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}
Pub Date : 2024-03-21DOI: 10.1177/1356336x241237081
Mike Jess, Melissa Parker, Nicola Carse, Andrew Douglass, Jeanne Keay, Lucio Martinez Alvarez, Alison Murray, Julie Pearson, Vicky Randall, Tony Sweeney
This paper reports on the first phase of a longitudinal project investigating the perceived purposes that different stakeholders have for primary physical education (PE). In the study, the views of 19 teacher educators from seven countries across Europe were sought. While teacher educators may have some influence across the layers of an education system, little is known about this stakeholder group and their views about primary PE. Analysis of focus group conversations depicts that, while the teacher educators come from a wide range of contexts, their views on the purposes of primary PE were more similar than different. With primary PE in danger of disconnecting into different schools of thought, this finding is important because it suggests that more coherent and connected approaches have the potential to be developed. In line with most government policies from the seven countries, similarities focused on both an educational and outward-looking view of primary PE. Significantly, while the teacher educators recognised the key role of physical learning in primary PE, they also highlighted how children's social, emotional, and cognitive learning form part of an integrated view of primary PE. Teacher educators recognised the importance of primary PE expanding beyond the hall/gymnasium and into classroom, school, and community settings. However, some concerns were voiced about the influence of outsourcing and sport agendas that currently dominate. The views of these teacher educators offer a useful starting point for further investigation, particularly as they present the purposes of primary PE from both an integrated and educational perspective.
{"title":"The purpose of primary physical education: The views of teacher educators","authors":"Mike Jess, Melissa Parker, Nicola Carse, Andrew Douglass, Jeanne Keay, Lucio Martinez Alvarez, Alison Murray, Julie Pearson, Vicky Randall, Tony Sweeney","doi":"10.1177/1356336x241237081","DOIUrl":"https://doi.org/10.1177/1356336x241237081","url":null,"abstract":"This paper reports on the first phase of a longitudinal project investigating the perceived purposes that different stakeholders have for primary physical education (PE). In the study, the views of 19 teacher educators from seven countries across Europe were sought. While teacher educators may have some influence across the layers of an education system, little is known about this stakeholder group and their views about primary PE. Analysis of focus group conversations depicts that, while the teacher educators come from a wide range of contexts, their views on the purposes of primary PE were more similar than different. With primary PE in danger of disconnecting into different schools of thought, this finding is important because it suggests that more coherent and connected approaches have the potential to be developed. In line with most government policies from the seven countries, similarities focused on both an educational and outward-looking view of primary PE. Significantly, while the teacher educators recognised the key role of physical learning in primary PE, they also highlighted how children's social, emotional, and cognitive learning form part of an integrated view of primary PE. Teacher educators recognised the importance of primary PE expanding beyond the hall/gymnasium and into classroom, school, and community settings. However, some concerns were voiced about the influence of outsourcing and sport agendas that currently dominate. The views of these teacher educators offer a useful starting point for further investigation, particularly as they present the purposes of primary PE from both an integrated and educational perspective.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"158 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2024-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140192814","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 : 2024-03-18DOI: 10.1177/1356336x241237398
Menno Slingerland, Gwen Weeldenburg, Lars Borghouts
Formative assessment (FA) is an effective educational approach for optimising student learning and is considered as a promising avenue for assessment within physical education (PE). Nevertheless, implementing FA is a complex and demanding task for in-service PE teachers who often lack formal training on this topic. To better support PE teachers in implementing FA into their practice, we need better insight into teachers’ experiences while designing and implementing formative strategies. However, knowledge on this topic is limited, especially within PE. Therefore, this study examined the experiences of 15 PE teachers who participated in an 18-month professional development programme. Teachers designed and implemented various formative activities within their PE lessons, while experiences were investigated through logbook entries and focus groups. Findings indicated various positive experiences, such as increased transparency in learning outcomes and success criteria for students as well as increased student involvement, but also revealed complexities, such as shifting teacher roles and insufficient feedback literacy among students. Overall, the findings of this study underscore the importance of a sustained, collaborative, and supported approach to implementing FA.
