Purpose: Guided by the model of domain learning theory, this study was intended to determine the extent to which integrating a 10-min physical activity (PA) break in elementary school mathematics lessons would enhance the learning of mathematics content. Methods: A sample of 22 intact classes from a random sample of eight schools in Taiwan were randomly assigned to an experimental condition with PA breaks (n = 11) and a control condition (n = 11) for 12 weeks. Students’ (N = 420) mathematics knowledge was assessed using the standardized aptitude tests accompanying the curriculum, which encompassed five knowledge domains. Results: Analysis on class means showed that adding the PA breaks did not benefit mathematics learning, which lends support to the model of domain learning theory. Discussion/Conclusion: The findings seem to question the theoretical foundation for adding PA breaks to classroom-taught content, including mathematics. Although interdisciplinary or cross-disciplinary instruction and learning may be necessary to advance students’ knowledge, including PA in classroom-taught subjects needs extensive research.
{"title":"Can Physical Activity Breaks Assist Mathematics Learning? A Domain Learning Theory Perspective","authors":"Wen-Yi Wang, Ang Chen","doi":"10.1123/jtpe.2022-0199","DOIUrl":"https://doi.org/10.1123/jtpe.2022-0199","url":null,"abstract":"Purpose: Guided by the model of domain learning theory, this study was intended to determine the extent to which integrating a 10-min physical activity (PA) break in elementary school mathematics lessons would enhance the learning of mathematics content. Methods: A sample of 22 intact classes from a random sample of eight schools in Taiwan were randomly assigned to an experimental condition with PA breaks (n = 11) and a control condition (n = 11) for 12 weeks. Students’ (N = 420) mathematics knowledge was assessed using the standardized aptitude tests accompanying the curriculum, which encompassed five knowledge domains. Results: Analysis on class means showed that adding the PA breaks did not benefit mathematics learning, which lends support to the model of domain learning theory. Discussion/Conclusion: The findings seem to question the theoretical foundation for adding PA breaks to classroom-taught content, including mathematics. Although interdisciplinary or cross-disciplinary instruction and learning may be necessary to advance students’ knowledge, including PA in classroom-taught subjects needs extensive research.","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":"64039567","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}
Yongjin Xu, Nan Lin, Chunchun Wu, X. Wen, Fei Zhong, Kehong Yu, Li Shu, Cong Huang
Purpose: We investigated the effects of classroom-based physical activity (CBPA) interventions on academic performance and assessed the impact of different CBPA elements on academic performance. Methods: Relevant experimental studies in four databases were searched from their inception to September 2022. Random effects models were used to compute standardized mean differences (SMDs) and 95% confidence intervals. Results: A total of 13 studies were included. CBPA interventions could improve academic performance in children and adolescents (SMD = 0.17, p = .02). For the CBPA elements, low frequency (no more than three times per week; SMD = 0.19, p = .01), moderate intensity (SMD = 0.19, p = .01), long time (more than 20 min in each intervention; SMD = 0.14, p = .05), integrated physical activity (SMD = 0.18, p = .04), no more than 400 metabolic equivalents of energy-min/week (SMD = 0.33, p = .001), and more than 8-week interventions (SMD = 0.19, p = .04) tended to improve academic performance. Conclusions: CBPA may improve academic performance in children and adolescents. CBPA elements also have an impact on academic performance.
