In the past four decades, health and physical education teacher education (HPETE) research has grown, emphasising social justice and activist approaches as a way to challenge the status quo of systems of oppression, including capitalism, imperialism, patriarchy, racism, LGBTQI+ phobia, and ableism. Despite a wealth of research on social justice and activist approaches in HPETE, there is a notable gap in understanding the outcomes for pre-service teachers (PSTs), necessitating further exploration into the impact and effectiveness of these approaches. This study aimed to explore PSTs’ experiences of an activist approach in an HPETE context. Participants included a teacher educator/researcher and 65 PSTs who experienced the activist approach within their HPETE program while working with school students. Data were collected from: (a) field notes from the teacher educator; (b) reflective diaries from the PSTs; (c) focus groups with the PSTs; and (d) artefacts from the PSTs. Findings were discussed under three themes highlighting the experiences of PSTs engaging with an activist approach in an HPETE program. First, the study underscored how PSTs understood and valued students’ voices and embraced a student-centred approach. Second, PSTs emphasised the pivotal role of building relationships and creating safe spaces within the health and physical education environment. Third, the findings underscored how PSTs understood the messiness in teaching and the need to understand students’ needs in experiencing the activist approach. By investigating PSTs’ encounters with the activist approach, the study provided insights into its effectiveness in enhancing PSTs’ learnings and informing their pedagogical practices.
{"title":"Pre-service teachers’ experiences of an activist approach in a health and physical education teacher education context","authors":"Carla Luguetti, Fabiana Turelli, Danielle Speranza, Julie Wachter, Loretta Konjarski","doi":"10.1177/1356336x241294069","DOIUrl":"https://doi.org/10.1177/1356336x241294069","url":null,"abstract":"In the past four decades, health and physical education teacher education (HPETE) research has grown, emphasising social justice and activist approaches as a way to challenge the status quo of systems of oppression, including capitalism, imperialism, patriarchy, racism, LGBTQI+ phobia, and ableism. Despite a wealth of research on social justice and activist approaches in HPETE, there is a notable gap in understanding the outcomes for pre-service teachers (PSTs), necessitating further exploration into the impact and effectiveness of these approaches. This study aimed to explore PSTs’ experiences of an activist approach in an HPETE context. Participants included a teacher educator/researcher and 65 PSTs who experienced the activist approach within their HPETE program while working with school students. Data were collected from: (a) field notes from the teacher educator; (b) reflective diaries from the PSTs; (c) focus groups with the PSTs; and (d) artefacts from the PSTs. Findings were discussed under three themes highlighting the experiences of PSTs engaging with an activist approach in an HPETE program. First, the study underscored how PSTs understood and valued students’ voices and embraced a student-centred approach. Second, PSTs emphasised the pivotal role of building relationships and creating safe spaces within the health and physical education environment. Third, the findings underscored how PSTs understood the messiness in teaching and the need to understand students’ needs in experiencing the activist approach. By investigating PSTs’ encounters with the activist approach, the study provided insights into its effectiveness in enhancing PSTs’ learnings and informing their pedagogical practices.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"80 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2024-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142673915","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 : 2024-10-29DOI: 10.1177/1356336x241285977
Mette Munk, Sine Agergaard
There is evidence that the longstanding multi-activity sport-based approach to physical education (PE) limits the opportunities for students to participate in and learn from PE. Furthermore, studies of educational approaches to PE have identified a willingness to re-orientate and re-structure PE by exploring diverse ways of learning in, through and about movement. This study endeavours to advance this issue through an empirical analysis of how an educational PE curriculum approach influences student engagement. Using the concept of the landscape of practice, it explores how students’ participation or non-participation in PE is moulded by various communities of practice (CoPs), with a specific emphasis on the school as a learning community. The study is based on a qualitative single case study in a state school in Denmark. Data generation included weekly observations of PE lessons taught with an educational approach and focus groups with a total of 33 students from the seventh and ninth grades (13–15 years old). The material was processed using Massey's model for thematic analysis. Our analysis reveals that an educational approach supports student engagement with a broader landscape of PE that is no longer solely associated with communities of sport and physical recreation, but with the school as a community of learning. Such new articulations of PE, which were constructed on the boundaries between multiple CoPs, influenced the students’ willingness to participate in and learn from PE, depending on their positions within the landscape. We discuss the implications for the future design and development of a PE curriculum.
