Pub Date : 2024-05-31DOI: 10.1177/1356336x241256866
Matthew Berkshire, James Mason, Jack Hardwicke
Physical education (PE) has long been contested as various discourses compete and conflict on what the subject is and what its purpose ought to be. Within these discussions, less attention has been placed on student accounts of the purpose of compulsory secondary school PE in England, and on the meanings constructed based on experiences of the subject. Therefore, this study sought to build on and extend the insights in this area from the student perspective. Drawing on data generated through six focus groups with 27 students, aged between 11 and 14, we show the obdurate nature of dominant sport discourses within PE in England. The meaning and purpose of PE were largely constructed as sport and positive experiences of PE came mostly from students who enjoyed and participated in sport. PE-as-sport was reported to broadly, and sometimes negatively, influence student experiences based on ability, gender and through lack of choice and autonomy within the subject. We do not conclude with clear ‘practical’ recommendations for change in practice, but instead suggest a continued focus on critically questioning the role of sport in PE amongst practitioners and researchers is necessary.
{"title":"The continuity of PE-as-sport: Exploring secondary school students' accounts of the meaning and purpose of physical education in England","authors":"Matthew Berkshire, James Mason, Jack Hardwicke","doi":"10.1177/1356336x241256866","DOIUrl":"https://doi.org/10.1177/1356336x241256866","url":null,"abstract":"Physical education (PE) has long been contested as various discourses compete and conflict on what the subject is and what its purpose ought to be. Within these discussions, less attention has been placed on student accounts of the purpose of compulsory secondary school PE in England, and on the meanings constructed based on experiences of the subject. Therefore, this study sought to build on and extend the insights in this area from the student perspective. Drawing on data generated through six focus groups with 27 students, aged between 11 and 14, we show the obdurate nature of dominant sport discourses within PE in England. The meaning and purpose of PE were largely constructed as sport and positive experiences of PE came mostly from students who enjoyed and participated in sport. PE-as-sport was reported to broadly, and sometimes negatively, influence student experiences based on ability, gender and through lack of choice and autonomy within the subject. We do not conclude with clear ‘practical’ recommendations for change in practice, but instead suggest a continued focus on critically questioning the role of sport in PE amongst practitioners and researchers is necessary.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"53 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2024-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141185309","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 : 2024-05-25DOI: 10.1177/1356336x241257455
Déirdre Ní Chróinín, Melissa Parker, Maura Coulter, Tony Sweeney
Primary physical education lags behind student voice developments in research and practice internationally ( Gillett-Swan and Baroutsis, 2023 ) and in post-primary physical education ( Howley and O'Sullivan, 2021 ; Iannucci and Parker, 2022a ). Furthermore, evidence is lacking on how to guide primary teachers learning to implement student voice pedagogies in physical education successfully. This research begins to fill this gap by focusing on the research question: What direction can be taken from primary teachers’ experiences of learning to enact student voice in physical education? Insight on what mattered in teachers’ learning to enact student voice can guide how to promote student voice pedagogies as everyday primary physical education pedagogies. Within a professional learning community ( n = 10), nine primary teachers enacted student voice pedagogical strategies over a six-month period. Data sources included recordings of monthly collective meetings with teachers ( n = 7), mid-point ( n = 4) and/or end-point ( n = 6) individual interviews with the teachers, blog posts ( n = 2), conference presentations ( n = 2), and three focus groups with children ( n = 12). Drawing on teachers’ and children's experiences, a roadmap for teachers getting started with enactment of student voice pedagogies is presented with attention to: starting small, starting smart, and not stopping. Teachers valued the outcomes of enactment of student voice pedagogies for the children in their classes in ways that changed their teaching approaches and sustained their commitment to student voice pedagogies. The roadmap presented can be used to support teachers learning how to enact student voice as an everyday pedagogy in primary physical education.
