European Physical Education Review最新文献_第10页

Engaging young people with disabilities in research about their experiences of physical education and sport: A scoping review of methodologies and methods 让残疾青年参与体育教育和体育体验的研究：方法和方法的范围审查

IF 3.4 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

European Physical Education Review

Pub Date : 2022-12-27 DOI: 10.1177/1356336X221141598

Meg Clish, Eimear Enright, Leigh Sperka, S. Tweedy

Young people with disabilities (PWD) have increasingly become part of complex and important conversations surrounding their experiences and engagement in physical education (PE) and sport. Despite more young voices being heard, scant attention has been given to why we are listening, who we are listening to, and how we are listening. In this scoping review, we focus on the methodologies and methods used when researching the perspectives young PWD hold of PE and sport. Through searching Google Scholar, PE and sport journals, and citations and references of relevant research studies, we retrieved 52 empirical publications and information was extracted on their aims, country of origin, context and participants, research design, data sources, analytical, theoretical and conceptual frameworks, and key findings and recommendations. By reviewing methodologies and methods, we were able to identify that: authors often justified their work as ‘filling a gap’; varied, and often minimal, participant information was provided; and finally, data generation methods were at times exclusionary and/or not sensitive to disability research contexts. Moving forward, we first recommend that careful consideration is given to why research is being done beyond contributing knowledge to the field. Second, detailed information must be provided about participants to have a clearer picture about who has and has not been included in research so that findings can be contextualised. Finally, greater attention must be given to alternative and inclusive data generation methods to engage more diverse young people, specifically those with high support needs, in research about PE and youth sport.

残疾青年(PWD)越来越多地成为围绕他们的经历和参与体育运动的复杂而重要对话的一部分。尽管越来越多的年轻人的声音被听到，但很少有人关注我们为什么要听，我们在听谁，以及我们如何听。在这一范围审查中，我们将重点放在研究年轻PWD对体育和运动的看法时使用的方法和方法上。通过检索谷歌Scholar、体育与体育期刊以及相关研究的引文和参考文献，我们检索了52篇实证出版物，并提取了其目的、原产国、背景和参与者、研究设计、数据来源、分析、理论和概念框架、主要发现和建议等信息。通过审查方法和方法，我们能够确定:作者经常将他们的工作证明为“填补空白”;提供了各种各样的、往往很少的参与者信息;最后，数据生成方法有时具有排他性和/或对残疾研究背景不敏感。展望未来，我们首先建议仔细考虑为什么要在为该领域贡献知识之外进行研究。其次，必须提供有关参与者的详细信息，以便更清楚地了解谁被包括在研究中，谁没有被包括在研究中，以便将研究结果纳入背景。最后，必须更加重视替代性和包容性的数据生成方法，以吸引更多不同的年轻人，特别是那些需要高度支持的年轻人，参与体育和青少年体育的研究。

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引用次数: 1

A figurational analysis of teachers and students as policy actors in policy enactment: ‘Integrated Learning Experiences’ in examinable physical education curriculum 教师和学生在政策制定中作为政策参与者的形象分析:可考试体育课程中的“综合学习体验”

IF 3.4 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

European Physical Education Review

Pub Date : 2022-11-30 DOI: 10.1177/1356336X221139945

Dylan Scanlon, A. MacPhail, Antonio Calderón

Examinable physical education (i.e. physical education as a certificate subject in a high-stakes environment) has distinctive forms of practical and theoretical knowledge, and the concept of ‘integration’ has been identified as a means to bridge such forms of knowledge. This paper explores how teachers interpret, translate, and enact curriculum policy, particularly the notion of ‘integrated learning experiences’, and how students respond to ‘integrated learning experiences’ in the Irish examinable physical education curriculum. Figurational sociology was used to locate the teachers and students in a web of interdependent relationships and conceptualise them as ‘policy actors’. Through analysing a year-long data set of teacher and student qualitative data, this paper sheds light on how teachers and students ‘do’ policy work which we explicitly argue is influenced by the independencies within their figurations in the multi-layered policy enactment context. This paper contributes to our understanding of the policy enactment process and how teachers and students engage (or not) with the enactment of curriculum policy.