{"title":"What is the meaning of PE? Exploring the influence of an educational curriculum approach on students’ participation and non-participation in physical education","authors":"Mette Munk, Sine Agergaard","doi":"10.1177/1356336x241285977","DOIUrl":"https://doi.org/10.1177/1356336x241285977","url":null,"abstract":"There is evidence that the longstanding multi-activity sport-based approach to physical education (PE) limits the opportunities for students to participate in and learn from PE. Furthermore, studies of educational approaches to PE have identified a willingness to re-orientate and re-structure PE by exploring diverse ways of learning in, through and about movement. This study endeavours to advance this issue through an empirical analysis of how an educational PE curriculum approach influences student engagement. Using the concept of the landscape of practice, it explores how students’ participation or non-participation in PE is moulded by various communities of practice (CoPs), with a specific emphasis on the school as a learning community. The study is based on a qualitative single case study in a state school in Denmark. Data generation included weekly observations of PE lessons taught with an educational approach and focus groups with a total of 33 students from the seventh and ninth grades (13–15 years old). The material was processed using Massey's model for thematic analysis. Our analysis reveals that an educational approach supports student engagement with a broader landscape of PE that is no longer solely associated with communities of sport and physical recreation, but with the school as a community of learning. Such new articulations of PE, which were constructed on the boundaries between multiple CoPs, influenced the students’ willingness to participate in and learn from PE, depending on their positions within the landscape. We discuss the implications for the future design and development of a PE curriculum.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"7 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2024-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142541371","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 : 2024-10-24DOI: 10.1177/1356336x241289911
Nele Van Doren, Sofie Compernolle, Arne Bouten, Leen Haerens, Laura Hesters, Taren Sanders, Maarten Slembrouck, Katrien De Cocker
Previous Self-Determination Theory (SDT) research has highlighted the impact of physical education (PE) teachers’ (de)motivating styles on students’ motivation, in-class moderate-to-vigorous physical activity (MVPA), and sedentary behaviour. However, most studies relied on questionnaires to assess PE teachers’ (de)motivating styles, and the few that used observations focused primarily on one specific (de)motivating style in relation to motivational outcomes, overlooking behavioural outcomes. This study advances SDT-based research by examining associations between PE teachers’ observed (de)motivating styles (i.e. four styles, eight approaches, and 43 behaviours), students’ motivation (i.e. intrinsic motivation, identified regulation, introjected regulation, external regulation, and amotivation), and students’ device-based in-class MVPA and sedentary behaviour. A total of 79 secondary school PE teachers and 885 students participated. One PE lesson per teacher was recorded and (de)motivating styles were rated using the Situation-in-School Physical Education-Coder (SIS-PE-Coder). Students completed an online questionnaire to assess their motivation and wore Actigraph accelerometers to measure in-class MVPA and sedentary behaviour. Linear mixed-effects models, controlling for the lesson topic, and students’ sex and age, revealed that PE teachers’ observed attuning approach related positively and demanding and abandoning approaches related negatively to students’ intrinsic motivation. The demanding approach also related positively to students’ introjected regulation. Notably, the demanding approach showed a dual pathway, negatively relating to intrinsic motivation but positively relating to in-class MVPA. In turn, intrinsic motivation was positively related to in-class MVPA. By relying on observations, the findings suggest that PE teachers can optimize student motivation by being more attuning and less demanding and abandoning.
