Pub Date : 2023-05-10DOI: 10.1177/1356336x231172488
Celina Salvador-García, Ó. Chiva-Bartoll, David Hortigüela-Alcalá
Although the educational intentions of content and language integrated learning (CLIL) seem to be perspicuous, how to put them into practice in different subjects is not so clear-cut. In addition, critical voices within the physical education (PE) arena claim that CLIL may jeopardise the subject. Therefore, CLIL needs to be adjusted in order to remain on the PE agenda. Currently, PE specialists embrace the models-based practice framework, which may involve new educational objectives (e.g. language learning). This paper seeks to fill this gap by advocating CLIL as a pedagogical model within the models-based practice framework. In this sense, CLIL may benefit from the advantages of a well-established approach in PE, bridging the gap between the general theory of CLIL and the practice of PE. The article follows the structure of previous advocacies for pedagogical models in PE and presents criteria, theoretical tenets, teaching and learning implications, a specific teacher profile, essential elements and guiding principles of the CLIL in PE model, as well as research evidence and field-testing experiences. In conclusion, such a framework depicts the interdependence of learning, teaching, subject content, language and context, presenting a work that could become a turning point for PE specialists to see CLIL in a new light.
{"title":"Finding the place of content and language integrated learning in physical education within the models-based practice framework","authors":"Celina Salvador-García, Ó. Chiva-Bartoll, David Hortigüela-Alcalá","doi":"10.1177/1356336x231172488","DOIUrl":"https://doi.org/10.1177/1356336x231172488","url":null,"abstract":"Although the educational intentions of content and language integrated learning (CLIL) seem to be perspicuous, how to put them into practice in different subjects is not so clear-cut. In addition, critical voices within the physical education (PE) arena claim that CLIL may jeopardise the subject. Therefore, CLIL needs to be adjusted in order to remain on the PE agenda. Currently, PE specialists embrace the models-based practice framework, which may involve new educational objectives (e.g. language learning). This paper seeks to fill this gap by advocating CLIL as a pedagogical model within the models-based practice framework. In this sense, CLIL may benefit from the advantages of a well-established approach in PE, bridging the gap between the general theory of CLIL and the practice of PE. The article follows the structure of previous advocacies for pedagogical models in PE and presents criteria, theoretical tenets, teaching and learning implications, a specific teacher profile, essential elements and guiding principles of the CLIL in PE model, as well as research evidence and field-testing experiences. In conclusion, such a framework depicts the interdependence of learning, teaching, subject content, language and context, presenting a work that could become a turning point for PE specialists to see CLIL in a new light.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":" ","pages":""},"PeriodicalIF":3.4,"publicationDate":"2023-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46528761","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 : 2023-05-08DOI: 10.1177/1356336X231170990
Pak Kwan Yip, Lee Cheng, Peggy Cheung
Flipped learning is a pedagogical approach that directs instruction from a group to an individual learning space. This approach can stimulate students’ motivation, promote adequate physical activity levels, and reduce sedentary (SED) behaviour. Addressing the literature gap regarding the correlations among these factors in school physical education (PE), this study aimed to examine the association of students’ motivation, physical activity levels, and SED behaviour with flipped learning in a four-lesson learning unit. Framed by self-determination theory, a quasi-experimental design was adopted to measure and compare the moderate-to-vigorous physical activity (MVPA), SED, and motivation levels of 111 primary school students aged between 10 and 11 years (mean = 10.07, standard deviation = .26) in Hong Kong. Fifty-two of the participants were female, and 59 were male. They were randomly assigned to experimental (n = 57) and control (n = 54) groups, in which a flipped learning approach was adopted in the experimental group for two weeks. A questionnaire survey and accelerometers were used to measure participants’ motivation (autonomous motivation, controlled motivation, and amotivation) and their physical activity levels. The findings revealed significantly higher MVPA levels and lower SED levels in the experimental group. Autonomous motivation was found to have a positive correlation with MVPA levels and a negative correlation with SED levels, indicating a positive predictor of the two. The findings of this study reveal the potential of flipped learning to enhance students’ MVPA and reduce their SED behaviour during primary school PE lessons.