{"title":"Teachers learning to use student voice in primary physical education – ready, steady, go!","authors":"Déirdre Ní Chróinín, Melissa Parker, Maura Coulter, Tony Sweeney","doi":"10.1177/1356336x241257455","DOIUrl":"https://doi.org/10.1177/1356336x241257455","url":null,"abstract":"Primary physical education lags behind student voice developments in research and practice internationally ( Gillett-Swan and Baroutsis, 2023 ) and in post-primary physical education ( Howley and O'Sullivan, 2021 ; Iannucci and Parker, 2022a ). Furthermore, evidence is lacking on how to guide primary teachers learning to implement student voice pedagogies in physical education successfully. This research begins to fill this gap by focusing on the research question: What direction can be taken from primary teachers’ experiences of learning to enact student voice in physical education? Insight on what mattered in teachers’ learning to enact student voice can guide how to promote student voice pedagogies as everyday primary physical education pedagogies. Within a professional learning community ( n = 10), nine primary teachers enacted student voice pedagogical strategies over a six-month period. Data sources included recordings of monthly collective meetings with teachers ( n = 7), mid-point ( n = 4) and/or end-point ( n = 6) individual interviews with the teachers, blog posts ( n = 2), conference presentations ( n = 2), and three focus groups with children ( n = 12). Drawing on teachers’ and children's experiences, a roadmap for teachers getting started with enactment of student voice pedagogies is presented with attention to: starting small, starting smart, and not stopping. Teachers valued the outcomes of enactment of student voice pedagogies for the children in their classes in ways that changed their teaching approaches and sustained their commitment to student voice pedagogies. The roadmap presented can be used to support teachers learning how to enact student voice as an everyday pedagogy in primary physical education.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"5 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2024-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141098009","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 : 2024-05-20DOI: 10.1177/1356336x241254284
Håkan Larsson, Dean Barker, Jan-Eric Ekberg, Christopher Engdahl, Anders Frisk, Gunn Nyberg
Creative dance, that is to say, movements, with or without music, which allow participants to express ideas, thoughts, and feelings, are sometimes accompanied by a ‘there is no right or wrong way to move’ rhetoric. This may reinforce the impression among physical education teacher education (PETE) students, who often have limited experience of (creative) dance, that there is nothing to practise in creative dance and that this activity is merely directionless movement. In this paper, however, based on Aggerholm's notion of practising movements, we explore an occasion in a PETE course where a magic moment occurred, indicating that the students had practised and ‘figured out’ something that made this moment possible. The purpose of the paper is to explore the knowledge in movement that PETE students were practising as they participated in creative dance. The purpose is also to shed light on what pedagogical practice contributed to enabling such practising. Video documentation and short interviews with students in one PETE course and one continuing professional development course for physical education teachers indicate that the magic moment was made possible as the students’ practised making sense of moving in non-predetermined – creative – ways and appreciating the expressive dimension of movement. Laban's movement analysis framework seemed, along with the teachers’ knowledge of movement, to be an important element in the pedagogical practice that made the magic moment possible.
创意舞蹈，即在有音乐或无音乐的情况下，让参与者表达想法、思想和情感的动作，有 时伴随着 "动作没有对错之分 "的言论。这可能会加深体育教师教育专业（PETE）学生的印象，他们通常对（创意）舞蹈的经验有限，认为创意舞蹈没有什么可练习的，这种活动只是没有方向的运动。然而，在本文中，我们根据阿格霍尔姆的 "练习动作 "概念，探讨了在体育教师教育课程中出现神奇时刻的一个场合，这表明学生们已经练习并 "想出 "了使这一时刻成为可能的东西。本文旨在探讨 PETE 学生在参与创意舞蹈时练习的动作知识。目的还在于阐明教学实践在促成这种练习方面所起的作用。在一个 PETE 课程和一个体育教师专业进修课程中对学生进行的视频记录和简短访谈表明，当学生们练习以非预定--创造性--的方式进行有意义的运动，并欣赏运动的表现力时，神奇的时刻便成为可能。拉班的运动分析框架和教师的运动知识似乎是教学实践中的一个重要因素，使神奇时刻成为可能。
{"title":"Creative dance – practising and improving … what? A study in physical education teacher education","authors":"Håkan Larsson, Dean Barker, Jan-Eric Ekberg, Christopher Engdahl, Anders Frisk, Gunn Nyberg","doi":"10.1177/1356336x241254284","DOIUrl":"https://doi.org/10.1177/1356336x241254284","url":null,"abstract":"Creative dance, that is to say, movements, with or without music, which allow participants to express ideas, thoughts, and feelings, are sometimes accompanied by a ‘there is no right or wrong way to move’ rhetoric. This may reinforce the impression among physical education teacher education (PETE) students, who often have limited experience of (creative) dance, that there is nothing to practise in creative dance and that this activity is merely directionless movement. In this