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Preservice Teachers’ Implementation of Cooperative Learning in Chinese Physical Education 职前教师在中国体育教学中实施合作学习
IF 2.8 2区 教育学 Q1 Social Sciences Pub Date : 2023-01-01 DOI: 10.1123/jtpe.2022-0133
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.
目的:探讨在中国体育教师教育项目中,参与合作学习课程的职前教师在校本学生教学中实施合作学习的情况。方法:采用解释性定性案例研究设计,通过课堂观察、半结构化访谈、反思性期刊、教学材料和实地笔记收集了8个pst的数据。采用交互循环编码对数据进行分析。研究结果:这两个主题,即将五个关键要素付诸实践和学习以促进语言学习,传达了教师如何实施语言学习的程序,并使语言学习适应他们的教学环境。讨论与结论:8名小学教师在课堂上恰当地实施了CL和情境化CL实践。他们将教学方法从直接指导转向更加独立的、以学生为基础的任务。这种增长在中国的体育教育背景下尤为重要,在中国,政策提倡以学生为中心的教学,但在实践中却很少见到。
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引用次数: 0
Strength and Conditioning in U.S. Schools: A Qualitative Investigation of Physical Educators’ Socialization and Professional Experiences 美国学校的力量与体能:体育教育者社会化与专业经验的质性调查
IF 2.8 2区 教育学 Q1 Social Sciences Pub Date : 2023-01-01 DOI: 10.1123/jtpe.2022-0207
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.
目的:研究提供力量与体能训练(S&C)项目的体育教育者的社会化经验,特别是主观理论、专业知识、取向和感知问题的发展。方法:以职业社会化理论为分析指导框架,对31名从事S&C指导/督导工作的中学体育教师进行深度访谈。结果:发展的主题是(a)文化适应和组织社会化影响信念,(b)体育运动专业发展稀缺,(c)体育运动中的体育运动是一项运动努力,(d)教学和教练之间的界限模糊,以及(e)体育运动相关的项目很重要。讨论:提供S&C课程的体育教育者缺乏足够的职前准备和专业发展,并且经历角色冲突和边缘化减少。体育教师教育项目应提供更正规的S&C培训,以实现安全有效的指导/监督。学校应提供s&c相关的专业发展,以最大限度地提高学生的学习和安全,避免潜在的法律责任。
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引用次数: 0
Examining the Knowledge and Training of Secondary School Physical Educators Providing Strength and Conditioning Programming 中学体育教师力量与体能训练的知识与训练
IF 2.8 2区 教育学 Q1 Social Sciences Pub Date : 2023-01-01 DOI: 10.1123/jtpe.2022-0291
Ben D. Kern, D. Bellar, Wesley J. Wilson
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.
目的:探讨中学体育教师的力量与体能知识,并评估体能教学角色、专业准备与发展之间的关系。方法:对2189名初高中教师进行知识调查,其中605名提供完整数据。结果:75%的参与者报告担任SC相关的教学角色,平均SC知识在15分中正确6.77分(45%)。拥有SC认证的参与者,教授SC单元/课程的,监督SC体育项目的,以及在高中教书的参与者表现明显更好。体育教师教育准备,包括运动生理学和举重活动课程,是SC知识的显著预测因子。专业发展,如SC在线课程,与SC专业人员会面,阅读SC出版物,也是一个重要的预测因素。结论:为了支持体育教师的SC知识,体育教师教育计划应包括SC相关课程的设置,学校管理者应考虑为担任SC角色的体育教师提供专业发展。
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引用次数: 1
What Makes Teachers’ Professional Learning More or Less Effective?: An Evolution of Community of Practice for Physical Education Teachers 是什么让教师的专业学习更有效还是更低效?体育教师实践共同体的演变
2区 教育学 Q1 Social Sciences Pub Date : 2023-01-01 DOI: 10.1123/jtpe.2023-0005
Keejoon Yoon, Sunghae Park, Hyunwoo Jung
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.