形成性评价（FA）是优化学生学习的一种有效的教育方法，被认为是体育教育（PE）中一种有前途的评价途径。然而，对于在职体育教师来说，实施形成性评价是一项复杂而艰巨的任务，因为他们往往缺乏这方面的正规培训。为了更好地支持体育教师在实践中实施形成性评价，我们需要更好地了解教师在设计和实施形成性评价策略时的经验。然而，这方面的知识很有限，尤其是在体育教学中。因此，本研究考察了参加为期 18 个月专业发展计划的 15 名体育教师的经验。教师们在体育课上设计并实施了各种形成性活动，并通过日志记录和焦点小组对其经验进行了调查。研究结果显示了各种积极的经验，如增加了学习成果和学生成功标准的透明度，以及学生参与度的提高，但也揭示了一些复杂的问题，如教师角色的转变和学生反馈素养的不足。总之，这项研究的结果强调了持续、合作和支持的方法对实施 FA 的重要性。
{"title":"Formative assessment in physical education: teachers’ experiences when designing and implementing formative assessment activities","authors":"Menno Slingerland, Gwen Weeldenburg, Lars Borghouts","doi":"10.1177/1356336x241237398","DOIUrl":"https://doi.org/10.1177/1356336x241237398","url":null,"abstract":"Formative assessment (FA) is an effective educational approach for optimising student learning and is considered as a promising avenue for assessment within physical education (PE). Nevertheless, implementing FA is a complex and demanding task for in-service PE teachers who often lack formal training on this topic. To better support PE teachers in implementing FA into their practice, we need better insight into teachers’ experiences while designing and implementing formative strategies. However, knowledge on this topic is limited, especially within PE. Therefore, this study examined the experiences of 15 PE teachers who participated in an 18-month professional development programme. Teachers designed and implemented various formative activities within their PE lessons, while experiences were investigated through logbook entries and focus groups. Findings indicated various positive experiences, such as increased transparency in learning outcomes and success criteria for students as well as increased student involvement, but also revealed complexities, such as shifting teacher roles and insufficient feedback literacy among students. Overall, the findings of this study underscore the importance of a sustained, collaborative, and supported approach to implementing FA.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"18 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2024-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140162184","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 : 2024-03-11DOI: 10.1177/1356336x241236122
Phillip M. Gray, Andrew L. Evans
Sustained motivation for Daily Mile participation at higher physical activity intensities may contribute to the attainment of children's daily moderate-to-vigorous physical activity (MVPA) targets and long-term health benefits. However, individual variability exists in the amount of MVPA accumulated by children during the Daily Mile. The current study explored children's motivation for participating in the Daily Mile at MVPA intensity, using a theory of planned behaviour framework. Twenty-five children (mean age = 10.07 ± 0.60 years) from the Northwest of England were recruited to the study; 52% were female and 88% were White. Participants completed a questionnaire, with an open-ended response format, probing behavioural, control, and normative beliefs for participation in the Daily Mile at MVPA intensity. Template analysis was conducted independently by two researchers to identify main themes and subthemes. Findings showed that children possessed a range of behavioural, control, and normative beliefs about MVPA participation during the Daily Mile. Prominent behavioural beliefs included fitness enhancement, implications for concentration and learning, positive affective states, and pain and discomfort. Key control beliefs included weather, space and health restrictions, and distractions from peers. Finally, peers and parents were salient normative beliefs. Children possessed a range of modal beliefs in relation to MVPA participation during the Daily Mile. Implications of the findings, and methods for practitioners seeking to maximise the contribution of the Daily Mile to children's daily MVPA targets are discussed.
