The quality of teaching by lecturers in the evaluation of students of the Academy of Physical Education and University of Economics in Katowice

As one of the key technologies of the future development of the Internet, Virtual reality technique is more and more used in the field of Physical Education. Its appearance will subvert traditional sport sports teaching mode and education thinking, and brings a series of major changes for sports education. As for the limitations of modern sports teaching mode, this article is to analyze how virtual reality technique apply to physical education, and build a new sports teaching mode based on virtual reality technique and provide a more scientific, systematic theoretical reference for improving the quality of teaching and optimizing teaching methods with the combination of situational cognitive theory.

Download Full-text

POSSIBILITIES TO IMPROVE THE QUALITY OF TEACHING AT THE FACULTY OF SPORT AND PHYSICAL EDUCATION IN NIŠ

TEME ◽

10.22190/teme1804161s ◽

2019 ◽

pp. 1161

Author(s):

Zvezdan Savić ◽

Marija M Jovanović

Keyword(s):

Physical Education ◽

Theoretical Basis ◽

Active Role ◽

Theoretical Concept ◽

Integrative Learning ◽

Teaching Process ◽

Quality Of Teaching ◽

Didactic Presentation ◽

Direct Implementation

The existing organization and direct implementation of all types and forms of teaching at the Faculty of Sport and Physical Education in Niš certainly provide an opportunity to improve their quality. When a good quality contemporary teaching is mentioned, it is presumed that students are in an active role, and that there are preconditionsmet for students to be able to participate in the teaching process actively and creatively, while according to their individual potentials they should be able to progress and develop. In order to systematically present the possible ways to have good quality teaching, this paper provided the theoretical basis and the pedagogical/didactic presentation of two contemporary teaching systems: cooperative and integrative learning. Through the explanation of the essential features of these teaching systems, their values and possibilities, articulation and challenges to implement them, this paper has provided the theoretical concept on how to ensure the quality of teaching through these modern teaching systems.

Download Full-text

TEACHERS OF PHYSICAL EDUCATION ON IMPROVING THE QUALITY OF TEACHING WITH CONTINUOUS ADJUSTMENTS TO THE CURRICULA

Facta Universitatis Series Physical Education and Sport ◽

10.22190/fupes180208059j ◽

2019 ◽

pp. 651

Author(s):

Marija Jovanović ◽

Vesna Minić

Keyword(s):

Physical Education ◽

Teaching Strategies ◽

Development Model ◽

Teaching Materials ◽

Direct Experience ◽

Empirical Survey ◽

Quality Of Teaching

Basic objections which are now attributed to modern teaching, its quality and efficiency are related to the curricula. Inadequate, outdated, too extensive and unadapted curricula affect the process of planning, programming and implementation of teaching and the quality of the outcomes achieved. Their continuous changing, shaping and adapting to modern conditions of life, to the demands of immediate reality and the needs and abilities of students are the basic requirements for providing the quality of modern teaching and the imperative of modern pedagogy. Given the importance they have in ensuring the quality of the implementation of the development model of teaching and the quality and effectiveness of its outcomes, the paper will view this problem in terms of their adaptation to the needs and abilities of students. The main categories through which an adjustment of the curricula to the needs and abilities of students is considered are as follows: teaching strategies, teaching materials, and the content of materials. This paper presents and analyses the results of an empirical survey on the views of physical education (PE) teachers about the above mentioned segments to adapt curricula, as well as the recommendations resulting from their direct experience.

Download Full-text

The School Environment and its Relation with the Quality of Teaching Physical Education

European Journal of Physical Education and Sport ◽

10.13187/ejpe.2015.9.130 ◽

2015 ◽

Vol 9 (3) ◽

pp. 130-136

Author(s):

M. Bensabeur ◽

◽

H.M. Benkazdali ◽

H. Benssikadour ◽

M. Sebbane ◽

...

