Pub Date : 2023-02-01DOI: 10.1177/1356336X221118548
Antonio Méndez-Giménez, Alejandro Carriedo, Javier Fernandez-Rio, José-Antonio Cecchini
The COVID-19 pandemic caused drastic changes in education, which had to adapt to changing scenarios (online, face-to-face, hybrid teaching). Within physical education (PE), strategies such as 'do not use or share equipment' were proposed to avoid infections. These strategies fit with an emerging pedagogical model called the Self-made Material Model (SMM), which involves students creating their own PE equipment. The objectives of the present study were: (a) to analyse PE teachers' beliefs about the use of self-made material in their classes, (b) to evaluate teachers' perceptions of the impact of the use of self-made material in PE lessons during the pandemic and (c) to examine gender/age differences. A quantitative, snowball research design was followed. The Self-made Material Questionnaire ( Méndez-Giménez and Fernández-Río, 2011) comprising two scales (41 items) was adapted: Teachers' beliefs about the use of self-made material scale and Teachers' perceptions of the impact of self-made material usage during the pandemic scale. In total, 1093 in-service teachers (443 women, 40.5%; M = 41.39, SD = 9.54) from 13 Ibero-American countries participated. Descriptive statistics were calculated, Student's T test was conducted for comparisons by gender and one-way analysis of variance (ANOVA) was run for comparisons by age ranges. Overall, the scores were high, emphasising the potential to promote recycling and students' creativity and respect for the material. Women scored higher in items such as promoting interdisciplinarity, equality, attention to disability and education in values. In total, 833 (76.21%) teachers used self-made material during the pandemic and reported high levels of satisfaction, expectations of use, usefulness and profitability. No gender differences were found. In the COVID-19 era, the SMM is playing a relevant role as a meaningful framework and a helpful teaching methodology in different educational scenarios.
{"title":"Self-made material in physical education: Teacher perceptions of the use of an emerging pedagogical model before and during the COVID-19 pandemic.","authors":"Antonio Méndez-Giménez, Alejandro Carriedo, Javier Fernandez-Rio, José-Antonio Cecchini","doi":"10.1177/1356336X221118548","DOIUrl":"10.1177/1356336X221118548","url":null,"abstract":"<p><p>The COVID-19 pandemic caused drastic changes in education, which had to adapt to changing scenarios (online, face-to-face, hybrid teaching). Within physical education (PE), strategies such as 'do not use or share equipment' were proposed to avoid infections. These strategies fit with an emerging pedagogical model called the Self-made Material Model (SMM), which involves students creating their own PE equipment. The objectives of the present study were: (a) to analyse PE teachers' beliefs about the use of self-made material in their classes, (b) to evaluate teachers' perceptions of the impact of the use of self-made material in PE lessons during the pandemic and (c) to examine gender/age differences. A quantitative, snowball research design was followed. The <i>Self-made Material Questionnaire</i> ( Méndez-Giménez and Fernández-Río, 2011) comprising two scales (41 items) was adapted: <i>Teachers' beliefs about the use of self-made material</i> scale and <i>Teachers' perceptions of the impact of self-made material usage during the pandemic</i> scale. In total, 1093 in-service teachers (443 women, 40.5%; <i>M</i> = 41.39, SD = 9.54) from 13 Ibero-American countries participated. Descriptive statistics were calculated, Student's <i>T</i> test was conducted for comparisons by gender and one-way analysis of variance (ANOVA) was run for comparisons by age ranges. Overall, the scores were high, emphasising the potential to promote recycling and students' creativity and respect for the material. Women scored higher in items such as promoting interdisciplinarity, equality, attention to disability and education in values. In total, 833 (76.21%) teachers used self-made material during the pandemic and reported high levels of satisfaction, expectations of use, usefulness and profitability. No gender differences were found. In the COVID-19 era, the SMM is playing a relevant role as a meaningful framework and a helpful teaching methodology in different educational scenarios.</p>","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"29 1","pages":"107-124"},"PeriodicalIF":3.4,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9361032/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49335951","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-04DOI: 10.1177/1356336X221147813
Petter Wiklander, A. Fröberg, S. Lundvall
