Pub Date : 2024-05-07DOI: 10.1177/1356336x241249820
Göran Gerdin, Katarina Lundin, Rod Philpot, Ellen Berg, Amanda Mooney, Ansie Kitching, Laura Alfrey, Katarina Schenker, Susanne Linnér
This paper draws on critical discourse analysis to examine how health and physical education (HPE) curricula from Sweden, Norway, South Africa, Australia, and New Zealand may influence possibilities for the enactment of social justice in schools. The findings highlight the presence of social justice intentions across the five curricula as related to embodied movement experiences, social cohesion, and activism. That said, the findings simultaneously suggest that the language used to orient teaching towards social justice objectives is often elusive. In this paper, we contend that despite the presence of social justice intentions in these five HPE curricula, the articulation and function of the language within the curriculum documents do not necessarily support the enactment of this in practice. To conclude, we therefore suggest that more work is needed to ensure that curricula and other supporting artefacts and resources can better support both teachers’ practice and students’ learning in raising awareness of, and addressing, social justice outcomes in HPE.
{"title":"Despite good intentions: The elusiveness of social justice in health and physical education curricula across different contexts","authors":"Göran Gerdin, Katarina Lundin, Rod Philpot, Ellen Berg, Amanda Mooney, Ansie Kitching, Laura Alfrey, Katarina Schenker, Susanne Linnér","doi":"10.1177/1356336x241249820","DOIUrl":"https://doi.org/10.1177/1356336x241249820","url":null,"abstract":"This paper draws on critical discourse analysis to examine how health and physical education (HPE) curricula from Sweden, Norway, South Africa, Australia, and New Zealand may influence possibilities for the enactment of social justice in schools. The findings highlight the presence of social justice intentions across the five curricula as related to embodied movement experiences, social cohesion, and activism. That said, the findings simultaneously suggest that the language used to orient teaching towards social justice objectives is often elusive. In this paper, we contend that despite the presence of social justice intentions in these five HPE curricula, the articulation and function of the language within the curriculum documents do not necessarily support the enactment of this in practice. To conclude, we therefore suggest that more work is needed to ensure that curricula and other supporting artefacts and resources can better support both teachers’ practice and students’ learning in raising awareness of, and addressing, social justice outcomes in HPE.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"32 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2024-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140895841","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 : 2024-04-25DOI: 10.1177/1356336x241248262
Javier García-Cazorla, Luis García-González, Rafael Burgueño, Sergio Diloy-Peña, Ángel Abós
Building upon the circumplex approach to (de)motivating styles defined by self-determination theory, this research aimed: (a) to analyse the extent to which physical education (PE) teachers’ (de)motivating teaching approaches differ across gender, school level, and years of teaching experience, and (b) to test paths from PE teachers’ need-based experiences to their (de)motivating teaching approaches, via motivation quality. A purposive and cross-sectional sample of 667 Spanish PE teachers (63.7% male; 54.7% primary; mean teaching experience = 10.77 years) participated. The overall results found that male, secondary school, and more experienced teachers scored lower on autonomy-supportive approaches, and higher on controlling and chaotic approaches. The findings also showed that, after controlling for gender, school level, and teaching experience, need satisfaction showed a direct significant effect on autonomous motivation and an indirect effect on participative, attuning, guiding, and clarifying approaches via autonomous motivation. Need frustration showed a direct significant effect on controlled motivation and amotivation and an indirect effect on demanding, domineering, abandoning, and awaiting approaches via controlled motivation and amotivation. Another noteworthy result is the positive relationship between need satisfaction and controlled motivation. Our results underscore the role that PE teachers’ personal traits play in the adaptive motivational mechanisms underlying their variety of (de)motivating approaches to PE teaching.