Keyword(s):

Physical Education ◽

School Environment ◽

Quality Of Teaching

Download Full-text

SOLUTIONS OF TEACHING AND LEARNING PHYSICAL EDUCATION AT HO CHI MINH CITY COLLEGE OF ECONOMICS, VIETNAM

European Journal of Physical Education and Sport Science ◽

10.46827/ejpe.v7i4.4020 ◽

2021 ◽

Vol 7 (4) ◽

Author(s):

Bui Huu Phuc ◽

Duong Ngoc Truong ◽

Nguyen Tri Tai

Keyword(s):

Physical Education ◽

Teaching And Learning ◽

Physical Activities ◽

Ho Chi Minh City ◽

City College ◽

Quality Of Teaching

Physical education is one of the compulsory courses at Ho Chi Minh City College of Economics. However, students have been observed to be less engaged in physical activities. Therefore, this study aims to investigate the solutions of teaching and learning physical education at this institution. In particular, fifteen solutions are proposed to enhance the quality of teaching and learning physical education. Article visualizations:<img src="/-counters-/edu_01/0971/a.php" alt="Hit counter" />

Download Full-text

Application of Sports Multimedia Network Platform under the Background of Internet +

Lifelong Education ◽

10.18282/le.v9i7.1455 ◽

2020 ◽

Vol 9 (7) ◽

pp. 10

Author(s):

Chen Li ◽

Mingyuan Zhao ◽

Yiyuan Yang

Keyword(s):

Physical Education ◽

Multimedia Technology ◽

Network Teaching ◽

Teaching Platform ◽

Multimedia Teaching ◽

Quality Of Teaching ◽

Multimedia Network ◽

Network Platform ◽

Actual Teaching

With the development of information technology, multimedia technology has been widely used in various disciplines, and has achieved very good results in actual teaching, effectively improving the quality of teaching. The application of multimedia teaching in college physical education is a typical example. Teachers can present the demonstration and imitation of physical education by means of multimedia display, which can effectively improve the efficiency and enthusiasm of students in learning. This article focuses on the application of multimedia network teaching platform and physical education, aiming to better improve the quality of physical education in colleges and universities and improve students’ sports ability.

Download Full-text

The Perception of the Online Teaching Process during the COVID-19 Pandemic for the Students of the Physical Education and Sports Domain

Applied Sciences ◽

10.3390/app11125558 ◽

2021 ◽

Vol 11 (12) ◽

pp. 5558

Author(s):

George Danut Mocanu ◽

Gabriel Murariu ◽

Daniel Andrei Iordan ◽

Ion Sandu ◽

Mihaela Orlanda Antonovici Munteanu

Keyword(s):

Physical Education ◽

Online Teaching ◽

Professional Training ◽

Age Groups ◽

First Year ◽

Teaching Process ◽

Technical Problems ◽

Quality Of Teaching ◽

Online Activities

The context of the COVID-19 pandemic required the implementation of special measures to ensure the continuity and quality of teaching in higher education. The study presented here aims to identify the differences of opinion between the age categories of students in the first year of the Faculty of Physical Education and Sports in Galati, Romania, regarding teaching, learning and assessment activities on online platforms. A total of 147 students divided into three age groups (under 20 years, 20–30 years and over 30 years) filled out a questionnaire composed of items with closed and free answers, structured on four factors (attractiveness, accessibility, motivation and efficiency), after participating in the online teaching and evaluation act during the first semester of the academic year 2020–2021. Multivariate and univariate tests were applied, identifying the influence of the independent age variable on the dependent variables (aspects measured by the items of the questionnaire). Values were obtained at significant thresholds of F for some of the investigated aspects: boredom induced by online activities, stress value, participation, involvement, motivation and adaptation to the online program, usefulness and quality of teaching process, value of professional training and involvement in disruptive activities. The analysis of the differences between the average scores of the items for the pairs formed by age categories highlighted insignificant values between those under 20 and those aged 20–30, but multiple significant differences between the group of those over 30 and the other two groups. The centralization of free answers by environment (rural and urban) identified the advantages perceived by the students about the online activities (increasing the amount of free time, low financial costs, high accessibility, personal learning pace), the reported disadvantages (technical problems, low concentration, poor socialization) and contradictory proposals to improve activities (continuing online, returning to classical teaching, simplifying the subject, using video materials, involving all students in activities). The paper aims to evaluate the performance of teaching activities performed in the first year of study for the students of physical education and sports, in the context of the COVID-19 pandemic, involving questionnaires validated by the specialty center at the university. The analysis of the results highlighted a series of extremely important aspects that have a role in the future design of activities and courses.