{"title":"How is observed (de)motivating teaching associated with student motivation and device-based physical activity during physical education?","authors":"Nele Van Doren, Sofie Compernolle, Arne Bouten, Leen Haerens, Laura Hesters, Taren Sanders, Maarten Slembrouck, Katrien De Cocker","doi":"10.1177/1356336x241289911","DOIUrl":"https://doi.org/10.1177/1356336x241289911","url":null,"abstract":"Previous Self-Determination Theory (SDT) research has highlighted the impact of physical education (PE) teachers’ (de)motivating styles on students’ motivation, in-class moderate-to-vigorous physical activity (MVPA), and sedentary behaviour. However, most studies relied on questionnaires to assess PE teachers’ (de)motivating styles, and the few that used observations focused primarily on one specific (de)motivating style in relation to motivational outcomes, overlooking behavioural outcomes. This study advances SDT-based research by examining associations between PE teachers’ observed (de)motivating styles (i.e. four styles, eight approaches, and 43 behaviours), students’ motivation (i.e. intrinsic motivation, identified regulation, introjected regulation, external regulation, and amotivation), and students’ device-based in-class MVPA and sedentary behaviour. A total of 79 secondary school PE teachers and 885 students participated. One PE lesson per teacher was recorded and (de)motivating styles were rated using the Situation-in-School Physical Education-Coder (SIS-PE-Coder). Students completed an online questionnaire to assess their motivation and wore Actigraph accelerometers to measure in-class MVPA and sedentary behaviour. Linear mixed-effects models, controlling for the lesson topic, and students’ sex and age, revealed that PE teachers’ observed attuning approach related positively and demanding and abandoning approaches related negatively to students’ intrinsic motivation. The demanding approach also related positively to students’ introjected regulation. Notably, the demanding approach showed a dual pathway, negatively relating to intrinsic motivation but positively relating to in-class MVPA. In turn, intrinsic motivation was positively related to in-class MVPA. By relying on observations, the findings suggest that PE teachers can optimize student motivation by being more attuning and less demanding and abandoning.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"10 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2024-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142490949","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 : 2024-10-18DOI: 10.1177/1356336x241285619
Göran Gerdin, Katarina Schenker, Susanne Linnér
Research continues to show that school physical education and health (PEH) is complicit in the reproduction of inequities related to, for instance, gender, sexuality, ethnicity, religion and social class. In this paper, we present findings from a participatory action research (PAR) project with 11 PEH teachers at two upper-secondary schools in Sweden, aimed at enhancing understandings and enactments of social justice pedagogies. Data generated through observations, interviews, focus groups, workshops and teacher reflections were analysed through a thematic analysis ( Braun and Clarke, 2022 ) and informed by the concept of teaching for equity and social justice ( Freire, 1970 ). The findings highlight how the teachers associated social justice pedagogies in PEH with an emphasis on: (1) ‘inclusion’; (2) ‘equity/equality’; (3) ‘adaptations to teaching and assessment’; and (4) ‘relationships’. The findings also demonstrate how, based on the importance they placed on relationships, the teachers developed pedagogies that aimed to create: (1) ‘conditions for building relationships’; (2) ‘continuous engagement from teachers and students’; (3) ‘student involvement and reflection’; and (4) ‘connections with and within the subject’. Although the findings draw attention to productive understandings and enactments of social justice pedagogies, we also argue that the teachers, to some extent, conflated equality of opportunity with equity of outcome and continued to focus on managing inequities within the framework of taken-for-granted practices and knowledge within the subject. We conclude that more work is needed to support teachers in not only addressing the inequities students bring to the classroom, but also in challenging the norms that make these inequities matter.