{"title":"What factors are associated with physical education teachers’ (de)motivating teaching style? A circumplex approach","authors":"Javier García-Cazorla, Luis García-González, Rafael Burgueño, Sergio Diloy-Peña, Ángel Abós","doi":"10.1177/1356336x241248262","DOIUrl":"https://doi.org/10.1177/1356336x241248262","url":null,"abstract":"Building upon the circumplex approach to (de)motivating styles defined by self-determination theory, this research aimed: (a) to analyse the extent to which physical education (PE) teachers’ (de)motivating teaching approaches differ across gender, school level, and years of teaching experience, and (b) to test paths from PE teachers’ need-based experiences to their (de)motivating teaching approaches, via motivation quality. A purposive and cross-sectional sample of 667 Spanish PE teachers (63.7% male; 54.7% primary; mean teaching experience = 10.77 years) participated. The overall results found that male, secondary school, and more experienced teachers scored lower on autonomy-supportive approaches, and higher on controlling and chaotic approaches. The findings also showed that, after controlling for gender, school level, and teaching experience, need satisfaction showed a direct significant effect on autonomous motivation and an indirect effect on participative, attuning, guiding, and clarifying approaches via autonomous motivation. Need frustration showed a direct significant effect on controlled motivation and amotivation and an indirect effect on demanding, domineering, abandoning, and awaiting approaches via controlled motivation and amotivation. Another noteworthy result is the positive relationship between need satisfaction and controlled motivation. Our results underscore the role that PE teachers’ personal traits play in the adaptive motivational mechanisms underlying their variety of (de)motivating approaches to PE teaching.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"14 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2024-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140651914","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 : 2024-04-23DOI: 10.1177/1356336x241246182
Cillian Brennan, Richard Bowles, Elaine Murtagh
The recent emergence of primary school generalist teachers with physical education (PE) expertise has addressed calls for some form of specialisation in primary PE provision in Ireland ( Marron et al., 2018 ). It was hoped that these teachers could advance the quality of PE taught within schools, through their own teaching and by supporting colleagues ( Ní Chróinín, 2018 ). Despite PE specialism graduates (PESGs) developing teaching orientations and high self-efficacy to teach PE during their professional socialisation, it is unclear how their skills are applied within schools. This study examined the organisational socialisation of PESGs through a micropolitical lens, drawing on the research of Kelchtermans and Ballet (2002a , 2002b ). Adopting a critical realist approach enabled us to explore teachers’ complex teaching realities. Semi-structured interviews were conducted with 11 graduates of the four-year Bachelor of Education with a major specialism in PE. Reflexive thematic analysis of interview data identified that PESGs had limited opportunities to apply their PE skills due to the conflicting custodial orientations of their schools. Due to PESGs’ professional interests, they were more likely to assimilate with the existing school culture as early career teachers, even if it overlooked their PE expertise. The outsourcing of PE provision to external coaches, and PESGs’ identity as novice teachers, also undermined their potential contribution as PE experts. Although some PESGs have positively used their knowledge to direct whole-school PE provision, more structured opportunities may be necessary to support the continued development of PESGs as teachers and leaders of PE.
{"title":"Fitting in or standing out? The organisational socialisation of early career physical education specialism graduates through a micropolitical lens","authors":"Cillian Brennan, Richard Bowles, Elaine Murtagh","doi":"10.1177/1356336x241246182","DOIUrl":"https://doi.org/10.1177/1356336x241246182","url":null,"abstract":"The recent emergence of primary school generalist teachers with physical education (PE) expertise has addressed calls for some form of specialisation in primary PE provision in Ireland ( Marron et al., 2018 ). It was hoped that these teachers could advance the quality of PE taught within schools, through their own teaching and by supporting colleagues ( Ní Chróinín, 2018 ). Despite PE specialism graduates (PESGs) developing teaching orientations and high self-efficacy to teach PE during their professional socialisation, it is unclear how their skills are applied within schools. This study examined the organisational socialisation of PESGs through a micropolitical lens, drawing on the research of Kelchtermans and Ballet (2002a , 2002b ). Adopting a critical realist approach enabled us to explore teachers’ complex teaching realities. Semi-structured interviews were conducted with 11 graduates of the four-year Bachelor of Education with a major specialism in PE. Reflexive thematic analysis of interview data identified that PESGs had limited opportunities to apply their PE skills due to the conflicting custodial orientations of their schools. Due to PESGs’ professional interests, they were more likely to assimilate with the existing school culture as early career teachers, even if it overlooked their PE expertise. The outsourcing of PE provision to external coaches, and PESGs’ identity as novice teachers, also undermined their potential contribution as PE experts. Although some PESGs have positively used their knowledge to direct whole-school PE provision, more structured opportunities may be necessary to support the continued development of PESGs as teachers and leaders of PE.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"88 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2024-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140640334","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 : 2024-04-22DOI: 10.1177/1356336x241247757
Donal Howley, Ben Dyson, Seunghyun Baek
Drawing on social constructivist learning theory and a conceptual framework for meaningful physical education (MPE), the purpose of this self-study was to present and explore how one teacher-researcher (TR) evolved their approach to implementing pedagogy promoting MPE in an alternative secondary/high school education setting. Utilizing self-study, data were collected before, during, and after twenty 75-minute lessons over 15 weeks. One critical friend interview, 20 post-teaching reflections, 18 observations, and 22 journal entries were conducted. A deductive and inductive approach utilizing the Miles, Huberman and Saldana Framework for Qualitative Data Analysis (2014) was implemented, with thematic analysis then applied. The following themes were constructed: bringing the fun; steering between sparkling and sensitive social interactions; co-creating and reconsidering challenge; monitoring movements toward motor competence; and pursuing personal relevance in physical activity. Findings demonstrate the TR's explicit and intentional efforts to better implement the concept of MPE within their planning and pedagogy to develop a better understanding of what this looked like in practice and the role each feature played in teaching and learning. Utilizing and promoting democratic and reflective practices led the TR to consider and apply these features more frequently and readily to better teach knowledge, attitudes, and skills to their students through the conceptual lens of MPE. The experiences presented and discussed demonstrate the benefit of doing so not just for the TR's evolving approach to teaching and learning in physical education, but indeed for the learning of their students, researchers, and other practitioners too.