paper, however, based on Aggerholm's notion of practising movements, we explore an occasion in a PETE course where a magic moment occurred, indicating that the students had practised and ‘figured out’ something that made this moment possible. The purpose of the paper is to explore the knowledge in movement that PETE students were practising as they participated in creative dance. The purpose is also to shed light on what pedagogical practice contributed to enabling such practising. Video documentation and short interviews with students in one PETE course and one continuing professional development course for physical education teachers indicate that the magic moment was made possible as the students’ practised making sense of moving in non-predetermined – creative – ways and appreciating the expressive dimension of movement. Laban's movement analysis framework seemed, along with the teachers’ knowledge of movement, to be an important element in the pedagogical practice that made the magic moment possible.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"1 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2024-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141074152","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 : 2024-05-20DOI: 10.1177/1356336x241254738
Christopher B. Merica, Cate A. Egan, Collin A. Webster, Ben Kern, Karie Orendorff, Kelly Simonton
In the United States, the Comprehensive School Physical Activity Program (CSPAP) is a whole-of-school framework to ensure youth meet physical activity guidelines. Physical education teachers (PETs) are poised to be CSPAP leaders, but implementation is low. PETs’ involvement with CSPAPs may be better understood through the lens of their role breadth self-efficacy, which captures how professionals feel about their ability to undertake expanded workplace roles. Furthermore, investigating PETs’ CSPAP-related role breadth self-efficacy from the perspective of occupational socialization theory could help to identify critical intervention points in PETs’ career development to support CSPAP implementation. The purpose of this study, therefore, was to explore PETs’ perceptions of how the phases of occupational socialization theory influence their role breadth self-efficacy to be involved with CSPAPs. Stratified random sampling and convenience sampling were used to recruit 25 PETs ( n = 16 female) in the United States. Data were collected using individual, semi-structured interviews and analyzed using constant comparison. The findings are represented in three overarching themes, each accompanied by corresponding subthemes: (a) modeling and encouragement from socializing agents, (b) learn by doing: mastery experiences, and (c) agent of change: “I believe in this.” The PETs’ childhood physical activity experiences, physical activity leadership development within teacher education, mentorship from experienced educators who exemplify effective strategies, and the capacity to foster social capital within the workplace are key factors impacting PETs’ CSPAP-related role breadth self-efficacy. Further investigation into mentorship programs for novice PETs to lead CSPAPs and best practices for CSPAP training in teacher education is recommended.
在美国，"学校体育活动综合计划"（CSPAP）是一个确保青少年达到体育活动指导标准的全校框架。体育教师（PET）有望成为 CSPAP 的领导者，但实施率却很低。体育教师的角色广度自我效能感反映了专业人员对其承担更多工作角色的能力的看法，从这一角度来看，体育教师参与 CSPAP 的情况可能更容易理解。此外，从职业社会化理论的角度调查 PET 的 CSPAP 相关角色广度自我效能感，有助于确定 PET 职业发展中的关键干预点，以支持 CSPAP 的实施。因此，本研究旨在探讨 PET 对职业社会化理论的各个阶段如何影响其参与 CSPAP 的角色广度自我效能的看法。研究采用分层随机抽样和便利抽样的方法，在美国招募了 25 名 PET（n = 16 名女性）。采用个人半结构式访谈收集数据，并使用恒定比较法进行分析。研究结果体现在三个总主题中，每个主题都有相应的副主题：(a) 社会化推动者的示范和鼓励，(b) 边做边学：掌握经验，以及 (c) 变革推动者："我相信这一点"。PETs 的童年体育活动经历、师范教育中的体育活动领导力培养、经验丰富的教育工作者对有效策略的示范指导以及在工作场所培养社会资本的能力是影响 PETs 的 CSPAP 相关角色广度自我效能感的关键因素。建议进一步调查新手 PET 领导 CSPAP 的指导计划以及师范教育中 CSPAP 培训的最佳实践。
{"title":"“We can do this”: Physical educators’ role breadth self-efficacy to be involved with CSPAPs from an occupational socialization perspective","authors":"Christopher B. Merica, Cate A. Egan, Collin A. Webster, Ben Kern, Karie Orendorff, Kelly Simonton","doi":"10.1177/1356336x241254738","DOIUrl":"https://doi.org/10.1177/1356336x241254738","url":null,"abstract":"In the United States, the Comprehensive School Physical Activity Program (CSPAP) is a whole-of-school framework to ensure youth meet physical activity guidelines. Physical education teachers (PETs) are poised to be CSPAP leaders, but implementation is low. PETs’ involvement with CSPAPs may be better understood through the lens of their role breadth self-efficacy, which captures how professionals feel about their ability to undertake expanded workplace roles. Furthermore, investigating PETs’ CSPAP-related role breadth self-efficacy from the perspective of occupational socialization theory could help to identify critical intervention points in PETs’ career development to support CSPAP implementation. The purpose of this study, therefore, was to explore PETs’ perceptions of how the phases of occupational socialization theory influence their role breadth self-efficacy to be involved with CSPAPs. Stratified