{"title":"The association of children's motivation and physical activity levels with flipped learning during physical education lessons","authors":"Pak Kwan Yip, Lee Cheng, Peggy Cheung","doi":"10.1177/1356336X231170990","DOIUrl":"https://doi.org/10.1177/1356336X231170990","url":null,"abstract":"Flipped learning is a pedagogical approach that directs instruction from a group to an individual learning space. This approach can stimulate students’ motivation, promote adequate physical activity levels, and reduce sedentary (SED) behaviour. Addressing the literature gap regarding the correlations among these factors in school physical education (PE), this study aimed to examine the association of students’ motivation, physical activity levels, and SED behaviour with flipped learning in a four-lesson learning unit. Framed by self-determination theory, a quasi-experimental design was adopted to measure and compare the moderate-to-vigorous physical activity (MVPA), SED, and motivation levels of 111 primary school students aged between 10 and 11 years (mean = 10.07, standard deviation = .26) in Hong Kong. Fifty-two of the participants were female, and 59 were male. They were randomly assigned to experimental (n = 57) and control (n = 54) groups, in which a flipped learning approach was adopted in the experimental group for two weeks. A questionnaire survey and accelerometers were used to measure participants’ motivation (autonomous motivation, controlled motivation, and amotivation) and their physical activity levels. The findings revealed significantly higher MVPA levels and lower SED levels in the experimental group. Autonomous motivation was found to have a positive correlation with MVPA levels and a negative correlation with SED levels, indicating a positive predictor of the two. The findings of this study reveal the potential of flipped learning to enhance students’ MVPA and reduce their SED behaviour during primary school PE lessons.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"29 1","pages":"601 - 618"},"PeriodicalIF":3.4,"publicationDate":"2023-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44257864","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 : 2023-05-01DOI: 10.1177/1356336X221134067
Ashley Cox, R. Noonan, S. Fairclough
Muscular fitness (MF) is an important modifiable factor to improve overall health. Schools offer a unique opportunity to deliver MF activity during physical education (PE) and develop competence to engage in various activities across the life course. However, the implementation of school-based MF activity may be impaired by some teachers reporting a lack of expertise and low confidence in the delivery of MF activity. Understanding teachers’ thoughts and perceptions regarding the delivery of MF in schools may help guide future research and policy to support MF delivery in UK schools. Following ethical approval, a survey of secondary school PE teachers across the UK was distributed via Twitter. Survey responses were analysed and reported descriptively and thematically. Completed surveys were returned by 194 teachers (61.9% male) from England, Scotland, Wales, and Northern Ireland. Relative to less experienced teachers, those with at least five years’ service were 2.2 times more likely to have completed continued professional development (CPD) in MF activity (OR = 2.16; ß = 0.77; 95% CI: 1.25-3.74; p < 0.01), and 1.8 times more likely to use assessments of MF to inform PE programme decision-making (OR = 1.83; ß = 0.60; 95% CI: 1.18-2.82; p < 0.01). Despite the promising contribution school-based PE may have to developing MF, we report a poor understanding of MF activity amongst UK-based PE teachers. CPD is warranted to deliver successful MF interventions in a school setting.
{"title":"PE teachers’ perceived expertise and professional development requirements in the delivery of muscular fitness activity: PE Teacher EmPOWERment Survey","authors":"Ashley Cox, R. Noonan, S. Fairclough","doi":"10.1177/1356336X221134067","DOIUrl":"https://doi.org/10.1177/1356336X221134067","url":null,"abstract":"Muscular fitness (MF) is an important modifiable factor to improve overall health. Schools offer a unique opportunity to deliver MF activity during physical education (PE) and develop competence to engage in various activities across the life course. However, the implementation of school-based MF activity may be impaired by some teachers reporting a lack of expertise and low confidence in the delivery of MF activity. Understanding teachers’ thoughts and perceptions regarding the delivery of MF in schools may help guide future research and policy to support MF delivery in UK schools. Following ethical approval, a survey of secondary school PE teachers across the UK was distributed via Twitter. Survey responses were analysed and reported descriptively and thematically. Completed surveys were returned by 194 teachers (61.9% male) from England, Scotland, Wales, and Northern Ireland. Relative to less experienced teachers, those with at least five years’ service were 2.2 times more likely to have completed continued professional development (CPD) in MF activity (OR = 2.16; ß = 0.77; 95% CI: 1.25-3.74; p < 0.01), and 1.8 times more likely to use assessments of MF to inform PE programme decision-making (OR = 1.83; ß = 0.60; 95% CI: 1.18-2.82; p < 0.01). Despite the promising contribution school-based PE may have to developing MF, we report a poor understanding of MF activity amongst UK-based PE teachers. CPD is warranted to deliver successful MF interventions in a school setting.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"29 1","pages":"251 - 267"},"PeriodicalIF":3.4,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49201289","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 : 2023-04-18DOI: 10.1177/1356336X231166545
Kelly L. Simonton, Kevin Mercier, K. A. Richards, K. Gaudreault