{"title":"All the better for it: Exploring one teacher-researcher's evolving efforts to promote meaningful physical education","authors":"Donal Howley, Ben Dyson, Seunghyun Baek","doi":"10.1177/1356336x241247757","DOIUrl":"https://doi.org/10.1177/1356336x241247757","url":null,"abstract":"Drawing on social constructivist learning theory and a conceptual framework for meaningful physical education (MPE), the purpose of this self-study was to present and explore how one teacher-researcher (TR) evolved their approach to implementing pedagogy promoting MPE in an alternative secondary/high school education setting. Utilizing self-study, data were collected before, during, and after twenty 75-minute lessons over 15 weeks. One critical friend interview, 20 post-teaching reflections, 18 observations, and 22 journal entries were conducted. A deductive and inductive approach utilizing the Miles, Huberman and Saldana Framework for Qualitative Data Analysis (2014) was implemented, with thematic analysis then applied. The following themes were constructed: bringing the fun; steering between sparkling and sensitive social interactions; co-creating and reconsidering challenge; monitoring movements toward motor competence; and pursuing personal relevance in physical activity. Findings demonstrate the TR's explicit and intentional efforts to better implement the concept of MPE within their planning and pedagogy to develop a better understanding of what this looked like in practice and the role each feature played in teaching and learning. Utilizing and promoting democratic and reflective practices led the TR to consider and apply these features more frequently and readily to better teach knowledge, attitudes, and skills to their students through the conceptual lens of MPE. The experiences presented and discussed demonstrate the benefit of doing so not just for the TR's evolving approach to teaching and learning in physical education, but indeed for the learning of their students, researchers, and other practitioners too.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"41 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2024-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140635933","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 : 2024-04-13DOI: 10.1177/1356336x241246521
Jon Sundan, Monika Haga, Håvard Lorås
Swimming is a profound source of joy in life. The impact of swimming competence extends beyond leisure, encompassing aquatic skills crucial for the prevention of drowning incidents. The World Health Organization (WHO) strongly advocates for the proactive initiative of teaching basic swimming and water safety skills to school-aged children, which is recognized as a direct and effective measure in mitigating the risk of drowning. This article aims to investigate and quantify aquatic skills and swimming competence in 9–10-year-old primary school children. A study was conducted throughout the academic year of 2021–2022, as an integral component within the primary schools' physical education. The study design was tailored to facilitate large-group assessment, encompassing children from 69 primary schools ( n = 2421) situated across three Norwegian municipalities. The assessments were administered upon the culmination of the fourth-grade learn-to-swim programs and carried out using the Swimming Competence Assessment Scale, involving six consecutive aquatic skills: water entry, swimming on the front, surface diving, float/rest, swimming on the back, and water exit. The results indicated that 62.5% of the children successfully met the predetermined criteria for swimming competence according to the Norwegian standard. Among the six assessed aquatic skills, proficiency in swimming on the front emerged as the most influential factor contributing to the overall competence level. This study emphasizes the pivotal role of swimming education for school-aged children. It highlights the need to prioritize swimming and water safety education, initiating children's learning journey toward being water-competent.