Health in physical education (PE) has in recent decades received growing public and political attention. PE is recognized as playing an important role in promoting health and well-being among children and adolescents. Critical PE scholars contest the prevalent biomedical perspective on health for its narrow conceptualization of health and its exclusive focus on physical activity and disease prevention. Instead, alternative (critical and/or salutogenic) perspectives that emphasize the holistic nature of health are advocated. Previous research has identified a lack of empirical research on the topic. The purpose of this scoping review was to contribute to knowledge about what characterizes empirical research literature with holistic perspectives on health and discuss the implications for teaching PE. Four databases (SportDiscus, ERIC, Web of Science, and Scopus) were searched for peer-reviewed literature in academic journals between 2002 and 2021. Only 12 out of 3263 identified articles included empirical research with holistic perspectives on health. Using thematic analysis, two distinct themes were identified: (i) “teachers’ philosophies and didactic considerations,” exploring teachers’ understanding and beliefs and implications for PE practice and (ii) “alternative ways to teach,” where teachers engage in co-creating, enacting, and evaluating holistic health-related curricula. The findings indicate that although PE teachers may hold a narrow understanding of health, they are receptive to alternative perspectives and capable of critical reflections and renegotiations, if given appropriate support and opportunities for professional development. Challenging PE teachers’ philosophies and empowering them in the co-creation and implementation of holistic, student-centered curricula can create sustainable opportunities to enhance students’ well-being.
近几十年来，体育教育中的健康问题受到了越来越多的公众和政治关注。人们认识到体育在促进儿童和青少年的健康和福祉方面发挥着重要作用。批判体育学者质疑流行的生物医学健康观，因为它对健康的概念狭隘，只关注身体活动和疾病预防。相反，提倡强调健康的整体性的替代(批判和/或健康成因)观点。以往的研究发现，缺乏对这一主题的实证研究。本研究的目的是了解以整体视角研究健康的实证研究文献的特点，并讨论其对体育教学的影响。四个数据库(SportDiscus, ERIC, Web of Science和Scopus)检索了2002年至2021年间学术期刊上的同行评议文献。在3263篇确定的文章中，只有12篇包含了对健康的整体观点的实证研究。通过主题分析，确定了两个不同的主题:(i)“教师的哲学和教学考虑”，探索教师对体育实践的理解、信念和影响;(ii)“教学的替代方法”，教师参与共同创建、制定和评估整体健康相关课程。研究结果表明，尽管体育教师对健康的理解可能很狭隘，但如果给予适当的支持和专业发展机会，他们可以接受不同的观点，并能够进行批判性反思和重新谈判。挑战体育教师的理念，赋予他们共同创造和实施全面的、以学生为中心的课程的能力，可以创造可持续的机会来提高学生的福祉。
{"title":"Searching for the alternative: A scoping review of empirical studies with holistic perspectives on health and implications for teaching physical education","authors":"Petter Wiklander, A. Fröberg, S. Lundvall","doi":"10.1177/1356336X221147813","DOIUrl":"https://doi.org/10.1177/1356336X221147813","url":null,"abstract":"Health in physical education (PE) has in recent decades received growing public and political attention. PE is recognized as playing an important role in promoting health and well-being among children and adolescents. Critical PE scholars contest the prevalent biomedical perspective on health for its narrow conceptualization of health and its exclusive focus on physical activity and disease prevention. Instead, alternative (critical and/or salutogenic) perspectives that emphasize the holistic nature of health are advocated. Previous research has identified a lack of empirical research on the topic. The purpose of this scoping review was to contribute to knowledge about what characterizes empirical research literature with holistic perspectives on health and discuss the implications for teaching PE. Four databases (SportDiscus, ERIC, Web of Science, and Scopus) were searched for peer-reviewed literature in academic journals between 2002 and 2021. Only 12 out of 3263 identified articles included empirical research with holistic perspectives on health. Using thematic analysis, two distinct themes were identified: (i) “teachers’ philosophies and didactic considerations,” exploring teachers’ understanding and beliefs and implications for PE practice and (ii) “alternative ways to teach,” where teachers engage in co-creating, enacting, and evaluating holistic health-related curricula. The findings indicate that although PE teachers may hold a narrow understanding of health, they are receptive to alternative perspectives and capable of critical reflections and renegotiations, if given appropriate support and opportunities for professional development. Challenging PE teachers’ philosophies and empowering them in the co-creation and implementation of holistic, student-centered curricula can create sustainable opportunities to enhance students’ well-being.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"29 1","pages":"351 - 368"},"PeriodicalIF":3.4,"publicationDate":"2023-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46877826","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 : 2022-12-27DOI: 10.1177/1356336X221141598
Meg Clish, Eimear Enright, Leigh Sperka, S. Tweedy