应试体育(即在高风险环境中作为证书科目的体育)具有独特的实践和理论知识形式，“整合”的概念已被确定为连接这些知识形式的手段。本文探讨了教师如何解释、翻译和制定课程政策，特别是“综合学习体验”的概念，以及学生如何回应爱尔兰应试体育课程中的“综合学习体验”。图形社会学被用来定位教师和学生在一个相互依存的关系网络，并将他们概念化为“政策参与者”。通过分析为期一年的教师和学生定性数据集，本文揭示了教师和学生如何“做”政策工作，我们明确认为，在多层次的政策制定背景下，教师和学生的形象受到独立性的影响。本文有助于我们理解课程政策的制定过程，以及教师和学生如何参与(或不参与)课程政策的制定。

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引用次数: 0

The relationship between occupational socialization factors and in-service physical educators’ reported use of sport education 职业社会化因素与在职体育工作者使用体育教育的关系

IF 3.4 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

European Physical Education Review

Pub Date : 2022-11-24 DOI: 10.1177/1356336X221135169

Martin Vasquez, Tristan L. Wallhead

Extensive empirical evidence exists for how Sport Education (SE: Siedentop et al., 2020) can deliver valued student educational outcomes, yet there remains a dearth of knowledge of how in-service teachers implement the model in practice. The purpose of this study was to examine how the stages of occupational socialization predicted teachers’ reported implementation of the structural features of SE. An SE use and occupational socialization survey was developed and completed by 65 experienced teachers who had received training on using SE during their undergraduate physical education teacher education program. Respondents reported three versions of SE implementation: (a) full, (b) modified, and (c) light, with the majority of teachers reporting using either a full or modified version of SE. Professional socialization (physical education teacher education programming) was the only significant predictor of teachers’ model use. The SE features typically implemented were formal competition, team affiliation, and seasons. The more student-centered features of student roles, record keeping, and a culminating event were less frequently used during practice. Professional socialization remains the most powerful predicted on in-service teachers’ use of SE during their professional practice. Physical education teacher education programs are encouraged to explore methods to facilitate pre-service teachers’ learning of how to implement the student-centered features of SE, as this learning will likely translate into pedagogical practice in schools.

关于体育教育（SE:Siedentop et al.，2020）如何为学生提供有价值的教育成果，已有大量的实证证据，但对于在职教师如何在实践中实施该模式，仍然缺乏知识。本研究的目的是检验职业社会化阶段如何预测教师报告的SE结构特征的实施。对65名在本科体育教师教育项目中接受过SE使用培训的经验丰富的教师进行了SE使用和职业社会化调查。受访者报告了三种SE实施版本：（a）完整版、（b）修改版和（c）轻度，大多数教师报告使用了完整版或修改版的SE。职业社会化（体育教师教育规划）是教师模式使用的唯一重要预测因素。通常实现的SE功能包括正式比赛、团队关系和赛季。学生角色、记录和最终事件等更以学生为中心的特征在实践中使用频率较低。职业社会化仍然是在职教师在职业实践中使用SE的最有力预测。鼓励体育教师教育项目探索促进职前教师学习如何实施以学生为中心的SE特征的方法，因为这种学习可能会转化为学校的教学实践。

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引用次数: 1

Acute enhancement of executive functions through cognitively challenging physical activity games in elementary physical education 小学体育教学中认知挑战性体育活动游戏对执行功能的急性增强

