Pub Date : 2023-10-01Epub Date: 2023-01-18DOI: 10.1123/jtpe.2022-0107
Anqi Deng, Ang Chen
Purpose: Cognitive load theory focuses on providing appropriate cognitive engagement to facilitate knowledge learning. The purpose of this study was to determine the contributions of cognitive load on high school students' in-class physical activity.
Method: A stratified random sample of high school students (N = 150) who participated in a large curriculum intervention study provided the data. A path analysis and Hayes' PROCESS analysis were used to test a correlation model and moderation effect from gender and race.
Results: The results showed that the reasoning learning tasks directly contributed to their in-class physical activity (path coefficient = .54, p < .01) and the gender and race factors were not significant moderators (p > .05).
Conclusion: The findings imply that high cognitive load tasks can facilitate in-class physical activity. The findings suggest the power of the concept-based physical education curriculum in providing productive learning opportunities to all students.
目的：认知负荷理论侧重于提供适当的认知投入以促进知识学习。摘要本研究旨在探讨认知负荷对高中生课堂体育活动的影响。方法：对参加大型课程干预研究的高中学生（N = 150）进行分层随机抽样。采用通径分析和Hayes' s PROCESS分析检验性别和种族的相关模型和调节效应。结果：推理学习任务对课堂体育活动有直接影响（路径系数= 0.54,p < 0.01），性别和种族因素对课堂体育活动无显著调节作用（p < 0.05）。结论：高认知负荷任务能促进课堂体育活动。研究结果表明，以概念为基础的体育课程在为所有学生提供富有成效的学习机会方面的力量。
{"title":"Contributions of Tasks With Different Cognitive Load to High School Students' In-Class Physical Activity.","authors":"Anqi Deng, Ang Chen","doi":"10.1123/jtpe.2022-0107","DOIUrl":"10.1123/jtpe.2022-0107","url":null,"abstract":"<p><strong>Purpose: </strong>Cognitive load theory focuses on providing appropriate cognitive engagement to facilitate knowledge learning. The purpose of this study was to determine the contributions of cognitive load on high school students' in-class physical activity.</p><p><strong>Method: </strong>A stratified random sample of high school students (<i>N</i> = 150) who participated in a large curriculum intervention study provided the data. A path analysis and Hayes' PROCESS analysis were used to test a correlation model and moderation effect from gender and race.</p><p><strong>Results: </strong>The results showed that the reasoning learning tasks directly contributed to their in-class physical activity (path coefficient = .54, <i>p</i> < .01) and the gender and race factors were not significant moderators (<i>p</i> > .05).</p><p><strong>Conclusion: </strong>The findings imply that high cognitive load tasks can facilitate in-class physical activity. The findings suggest the power of the concept-based physical education curriculum in providing productive learning opportunities to all students.</p>","PeriodicalId":50025,"journal":{"name":"Journal of Teaching in Physical Education","volume":"1 1","pages":"684-695"},"PeriodicalIF":1.8,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12629150/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"64038920","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}
Chad M. Killian, Risto Marttinen, Donal Howley, Julia Sargent, Emily M. Jones
This research note suggests the emergence of Artificial Intelligence-powered chatbots like ChatGPT pose challenges to the future of higher education. We as a field should pay attention to issues and opportunities associated with this technology across learning, teaching, and research spaces. We propose ignoring, or being indifferent to, predictions about what technologies like Artificial Intelligence-powered chatbots can do can cause us to do “dumb things.” All health and physical education teacher education faculty members should make efforts to learn about these tools to facilitate informed, solution-focused decisions about whether and where to leverage them. We highlight the importance of maintaining sociocritical perspectives when considering use of digital technologies to understand and address digital (in)equity and promote equitable practices. We conclude by emphasizing the need for field-specific consensus statements to guide ethical and appropriate use of Artificial Intelligence-powered chatbots, to ensure the value of these tools is harnessed for the good of the society. [Output by ChatGPT-3]
{"title":"“Knock, Knock … Who’s There?” ChatGPT and Artificial Intelligence-Powered Large Language Models: Reflections on Potential Impacts Within Health and Physical Education Teacher Education","authors":"Chad M. Killian, Risto Marttinen, Donal Howley, Julia Sargent, Emily M. Jones","doi":"10.1123/jtpe.2023-0058","DOIUrl":"https://doi.org/10.1123/jtpe.2023-0058","url":null,"abstract":"<p>This research note suggests the emergence of Artificial Intelligence-powered chatbots like ChatGPT pose challenges to the future of higher education. We as a field should pay attention to issues and opportunities associated with this technology across learning, teaching, and research spaces. We propose ignoring, or being indifferent to, predictions about what technologies like Artificial Intelligence-powered chatbots can do can cause us to do “dumb things.” All health and physical