Physical Education and Sport Pedagogy最新文献_第6页

Capoeira as a critical pedagogy tool in physical education: from a continuing professional development program to the classroom 卡波耶拉在体育教学中的重要教学工具:从持续专业发展计划到课堂

IF 3.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Physical Education and Sport Pedagogy

Pub Date : 2023-09-22 DOI: 10.1080/17408989.2023.2260409

Evelyn Ríos-Valdés, Susanna Soler, Mercè Mateu

In this globalized world with a predominantly Eurocentric/androcentric approach to physical education (PE) teaching, there is a need to broaden school curricula from a critical, decolonizing approa...

在这个全球化的世界里，以欧洲为中心/以男性为中心的体育教学方法占主导地位，有必要从批判性的、非殖民化的方法中拓宽学校课程……

引用次数: 0

Teachers’ sensemaking in implementation of Meaningful Physical Education 实施有意义体育教学中的教师意义建构

IF 3.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Physical Education and Sport Pedagogy

Pub Date : 2023-09-22 DOI: 10.1080/17408989.2023.2260388

Stephanie Beni, Déirdre Ní Chróinín, Tim Fletcher, Jo Bailey, Leticia Cariño Fraisse, Marcus Down, Mel Hamada, Ty Riddick, Milena Trojanovic, Kristen Gross

While PE has arguably changed little since the 1960s, there is a rich history of the development of innovations in PE pedagogy. A key challenge lies in the sustained and broad use of these innovati...

虽然可以说自20世纪60年代以来体育几乎没有变化，但体育教学法的创新发展有着悠久的历史。一个关键的挑战在于持续和广泛地使用这些创新技术。

引用次数: 1

Modifying physical activities for maximizing learning opportunities: perspectives of Finnish physical educators and special educators on inclusive teaching strategies 修改体育活动以使学习机会最大化:芬兰体育教育者和特殊教育者对全纳教学策略的看法

2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Physical Education and Sport Pedagogy

Pub Date : 2023-09-21 DOI: 10.1080/17408989.2023.2260393

Christopher Mihajlovic, Stefan Meier

ABSTRACTBackground Recent curricular reforms have aimed to make the Finnish education system more inclusive which requires the implementation of differentiated and individualized teaching practices within schools. In Finland, as it is internationally, efforts have been made to increase adaptive teaching strategies and collaborative practices between different professionals in the physical education (PE) context. So far, current research has revealed significant findings on how pupils with special educational needs and disabilities (SEND) can be successfully included in integrated/mainstream PE settings, focusing mainly on the perspectives of PE teachers. In comparison, little attention has been paid to the instructional strategies of different pedagogues involved in the PE classroom. Besides, little is known about how inclusive learning environments with an all-embracing approach that goes beyond the inclusion of pupils with SEND can be created in practice. Paying greater attention to these issues holds strong potential to enrich the existing knowledge regarding instructional strategies in PE and could help other teachers justify their educational choices.Methodology Drawing on the data from a multiple case study in a Finnish context, we explore how four PE teachers and four special education teachers attempted to work inclusively within PE. Document analysis of the current Finnish national curriculum and semi-structured interviews with special and physical education teachers were used to extend the current understanding of pedagogical practices for dealing with diversity in PE. The interviews have been content-analysed adopting deductive-inductive approach utilizing the TREE model and the Inclusion Spectrum.Findings The results of the present study illuminate how PE and special educators often showed willingness to modify the physical activities to meet the individual needs of all learners in PE which included the rules, equipment, and environmental modifications. The findings highlight the variety of instructional strategies used among participants in the PE context. Both teacher professions take individual responsibility for the teaching activities, but their traditional role as independent and autonomous professionals may also be an obstacle for collaboration. This research also identified the important role of collaborative structures and cultures which requires critical reflections of the individual aims and a shared vision of inclusive teaching.Conclusion Overall, this paper contributes to a growing body of pedagogical research portraying the perspectives of PE and special educators involved in the PE classroom. Future research should further examine the perspectives of different professionals as it may contribute to a more comprehensive perspective on diversity and inclusive teaching strategies.KEYWORDS: InclusionPhysical educationSpecial educationPedagogies Disclosure statementNo potential conflict of interest was reported by the author(

