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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 Q2 EDUCATION & EDUCATIONAL RESEARCH 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
Assessing Student Ratings of Developmental Experiences in a High School Physical Education Leadership Program 在高中体育领导课程中评估学生的发展经验
IF 2.8 2区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-01-01 DOI: 10.1123/jtpe.2022-0265
Paul M. Wright, K. A. Richards, James D. Ressler
Purpose: Although physical education (PE) leadership programs are widespread, little research has examined the PE leaders’ perceptions of these experiences. The purpose of this study was to assess student ratings of developmental experiences in a PE leadership program compared with ratings of the typical PE student experience. Method: A matched case-control study design was used to assess high school students’ (n = 186) subscale scores on the Youth Experience Survey 2.0. Data were analyzed using matched-pairs t tests, and Cohen’s d was used as a measure of effect size. Results: As hypothesized, PE leaders reported significantly higher levels of positive experiences and no significant differences on negative experiences. Discussion/Conclusions: Little is known about what happens in most PE leadership programs. Results presented here support claims that PE can support meaningful leadership development. Implications for practice and research are discussed.
目的:虽然体育领导课程很普遍,但很少有研究调查体育领导对这些经历的看法。本研究的目的是评估学生在体育领导课程中的发展经验评分与典型体育学生经验评分的比较。方法:采用配对病例对照研究设计,对186名高中生的《青年体验调查2.0》分量表得分进行评估。使用配对t检验分析数据,并使用Cohen’s d作为效应大小的度量。结果:正如假设的那样,体育领导者报告的积极体验水平显著高于消极体验水平,而消极体验水平无显著差异。讨论/结论:在大多数体育领导课程中发生的事情鲜为人知。本文提出的结果支持了PE可以支持有意义的领导力发展的说法。讨论了对实践和研究的启示。
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引用次数: 0
“No One Works in Isolation Here”: The Socialization of Physical Education Teachers Into a Professional Learning Community “没有人在这里孤立工作”:体育教师进入专业学习共同体的社会化
2区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-01-01 DOI: 10.1123/jtpe.2023-0093
Zack Beddoes, Emily Whitney, Jenna Starck, Keely Reese
Purpose : Drawing from occupational socialization theory and social capital theory, the purpose of this study was to investigate the socialization of physical education teachers in a professional learning community during induction. Method : Because this investigation consisted of a single school, a single instrumental case study design was utilized. The school was purposely chosen given its status as a “model professional learning community.” Two physical education teachers, three school administrators, and the founding principal participated in this study. Data collection consisted of a combination of dyadic interviews, focus groups, observations, and documents. Results : Data analysis revealed three overlapping themes with supportive categorical subthemes: (a) Dispersed and Inclusive Leadership, (b) Teacher Empowerment, and (c) Culture of Belonging. Discussion : Implications for physical education teachers include the necessity of ongoing collaboration with administrators, cross-curricular colleagues, and physical education teaching peers. Physical educators should seek to develop strong social capital within the school professional learning community.
目的:借鉴职业社会化理论和社会资本理论,探讨专业学习社区体育教师入职时的社会化情况。方法:由于本调查只包括一所学校,因此采用单一的工具性案例研究设计。这所学校之所以被选中,是因为它是一个“模范专业学习社区”。本研究以2名体育教师、3名学校行政人员和1所学校的创始校长为研究对象。数据收集包括二元访谈、焦点小组、观察和文件的组合。结果:数据分析揭示了三个重叠的主题和支持性的分类子主题:(a)分散和包容性领导,(b)教师赋权,(c)归属感文化。讨论:对体育教师的启示包括与管理人员、跨学科同事和体育教学同行持续合作的必要性。体育工作者应在学校专业学习社区中寻求发展强大的社会资本。
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引用次数: 0
Developing Adaptive Planning Skills by Preservice Physical Education Teachers 职前体育教师适应性规划技能的培养
2区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-01-01 DOI: 10.1123/jtpe.2023-0012
Kyuil Cho, Emi Tsuda, Phillip Ward, Won Seok Chey
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.