{"title":"Children's motivation for moderate-to-vigorous physical activity during the Daily Mile: A theory of planned behaviour perspective","authors":"Phillip M. Gray, Andrew L. Evans","doi":"10.1177/1356336x241236122","DOIUrl":"https://doi.org/10.1177/1356336x241236122","url":null,"abstract":"Sustained motivation for Daily Mile participation at higher physical activity intensities may contribute to the attainment of children's daily moderate-to-vigorous physical activity (MVPA) targets and long-term health benefits. However, individual variability exists in the amount of MVPA accumulated by children during the Daily Mile. The current study explored children's motivation for participating in the Daily Mile at MVPA intensity, using a theory of planned behaviour framework. Twenty-five children (mean age = 10.07 ± 0.60 years) from the Northwest of England were recruited to the study; 52% were female and 88% were White. Participants completed a questionnaire, with an open-ended response format, probing behavioural, control, and normative beliefs for participation in the Daily Mile at MVPA intensity. Template analysis was conducted independently by two researchers to identify main themes and subthemes. Findings showed that children possessed a range of behavioural, control, and normative beliefs about MVPA participation during the Daily Mile. Prominent behavioural beliefs included fitness enhancement, implications for concentration and learning, positive affective states, and pain and discomfort. Key control beliefs included weather, space and health restrictions, and distractions from peers. Finally, peers and parents were salient normative beliefs. Children possessed a range of modal beliefs in relation to MVPA participation during the Daily Mile. Implications of the findings, and methods for practitioners seeking to maximise the contribution of the Daily Mile to children's daily MVPA targets are discussed.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"35 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2024-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140104909","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 : 2024-02-20DOI: 10.1177/1356336x241230829
Paul Treschman, Michalis Stylianou, Cam Brooks
Given the important role of feedback in student learning, this scoping review investigated how feedback has been conceptualised and examined, and how the teacher and student have been positioned in feedback processes in physical education (PE) research. Following recommended processes for conducting a scoping review, 110 papers were included, and data were extracted and synthesised to address the aim. Findings identified a lack of conceptual and theoretical underpinnings, and considerable variability in feedback terminology used in PE. Feedback was mainly positioned as being transmitted verbally from the teacher to the student to evaluate performances. Research methods mainly focused on the teacher's feedback behaviours, with less attention given to how the student receives, interprets, and uses feedback to advance their learning. Based on the findings, we recommend that future feedback research in PE is underpinned by theory and frameworks that acknowledge the active role of both the teacher and the student in the feedback process. Additionally, given the critical element of feedback effectiveness is not in the provision of feedback, but how it is interpreted and used, research methods that further consider how students engage with feedback opportunities are required. If we are to maximise feedback's learning potential, future PE research and practices should consider how students can be further activated in the feedback process.
{"title":"A scoping review of feedback in physical education: Conceptualisations and the role of teachers and students","authors":"Paul Treschman, Michalis Stylianou, Cam Brooks","doi":"10.1177/1356336x241230829","DOIUrl":"https://doi.org/10.1177/1356336x241230829","url":null,"abstract":"Given the important role of feedback in student learning, this scoping review investigated how feedback has been conceptualised and examined, and how the teacher and student have been positioned in feedback processes in physical education (PE) research. Following recommended processes for conducting a scoping review, 110 papers were included, and data were extracted and synthesised to address the aim. Findings identified a lack of conceptual and theoretical underpinnings, and considerable variability in feedback terminology used in PE. Feedback was mainly positioned as being transmitted verbally from the teacher to the student to evaluate performances. Research methods mainly focused on the teacher's feedback behaviours, with less attention given to how the student receives, interprets, and uses feedback to advance their learning. Based on the findings, we recommend that future feedback research in PE is underpinned by theory and frameworks that acknowledge the active role of both the teacher and the student in the feedback process. Additionally, given the critical element of feedback effectiveness is not in the provision of feedback, but how it is interpreted and used, research methods that further consider how students engage with feedback opportunities are required. If we are to maximise feedback's learning potential, future PE research and practices should consider how students can be further activated in the feedback process.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"1 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2024-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139938997","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 : 2024-02-20DOI: 10.1177/1356336x241229353
Sergio Diloy-Peña, Ángel Abós, Javier Sevil-Serrano, Javier García-Cazorla, Luis García-González
Grounded in self-determination theory, an integrative and fine-grained circumplex model, based on teachers’ autonomy support, structure, control, and chaos, has been proposed. The present study aimed to examine possible differences in students’ perceptions of physical education (PE) teachers’ motivating and demotivating styles and the eight different approaches, respectively, regarding students’ socio-demographic variables, and different affective, cognitive, and behavioral outcomes. A sample of 669 Spanish secondary students aged 12–17 years (mean age ( Mage) = 14.65; standard deviation ( SD) = 1.47; 52% girls) participated in this cross-sectional study. Boys reported significantly higher values in the chaotic style and the domineering approach than girls. Second- and third-cycle students (Year 10, Year 11, and Year 12) reported significantly higher values in autonomy-supportive and structuring styles, and significantly lower values in the domineering approach than first-cycle students (Year 8 and Year 9). Second-cycle students (Year 10 and Year 11) reported significantly higher values in the demanding approach than first-cycle students (Year 8 and Year 9). Third-cycle students (Year 12) reported significantly lower values in the awaiting approach than the first-cycle students (Year 8 and Year 9). Finally, as a whole, students who reported positive experiences in PE, high learning, and high intention to participate in physical activity reported significantly higher values in autonomy-supportive and structuring styles, as well as the demanding approach, and significantly lower values in the chaotic style. The results highlight the importance of PE teachers adopting motivating styles and avoiding demotivating styles, especially with boys and lower grade levels, to promote meaningful experiences in PE and an active lifestyle.
