Javier Fenandez-Rio, Salvador García, Alberto Ferriz-Valero
{"title":"选择(或不选择)体育作为选修科目:西班牙高中生的观点","authors":"Javier Fenandez-Rio, Salvador García, Alberto Ferriz-Valero","doi":"10.1080/17408989.2023.2256762","DOIUrl":null,"url":null,"abstract":"<p><b>ABSTRACT</b></p><h3>Background: </h3><p>The interactions between behavior, environment and personal factors are the basis of the Social Cognitive Theory (Bandura, A. 1986. <i>Social Foundations of Thought and Action</i>. NJ: Prentice Halls). Within this theory, students’ behavior and motivation toward an activity is dependent on their feelings, thoughts and beliefs (Lodewyck and Pybus 2013. “Investigating Factors in the Retention of Students in High School Physical Education.” <i>Journal of Teaching in Physical Education</i> 32 (1): 61–77). Physical education can provide attractive contexts to promote students’ learning, but this depends on the teachers’ ability to offer them relevant educational experiences (Bailey, R. 2018. “Sport, Physical Education and Educational Worth.” <i>Educational Review</i> 70 (1): 51–66). Meaningful physical education is a pedagogical approach whose aim is to help teachers design significant experiences for all students (Beni, S., T. Fletcher, and D. Ní Chróinín. 2022. “‘It’s not a Linear Thing; There are a Lot of Intersecting Circles’: Factors Influencing Teachers’ Implementation of Meaningful Physical Education.” <i>Teaching and Teacher Education</i> 117: 103806). Physical education is a compulsory subject in Spain, but it is not included in the final year of high school. In 2018, one autonomous community decided to offer it as an elective subject in this course. Scholars and institutions claim for more hours of physical education. But, what about the students? Do they really want more?</p><h3>Purpose: </h3><p>The goal of the present study was to uncover the reasons why students selected, or not, physical education when it was included as an elective subject in their final year of high school.</p><h3>Participants and settings: </h3><p>A total of 795 year-13 students (17–18 years), enrolled in 13 different high schools participated. 444 (55.8%) had not selected physical education (61.71% females), while 351 (44.2%) did selected it (44.44% females). Convenience sampling was used to include participants, considering the possibilities of the researchers to access them.</p><h3>Research design: </h3><p>The study followed an ex post facto, transversal, prospective research design to gather data in a single time point (Cohen, L., K. Manion, and K. Morrison. 2011. <i>Research Methods in Education</i>. Routledge). Within this framework, a qualitative research design was selected to obtain rich, detailed, and heavily contextualized information from the source (Creswell, J. W. 2013. <i>Qualitative Inquiry and Research Design: Choosing among Five Approaches</i>. Sage). The participants responded to an open-ended question 3–4 weeks after the beginning of the school year to ‘fully explain the reason(s) for (not) selecting physical education in the final year of high school’. The qualitative software package MAXQDA 11 was used to help with data administration.</p><h3>Results: </h3><p>The deep analysis of the participants’ responses produced five themes for not selecting physical education (from strong to weak): <i>academic stress, negative experiences, out-of-school physical activity, timetable,</i> and <i>importance</i>, and four themes for selecting it: <i>grade point average</i>, <i>importance</i>, <i>sport,</i> and <i>positive experiences</i>.</p><h3>Conclusions: </h3><p>Results indicate that many students would eliminate physical education from their timetables if they had the chance. In many cases, it does not provide meaningful experiences, which produces low domain value. If physical education wants to survive as an academic subject in the schools, it must listen to its students, and attend their demands.</p>","PeriodicalId":47917,"journal":{"name":"Physical Education and Sport Pedagogy","volume":null,"pages":null},"PeriodicalIF":2.9000,"publicationDate":"2023-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Selecting (or not) physical education as an elective subject: Spanish high school students’ views\",\"authors\":\"Javier Fenandez-Rio, Salvador García, Alberto Ferriz-Valero\",\"doi\":\"10.1080/17408989.2023.2256762\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><b>ABSTRACT</b></p><h3>Background: </h3><p>The interactions between behavior, environment and personal factors are the basis of the Social Cognitive Theory (Bandura, A. 1986. <i>Social Foundations of Thought and Action</i>. NJ: Prentice Halls). Within this theory, students’ behavior and motivation toward an activity is dependent on their feelings, thoughts and beliefs (Lodewyck and Pybus 2013. “Investigating Factors in the Retention of Students in High School Physical Education.” <i>Journal of Teaching in Physical Education</i> 32 (1): 61–77). Physical education can provide attractive contexts to promote students’ learning, but this depends on the teachers’ ability to offer them relevant educational experiences (Bailey, R. 2018. “Sport, Physical Education and Educational Worth.” <i>Educational Review</i> 70 (1): 51–66). Meaningful physical education is a pedagogical approach whose aim is to help teachers design significant experiences for all students (Beni, S., T. Fletcher, and D. Ní Chróinín. 