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}
Pub Date : 2024-09-19DOI: 10.1177/1356336x241279380
Marta Oliver-Álvarez, Víctor Pérez-Samaniego, Carmen Peiró-Velert, Javier Monforte
This article conceptualises narrative pedagogy and surveys the literature investigating its use in sport, physical education teacher education and physical education. A scoping review informed by Arksey and O’Malley’s (2005) five-stage framework resulted in the consideration of 13 relevant studies. The following questions were explored: Who conducted these studies? Where and when were these conducted? Why did the authors choose to use narrative pedagogy? How did they do it? Which topics were addressed in the studies? In answering these questions and discussing the answers, this article contributes to mapping the existing literature and identifying gaps for future pedagogical opportunities. It is highlighted that narrative researchers can maximise the social impact of narrative inquiry by translating their findings into narrative pedagogy interventions. The incorporation of new storytelling strategies is suggested as a means to advance the future of narrative pedagogy.
{"title":"Narrative pedagogy in sport, PETE, and physical education: A scoping review","authors":"Marta Oliver-Álvarez, Víctor Pérez-Samaniego, Carmen Peiró-Velert, Javier Monforte","doi":"10.1177/1356336x241279380","DOIUrl":"https://doi.org/10.1177/1356336x241279380","url":null,"abstract":"This article conceptualises narrative pedagogy and surveys the literature investigating its use in sport, physical education teacher education and physical education. A scoping review informed by Arksey and O’Malley’s (2005) five-stage framework resulted in the consideration of 13 relevant studies. The following questions were explored: Who conducted these studies? Where and when were these conducted? Why did the authors choose to use narrative pedagogy? How did they do it? Which topics were addressed in the studies? In answering these questions and discussing the answers, this article contributes to mapping the existing literature and identifying gaps for future pedagogical opportunities. It is highlighted that narrative researchers can maximise the social impact of narrative inquiry by translating their findings into narrative pedagogy interventions. The incorporation of new storytelling strategies is suggested as a means to advance the future of narrative pedagogy.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"4 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2024-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142245479","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 : 2024-09-19DOI: 10.1177/1356336x241280841
Jan Mustell
Teaching approaches in ball games in school physical education (PE) have traditionally focused on technical proficiency. Technical approaches have been criticised for being teacher-centred, exclusive, and lacking meaning. Game-based approaches (GBAs) have been presented as an alternative way to teach ball games. Employing GBAs is, however, not without challenges. Scholars have pointed to teachers’ limited content knowledge of games, their poor understanding of GBAs, and cultural expectations of ball games as factors that constrain teachers’ work with GBAs. The aim of this article is to provide an understanding of how beginning teachers describe ball games as a pedagogic practice in Swedish PE. Semi-structured interviews were conducted with 12 beginning teachers who had graduated from two physical education teacher education (PETE) institutions. Bernstein's concepts of classification and framing were used to analyse the teachers’ descriptions of pedagogic practice. The findings illustrate how the classification of ball games knowledge varies. Some of the beginning teachers aimed to develop pupils’ understanding of games while others instead used ball games as a means for developing general movement capability or cooperation. Ball games teaching was characterised by a combination of GBAs and technical approaches. The influence of competitive sport outside of school was seen as a challenge, and the beginning teachers used strong framing and different teaching strategies combined with assessment to manage this challenge. The findings raise questions about ball games education in PETE in relation to specific national contexts.
学校体育（PE）中的球类教学方法历来侧重于技术熟练程度。技术教学法因以教师为中心、排他性和缺乏意义而受到批评。以游戏为基础的教学法（GBAs）被认为是球类教学的另一种方法。然而，采用游戏教学法并非没有挑战。有学者指出，教师对游戏内容的了解有限，对游戏教学法的理解不深，以及文化上对球类游戏的期望，都是制约教师使用游戏教学法的因素。本文旨在了解初任教师是如何将球类游戏描述为瑞典体育教学实践的。我们对 12 名毕业于两所体育师范教育（PETE）院校的新教师进行了半结构式访谈。伯恩斯坦的分类和框架概念被用来分析教师们对教学实践的描述。研究结果表明，对球类运动知识的分类各有不同。一些初任教师旨在培养学生对游戏的理解，而另一些教师则将球类游戏作为培养一般运动能力或合作能力的一种手段。球类教学的特点是综合运用一般能力培养和技术方法。校外竞技体育的影响被视为一种挑战，初任教师采用了强有力的框架和不同的教学策略，并结合评估来应对这一挑战。研究结果提出了与具体国情有关的 PETE 球类运动教育问题。
{"title":"Beginning teachers’ descriptions of ball games as pedagogic practice in Swedish physical education","authors":"Jan Mustell","doi":"10.1177/1356336x241280841","DOIUrl":"https://doi.org/10.1177/1356336x241280841","url":null,"abstract":"Teaching approaches in ball games in school physical education (PE) have traditionally focused on technical proficiency. Technical approaches have been criticised for being teacher-centred, exclusive, and lacking meaning. Game-based approaches (GBAs) have been presented as an alternative way to teach ball games. Employing GBAs is, however, not without challenges. Scholars have pointed to teachers’ limited content knowledge of games, their poor understanding of GBAs, and cultural expectations of ball games as factors that constrain teachers’ work with GBAs. The aim of this article is to provide an understanding of how beginning teachers describe ball games as a pedagogic practice in Swedish PE. Semi-structured interviews were conducted with 12 beginning teachers who had graduated from two physical education teacher education (PETE) institutions. Bernstein's concepts of classification and framing were used to analyse the teachers’ descriptions of pedagogic practice. The findings illustrate how the classification of ball games knowledge varies. Some of the beginning teachers aimed to develop pupils’ understanding of games while others instead used ball games as a means for developing general movement capability or cooperation. Ball games teaching was characterised by a combination of GBAs and technical approaches. The influence of competitive sport outside of school was seen as a challenge, and the beginning teachers used strong framing and different teaching strategies combined with assessment to manage this challenge. The findings raise questions about ball games education in PETE in relation to specific national contexts.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"21 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2024-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142306439","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 : 2024-08-26DOI: 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":"4 1","pages":""},"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":"97 1","pages":""},"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}
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