Pub Date : 2024-08-26DOI: 10.1177/1356336x241269654
Natalia Organista, Zuzanna Mazur, Tim Fletcher
Many studies indicate that the teaching profession is influenced by social, cultural, economic, and political forces. In this article, we used Standing's theory of precarity to explore economic, social, and political challenges experienced by Polish physical education (PE) teachers. The purpose of this research was to explore the working conditions and perceptions of the profession among Polish upper-secondary school PE teachers. Data were collected using in-depth interviews with 37 participants and analyzed using a blended approach (i.e. inductive–deductive). The findings showed that PE teachers experienced difficulties associated with the marginalization of their work and manifestations of precarity typical for all teachers in Poland, namely poor working arrangements. PE teachers declared feelings of anomie and alienation as a result of uncertainty and, at times, anger, mainly due to the political factors affecting their work. Thus, this research also presented the direct entanglement of PE teachers in national-level politics. Participants expressed feeling powerless, out of control, and not prepared for the ongoing changes resulting from the political context in which they found themselves. The utilization of Standing's theory highlighted how neoliberal practices concerning the labour market reinforced the challenges faced by PE teachers, diminished the prestige of the teaching profession as a whole, and impacted the attitudes of PE teachers towards their work. Further, this research confirmed that the experience of precarity can be highly heterogeneous, underscoring the importance of examining local contexts to understand the complexity of the precarization process in education.
{"title":"Towards precarity? The occupational situation of physical education teachers in Poland","authors":"Natalia Organista, Zuzanna Mazur, Tim Fletcher","doi":"10.1177/1356336x241269654","DOIUrl":"https://doi.org/10.1177/1356336x241269654","url":null,"abstract":"Many studies indicate that the teaching profession is influenced by social, cultural, economic, and political forces. In this article, we used Standing's theory of precarity to explore economic, social, and political challenges experienced by Polish physical education (PE) teachers. The purpose of this research was to explore the working conditions and perceptions of the profession among Polish upper-secondary school PE teachers. Data were collected using in-depth interviews with 37 participants and analyzed using a blended approach (i.e. inductive–deductive). The findings showed that PE teachers experienced difficulties associated with the marginalization of their work and manifestations of precarity typical for all teachers in Poland, namely poor working arrangements. PE teachers declared feelings of anomie and alienation as a result of uncertainty and, at times, anger, mainly due to the political factors affecting their work. Thus, this research also presented the direct entanglement of PE teachers in national-level politics. Participants expressed feeling powerless, out of control, and not prepared for the ongoing changes resulting from the political context in which they found themselves. The utilization of Standing's theory highlighted how neoliberal practices concerning the labour market reinforced the challenges faced by PE teachers, diminished the prestige of the teaching profession as a whole, and impacted the attitudes of PE teachers towards their work. Further, this research confirmed that the experience of precarity can be highly heterogeneous, underscoring the importance of examining local contexts to understand the complexity of the precarization process in education.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":null,"pages":null},"PeriodicalIF":3.4,"publicationDate":"2024-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142084708","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-21DOI: 10.1177/1356336x241269612
Sanga Yun, Timo Jaakkola, Mikko Huhtiniemi, Arto Gråstén, Junhyuk Park, Sami Yli-Piipari
Self-determination theory (SDT) is a compelling framework for understanding the psychological environment and explaining human motivation. This is especially crucial in school physical education (PE), given that the psychological environment within PE has been demonstrated to be closely related to the formation of physical activity motivation and behaviors. Advancing current knowledge and implementing a longitudinal approach, the aim of this study was, first, to investigate longitudinal changes in psychological needs and motivational regulation, and second, to examine the role of needs in the development of motivational regulation among PE students. A sample of 1148 Finnish adolescents (583 girls, 565 boys, Mage= 11.27 ± 0.32) participated in annual assessments three times. A latent growth model analysis was used to examine the longitudinal associations between the outcome variables, namely psychological needs and motivational regulation. The results indicated that needs satisfaction (α2 range −0.20[0.03] to −0.06[0.02]), intrinsic motivation (α2 = −0.38[0.03]), and identified regulation (α2 = −0.19[0.03]) declined, whereas external regulation (α2 = 0.16[0.02]) and amotivation (α2 = 0.09[0.02]) increased. Furthermore, the results demonstrated that psychological needs significantly predicted autonomous forms of motivational regulation (intrinsic motivation R2 = 0.72[0.13]; identified regulation R2 = 0.69[0.20]). Conversely, positive changes in autonomy (β = −0.29[0.13]) and relatedness (β = −0.45[0.22]) accounted for the negative changes in amotivation ( R2 = 0.62[0.22]). In conclusion, the findings of the study corroborated the central postulations of SDT, providing empirical evidence of the importance of psychological needs in the development of motivation in PE.