摘要背景最近的课程改革旨在使芬兰的教育体系更具包容性，这就要求在学校内实施差异化和个性化的教学实践。在芬兰，就像在国际上一样，已经努力增加体育教育(PE)背景下不同专业人员之间的适应性教学策略和合作实践。到目前为止，目前的研究已经揭示了关于如何成功地将有特殊教育需要和残疾的学生(SEND)纳入综合/主流体育环境的重要发现，主要集中在体育教师的观点上。相比之下，人们对不同教师在体育课堂中的教学策略关注较少。此外，如何在实践中创造一种超越SEND学生包容的全方位学习环境，我们知之甚少。对这些问题给予更多的关注，将有可能丰富现有的体育教学策略知识，并有助于其他教师对自己的教育选择做出合理的判断。根据芬兰多个案例研究的数据，我们探讨了四名体育教师和四名特殊教育教师如何尝试在体育中进行包容性工作。对当前芬兰国家课程的文献分析和对特殊和体育教师的半结构化访谈被用来扩展当前对处理体育多样性的教学实践的理解。访谈内容分析采用演绎归纳方法，利用树模型和包含谱。本研究的结果阐明了体育和特殊教育工作者如何经常表现出修改体育活动的意愿，以满足所有体育学习者的个性化需求，包括规则、设备和环境的修改。研究结果强调了在体育环境中参与者使用的各种教学策略。两种教师职业都对教学活动承担个人责任，但他们作为独立自主的专业人员的传统角色也可能成为合作的障碍。这项研究还确定了协作结构和文化的重要作用，这需要对个人目标和包容性教学的共同愿景进行批判性反思。总的来说，本文有助于越来越多的教学研究描绘体育和特殊教育者参与体育课堂的观点。未来的研究应进一步考察不同专业人士的观点，因为这可能有助于更全面地看待多样性和包容性教学策略。关键词:包容性;体育教育;特殊教育;

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引用次数: 0

Exploring students experiences of secondary school Physical Education in England 探究英国中学生体育体验

2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Physical Education and Sport Pedagogy

Pub Date : 2023-09-18 DOI: 10.1080/17408989.2023.2256771

Kirsty Hemingway, Joanne Butt, Christopher Spray, Peter Olusoga, Liane Beretta De Azevedo

Background: There are many diverging views regarding the role and purpose of Physical Education (PE) in secondary schools within the UK. However, very few studies have explored PE processes through the eyes of young people. Adolescence represents a critical time period when physical activity (PA) behaviour patterns are often established. Student disengagement in PE is therefore a concern, as PE has the potential to play an important role in influencing adolescents to develop lifelong PA habits. Secondary school PE is compulsory in the UK until the age of 16, therefore PE teachers have a captive audience who they can influence positively or negatively. Understanding of students’ experiences and perceptions of PE could help inform future PE provision.

背景:在英国，关于中学体育教育(PE)的作用和目的有许多不同的观点。然而，很少有研究通过年轻人的眼睛来探索体育过程。青春期是身体活动(PA)行为模式形成的关键时期。因此，学生对体育的不投入是一个值得关注的问题，因为体育有可能在影响青少年养成终身体育习惯方面发挥重要作用。中学体育在英国是必修课，直到16岁，因此体育老师有一个俘虏的观众，他们可以积极或消极地影响。了解学生对体育的体验和看法有助于为未来的体育教学提供信息。

引用次数: 0

‘it’s about bringing people together’: one middle school physical education teacher’s attempt at deploying character education “它是关于把人们聚集在一起”:一位中学体育老师尝试实施品格教育

IF 3.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Physical Education and Sport Pedagogy

Pub Date : 2023-09-18 DOI: 10.1080/17408989.2023.2256753

Jamie Jacob Brunsdon

Despite the field’s rich history and relationship with the concept of character education, to date, there would appear to be no in-depth empirical case studies that describe in pedagogical terms, h...