{"title":"Understandings and enactments of social justice pedagogies in Swedish physical education and health practice","authors":"Göran Gerdin, Katarina Schenker, Susanne Linnér","doi":"10.1177/1356336x241285619","DOIUrl":"https://doi.org/10.1177/1356336x241285619","url":null,"abstract":"Research continues to show that school physical education and health (PEH) is complicit in the reproduction of inequities related to, for instance, gender, sexuality, ethnicity, religion and social class. In this paper, we present findings from a participatory action research (PAR) project with 11 PEH teachers at two upper-secondary schools in Sweden, aimed at enhancing understandings and enactments of social justice pedagogies. Data generated through observations, interviews, focus groups, workshops and teacher reflections were analysed through a thematic analysis ( Braun and Clarke, 2022 ) and informed by the concept of teaching for equity and social justice ( Freire, 1970 ). The findings highlight how the teachers associated social justice pedagogies in PEH with an emphasis on: (1) ‘inclusion’; (2) ‘equity/equality’; (3) ‘adaptations to teaching and assessment’; and (4) ‘relationships’. The findings also demonstrate how, based on the importance they placed on relationships, the teachers developed pedagogies that aimed to create: (1) ‘conditions for building relationships’; (2) ‘continuous engagement from teachers and students’; (3) ‘student involvement and reflection’; and (4) ‘connections with and within the subject’. Although the findings draw attention to productive understandings and enactments of social justice pedagogies, we also argue that the teachers, to some extent, conflated equality of opportunity with equity of outcome and continued to focus on managing inequities within the framework of taken-for-granted practices and knowledge within the subject. We conclude that more work is needed to support teachers in not only addressing the inequities students bring to the classroom, but also in challenging the norms that make these inequities matter.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"19 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2024-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142449429","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 : 2024-10-16DOI: 10.1177/1356336x241276825
Catarina Amorim, Elsa Ribeiro-Silva
The purpose of this study was to investigate preservice physical education teachers’ perceptions of initial teacher education and its impact on their professional lives and teachers’ identities at the end of their school placement. It was also the aim of this study to identify school placement contributing factors and key actors in the formation of professional identities. The sample was composed of 272 preservice teachers in their final year of the master's in teaching physical education at a Portuguese university. We collected data through a questionnaire that included closed- and open-ended questions regarding six aspects of the teaching profession and initial teacher education: agents of training; components of teacher education; roles of teachers; motivation for teaching; conceptions of teaching and learning; and changes experienced during this period. Quantitative data were statistically analysed for measures of central tendency, and the responses to the open-ended question were analysed through thematic content analysis. The findings revealed: that preservice teachers considered the cooperating teacher to be the most important agent of training; that the teaching practicum experience was the most important component of teacher education; that delivering universal values was an essential role of teachers; that they had an intrinsic motivation for teaching; that they perceived a constructivist approach to teaching; and that the most meaningful change they experienced during their education was an improvement in soft skills. With the results, we conclude that professional socialisation influenced how the participants performed as teachers.
{"title":"Preservice physical education teachers’ perceptions of initial teacher education","authors":"Catarina Amorim, Elsa Ribeiro-Silva","doi":"10.1177/1356336x241276825","DOIUrl":"https://doi.org/10.1177/1356336x241276825","url":null,"abstract":"The purpose of this study was to investigate preservice physical education teachers’ perceptions of initial teacher education and its impact on their professional lives and teachers’ identities at the end of their school placement. It was also the aim of this study to identify school placement contributing factors and key actors in the formation of professional identities. The sample was composed of 272 preservice teachers in their final year of the master's in teaching physical education at a Portuguese university. We collected data through a questionnaire that included closed- and open-ended questions regarding six aspects of the teaching profession and initial teacher education: agents of training; components of teacher education; roles of teachers; motivation for teaching; conceptions of teaching and learning; and changes experienced during this period. Quantitative data were statistically analysed for measures of central tendency, and the responses to the open-ended question were analysed through thematic content analysis. The findings revealed: that preservice teachers considered the cooperating teacher to be the most important agent of training; that the teaching practicum experience was the most important component of teacher education; that delivering universal values was an essential role of teachers; that they had an intrinsic motivation for teaching; that they perceived a constructivist approach to teaching; and that the most meaningful change they experienced during their education was an improvement in soft skills. With the results, we conclude that professional socialisation influenced how the participants performed as teachers.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"24 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2024-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142444501","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 : 2024-10-16DOI: 10.1177/1356336x241287471