目的:本研究考察了体育职前教师(PSTs)在为期5周的体育方法导论课程中如何运用实践为基础的教师教育框架发展适应技能。方法:22名pst在5周内编辑3个教案。使用描述性统计分析了总共150个教案,以探索(A)调整的总数,(b)对核心实践进行调整的总数,以及(c)调整的类型。研究结果:教师对教案进行了广泛的修改,从教案一到教案三(1个[中位数= 38.50,范围6-101];2例[中位数= 49.00,范围14-184];三个[中位数= 38.00,范围18-97])。他们最常进行的适应是提供清晰的指导和第二种适应(精炼)。结论:研究结果支持在基于实践的教师教育框架内使用教学方法有效地培养pst在课程计划中的适应能力。
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引用次数: 0
Influence of a Summer Wellness Program on Bullying Reduction Among School-Age Children 夏季健康计划对减少学龄儿童欺凌的影响
IF 2.8 2区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-01-01 DOI: 10.1123/jtpe.2022-0111
Mengyi Wei, K. Richards, Naiman A. Khan, A. Woods, D. Espelage, K. Graber
Purpose: The purpose of this study was to examine children’s, camp counselors’, and activity leaders’ perceptions toward the effects of a 4-week teaching personal and social responsibility model-based summer learning and enrichment program and its ability to reduce bullying behaviors among school-age children. Method: Data collection included semistructured interviews with 30 children and eight camp staff. Child participants completed the following pre- and postsurveys: Personal and Social Responsibility Questionnaire and the Illinois Bullying Scale. In addition, daily observations over a 4-week period were recorded in a field notes log. Survey data were analyzed using descriptive statistics and bivariate correlations, and all observational and interview data were coded using inductive and deductive techniques. Results: The results indicated that the implementation of teaching personal and social responsibility model was perceived to be associated with reduction in the bullying. Conclusion: Findings from the present study suggested teaching personal and social responsibility facilitated social and emotional learning and improved children’s personal and social responsibility.
目的:本研究的目的是考察儿童、夏令营辅导员和活动负责人对为期四周的基于个人和社会责任模式的教学暑期学习和充实计划的效果及其减少学龄儿童欺凌行为的能力的看法。方法:采用半结构化访谈法对30名儿童和8名营地工作人员进行访谈。参与调查的儿童分别完成了个人与社会责任问卷和伊利诺斯州欺凌量表。此外,在为期4周的时间内,每天的观察记录在实地笔记日志中。调查数据使用描述性统计和双变量相关性进行分析,所有观察和访谈数据使用归纳和演绎技术进行编码。结果:实施个人与社会责任教学模式与校园霸凌现象的减少有关。结论:个人和社会责任的教学促进了儿童的社会和情感学习,提高了儿童的个人和社会责任。
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引用次数: 0
The Dissemination and Implementation of Recess Guidelines, Policies, and Practices During the COVID-19 Pandemic 2019冠状病毒病大流行期间休会指南、政策和做法的传播和实施
IF 2.8 2区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-01-01 DOI: 10.1123/jtpe.2022-0196
Edward B. Olsen, E. Tsuda, J. Wyant, Ranaysia Burrell, Jessica Mukherjee, Ara McKay, Joseph Herrera, David Labrador
Purpose: There are limited school physical activity policy dissemination and implementation studies. This is a concern given the adverse mental, physical, and socio-emotional effects the COVID-19 pandemic has had on children and adolescents. This study explored New Jersey school administrators’ experiences in disseminating recess guidelines, procedures, and policies as well as implementation strategies in their schools during the pandemic. Methods: A total of 29 elementary school administrators participated in semi-structured interviews. The data were analyzed inductively using a conventional approach to qualitative content analysis. Results: In analyzing the data, five themes were identified: (a) adjustments for recess, (b) communications about recess, (c) successes and challenges of recess, (d) health and well-being among children, and (e) recommendations for recess postpandemic. Discussion/Conclusion: When planning, organizing, and implementing a recess in a postpandemic era, school leaders may want to consider establishing cohorts, developing a handbook, creating a rotation schedule (i.e., blacktop, field, playground), developing a recess committee, utilizing the physical education teacher for staff development, assigning recess equipment and bags, offering a variety of activities, and teaching children how to play.