尽管这一领域有着丰富的历史和与品格教育概念的关系，但到目前为止，似乎还没有深入的实证案例研究，用教育学的术语来描述……

引用次数: 0

Intervention fidelity: multiple strategies to design, implement, and assess mastery motivational climate behavioral interventions 干预保真度:设计、实施及评估掌握动机气候行为干预的多重策略

2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Physical Education and Sport Pedagogy

Pub Date : 2023-09-15 DOI: 10.1080/17408989.2023.2256760

Jerraco L. Johnson, Danielle D. Wadsworth, Mary E. Rudisill

ABSTRACTBackground Mastery motivational climate (MMC) interventions are an evidence-based approach utilized to deliver motor skill interventions (MSI) for young children. There are 6 environmental characteristics and instructional cues an instructor must appropriately manipulate to implement a MMC. These are known as the TARGET and stand for Task, Authority, Recognition, Grouping, Evaluation, and Time.Purpose The purpose of this paper is to describe the procedural, educational, and instructional components of intervention fidelity that we believe should be considered in the design, training, delivery, and assessment of a MMC intervention. The design phase should consider the intended intervention exposure and dosage prior to the intervention and develop a plan for implementation and measurement of intervention dose across the study. Conducting effective training for research personnel and developing formal implementation protocols are also important for intervention fidelity. During the intervention it is important to measure adherence to the TARGET structures using a formal checklist. Finally, we find it important to describe the extent to which the intervention was delivered as planned and report how closely we aligned with TARGET adherence throughout intervention implementation.Findings The discussion highlights how our increased efforts in our intervention fidelity have enhanced the quality and delivery of our MMC interventions from a pedagogical perspective. Specifically, in how we have used previous fidelity data to inform our future MMC intervention studies. There is more work to be done in MMC intervention fidelity, especially moving towards more teacher implemented MMC studies in the future as well as addressing participant level (i.e. attendance) fidelity concerns.KEYWORDS: Fidelitymotor skill interventionsmotor developmentyoung childrenphysical educationautonomy-supportive climate AcknowledgementsApproval for the study was obtained from the authors’ Institutional Review Board for Human Subjects Research. There are no acknowledgements associated with this paper.Disclosure statementNo potential conflict of interest was reported by the author(s).

摘要背景:掌握动机气候(MMC)干预是一种基于证据的方法，用于幼儿运动技能干预(MSI)。有6个环境特征和教学线索，教师必须适当地操纵，以实施MMC。这些被称为TARGET，分别代表任务、权限、识别、分组、评估和时间。本文的目的是描述干预保真度的程序、教育和教学组成部分，我们认为在MMC干预的设计、培训、交付和评估中应该考虑这些组成部分。设计阶段应在干预前考虑预期的干预暴露和剂量，并制定在整个研究中实施和测量干预剂量的计划。对研究人员进行有效的培训和制定正式的实施方案对干预的保真度也很重要。在干预期间，使用正式的检查表来衡量对目标结构的依从性是很重要的。最后，我们发现重要的是描述干预措施按计划交付的程度，并报告我们在整个干预实施过程中与目标依从性的密切程度。从教学的角度来看，讨论强调了我们在干预保真度方面所做的努力如何提高了MMC干预的质量和交付。具体来说，我们如何使用以前的保真度数据来指导我们未来的MMC干预研究。在MMC干预的保真度方面还有更多的工作要做，特别是在未来更多的教师实施MMC研究，以及解决参与者层面(即出勤)的保真度问题。关键词:忠诚;运动技能干预;运动发育;幼儿体育;自主;这篇论文没有致谢。披露声明作者未报告潜在的利益冲突。

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引用次数: 0

The effect of specialized content knowledge in reciprocal peer learning in a university content class 专业内容知识在大学内容课堂对等学习中的作用

IF 3.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Physical Education and Sport Pedagogy

Pub Date : 2023-09-15 DOI: 10.1080/17408989.2023.2256746

Tom Madou, Fien Depaepe, Phillip Ward, Peter Iserbyt

ABSTRACT

Background

Teaching strategies using peers to influence student-learning outcomes are commonly used in physical education. Reciprocal peer learning is a teaching strategy where students work in pairs as tutor and tutee. Effective peer tutoring requires knowledge about the critical elements for correct performance (i.e. common content knowledge, CCK) and knowing how to detect and address common errors (i.e. specialized content knowledge, SCK). Research on training students for their task as tutor to increase peer learning effectiveness is limited.

Purpose and research question

This study documents an online approach to prepare students for their role as tutor during reciprocal peer learning. Also, it investigates the effect of online CCK + SCK-training versus online CCK-only training on (a) skill performance by tutees and error detection by tutors during peer learning; and (b) individual skill performance at a 1-week retention test.