Young people with disabilities (PWD) have increasingly become part of complex and important conversations surrounding their experiences and engagement in physical education (PE) and sport. Despite more young voices being heard, scant attention has been given to why we are listening, who we are listening to, and how we are listening. In this scoping review, we focus on the methodologies and methods used when researching the perspectives young PWD hold of PE and sport. Through searching Google Scholar, PE and sport journals, and citations and references of relevant research studies, we retrieved 52 empirical publications and information was extracted on their aims, country of origin, context and participants, research design, data sources, analytical, theoretical and conceptual frameworks, and key findings and recommendations. By reviewing methodologies and methods, we were able to identify that: authors often justified their work as ‘filling a gap’; varied, and often minimal, participant information was provided; and finally, data generation methods were at times exclusionary and/or not sensitive to disability research contexts. Moving forward, we first recommend that careful consideration is given to why research is being done beyond contributing knowledge to the field. Second, detailed information must be provided about participants to have a clearer picture about who has and has not been included in research so that findings can be contextualised. Finally, greater attention must be given to alternative and inclusive data generation methods to engage more diverse young people, specifically those with high support needs, in research about PE and youth sport.
{"title":"Engaging young people with disabilities in research about their experiences of physical education and sport: A scoping review of methodologies and methods","authors":"Meg Clish, Eimear Enright, Leigh Sperka, S. Tweedy","doi":"10.1177/1356336X221141598","DOIUrl":"https://doi.org/10.1177/1356336X221141598","url":null,"abstract":"Young people with disabilities (PWD) have increasingly become part of complex and important conversations surrounding their experiences and engagement in physical education (PE) and sport. Despite more young voices being heard, scant attention has been given to why we are listening, who we are listening to, and how we are listening. In this scoping review, we focus on the methodologies and methods used when researching the perspectives young PWD hold of PE and sport. Through searching Google Scholar, PE and sport journals, and citations and references of relevant research studies, we retrieved 52 empirical publications and information was extracted on their aims, country of origin, context and participants, research design, data sources, analytical, theoretical and conceptual frameworks, and key findings and recommendations. By reviewing methodologies and methods, we were able to identify that: authors often justified their work as ‘filling a gap’; varied, and often minimal, participant information was provided; and finally, data generation methods were at times exclusionary and/or not sensitive to disability research contexts. Moving forward, we first recommend that careful consideration is given to why research is being done beyond contributing knowledge to the field. Second, detailed information must be provided about participants to have a clearer picture about who has and has not been included in research so that findings can be contextualised. Finally, greater attention must be given to alternative and inclusive data generation methods to engage more diverse young people, specifically those with high support needs, in research about PE and youth sport.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"29 1","pages":"331 - 350"},"PeriodicalIF":3.4,"publicationDate":"2022-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45209883","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 : 2022-11-30DOI: 10.1177/1356336X221139945
Dylan Scanlon, A. MacPhail, Antonio Calderón
Examinable physical education (i.e. physical education as a certificate subject in a high-stakes environment) has distinctive forms of practical and theoretical knowledge, and the concept of ‘integration’ has been identified as a means to bridge such forms of knowledge. This paper explores how teachers interpret, translate, and enact curriculum policy, particularly the notion of ‘integrated learning experiences’, and how students respond to ‘integrated learning experiences’ in the Irish examinable physical education curriculum. Figurational sociology was used to locate the teachers and students in a web of interdependent relationships and conceptualise them as ‘policy actors’. Through analysing a year-long data set of teacher and student qualitative data, this paper sheds light on how teachers and students ‘do’ policy work which we explicitly argue is influenced by the independencies within their figurations in the multi-layered policy enactment context. This paper contributes to our understanding of the policy enactment process and how teachers and students engage (or not) with the enactment of curriculum policy.