random sampling and convenience sampling were used to recruit 25 PETs ( n = 16 female) in the United States. Data were collected using individual, semi-structured interviews and analyzed using constant comparison. The findings are represented in three overarching themes, each accompanied by corresponding subthemes: (a) modeling and encouragement from socializing agents, (b) learn by doing: mastery experiences, and (c) agent of change: “I believe in this.” The PETs’ childhood physical activity experiences, physical activity leadership development within teacher education, mentorship from experienced educators who exemplify effective strategies, and the capacity to foster social capital within the workplace are key factors impacting PETs’ CSPAP-related role breadth self-efficacy. Further investigation into mentorship programs for novice PETs to lead CSPAPs and best practices for CSPAP training in teacher education is recommended.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"34 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2024-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141074028","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 : 2024-05-10DOI: 10.1177/1356336x241245044
Derya Sakallı, Ender Şenel
Previous research has revealed that physical education (PE) teachers and their subject are often perceived as undervalued. However, examining the contributing factors and relationships to improve this situation is critical. This study focused on the associations among PE teachers’ perceptions of marginalisation, perceived mattering, and role stress factors. We recruited 208 PE teachers from various regions of Turkey, with a mean age of 36.67 ± 8.18 and a mean teaching experience of 11.34 ± 8.22 years. The data were collected using the Physical Education – Marginalisation and Isolation Scale, the Perceived Mattering Questionnaire – Physical Education, and the Teacher Role Stressors Survey. The findings indicate that role stress factors do not directly predict perceived mattering but exacerbate feelings of marginalisation, which, in turn, negatively predict perceived mattering. The results shed light on the intricate relationships among various factors contributing to marginalisation and suggest potential avenues for improvement. Our findings demonstrate that role stress factors positively and directly predict marginalisation, which, in turn, is negatively related to both teacher mattering and PE mattering. The results also reveal that role stress factors significantly and indirectly predict perceived mattering through the mediating role of marginalisation. The model results indicate that the marginalisation of teachers is a significant predictor of both PE mattering and teacher mattering, and it plays a mediating role in the relationship between role stress factors and teachers’ perceived mattering.
{"title":"The role of marginalisation and role stressors in physical education teachers’ perceived mattering","authors":"Derya Sakallı, Ender Şenel","doi":"10.1177/1356336x241245044","DOIUrl":"https://doi.org/10.1177/1356336x241245044","url":null,"abstract":"Previous research has revealed that physical education (PE) teachers and their subject are often perceived as undervalued. However, examining the contributing factors and relationships to improve this situation is critical. This study focused on the associations among PE teachers’ perceptions of marginalisation, perceived mattering, and role stress factors. We recruited 208 PE teachers from various regions of Turkey, with a mean age of 36.67 ± 8.18 and a mean teaching experience of 11.34 ± 8.22 years. The data were collected using the Physical Education – Marginalisation and Isolation Scale, the Perceived Mattering Questionnaire – Physical Education, and the Teacher Role Stressors Survey. The findings indicate that role stress factors do not directly predict perceived mattering but exacerbate feelings of marginalisation, which, in turn, negatively predict perceived mattering. The results shed light on the intricate relationships among various factors contributing to marginalisation and suggest potential avenues for improvement. Our findings demonstrate that role stress factors positively and directly predict marginalisation, which, in turn, is negatively related to both teacher mattering and PE mattering. The results also reveal that role stress factors significantly and indirectly predict perceived mattering through the mediating role of marginalisation. The model results indicate that the marginalisation of teachers is a significant predictor of both PE mattering and teacher mattering, and it plays a mediating role in the relationship between role stress factors and teachers’ perceived mattering.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"12 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2024-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140910643","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 : 2024-05-07DOI: 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}
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