education teacher education faculty members should make efforts to learn about these tools to facilitate informed, solution-focused decisions about whether and where to leverage them. We highlight the importance of maintaining sociocritical perspectives when considering use of digital technologies to understand and address digital (in)equity and promote equitable practices. We conclude by emphasizing the need for field-specific consensus statements to guide ethical and appropriate use of Artificial Intelligence-powered chatbots, to ensure the value of these tools is harnessed for the good of the society. [Output by ChatGPT-3]</p>","PeriodicalId":50025,"journal":{"name":"Journal of Teaching in Physical Education","volume":"48 7","pages":""},"PeriodicalIF":2.8,"publicationDate":"2023-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50167789","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}
Océane Cochon Drouet, Vanessa Lentillon-Kaestner, Cédric Roure, Nicolas Margas
Purpose: Jigsaw is a popular cooperative method, but its effect on students’ motivation in physical education (PE) remains uncertain. The purpose of this study was to estimate this Jigsaw effect and to explore whether the type of sport taught in PE modified this effect. Method: Overall, 136 middle-school students participated in two PE sequences in Jigsaw or control conditions, one in gymnastics and one in racket sports. These two types of sports were selected because they are frequently taught in PE and for their opposing characteristics. Students’ motivation was estimated during the third and sixth lessons of each sequence with a subjective measure, that is, situational interest; moderate to vigorous physical activity was added as an objective measure related to motivation. Results: Compared to control conditions, Jigsaw progressively enhanced moderate to vigorous physical activity and the novelty dimension of situational interest in gymnastics, whereas it undermined moderate to vigorous physical activity and the challenge dimension of situational interest in rackets. Discussion: We discuss the decisive role of the type of sport according to their characteristics when implementing Jigsaw.
{"title":"The Role of the Type of Sport in the Effects of the Jigsaw Method on Students’ Motivation and Moderate to Vigorous Physical Activity in Physical Education","authors":"Océane Cochon Drouet, Vanessa Lentillon-Kaestner, Cédric Roure, Nicolas Margas","doi":"10.1123/jtpe.2021-0223","DOIUrl":"https://doi.org/10.1123/jtpe.2021-0223","url":null,"abstract":"Purpose: Jigsaw is a popular cooperative method, but its effect on students’ motivation in physical education (PE) remains uncertain. The purpose of this study was to estimate this Jigsaw effect and to explore whether the type of sport taught in PE modified this effect. Method: Overall, 136 middle-school students participated in two PE sequences in Jigsaw or control conditions, one in gymnastics and one in racket sports. These two types of sports were selected because they are frequently taught in PE and for their opposing characteristics. Students’ motivation was estimated during the third and sixth lessons of each sequence with a subjective measure, that is, situational interest; moderate to vigorous physical activity was added as an objective measure related to motivation. Results: Compared to control conditions, Jigsaw progressively enhanced moderate to vigorous physical activity and the novelty dimension of situational interest in gymnastics, whereas it undermined moderate to vigorous physical activity and the challenge dimension of situational interest in rackets. Discussion: We discuss the decisive role of the type of sport according to their characteristics when implementing Jigsaw.","PeriodicalId":50025,"journal":{"name":"Journal of Teaching in Physical Education","volume":"65 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135945654","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}
Purpose : The purpose of this project was to explore the developmental stages of a community of practice (CoP) and its impact on teachers’ professional learning. Methods : Eight physical education (PE) teachers and one professor participated in this project, which specifically examined a CoP focused on PE (PE-CoP). Interviews and observations, as well as a focus group, were used to collect the data, which were analyzed through a constructivist revision of grounded theory. Results : The PE-CoP, which shared the same teaching model, progressed rapidly in its early stage by providing the teachers with collaborative activities to develop innovative pedagogies. Learning from the existing members was then added as a main type of professional learning for the teachers. The PE-CoP, however, gradually lost its collaborative approach, which led to ineffective professional learning. Conclusions : Finding an optimal balance between retaining focus on the primary goal of creating a CoP and offering fresh activities for more experienced members was determined to be a key factor in making the community healthy and sustainable.