{"title":"A figurational analysis of teachers and students as policy actors in policy enactment: ‘Integrated Learning Experiences’ in examinable physical education curriculum","authors":"Dylan Scanlon, A. MacPhail, Antonio Calderón","doi":"10.1177/1356336X221139945","DOIUrl":"https://doi.org/10.1177/1356336X221139945","url":null,"abstract":"Examinable physical education (i.e. physical education as a certificate subject in a high-stakes environment) has distinctive forms of practical and theoretical knowledge, and the concept of ‘integration’ has been identified as a means to bridge such forms of knowledge. This paper explores how teachers interpret, translate, and enact curriculum policy, particularly the notion of ‘integrated learning experiences’, and how students respond to ‘integrated learning experiences’ in the Irish examinable physical education curriculum. Figurational sociology was used to locate the teachers and students in a web of interdependent relationships and conceptualise them as ‘policy actors’. Through analysing a year-long data set of teacher and student qualitative data, this paper sheds light on how teachers and students ‘do’ policy work which we explicitly argue is influenced by the independencies within their figurations in the multi-layered policy enactment context. This paper contributes to our understanding of the policy enactment process and how teachers and students engage (or not) with the enactment of curriculum policy.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"29 1","pages":"308 - 328"},"PeriodicalIF":3.4,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42317926","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 : 2022-11-24DOI: 10.1177/1356336X221135169
Martin Vasquez, Tristan L. Wallhead
Extensive empirical evidence exists for how Sport Education (SE: Siedentop et al., 2020) can deliver valued student educational outcomes, yet there remains a dearth of knowledge of how in-service teachers implement the model in practice. The purpose of this study was to examine how the stages of occupational socialization predicted teachers’ reported implementation of the structural features of SE. An SE use and occupational socialization survey was developed and completed by 65 experienced teachers who had received training on using SE during their undergraduate physical education teacher education program. Respondents reported three versions of SE implementation: (a) full, (b) modified, and (c) light, with the majority of teachers reporting using either a full or modified version of SE. Professional socialization (physical education teacher education programming) was the only significant predictor of teachers’ model use. The SE features typically implemented were formal competition, team affiliation, and seasons. The more student-centered features of student roles, record keeping, and a culminating event were less frequently used during practice. Professional socialization remains the most powerful predicted on in-service teachers’ use of SE during their professional practice. Physical education teacher education programs are encouraged to explore methods to facilitate pre-service teachers’ learning of how to implement the student-centered features of SE, as this learning will likely translate into pedagogical practice in schools.