{"title":"Psychological needs satisfaction in physical education predicts a positive development of motivation in early adolescence: A latent growth modeling study","authors":"Sanga Yun, Timo Jaakkola, Mikko Huhtiniemi, Arto Gråstén, Junhyuk Park, Sami Yli-Piipari","doi":"10.1177/1356336x241269612","DOIUrl":"https://doi.org/10.1177/1356336x241269612","url":null,"abstract":"Self-determination theory (SDT) is a compelling framework for understanding the psychological environment and explaining human motivation. This is especially crucial in school physical education (PE), given that the psychological environment within PE has been demonstrated to be closely related to the formation of physical activity motivation and behaviors. Advancing current knowledge and implementing a longitudinal approach, the aim of this study was, first, to investigate longitudinal changes in psychological needs and motivational regulation, and second, to examine the role of needs in the development of motivational regulation among PE students. A sample of 1148 Finnish adolescents (583 girls, 565 boys, M<jats:sub>age</jats:sub> <jats:sub> </jats:sub>= 11.27 ± 0.32) participated in annual assessments three times. A latent growth model analysis was used to examine the longitudinal associations between the outcome variables, namely psychological needs and motivational regulation. The results indicated that needs satisfaction (α<jats:sub>2</jats:sub> range −0.20[0.03] to −0.06[0.02]), intrinsic motivation (α<jats:sub>2 </jats:sub>= −0.38[0.03]), and identified regulation (α<jats:sub>2 </jats:sub>= −0.19[0.03]) declined, whereas external regulation (α<jats:sub>2 </jats:sub>= 0.16[0.02]) and amotivation (α<jats:sub>2 </jats:sub>= 0.09[0.02]) increased. Furthermore, the results demonstrated that psychological needs significantly predicted autonomous forms of motivational regulation (intrinsic motivation R<jats:sup>2 </jats:sup>= 0.72[0.13]; identified regulation R<jats:sup>2 </jats:sup>= 0.69[0.20]). Conversely, positive changes in autonomy (β = −0.29[0.13]) and relatedness (β = −0.45[0.22]) accounted for the negative changes in amotivation ( R<jats:sup>2 </jats:sup>= 0.62[0.22]). In conclusion, the findings of the study corroborated the central postulations of SDT, providing empirical evidence of the importance of psychological needs in the development of motivation in PE.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":null,"pages":null},"PeriodicalIF":3.4,"publicationDate":"2024-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142021866","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-06DOI: 10.1177/1356336x241268361
Cory Dixon, Mara Simon, Korey Boyd
Disproportionate rates of poverty among Black and Latine populations in the United States exemplify material consequences and ideological meritocracies of systemic racism. While education is often touted as a way to escape poverty, legacies of racism, classism, and ableism embedded within higher education and physical education teacher education (PETE) confront Black and Latine undergraduates directly, forcing them to navigate additional emotional and social barriers. We examined how Black and Latine pre-service physical education (PE) teachers enrolled in predominantly white institutions faced specific hurdles and/or barriers to teacher licensure along with material consequences of classism and ableism. We used qualitative visual inquiry, including narrative-based, semi-structured, and conversational interviews, and photo elicitation. We analyzed data deductively using intersectional Critical Race Theory. The first theme highlights a collective narrative of socioeconomic status’ bounding role in participants’ PETE stories, evidencing potential disruptions to successful teacher licensure. We then shift focus to share the stories of four Black and Latine pre-service PE teachers with learning disabilities. Participants highlighted a discourse of meritocracy, where academic accommodations were perceived as “advantages,” overlapping with institutional neoliberalism that ignores systemic oppression for poor and working-class pre-service PE teachers with and without learning disabilities. Participants’ narratives highlight systematic patterns of marginalization related directly to socioeconomic status and learning ability that PETE faculty and administrators are responsible for addressing.