IF 3.4 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

European Physical Education Review

Pub Date : 2022-11-13 DOI: 10.1177/1356336X221135139

Athanasios Kolovelonis, M. Goudas

This study examined the effects of cognitively challenging physical activity games on students’ executive functions and situational interest in physical education. Participants were 144 fourth- and fifth-grade students (75 boys, 69 girls) from four elementary schools. A four-group, repeated measures, cross-over quasi-experimental design was used in this acute experiment including a physical education session. One fourth- and one fifth-grade class from each school were randomly assigned to Group 1 with cognitively challenging physical activity games, Group 2 with a session for teaching soccer skills, Group 3 with a session for teaching track and field skills, and Group 4 (waiting-list control group) with cognitively challenging physical activity games after the post-test. Pre- and post-test measures for executive functions and a post-test measure for situational interest were included. Group 1 students, who were involved in cognitively challenging physical activity games, improved their scores in the executive functions more than students who participated in the sessions with soccer or track and field skills and waiting-list control group students. The positive effects on students’ executive functions were replicated when the cognitively challenging physical activity games session was implemented in the waiting-list control group. Some improvements on executive functions for students who participated in the soccer skills session were found. Students who played the cognitively challenging physical activity games reported higher scores on novelty compared to students in the soccer or track and field groups. These results support the effectiveness of the cognitive challenging physical activity games for triggering students’ executive functions in physical education.

本研究考察了认知挑战性体育活动游戏对学生体育执行功能和情境兴趣的影响。调查对象是来自4所小学的144名四年级和五年级学生(75名男生，69名女生)。本急性实验采用四组、重复测量、交叉准实验设计，包括一个体育课程。每所学校的一个四年级和一个五年级的班级被随机分配到进行认知挑战性体育活动游戏的第一组，进行足球技能教学的第二组，进行田径技能教学的第三组，以及进行认知挑战性体育活动游戏的第四组(等候名单对照组)。包括执行功能的测试前和测试后测量和情境兴趣的测试后测量。参加具有认知挑战性的体育活动游戏的第一组学生比参加足球或田径技能课程的学生和等候名单控制组的学生在执行功能方面的得分提高得更多。在等候名单对照组实施具有认知挑战性的体育活动游戏时，对学生执行功能的积极影响也得到了复制。研究发现，参加足球技巧课程的学生执行功能有所改善。与参加足球或田径运动的学生相比，参加具有认知挑战性的体育活动游戏的学生在新颖性方面得分更高。这些结果支持认知挑战性体育活动游戏在体育教学中触发学生执行功能的有效性。

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引用次数: 4

A systematic review exploring body image programmes and interventions in physical education 探讨身体形象课程和体育教育干预的系统综述

IF 3.4 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

European Physical Education Review

Pub Date : 2022-11-01 DOI: 10.1177/1356336X221097318

C. Kerner, Amy Prescott, Robyn A Smith, Michael B Owen

Body image has implications for child and adolescent well-being. Schools have been positioned as a suitable site to provide body image education and support the development of body image; however, little is known about the role of physical education in body image education. The aim of this study was to systematically review the evidence on the content and effectiveness of physical education-based body image or body-focused programmes published between 2000 and 2021. Using seven databases (Web of Science, SCOPUS, EBSCO, PsycINFO, MEDLINE, Science Direct, and SportDiscus), a total of 1185 non-duplicated articles were retrieved. The articles were selected using the following inclusion criteria: (a) intervention, programme or curriculum based in physical education that explores body image or related phenomena, (b) focused on children or young people, aged 18 years or younger, (c) conducted between 2000 and 2021, (d) quantitative and/or qualitative methods: and (e) published in English. Following the screening process, a total of 19 articles were included in this review. Results showed that most programmes reported successful outcomes, yet there was no consistent approach to the programme design and delivery. Physical activity and fitness-based programmes were the most frequently used intervention type, followed by critical sociocultural perspectives and programmes focused on movement experiences and body functionality. Whilst fitness-based programmes were generally effective in improving body image and related phenomena, future research should explore the mechanisms associated with these changes and further consider how sociocultural perspectives can be used to support body image programmes.

身体形象对儿童和青少年的健康有影响。学校已被定位为提供身体形象教育和支持身体形象发展的合适地点;然而，人们对体育在身体形象教育中的作用知之甚少。本研究的目的是系统地回顾2000年至2021年间发表的以体育为基础的身体形象或以身体为重点的课程的内容和有效性的证据。使用Web of Science、SCOPUS、EBSCO、PsycINFO、MEDLINE、Science Direct和SportDiscus等7个数据库，共检索到1185篇非重复文章。文章是根据以下纳入标准选择的:(a)以探索身体形象或相关现象的体育教育为基础的干预、计划或课程，(b)关注18岁或以下的儿童或青少年，(c)在2000年至2021年之间进行的，(d)定量和/或定性方法，以及(e)以英语出版。在筛选过程中，共有19篇文章被纳入本综述。结果表明，大多数方案报告了成功的结果，但在方案设计和执行方面没有一致的方法。体育活动和健身项目是最常用的干预类型，其次是关键的社会文化视角和关注运动体验和身体功能的项目。虽然以健身为基础的项目在改善身体形象和相关现象方面通常是有效的，但未来的研究应该探索与这些变化相关的机制，并进一步考虑如何利用社会文化视角来支持身体形象项目。