{"title":"Swimming competence of 9–10-year-old Norwegian primary school children: A cross-sectional study of physical education","authors":"Jon Sundan, Monika Haga, Håvard Lorås","doi":"10.1177/1356336x241246521","DOIUrl":"https://doi.org/10.1177/1356336x241246521","url":null,"abstract":"Swimming is a profound source of joy in life. The impact of swimming competence extends beyond leisure, encompassing aquatic skills crucial for the prevention of drowning incidents. The World Health Organization (WHO) strongly advocates for the proactive initiative of teaching basic swimming and water safety skills to school-aged children, which is recognized as a direct and effective measure in mitigating the risk of drowning. This article aims to investigate and quantify aquatic skills and swimming competence in 9–10-year-old primary school children. A study was conducted throughout the academic year of 2021–2022, as an integral component within the primary schools' physical education. The study design was tailored to facilitate large-group assessment, encompassing children from 69 primary schools ( n = 2421) situated across three Norwegian municipalities. The assessments were administered upon the culmination of the fourth-grade learn-to-swim programs and carried out using the Swimming Competence Assessment Scale, involving six consecutive aquatic skills: water entry, swimming on the front, surface diving, float/rest, swimming on the back, and water exit. The results indicated that 62.5% of the children successfully met the predetermined criteria for swimming competence according to the Norwegian standard. Among the six assessed aquatic skills, proficiency in swimming on the front emerged as the most influential factor contributing to the overall competence level. This study emphasizes the pivotal role of swimming education for school-aged children. It highlights the need to prioritize swimming and water safety education, initiating children's learning journey toward being water-competent.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"33 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2024-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140551983","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 : 2024-04-09DOI: 10.1177/1356336x241245305
Mika Manninen, Eric Magrum, Sara Campbell, Sarahjane Belton
This study aimed to compare the effect between game-based approaches (GBAs) and traditional skill approaches on decision-making, knowledge and motor skill in physical education students and athletes. A systematic review and meta-analysis of experimental studies available before October 2023 was conducted. The initial search yielded 8431 articles, with 28 articles ( n = 1600) meeting the inclusion criteria. Studies were analyzed using three-level random-effects models with a robust variance estimation. Outcomes were computed as raw mean differences and Hedges’s g effect sizes. Results indicate that GBAs have a positive heterogeneous effect on decision-making in game situations (ES = 11.41%; 95% CI [4.39, 18.43]) and motor skill in skill tests ( g = 0.36; 95% CI [0.14, 0.57]). GBAs did not have an effect on knowledge ( g = 0 .37; 95% CI [−0.12, 0.86]) or motor skill in game situations (ES = 1.13%; 95% CI [−2.43, 4.68]). Meta-regression analyses revealed that the experience of the interventionist, the quality of the studies, and the comparison condition significantly influence the impact of GBAs on motor skill tests. More detailed and transparent reporting of trials would benefit the field.
本研究旨在比较基于游戏的方法（GBAs）和传统技能方法对体育教育专业学生和运动员的决策、知识和运动技能的影响。研究人员对 2023 年 10 月之前的实验研究进行了系统回顾和荟萃分析。初步检索共获得 8431 篇文章，其中 28 篇文章（n = 1600）符合纳入标准。研究采用三级随机效应模型和稳健方差估计进行分析。结果以原始均值差异和赫奇斯 g效应大小计算。结果表明，GBA 对游戏情境中的决策（ES = 11.41%；95% CI [4.39，18.43]）和技能测试中的运动技能（g = 0.36；95% CI [0.14，0.57]）具有积极的异质性影响。GBAs 对知识（g = 0.37；95% CI [-0.12，0.86]）和游戏情况下的运动技能（ES = 1.13%；95% CI [-2.43，4.68]）没有影响。元回归分析表明，干预者的经验、研究的质量以及对比条件都会显著影响GBA对运动技能测试的影响。更详细、更透明的试验报告将使该领域受益匪浅。
{"title":"The effect of game-based approaches on decision-making, knowledge, and motor skill: A systematic review and a multilevel meta-analysis","authors":"Mika Manninen, Eric Magrum, Sara Campbell, Sarahjane Belton","doi":"10.1177/1356336x241245305","DOIUrl":"https://doi.org/10.1177/1356336x241245305","url":null,"abstract":"This study aimed to compare the effect between game-based approaches (GBAs) and traditional skill approaches on decision-making, knowledge and motor skill in physical education students and athletes. A systematic review and meta-analysis of experimental studies available before October 2023 was conducted. The initial search yielded 8431 articles, with 28 articles ( n = 1600) meeting the inclusion criteria. Studies were analyzed using three-level random-effects models with a robust variance estimation. Outcomes were computed as raw mean differences and Hedges’s g effect sizes. Results indicate that GBAs have a positive heterogeneous effect on decision-making in game situations (ES = 11.41%; 95% CI [4.39, 18.43]) and motor skill in skill tests ( g = 0.36; 95% CI [0.14, 0.57]). GBAs did not have an effect on knowledge ( g = 0 .37; 95% CI [−0.12, 0.86]) or motor skill in game situations (ES = 1.13%; 95% CI [−2.43, 4.68]). Meta-regression analyses revealed that the experience of the interventionist, the quality of the studies, and the comparison condition significantly influence the impact of GBAs on motor skill tests. More detailed and transparent reporting of trials would benefit the field.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"138 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2024-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140542100","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 : 2024-04-05DOI: 10.1177/1356336x241243205