{"title":"What Makes Teachers’ Professional Learning More or Less Effective?: An Evolution of Community of Practice for Physical Education Teachers","authors":"Keejoon Yoon, Sunghae Park, Hyunwoo Jung","doi":"10.1123/jtpe.2023-0005","DOIUrl":"https://doi.org/10.1123/jtpe.2023-0005","url":null,"abstract":"Purpose : The purpose of this project was to explore the developmental stages of a community of practice (CoP) and its impact on teachers’ professional learning. Methods : Eight physical education (PE) teachers and one professor participated in this project, which specifically examined a CoP focused on PE (PE-CoP). Interviews and observations, as well as a focus group, were used to collect the data, which were analyzed through a constructivist revision of grounded theory. Results : The PE-CoP, which shared the same teaching model, progressed rapidly in its early stage by providing the teachers with collaborative activities to develop innovative pedagogies. Learning from the existing members was then added as a main type of professional learning for the teachers. The PE-CoP, however, gradually lost its collaborative approach, which led to ineffective professional learning. Conclusions : Finding an optimal balance between retaining focus on the primary goal of creating a CoP and offering fresh activities for more experienced members was determined to be a key factor in making the community healthy and sustainable.","PeriodicalId":50025,"journal":{"name":"Journal of Teaching in Physical Education","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135448523","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}
David Kahan, Thomas L. McKenzie, Maya Satnick, Olivia Hansen
Purpose : Studies tracking changes in physical education (PE) policy adherence after an intervention are scarce. In California, successful litigation against 37 school districts for not providing adequate PE time compelled district schools’ teachers to post PE schedules online or on-site for 3 years. We performed a follow-up study 4 years after the expiration of lawsuit settlement stipulations to determine the level of adherence in the absence of external accountability. Methods : We reexamined the websites of all 37 school districts, 106 schools’ websites that posted time information in spring 2018 (Time 1), and a proportionate 20% random sample of schools’ websites ( n = 150) that posted no information at Time 1. We used descriptive statistics and paired t tests to detect differences between Times 1 and 2. Discussion/Conclusion : District websites mostly maintained postings of PE time documents and information, while the proportion of Time 1 posting school websites with such content dropped by 58%–67%. At the school level, compliance to policy mandates was positively, but not permanently impacted by a lawsuit intervention.