The purpose of this study was to examine the relationships among teachers’ perceived mattering, their identified emotional experiences while teaching, and their self-reported teacher resilience. Perceptions of teacher mattering and teacher emotions were examined as characteristics that may directly and indirectly be associated with teacher resilience. Physical educators (N = 379; M age = 42.44; 54% male; 46% female) participated in a cross-sectional survey. The participants had been teaching physical education (PE) for an average of 16 years, with approximately 68% holding an advanced degree. Confirmatory factor analysis and structural equation modeling were used to explore hypothesized relationships among the following variables: perceived mattering (i.e. physical education mattering, teacher mattering), teacher emotions (i.e. enjoyment, anger, anxiety), and teacher resilience. Results showed that perceptions of physical education mattering were related to perceived teacher mattering. Subsequently, teacher mattering was associated with teacher enjoyment and anxiety, which were then linked positively and negatively to resilience, respectively. No direct relationship was identified between mattering and resilience, but indirect relations via emotions were found. Thus, emotions appeared to mediate the perceived mattering-resilience relationship. Both environmental and personal variables should be considered when studying teachers’ psychosocial skills in navigating workplace contexts. Enjoyment may buffer marginality beliefs and enhance resilience in day-to-day teaching. The characteristics of having or developing resilience appear to be founded somewhat in emotional experiences which, in turn, have shown strong links with actions, beliefs, and behaviors among teachers.
{"title":"The association of perceived mattering and emotions with physical educator teacher resilience","authors":"Kelly L. Simonton, Kevin Mercier, K. A. Richards, K. Gaudreault","doi":"10.1177/1356336X231166545","DOIUrl":"https://doi.org/10.1177/1356336X231166545","url":null,"abstract":"The purpose of this study was to examine the relationships among teachers’ perceived mattering, their identified emotional experiences while teaching, and their self-reported teacher resilience. Perceptions of teacher mattering and teacher emotions were examined as characteristics that may directly and indirectly be associated with teacher resilience. Physical educators (N = 379; M age = 42.44; 54% male; 46% female) participated in a cross-sectional survey. The participants had been teaching physical education (PE) for an average of 16 years, with approximately 68% holding an advanced degree. Confirmatory factor analysis and structural equation modeling were used to explore hypothesized relationships among the following variables: perceived mattering (i.e. physical education mattering, teacher mattering), teacher emotions (i.e. enjoyment, anger, anxiety), and teacher resilience. Results showed that perceptions of physical education mattering were related to perceived teacher mattering. Subsequently, teacher mattering was associated with teacher enjoyment and anxiety, which were then linked positively and negatively to resilience, respectively. No direct relationship was identified between mattering and resilience, but indirect relations via emotions were found. Thus, emotions appeared to mediate the perceived mattering-resilience relationship. Both environmental and personal variables should be considered when studying teachers’ psychosocial skills in navigating workplace contexts. Enjoyment may buffer marginality beliefs and enhance resilience in day-to-day teaching. The characteristics of having or developing resilience appear to be founded somewhat in emotional experiences which, in turn, have shown strong links with actions, beliefs, and behaviors among teachers.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"29 1","pages":"582 - 600"},"PeriodicalIF":3.4,"publicationDate":"2023-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48121494","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 : 2023-03-29DOI: 10.1177/1356336X231160404
T. Derigny, C. Schnitzler, O. Vors, A. Huchez, Tanguy Gerard, Séverine Mallet, J. Gandrieau, F. Potdevin
Despite the impossibility of face-to-face teaching during the covid-19 pandemic lockdown, many physical education teachers used remote activity pedagogical monitoring (PM) to keep students engaged in physical activity (PA). The aim of this study was to explore students’ experiences of remote PM practices during lockdown to engage in PA. A sequential explanatory mixed methods design was used, with a qualitative investigation (students’ experience of PM) informed by a quantitative investigation (relationship between PA and PM as a function of diligence). First, 644 French students (16.32 ± 1.01 years) participated in a longitudinal survey to collect retrospective data about their reported PA levels during a typical week before lockdown and four weeks after. A second step consisted of identifying clusters, based on how PA emerged in participants and diligence in PM. Five clusters were identified from which eight paragons accepted to be interviewed. Interviews were conducted with paragons from each cluster to understand their different lived experiences during PM. Results showed a significant decrease in PA during lockdown, with PM serving to limit the drop-out from PA. Positive experiences in PA engagement were associated with: (a) family and video support, (b) variety in the PA program, (c) requests for work, (d) provision of feedback, and (e) use of personalised training. Results are encouraging in terms of developing hybrid pedagogical practice which includes face-to-face activity and use of PM. Further research is needed to ensure these pedagogical principles lead to positive experiences of PA engagement at a distance.