目的:研究基于课堂的身体活动(CBPA)干预对学业成绩的影响，并评估不同的CBPA元素对学业成绩的影响。方法:检索4个数据库自建库至2022年9月的相关实验研究。随机效应模型用于计算标准化平均差(SMDs)和95%置信区间。结果:共纳入13项研究。CBPA干预可以改善儿童和青少年的学习成绩(SMD = 0.17, p = 0.02)。对于CBPA元素，频率较低(每周不超过三次;SMD = 0.19, p = 0.01)、中等强度(SMD = 0.19, p = 0.01)、长时间(每次干预大于20min);SMD = 0.14, p = 0.05)、综合体力活动(SMD = 0.18, p = 0.04)、不超过400代谢当量的能量分钟/周(SMD = 0.33, p = .001)和超过8周的干预(SMD = 0.19, p = 0.04)倾向于提高学习成绩。结论:CBPA可以提高儿童和青少年的学习成绩。CBPA元素对学业成绩也有影响。
{"title":"The Effect of Classroom-Based Physical Activity Elements on Academic Performance in Children and Adolescents: A Meta-Analysis","authors":"Yongjin Xu, Nan Lin, Chunchun Wu, X. Wen, Fei Zhong, Kehong Yu, Li Shu, Cong Huang","doi":"10.1123/jtpe.2022-0175","DOIUrl":"https://doi.org/10.1123/jtpe.2022-0175","url":null,"abstract":"Purpose: We investigated the effects of classroom-based physical activity (CBPA) interventions on academic performance and assessed the impact of different CBPA elements on academic performance. Methods: Relevant experimental studies in four databases were searched from their inception to September 2022. Random effects models were used to compute standardized mean differences (SMDs) and 95% confidence intervals. Results: A total of 13 studies were included. CBPA interventions could improve academic performance in children and adolescents (SMD = 0.17, p = .02). For the CBPA elements, low frequency (no more than three times per week; SMD = 0.19, p = .01), moderate intensity (SMD = 0.19, p = .01), long time (more than 20 min in each intervention; SMD = 0.14, p = .05), integrated physical activity (SMD = 0.18, p = .04), no more than 400 metabolic equivalents of energy-min/week (SMD = 0.33, p = .001), and more than 8-week interventions (SMD = 0.19, p = .04) tended to improve academic performance. Conclusions: CBPA may improve academic performance in children and adolescents. CBPA elements also have an impact on academic performance.","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":"64039665","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}
Background: Communities of practice (CoP) have been proposed as a promising form of continuing professional development for teachers’ learning. However, there remains limited understanding of the processes and factors that sustain teacher-initiated CoP. Purpose: This study provides a qualitative examination of a group of internal leaders’ perspectives on how a large teacher-initiated CoP in South Korea was established and sustained as an effective form of continuing professional development. Methods: Data included semistructured interviews with the internal leaders, Website artifacts, and researchers’ reflective journals, and were analyzed through inductive analysis. Results: Findings included the following: (a) shared passion for good teaching, (b) widening professional network, (c) collaboration through sharing, and (d) continuing professional development opportunities via technology. Discussion: The CoP were initiated by a group of teachers with a shared value for improving their teaching in schools and were sustained through online and offline interactions that created a safe space for sharing ideas, collaborative interactions, and learning opportunities.
{"title":"Initiating and Sustaining a Teacher-Initiated Community of Practice as a Form of Continuing Professional Development: Internal Leaders’ Perspectives","authors":"Bomna Ko, Y. Lee, Tristan L. Wallhead","doi":"10.1123/jtpe.2022-0224","DOIUrl":"https://doi.org/10.1123/jtpe.2022-0224","url":null,"abstract":"Background: Communities of practice (CoP) have been proposed as a promising form of continuing professional development for teachers’ learning. However, there remains limited understanding of the processes and factors that sustain teacher-initiated CoP. Purpose: This study provides a qualitative examination of a group of internal leaders’ perspectives on how a large teacher-initiated CoP in South Korea was established and sustained as an effective form of continuing professional development. Methods: Data included semistructured interviews with the internal leaders, Website artifacts, and researchers’ reflective journals, and were analyzed through inductive analysis. Results: Findings included the following: (a) shared passion for good teaching, (b) widening professional network, (c) collaboration through sharing, and (d) continuing professional development opportunities via technology. Discussion: The CoP were initiated by a group of teachers with a shared value for improving their teaching in schools and were sustained through online and offline interactions that created a safe space for sharing ideas, collaborative interactions, and learning opportunities.","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":"64040175","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}
A. Wolfe, Maria A. Pessman, K. Laurson, Dale D. Brown, Ryan A. Brown
Purpose: This study examined differences in measures of health-related physical fitness in adolescents before and after extended school closures due to COVID-19. Method: The sample consisted of 298 students (135 males and 163 females) from a laboratory high school. Data were collected through FITNESSGRAM assessments. A repeated-measures multivariate analysis of covariance was calculated to analyze differences in fitness before and after COVID-19 closures, including McNemar–Bowker and McNemar tests. Results: Statistically significant differences were identified for Progressive Aerobic Capacity Endurance Run (−4.2%; 1.8 ml·kg−1·min−1) and curl-up (−12.5%; 7.9 repetitions). In addition, 18.8% fewer students were classified within the Healthy Fitness Zone for Progressive Aerobic Capacity Endurance Run, 4% for curl-up, 10.8% for push-up, and 6.4% for sit and reach. Conclusion: Results of this study demonstrate that there was a significant decline in physical fitness for secondary students during extended school closures and social isolation as a result of COVID-19.