{"title":"Tracking District and School Physical Education Time Policies After Legal Adjudication: A Case Study in California","authors":"David Kahan, Thomas L. McKenzie, Maya Satnick, Olivia Hansen","doi":"10.1123/jtpe.2023-0015","DOIUrl":"https://doi.org/10.1123/jtpe.2023-0015","url":null,"abstract":"Purpose : Studies tracking changes in physical education (PE) policy adherence after an intervention are scarce. In California, successful litigation against 37 school districts for not providing adequate PE time compelled district schools’ teachers to post PE schedules online or on-site for 3 years. We performed a follow-up study 4 years after the expiration of lawsuit settlement stipulations to determine the level of adherence in the absence of external accountability. Methods : We reexamined the websites of all 37 school districts, 106 schools’ websites that posted time information in spring 2018 (Time 1), and a proportionate 20% random sample of schools’ websites ( n = 150) that posted no information at Time 1. We used descriptive statistics and paired t tests to detect differences between Times 1 and 2. Discussion/Conclusion : District websites mostly maintained postings of PE time documents and information, while the proportion of Time 1 posting school websites with such content dropped by 58%–67%. At the school level, compliance to policy mandates was positively, but not permanently impacted by a lawsuit intervention.","PeriodicalId":50025,"journal":{"name":"Journal of Teaching in Physical Education","volume":"295 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135652891","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}
Purpose: To describe the following: (a) the impact of a progressive coach education program (CEP) on two grassroots youth soccer coaches’ perspectives and practices, and (b) the factors that helped and hindered the CEP’s effectiveness. Methods: Occupational socialization theory framed the study. Andros and Christian were observed during the CEP and pre- and post-CEP while coaching practices and games. Data were collected with four qualitative techniques and two systematic observation instruments. Qualitative data were reduced to themes by employing analytic induction and constant comparison. Descriptive statistics were computed for the categories in the systematic observation instruments. Findings: The CEP had a significant impact on Andros and a negligible one on Christian. The two coaches’ occupational socialization helped explain these differential effects. Conclusions: The study suggests that CEPs should have a greater impact on coaches if they are relatively lengthy, include follow-up support, and coach educators are aware of coaches’ acculturation and organizational socialization.
{"title":"“From a Learning Perspective, It’s a Better Way for Them to Learn”: Impact of an Education Program on Two Youth Soccer Coaches’ Perspectives and Practices","authors":"Colin S. Barnes, M. Curtner-Smith","doi":"10.1123/jtpe.2022-0100","DOIUrl":"https://doi.org/10.1123/jtpe.2022-0100","url":null,"abstract":"Purpose: To describe the following: (a) the impact of a progressive coach education program (CEP) on two grassroots youth soccer coaches’ perspectives and practices, and (b) the factors that helped and hindered the CEP’s effectiveness. Methods: Occupational socialization theory framed the study. Andros and Christian were observed during the CEP and pre- and post-CEP while coaching practices and games. Data were collected with four qualitative techniques and two systematic observation instruments. Qualitative data were reduced to themes by employing analytic induction and constant comparison. Descriptive statistics were computed for the categories in the systematic observation instruments. Findings: The CEP had a significant impact on Andros and a negligible one on Christian. The two coaches’ occupational socialization helped explain these differential effects. Conclusions: The study suggests that CEPs should have a greater impact on coaches if they are relatively lengthy, include follow-up support, and coach educators are aware of coaches’ acculturation and organizational socialization.","PeriodicalId":50025,"journal":{"name":"Journal of Teaching in Physical Education","volume":"1 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"64038460","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}
Wenzuo Xiong, R. Philpot, Penelope Watson, B. Dyson
Purpose: To explore preservice teachers’ (PSTs) implementation of cooperative learning (CL) during their school-based student-teaching after undertaking a CL course in a Chinese physical education teacher education program. Method: An interpretive qualitative case study design gathered data from eight PSTs using classroom observations, semistructured interviews, reflective journals, instructional materials, and field notes. Interactive cycling coding was used to analyze the data. Findings: The two themes, putting five key elements into practice and learning to facilitate with CL, convey how the PSTs implemented the procedures of CL and adapted CL to the contexts they were teaching in. Discussion and Conclusions: The eight PSTs appropriately implemented CL and contextualized CL practice in their classrooms. They shifted their teaching approaches away from direct instruction and toward more independent, pupil group-based tasks. This growth is particularly important in the Chinese physical education context, where policies advocate for CL yet student-centered teaching which is rarely seen in practice.