Methods

Seventy-seven undergraduate students (25 female, 52 male) were randomly assigned to an online CCK + SCK (n = 37) or CCK-only (n = 40) training for learning Basic Life Support (BLS) as part of their curriculum. All participants learned online the correct procedure for BLS according to international guidelines (i.e. CCK). In the CCK + SCK condition, students additionally learned online to detect and correct four common errors related to chest compression. Following the online training all students learned BLS using reciprocal peer learning with manikins. For each student pair skill performance during practice by tutees was reported using digital manikins and error detection by tutors was collected using systematic observation of video recordings. One week following practice (i.e. retention), BLS-performance was assessed individually using a validated protocol.

Findings

During peer learning, SCK-trained tutees performed less unique errors (Mdn = 2 vs. 1, p < .05) and SCK-trained tutors detected a higher proportion of unique errors (Mdn 100% vs. 0%, p < .05) compared to CCK-only trained students. At retention, SCK-trained students outperformed the CCK-group for chest compressions with adequate rate (Mdn 91% vs. 69% p < .05) and complete release (Mdn 81% vs. 35% p < .05).

Conclusions

Teaching undergraduate students online to detect and correct errors positively impacted the quality of practice during peer learning and the performance at retention.

摘要背景利用同伴影响学生学习效果的教学策略是体育教学中常用的策略。对等同侪学习是一种教学策略，学生以导师和学生的身份成对学习。有效的同伴辅导需要了解正确表现的关键要素(即常见内容知识，CCK)，并知道如何发现和解决常见错误(即专业内容知识，SCK)。如何训练学生完成导师任务以提高同伴学习效果的研究还很有限。目的和研究问题本研究记录了一种在线方法，以帮助学生在互惠的同伴学习中扮演导师的角色。此外，本研究还调查了在线CCK + sck培训与在线CCK-only培训对(a)同侪学习中导师的技能表现和错误检测的影响;(b)在为期一周的记忆测试中的个人技能表现。方法将77名本科生(女25名，男52名)随机分配到CCK + SCK (n = 37)或CCK-only (n = 40)进行基本生命支持(BLS)的在线培训，作为课程的一部分。所有参与者都在线学习了根据国际准则(即CCK)进行劳工统计局的正确程序。在CCK + SCK条件下，学生还在线学习了检测和纠正与胸部按压相关的四种常见错误。在在线培训之后，所有学生都通过与人体模型进行对等的同伴学习来学习BLS。对于每个学生组，导师在练习过程中的技能表现使用数字模型进行报告，导师的错误检测使用系统观察视频记录进行收集。实践后一周(即保留)，使用经过验证的协议单独评估bls性能。在同侪学习过程中，sck培训的学生出现的独特错误较少(Mdn = 2 vs. 1, p < 0.05)，与只接受cck培训的学生相比，sck培训的导师发现的独特错误比例更高(Mdn为100% vs. 0%， p < 0.05)。在保持时，sck训练的学生在适当的胸外按压率(Mdn 91% vs. 69% p < 0.05)和完全释放(Mdn 81% vs. 35% p < 0.05)方面优于cck组。结论在线教学对大学生同伴学习的实践质量和记忆成绩有积极影响。

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引用次数: 0

Selecting (or not) physical education as an elective subject: Spanish high school students’ views 选择(或不选择)体育作为选修科目:西班牙高中生的观点

IF 3.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Physical Education and Sport Pedagogy