关于体育教育（SE:Siedentop et al.，2020）如何为学生提供有价值的教育成果，已有大量的实证证据，但对于在职教师如何在实践中实施该模式，仍然缺乏知识。本研究的目的是检验职业社会化阶段如何预测教师报告的SE结构特征的实施。对65名在本科体育教师教育项目中接受过SE使用培训的经验丰富的教师进行了SE使用和职业社会化调查。受访者报告了三种SE实施版本：（a）完整版、（b）修改版和（c）轻度，大多数教师报告使用了完整版或修改版的SE。职业社会化（体育教师教育规划）是教师模式使用的唯一重要预测因素。通常实现的SE功能包括正式比赛、团队关系和赛季。学生角色、记录和最终事件等更以学生为中心的特征在实践中使用频率较低。职业社会化仍然是在职教师在职业实践中使用SE的最有力预测。鼓励体育教师教育项目探索促进职前教师学习如何实施以学生为中心的SE特征的方法，因为这种学习可能会转化为学校的教学实践。
{"title":"The relationship between occupational socialization factors and in-service physical educators’ reported use of sport education","authors":"Martin Vasquez, Tristan L. Wallhead","doi":"10.1177/1356336X221135169","DOIUrl":"https://doi.org/10.1177/1356336X221135169","url":null,"abstract":"Extensive empirical evidence exists for how Sport Education (SE: Siedentop et al., 2020) can deliver valued student educational outcomes, yet there remains a dearth of knowledge of how in-service teachers implement the model in practice. The purpose of this study was to examine how the stages of occupational socialization predicted teachers’ reported implementation of the structural features of SE. An SE use and occupational socialization survey was developed and completed by 65 experienced teachers who had received training on using SE during their undergraduate physical education teacher education program. Respondents reported three versions of SE implementation: (a) full, (b) modified, and (c) light, with the majority of teachers reporting using either a full or modified version of SE. Professional socialization (physical education teacher education programming) was the only significant predictor of teachers’ model use. The SE features typically implemented were formal competition, team affiliation, and seasons. The more student-centered features of student roles, record keeping, and a culminating event were less frequently used during practice. Professional socialization remains the most powerful predicted on in-service teachers’ use of SE during their professional practice. Physical education teacher education programs are encouraged to explore methods to facilitate pre-service teachers’ learning of how to implement the student-centered features of SE, as this learning will likely translate into pedagogical practice in schools.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"29 1","pages":"286 - 307"},"PeriodicalIF":3.4,"publicationDate":"2022-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48000661","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 : 2022-11-13DOI: 10.1177/1356336X221135139
Athanasios Kolovelonis, M. Goudas
This study examined the effects of cognitively challenging physical activity games on students’ executive functions and situational interest in physical education. Participants were 144 fourth- and fifth-grade students (75 boys, 69 girls) from four elementary schools. A four-group, repeated measures, cross-over quasi-experimental design was used in this acute experiment including a physical education session. One fourth- and one fifth-grade class from each school were randomly assigned to Group 1 with cognitively challenging physical activity games, Group 2 with a session for teaching soccer skills, Group 3 with a session for teaching track and field skills, and Group 4 (waiting-list control group) with cognitively challenging physical activity games after the post-test. Pre- and post-test measures for executive functions and a post-test measure for situational interest were included. Group 1 students, who were involved in cognitively challenging physical activity games, improved their scores in the executive functions more than students who participated in the sessions with soccer or track and field skills and waiting-list control group students. The positive effects on students’ executive functions were replicated when the cognitively challenging physical activity games session was implemented in the waiting-list control group. Some improvements on executive functions for students who participated in the soccer skills session were found. Students who played the cognitively challenging physical activity games reported higher scores on novelty compared to students in the soccer or track and field groups. These results support the effectiveness of the cognitive challenging physical activity games for triggering students’ executive functions in physical education.