Ben D. Kern, Laura Palmer
School principals are responsible for leadership toward meeting an academic mission predicated on student achievement in core subjects. Socialization experiences of principals relative to physical education (PE) may impact their perception of PE's academic value. Our purpose was to investigate the development and maturation of school principals’ perspective of the value of PE to their school’s academic mission. Eleven principals completed two in-depth interviews about their perception of PE's value to their school's academic mission. Interviews occurred prior to and following their PE teacher participating in extended professional development. Principals observed and assessed the teaching performance of their current PE teacher on two separate occasions between interviews. Occupational Socialization Theory guided inquiry and analysis. Principals’ positive and negative experiences during K-12 influenced their beliefs about the value of PE to the academic mission and were evident in performance expectations of their respective PE teacher. Professional training had little effect, but instructional leadership interactions with their PE teacher impacted principals’ beliefs about PE's value to the school’s academic mission. Positive changes in principal perceptions about the academic nature of PE were noted over the course of the study. Principal preparation programs offer little guidance in supporting PE. Opportunities to observe and reflect upon best practices with PE teachers may positively alter their beliefs. More guidance on evaluating teachers of specific content areas such as PE is warranted, and PE teachers may offset marginalization by engaging their principal about best practices that align with and support the school’s academic mission.
{"title":"Development and maturation of school principals’ viewpoint of physical education's value to the academic mission","authors":"Ben D. Kern, Laura Palmer","doi":"10.1177/1356336x241287471","DOIUrl":"https://doi.org/10.1177/1356336x241287471","url":null,"abstract":"School principals are responsible for leadership toward meeting an academic mission predicated on student achievement in core subjects. Socialization experiences of principals relative to physical education (PE) may impact their perception of PE's academic value. Our purpose was to investigate the development and maturation of school principals’ perspective of the value of PE to their school’s academic mission. Eleven principals completed two in-depth interviews about their perception of PE's value to their school's academic mission. Interviews occurred prior to and following their PE teacher participating in extended professional development. Principals observed and assessed the teaching performance of their current PE teacher on two separate occasions between interviews. Occupational Socialization Theory guided inquiry and analysis. Principals’ positive and negative experiences during K-12 influenced their beliefs about the value of PE to the academic mission and were evident in performance expectations of their respective PE teacher. Professional training had little effect, but instructional leadership interactions with their PE teacher impacted principals’ beliefs about PE's value to the school’s academic mission. Positive changes in principal perceptions about the academic nature of PE were noted over the course of the study. Principal preparation programs offer little guidance in supporting PE. Opportunities to observe and reflect upon best practices with PE teachers may positively alter their beliefs. More guidance on evaluating teachers of specific content areas such as PE is warranted, and PE teachers may offset marginalization by engaging their principal about best practices that align with and support the school’s academic mission.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"10 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2024-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142444497","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 : 2024-10-08DOI: 10.1177/1356336x241282492
Mats Hordvik, Tim Fletcher, Anders Lund Haugen, Lasse Møller, Berit Engebretsen
This research takes on the recommendation to continue examining the use of models-based practice (MbP) in diverse contexts by considering pre-service teachers’ (PSTs’) experiences of learning to teach using MbP in a physical education teacher education (PETE) program in Norway. Guided by the theory of a pedagogy of teacher education ( Loughran, 2006 ), this research was driven by the question: “What are PSTs’ experiences of learning about teaching using MbP in one comprehensive PETE course?” The context was a 15-credit PETE course taught collaboratively by four teacher educators to two cohorts of first-year undergraduate PSTs (25 PSTs in each cohort). Data were generated through a total of 24 focus group interviews with eight PST groups before, during, and upon completion of the course. A hybrid approach of inductive and deductive theme development enabled us to produce knowledge of how PSTs’ learning evolved through four phases: (a) (traditional) assumptions about physical education and teacher education, (b) learning about and through a new way of teaching and learning physical education, (c) challenging and being challenged by the traditional “gym” culture in schools, and (d) understanding what it means to be and become a (physical education) teacher. This research offers support to claims about the challenges in creating coherence at different levels in PSTs’ learning experiences in a Norwegian PETE program. At the same time, we show that MbP can provide PSTs with a coherent learning experience, potentially resulting in changes to how PSTs think about teaching physical education.