目的:学校体育活动政策的传播和实施研究有限。鉴于2019冠状病毒病大流行对儿童和青少年的心理、身体和社会情感造成的不利影响,这令人担忧。本研究探讨了新泽西州学校管理人员在流感大流行期间在学校传播课间休息指导方针、程序和政策以及实施策略的经验。方法:对29名小学管理人员进行半结构式访谈。采用传统的定性内容分析方法对数据进行归纳分析。结果:在分析数据时,确定了五个主题:(a)课间休息的调整,(b)关于课间休息的交流,(c)课间休息的成功和挑战,(d)儿童的健康和福祉,以及(e)大流行后课间休息的建议。讨论/结论:在大流行后的时代,当计划、组织和实施课间休息时,学校领导可能想要考虑建立小组、编写手册、制定轮换时间表(即柏油路、运动场、操场)、建立课间休息委员会、利用体育教师进行员工发展、分配课间休息设备和书包、提供各种活动、教孩子们如何玩耍。
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引用次数: 0
Investigating Middle School Students’ Physical Education Emotions, Emotional Antecedents, Self-Esteem, and Intentions for Physical Activity 中学生体育情绪、情绪前因、自尊与体育活动意向的调查
IF 2.8 2区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-01-01 DOI: 10.1123/jtpe.2022-0193
Kelly L. Simonton, T. Layne
Purpose: Grounded in Control-Value Theory, this study aimed to investigate the relationships between emotional antecedents (control-value beliefs) and emotions with students' perceived self-esteem and physical activity intention. In addition, the potential differences in antecedents, emotions, and outcomes by gender were explored. Method: Multivariate analysis of variance and multiple hierarchical regressions were used to explore self-reported responses from middle school students (N = 247; 51% male, 49% female). Results: Preliminary analysis showed males reporting higher levels of intrinsic value, enjoyment, and self-esteem, while females reported more boredom and shame in PE. Control beliefs and intrinsic value were maintained as positive significant predictors (p < .05) of self-esteem and physical activity intention. Emotions of boredom and shame were significant predictors above any positive reported emotions for negatively impacting self-esteem and physical activity intention. Discussion/Conclusion: Emotions and their antecedents need consideration for understanding student motivation, particularly for female students who are more vulnerable to negative PE experiences.
目的:本研究以控制价值理论为基础,探讨情绪前因由(控制价值信念)和情绪对学生自尊知觉和体育活动意向的影响。此外,我们还探讨了性别在前件、情绪和结果上的潜在差异。方法:采用多变量方差分析和多元层次回归法对中学生自述反应进行分析(N = 247;男性占51%,女性占49%)。结果:初步分析显示,男性在体育运动中表现出更高的内在价值、享受和自尊,而女性在体育运动中表现出更多的无聊和羞耻。控制信念和内在价值仍是自尊和体育活动意图的显著正向预测因子(p < 0.05)。无聊和羞耻情绪是显著的预测因素,高于任何积极的报告情绪对自尊和体育活动意愿的负面影响。讨论/结论:理解学生的动机需要考虑情绪及其前因,尤其是女生,她们更容易受到消极体育经历的影响。
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引用次数: 1
An Analysis of Physical Education and Health Education Teacher Education Programs in the United States 美国体育与健康教育教师教育项目分析
IF 2.8 2区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-01-01 DOI: 10.1123/jtpe.2022-0279
P. Ward, Won Seok Chey, Insook Kim, E. Tsuda, Bomna Ko, D. Deglau, Kyuil Cho
Purpose: There is little known about the state of teacher education programs in this field. The aim of this article is to provide a descriptive analysis of physical education and health education teacher education programs in the United States. Method: Using published curriculums, a census of active undergraduate teacher education programs and a more in-depth analysis of one program from each state based on interviews with program coordinators was conducted. Findings: Data are reported across nine categories: (a) institution and program classifications, (b) degree designations, (c) degree and major’s hours, (d) enrollment, (e) program status and trends, (f) admission and graduation requirements, (g) curricular time, (h) faculty demographics, and (i) health education. Conclusions: The data show that there is a broad interpretation of what counts as physical and health teacher education in terms of curriculum, and there are significant and pressing challenges for the field to address moving forward.