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引用次数: 5

The curriculum took a back seat to huff and puff: Teaching high school health and physical education during Covid-19. 在新冠肺炎期间教授高中健康和体育课程，课程让位于喧嚣

IF 3.4 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

European Physical Education Review

Pub Date : 2022-11-01 DOI: 10.1177/1356336X221086366

Vaughan Cruickshank, Shane Pill, Casey Mainsbridge

This study examined secondary (high) school teachers' experiences of online delivery of health and physical education (HPE) during Covid-19 suppression measures in one Australian state in 2020. Research has noted the use of blended learning and flipped classrooms in HPE, yet little is known about the delivery of fully online school HPE. Semi-structured interviews occurred with eight high school HPE specialist teachers, providing qualitative data for analysis. The analysis of teachers' experiences indicated that in most cases HPE did not happen; rather, physical activity provision was initiated, or HPE was marginalised to a movement break between subjects with perceived higher status and priority. Additionally, teachers found that providing HPE online was challenging, and struggled to connect with, engage and provide equitable opportunities for their students online. The results showed that the move to online provision of HPE resulted in diminished educative purpose.

本研究调查了2020年澳大利亚一个州在Covid-19抑制措施期间中学(高中)教师在线提供健康和体育教育(HPE)的经历。研究已经注意到混合学习和翻转课堂在HPE中的使用，但对完全在线学校HPE的交付知之甚少。对8名高中HPE专业教师进行半结构化访谈，为分析提供定性数据。教师的经验分析表明，在大多数情况下，HPE并没有发生;相反，开始提供身体活动，或者HPE被边缘化，在被认为地位和优先级较高的受试者之间进行运动休息。此外，教师们发现在线提供HPE是具有挑战性的，他们努力与学生建立联系，参与并为他们的在线学生提供公平的机会。结果表明，向在线提供HPE导致了教育目的的减少。

引用次数: 0

Physical education student teachers' wellbeing during Covid-19: Resilience resources and challenges from school placement. 新冠肺炎期间体育学生教师的健康状况：学校安置的弹性资源和挑战

IF 2.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

European Physical Education Review

Pub Date : 2022-11-01 DOI: 10.1177/1356336X221088399

Niamh O' Brien, Wesley O'Brien, João Costa, Manolis Adamakis

The coronavirus 2019 (Covid-19) pandemic has given rise to significant global challenges across education, and specifically in the physical education teacher education (PETE) community. Students attending teacher education programmes during the Covid-19 pandemic have experienced an abrupt and unprecedented pedagogical transition from a face-to-face capacity to remote teaching, learning, and assessment environments. Crucially, student teachers' school placement experiences faced increased challenges and practical implications from additional environmental and social changes. In the context of continued global and national challenges for initial teacher education (ITE) programmes, the present qualitative study, using a representative sample of 24 student physical education (PE) teachers from a PETE programme, investigates the perceived implications of the Covid-19 pandemic on student teachers' practice and wellbeing during their final 2020/2021 academic year. Results indicate that student teachers maintain that exercise, connections with the university and school placement communities, alongside personal and professional organisation skills serve as resilience resources protecting their wellbeing. Conversely, student teachers express that school placement isolation, restricted PE delivery, increased workload, low teacher efficacy, and the responsibility to implement Covid-19 behaviour regulations presented as challenges that negatively affect their wellbeing. The paper concludes with practices that may further support PETE and ITE programmes and their student teachers to maintain a stable level of wellbeing throughout their careers.