Pub Date : 2023-09-12 DOI: 10.1080/17408989.2023.2256762

Javier Fenandez-Rio, Salvador García, Alberto Ferriz-Valero

<p><b>ABSTRACT</b></p><h3>Background: </h3><p>The interactions between behavior, environment and personal factors are the basis of the Social Cognitive Theory (Bandura, A. 1986. <i>Social Foundations of Thought and Action</i>. NJ: Prentice Halls). Within this theory, students’ behavior and motivation toward an activity is dependent on their feelings, thoughts and beliefs (Lodewyck and Pybus 2013. “Investigating Factors in the Retention of Students in High School Physical Education.” <i>Journal of Teaching in Physical Education</i> 32 (1): 61–77). Physical education can provide attractive contexts to promote students’ learning, but this depends on the teachers’ ability to offer them relevant educational experiences (Bailey, R. 2018. “Sport, Physical Education and Educational Worth.” <i>Educational Review</i> 70 (1): 51–66). Meaningful physical education is a pedagogical approach whose aim is to help teachers design significant experiences for all students (Beni, S., T. Fletcher, and D. Ní Chróinín. 2022. “‘It’s not a Linear Thing; There are a Lot of Intersecting Circles’: Factors Influencing Teachers’ Implementation of Meaningful Physical Education.” <i>Teaching and Teacher Education</i> 117: 103806). Physical education is a compulsory subject in Spain, but it is not included in the final year of high school. In 2018, one autonomous community decided to offer it as an elective subject in this course. Scholars and institutions claim for more hours of physical education. But, what about the students? Do they really want more?</p><h3>Purpose: </h3><p>The goal of the present study was to uncover the reasons why students selected, or not, physical education when it was included as an elective subject in their final year of high school.</p><h3>Participants and settings: </h3><p>A total of 795 year-13 students (17–18 years), enrolled in 13 different high schools participated. 444 (55.8%) had not selected physical education (61.71% females), while 351 (44.2%) did selected it (44.44% females). Convenience sampling was used to include participants, considering the possibilities of the researchers to access them.</p><h3>Research design: </h3><p>The study followed an ex post facto, transversal, prospective research design to gather data in a single time point (Cohen, L., K. Manion, and K. Morrison. 2011. <i>Research Methods in Education</i>. Routledge). Within this framework, a qualitative research design was selected to obtain rich, detailed, and heavily contextualized information from the source (Creswell, J. W. 2013. <i>Qualitative Inquiry and Research Design: Choosing among Five Approaches</i>. Sage). The participants responded to an open-ended question 3–4 weeks after the beginning of the school year to ‘fully explain the reason(s) for (not) selecting physical education in the final year of high school’. The qualitative software package MAXQDA 11 was used to help with data administration.</p><h3>Results: </h3><p>The deep analysis of the participants’ res

背景:行为、环境和个人因素之间的相互作用是社会认知理论(Bandura, A. 1986)的基础。思想与行动的社会基础。j:普伦蒂斯·霍尔斯)。在这一理论中，学生对活动的行为和动机取决于他们的感受、思想和信仰(Lodewyck and Pybus 2013)。高中体育专业学生留用因素调查。体育教学学报，32(1):61-77。体育教育可以提供有吸引力的环境来促进学生的学习，但这取决于教师为他们提供相关教育经验的能力(Bailey, R. 2018)。“运动、体育教育与教育价值”。教育评论70(1):51-66。有意义的体育教育是一种教学方法，其目的是帮助教师为所有学生设计有意义的体验(Beni, S.， T. Fletcher, and D. Ní Chróinín)。2022. “这不是线性的;影响教师实施“有意义体育”的因素有很多。《教学与教师教育》117:103806)。体育在西班牙是一门必修课，但并不包括在高中的最后一年。2018年，一个自治区决定将其作为该课程的选修科目。学者和机构要求增加体育教育的时间。但是，学生们呢?他们真的想要更多吗?目的:本研究的目的是揭示学生在高中最后一年将体育作为选修科目时选择或不选择体育的原因。参与者和环境:共有795名13年级的学生(17-18岁)，参加了13所不同的高中。未选择体育的有444人(55.8%)(女性占61.71%)，选择体育的有351人(44.2%)(女性占44.44%)。考虑到研究人员接触到他们的可能性，使用了方便抽样来包括参与者。研究设计:本研究采用事后、横向、前瞻性研究设计，在单一时间点收集数据(Cohen, L.， K. Manion, and K. Morrison, 2011)。教育研究方法。劳特利奇)。在此框架内，选择了定性研究设计，以从来源获得丰富，详细和高度情境化的信息(Creswell, J. W. 2013)。质性调查与研究设计:五种方法的选择。Sage)。参与者在学年开始后3-4周回答了一个开放式问题，以“充分解释在高中最后一年选择(不选择)体育的原因”。使用定性软件包MAXQDA 11协助数据管理。结果:通过对参与者回答的深入分析，得出了不选择体育的五个主题(从强到弱):学业压力、消极经历、校外体育活动、时间表和重要性，以及选择体育的四个主题:平均成绩、重要性、运动和积极经历。结论:结果表明，如果有机会，许多学生将从他们的时间表中取消体育。在许多情况下，它不能提供有意义的体验，从而产生低域价值。体育要想作为一门学科在学校生存下去，就必须倾听学生的心声，满足学生的需求。