{"title":"‘The teacher could correct me without being there’: Adapting distance education approaches to promote physical activity during lockdown","authors":"T. Derigny, C. Schnitzler, O. Vors, A. Huchez, Tanguy Gerard, Séverine Mallet, J. Gandrieau, F. Potdevin","doi":"10.1177/1356336X231160404","DOIUrl":"https://doi.org/10.1177/1356336X231160404","url":null,"abstract":"Despite the impossibility of face-to-face teaching during the covid-19 pandemic lockdown, many physical education teachers used remote activity pedagogical monitoring (PM) to keep students engaged in physical activity (PA). The aim of this study was to explore students’ experiences of remote PM practices during lockdown to engage in PA. A sequential explanatory mixed methods design was used, with a qualitative investigation (students’ experience of PM) informed by a quantitative investigation (relationship between PA and PM as a function of diligence). First, 644 French students (16.32 ± 1.01 years) participated in a longitudinal survey to collect retrospective data about their reported PA levels during a typical week before lockdown and four weeks after. A second step consisted of identifying clusters, based on how PA emerged in participants and diligence in PM. Five clusters were identified from which eight paragons accepted to be interviewed. Interviews were conducted with paragons from each cluster to understand their different lived experiences during PM. Results showed a significant decrease in PA during lockdown, with PM serving to limit the drop-out from PA. Positive experiences in PA engagement were associated with: (a) family and video support, (b) variety in the PA program, (c) requests for work, (d) provision of feedback, and (e) use of personalised training. Results are encouraging in terms of developing hybrid pedagogical practice which includes face-to-face activity and use of PM. Further research is needed to ensure these pedagogical principles lead to positive experiences of PA engagement at a distance.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"29 1","pages":"493 - 511"},"PeriodicalIF":3.4,"publicationDate":"2023-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47319448","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 : 2023-03-28DOI: 10.1177/1356336X231165229
R. Burgueño, Luis García-González, Á. Abós, J. Sevil-Serrano
Grounded in self-determination theory, the objectives of the present research were to identify latent profiles based on need-based experiences in physical education (PE), and to examine differences in outcomes in PE (i.e. motivation, experiences, and oppositional defiance) and outside of PE (i.e. physical activity intention, moderate-to-vigorous physical activity, and meeting physical activity recommendations) across the identified profiles. A purposive sample of 1062 secondary PE students (526 boys and 536 girls; Mage = 14.15, SD = 1.51) participated in this cross-sectional study. Results from latent profile analysis revealed four need satisfaction and frustration profiles: “high need satisfaction–low need frustration”; “moderate need satisfaction–low need frustration”; “moderate need satisfaction–moderate need frustration”; and “low need satisfaction–high need frustration.” For outcomes in PE, the “high need satisfaction–low need frustration” profile was the most adaptive, while the “low need satisfaction–high need frustration” profile obtained the most maladaptive pattern of outcomes. The “moderate need satisfaction–low need frustration” profile was more adaptive than the “moderate need satisfaction–moderate need frustration” profile, although both were similar in experiences and oppositional defiance. For outcomes outside of PE, the “high need satisfaction–low need frustration” profile scored highest, while no differences were obtained among the three remaining profiles. These results provide further insight into the importance for PE teachers not only to support students’ need satisfaction, but also to minimize need frustration, in obtaining the most optimal pattern of outcomes in PE, as well as a more active lifestyle among students.