目的:对该领域教师教育项目的现状了解甚少。本文的目的是对美国的体育教育和健康教育教师教育项目进行描述性分析。方法:使用已出版的课程,对活跃的本科教师教育项目进行普查,并基于对项目协调员的访谈,对每个州的一个项目进行更深入的分析。研究结果:报告了九个类别的数据:(a)机构和项目分类,(b)学位指定,(c)学位和专业学时,(d)入学人数,(e)项目现状和趋势,(f)入学和毕业要求,(g)课程时间,(h)教员人口统计,以及(i)健康教育。结论:数据显示,在课程方面,对什么是体育和健康教师教育有一个广泛的解释,这一领域存在着重大而紧迫的挑战,需要解决。
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引用次数: 0
A Nonlinear Pedagogical Approach to Primary School Physical Education: A Case Study 小学体育教学的非线性教学法:个案研究
IF 2.8 2区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-01-01 DOI: 10.1123/jtpe.2021-0258
Daniel M. Cooke, C. Harrison, S. Millar, S. Walters
Purpose: To explore the insights of adults and children at a New Zealand primary school adopting nonlinear pedagogical approaches to physical education (PE). Methods: This case study was conducted at a single primary school and utilized a qualitative methods design, including interviews or focus groups with the principal, five teachers, and four children. Results: A general inductive approach to analysis identified 11 themes including: empowering teachers and children (principal), letting go of control (teachers), and ownership (children). Discussion/Conclusion: Our findings suggest that a principal’s perceived need for change is important to facilitate school wide change to PE practices. Teachers can successfully adopt PE teaching approaches that align with contemporary pedagogy literature through in situ professional development, resulting in positive PE experiences for children.
目的:探讨新西兰一所小学的成人和儿童在体育教学中采用非线性教学方法的见解。方法:本案例研究在一所小学进行,采用定性方法设计,包括对校长、五名教师和四名儿童的访谈或焦点小组。结果:一般归纳分析方法确定了11个主题,包括:赋予教师和儿童权力(校长),放弃控制(教师)和所有权(儿童)。讨论/结论:我们的研究结果表明,校长对改变的感知需求对于促进全校体育实践的改变是重要的。教师可以通过现场专业发展成功地采用与当代教育学文献相一致的体育教学方法,从而为儿童带来积极的体育体验。
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引用次数: 1
School–University Partnered Before-School Physical Activity Program: Experiences of Preservice Teachers, Program Facilitators, and Students 校际合作的校外体育活动计划:职前教师、计划促进者和学生的经验
IF 2.8 2区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-01-01 DOI: 10.1123/jtpe.2022-0211
T. L. Goh
Purpose: Considering the lack of practical Comprehensive School Physical Activity Program (CSPAP) experiences within Physical Education (PE) Teacher Education, the study’s purpose was to examine the experiences of PE preservice teachers, a PE teacher, and the university faculty who implemented a CSPAP, and the students who participated in the program. Method: An 8-week before-school program was implemented in a middle school from Fall 2018 to Spring 2022. One hundred three preservice teachers assisted in implementing the program as part of coursework. Data were gathered through preservice teachers’ journals and focus group discussions, interviews with the university faculty and PE teacher, and students’ surveys. Results: Data were inductively analyzed, and themes were expand preservice teachers’ view beyond PE, benefits for preservice teachers and students, and future opportunities. Discussion/Conclusion: Incorporating CSPAPs into PE Teacher Education curriculum through school–university partnerships can provide practical experiences for preservice teachers to build competency in implementing CSPAPs in schools.
目的:考虑到体育教师教育中缺乏实际的学校综合体育活动计划(CSPAP)经验,本研究的目的是考察体育教师职前教师、体育教师和实施CSPAP的大学教师以及参加该计划的学生的经验。方法:于2018年秋季至2022年春季在一所中学实施为期8周的课前计划。103名职前教师协助实施该计划,作为课程作业的一部分。数据通过职前教师期刊和焦点小组讨论、对大学教师和体育教师的访谈以及学生调查收集。结果:对数据进行归纳分析,主题为拓展职前教师的视野,超越体育,职前教师和学生的利益,以及未来机会。讨论/结论:通过校际合作将CSPAPs纳入体育教师教育课程,可以为职前教师培养在学校实施CSPAPs的能力提供实践经验。
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引用次数: 0
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Journal of Teaching in Physical Education
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