{"title":"The Effects of COVID-19 School Closures on Physical Fitness in Adolescents","authors":"A. Wolfe, Maria A. Pessman, K. Laurson, Dale D. Brown, Ryan A. Brown","doi":"10.1123/jtpe.2022-0062","DOIUrl":"https://doi.org/10.1123/jtpe.2022-0062","url":null,"abstract":"Purpose: This study examined differences in measures of health-related physical fitness in adolescents before and after extended school closures due to COVID-19. Method: The sample consisted of 298 students (135 males and 163 females) from a laboratory high school. Data were collected through FITNESSGRAM assessments. A repeated-measures multivariate analysis of covariance was calculated to analyze differences in fitness before and after COVID-19 closures, including McNemar–Bowker and McNemar tests. Results: Statistically significant differences were identified for Progressive Aerobic Capacity Endurance Run (−4.2%; 1.8 ml·kg−1·min−1) and curl-up (−12.5%; 7.9 repetitions). In addition, 18.8% fewer students were classified within the Healthy Fitness Zone for Progressive Aerobic Capacity Endurance Run, 4% for curl-up, 10.8% for push-up, and 6.4% for sit and reach. Conclusion: Results of this study demonstrate that there was a significant decline in physical fitness for secondary students during extended school closures and social isolation as a result of COVID-19.","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":"64038486","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}
Mai Narasaki-Jara, D. Brolsma, Katira Abdolrazagh, Kai Sun, M. Yamada, Aya A. Mitani, Taeyou Jung
Purpose: The efficacy of service learning in physical activity (PA) intervention is generally not centered around perceptions of the service recipients, posing questions when the efficacy of an intervention is crucial, such as PA in people with disabilities. The present study examined perceptions of the recipients in a student-led service-learning program through a quality of life survey and interviews. Method: Undergraduate students led a 13-week PA intervention. Before and after the intervention, people with disabilities (N = 56) completed quality of life surveys (i.e., the National Institute of Health Patient-Reported Outcomes Measurement Information System). A face-to-face interview was conducted with N = 6. Results: All quality of life items, except for Mental Health–Anxiety, improved (p < .01). The interviews suggested that environmental factors (i.e., encouragement from students, the open space that allowed interactions) positively impacted the program. Discussion: The environment may be a key factor in the program’s success in PA intervention from the recipients’ perspective.
{"title":"Quality of Life in Individuals With Disabilities Through a Student-Led Service-Learning Program: Qualitative and Quantitative Analysis to Examine the Reciprocal Benefits of Service Learning","authors":"Mai Narasaki-Jara, D. Brolsma, Katira Abdolrazagh, Kai Sun, M. Yamada, Aya A. Mitani, Taeyou Jung","doi":"10.1123/jtpe.2022-0150","DOIUrl":"https://doi.org/10.1123/jtpe.2022-0150","url":null,"abstract":"Purpose: The efficacy of service learning in physical activity (PA) intervention is generally not centered around perceptions of the service recipients, posing questions when the efficacy of an intervention is crucial, such as PA in people with disabilities. The present study examined perceptions of the recipients in a student-led service-learning program through a quality of life survey and interviews. Method: Undergraduate students led a 13-week PA intervention. Before and after the intervention, people with disabilities (N = 56) completed quality of life surveys (i.e., the National Institute of Health Patient-Reported Outcomes Measurement Information System). A face-to-face interview was conducted with N = 6. Results: All quality of life items, except for Mental Health–Anxiety, improved (p < .01). The interviews suggested that environmental factors (i.e., encouragement from students, the open space that allowed interactions) positively impacted the program. Discussion: The environment may be a key factor in the program’s success in PA intervention from the recipients’ perspective.","PeriodicalId":50025,"journal":{"name":"Journal of Teaching in Physical Education","volume":"49 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"64039016","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}
Background: Normative motor skill assessments occupy a privileged position in physical education scholarship and practice. So much so, in fact, they manifest as commonsense cultural arrangements in most movement contexts, including adapted physical education. The proliferation of such tools has generally been uncontested, until now. Purpose: We argue that normative motor skill assessments have ableist underpinnings and consequently may do more to subordinate, rather than empower disabled children. More specifically, we suggest that normative motor assessment tools and criteria, perhaps unintentionally, highlight what is perceived to be wrong, bad, and faulty about the ways disabled bodies look and move, thus reinforcing ableist norms and values relating to ability. Conclusions: We end by encouraging adapted physical education scholars and practitioners to critically reflect on ableist notions of ability, particularly as they relate to movement competence, and to work with disabled children because of their embodied experiences to co-design assessments that are more meaningful to disabled children.