{"title":"Students’ perceptions of physical education teachers’ (de)motivating styles via the circumplex approach: Differences by gender, grade level, experiences, intention to be active, and learning","authors":"Sergio Diloy-Peña, Ángel Abós, Javier Sevil-Serrano, Javier García-Cazorla, Luis García-González","doi":"10.1177/1356336x241229353","DOIUrl":"https://doi.org/10.1177/1356336x241229353","url":null,"abstract":"Grounded in self-determination theory, an integrative and fine-grained circumplex model, based on teachers’ autonomy support, structure, control, and chaos, has been proposed. The present study aimed to examine possible differences in students’ perceptions of physical education (PE) teachers’ motivating and demotivating styles and the eight different approaches, respectively, regarding students’ socio-demographic variables, and different affective, cognitive, and behavioral outcomes. A sample of 669 Spanish secondary students aged 12–17 years (mean age ( M<jats:sub>age</jats:sub>) = 14.65; standard deviation ( SD) = 1.47; 52% girls) participated in this cross-sectional study. Boys reported significantly higher values in the chaotic style and the domineering approach than girls. Second- and third-cycle students (Year 10, Year 11, and Year 12) reported significantly higher values in autonomy-supportive and structuring styles, and significantly lower values in the domineering approach than first-cycle students (Year 8 and Year 9). Second-cycle students (Year 10 and Year 11) reported significantly higher values in the demanding approach than first-cycle students (Year 8 and Year 9). Third-cycle students (Year 12) reported significantly lower values in the awaiting approach than the first-cycle students (Year 8 and Year 9). Finally, as a whole, students who reported positive experiences in PE, high learning, and high intention to participate in physical activity reported significantly higher values in autonomy-supportive and structuring styles, as well as the demanding approach, and significantly lower values in the chaotic style. The results highlight the importance of PE teachers adopting motivating styles and avoiding demotivating styles, especially with boys and lower grade levels, to promote meaningful experiences in PE and an active lifestyle.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"9 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2024-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139938952","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 : 2023-12-21DOI: 10.1177/1356336x231221665
T. Quarmby, R. Sandford, Shirley Gray, O. Hooper
Working with trauma-affected youth in physical education (PE) can be a challenging and, at times, stressful and emotionally demanding process. Whilst little is known about how student trauma affects in-service teachers, even less is known about how it might impact pre-service PE teachers. The aims of this paper are therefore to (1) explore pre-service PE teachers’ experiences of working with students affected by trauma, and (2) consider the potential implications of this for their well-being. Through an online professional learning programme, we worked with three distinct groups of pre-service PE teachers ( n = 22). The workshops generated data through individual activities and group tasks that allowed participants to reflect on their experiences. Findings revealed that pre-service teachers had several encounters during their school-based placements with young people who may have experienced trauma. These experiences were felt by the pre-service PE teachers – both emotionally and physically. Pre-service PE teachers were encouraged to develop self-care strategies; however, our participants indicated that this was not always easy to do. That said, pre-service PE teachers were able to describe some of the strategies they engaged with to take care of themselves and safeguard their own well-being. Many of these strategies were relational and involved spending time with others – such as school colleagues (teachers and/or mentors) – who were available to offer both practical and emotional guidance and support. Thus, our findings reinforce the importance of pre-service teachers learning about self-care and emotional regulation as part of initial teacher education courses.