本研究通过研究职前教师（PSTs）在挪威体育教师教育（PETE）课程中使用基于模型的实践（MbP）学习教学的经验，提出了继续研究在不同背景下使用基于模型的实践（MbP）的建议。在教师教育教学法理论（Loughran，2006 年）的指导下，本研究由以下问题驱动："体育教师在一门综合性 PETE 课程中使用 MbP 学习教学的经验是什么？研究的背景是由四位教师教育工作者共同为两批一年级本科 PST（每批 25 名 PST）讲授一门 15 个学分的 PETE 课程。在课程之前、期间和完成之后，对八个 PST 小组进行了共 24 次焦点小组访谈，从而获得了数据。通过归纳和演绎主题发展的混合方法，我们得以了解体育教师的学习是如何经历以下四个阶段的：(a) 对体育和师范教育的（传统）假设，(b) 了解并通过一种新的体育教学方式，(c) 挑战学校中传统的 "健身房 "文化并接受挑战，以及 (d) 理解成为一名（体育）教师的意义。在挪威的 PETE 项目中，体育教师在不同层面的学习经历中创造连贯性所面临的挑战，本研究为这一说法提供了支持。与此同时，我们还表明，MbP可以为体育教师提供连贯的学习体验，从而有可能改变体育教师对体育教学的看法。
{"title":"The process(es) of learning about teaching using models-based practice: Pre-service teachers’ experiences","authors":"Mats Hordvik, Tim Fletcher, Anders Lund Haugen, Lasse Møller, Berit Engebretsen","doi":"10.1177/1356336x241282492","DOIUrl":"https://doi.org/10.1177/1356336x241282492","url":null,"abstract":"This research takes on the recommendation to continue examining the use of models-based practice (MbP) in diverse contexts by considering pre-service teachers’ (PSTs’) experiences of learning to teach using MbP in a physical education teacher education (PETE) program in Norway. Guided by the theory of a pedagogy of teacher education ( Loughran, 2006 ), this research was driven by the question: “What are PSTs’ experiences of learning about teaching using MbP in one comprehensive PETE course?” The context was a 15-credit PETE course taught collaboratively by four teacher educators to two cohorts of first-year undergraduate PSTs (25 PSTs in each cohort). Data were generated through a total of 24 focus group interviews with eight PST groups before, during, and upon completion of the course. A hybrid approach of inductive and deductive theme development enabled us to produce knowledge of how PSTs’ learning evolved through four phases: (a) (traditional) assumptions about physical education and teacher education, (b) learning about and through a new way of teaching and learning physical education, (c) challenging and being challenged by the traditional “gym” culture in schools, and (d) understanding what it means to be and become a (physical education) teacher. This research offers support to claims about the challenges in creating coherence at different levels in PSTs’ learning experiences in a Norwegian PETE program. At the same time, we show that MbP can provide PSTs with a coherent learning experience, potentially resulting in changes to how PSTs think about teaching physical education.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"8 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2024-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142386245","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 : 2024-10-07DOI: 10.1177/1356336x241283796
Mikael Quennerstedt, Dean Barker, Anna Johansson, Peter Korp
In many countries, fitness testing is used in physical education (PE). Advocates of fitness testing maintain that testing promotes physical activity and has long-term health benefits. Other scholars question using fitness tests for children in educational contexts and describe them as demotivating, embarrassing, and humiliating. The purpose of the study is to contribute to this educational dilemma with knowledge on the use of “fitness tests” in PE practice. This is done by exploring a pedagogical intervention in Sweden where tests were used to teach from a norm-creative perspective and considering how bodies with different weight and form could be included. We draw on “new materialist” methodologies, asking what tests do and can do in PE practice. In our analysis, we brought together six affective elements of what tests do. Many tests produced traditional PE practices, and there were apparent silences regarding body hierarchies, which often render big bodies invisible. Teaching tests paradoxically, however, also produced opportunities for creativity in moving and opportunities to reflect upon norms about justice and “normal” bodies. This analysis highlights the potential of teaching with the test in order for fitness tests to become educational.