{"title":"Acute enhancement of executive functions through cognitively challenging physical activity games in elementary physical education","authors":"Athanasios Kolovelonis, M. Goudas","doi":"10.1177/1356336X221135139","DOIUrl":"https://doi.org/10.1177/1356336X221135139","url":null,"abstract":"This study examined the effects of cognitively challenging physical activity games on students’ executive functions and situational interest in physical education. Participants were 144 fourth- and fifth-grade students (75 boys, 69 girls) from four elementary schools. A four-group, repeated measures, cross-over quasi-experimental design was used in this acute experiment including a physical education session. One fourth- and one fifth-grade class from each school were randomly assigned to Group 1 with cognitively challenging physical activity games, Group 2 with a session for teaching soccer skills, Group 3 with a session for teaching track and field skills, and Group 4 (waiting-list control group) with cognitively challenging physical activity games after the post-test. Pre- and post-test measures for executive functions and a post-test measure for situational interest were included. Group 1 students, who were involved in cognitively challenging physical activity games, improved their scores in the executive functions more than students who participated in the sessions with soccer or track and field skills and waiting-list control group students. The positive effects on students’ executive functions were replicated when the cognitively challenging physical activity games session was implemented in the waiting-list control group. Some improvements on executive functions for students who participated in the soccer skills session were found. Students who played the cognitively challenging physical activity games reported higher scores on novelty compared to students in the soccer or track and field groups. These results support the effectiveness of the cognitive challenging physical activity games for triggering students’ executive functions in physical education.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"29 1","pages":"268 - 285"},"PeriodicalIF":3.4,"publicationDate":"2022-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44168811","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 : 2022-11-01DOI: 10.1177/1356336X221097318
C. Kerner, Amy Prescott, Robyn A Smith, Michael B Owen
Body image has implications for child and adolescent well-being. Schools have been positioned as a suitable site to provide body image education and support the development of body image; however, little is known about the role of physical education in body image education. The aim of this study was to systematically review the evidence on the content and effectiveness of physical education-based body image or body-focused programmes published between 2000 and 2021. Using seven databases (Web of Science, SCOPUS, EBSCO, PsycINFO, MEDLINE, Science Direct, and SportDiscus), a total of 1185 non-duplicated articles were retrieved. The articles were selected using the following inclusion criteria: (a) intervention, programme or curriculum based in physical education that explores body image or related phenomena, (b) focused on children or young people, aged 18 years or younger, (c) conducted between 2000 and 2021, (d) quantitative and/or qualitative methods: and (e) published in English. Following the screening process, a total of 19 articles were included in this review. Results showed that most programmes reported successful outcomes, yet there was no consistent approach to the programme design and delivery. Physical activity and fitness-based programmes were the most frequently used intervention type, followed by critical sociocultural perspectives and programmes focused on movement experiences and body functionality. Whilst fitness-based programmes were generally effective in improving body image and related phenomena, future research should explore the mechanisms associated with these changes and further consider how sociocultural perspectives can be used to support body image programmes.
身体形象对儿童和青少年的健康有影响。学校已被定位为提供身体形象教育和支持身体形象发展的合适地点;然而，人们对体育在身体形象教育中的作用知之甚少。本研究的目的是系统地回顾2000年至2021年间发表的以体育为基础的身体形象或以身体为重点的课程的内容和有效性的证据。使用Web of Science、SCOPUS、EBSCO、PsycINFO、MEDLINE、Science Direct和SportDiscus等7个数据库，共检索到1185篇非重复文章。文章是根据以下纳入标准选择的:(a)以探索身体形象或相关现象的体育教育为基础的干预、计划或课程，(b)关注18岁或以下的儿童或青少年，(c)在2000年至2021年之间进行的，(d)定量和/或定性方法，以及(e)以英语出版。在筛选过程中，共有19篇文章被纳入本综述。结果表明，大多数方案报告了成功的结果，但在方案设计和执行方面没有一致的方法。体育活动和健身项目是最常用的干预类型，其次是关键的社会文化视角和关注运动体验和身体功能的项目。虽然以健身为基础的项目在改善身体形象和相关现象方面通常是有效的，但未来的研究应该探索与这些变化相关的机制，并进一步考虑如何利用社会文化视角来支持身体形象项目。
{"title":"A systematic review exploring body image programmes and interventions in physical education","authors":"C. Kerner, Amy Prescott, Robyn A Smith, Michael B Owen","doi":"10.1177/1356336X221097318","DOIUrl":"https://doi.org/10.1177/1356336X221097318","url":null,"abstract":"Body image has implications for child and adolescent well-being. Schools have been positioned as a suitable site to provide body image education and support the development of body image; however, little is known about the role of physical education in body image education. The aim of this study was to systematically review the evidence on the content and effectiveness of physical education-based body image or body-focused programmes published between 2000 and 2021. Using seven databases (Web of Science, SCOPUS, EBSCO, PsycINFO, MEDLINE, Science Direct, and SportDiscus), a total of 1185 non-duplicated articles were retrieved. The