2022. “‘It’s not a Linear Thing; There are a Lot of Intersecting Circles’: Factors Influencing Teachers’ Implementation of Meaningful Physical Education.” <i>Teaching and Teacher Education</i> 117: 103806). Physical education is a compulsory subject in Spain, but it is not included in the final year of high school. In 2018, one autonomous community decided to offer it as an elective subject in this course. Scholars and institutions claim for more hours of physical education. But, what about the students? Do they really want more?</p><h3>Purpose: </h3><p>The goal of the present study was to uncover the reasons why students selected, or not, physical education when it was included as an elective subject in their final year of high school.</p><h3>Participants and settings: </h3><p>A total of 795 year-13 students (17–18 years), enrolled in 13 different high schools participated. 444 (55.8%) had not selected physical education (61.71% females), while 351 (44.2%) did selected it (44.44% females). Convenience sampling was used to include participants, considering the possibilities of the researchers to access them.</p><h3>Research design: </h3><p>The study followed an ex post facto, transversal, prospective research design to gather data in a single time point (Cohen, L., K. Manion, and K. Morrison. 2011. <i>Research Methods in Education</i>. Routledge). Within this framework, a qualitative research design was selected to obtain rich, detailed, and heavily contextualized information from the source (Creswell, J. W. 2013. <i>Qualitative Inquiry and Research Design: Choosing among Five Approaches</i>. Sage). The participants responded to an open-ended question 3–4 weeks after the beginning of the school year to ‘fully explain the reason(s) for (not) selecting physical education in the final year of high school’. The qualitative software package MAXQDA 11 was used to help with data administration.</p><h3>Results: </h3><p>The deep analysis of the participants’ responses produced five themes for not selecting physical education (from strong to weak): <i>academic stress, negative experiences, out-of-school physical activity, timetable,</i> and <i>importance</i>, and four themes for selecting it: <i>grade point average</i>, <i>importance</i>, <i>sport,</i> and <i>positive experiences</i>.</p><h3>Conclusions: </h3><p>Results indicate that many students would eliminate physical education from their timetables if they had the chance. In many cases, it does not provide meaningful experiences, which produces low domain value. If physical education wants to survive as an academic subject in the schools, it must listen to its students, and attend their demands.</p>\",\"PeriodicalId\":47917,\"journal\":{\"name\":\"Physical Education and Sport Pedagogy\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":2.9000,\"publicationDate\":\"2023-09-12\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Physical Education and Sport Pedagogy\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1080/17408989.2023.2256762\",\"RegionNum\":2,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Physical Education and Sport Pedagogy","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1080/17408989.2023.2256762","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
摘要
背景:行为、环境和个人因素之间的相互作用是社会认知理论(Bandura, A. 1986)的基础。思想与行动的社会基础。j:普伦蒂斯·霍尔斯)。在这一理论中,学生对活动的行为和动机取决于他们的感受、思想和信仰(Lodewyck and Pybus 2013)。高中体育专业学生留用因素调查。体育教学学报,32(1):61-77。体育教育可以提供有吸引力的环境来促进学生的学习,但这取决于教师为他们提供相关教育经验的能力(Bailey, R. 2018)。“运动、体育教育与教育价值”。教育评论70(1):51-66。有意义的体育教育是一种教学方法,其目的是帮助教师为所有学生设计有意义的体验(Beni, S., T. Fletcher, and D. Ní Chróinín)。2022. “这不是线性的;影响教师实施“有意义体育”的因素有很多。《教学与教师教育》117:103806)。体育在西班牙是一门必修课,但并不包括在高中的最后一年。2018年,一个自治区决定将其作为该课程的选修科目。学者和机构要求增加体育教育的时间。但是,学生们呢?他们真的想要更多吗?目的:本研究的目的是揭示学生在高中最后一年将体育作为选修科目时选择或不选择体育的原因。参与者和环境:共有795名13年级的学生(17-18岁),参加了13所不同的高中。未选择体育的有444人(55.8%)(女性占61.71%),选择体育的有351人(44.2%)(女性占44.44%)。考虑到研究人员接触到他们的可能性,使用了方便抽样来包括参与者。研究设计:本研究采用事后、横向、前瞻性研究设计,在单一时间点收集数据(Cohen, L., K. Manion, and K. Morrison, 2011)。教育研究方法。劳特利奇)。在此框架内,选择了定性研究设计,以从来源获得丰富,详细和高度情境化的信息(Creswell, J. W. 2013)。质性调查与研究设计:五种方法的选择。Sage)。参与者在学年开始后3-4周回答了一个开放式问题,以“充分解释在高中最后一年选择(不选择)体育的原因”。使用定性软件包MAXQDA 11协助数据管理。结果:通过对参与者回答的深入分析,得出了不选择体育的五个主题(从强到弱):学业压力、消极经历、校外体育活动、时间表和重要性,以及选择体育的四个主题:平均成绩、重要性、运动和积极经历。结论:结果表明,如果有机会,许多学生将从他们的时间表中取消体育。在许多情况下,它不能提供有意义的体验,从而产生低域价值。体育要想作为一门学科在学校生存下去,就必须倾听学生的心声,满足学生的需求。