2019冠状病毒（新冠肺炎）大流行引发了全球教育领域的重大挑战，尤其是体育教师教育（PETE）社区。在新冠肺炎大流行期间，参加教师教育课程的学生经历了前所未有的突然教学转变，从面对面的能力转变为远程教学、学习和评估环境。至关重要的是，由于额外的环境和社会变化，师生的学校安置经历面临着越来越多的挑战和实际影响。在全球和国家对初始教师教育（ITE）计划的持续挑战的背景下，本定性研究使用了来自PETE计划的24名学生体育（PE）教师的代表性样本，调查了新冠肺炎大流行对2020/2021学年最后一学年学生教师实践和福祉的影响。结果表明，学生教师坚持认为，锻炼、与大学和学校安置社区的联系，以及个人和专业组织技能，是保护他们健康的恢复力资源。相反，学生教师表示，学校安置隔离、体育教学受限、工作量增加、教师效能低下，以及执行新冠肺炎行为法规的责任，都是对他们健康产生负面影响的挑战。论文最后提出了一些实践，这些实践可能会进一步支持皮特和ITE项目及其学生教师在整个职业生涯中保持稳定的幸福水平。

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引用次数: 0

Bildung: A German student-centered approach to health and physical education Bildung：德国以学生为中心的健康和体育教育方法

IF 3.4 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

European Physical Education Review

Pub Date : 2022-10-22 DOI: 10.1177/1356336X221133060

J. Wibowo, C. Krieger, C. Gaum, B. Dyson

Theoretical foundations are fundamental to research in health and physical education. They reflect historical and cultural ideas and values. In this article, we seek to introduce the philosophy of Bildung from the Nordic-German cultural region to an English-speaking audience as one theoretical foundation for student-centered teaching. Bildung focuses on the student and his or her self-formation processes in health and physical education. Bildung refers to the holistic development of cognitive, physical, emotional, social, and esthetic capacities. It is an active and reflective process that centers on the inner development of individuality and is realized by individuals as they perceive, interpret, and respond to their realities and, in turn, shape the world in which they live. In this article, we also discuss parallels with social-constructivist approaches to health and physical education, especially with the concept of social and emotional learning.

理论基础是健康与体育研究的基础。它们反映了历史和文化的思想和价值观。在本文中，我们试图将来自北欧-德国文化区的教育哲学作为以学生为中心的教学的理论基础介绍给英语读者。在健康和体育教育中，培养关注的是学生及其自我形成的过程。建设是指认知、身体、情感、社会和审美能力的全面发展。这是一个积极和反思的过程，以个性的内在发展为中心，是由个人在感知、解释和回应现实的过程中实现的，反过来，塑造了他们生活的世界。在本文中，我们还讨论了健康和体育教育与社会建构主义方法的相似之处，特别是与社会和情感学习的概念。

引用次数: 2

Enhancing sport education experiences through service-learning 通过服务学习提升体育教育体验

IF 3.4 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

European Physical Education Review

Pub Date : 2022-10-20 DOI: 10.1177/1356336X221132770

L. M. García López, D. Gutiérrez, Irene González-Martí, Yessica Segovia, A. MacPhail

In this study, we explore the extent to which service-learning (SL) can enhance the educational potential of sport education (SE), with a view to contributing to a positive transition for students from primary to secondary school. Seventeen teachers and 435 eleven- to sixteen-year-olds across five SE networks participated in this study, in which an SL experience was embedded in the SE season. All the networks included one intact group of secondary school students and between one and three intact groups of primary school students. The programme comprised between 18 and 21 physical education (PE) lessons for each secondary school group, and between 14 and 18 PE lessons for each primary school group. A total of 40 volunteer secondary school students (28 girls and 12 boys) performed the role of SL coordinators, coaching primary school students in several sessions. The data were obtained through focus groups with students and primary school teachers and interviews with secondary school teachers during and after the programme implementation. The results were analysed through the lens of situated learning. The integration of SE and SL has led both to legitimate peripheral participation and real participation in the community of practice, through the connection established by SE roles. SL reconfigures SE, allowing purposes that might be of significant educational relevance to be addressed, such as a positive transition from primary to secondary school. The secondary school students who acted as SL coordinators assumed their responsibilities to a greater degree than in previous SE seasons and gained a deeper understanding of the roles.