{"title":"Teaching with the test: Using fitness tests to teach paradoxically in physical education","authors":"Mikael Quennerstedt, Dean Barker, Anna Johansson, Peter Korp","doi":"10.1177/1356336x241283796","DOIUrl":"https://doi.org/10.1177/1356336x241283796","url":null,"abstract":"In many countries, fitness testing is used in physical education (PE). Advocates of fitness testing maintain that testing promotes physical activity and has long-term health benefits. Other scholars question using fitness tests for children in educational contexts and describe them as demotivating, embarrassing, and humiliating. The purpose of the study is to contribute to this educational dilemma with knowledge on the use of “fitness tests” in PE practice. This is done by exploring a pedagogical intervention in Sweden where tests were used to teach from a norm-creative perspective and considering how bodies with different weight and form could be included. We draw on “new materialist” methodologies, asking what tests do and can do in PE practice. In our analysis, we brought together six affective elements of what tests do. Many tests produced traditional PE practices, and there were apparent silences regarding body hierarchies, which often render big bodies invisible. Teaching tests paradoxically, however, also produced opportunities for creativity in moving and opportunities to reflect upon norms about justice and “normal” bodies. This analysis highlights the potential of teaching with the test in order for fitness tests to become educational.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"78 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2024-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142384442","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 : 2024-10-07DOI: 10.1177/1356336x241280834
Rebecca Cunningham-Rose, Nick Garrett, Chris Lonsdale, Nigel Harris
Heart rate (HR) monitoring during exercise represents a potentially useful strategy for teachers delivering physical education lessons. This study examined how projecting HR monitor data onto a screen acutely affected school students’ exercise intensity during a high-intensity interval training (HIIT) session. Twenty students (12.3 ± 0.9 years, male = 8, female = 12) from one primary school volunteered to participate. Using a randomised crossover design within a 4-week period, participants completed four sessions of HIIT with HR projection and four sessions of HIIT with no ability to view HR. During the HR projection condition all participants viewed their HR on a class screen in real-time, with a changing colour according to HR level. Target intensity was 90% of age-predicted maximum HR. Peak HR and time above 90% HR (RED) were collected in all sessions. Student focus groups and teacher interviews were conducted to gain perceptions around the effects of the projection. Peak HR ( p = 0.005, η2 effect size = 0.049) and RED ( p = 0.000, η2 effect size = 0.083) were significantly greater during the projected condition. Qualitative data indicated that projection improved student motivation to reach the target, and ignited competition amongst peers to work harder. Projecting HR data onto a screen can increase the acute exercise intensity of school students during HIIT. HR projection therefore represents a useful strategy for the delivery of exercise sessions with an emphasis on intensity, within physical education classes.
