scholarly journals The role of physical education teacher in shaping people's attitudes with disabilities towards physical activity

2022 ◽  
Vol 15 (3) ◽  
pp. 131-140
Author(s):  
Dominika Wysokińska
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
People’S Attitudes

Physical Education Teacher Education in Kinesiology: Past, Present, and Future

2020 ◽  
Vol 9 (4) ◽  
pp. 305-312 ◽  
Author(s):  
Melinda A. Solmon ◽  
Kim C. Graber ◽  
Amelia Mays Woods ◽  
Nancy I. Williams ◽  
Thomas J. Templin ◽  
...  
Keyword(s):  
Physical Activity ◽  
Teacher Education ◽  
Physical Education ◽  
Panel Discussion ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
The Future ◽  
Pete Programs

This paper evolved from a panel discussion presented at the 2020 American Kinesiology Association Leadership Workshop focused on promoting physical activity through Kinesiology teaching and outreach. The authors consider the role of Physical Education Teacher Education (PETE) in promoting physical activity by examining the historical role that PETE has played in what are now Departments of Kinesiology, the status of PETE programs today, and how the future of PETE programs can impact the future of the discipline of Kinesiology. The challenges and barriers that PETE programs face are presented. The role of PETE programs in research institutions is examined, and case studies are presented that demonstrate the complexities the academic units face regarding allocating resources to PETE programs. The consequences of program termination are considered, and the authors then make a case that PETE programs are important to the broader discipline of Kinesiology. The authors conclude by encouraging innovative solutions that can be developed to help PETE programs thrive.

scholarly journals PHYSICAL ACTIVITY AND MOTOR DEVELOPMENT OF CHILDREN: THE USE OF TGMD-2

2020 ◽  
pp. 1-10
Author(s):  
Marcus Vinicius de Melo ◽  
Renato Feitosa do Nascimento ◽  
Vivian de Oliveira ◽  
Ivan Wallan Tertuliano
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Motor Development ◽  
Poor Performance ◽  
Assessment Instrument ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Gross Motor Development ◽  
Motor Improvement

Background: Motor development can be understood as constant and permanent changes in the capacity to generate motor responses, which occur throughout the life cycle and may vary, influenced by the environment, task and the subjects themselves. Objectives: The present study aimed to review studies in the literature that used the Test of Gross Motor Development - Second Edition (TGMD2) to investigate the influence of physical activity on the motor performance of children aged 6-10 years. Methods: For this purpose, it was searched references in electronic search engines and organized them in the form of a systematic review. Searches took place between May and October 2017. As inclusion criterion it was used studies with children aged 6-10 years old that used the TGMD-2 as a motor assessment instrument. In addition, studies that were not related to physical activity or to TGMD-2 were excluded and, finally, only studies published in the Portuguese language were reviewed. Results: Studies have shown that children have poor performance in locomotor skills and that physical activities taught by the Physical Education teacher are more effective in improving locomotor skills. Conclusion: Thus, it can be concluded that the TGMD-2 is an adequate instrument for evaluation of motor development and that, in addition, the role of Physical Education teacher is important in the motor improvement process

scholarly journals The role of physical education teacher creativity in mediating the influence of HRM practices and performance during the COVID-19 pandemic

2021 ◽  
Vol 6 (3) ◽  
pp. 349-357
Author(s):  
Abdurrohman Muzakki ◽  
Immanuel Muammal ◽  
Bayu Prakoso
Keyword(s):  
Physical Education ◽  
Teacher Performance ◽  
Physical Education Teachers ◽  
Direct Influence ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Hrm Practices ◽  
Teacher Creativity ◽  
And Performance

This research was conducted with the aim of analyzing the position of teacher creativity in an effort to mediate the influence of the practice of Human Resource Management (HRM) which can be carried out by schools to improve teacher performance. This type of research is an explanatory research and also uses a quantitative approach. The variables in this research include several aspects such as the practice of implementing HRM, Teacher Creativity, and the performance of Sports Physical Education Teachers. This research was conducted by reaching a number of 102 Sports Physical Education teachers consisting of several levels such as elementary, middle, and high schools in Malang City, Malang Regency and Batu City. Information can be obtained by distributing questionnaires either directly (offline) or online. The analysis of data information was carried out by researchers using SEM-PLS with the WARP PLS 7 application Meanwhile, the results of this research indicate the findings that the practice of HRM does not have a direct influence on the performance of Sports Physical Education Teachers with a significance value of 0.30 and the effect of HR Practice on The performance of sports teachers mediated by teacher creativity has a significance value of <0.001, which means that the teacher's creativity fully mediates the effect of HR practice on the performance of sports teachers.