{"title":"Preservice Teachers’ Implementation of Cooperative Learning in Chinese Physical Education","authors":"Wenzuo Xiong, R. Philpot, Penelope Watson, B. Dyson","doi":"10.1123/jtpe.2022-0133","DOIUrl":"https://doi.org/10.1123/jtpe.2022-0133","url":null,"abstract":"Purpose: To explore preservice teachers’ (PSTs) implementation of cooperative learning (CL) during their school-based student-teaching after undertaking a CL course in a Chinese physical education teacher education program. Method: An interpretive qualitative case study design gathered data from eight PSTs using classroom observations, semistructured interviews, reflective journals, instructional materials, and field notes. Interactive cycling coding was used to analyze the data. Findings: The two themes, putting five key elements into practice and learning to facilitate with CL, convey how the PSTs implemented the procedures of CL and adapted CL to the contexts they were teaching in. Discussion and Conclusions: The eight PSTs appropriately implemented CL and contextualized CL practice in their classrooms. They shifted their teaching approaches away from direct instruction and toward more independent, pupil group-based tasks. This growth is particularly important in the Chinese physical education context, where policies advocate for CL yet student-centered teaching which is rarely seen in practice.","PeriodicalId":50025,"journal":{"name":"Journal of Teaching in Physical Education","volume":"1 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"64039001","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}
Ben D. Kern, D. Bellar, Wesley J. Wilson, Samiyah Rasheed
Purpose: To examine socialization experiences of physical educators who deliver strength and conditioning (S&C) programming, particularly the development of subjective theories, expertise, orientations, and perceived mattering. Methods: Thirty-one secondary school physical educators providing S&C instruction/supervision as part of required duties completed in-depth interviews with Occupational Socialization Theory as a guiding framework for analysis. Results: Themes developed were (a) acculturation and organizational socialization influence beliefs, (b) S&C professional development is scarce, (c) S&C in physical education is a sporting endeavor, (d) blurred lines between teaching and coaching, and (e) S&C-related programs matter. Discussion: Physical educators delivering S&C programming lack adequate preservice preparation and professional development, and experience both role conflict and decreased marginalization. Physical education teacher education programs should offer more formal S&C training for safe and effective instruction/supervision. Schools should provide S&C-related professional development to maximize student learning and safety and avoid potential legal liability.
{"title":"Strength and Conditioning in U.S. Schools: A Qualitative Investigation of Physical Educators’ Socialization and Professional Experiences","authors":"Ben D. Kern, D. Bellar, Wesley J. Wilson, Samiyah Rasheed","doi":"10.1123/jtpe.2022-0207","DOIUrl":"https://doi.org/10.1123/jtpe.2022-0207","url":null,"abstract":"Purpose: To examine socialization experiences of physical educators who deliver strength and conditioning (S&C) programming, particularly the development of subjective theories, expertise, orientations, and perceived mattering. Methods: Thirty-one secondary school physical educators providing S&C instruction/supervision as part of required duties completed in-depth interviews with Occupational Socialization Theory as a guiding framework for analysis. Results: Themes developed were (a) acculturation and organizational socialization influence beliefs, (b) S&C professional development is scarce, (c) S&C in physical education is a sporting endeavor, (d) blurred lines between teaching and coaching, and (e) S&C-related programs matter. Discussion: Physical educators delivering S&C programming lack adequate preservice preparation and professional development, and experience both role conflict and decreased marginalization. Physical education teacher education programs should offer more formal S&C training for safe and effective instruction/supervision. Schools should provide S&C-related professional development to maximize student learning and safety and avoid potential legal liability.","PeriodicalId":50025,"journal":{"name":"Journal of Teaching in Physical Education","volume":"1 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"64039886","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}
Purpose: The purpose was to examine secondary physical education teachers’ strength and conditioning (SC) knowledge and evaluate associations between SC teaching role, professional preparation, and development. Method: A knowledge survey was developed/validated and distributed to 2,189 middle/high school teachers, with 605 providing complete data. Results: Seventy-five percent of participants reported serving an SC-related teaching role, and mean SC knowledge was 6.77 correct out of 15 (45%). Participants with SC certification, who taught an SC unit/course, who supervised an SC sport program, and who taught in high school performed significantly better. Physical education teacher education preparation, including exercise physiology and weightlifting activity courses, was a significant predictor of SC knowledge. Professional development, such as SC online coursework, meeting with SC professionals, and reading SC publications, was also a significant predictor. Conclusion: To support physical education teachers’ SC knowledge, physical education teacher education programs should include SC-related course offerings, and school administrators should consider offering professional development to physical education teachers who serve in SC roles.