目的:本研究旨在探讨实践共同体(CoP)的发展阶段及其对教师专业学习的影响。方法:8名体育教师和1名教授参与了本项目,具体考察了以体育为重点的CoP (PE-CoP)。访谈和观察以及焦点小组用于收集数据,并通过对扎根理论的建构主义修正进行分析。结果:PE-CoP采用相同的教学模式,通过为教师提供创新教学法的合作活动,在早期取得了快速进展。然后,向现有成员学习成为教师专业学习的主要类型。然而,PE-CoP逐渐失去了合作的方式,导致专业学习效果不佳。结论:在保持对创建缔约方会议的主要目标的关注和为更有经验的成员提供新鲜活动之间找到最佳平衡,被认为是使社区健康和可持续发展的关键因素。
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引用次数: 0
Tracking District and School Physical Education Time Policies After Legal Adjudication: A Case Study in California 法律裁决后跟踪地区和学校体育时间政策:以加州为例
2区 教育学 Q1 Social Sciences Pub Date : 2023-01-01 DOI: 10.1123/jtpe.2023-0015
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.
目的:很少有研究追踪干预后体育政策依从性的变化。在加利福尼亚州,37个学区因没有提供足够的体育时间而被成功起诉,迫使地区学校的教师在网上或现场发布体育时间表长达3年。我们在诉讼和解规定到期4年后进行了一项随访研究,以确定在没有外部问责的情况下的遵守程度。方法:我们重新检查了所有37个学区的网站,106所学校的网站在2018年春季(时间1)发布了时间信息,以及按比例随机抽取20%的学校网站(n = 150),这些学校网站在时间1没有发布信息。我们使用描述性统计和配对t检验来检测Times 1和Times 2之间的差异。讨论/结论:区网站大多保持了体育时间文件和信息的发布,而时间1发布学校网站的比例下降了58%-67%。在学校层面,对政策要求的遵守是积极的,但不会受到诉讼干预的永久影响。
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引用次数: 0
Cognitive Load and Energy Balance Knowledge in High-School Physical Education. 高中体育教学中的认知负荷与能量平衡知识
IF 2.8 2区 教育学 Q1 Social Sciences Pub Date : 2023-01-01 DOI: 10.1123/jtpe.2021-0231
Anqi Deng, Ang Chen

Purpose: Guided by the cognitive load theory, the purpose of this study was to determine the impacts of cognitive load and school socioeconomic status-related environmental factors on ninth-graders' energy-balanced living knowledge gain.

Methods: A stratified random sample of high-school students (N = 150) participated in this study. Data were collected on students' knowledge gain, cognitive load, free and reduced-price meal rates, and student-to-teacher ratio.

Results: The path analysis results revealed that the reasoning learning tasks had direct significant effects on students' knowledge gain (βi-Diet and i-Exercise = 0.34, p < .01). The free and reduced-price meal rates and student-to-teacher ratio did not have significant effects on students' knowledge gain (p > .05).

Discussion: These findings advance our understanding of the role cognitive learning tasks play in enhancing student learning in the subjects of energy-balanced knowledge and healthy lifestyle.

