Pub Date : 2024-06-04DOI: 10.1177/1356336x241255189
Kelly L. Simonton, Kanae Haneishi, Aimee Gray, Celina Espinoza
The purpose of this study was to examine physical education pre-service teachers’ (PSTs’) beliefs about the usefulness of the spectrum of teaching styles (also referred to as The Spectrum; Mosston and Ashworth, 2008 ) and their perceived abilities to use each style. Using a series of foregrounding techniques based on The Spectrum, PSTs’ ( N = 34) experiences with the teaching styles were explored over one academic semester using a mixed methods approach ( Creswell and Plano Clark, 2018 ). The participants completed a pre/post survey (validated instrument) before and after the semester to record their perceptions of each teaching style. All participants answered several open-ended questions and completed a series of video-based lesson reflections, and 15 of the 34 participants were interviewed individually about their experiences. The results reflected significant increases in the PSTs’ perceived ability to use styles A, B, and F. Qualitative themes were: (1) instructional comfortability from early and frequent experiences learning about and using The Spectrum; (2) a heightened desire to utilize styles with K-12 students; (3) a desire for more support in understanding the alignment between style choice and learning objectives; and (4) an interest in knowing how to connect The Spectrum with curriculum models. The results suggest that there is likely a developmental process for PSTs in learning about and applying The Spectrum. A relationship also appears to be present between using The Spectrum in conjunction with models-based practices. Foregrounding PSTs’ learning within The Spectrum can ease planning anxiety more intentionally and effectively, which can in turn increase the pedagogical accountability of PSTs.
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Pub Date : 2024-06-03DOI: 10.1177/1356336x241257793
Bo Shen, Benzheng Li, Jin Bo
This longitudinal investigation tracked the progression of students’ expectancy for success, task value, and perceived cost in the context of physical education throughout an academic year. The study involved 399 middle-school students from China, and data were collected at three distinct time points. Analysis using latent growth curve models revealed positive trajectories in both expectancy and task value, along with decreases in perceived cost. Variations in motivation were observed based on demographic factors, both in initial motivation levels and change rate. At the beginning of the academic year, senior students, girls, and students who were overweight exhibited lower motivation compared to their counterparts, but these motivation disparities tended to reduce over time. Changes in motivation were significant predictors of learning outcomes. Students who sustained high levels of expectancy and task value while reducing their perceived effort cost demonstrated higher cardiorespiratory fitness. The findings expand the theoretical understanding of expectancy, task value, and cost, thereby supporting the feasibility of implementing programmatic interventions to bolster motivation in physical education.
{"title":"Growth trajectories and roles of expectancy, task value, and cost in middle-school physical education","authors":"Bo Shen, Benzheng Li, Jin Bo","doi":"10.1177/1356336x241257793","DOIUrl":"https://doi.org/10.1177/1356336x241257793","url":null,"abstract":"This longitudinal investigation tracked the progression of students’ expectancy for success, task value, and perceived cost in the context of physical education throughout an academic year. The study involved 399 middle-school students from China, and data were collected at three distinct time points. Analysis using latent growth curve models revealed positive trajectories in both expectancy and task value, along with decreases in perceived cost. Variations in motivation were observed based on demographic factors, both in initial motivation levels and change rate. At the beginning of the academic year, senior students, girls, and students who were overweight exhibited lower motivation compared to their counterparts, but these motivation disparities tended to reduce over time. Changes in motivation were significant predictors of learning outcomes. Students who sustained high levels of expectancy and task value while reducing their perceived effort cost demonstrated higher cardiorespiratory fitness. The findings expand the theoretical understanding of expectancy, task value, and cost, thereby supporting the feasibility of implementing programmatic interventions to bolster motivation in physical education.","PeriodicalId":507703,"journal":{"name":"European Physical Education Review","volume":"16 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141271424","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-25DOI: 10.1177/1356336x231220995
Diego Herrero-González, V. López-Pastor, J. C. Manrique-Arribas, André Moura
Assessment is a key element in the teaching–learning process in physical education (PE). In 2020, the Association Internationale des Écoles Supérieures d’Éducation Physique (AIESEP) published a position statement on PE assessment, in which it reviews the current state of the field and establishes the current yet forward-looking main lines of research on this topic. The most widely used approach, which this article reviews in depth, is assessment for learning (AfL). In Spain, the most widespread approach employed in PE throughout primary and secondary education in the last 25 years has been formative and shared assessment, which clearly aligns with the AIESEP position statement. The objective of this study was to gain an understanding of the main contributions of the formative and shared assessment model in PE and PE teacher education (PETE). Four databases (ERIC, SCOPUS, WOS and DIALNET) were explored, and 51 documents were selected on which an inductive thematic analysis was conducted. The evidence obtained at different educational levels and contexts seems to show a positive influence of formative and shared assessment on learning outcomes, which has favoured the expansion of the model, especially in PETE. Research on the transfer of PETE to educational practice has indicated that adequate continuing professional development seems necessary to help teachers integrate formative and shared assessment in their PE classroom. In conclusion, this model can provide an answer to some of the current questions being raised at an international level about PE assessment, especially in relation to students’ involvement in the assessment process and its role in PETE.