Selecting (or not) physical education as an elective subject: Spanish high school students’ views
ABSTRACT
Background:
The interactions between behavior, environment and personal factors are the basis of the Social Cognitive Theory (Bandura, A. 1986. Social Foundations of Thought and Action. NJ: Prentice Halls). Within this theory, students’ behavior and motivation toward an activity is dependent on their feelings, thoughts and beliefs (Lodewyck and Pybus 2013. “Investigating Factors in the Retention of Students in High School Physical Education.” Journal of Teaching in Physical Education 32 (1): 61–77). Physical education can provide attractive contexts to promote students’ learning, but this depends on the teachers’ ability to offer them relevant educational experiences (Bailey, R. 2018. “Sport, Physical Education and Educational Worth.” Educational Review 70 (1): 51–66). Meaningful physical education is a pedagogical approach whose aim is to help teachers design significant experiences for all students (Beni, S., T. Fletcher, and D. Ní Chróinín. 2022. “‘It’s not a Linear Thing; There are a Lot of Intersecting Circles’: Factors Influencing Teachers’ Implementation of Meaningful Physical Education.” Teaching and Teacher Education 117: 103806). Physical education is a compulsory subject in Spain, but it is not included in the final year of high school. In 2018, one autonomous community decided to offer it as an elective subject in this course. Scholars and institutions claim for more hours of physical education. But, what about the students? Do they really want more?
Purpose:
The goal of the present study was to uncover the reasons why students selected, or not, physical education when it was included as an elective subject in their final year of high school.
Participants and settings:
A total of 795 year-13 students (17–18 years), enrolled in 13 different high schools participated. 444 (55.8%) had not selected physical education (61.71% females), while 351 (44.2%) did selected it (44.44% females). Convenience sampling was used to include participants, considering the possibilities of the researchers to access them.
Research design:
The study followed an ex post facto, transversal, prospective research design to gather data in a single time point (Cohen, L., K. Manion, and K. Morrison. 2011. Research Methods in Education. Routledge). Within this framework, a qualitative research design was selected to obtain rich, detailed, and heavily contextualized information from the source (Creswell, J. W. 2013. Qualitative Inquiry and Research Design: Choosing among Five Approaches. Sage). The participants responded to an open-ended question 3–4 weeks after the beginning of the school year to ‘fully explain the reason(s) for (not) selecting physical education in the final year of high school’. The qualitative software package MAXQDA 11 was used to help with data administration.
Results:
The deep analysis of the participants’ responses produced five themes for not selecting physical education (from strong to weak): academic stress, negative experiences, out-of-school physical activity, timetable, and importance, and four themes for selecting it: grade point average, importance, sport, and positive experiences.
Conclusions:
Results indicate that many students would eliminate physical education from their timetables if they had the chance. In many cases, it does not provide meaningful experiences, which produces low domain value. If physical education wants to survive as an academic subject in the schools, it must listen to its students, and attend their demands.
期刊介绍:
Physical Education and Sport Pedagogy is the official research journal of the Association for Physical Education (AfPE). The journal provides a forum for high quality educational research intended to have a high impact on both policy and practice for a national and international readership. Physical Education and Sport Pedagogy publishes research that reports educational practices in all appropriate contexts including, but not limited to, school physical education, club sport, and active leisure programs. The journal considers papers that discuss a broad range of physical activities, including aquatics, dance, exercise, gymnastics, outdoor and adventure activities, meditative and martial arts and sport. Pedagogy in these contexts refers to the interacting and interdependent components of knowledge and curriculum, learners and learning, and teachers/coaches, teaching/coaching and teacher/coach education. The journal particularly welcomes papers that consider the interactions of each of these components and their practice in specific contexts.