目的:在认知负荷理论的指导下,探讨认知负荷和学校社会经济地位相关环境因素对九年级小学生能量平衡生活知识获取的影响。方法:采用分层随机抽样方法对150名高中生进行研究。收集了学生的知识获取、认知负荷、免费和减价餐率以及师生比例的数据。结果:通径分析结果显示,推理学习任务对学生的知识收获有直接的显著影响(β -饮食和运动= 0.34,p < 0.01)。免费餐率、减价餐率、师生比对学生知识获得无显著影响(p > 0.05)。讨论:这些发现促进了我们对认知学习任务在促进学生能量平衡知识和健康生活方式学习中的作用的理解。
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引用次数: 2
The Relationship and Effect Among Physical Literacy Attributes in University Physical Education During the Pandemic Quarantine Period 疫情隔离期间高校体育素质属性的关系及影响
IF 2.8 2区 教育学 Q1 Social Sciences Pub Date : 2023-01-01 DOI: 10.1123/jtpe.2022-0109
Siu-Ming Choi, R. Sum, E. Leung, C. Sit
Purpose: This prospective cohort study investigated the impact of online and hybrid teaching of university-required physical education on students’ physical literacy-related correlates. To avoid the widespread pandemic, the university decided to offer courses online through video conferencing or via a hybrid mode. When compared with face-to-face instruction, these formats may intensely affect students’ physical literacy journey during early adulthood. Methods: A group of 1,738 students (42% males and 58% females) aged 18.52 (±1.29) responded to a three-phase online survey in various courses. Results: The structural equation modeling determined that motivation and physical activity levels were negatively related to physical competence and knowledge and understanding. Further repeated-measure analyses recognized the interaction effect of amotivation. Results indicated that participants in the online teaching mode may experience a learning predicament over those in the hybrid one. Conclusion: Practically, the physical literacy teaching strategies in nurturing motivation and physical competence should be reinforced.
目的:本前瞻性队列研究探讨大学必修体育在线教学与混合教学对学生体育素养相关因素的影响。为了避免疫情的广泛传播,该大学决定通过视频会议或混合模式提供在线课程。与面对面教学相比,这些形式可能会强烈影响学生在成年早期的身体素养之旅。方法:对年龄为18.52(±1.29)岁的1738名大学生(男性42%,女性58%)进行三阶段在线调查。结果:结构方程模型确定动机和体力活动水平与身体能力和知识理解呈负相关。进一步的重复测量分析确认了动机的相互作用。结果表明,在线教学模式的参与者比混合教学模式的参与者更容易出现学习困境。结论:在实践中,应加强体育素养教学中培养动机和体育能力的策略。
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引用次数: 0
“Skinny Little Mexican Kid”: Life History of a Latino Immigrant Preservice Physical Education Teacher “瘦小的墨西哥小孩”:一位拉丁裔移民职前体育教师的生活史
IF 2.8 2区 教育学 Q1 Social Sciences Pub Date : 2023-01-01 DOI: 10.1123/jtpe.2022-0110
K. Gaudreault, Martin Vasquez, Christopher Mellor, Emily Mason, Adriana Lucero
Background: In order to recruit and retain Latinx teachers, we must first understand how they choose to enter teaching; are socialized; and the influence of factors such as race, ethnicity, and culture on their beliefs and teaching practices. Purpose: The purpose of this study was to explore the life history of Oscar, a Latino immigrant preservice physical education teacher. Method: Occupational socialization theory and life history methodology guided all the steps of this study. Results: Oscar’s life history revealed key narratives that were influential in constructing his socialization toward teaching and coaching. A constant search for belonging was an emerging theme. Conclusion: This life history highlights the significance and value in voicing the experiences and perspectives of our up and coming ethnically diverse educators. Oscar’s story adds a diverse lens to the occupational socialization and life history literature, especially from a recruitment and retainment standpoint.
背景:为了招聘和留住拉丁教师,首先要了解他们是如何选择进入教学的;社会化;以及种族、民族和文化等因素对他们的信仰和教学实践的影响。目的:本研究旨在探讨拉丁裔移民职前体育教师Oscar的生活史。方法:以职业社会化理论和生活史方法论为指导。结果:奥斯卡的生活史揭示了对建构他的教学和教练社会化有影响的关键叙述。不断寻找归属感是一个新兴的主题。总结:这段生活史突出了表达我们即将到来的多元种族教育者的经验和观点的重要性和价值。奥斯卡的故事为职业社会化和生活史文学增添了不同的视角,特别是从招聘和保留的角度来看。
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引用次数: 0
Principal Perceptions and Applications of Professional Learning Communities: Implications for the Future of Physical Education 专业学习社区的主要观念和应用:对体育教育未来的影响
IF 2.8 2区 教育学 Q1 Social Sciences Pub Date : 2023-01-01 DOI: 10.1123/jtpe.2022-0167
Zack E. Beddoes, Debra S. Sazama
Purpose: To investigate school principals’ perceptions and applications of professional learning communities (PLCs) and how they interpret the roles of physical educators within these structures. Method: This study was conceptualized as an exploratory interview study. Eight elementary and two secondary school principals across four districts participated in semistructured interviews. Each principal had been trained and was currently utilizing the same PLC framework within their respective schools. Result: Data analysis revealed three overarching themes with supportive subthemes: (a) PLCs are Centered on and Structured for Student Learning, (b) The Roles of Physical Educators Differ in Perception and Function, and (c) Successful PLCs are Facilitated by Team Trust and Disrupted by Drift. Discussion: The findings carry implications for principals, physical educators, and physical education teacher education programs. Principals and physical educators have mutually reinforcing responsibilities in creating an equitable space for physical education in the school PLC community.