Download Full-text

La formación en contenidos acuáticos del profesorado de Educación Física

Revista de Investigación en Actividades Acuáticas ◽

10.21134/riaa.v1i1.389 ◽

2021 ◽

Vol 1 (1) ◽

pp. 7-15

Author(s):

Apolonia Albarracín Pérez ◽

Juan Antonio Moreno Murcia

Keyword(s):

Physical Education ◽

Teaching Experience ◽

Physical Education Teachers ◽

Initial Training ◽

Continuous Training ◽

Educational Legislation ◽

Quality Of Teaching ◽

Potential Applications ◽

General Aspects

Antecedentes: La formación del profesorado es una pieza clave en la calidad de la labor docente. Dado que las actividadesacuáticas no están incluidas en la legislación educativa, será el profesor quien decida su inclusión o no, y esto nos lleva a pensarque puede depender de su formación al respecto. Además, el nivel de formación inicial y continua de los diferentes docentes deeducación física varía, tomando gran importancia en la aplicación de las mismas.Objetivos: El principal objetivo del estudio ha consistido en comprobar la formación en los contenidos acuáticos por parte delprofesorado de educación física.Método: A 176 profesores de educación física de una región española se le ha consultado sobre dichos contenidos relacionándolocon el sexo, la titulación, la situación laboral, la experiencia docente, el tipo de cursos realizados, quién impartió las clases deactividades acuáticas y la opinión de aspectos generales de educación física sobre la inclusión de las actividades acuáticas en elámbito escolar.Resultados: Tras el análisis, pocos docentes han reconocido que las actividades acuáticas no se introducen habitualmente en lasprogramaciones por no estar formados para ello, a pesar de que el mayor número de docentes acordaba que muchos compañerosdesconocen las posibles aplicaciones de estos contenidos en su materia. La antinguedad en el cetnro, la formación inicial, la edad,y la formación continua en actividades acuáticas, etc., influyen de diferente modo en la aplicación de las actividades acuáticas enel ámbito escolar.Conclusiones: La formación inicial y continua es decisiva para la implantación de las actividades acuáticas, siendo una apuestadecisiva para la implantación en los centros escolares de forma adecuada y útil. Abstract Intoduction: Teacher training is a key element in the quality of teaching work. Since water activities are not included in educational legislation, be the teacher will be who decides whether or not to include them, and this leads us to think that it may depend on their training in this regard. In addition, the level of initial and continuous training of different physical education teachers varies, taking great importance in their application.Goals: The main objective of the study was to verify the formation in the aquatic contents by the faculty of physical education.Method: 176 teachers of physical education in a Spanish region have been consulted about these contents, relating it to gender, qualifications, work situation, teaching experience, type of courses, who taught classes in aquatic activities and Opinion of general aspects of physical education on the inclusion of aquatic activities in the school environment.Results: After the analysis, few teachers have recognized that aquatic activities are not usually introduced in the programs because they are not formed for this, although the greater number of teachers agreed that many colleagues are unaware of the potential applications of these contents in their field. Age attainment, initial training, age, and continuous training in aquatic activities, etc., have a different influence on the application of aquatic activities in the school setting.Conclusions: Initial and continuous training is decisive for the implementation of aquatic activities, being a decisive bet for the implantation in the schools of suitable and useful form.Keywords: aquatic activities; training; swimming; aquatic skills; teacher. ResumoIntrodução: A formação de professores é um elemento-chave na qualidade do ensino. Desde actividades aquáticas não são incluídos na legislação educação, será o professor que decide a inclusão ou não, e isso nos leva a pensar que pode depender de sua formação nesse sentido. Além disso, o nível de inicial e contínua de diferente formação de professores de educação física varia, tendo grande importância na sua implementação.Objetivos: O objetivo principal do estudo envolveu a formação de testes no conteúdo de água pelo professor de educação física.Método: A 176 professores de educação física de uma região espanhola consultados sobre tais conteúdos relacionados com sexo, habilitações, situação de emprego, experiência de ensino, o tipo de cursos realizados, que deu aulas de atividades aquáticas e ver aspectos gerais da educação física sobre a inclusão de atividades de água nas escolas.Resultados: Após a análise, alguns professores reconheceram que as atividades de água não são geralmente introduzidos na programação, porque eles não são treinados para usá-lo, embora o maior número de professores lembrado que muitos colegas não têm conhecimento das possíveis aplicações deste conteúdo em seu assunto. O antinguedad em cetnro, a formação inicial, idade e formação contínua em atividades aquáticas, etc., a influência diferete como a aplicação de actividades aquáticas nas escolas.Conclusões: A formação inicial e contínua é fundamental para a implementação de atividades de água, sendo um compromisso decisivo para implementação nas escolas de forma adequada e útil.Palavras-chave: atividades aquáticas; formação; natação; habilidades aquáticas; professor.