articles were selected using the following inclusion criteria: (a) intervention, programme or curriculum based in physical education that explores body image or related phenomena, (b) focused on children or young people, aged 18 years or younger, (c) conducted between 2000 and 2021, (d) quantitative and/or qualitative methods: and (e) published in English. Following the screening process, a total of 19 articles were included in this review. Results showed that most programmes reported successful outcomes, yet there was no consistent approach to the programme design and delivery. Physical activity and fitness-based programmes were the most frequently used intervention type, followed by critical sociocultural perspectives and programmes focused on movement experiences and body functionality. Whilst fitness-based programmes were generally effective in improving body image and related phenomena, future research should explore the mechanisms associated with these changes and further consider how sociocultural perspectives can be used to support body image programmes.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"28 1","pages":"942 - 967"},"PeriodicalIF":3.4,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43163892","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}
This study examined secondary (high) school teachers' experiences of online delivery of health and physical education (HPE) during Covid-19 suppression measures in one Australian state in 2020. Research has noted the use of blended learning and flipped classrooms in HPE, yet little is known about the delivery of fully online school HPE. Semi-structured interviews occurred with eight high school HPE specialist teachers, providing qualitative data for analysis. The analysis of teachers' experiences indicated that in most cases HPE did not happen; rather, physical activity provision was initiated, or HPE was marginalised to a movement break between subjects with perceived higher status and priority. Additionally, teachers found that providing HPE online was challenging, and struggled to connect with, engage and provide equitable opportunities for their students online. The results showed that the move to online provision of HPE resulted in diminished educative purpose.
{"title":"The curriculum took a back seat to huff and puff: Teaching high school health and physical education during Covid-19.","authors":"Vaughan Cruickshank, Shane Pill, Casey Mainsbridge","doi":"10.1177/1356336X221086366","DOIUrl":"10.1177/1356336X221086366","url":null,"abstract":"<p><p>This study examined secondary (high) school teachers' experiences of online delivery of health and physical education (HPE) during Covid-19 suppression measures in one Australian state in 2020. Research has noted the use of blended learning and flipped classrooms in HPE, yet little is known about the delivery of fully online school HPE. Semi-structured interviews occurred with eight high school HPE specialist teachers, providing qualitative data for analysis. The analysis of teachers' experiences indicated that in most cases HPE did not happen; rather, physical activity provision was initiated, or HPE was marginalised to a movement break between subjects with perceived higher status and priority. Additionally, teachers found that providing HPE online was challenging, and struggled to connect with, engage and provide equitable opportunities for their students online. The results showed that the move to online provision of HPE resulted in diminished educative purpose.</p>","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"28 1","pages":"837-851"},"PeriodicalIF":3.4,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8927894/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42894046","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-01DOI: 10.1177/1356336X221088399
Niamh O' Brien, Wesley O'Brien, João Costa, Manolis Adamakis
The coronavirus 2019 (Covid-19) pandemic has given rise to significant global challenges across education, and specifically in the physical education teacher education (PETE) community. Students attending teacher education programmes during the Covid-19 pandemic have experienced an abrupt and unprecedented pedagogical transition from a face-to-face capacity to remote teaching, learning, and assessment environments. Crucially, student teachers' school placement experiences faced increased challenges and practical implications from additional environmental and social changes. In the context of continued global and national challenges for initial teacher education (ITE) programmes, the present qualitative study, using a representative sample of 24 student physical education (PE) teachers from a PETE programme, investigates the perceived implications of the Covid-19 pandemic on student teachers' practice and wellbeing during their final 2020/2021 academic year. Results indicate that student teachers maintain that exercise, connections with the university and school placement communities, alongside personal and professional organisation skills serve as resilience resources protecting their wellbeing. Conversely, student teachers express that school placement isolation, restricted PE delivery, increased workload, low teacher efficacy, and the responsibility to implement Covid-19 behaviour regulations presented as challenges that negatively affect their wellbeing. The paper concludes with practices that may further support PETE and ITE programmes and their student teachers to maintain a stable level of wellbeing throughout their careers.