评估是体育教学过程中的一个关键因素。2020 年，国际高等体育院校协会（AIESEP）发表了一份关于体育教学评估的立场声明，其中回顾了该领域的现状，并确定了当前有关该主题的前瞻性研究主线。本文深入探讨的最广泛使用的方法是学习评估（AfL）。在西班牙，过去 25 年来，在整个中小学体育教育中最广泛采用的方法是形成性和共享性评 估，这显然与 AIESEP 的立场声明相一致。本研究旨在了解形成性和共享性评估模式在体育和体育教师教育（PETE）中的主要贡献。研究人员查阅了四个数据库（ERIC、SCOPUS、WOS 和 DIALNET），并选择了 51 份文件进行归纳专题分析。在不同教育层次和背景下获得的证据似乎表明，形成性和共享性评估对学习成果有积极的影响，这有利于该模式的扩展，特别是在 PETE 中。关于将 PETE 转化为教育实践的研究表明，为了帮助教师将形成性和共享性评价融入体育课堂，似乎有必要进行充分的持续专业发展。总之，这一模式可以回答当前国际上提出的有关体育评估的一些问题，特别是有关 学生参与评估过程及其在 PETE 中的作用的问题。
{"title":"Formative and shared assessment: Literature review on the main contributions in physical education and physical education teacher education","authors":"Diego Herrero-González, V. López-Pastor, J. C. Manrique-Arribas, André Moura","doi":"10.1177/1356336x231220995","DOIUrl":"https://doi.org/10.1177/1356336x231220995","url":null,"abstract":"Assessment is a key element in the teaching–learning process in physical education (PE). In 2020, the Association Internationale des Écoles Supérieures d’Éducation Physique (AIESEP) published a position statement on PE assessment, in which it reviews the current state of the field and establishes the current yet forward-looking main lines of research on this topic. The most widely used approach, which this article reviews in depth, is assessment for learning (AfL). In Spain, the most widespread approach employed in PE throughout primary and secondary education in the last 25 years has been formative and shared assessment, which clearly aligns with the AIESEP position statement. The objective of this study was to gain an understanding of the main contributions of the formative and shared assessment model in PE and PE teacher education (PETE). Four databases (ERIC, SCOPUS, WOS and DIALNET) were explored, and 51 documents were selected on which an inductive thematic analysis was conducted. The evidence obtained at different educational levels and contexts seems to show a positive influence of formative and shared assessment on learning outcomes, which has favoured the expansion of the model, especially in PETE. Research on the transfer of PETE to educational practice has indicated that adequate continuing professional development seems necessary to help teachers integrate formative and shared assessment in their PE classroom. In conclusion, this model can provide an answer to some of the current questions being raised at an international level about PE assessment, especially in relation to students’ involvement in the assessment process and its role in PETE.","PeriodicalId":507703,"journal":{"name":"European Physical Education Review","volume":"15 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139157936","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-15DOI: 10.1177/1356336x231210393
Dylan Scanlon, Jenna Lorusso, Melody Viczko
Given limited investigation into the state and status of physical education policy research internationally, we suggest there is a need for a more comprehensive empirical review of physical education policy research internationally to inform a future research agenda. The purpose of this scoping review is to map the international peer-reviewed empirical literature detailing policy research in school-based physical education between 2010 and 2020 to understand and make recommendations for extension, where appropriate, of the conceptual boundaries of how to ‘do’ policy research in this field. We followed a three-phase approach to the scoping review: (i) identifying relevant sources; (ii) charting of sources; and (iii) reporting the findings from the charting of sources. Results were interpreted through two theoretical lenses: (a) Rizvi and Lingard's (2010) framework of policy issues and questions and (b) Diem et al.’s (2014) traditional and critical approaches to educational policy research. Findings are discussed in relation to the charting categories which included: journal; year; affiliations; country of work; funding acknowledgements; research question; policy definition; policy issues; and traditional and/or critical research. We hope this research can be useful to those looking to enter the physical education policy research space, as it introduces them to the research landscape, and to those already engaged in this space looking to fill gaps in the literature.
{"title":"Understanding (and extending) the conceptual boundaries of policy research in physical education: A scoping review","authors":"Dylan Scanlon, Jenna Lorusso, Melody Viczko","doi":"10.1177/1356336x231210393","DOIUrl":"https://doi.org/10.1177/1356336x231210393","url":null,"abstract":"Given limited investigation into the state and status of physical education policy research internationally, we suggest there is a need for a more comprehensive empirical review of physical education policy research internationally to inform a future research agenda. The purpose of this scoping review is to map the international peer-reviewed empirical literature detailing policy research in school-based physical education between 2010 and 2020 to understand and make recommendations for extension, where appropriate, of the conceptual boundaries of how to ‘do’ policy research in this field. We followed a three-phase approach to the scoping review: (i) identifying relevant sources; (ii) charting of sources; and (iii) reporting the findings from the charting of sources. Results were interpreted through two theoretical lenses: (a) Rizvi and Lingard's (2010) framework of policy issues and questions and (b) Diem et al.’s (2014) traditional and critical approaches to educational policy research. Findings are discussed in relation to the charting categories which included: journal; year; affiliations; country of work; funding acknowledgements; research question; policy definition; policy issues; and traditional and/or critical research. We hope this research can be useful to those looking to enter the physical education policy research space, as it introduces them to the research landscape, and to those already engaged in this space looking to fill gaps in the literature.","PeriodicalId":507703,"journal":{"name":"European Physical Education Review","volume":"47 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139270886","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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