Yongjin Lee, Wonhee Lee, Hyungsik Min, Youngjoon Kim
Physical education teacher communities have been studied and implemented as a successful approach to teacher professional development. Despite a wealth of literature, less is known about three aspects: sustained nature of a community over time, power relations among community members, and a comprehensive case study. This study aimed to address these gaps in the literature by investigating the journey of a physical education community of practice (CoP) in South Korea. In this intrinsic case study, seven core members were interviewed using a timeline drawing method to elicit the stories behind the community's history. In addition, field notes from observations and documents from the official community website were used to corroborate the interview data. Inductive and collaborative data analysis organised the community's history into four phases: Beginning, Rise, Fall, and Comeback. Detailed explanations of each phase represent what happened and how the community evolved over time. Discussions suggested, first, that changing power relations facilitate different types of learning in CoPs. Initially, a strong leader drove learning as experiencing and doing, but as power shifted to members, the community changed to learning as belonging and becoming. Second, conflict can be a natural process to revisit the shared vision. Since the shared vision is not static but rather reflects contextual values, community members should revisit and discuss it as conflicts arise. Third, community engagement can be understood as an opportunity to gain recognition. This research underscores the significance of understanding long-term teacher motivation and the collective factors that drive it through community engagement.
{"title":"Beginning, rise, fall, and comeback: Exploring the journey of a physical education teacher community in South Korea","authors":"Yongjin Lee, Wonhee Lee, Hyungsik Min, Youngjoon Kim","doi":"10.1177/1356336x241243205","DOIUrl":"https://doi.org/10.1177/1356336x241243205","url":null,"abstract":"Physical education teacher communities have been studied and implemented as a successful approach to teacher professional development. Despite a wealth of literature, less is known about three aspects: sustained nature of a community over time, power relations among community members, and a comprehensive case study. This study aimed to address these gaps in the literature by investigating the journey of a physical education community of practice (CoP) in South Korea. In this intrinsic case study, seven core members were interviewed using a timeline drawing method to elicit the stories behind the community's history. In addition, field notes from observations and documents from the official community website were used to corroborate the interview data. Inductive and collaborative data analysis organised the community's history into four phases: Beginning, Rise, Fall, and Comeback. Detailed explanations of each phase represent what happened and how the community evolved over time. Discussions suggested, first, that changing power relations facilitate different types of learning in CoPs. Initially, a strong leader drove learning as experiencing and doing, but as power shifted to members, the community changed to learning as belonging and becoming. Second, conflict can be a natural process to revisit the shared vision. Since the shared vision is not static but rather reflects contextual values, community members should revisit and discuss it as conflicts arise. Third, community engagement can be understood as an opportunity to gain recognition. This research underscores the significance of understanding long-term teacher motivation and the collective factors that drive it through community engagement.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"55 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2024-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140534130","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 : 2024-04-01DOI: 10.1177/1356336x241240621
Kyuil Cho, Emi Tsuda, Phillip Ward
This study examined how preservice teachers (PSTs) develop adaptive competence in teaching peers in an introductory physical education pedagogy course underpinned by a pedagogical cycle designed to promote adaptive teaching competence. Two guiding research questions were: (a) what was the total number of adaptations that PSTs made in their peer teaching? and (b) what were the total numbers of missed content (MC) that PSTs had in their peer teaching? We used a descriptive-analytic study to evaluate teaching data from 22 PSTs. The course included different pedagogical strategies (e.g. discussing teaching scenarios, repeated teaching, and reflecting on teaching) to develop adaptive competence. A total of 85 teaching videos were analyzed using three coding variables (adaptations added, adaptation corrections, and MC) by comparing them with the PSTs’ lesson plans. The descriptive analyses showed that all PSTs were able to make substantive and consistent teaching adaptations across the five-week period. The amount of MC decreased across the five weeks. This study demonstrated that the pedagogical cycle designed to promote adaptive teaching competence was effective in helping PSTs make adaptations to their teaching. Simply providing PSTs opportunities to teach or teach repetitively is not sufficient to develop adaptive competence. Intentional integration of the pedagogical strategies is essential to equipping PSTs with effective teaching skills and knowledge, and helping them connect theory and practice with ongoing feedback and reflection.