美国黑人和拉丁裔人口中不成比例的贫困率体现了系统性种族主义的物质后果和意识形态上的功利主义。虽然教育经常被吹捧为摆脱贫困的一种途径，但高等教育和体育师范教育（PETE）中的种族主义、阶级歧视和能力歧视的遗留问题直接影响着黑人和拉丁裔大学生，迫使他们在情感和社会方面遇到更多障碍。我们研究了在白人占主导地位的院校就读的黑人和拉丁裔职前体育教师如何面对教师执照的具体障碍和/或壁垒，以及阶级歧视和能力歧视的物质后果。我们采用了定性视觉调查方法，包括叙事式、半结构式和对话式访谈以及照片征集。我们采用交叉批判种族理论对数据进行了演绎分析。第一个主题强调了社会经济地位在参与者的 PETE 故事中的约束作用，证明了成功获得教师执照的潜在障碍。然后，我们转移焦点，分享四位有学习障碍的黑人和拉丁裔职前体育教师的故事。参与者强调了一种唯才是举的论调，在这种论调中，学术便利被视为 "优势"，这与体制性的新自由主义相重叠，而新自由主义忽视了对有学习障碍或没有学习障碍的贫困和工人阶级职前体育教师的系统性压迫。参与者的叙述凸显了与社会经济地位和学习能力直接相关的系统性边缘化模式，而体育教师培训学院的教师和管理人员有责任解决这些问题。
{"title":"Meritocracy and material consequences at the intersection of race, class, and disability for pre-service PE teachers","authors":"Cory Dixon, Mara Simon, Korey Boyd","doi":"10.1177/1356336x241268361","DOIUrl":"https://doi.org/10.1177/1356336x241268361","url":null,"abstract":"Disproportionate rates of poverty among Black and Latine populations in the United States exemplify material consequences and ideological meritocracies of systemic racism. While education is often touted as a way to escape poverty, legacies of racism, classism, and ableism embedded within higher education and physical education teacher education (PETE) confront Black and Latine undergraduates directly, forcing them to navigate additional emotional and social barriers. We examined how Black and Latine pre-service physical education (PE) teachers enrolled in predominantly white institutions faced specific hurdles and/or barriers to teacher licensure along with material consequences of classism and ableism. We used qualitative visual inquiry, including narrative-based, semi-structured, and conversational interviews, and photo elicitation. We analyzed data deductively using intersectional Critical Race Theory. The first theme highlights a collective narrative of socioeconomic status’ bounding role in participants’ PETE stories, evidencing potential disruptions to successful teacher licensure. We then shift focus to share the stories of four Black and Latine pre-service PE teachers with learning disabilities. Participants highlighted a discourse of meritocracy, where academic accommodations were perceived as “advantages,” overlapping with institutional neoliberalism that ignores systemic oppression for poor and working-class pre-service PE teachers with and without learning disabilities. Participants’ narratives highlight systematic patterns of marginalization related directly to socioeconomic status and learning ability that PETE faculty and administrators are responsible for addressing.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":null,"pages":null},"PeriodicalIF":3.4,"publicationDate":"2024-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141899514","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-22DOI: 10.1177/1356336x241254668
Matthew D Curtner-Smith, Andrew Theodoulides, Anne Chappell, Elizabeth Harris, Gary D Kinchin
The purpose of this study was to describe the acculturation of six British physical education (PE) preservice teachers (PSTs). The research questions we sought to answer were: (a) What were the PSTs’ values, beliefs, and perspectives regarding PE? and (b) What factors shaped the PSTs’ values, beliefs, and perspectives during their acculturation? We collected data with three types of formal interviewing and employed standard interpretive techniques to reduce the data to themes. Key findings were that the PSTs aspired to a career teaching secondary PE, possessed a balanced orientation to teaching curricular PE and coaching extracurricular sport, and espoused a mostly traditional multi-activity curriculum that was dominated by sport. The main attractors to a career in PE were the opportunity to maintain a connection with sport and working with youth. The key shaper of the PSTs’ perspectives was their apprenticeships of observation. These findings should aid sport pedagogy faculty in their efforts to produce stronger initial teacher education programs.