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引用次数: 0

Digital technology in game-based approaches: video tagging in football in PE 基于游戏方法的数字技术:体育比赛中的足球视频标签

2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Physical Education and Sport Pedagogy

Pub Date : 2023-09-12 DOI: 10.1080/17408989.2023.2256758

Henrike Diekhoff, Steffen Greve

Background: The use of digital technology in physical education (PE) is widely debated. PE is influenced by children’s everyday lives and by changes in society, including the powerful presence of digital technology. However, there is little research on using digital technology in the context of invasion games in primary school PE. The possibility of combining video tagging and the didactic-methodical staging of PE to cover the content of football is investigated in the present study.Purpose: The study aims to (1) investigate student’s perspectives of the emerging role of a camera child (video tagger), and (2) assess how students interact with video products created in a game-based football approach in primary school PE. The focus is on the communication and interaction processes among students. Processes of movement education, general education and media education are all of interest.Method: In six Grade 4 classes in Germany, a football unit was taught over three lessons of 90 min each using the Teaching Games for Understanding method, preceded by one 90-minute media education lesson on various media pedagogical topics. In the lessons, the students were divided into teams of four and presented with football in the context of three-versus-three games. The fourth child on each team took on the camera-child role and tagged important game situations with an app on a tablet. The lessons were then evaluated based on the research approach of focusing on the students’ perspectives. For this purpose, 104 guided interviews with students were conducted and analysed using grounded theory.Findings: Based on the interview analysis, the phenomena that students experienced when using tablets were classified as: (1) ambivalent position of the camera child (with the subcategories of the camera child’s limited influence on the game and limiting and facilitating phenomena for the camera-child role), and (2) conserved and stored movements (with the subcategories of media-supported conflict management and slow-motion distorting reality). The results showed that physical activity was more important to students than using tablets.Conclusion: The use of digital media offers a greater variety of methods and allows children new and expanded access to invasion games like football. In the process, (sports) pedagogical and didactic goals also change and are expanded to include media pedagogical aims. Social learning is also important in this context. In orchestrating digitally enhanced instruction, new opportunities open up in terms of learning and experiencing movement and learning about media and the media products created.

背景:数字技术在体育教学中的应用存在广泛争议。体育受到儿童日常生活和社会变化的影响，包括数字技术的强大存在。然而，在入侵游戏的背景下，数字技术在小学体育教学中的应用研究却很少。结合视频标签和教学方法的体育分期的可能性，以涵盖足球的内容进行了研究。目的:本研究旨在(1)调查学生对“相机孩子”(视频标签)新角色的看法，以及(2)评估学生如何与小学体育中基于游戏的足球方法制作的视频产品互动。重点是学生之间的沟通和互动过程。运动教育、通识教育和媒介教育的过程都是令人感兴趣的。方法:在德国的6个四年级班级中，采用教学游戏促进理解的方法，对足球单元进行了三节90分钟的教学，之前是一节90分钟的关于各种媒体教学主题的媒体教育课。在课堂上，学生们被分成四人一组，在三对三的比赛中进行足球比赛。每个团队的第四个孩子扮演了“拍照孩子”的角色，并在平板电脑上使用应用程序标记重要的游戏场景。然后根据关注学生观点的研究方法对课程进行评估。为此目的，对104名学生进行了指导性访谈，并使用扎根理论进行了分析。研究发现:基于访谈分析，学生在使用平板电脑时所经历的现象可分为:(1)“镜头孩子”的矛盾定位(“镜头孩子”对游戏的影响有限，对“镜头孩子”角色的限制和促进现象)和(2)保守和存储动作(“媒体支持的冲突管理”和“慢动作扭曲现实”的子类别)。结果显示，体育活动对学生来说比使用平板电脑更重要。结论:数字媒体的使用提供了更多样化的方法，让孩子们能够接触到新的、更广泛的入侵游戏，比如足球。在此过程中，(体育)教学和教学目标也发生了变化，并扩展到包括媒体教学目标。在这种情况下，社会学习也很重要。在编排数字增强的教学中，在学习和体验运动以及学习媒体和媒体产品方面开辟了新的机会。