{"title":"Students’ need satisfaction and frustration profiles: Differences in outcomes in physical education and physical activity-related variables","authors":"R. Burgueño, Luis García-González, Á. Abós, J. Sevil-Serrano","doi":"10.1177/1356336X231165229","DOIUrl":"https://doi.org/10.1177/1356336X231165229","url":null,"abstract":"Grounded in self-determination theory, the objectives of the present research were to identify latent profiles based on need-based experiences in physical education (PE), and to examine differences in outcomes in PE (i.e. motivation, experiences, and oppositional defiance) and outside of PE (i.e. physical activity intention, moderate-to-vigorous physical activity, and meeting physical activity recommendations) across the identified profiles. A purposive sample of 1062 secondary PE students (526 boys and 536 girls; Mage = 14.15, SD = 1.51) participated in this cross-sectional study. Results from latent profile analysis revealed four need satisfaction and frustration profiles: “high need satisfaction–low need frustration”; “moderate need satisfaction–low need frustration”; “moderate need satisfaction–moderate need frustration”; and “low need satisfaction–high need frustration.” For outcomes in PE, the “high need satisfaction–low need frustration” profile was the most adaptive, while the “low need satisfaction–high need frustration” profile obtained the most maladaptive pattern of outcomes. The “moderate need satisfaction–low need frustration” profile was more adaptive than the “moderate need satisfaction–moderate need frustration” profile, although both were similar in experiences and oppositional defiance. For outcomes outside of PE, the “high need satisfaction–low need frustration” profile scored highest, while no differences were obtained among the three remaining profiles. These results provide further insight into the importance for PE teachers not only to support students’ need satisfaction, but also to minimize need frustration, in obtaining the most optimal pattern of outcomes in PE, as well as a more active lifestyle among students.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"29 1","pages":"563 - 581"},"PeriodicalIF":3.4,"publicationDate":"2023-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48716514","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 : 2023-03-20DOI: 10.1177/1356336X231163106
Carlos Mata, M. Onofre, J. Costa, D. Monteiro, D. Teixeira, J. Martins
The COVID-19 pandemic has had an impact on the routines of children and adolescents and on their level of involvement in physical activity (PA). The restrictive rules applied in this period affected the functioning of physical education (PE) classes in Portugal, and strongly limited student participation. The aim of this study was to analyze and compare the affective attitude (enjoyment) of adolescents during face-to-face PE lessons during the COVID-19 pandemic (from September 2020), according to sex, education, and PA levels. The study included 1369 students (621 boys and 748 girls), aged 12–18 years, Mage: 14.4; SD: 1.74. A validated online questionnaire was distributed between November and December 2020, and the data were analyzed for positive and negative affective attitude, using MANCOVAs (multivariate analysis of covariance) adjusted for sociodemographic and behavioral variables. The results showed higher negative affective attitudes in younger boys when compared to older boys and to girls in the same education level. Younger less active boys also showed higher negative affective attitudes than less active girls.
{"title":"Adolescents’ enjoyment in face-to-face physical education during the COVID-19 pandemic","authors":"Carlos Mata, M. Onofre, J. Costa, D. Monteiro, D. Teixeira, J. Martins","doi":"10.1177/1356336X231163106","DOIUrl":"https://doi.org/10.1177/1356336X231163106","url":null,"abstract":"The COVID-19 pandemic has had an impact on the routines of children and adolescents and on their level of involvement in physical activity (PA). The restrictive rules applied in this period affected the functioning of physical education (PE) classes in Portugal, and strongly limited student participation. The aim of this study was to analyze and compare the affective attitude (enjoyment) of adolescents during face-to-face PE lessons during the COVID-19 pandemic (from September 2020), according to sex, education, and PA levels. The study included 1369 students (621 boys and 748 girls), aged 12–18 years, Mage: 14.4; SD: 1.74. A validated online questionnaire was distributed between November and December 2020, and the data were analyzed for positive and negative affective attitude, using MANCOVAs (multivariate analysis of covariance) adjusted for sociodemographic and behavioral variables. The results showed higher negative affective attitudes in younger boys when compared to older boys and to girls in the same education level. Younger less active boys also showed higher negative affective attitudes than less active girls.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":" ","pages":""},"PeriodicalIF":3.4,"publicationDate":"2023-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48627690","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 : 2023-03-15DOI: 10.1177/1356336X231160481
Ruan Jon Jones, J. Mckeever, David Morley
Work considering the influence of power dynamics and potential confounders such as social status is beginning to receive more attention in physical education literature. While power dynamics deserve particular attention in student-centred and social constructivist pedagogies, exploration of this topic has largely escaped the grasp of Game-Based Approaches (GBAs). This position paper aimed to review current micro-interactional research in physical education and to propose the utilisation of four key principles as a means to disrupt power dynamics in GBAs, namely: (a) teaching paradoxically; (b) ethical dilemmas; (c) unfamiliar games; and (d) Socratic questioning. Two illustrative vignettes present the practical application of these principles to produce a state referred to in Classical Greece as Aporia (impasse or without passage). Building on the work of Joy Butler, we argue that student insights gained in these moments of Aporia are central to the disruption of power-based barriers to learning.