{"title":"Examining the Knowledge and Training of Secondary School Physical Educators Providing Strength and Conditioning Programming","authors":"Ben D. Kern, D. Bellar, Wesley J. Wilson","doi":"10.1123/jtpe.2022-0291","DOIUrl":"https://doi.org/10.1123/jtpe.2022-0291","url":null,"abstract":"Purpose: The purpose was to examine secondary physical education teachers’ strength and conditioning (SC) knowledge and evaluate associations between SC teaching role, professional preparation, and development. Method: A knowledge survey was developed/validated and distributed to 2,189 middle/high school teachers, with 605 providing complete data. Results: Seventy-five percent of participants reported serving an SC-related teaching role, and mean SC knowledge was 6.77 correct out of 15 (45%). Participants with SC certification, who taught an SC unit/course, who supervised an SC sport program, and who taught in high school performed significantly better. Physical education teacher education preparation, including exercise physiology and weightlifting activity courses, was a significant predictor of SC knowledge. Professional development, such as SC online coursework, meeting with SC professionals, and reading SC publications, was also a significant predictor. Conclusion: To support physical education teachers’ SC knowledge, physical education teacher education programs should include SC-related course offerings, and school administrators should consider offering professional development to physical education teachers who serve in SC roles.","PeriodicalId":50025,"journal":{"name":"Journal of Teaching in Physical Education","volume":"1 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"64042646","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}
Purpose : This study examined how physical education preservice teachers (PSTs) developed adaptive skills in the planning of the lessons in the 5 weeks of an introductory physical education method course using the practice-based teacher education framework. Method : Twenty-two PSTs edited three lesson plans over the 5 weeks. A total of 150 lesson plans were analyzed using descriptive statistics to explore (a) the total number of adaptations, (b) the total number of adaptations made to core practices, and (c) the types of adaptations. Findings : The PSTs made a wide-ranged number of adaptations from lesson plan one to three (one [median = 38.50, range 6–101]; two [median = 49.00, range 14–184]; three [median = 38.00, range 18–97]). They made adaptations most frequently in providing clear instruction and type two adaptations (refine). Conclusions : The results support the use of pedagogical approaches within the practice-based teacher education framework effective in developing PSTs’ adaptive competence in lesson plans.
{"title":"Developing Adaptive Planning Skills by Preservice Physical Education Teachers","authors":"Kyuil Cho, Emi Tsuda, Phillip Ward, Won Seok Chey","doi":"10.1123/jtpe.2023-0012","DOIUrl":"https://doi.org/10.1123/jtpe.2023-0012","url":null,"abstract":"Purpose : This study examined how physical education preservice teachers (PSTs) developed adaptive skills in the planning of the lessons in the 5 weeks of an introductory physical education method course using the practice-based teacher education framework. Method : Twenty-two PSTs edited three lesson plans over the 5 weeks. A total of 150 lesson plans were analyzed using descriptive statistics to explore (a) the total number of adaptations, (b) the total number of adaptations made to core practices, and (c) the types of adaptations. Findings : The PSTs made a wide-ranged number of adaptations from lesson plan one to three (one [median = 38.50, range 6–101]; two [median = 49.00, range 14–184]; three [median = 38.00, range 18–97]). They made adaptations most frequently in providing clear instruction and type two adaptations (refine). Conclusions : The results support the use of pedagogical approaches within the practice-based teacher education framework effective in developing PSTs’ adaptive competence in lesson plans.","PeriodicalId":50025,"journal":{"name":"Journal of Teaching in Physical Education","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135652904","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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