{"title":"Developing adaptive teaching competence in preservice physical education teachers","authors":"Kyuil Cho, Emi Tsuda, Phillip Ward","doi":"10.1177/1356336x241240621","DOIUrl":"https://doi.org/10.1177/1356336x241240621","url":null,"abstract":"This study examined how preservice teachers (PSTs) develop adaptive competence in teaching peers in an introductory physical education pedagogy course underpinned by a pedagogical cycle designed to promote adaptive teaching competence. Two guiding research questions were: (a) what was the total number of adaptations that PSTs made in their peer teaching? and (b) what were the total numbers of missed content (MC) that PSTs had in their peer teaching? We used a descriptive-analytic study to evaluate teaching data from 22 PSTs. The course included different pedagogical strategies (e.g. discussing teaching scenarios, repeated teaching, and reflecting on teaching) to develop adaptive competence. A total of 85 teaching videos were analyzed using three coding variables (adaptations added, adaptation corrections, and MC) by comparing them with the PSTs’ lesson plans. The descriptive analyses showed that all PSTs were able to make substantive and consistent teaching adaptations across the five-week period. The amount of MC decreased across the five weeks. This study demonstrated that the pedagogical cycle designed to promote adaptive teaching competence was effective in helping PSTs make adaptations to their teaching. Simply providing PSTs opportunities to teach or teach repetitively is not sufficient to develop adaptive competence. Intentional integration of the pedagogical strategies is essential to equipping PSTs with effective teaching skills and knowledge, and helping them connect theory and practice with ongoing feedback and reflection.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"66 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140340805","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 : 2024-03-27DOI: 10.1177/1356336x241240421
YuChun Chen, Brian Myers
The importance of physical educators obtaining a discipline-specific appearance as role models is documented in the literature. Previous research has examined the influence of physical education teachers’ body fatness, (dis)ability, and age on pupils’ learning and perceptions of the teachers. To expand the research line, this study focused on teachers’ formal/informal appearance and their sex. Four 20-minute videos consisting of female informal appearance (FIA), female formal appearance (FFA), male informal appearance (MIA), and male formal appearance (MFA) were created to collect data from 533 high school pupils. A content examination and a perception questionnaire were used to measure cognitive performance and perceptions of the teachers. Factorial analysis of variance (ANOVA) was conducted to identify any significant main effects or interaction effects on the tchoukball examination, two content areas (i.e. techniques and strategies), and perceptions of three teacher characteristics (i.e. likability, competence, and appropriateness as a role model). Findings revealed significant main effects for teacher appearance on the overall examination and both content areas. Participants who watched the informal appearance videos scored significantly higher than those who watched the formal appearance videos. Furthermore, there was an interaction effect on the strategy portion of the examination. Participants who watched the MIA video scored the highest, followed by those who watched the FIA, FFA, and MFA videos. Factorial ANOVA found no significant main effect or interaction effect on the three teacher characteristics. One key conclusion indicates that the formal/informal appearance is far more open to interpretation than the (dis)ability and age aspects.