{"title":"“I want kids to have the same feeling as I do towards physical activity”: Acculturation of British preservice physical education teachers","authors":"Matthew D Curtner-Smith, Andrew Theodoulides, Anne Chappell, Elizabeth Harris, Gary D Kinchin","doi":"10.1177/1356336x241254668","DOIUrl":"https://doi.org/10.1177/1356336x241254668","url":null,"abstract":"The purpose of this study was to describe the acculturation of six British physical education (PE) preservice teachers (PSTs). The research questions we sought to answer were: (a) What were the PSTs’ values, beliefs, and perspectives regarding PE? and (b) What factors shaped the PSTs’ values, beliefs, and perspectives during their acculturation? We collected data with three types of formal interviewing and employed standard interpretive techniques to reduce the data to themes. Key findings were that the PSTs aspired to a career teaching secondary PE, possessed a balanced orientation to teaching curricular PE and coaching extracurricular sport, and espoused a mostly traditional multi-activity curriculum that was dominated by sport. The main attractors to a career in PE were the opportunity to maintain a connection with sport and working with youth. The key shaper of the PSTs’ perspectives was their apprenticeships of observation. These findings should aid sport pedagogy faculty in their efforts to produce stronger initial teacher education programs.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":null,"pages":null},"PeriodicalIF":3.4,"publicationDate":"2024-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141736856","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-22DOI: 10.1177/1356336x241260245
Martyn Rothwell, Øyvind Bjerke, Ben William Strafford, Tim Robinson, Craig Haslingden, Martina Navarro, Keith Davids
Many places and locations for physical education, and the associated pedagogies, limit the enrichment of the individual–environment system. Strengthening this relationship can provide children and youth with greater functionality to navigate a diverse range of environments more effectively, leading to a positive relationship with sport and physical activity across the lifespan. The purpose of this position paper is to draw attention to the role that environmental constraints play in shaping the relationship between places, locations, and pedagogical practice in physical education. More specifically, we demonstrate how the design of spaces for physical education, and movement competencies more generally, emerges under political, historical, cultural, and socioeconomic factors. Ecological dynamics is presented as an explanatory framework to position the concept of open spaces as a means of enriching individual–environment interactions via guided discovery and exploratory behaviour. In unpacking these key concepts, we highlight innovative approaches to the design of open spaces for physical activity and sport, exemplified by the Skills Garden and PLAYCE initiatives. To move beyond the theoretical arguments presented in this article, we encourage practitioners and applied scientists to collaborate and integrate sub-disciplines, applied ideas, and research methods to re-imagine the design of spaces for learning. To take full advantage of redesigned spaces in strengthening the individual–environment system, practitioners need to adopt a model of physical education that complements these contemporary learning spaces.