{"title":"The Ableist Underpinning of Normative Motor Assessments in Adapted Physical Education","authors":"Martin Giese, J. Haegele, A. Maher","doi":"10.1123/jtpe.2022-0239","DOIUrl":"https://doi.org/10.1123/jtpe.2022-0239","url":null,"abstract":"Background: Normative motor skill assessments occupy a privileged position in physical education scholarship and practice. So much so, in fact, they manifest as commonsense cultural arrangements in most movement contexts, including adapted physical education. The proliferation of such tools has generally been uncontested, until now. Purpose: We argue that normative motor skill assessments have ableist underpinnings and consequently may do more to subordinate, rather than empower disabled children. More specifically, we suggest that normative motor assessment tools and criteria, perhaps unintentionally, highlight what is perceived to be wrong, bad, and faulty about the ways disabled bodies look and move, thus reinforcing ableist norms and values relating to ability. Conclusions: We end by encouraging adapted physical education scholars and practitioners to critically reflect on ableist notions of ability, particularly as they relate to movement competence, and to work with disabled children because of their embodied experiences to co-design assessments that are more meaningful to disabled children.","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":"64039876","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 (a) present a theoretical framework that describes how learners’ movement habits become relevant in the development of movement capability and (b) present data that illustrate how this process occurs in practice. Method: An investigation with preservice physical education teachers was conducted in two phases. The first phase involved examining participants’ movement habits, and the second phase involved examining the participants’ development of novel capabilities in the context of unicycling. Results: Empirical materials from two participants are presented as case studies. The cases demonstrate how different sets of movement habits interact with novel tasks, making the demand for creative action more or less likely. The cases also demonstrate how subjective and physical elements are interwoven. Finally, the cases provide insights into potentially productive habits for movement learning. Discussion/Conclusion: The paper is concluded with pedagogical implications, including a consideration of how crises might be managed in educational contexts.
{"title":"How Movement Habits Become Relevant in Novel Learning Situations","authors":"D. Barker, H. Larsson, G. Nyberg","doi":"10.1123/jtpe.2022-0272","DOIUrl":"https://doi.org/10.1123/jtpe.2022-0272","url":null,"abstract":"Purpose: To (a) present a theoretical framework that describes how learners’ movement habits become relevant in the development of movement capability and (b) present data that illustrate how this process occurs in practice. Method: An investigation with preservice physical education teachers was conducted in two phases. The first phase involved examining participants’ movement habits, and the second phase involved examining the participants’ development of novel capabilities in the context of unicycling. Results: Empirical materials from two participants are presented as case studies. The cases demonstrate how different sets of movement habits interact with novel tasks, making the demand for creative action more or less likely. The cases also demonstrate how subjective and physical elements are interwoven. Finally, the cases provide insights into potentially productive habits for movement learning. Discussion/Conclusion: The paper is concluded with pedagogical implications, including a consideration of how crises might be managed in educational contexts.","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":"64041478","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}
C. B. Merica, C. Egan, C. Webster, Diana Mindrila, Grace Goc Karp, D. Paul, Hailey McKown, Seth Rose
Purpose: Utilizing teacher socialization in physical education theory, the aim of this study was to develop a survey to measure physical education teachers’ socialization experiences and comprehensive school physical activity program involvement. Method: Instrument development included a review of existing comprehensive school physical activity program and socialization instruments, Delphi method to evaluate face and content validity through expert feedback, and a pilot test to examine the instrument’s psychometric properties. Results: Upon completion of expert feedback, three items were removed, four items were revised, and open-ended questions were added to each survey construct. The pilot test yielded 28 completed surveys (40% response rate). Bayesian exploratory factor analytic procedures showed that items had statistically significant loadings and were quality measures of the corresponding constructs. Survey subscales had acceptable and high internal consistency coefficients. Discussion/Conclusion: Results suggest that this instrument is a trustworthy tool for continued research examining physical education teachers’ socialization and comprehensive school physical activity program involvement.