目的:调查学校校长对专业学习社区(plc)的认知和应用,以及他们如何解释体育教育者在这些结构中的角色。方法:本研究为探索性访谈研究。来自四个地区的八名小学校长和两名中学校长参加了半结构化访谈。每位校长都接受过培训,目前正在各自的学校使用相同的PLC框架。结果:数据分析揭示了三个总体主题和辅助性子主题:(a) plc以学生学习为中心和结构,(b)体育教育者在感知和功能上的角色不同,(c)团队信任促进了plc的成功,漂移破坏了plc的成功。讨论:研究结果对校长、体育教育者和体育教师教育计划具有启示意义。校长和体育教师在学校体育社区创造公平的体育空间方面负有相互加强的责任。
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引用次数: 1
Moving Well-Being Well: Evaluating the Efficacy, Impact on Gender, and Role of Teacher Fidelity of a Fundamental Movement Skill-Based Intervention in Irish Primary School Children 运动幸福感:评估爱尔兰小学儿童基本运动技能干预的有效性、性别影响和教师忠诚的作用
IF 2.8 2区 教育学 Q1 Social Sciences Pub Date : 2023-01-01 DOI: 10.1123/jtpe.2022-0192
Nathan Gavigan, J. Issartel, Cameron Peers, S. Belton
Purpose: Competence in fundamental movement skills (FMS) is purported to be linked with increased physical activity participation. Yet, recent research suggests a low level of FMS proficiency in children. The aim of this study was to evaluate the efficacy, impact on gender, and influence of teacher fidelity on the Moving Well-Being Well intervention. Method: The intervention was delivered in 18 primary schools (n = 925, Mage = 7.55 years). Data were gathered on six FMS and two balance skills pre- and postintervention using the Test of Gross Motor Development—Third Edition and Bruininks–Oseretsky Test of Motor Proficiency 2. Results: The mean postintervention FMS score was higher than preintervention, with a mean increase of 7.85 (23%). A two-way analysis of covariance found gender was not statistically significant (p = .74), but teacher fidelity was statistically significant (p = .000; moderate effect size). Conclusions: The intervention significantly improved children’s FMS, having a similar effect on boys and girls. Teacher fidelity of implementation had a significant impact on FMS improvement.
目的:基本运动技能(FMS)的能力据称与增加体育活动的参与有关。然而,最近的研究表明,儿童对FMS的熟练程度很低。本研究的目的是评估教师忠诚对移动幸福井干预的效果、对性别的影响和影响。方法:对18所小学(n = 925,年龄7.55岁)进行干预。采用大肌肉运动发展测验(第三版)和Bruininks-Oseretsky运动能力测验(第2版)收集干预前后6项FMS和2项平衡技能的数据。结果:干预后FMS评分平均高于干预前,平均提高7.85分(23%)。双向协方差分析发现性别差异无统计学意义(p = 0.74),但教师忠诚有统计学意义(p = 0.000;中等效应)。结论:干预显著改善了儿童FMS,对男孩和女孩的效果相似。教师实施忠诚度对FMS改善有显著影响。
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引用次数: 0
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Journal of Teaching in Physical Education
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