在本研究中，我们探讨了服务学习（SL）在多大程度上可以提高体育教育（SE）的教育潜力，以期为学生从小学到中学的积极过渡做出贡献。来自五个SE网络的17名教师和435名11至16岁的青少年参与了这项研究，其中SL体验嵌入了SE季节。所有网络都包括一组完整的中学生和一到三组完整的小学生。该方案包括每个中学组18至21节体育课，每个小学组14至18节体育课。共有40名志愿中学生（28名女孩和12名男孩）担任SL协调员，在几次会议上指导小学生。数据是通过对学生和小学教师的重点小组以及在方案实施期间和之后对中学教师的访谈获得的。通过情境学习的视角对结果进行了分析。SE和SL的融合通过SE角色建立的联系，导致了合法的外围参与和对实践社区的真正参与。SL重新配置了SE，允许实现可能具有重大教育意义的目的，例如从小学到中学的积极过渡。担任SL协调员的中学生比前几季承担了更大的责任，并对角色有了更深入的了解。

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引用次数: 0

High- versus low-structured cooperative learning in secondary physical education: Impact on prosocial behaviours at different ages 中等体育教育中高结构与低结构合作学习对不同年龄段亲社会行为的影响

IF 3.4 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

European Physical Education Review

Pub Date : 2022-10-20 DOI: 10.1177/1356336X221132767

Luis García-González, Mónica Santed, E. Escolano-Pérez, J. Fernández-Río

Despite the research exploring the benefits of using cooperative learning in secondary physical education, several research gaps still remain, namely, limited research on its effects on prosocial behaviours, the impact on adolescents as they grow up, and the lack of assessment of differently structured cooperative learning frameworks. The goal of this study was to compare high- versus low-structured cooperative learning frameworks and assess their impact on adolescents’ prosocial behaviours at different ages. The study followed a quasi-experimental pre-test–post-test design. Two hundred and eighty-six students (150 girls) participated and were distributed into four groups: Control 1 (year-8 students), Control 2 (year-10 students), Experimental 1 (year-9 students) and Experimental 2 (year-11 students). All groups experienced the same Acrosport unit, but the control groups were within a low-structured cooperative learning context and the experimental groups were within a high-structured cooperative learning framework. Cooperative learning and prosocial behaviours were measured before and after the intervention. Results showed that students who experienced a high-structured framework at a younger age significantly increased their scores on the five variables that mediate the effectiveness of cooperative learning, and their prosocial behaviours. The older the adolescents, the fewer the changes in cooperative learning, and with no changes in prosocial behaviours. Students who experienced a low-structured framework did not improve their cooperative learning and decreased their empathy, social relations, and leadership at younger ages. In conclusion, cooperative learning must be properly structured to produce a positive impact using heterogeneous working groups, teachers’ feedback and shared regulation. However, older adolescents need specifically designed cooperative learning contexts with longer learning units.

尽管研究探索了在中等体育教育中使用合作学习的好处，但仍存在一些研究空白，即对其对亲社会行为的影响、对青少年成长过程的影响的研究有限，以及缺乏对不同结构的合作学习框架的评估。本研究的目的是比较高结构和低结构的合作学习框架，并评估它们对不同年龄段青少年亲社会行为的影响。该研究采用了准实验性的测试前-测试后设计。共有286名学生（150名女生）参加，分为四组：对照组1（8年级学生）、对照组2（10年级学生），实验组1（9年级学生）和实验组2（11年级学生）。所有组都经历了相同的Acrosport单元，但对照组处于低结构合作学习环境中，实验组处于高结构合作学习框架中。在干预前后测量合作学习和亲社会行为。结果显示，在较小的年龄体验到高结构框架的学生在调节合作学习有效性的五个变量以及他们的亲社会行为方面的得分显著提高。青少年年龄越大，合作学习的变化就越少，亲社会行为也没有变化。经历低结构框架的学生并没有改善他们的合作学习，并在年轻时降低了他们的同理心、社会关系和领导力。总之，合作学习必须通过异质性的工作组、教师的反馈和共同的监管来产生积极的影响。然而，年龄较大的青少年需要专门设计的具有较长学习单元的合作学习环境。

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引用次数: 1