{"title":"‘Now I think you have been bewitching and bewildering me’: The utilisation of Aporia in Game-Based Approaches as a means of deconstructing and reconstructing power relations","authors":"Ruan Jon Jones, J. Mckeever, David Morley","doi":"10.1177/1356336X231160481","DOIUrl":"https://doi.org/10.1177/1356336X231160481","url":null,"abstract":"Work considering the influence of power dynamics and potential confounders such as social status is beginning to receive more attention in physical education literature. While power dynamics deserve particular attention in student-centred and social constructivist pedagogies, exploration of this topic has largely escaped the grasp of Game-Based Approaches (GBAs). This position paper aimed to review current micro-interactional research in physical education and to propose the utilisation of four key principles as a means to disrupt power dynamics in GBAs, namely: (a) teaching paradoxically; (b) ethical dilemmas; (c) unfamiliar games; and (d) Socratic questioning. Two illustrative vignettes present the practical application of these principles to produce a state referred to in Classical Greece as Aporia (impasse or without passage). Building on the work of Joy Butler, we argue that student insights gained in these moments of Aporia are central to the disruption of power-based barriers to learning.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"29 1","pages":"512 - 529"},"PeriodicalIF":3.4,"publicationDate":"2023-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45106178","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 : 2023-03-15DOI: 10.1177/1356336X231162603
J. Haegele, M. Salerno, Lindsey A Nowland, Xihe Zhu, M. Keene, Lindsay E Ball
The purpose of this study was to explore the views of visually impaired youth about teacher-initiated activity modifications during integrated physical education. This experiential qualitative study included 18 visually impaired youth (ages 12–15 years; seven girls, 11 boys). Each participant completed two semi-structured interviews as data sources for this study. Four themes were constructed based on a reflexive thematic analysis of the interview data: (a) modifications interpreted as care; (b) “the angel and the devil”: modifications highlighting impairment; (c) the two-way street to modifications; and (d) modifications are Band-Aids over flawed activities and curriculum. These themes expand upon the current literature by describing how visually impaired youth understand their experiences with modifications in integrated physical education contexts. For many of the participants, activity modifications represented a tangible example of physical education teachers caring for them and caring about their needs. As such, some support for previously explicated benefits of modifications is provided. However, a number of concerns were also raised by our participants about modifications, such as modifications representing poorly conceptualized Band-Aids over poorly constructed activities, as well as modifications spotlighting differences and impairments. Finally, modifications that are promoted as simple and superficial ideas by the literature and executed by physical educators without communication with students appear to be unfavored by visually impaired students. This finding provides further support for the need to shift pedagogical strategies and teaching behaviors to become more flexible and student-centered.