Download Full-text

Can continuing professional development utilizing a game-centred approach improve the quality of physical education teaching delivered by generalist primary school teachers?

European Physical Education Review ◽

10.1177/1356336x16642716 ◽

2016 ◽

Vol 23 (2) ◽

pp. 171-195 ◽

Cited By ~ 4

Author(s):

Andrew Miller ◽

Narelle Eather ◽

Shirley Gray ◽

John Sproule ◽

Cheryl Williams ◽

...

Keyword(s):

Professional Development ◽

Physical Education ◽

Primary School ◽

Continuing Professional Development ◽

Teaching Quality ◽

School Teachers ◽

Primary School Teachers ◽

Quality Of Teaching ◽

Information Session

The primary objective of this study was to evaluate the efficacy of a continuing professional development (CPD) intervention in producing changes in physical education (PE) teaching practice and PE teaching quality by generalist primary school teachers when the CPD addressed the use of a game-centred approach. A cluster randomized controlled trial was conducted in seven primary schools in the Hunter Region, New South Wales, Australia. One year six teacher from each school was randomized into the Professional Learning for Understanding Games Education (PLUNGE) intervention ( n = 4 teachers) or the 7-week wait-list control ( n = 3) condition. The PLUNGE intervention (weeks 1–5) used an instructional framework to improve teachers’ knowledge, understanding and delivery of a game-centred curriculum, and included an information session and weekly in-class mentoring. The intervention was designed to enhance content and pedagogical knowledge for the provision of pedagogy focused on a broad range of learning outcomes. Teaching quality was assessed at baseline and follow-up (weeks 6 and 7) via observation of two consecutive PE lessons using the Quality Teaching Lesson Observation Scales. Linear mixed models revealed significant group-by-time intervention effects ( p < 0.05) for the quality of teaching (effect size: d = 1.7). CPD using an information session and mentoring, and a focus on the development of the quality of teaching using a game-centred pedagogical approach was efficacious in improving the quality of PE teaching among generalist primary school teachers.

Download Full-text

Pembelajaran Kooperatif Tipe Jigsaw dalam Pembelajaran Fisika

Formatif Jurnal Ilmiah Pendidikan MIPA ◽

10.30998/formatif.v4i1.134 ◽

2015 ◽

Vol 4 (1) ◽

Author(s):

Jawane Malau

Keyword(s):

Cooperative Learning ◽

Learning Process ◽

Teaching And Learning ◽

Learning Model ◽

Student Response ◽

Learning Tools ◽

Learning Group ◽

Learning Plan ◽

Quality Of Teaching

This research was conducted for the purpose of getting a clear and complete picture conserning the quality of teaching and learning process through eveloping and implementing jigsaw type cooparative learning model for subject of Thermodynamics. The quality of teaching and learning process can be viewed by positive response of university students towards thermodynamics subject using the implemented jigsaw type cooparative learning model. The subject of this research were students of high school class X, semester II in the academic year of 2011/2012, which were listed as learning tools needed for thermodynamics of jigsaw type cooparative learning model. The learning tool which were being developed consist of teaching materials, learning plan, and student worksheet. The research prosedure consisted of developing the tools of teaching and learning process, and the followed by realization of learning in class using the jigsaw type cooparative learning approach. The research instruments were to be observation sheet and student response questionaire towards the learning process. The reseach data were analyzed using percentage statistic. Based on the refection result towards the action which was planned beforehand and also the researh result discussion, it was found that the learning process of hermodynamics which was done by implementing the jigsaw type cooparative learning model can increase student activity in his study. Implementing the jigsaw type cooperative learning can increase the learning result of students. Most of the students who partisipated in the thermodynamics class agree and give a positive apreciation towards the implementation of cooperative learning model. They believe that with the learning group can help them overcoming the learning deterrent.

Download Full-text