Journal of Teaching in Physical Education最新文献

Purpose: The socialization literature has identified the importance of school administrator support in physical education teachers’ work experiences. The purpose of this study was to understand how principals’ own socialization influences their perspectives on and support for physical education. Methods: Data were collected through semistructured interviews with 29 school principals (14 males and 15 females) and 15 physical educators (11 males and four females) matched at the schools from which principals were recruited. Results: Qualitative data analysis resulted in four intersecting themes: (a) Administrators’ prior socialization and subjective theories frame support for physical education; (b) supportive principals are visible, engage with their teachers, and hold them accountable; (c) stress is exacerbated when principals and physical educators’ values and beliefs differ; and (d) school and policy constraints influence administrators’ vision and support for physical education. Discussion and Conclusion: Educational leadership programs should consider preparing principals to support the work of physical education teachers.

Purpose: To examine the longitudinal impact and mechanism of peer network status on university students’ hurdle running academic records. Methods: Conduct a follow-up survey in the hurdle teaching, an experimental class, and analyze the data using the latent growth model. Results: (a) The intercept and slope of peer network status positively predict the slope of academic records. (b) Peer network status influences the slope of academic records through the slope of learning engagement, and the intercept of learning engagement acts as a masking effect between the two. (c) Personality traits moderated the relationship between peer network status and the academic records slope. Conclusions: (a) The impact of peer network status on academic records exhibits social effects. (b) The impact of peer network status on academic records has a double-edged sword effect. (c) Extroverted personality is most advantageous in enhancing peer network status and predicting the rate of improvement in academic records.

Pedagogization can be understood as an umbrella term for increased educational action. In settler-colonial contexts, the pedagogization of traditional Indigenous games has gained traction in recent years. As noted by a number of academic studies, traditional games have been used in efforts to promote cultural connectedness, inclusion, and engagement and address social justice in physical education programs. This commentary aims to survey the pedagogization of traditional Indigenous games in Canada, Australia, and Aotearoa New Zealand. We argue, with cautious optimism, that traditional Indigenous games may act as a conduit for more culturally relevant physical education curricula and reconciliatory pedagogical training for physical education teachers.

Purpose: Broadly speaking, student voice can be defined as initiatives that involve consultation of, feedback from, and engagement with students regarding their own education. This study’s aim was to explore teachers’ experiences and perceptions of enacting student voice in primary physical education. Method: Participants included six primary school health and physical education specialist teachers within Victoria, Australia. Data were collected via six rich and detailed one-on-one semistructured interviews. Results: Three main themes include: (a) “same-same but different” highlighting participants’ varying conceptualizations and enactment of student voice, (b) “language matters” emphasizing the importance of language used when discussing and implementing student voice, and (c) “barriers and challenges to implementation” capturing participants’ experience and limiting factors to the enactment of student voice practices. Discussion/Conclusion: Grounded in education for transformation and patterns of partnership theories, the discussion focuses on the disassociation between teachers’ perceived understanding and enactment and the implications for students resulting from the misalignment.

Purpose: Despite evidence regarding emotions’ impact on learners, there remains a paucity of research examining the relationships between student emotions and achievement within contemporary instructional models. Grounded in the Control-Value Theory of Achievement Emotions, changes in middle school students’ motivational beliefs, emotions, and learning outcomes across one hybrid Sport Education Tactical Model season were examined. Methods: Middle school students (N = 72) completed pre–post surveys regarding their control-value beliefs and emotions. They also completed physical and cognitive tests, and daily physical activity tracking. Repeated measures of multivariate covariance and regression were tested. Results: Students’ perceived control improved, while their extrinsic value reduced. Emotions did not significantly change, while cognitive exam scores and game performance increased. Conclusion: Emotions varied and influenced intentions for play as opposed to learning and achievement. The study provides preliminary insights into the complexity of how student emotions connect to their motivation and learning within the hybrid Sport Education Tactical Model.

Purpose: Our objective is to describe the moderating effect of the level of gross motor development on the relationship between physical activity (PA) level and visual perception/memory in girls. Methods: This is a quantitative cross-sectional study with a randomized sample of 85 girls (mean age 7.11 ± 0.74) from Chile. The following models were tested: interaction between PA (light: Model 1; moderate–vigorous: Model 2; vigorous: Model 3; and total PA: Model 4) and motor development level associated with visual perception/memory. Variables that showed interaction were tested according to the Johnson-Newman. Results: The Model 2 explains 13% of visual perception/memory and the Model 4 explains 15%, indicating that the motor development level is a moderator of this relationship. Conclusions: Collectively, our results present evidence that girls with a high level of gross motor skills have a stronger relationship between total PA (and also only moderate–vigorous activity) and visual perception/memory.

Purpose: To establish a consensus on the complexity of 16 fundamental movement skills (FMS). Initially, complexity was defined as how difficult it would be to teach FMS to children and for the children to learn them. Method: The study was conducted using a modified Delphi method and a mobile application called Move Improve® to showcase video demonstrations of 16 FMS. Six experts discussed and rated the complexity of each FMS using a 5-point Likert scale until a 75% consensus was obtained during three rounds. Result: Dribble was rated as the most complex (average five) and run as the least (average one). The highest percentage of consensus at 100% was obtained for dribble, overhead throw, run, and skip during Round 3. Conclusion: Eye–hand or eye–foot coordination, laterality, and the environment were deemed as the most influential factors when rating the complexity of FMS.

Purpose: This study explored how preservice physical education teachers (PPETs) perceive health-related fitness testing (HRFT) administered in a self-testing format with the aim to enhance their HRFT learning and better prepare them for future HRFT implementation. Methods: The study utilized a constructive phenomenological research design. A total of 11 PPETs participated in the study. Data were collected through a focus group interview, individual interviews, observation and field notes, and written assignments. Two researchers analyzed the data in NVivo 12. Results: Three findings were concluded from the data. First, the administration of self-testing engaged PPETs in active learning of HRFT. Second, PPETs reported positive attitudes toward self-testing when their needs for competence, autonomy, and relatedness were satisfied. Lastly, PPETs identified challenges and proposed suggestions for completing and administrating HRFT. Conclusions: Self-testing may be used as an alternative approach to preparing PPETs for HRFT. More research is needed to examine the effectiveness and reliability of self-testing in educational settings.