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引用次数: 0

Developing embodied competence while becoming a PE teacher: PETE students’ embodied experiences and reflections after micro-teaching 体育教师身具能力的培养:微格教学后PETE学生的身具体验与思考

IF 3.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Physical Education and Sport Pedagogy

Pub Date : 2023-09-11 DOI: 10.1080/17408989.2023.2256757

Tonje Fjogstad Langnes, Judith Helene Bratten

ABSTRACT

Background: Becoming a PE teacher is a multifaceted process that involves many complexities and contextual specificities. Entering their physical education teacher education (PETE) programme, student teachers are in a vulnerable position as they are uncertain of their professional subjectivities. During their PETE programme, students are introduced to different understandings and practises regarding the body. However, the importance of the body in the development of leadership and relational competence has not yet played a prominent role in PETE or its research.

Purpose: Drawing on the concept of embodied professional competence developed by Winther [(2012). Det Professionspersonlige – om kroppen som klangbund i professionel kommunikation. Værløse: Billesø & Baltzer], this paper aims to provide insight into the importance of unpacking embodiment with PETE students to develop their understanding of how their body influences their leadership [embodied professional competence]. More specifically, the question guiding this article is: How can a focus on bodily experiences contribute to developing PETE students’ embodied professional competence? Our overall goal has been to create a more embodied approach to working with PETE students to develop their (embodied) understanding of their professional development and (practice of) embodied pedagogies in physical education.

Methods: This is a combined teaching and research project focusing on PETE students’ professional competence. All PETE students participated in two teaching series involving them in micro-teaching and reflections upon their bodily experiences and communication while teaching. Hence, the data consists of the PETE students’ subsequent written reflections.

Findings: Analysis of the material revealed that reflecting upon their bodily experiences with micro-teaching requires the PETE students to be involved in a process of developing their embodied professional competence. Through the teaching series, they were given the opportunity to explore and learn how to teach. In a safe community, the PETE students could be vulnerable and make mistakes while developing their embodied professional competence.

Conclusions: We argue for the importance of integrating PETE students’ bodily experiences into the PETE programme. The study highlights that learning how to reflect upon bodily experiences and share them in a safe community provides an excellent starting point for further development of the PETE students’ professional teaching identities.

摘要背景:成为一名体育教师是一个多方面的过程，涉及许多复杂性和情境特殊性。进入体育教师教育项目，学生教师由于其专业主体性的不确定性而处于弱势地位。在他们的PETE课程中，学生们被介绍到关于身体的不同理解和实践。然而，身体在领导力和关系能力发展中的重要性尚未在PETE或其研究中发挥突出作用。目的:借鉴Winther[(2012)]提出的具身专业能力的概念。Det professionsonlige - om kroppen - some klangbund是专业的交流。Værløse: Billesø &Baltzer]，本文旨在深入了解与PETE学生一起解开体现的重要性，以发展他们对自己的身体如何影响他们的领导[体现的专业能力]的理解。更具体地说，引导本文的问题是:关注身体体验如何有助于发展PETE学生的体现专业能力?我们的总体目标是创造一种更具体的方法来与PETE学生一起工作，以发展他们对体育专业发展的(具体的)理解和(实践)具体的教学方法。方法:采用以PETE学生专业能力培养为重点的教研结合项目。所有PETE学生都参加了两个系列的教学，包括微教学和反思他们在教学中的身体体验和交流。因此，数据由PETE学生随后的书面反思组成。研究发现:通过对材料的分析发现，通过微观教学对身体体验的反思需要PETE学生参与到具体专业能力发展的过程中。通过系列教学，他们有机会探索和学习如何教学。在一个安全的社区中，PETE学生在发展他们的具体专业能力的过程中容易受到伤害和犯错误。结论:我们认为将PETE学生的身体体验融入到PETE项目中是非常重要的。研究强调，学习如何反思身体经验，并在一个安全的社区中分享这些经验，为PETE学生的专业教学身份的进一步发展提供了一个很好的起点。

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引用次数: 0