The Legacy and Influence of Catherine D. Ennis’s Value Orientations Research

2018 ◽  
Vol 7 (3) ◽  
pp. 211-217 ◽  
Author(s):  
Matthew D. Curtner-Smith ◽  
Deborah. S. Baxter ◽  
Leah K. May
Keyword(s):  
Physical Activity ◽  
Teacher Education ◽  
Physical Education ◽  
Value Orientations ◽  
School Level ◽  
Physical Education Teacher ◽  
Instructional Models ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
Level Of Training

In this article, the authors examine work conducted on 6 value orientations in physical education pioneered by Dr. Catherine D. Ennis and her colleagues. After providing an overview they focus on areas and methods of VOI research, specifically descriptions and comparisons (gender, teachers’ experience, school level, nationality, location, level of training, race, and physical activity background), the influence of value orientations on pedagogy (content and instructional models), and interventions (curricula and physical education teacher education). They conclude with suggestions for further research.

scholarly journals Perceived Novelty Support and Psychological Needs Satisfaction in Physical Education

2020 ◽  
Vol 17 (11) ◽  
pp. 4169 ◽  
Author(s):  
Sebastián Fierro-Suero ◽  
Bartolomé J. Almagro ◽  
Pedro Sáenz-López ◽  
José Carmona-Márquez
Keyword(s):  
Physical Education ◽  
Intrinsic Motivation ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Mediation Model ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Psychological Need ◽  
Effect Of Support

In recent years, novelty has been proposed as a potential fourth basic psychological need. In the present study, the behavior of novelty resulting from support from the Physical Education teacher was evaluated in 723 students with an average age of 13.30 years old. The first objective was to validate the Support for Basic Psychological Needs-4 (SBPN-4) in Physical Education questionnaire, which included support for the novelty factor. The second objective was to test the mediation model in order to confirm the effect of support for novelty in relation to basic psychological needs and intrinsic motivation. The results obtained show that the Support for Basic Psychological Needs-4 (SBPN-4) questionnaire is a valid and reliable tool. On the other hand, support for novelty predicts satisfaction of basic psychological needs, particularly novelty satisfaction, which in turn predicts intrinsic motivation. These results show how the students are capable of perceiving the teacher’s support for novelty and how this positively influences their intrinsic motivation. Further investigations are required to continue developing our knowledge of the role of novelty as a basic psychological need.

scholarly journals The image of physical education teachers held by students from two universities

2020 ◽  
Vol 31 (1) ◽  
Author(s):  
Mª Alejandra Ávalos Ramos ◽  
M. Ángeles Martínez Ruiz ◽  
Gladys Merma Molina
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Gender Stereotypes ◽  
Qualitative Methodology ◽  
Physical Education Teachers ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Learning And Teaching ◽  
Physical Education Teacher Education ◽  
Teaching Perspectives

This study analyses the image that students of initial physical education teacher education (PETE) from two different universities (University of Alicante- UA, Spain, and Central University of Ecuador-UCE) have of physical education teachers. This qualitative and comparative study uses a metaphorical approach. Qualitative methodology was used to analyse the participating students metaphors in order to explore whether or not they suit the current learning and teaching perspectives in the field of Physical Education, and whether the images conveyed any differences between universities due to the influence of the context in the Physical Education teacher image and in gender stereotypes. A total of 190 students participated in the study (n= 105 men; n= 85 women). The software AQUAD 7 was used to process the data. The results showed that there were no obvious gender differences that keep women away from physical activity.  As well as not excessive differences due to the different context of the participants.

Physical Education and Transition Planning Experiences Relating to Recreation among Adults who are Deafblind: A Recall Analysis

2018 ◽  
Vol 112 (1) ◽  
pp. 73-86 ◽  
Author(s):  
Lauren J. Lieberman ◽  
T. Nicole Kirk ◽  
Justin A. Haegele
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Education Program ◽  
Transition Planning ◽  
Adult Life ◽  
The United States ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Iep Meetings ◽  
Recreation Activities

Introduction Children who are deafblind have unique educational needs, especially when it comes to developing a foundation for recreation. This foundation includes a well-rounded physical education program. Purpose The purpose of this study was to explore the experiences of adults who are deafblind as they recall their involvement in physical education and transition planning relating to recreation. Methods A panel of experts validated a questionnaire related to participation in physical education, the Individual Education Program (IEP), and transition meetings. Individuals who are deafblind were interviewed at the Seabeck Deafblind Retreat and at the International Deafblind Expo in Orlando, Florida. Data were analyzed by demographics, frequency counts, and qualitative responses to the open-ended questions. Results The study had three major findings: (1) Most participants were involved in their IEP meetings, yet the physical education teacher was not included in these meetings and the need for physical education and accommodations during physical education were not typically addressed. (2) Most participants attended their transition meetings, yet most never discussed recreation or physical activity—let alone how to overcome barriers to their preferred activities. (3) The majority of participants revealed that they are currently not involved in the recreation activities that they want to be. They expressed dissatisfaction with the support they received in the transition process that would have enhanced quality recreation in their lives. Discussion Based on the results presented here, participants were dissatisfied with the lack of physical education teacher involvement with IEP meetings and the limited discussion of recreation and physical activity during transition, which may have caused them to be less prepared for engagement in physical activity and recreation as adults than they might have been if more attention had been paid to these issues. Ensuring that professional preparation programs in both physical education and deafblind education emphasize the importance of modifications to the physical education curriculum as well as involvement of the whole multidisciplinary team in IEP meetings can set the student up for a successful adult life. Last, transition meetings should include the student's preferred recreation and physical activities as well as discuss the barriers to those activities. Including these topics in every transition meeting may help adolescents who are deafblind navigate their preferred recreation activities in their future. Implications for practitioners Training for current interveners and deafblind specialists should include ideas for modification to physical education. In addition, training for physical education teachers should include how to modify activities for children and youths who are deafblind. Transition training programs throughout the United States should include information about the children's recreation interests (inside and outside of the home) as well as how to overcome barriers they may face in accessing those choices.

Sign in / Sign up

Export Citation Format

Share Document