{"title":"Measuring Physical Education Teacher Socialization With Respect to Comprehensive School Physical Activity Programming","authors":"C. B. Merica, C. Egan, C. Webster, Diana Mindrila, Grace Goc Karp, D. Paul, Hailey McKown, Seth Rose","doi":"10.1123/jtpe.2022-0165","DOIUrl":"https://doi.org/10.1123/jtpe.2022-0165","url":null,"abstract":"Purpose: Utilizing teacher socialization in physical education theory, the aim of this study was to develop a survey to measure physical education teachers’ socialization experiences and comprehensive school physical activity program involvement. Method: Instrument development included a review of existing comprehensive school physical activity program and socialization instruments, Delphi method to evaluate face and content validity through expert feedback, and a pilot test to examine the instrument’s psychometric properties. Results: Upon completion of expert feedback, three items were removed, four items were revised, and open-ended questions were added to each survey construct. The pilot test yielded 28 completed surveys (40% response rate). Bayesian exploratory factor analytic procedures showed that items had statistically significant loadings and were quality measures of the corresponding constructs. Survey subscales had acceptable and high internal consistency coefficients. Discussion/Conclusion: Results suggest that this instrument is a trustworthy tool for continued research examining physical education teachers’ socialization and comprehensive school physical activity program involvement.","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":"64039525","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 study was to describe and understand the experiences and impact of the Paralympic School Day program on disability-related perceptions of rural high school students. Methods: Ninth- and tenth-grade physical education classes from a rural high school participated in the Paralympic School Day event. Of the 68 who attended the event, 42 students furnished assent and consent to participate. Data from reflective writing responses were analyzed inductively using a three-step approach. Findings: The analysis revealed three interrelated themes: (a) “I didn’t expect it to be fun”: preconceptions and reality of trying parasport, (b) “Anyone can play a sport”: developing new perceptions of disability, and (c) “I never realized how blessed I was”: persistence of ableist framing. Discussion: As a result of participants interacting with and learning from athletes with physical disabilities, they developed an understanding of parasport and a new paradigm through which to view individuals with disabilities.
{"title":"“I Thought It Was Going to Be Trash”: Rural High School Students’ Disability-Related Perception Change Following Paralympic School Day","authors":"C. McKay, T. N. Kirk, Marie Leake","doi":"10.1123/jtpe.2022-0163","DOIUrl":"https://doi.org/10.1123/jtpe.2022-0163","url":null,"abstract":"Purpose: The purpose of this study was to describe and understand the experiences and impact of the Paralympic School Day program on disability-related perceptions of rural high school students. Methods: Ninth- and tenth-grade physical education classes from a rural high school participated in the Paralympic School Day event. Of the 68 who attended the event, 42 students furnished assent and consent to participate. Data from reflective writing responses were analyzed inductively using a three-step approach. Findings: The analysis revealed three interrelated themes: (a) “I didn’t expect it to be fun”: preconceptions and reality of trying parasport, (b) “Anyone can play a sport”: developing new perceptions of disability, and (c) “I never realized how blessed I was”: persistence of ableist framing. Discussion: As a result of participants interacting with and learning from athletes with physical disabilities, they developed an understanding of parasport and a new paradigm through which to view individuals with disabilities.","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":"64039445","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}
M. Flemons, Joanne Hill, Toni O’Donovan, A. Chater
Purpose: Physical education (PE) teachers’ interactions with students were explored to examine self-selection for PE teaching as a career option during school. Method: Semistructured life story interviews were conducted with 29 PE teachers at different career stages. Complementing occupational socialization, Bourdieu’s habitus, capital, field, and practice were adopted as thinking tools to inform thematic analysis. Results: Three key themes were identified: (a) acceptance into the inner sanctum based on physical competence, effort, and enthusiasm for the traditional curriculum; (b) opportunities provided to students accepted into the inner sanctum, and (c) outside the inner sanctum: mismatched habitus and self-selection for PE teaching. Conclusion: Students exchanged competence, effort, and enthusiasm in the traditional curriculum for acceptance and opportunities to encourage self-selection for teaching PE. Without acceptance, individuals experienced challenges gaining career support. Dominated by a homogenous group resistant to change, PE needs independent careers information to promote change through heterogeneity.
{"title":"Recycling and Resistance to Change in Physical Education: The Informal Recruitment of Physical Education Teachers in Schools","authors":"M. Flemons, Joanne Hill, Toni O’Donovan, A. Chater","doi":"10.1123/jtpe.2022-0215","DOIUrl":"https://doi.org/10.1123/jtpe.2022-0215","url":null,"abstract":"Purpose: Physical education (PE) teachers’ interactions with students were explored to examine self-selection for PE teaching as a career option during school. Method: Semistructured life story interviews were conducted with 29 PE teachers at different career stages. Complementing occupational socialization, Bourdieu’s habitus, capital, field, and practice were adopted as thinking tools to inform thematic analysis. Results: Three key themes were identified: (a) acceptance into the inner sanctum based on physical competence, effort, and enthusiasm for the traditional curriculum; (b) opportunities provided to students accepted into the inner sanctum, and (c) outside the inner sanctum: mismatched habitus and self-selection for PE teaching. Conclusion: Students exchanged competence, effort, and enthusiasm in the traditional curriculum for acceptance and opportunities to encourage self-selection for teaching PE. Without acceptance, individuals experienced challenges gaining career support. Dominated by a homogenous group resistant to change, PE needs independent careers information to promote change through heterogeneity.","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":"64039901","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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