, knowledge/understanding and enjoyment of basketball. In addition, the teacher kept a reflective log across the season and participated in a formal interview at season’s end. The students who participated in the Sport Education option had significantly greater attendance than their skill practice classmates. Further, they reported significant improvements in competence, as well as a higher level of enjoyment over their previous college physical education experience. These results demonstrate that highly autonomous format of the basketball club is conducive in supporting students’ engagement in physical education.
{"title":"Incorporating Sport Education within a physical education sports club in China","authors":"P. Hastie, Anyi Hu, Hairui Liu, Shu Zhou","doi":"10.1080/25742981.2020.1751668","DOIUrl":"https://doi.org/10.1080/25742981.2020.1751668","url":null,"abstract":"ABSTRACT The goal of China’s new guidelines for physical education within universities is to promote greater levels of active engagement and an emphasis on the development and cultivation of students’ individual abilities. This study follows an engagement perspective to examine the responses of stakeholders to the incorporation of the essential elements of Sport Education within an elective physical education basketball sports club. Participants were 152 students who after five weeks of term could elect to participate in a Sport Education season or continue to practice individually. Dependent measures included club attendance, students’ perceptions of competence, knowledge/understanding and enjoyment of basketball. In addition, the teacher kept a reflective log across the season and participated in a formal interview at season’s end. The students who participated in the Sport Education option had significantly greater attendance than their skill practice classmates. Further, they reported significant improvements in competence, as well as a higher level of enjoyment over their previous college physical education experience. These results demonstrate that highly autonomous format of the basketball club is conducive in supporting students’ engagement in physical education.","PeriodicalId":36887,"journal":{"name":"Curriculum Studies in Health and Physical Education","volume":"11 1","pages":"129 - 144"},"PeriodicalIF":1.9,"publicationDate":"2020-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/25742981.2020.1751668","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43213221","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}
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