{"title":"Physical education student teachers' wellbeing during Covid-19: Resilience resources and challenges from school placement.","authors":"Niamh O' Brien, Wesley O'Brien, João Costa, Manolis Adamakis","doi":"10.1177/1356336X221088399","DOIUrl":"10.1177/1356336X221088399","url":null,"abstract":"<p><p>The coronavirus 2019 (Covid-19) pandemic has given rise to significant global challenges across education, and specifically in the physical education teacher education (PETE) community. Students attending teacher education programmes during the Covid-19 pandemic have experienced an abrupt and unprecedented pedagogical transition from a face-to-face capacity to remote teaching, learning, and assessment environments. Crucially, student teachers' school placement experiences faced increased challenges and practical implications from additional environmental and social changes. In the context of continued global and national challenges for initial teacher education (ITE) programmes, the present qualitative study, using a representative sample of 24 student physical education (PE) teachers from a PETE programme, investigates the perceived implications of the Covid-19 pandemic on student teachers' practice and wellbeing during their final 2020/2021 academic year. Results indicate that student teachers maintain that exercise, connections with the university and school placement communities, alongside personal and professional organisation skills serve as resilience resources protecting their wellbeing. Conversely, student teachers express that school placement isolation, restricted PE delivery, increased workload, low teacher efficacy, and the responsibility to implement Covid-19 behaviour regulations presented as challenges that negatively affect their wellbeing. The paper concludes with practices that may further support PETE and ITE programmes and their student teachers to maintain a stable level of wellbeing throughout their careers.</p>","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"28 1","pages":"873-889"},"PeriodicalIF":2.6,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8984592/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43637314","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-22DOI: 10.1177/1356336X221133060
J. Wibowo, C. Krieger, C. Gaum, B. Dyson
Theoretical foundations are fundamental to research in health and physical education. They reflect historical and cultural ideas and values. In this article, we seek to introduce the philosophy of Bildung from the Nordic-German cultural region to an English-speaking audience as one theoretical foundation for student-centered teaching. Bildung focuses on the student and his or her self-formation processes in health and physical education. Bildung refers to the holistic development of cognitive, physical, emotional, social, and esthetic capacities. It is an active and reflective process that centers on the inner development of individuality and is realized by individuals as they perceive, interpret, and respond to their realities and, in turn, shape the world in which they live. In this article, we also discuss parallels with social-constructivist approaches to health and physical education, especially with the concept of social and emotional learning.
{"title":"Bildung: A German student-centered approach to health and physical education","authors":"J. Wibowo, C. Krieger, C. Gaum, B. Dyson","doi":"10.1177/1356336X221133060","DOIUrl":"https://doi.org/10.1177/1356336X221133060","url":null,"abstract":"Theoretical foundations are fundamental to research in health and physical education. They reflect historical and cultural ideas and values. In this article, we seek to introduce the philosophy of Bildung from the Nordic-German cultural region to an English-speaking audience as one theoretical foundation for student-centered teaching. Bildung focuses on the student and his or her self-formation processes in health and physical education. Bildung refers to the holistic development of cognitive, physical, emotional, social, and esthetic capacities. It is an active and reflective process that centers on the inner development of individuality and is realized by individuals as they perceive, interpret, and respond to their realities and, in turn, shape the world in which they live. In this article, we also discuss parallels with social-constructivist approaches to health and physical education, especially with the concept of social and emotional learning.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"29 1","pages":"233 - 250"},"PeriodicalIF":3.4,"publicationDate":"2022-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42600940","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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