{"title":"Working with trauma-affected young people in secondary schools: Exploring ‘self-care’ with pre-service physical education teachers","authors":"T. Quarmby, R. Sandford, Shirley Gray, O. Hooper","doi":"10.1177/1356336x231221665","DOIUrl":"https://doi.org/10.1177/1356336x231221665","url":null,"abstract":"Working with trauma-affected youth in physical education (PE) can be a challenging and, at times, stressful and emotionally demanding process. Whilst little is known about how student trauma affects in-service teachers, even less is known about how it might impact pre-service PE teachers. The aims of this paper are therefore to (1) explore pre-service PE teachers’ experiences of working with students affected by trauma, and (2) consider the potential implications of this for their well-being. Through an online professional learning programme, we worked with three distinct groups of pre-service PE teachers ( n = 22). The workshops generated data through individual activities and group tasks that allowed participants to reflect on their experiences. Findings revealed that pre-service teachers had several encounters during their school-based placements with young people who may have experienced trauma. These experiences were felt by the pre-service PE teachers – both emotionally and physically. Pre-service PE teachers were encouraged to develop self-care strategies; however, our participants indicated that this was not always easy to do. That said, pre-service PE teachers were able to describe some of the strategies they engaged with to take care of themselves and safeguard their own well-being. Many of these strategies were relational and involved spending time with others – such as school colleagues (teachers and/or mentors) – who were available to offer both practical and emotional guidance and support. Thus, our findings reinforce the importance of pre-service teachers learning about self-care and emotional regulation as part of initial teacher education courses.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"34 8","pages":""},"PeriodicalIF":3.4,"publicationDate":"2023-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138952737","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 : 2023-12-19DOI: 10.1177/1356336x231217404
V. Sotos-Martínez, J. Tortosa-Martínez, Salvador Baena-Morales, Alberto Ferriz-Valero
Student's motivation towards physical education (PE) classes is a key factor for increasing physical activity (PA) levels in children. In order to increase motivation in PE, new teaching techniques are needed, such as gamification. This study examines the potential influence of gamification in PE classes on motivation-related variables such as basic psychological needs (BPNs) and positive behaviours in primary school students, considering the perceptions of students and teachers. A total of nine teachers and 506 primary students participated in this study: 250 from a gamified group and 256 from a control group. The students filled in the BPNs in the Classroom Scale in order to measure three BPNs (autonomy, competence and relatedness). In addition, the perceptions, feelings, and behaviours of the students and teachers were analysed and classified through drawings, teacher's diaries, and focus groups. An improvement in the three BPNs, namely autonomy ( p < 0.001), competence ( p < 0.001) and relatedness ( p < 0.001), was observed for the gamified group compared to the control group. The qualitative findings showed a perceived increase in student motivation, participation, and cooperation behaviours. Students also reported values such as respect, and rejection of contempt and harassment. In short, gamification was associated with an increase in all BPNs and positive behaviours in primary school students in gamified PE classes compared to non-gamified classes.
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Pub Date : 2023-12-19DOI: 10.1177/1356336x231217405
Eugénia Azevedo, A. Ramos, Rui Araújo, Carla Sofia Valério Fernandes, Isabel Mesquita
This year-long action research (AR) study, conducted in the context of a physical education teacher education (PETE) program in Portugal, explored how critical reflection among preservice teachers (PSTs) developed in response to tailored questioning by an external facilitator (EF). Participants were six PSTs and the first author, who assumed the dual role of EF and researcher. Four AR cycles, each involving a self-reflection analysis, intervention, and the development of the PSTs’ reflections were completed. During each AR cycle, the EF examined the PSTs’ teaching-learning practices and views and generated tailored questions to support critical reflection. Data were collected through focus group interviews and written reflective journals. The EF also made participant observations to contextualize each PST's teaching-learning process, resulting in field notes. Using various question types (e.g. leading, probing, and procedural next-step questions) designed to address individual needs, PSTs progressed from a basic reflection level to thinking critically about their teaching-learning practices. The questions were helpful for PSTs in interpreting daily issues faced in teaching-learning and understanding the relevance of self-analysis and attention to learners’ needs in fostering critical reflection. Given these results, we recommend that PETE programs incorporate a component or module explicitly promoting reflection on and analysis of PSTs’ pedagogical practices.
这项为期一年的行动研究（AR）以葡萄牙的体育教师教育（PETE）项目为背景，探讨了职前教师（PSTs）如何根据外部促进者（EF）有针对性的提问进行批判性反思。参与者包括六名在职教师和第一作者，第一作者承担了外部促进者和研究者的双重角色。共完成了四个 AR 周期，每个周期包括自我反思分析、干预和 PSTs 反思的发展。在每个 "评估与反思 "周期中，评价工具都会检查 PST 的教学实践和观点，并提出有针对性的问题，以支持批判性反思。通过焦点小组访谈和书面反思日志收集数据。外聘研究员还进行了参与式观察，以了解每一位专业技术人员的教学过程，并形成了实地笔记。利用针对个人需求设计的各种问题类型（如引导性问题、探究性问题和程序性下一步问题），PST 从基本的反思水平发展到对其教学实践进行批判性思考。这些问题有助于专业技术人员解释日常教学中面临的问题，并理解自我分析和关注学习者需求在促进批判性反思中的相关性。鉴于这些结果，我们建议 PETE 课程纳入一个组成部分或模块，明确促进对专业技术人员教学实践的反思和分析。
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