{"title":"Re-imagining performance spaces and locations in ecological dynamics: Implications for pedagogical practices in physical education","authors":"Martyn Rothwell, Øyvind Bjerke, Ben William Strafford, Tim Robinson, Craig Haslingden, Martina Navarro, Keith Davids","doi":"10.1177/1356336x241260245","DOIUrl":"https://doi.org/10.1177/1356336x241260245","url":null,"abstract":"Many places and locations for physical education, and the associated pedagogies, limit the enrichment of the individual–environment system. Strengthening this relationship can provide children and youth with greater functionality to navigate a diverse range of environments more effectively, leading to a positive relationship with sport and physical activity across the lifespan. The purpose of this position paper is to draw attention to the role that environmental constraints play in shaping the relationship between places, locations, and pedagogical practice in physical education. More specifically, we demonstrate how the design of spaces for physical education, and movement competencies more generally, emerges under political, historical, cultural, and socioeconomic factors. Ecological dynamics is presented as an explanatory framework to position the concept of open spaces as a means of enriching individual–environment interactions via guided discovery and exploratory behaviour. In unpacking these key concepts, we highlight innovative approaches to the design of open spaces for physical activity and sport, exemplified by the Skills Garden and PLAYCE initiatives. To move beyond the theoretical arguments presented in this article, we encourage practitioners and applied scientists to collaborate and integrate sub-disciplines, applied ideas, and research methods to re-imagine the design of spaces for learning. To take full advantage of redesigned spaces in strengthening the individual–environment system, practitioners need to adopt a model of physical education that complements these contemporary learning spaces.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":null,"pages":null},"PeriodicalIF":3.4,"publicationDate":"2024-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141736858","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-31DOI: 10.1177/1356336x241256866
Matthew Berkshire, James Mason, Jack Hardwicke
Physical education (PE) has long been contested as various discourses compete and conflict on what the subject is and what its purpose ought to be. Within these discussions, less attention has been placed on student accounts of the purpose of compulsory secondary school PE in England, and on the meanings constructed based on experiences of the subject. Therefore, this study sought to build on and extend the insights in this area from the student perspective. Drawing on data generated through six focus groups with 27 students, aged between 11 and 14, we show the obdurate nature of dominant sport discourses within PE in England. The meaning and purpose of PE were largely constructed as sport and positive experiences of PE came mostly from students who enjoyed and participated in sport. PE-as-sport was reported to broadly, and sometimes negatively, influence student experiences based on ability, gender and through lack of choice and autonomy within the subject. We do not conclude with clear ‘practical’ recommendations for change in practice, but instead suggest a continued focus on critically questioning the role of sport in PE amongst practitioners and researchers is necessary.
{"title":"The continuity of PE-as-sport: Exploring secondary school students' accounts of the meaning and purpose of physical education in England","authors":"Matthew Berkshire, James Mason, Jack Hardwicke","doi":"10.1177/1356336x241256866","DOIUrl":"https://doi.org/10.1177/1356336x241256866","url":null,"abstract":"Physical education (PE) has long been contested as various discourses compete and conflict on what the subject is and what its purpose ought to be. Within these discussions, less attention has been placed on student accounts of the purpose of compulsory secondary school PE in England, and on the meanings constructed based on experiences of the subject. Therefore, this study sought to build on and extend the insights in this area from the student perspective. Drawing on data generated through six focus groups with 27 students, aged between 11 and 14, we show the obdurate nature of dominant sport discourses within PE in England. The meaning and purpose of PE were largely constructed as sport and positive experiences of PE came mostly from students who enjoyed and participated in sport. PE-as-sport was reported to broadly, and sometimes negatively, influence student experiences based on ability, gender and through lack of choice and autonomy within the subject. We do not conclude with clear ‘practical’ recommendations for change in practice, but instead suggest a continued focus on critically questioning the role of sport in PE amongst practitioners and researchers is necessary.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":null,"pages":null},"PeriodicalIF":3.4,"publicationDate":"2024-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141185309","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-25DOI: 10.1177/1356336x241257455
Déirdre Ní Chróinín, Melissa Parker, Maura Coulter, Tony Sweeney