{"title":"Why modify? Visually impaired students’ views on activity modifications in physical education","authors":"J. Haegele, M. Salerno, Lindsey A Nowland, Xihe Zhu, M. Keene, Lindsay E Ball","doi":"10.1177/1356336X231162603","DOIUrl":"https://doi.org/10.1177/1356336X231162603","url":null,"abstract":"The purpose of this study was to explore the views of visually impaired youth about teacher-initiated activity modifications during integrated physical education. This experiential qualitative study included 18 visually impaired youth (ages 12–15 years; seven girls, 11 boys). Each participant completed two semi-structured interviews as data sources for this study. Four themes were constructed based on a reflexive thematic analysis of the interview data: (a) modifications interpreted as care; (b) “the angel and the devil”: modifications highlighting impairment; (c) the two-way street to modifications; and (d) modifications are Band-Aids over flawed activities and curriculum. These themes expand upon the current literature by describing how visually impaired youth understand their experiences with modifications in integrated physical education contexts. For many of the participants, activity modifications represented a tangible example of physical education teachers caring for them and caring about their needs. As such, some support for previously explicated benefits of modifications is provided. However, a number of concerns were also raised by our participants about modifications, such as modifications representing poorly conceptualized Band-Aids over poorly constructed activities, as well as modifications spotlighting differences and impairments. Finally, modifications that are promoted as simple and superficial ideas by the literature and executed by physical educators without communication with students appear to be unfavored by visually impaired students. This finding provides further support for the need to shift pedagogical strategies and teaching behaviors to become more flexible and student-centered.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"29 1","pages":"530 - 547"},"PeriodicalIF":3.4,"publicationDate":"2023-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44452427","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 : 2023-03-12DOI: 10.1177/1356336X231159636
Christopher J. Kinder, K. Richards, Alyssa M. Trad, A. Woods, K. Graber
Research has highlighted the role of workplace experiences in relation to outcomes, such as job satisfaction, among inservice physical education teachers. More recently, scholars have extended this line of scholarship to explore how higher education faculty members experience and navigate the sociopolitical context of higher education. Guided by occupational socialization theory, the purpose of this study was to understand the interactions among workplace experiences, which include perceived organizational support, marginalization, isolation, and emotional exhaustion, and their association with physical education teacher education faculty members’ perceived job satisfaction. Toward this end, a theoretically driven conceptual model was developed and evaluated using structural equation modeling. The sample comprised 283 United States (US)-based physical education teacher education (PETE) faculty members, and data were collected through an online survey that aimed to measure the identified study variables. Confirmatory factor analysis was conducted to verify the factor structure before advancing to structural equation modeling. The results of structural equation modeling supported the hypothesized relationships among variables, C3(141) = 294.56, p < .001; RMSEA = .075 (90% CI = [.066, 0.085], p < .001); SRMR = .057; NNFI = .962; CFI = .969. While some of the pathways were not significant, the associations of perceived organizational support on emotional exhaustion and job satisfaction were partially mediated by marginalization and isolation. Faculty members’ perceived organizational support and emotional exhaustion were important predictors of the perceptions of job satisfaction. Further research exploring the skills faculty utilize to increase and manage emotional exhaustion is warranted.
{"title":"Perceived organizational support, marginalization, isolation, emotional exhaustion, and job satisfaction of PETE faculty members","authors":"Christopher J. Kinder, K. Richards, Alyssa M. Trad, A. Woods, K. Graber","doi":"10.1177/1356336X231159636","DOIUrl":"https://doi.org/10.1177/1356336X231159636","url":null,"abstract":"Research has highlighted the role of workplace experiences in relation to outcomes, such as job satisfaction, among inservice physical education teachers. More recently, scholars have extended this line of scholarship to explore how higher education faculty members experience and navigate the sociopolitical context of higher education. Guided by occupational socialization theory, the purpose of this study was to understand the interactions among workplace experiences, which include perceived organizational support, marginalization, isolation, and emotional exhaustion, and their association with physical education teacher education faculty members’ perceived job satisfaction. Toward this end, a theoretically driven conceptual model was developed and evaluated using structural equation modeling. The sample comprised 283 United States (US)-based physical education teacher education (PETE) faculty members, and data were collected through an online survey that aimed to measure the identified study variables. Confirmatory factor analysis was conducted to verify the factor structure before advancing to structural equation modeling. The results of structural equation modeling supported the hypothesized relationships among variables, C3(141) = 294.56, p < .001; RMSEA = .075 (90% CI = [.066, 0.085], p < .001); SRMR = .057; NNFI = .962; CFI = .969. While some of the pathways were not significant, the associations of perceived organizational support on emotional exhaustion and job satisfaction were partially mediated by marginalization and isolation. Faculty members’ perceived organizational support and emotional exhaustion were important predictors of the perceptions of job satisfaction. Further research exploring the skills faculty utilize to increase and manage emotional exhaustion is warranted.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"29 1","pages":"475 - 492"},"PeriodicalIF":3.4,"publicationDate":"2023-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47348391","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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