{"title":"Associations between physical educators’ appearance and sex and high school pupils’ cognitive performance and perceptions of teacher characteristics","authors":"YuChun Chen, Brian Myers","doi":"10.1177/1356336x241240421","DOIUrl":"https://doi.org/10.1177/1356336x241240421","url":null,"abstract":"The importance of physical educators obtaining a discipline-specific appearance as role models is documented in the literature. Previous research has examined the influence of physical education teachers’ body fatness, (dis)ability, and age on pupils’ learning and perceptions of the teachers. To expand the research line, this study focused on teachers’ formal/informal appearance and their sex. Four 20-minute videos consisting of female informal appearance (FIA), female formal appearance (FFA), male informal appearance (MIA), and male formal appearance (MFA) were created to collect data from 533 high school pupils. A content examination and a perception questionnaire were used to measure cognitive performance and perceptions of the teachers. Factorial analysis of variance (ANOVA) was conducted to identify any significant main effects or interaction effects on the tchoukball examination, two content areas (i.e. techniques and strategies), and perceptions of three teacher characteristics (i.e. likability, competence, and appropriateness as a role model). Findings revealed significant main effects for teacher appearance on the overall examination and both content areas. Participants who watched the informal appearance videos scored significantly higher than those who watched the formal appearance videos. Furthermore, there was an interaction effect on the strategy portion of the examination. Participants who watched the MIA video scored the highest, followed by those who watched the FIA, FFA, and MFA videos. Factorial ANOVA found no significant main effect or interaction effect on the three teacher characteristics. One key conclusion indicates that the formal/informal appearance is far more open to interpretation than the (dis)ability and age aspects.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"13 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2024-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140317183","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 : 2024-03-26DOI: 10.1177/1356336x241240400
Déirdre Ní Chróinín, Cassandra Iannucci, Carla Luguetti, Declan Hamblin
Teacher educators shape curriculum in the pedagogical decisions they make ( Lunenberg et al., 2007 ). Yet, evidence is lacking about how physical education (PE) teacher educators make decisions about what to include in their teacher education pedagogies. Four teacher educators in four different PE teacher education (PETE) programmes collaborated to examine their decision-making as they explored ideas related to Meaningful PE and social justice pedagogies. Insight into how teacher educators make decisions can add nuance to understanding pedagogical decision-making in PETE. A self-study of teacher education practices frame supported collective and individual interrogation of our decision-making processes. Data included planning documentation for each teaching episode ( n = 42), individual reflections ( n = 33), recordings of conversations with critical friends ( n = 15), and recordings of collective meetings ( n = 8). Pedagogical confrontations ( Moran et al., 2019 ) provided a lens for each teacher educator to gain perspective and insight into their decision-making related to Meaningful PE and social justice pedagogies The findings are presented in the form of four individual cases that illustrate the distinct story of each teacher educator’s engagement with Meaningful PE and social justice pedagogies. Teacher educators’ decisions were guided by their purposes and influenced by their contexts. Additionally, peers were an important source of pedagogical confrontations to influence decision-making practices. This research contributes to the understanding of innovation in PETE by illustrating how clarity about priorities promotes deliberate decision-making by teacher educators resulting in adoption or rejection of innovation.
{"title":"Exploring teacher educator pedagogical decision-making about a combined pedagogy of social justice and meaningful physical education","authors":"Déirdre Ní Chróinín, Cassandra Iannucci, Carla Luguetti, Declan Hamblin","doi":"10.1177/1356336x241240400","DOIUrl":"https://doi.org/10.1177/1356336x241240400","url":null,"abstract":"Teacher educators shape curriculum in the pedagogical decisions they make ( Lunenberg et al., 2007 ). Yet, evidence is lacking about how physical education (PE) teacher educators make decisions about what to include in their teacher education pedagogies. Four teacher educators in four different PE teacher education (PETE) programmes collaborated to examine their decision-making as they explored ideas related to Meaningful PE and social justice pedagogies. Insight into how teacher educators make decisions can add nuance to understanding pedagogical decision-making in PETE. A self-study of teacher education practices frame supported collective and individual interrogation of our decision-making processes. Data included planning documentation for each teaching episode ( n = 42), individual reflections ( n = 33), recordings of conversations with critical friends ( n = 15), and recordings of collective meetings ( n = 8). Pedagogical confrontations ( Moran et al., 2019 ) provided a lens for each teacher educator to gain perspective and insight into their decision-making related to Meaningful PE and social justice pedagogies The findings are presented in the form of four individual cases that illustrate the distinct story of each teacher educator’s engagement with Meaningful PE and social justice pedagogies. Teacher educators’ decisions were guided by their purposes and influenced by their contexts. Additionally, peers were an important source of pedagogical confrontations to influence decision-making practices. This research contributes to the understanding of innovation in PETE by illustrating how clarity about priorities promotes deliberate decision-making by teacher educators resulting in adoption or rejection of innovation.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"20 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2024-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140317251","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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