Primary physical education lags behind student voice developments in research and practice internationally ( Gillett-Swan and Baroutsis, 2023 ) and in post-primary physical education ( Howley and O'Sullivan, 2021 ; Iannucci and Parker, 2022a ). Furthermore, evidence is lacking on how to guide primary teachers learning to implement student voice pedagogies in physical education successfully. This research begins to fill this gap by focusing on the research question: What direction can be taken from primary teachers’ experiences of learning to enact student voice in physical education? Insight on what mattered in teachers’ learning to enact student voice can guide how to promote student voice pedagogies as everyday primary physical education pedagogies. Within a professional learning community ( n = 10), nine primary teachers enacted student voice pedagogical strategies over a six-month period. Data sources included recordings of monthly collective meetings with teachers ( n = 7), mid-point ( n = 4) and/or end-point ( n = 6) individual interviews with the teachers, blog posts ( n = 2), conference presentations ( n = 2), and three focus groups with children ( n = 12). Drawing on teachers’ and children's experiences, a roadmap for teachers getting started with enactment of student voice pedagogies is presented with attention to: starting small, starting smart, and not stopping. Teachers valued the outcomes of enactment of student voice pedagogies for the children in their classes in ways that changed their teaching approaches and sustained their commitment to student voice pedagogies. The roadmap presented can be used to support teachers learning how to enact student voice as an everyday pedagogy in primary physical education.
{"title":"Teachers learning to use student voice in primary physical education – ready, steady, go!","authors":"Déirdre Ní Chróinín, Melissa Parker, Maura Coulter, Tony Sweeney","doi":"10.1177/1356336x241257455","DOIUrl":"https://doi.org/10.1177/1356336x241257455","url":null,"abstract":"Primary physical education lags behind student voice developments in research and practice internationally ( Gillett-Swan and Baroutsis, 2023 ) and in post-primary physical education ( Howley and O'Sullivan, 2021 ; Iannucci and Parker, 2022a ). Furthermore, evidence is lacking on how to guide primary teachers learning to implement student voice pedagogies in physical education successfully. This research begins to fill this gap by focusing on the research question: What direction can be taken from primary teachers’ experiences of learning to enact student voice in physical education? Insight on what mattered in teachers’ learning to enact student voice can guide how to promote student voice pedagogies as everyday primary physical education pedagogies. Within a professional learning community ( n = 10), nine primary teachers enacted student voice pedagogical strategies over a six-month period. Data sources included recordings of monthly collective meetings with teachers ( n = 7), mid-point ( n = 4) and/or end-point ( n = 6) individual interviews with the teachers, blog posts ( n = 2), conference presentations ( n = 2), and three focus groups with children ( n = 12). Drawing on teachers’ and children's experiences, a roadmap for teachers getting started with enactment of student voice pedagogies is presented with attention to: starting small, starting smart, and not stopping. Teachers valued the outcomes of enactment of student voice pedagogies for the children in their classes in ways that changed their teaching approaches and sustained their commitment to student voice pedagogies. The roadmap presented can be used to support teachers learning how to enact student voice as an everyday pedagogy in primary physical education.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":null,"pages":null},"PeriodicalIF":3.4,"publicationDate":"2024-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141098009","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-20DOI: 10.1177/1356336x241254284
Håkan Larsson, Dean Barker, Jan-Eric Ekberg, Christopher Engdahl, Anders Frisk, Gunn Nyberg
Creative dance, that is to say, movements, with or without music, which allow participants to express ideas, thoughts, and feelings, are sometimes accompanied by a ‘there is no right or wrong way to move’ rhetoric. This may reinforce the impression among physical education teacher education (PETE) students, who often have limited experience of (creative) dance, that there is nothing to practise in creative dance and that this activity is merely directionless movement. In this paper, however, based on Aggerholm's notion of practising movements, we explore an occasion in a PETE course where a magic moment occurred, indicating that the students had practised and ‘figured out’ something that made this moment possible. The purpose of the paper is to explore the knowledge in movement that PETE students were practising as they participated in creative dance. The purpose is also to shed light on what pedagogical practice contributed to enabling such practising. Video documentation and short interviews with students in one PETE course and one continuing professional development course for physical education teachers indicate that the magic moment was made possible as the students’ practised making sense of moving in non-predetermined – creative – ways and appreciating the expressive dimension of movement. Laban's movement analysis framework seemed, along with the teachers’ knowledge of movement, to be an important element in the pedagogical practice that made the magic moment possible.