{"title":"The acute effect of heart rate monitor projection on exercise effort in school students","authors":"Rebecca Cunningham-Rose, Nick Garrett, Chris Lonsdale, Nigel Harris","doi":"10.1177/1356336x241280834","DOIUrl":"https://doi.org/10.1177/1356336x241280834","url":null,"abstract":"Heart rate (HR) monitoring during exercise represents a potentially useful strategy for teachers delivering physical education lessons. This study examined how projecting HR monitor data onto a screen acutely affected school students’ exercise intensity during a high-intensity interval training (HIIT) session. Twenty students (12.3 ± 0.9 years, male = 8, female = 12) from one primary school volunteered to participate. Using a randomised crossover design within a 4-week period, participants completed four sessions of HIIT with HR projection and four sessions of HIIT with no ability to view HR. During the HR projection condition all participants viewed their HR on a class screen in real-time, with a changing colour according to HR level. Target intensity was 90% of age-predicted maximum HR. Peak HR and time above 90% HR (RED) were collected in all sessions. Student focus groups and teacher interviews were conducted to gain perceptions around the effects of the projection. Peak HR ( p = 0.005, η<jats:sup>2</jats:sup> effect size = 0.049) and RED ( p = 0.000, η<jats:sup>2</jats:sup> effect size = 0.083) were significantly greater during the projected condition. Qualitative data indicated that projection improved student motivation to reach the target, and ignited competition amongst peers to work harder. Projecting HR data onto a screen can increase the acute exercise intensity of school students during HIIT. HR projection therefore represents a useful strategy for the delivery of exercise sessions with an emphasis on intensity, within physical education classes.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"41 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2024-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142384443","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 : 2024-09-25DOI: 10.1177/1356336x241279378
Jeffrey Giles, Dawn Penney, Justen O’Connor
Ability has been positioned as a crucial concept in the construction of a subject that is inclusive of and meaningful for all students. Almost two decades since Evans ( 2004 ) called on the field to re-engage in discourse concerning ability, how ability is conceptualised by physical education (PE) teachers remains relatively unexplored. Furthermore, relatively little is known about how understandings of ability are enacted through curriculum, pedagogy and assessment in PE. This research explored these issues with lower secondary PE teachers in Western Australia through self-recorded audio responses to two research questions. Data from 38 participants revealed the struggles that PE teachers had in articulating meanings and representations of ability in PE in their curriculum, pedagogy and assessment practices. Findings illustrated a tendency for many teachers to privilege a performative view of ability and focus on the physical domain in discussing ability in PE. While some teachers made reference to skills and dispositions beyond this domain, data affirmed the dominance of narrow conceptualisations of ability in PE and pointed to limited understandings of how broad, fluid and inclusive notions of ability may be embedded in curriculum design, pedagogy and assessment practices. Summative assessment was the most frequent aspect of practice referred to in teachers’ explanations of how understanding of ability was expressed in their practice. The study points to the importance of professional learning and initial teacher education directing attention to ability as a focus for advancing equitable practices in PE and the need for further research exploring enactments of ability.
{"title":"Ability in physical education – No, I can’t discuss it! Insights from lower secondary physical education teachers in Western Australia","authors":"Jeffrey Giles, Dawn Penney, Justen O’Connor","doi":"10.1177/1356336x241279378","DOIUrl":"https://doi.org/10.1177/1356336x241279378","url":null,"abstract":"Ability has been positioned as a crucial concept in the construction of a subject that is inclusive of and meaningful for all students. Almost two decades since Evans ( 2004 ) called on the field to re-engage in discourse concerning ability, how ability is conceptualised by physical education (PE) teachers remains relatively unexplored. Furthermore, relatively little is known about how understandings of ability are enacted through curriculum, pedagogy and assessment in PE. This research explored these issues with lower secondary PE teachers in Western Australia through self-recorded audio responses to two research questions. Data from 38 participants revealed the struggles that PE teachers had in articulating meanings and representations of ability in PE in their curriculum, pedagogy and assessment practices. Findings illustrated a tendency for many teachers to privilege a performative view of ability and focus on the physical domain in discussing ability in PE. While some teachers made reference to skills and dispositions beyond this domain, data affirmed the dominance of narrow conceptualisations of ability in PE and pointed to limited understandings of how broad, fluid and inclusive notions of ability may be embedded in curriculum design, pedagogy and assessment practices. Summative assessment was the most frequent aspect of practice referred to in teachers’ explanations of how understanding of ability was expressed in their practice. The study points to the importance of professional learning and initial teacher education directing attention to ability as a focus for advancing equitable practices in PE and the need for further research exploring enactments of ability.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"24 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2024-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142321546","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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