创意舞蹈，即在有音乐或无音乐的情况下，让参与者表达想法、思想和情感的动作，有 时伴随着 "动作没有对错之分 "的言论。这可能会加深体育教师教育专业（PETE）学生的印象，他们通常对（创意）舞蹈的经验有限，认为创意舞蹈没有什么可练习的，这种活动只是没有方向的运动。然而，在本文中，我们根据阿格霍尔姆的 "练习动作 "概念，探讨了在体育教师教育课程中出现神奇时刻的一个场合，这表明学生们已经练习并 "想出 "了使这一时刻成为可能的东西。本文旨在探讨 PETE 学生在参与创意舞蹈时练习的动作知识。目的还在于阐明教学实践在促成这种练习方面所起的作用。在一个 PETE 课程和一个体育教师专业进修课程中对学生进行的视频记录和简短访谈表明，当学生们练习以非预定--创造性--的方式进行有意义的运动，并欣赏运动的表现力时，神奇的时刻便成为可能。拉班的运动分析框架和教师的运动知识似乎是教学实践中的一个重要因素，使神奇时刻成为可能。
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Pub Date : 2024-05-20DOI: 10.1177/1356336x241254738
Christopher B. Merica, Cate A. Egan, Collin A. Webster, Ben Kern, Karie Orendorff, Kelly Simonton
In the United States, the Comprehensive School Physical Activity Program (CSPAP) is a whole-of-school framework to ensure youth meet physical activity guidelines. Physical education teachers (PETs) are poised to be CSPAP leaders, but implementation is low. PETs’ involvement with CSPAPs may be better understood through the lens of their role breadth self-efficacy, which captures how professionals feel about their ability to undertake expanded workplace roles. Furthermore, investigating PETs’ CSPAP-related role breadth self-efficacy from the perspective of occupational socialization theory could help to identify critical intervention points in PETs’ career development to support CSPAP implementation. The purpose of this study, therefore, was to explore PETs’ perceptions of how the phases of occupational socialization theory influence their role breadth self-efficacy to be involved with CSPAPs. Stratified random sampling and convenience sampling were used to recruit 25 PETs ( n = 16 female) in the United States. Data were collected using individual, semi-structured interviews and analyzed using constant comparison. The findings are represented in three overarching themes, each accompanied by corresponding subthemes: (a) modeling and encouragement from socializing agents, (b) learn by doing: mastery experiences, and (c) agent of change: “I believe in this.” The PETs’ childhood physical activity experiences, physical activity leadership development within teacher education, mentorship from experienced educators who exemplify effective strategies, and the capacity to foster social capital within the workplace are key factors impacting PETs’ CSPAP-related role breadth self-efficacy. Further investigation into mentorship programs for novice PETs to lead CSPAPs and best practices for CSPAP training in teacher education is recommended.
在美国，"学校体育活动综合计划"（CSPAP）是一个确保青少年达到体育活动指导标准的全校框架。体育教师（PET）有望成为 CSPAP 的领导者，但实施率却很低。体育教师的角色广度自我效能感反映了专业人员对其承担更多工作角色的能力的看法，从这一角度来看，体育教师参与 CSPAP 的情况可能更容易理解。此外，从职业社会化理论的角度调查 PET 的 CSPAP 相关角色广度自我效能感，有助于确定 PET 职业发展中的关键干预点，以支持 CSPAP 的实施。因此，本研究旨在探讨 PET 对职业社会化理论的各个阶段如何影响其参与 CSPAP 的角色广度自我效能的看法。研究采用分层随机抽样和便利抽样的方法，在美国招募了 25 名 PET（n = 16 名女性）。采用个人半结构式访谈收集数据，并使用恒定比较法进行分析。研究结果体现在三个总主题中，每个主题都有相应的副主题：(a) 社会化推动者的示范和鼓励，(b) 边做边学：掌握经验，以及 (c) 变革推动者："我相信这一点"。PETs 的童年体育活动经历、师范教育中的体育活动领导力培养、经验丰富的教育工作者对有效策略的示范指导以及在工作场所培养社会资本的能力是影响 PETs 的 CSPAP 相关角色广度自我效能感的关键因素。建议进一步调查新手 PET 领导 CSPAP 的指导计划以及师范教育中 CSPAP 培训的最佳实践。
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Pub Date : 2024-05-10DOI: 10.1177/1356336x241245044
Derya Sakallı, Ender Şenel
Previous research has revealed that physical education (PE) teachers and their subject are often perceived as undervalued. However, examining the contributing factors and relationships to improve this situation is critical. This study focused on the associations among PE teachers’ perceptions of marginalisation, perceived mattering, and role stress factors. We recruited 208 PE teachers from various regions of Turkey, with a mean age of 36.67 ± 8.18 and a mean teaching experience of 11.34 ± 8.22 years. The data were collected using the Physical Education – Marginalisation and Isolation Scale, the Perceived Mattering Questionnaire – Physical Education, and the Teacher Role Stressors Survey. The findings indicate that role stress factors do not directly predict perceived mattering but exacerbate feelings of marginalisation, which, in turn, negatively predict perceived mattering. The results shed light on the intricate relationships among various factors contributing to marginalisation and suggest potential avenues for improvement. Our findings demonstrate that role stress factors positively and directly predict marginalisation, which, in turn, is negatively related to both teacher mattering and PE mattering. The results also reveal that role stress factors significantly and indirectly predict perceived mattering through the mediating role of marginalisation. The model results indicate that the marginalisation of teachers is a significant predictor of both PE mattering and teacher mattering, and it plays a mediating role in the relationship between role stress factors and teachers’ perceived mattering.
{"title":"The role of marginalisation and role stressors in physical education teachers’ perceived mattering","authors":"Derya Sakallı, Ender Şenel","doi":"10.1177/1356336x241245044","DOIUrl":"https://doi.org/10.1177/1356336x241245044","url":null,"abstract":"Previous research has revealed that physical education (PE) teachers and their subject are often perceived as undervalued. However, examining the contributing factors and relationships to improve this situation is critical. This study focused on the associations among PE teachers’ perceptions of marginalisation, perceived mattering, and role stress factors. We recruited 208 PE teachers from various regions of Turkey, with a mean age of 36.67 ± 8.18 and a mean teaching experience of 11.34 ± 8.22 years. The data were collected using the Physical Education – Marginalisation and Isolation Scale, the Perceived Mattering Questionnaire – Physical Education, and the Teacher Role Stressors Survey. The findings indicate that role stress factors do not directly predict perceived mattering but exacerbate feelings of marginalisation, which, in turn, negatively predict perceived mattering. The results shed light on the intricate relationships among various factors contributing to marginalisation and suggest potential avenues for improvement. Our findings demonstrate that role stress factors positively and directly predict marginalisation, which, in turn, is negatively related to both teacher mattering and PE mattering. The results also reveal that role stress factors significantly and indirectly predict perceived mattering through the mediating role of marginalisation. The model results indicate that the marginalisation of teachers is a significant predictor of both PE mattering and teacher mattering, and it plays a mediating role in the relationship between role stress factors and teachers’ perceived mattering.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":null,"pages":null},"PeriodicalIF":3.4,"publicationDate":"2024-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140910643","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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