scholarly journals Dad as a Coach: Fatherhood and Voluntary Work in Youth Sports

2020 ◽  
Vol 10 (5) ◽  
pp. 132
Author(s):  
Magnus Kilger
Keyword(s):  
Physical Education ◽  
Narrative Analysis ◽  
School Context ◽  
Theoretical Concept ◽  
Parental Engagement ◽  
Voluntary Work ◽  
Non Profit ◽  
Club Sports ◽  
Performance Development ◽  
Sports Organization

One central issue in sports is the role of informal learning in organized child and youth sport in contrast to learning in the school context of physical education (PE). In Scandinavia, the model for organizing sports include an independent sports organization that organizes child and youth training on many levels, including the grassroots level and elite competitions organized within non-profit clubs and based on non-salaried voluntary work. In contrast to the public schooling context where physical education is led by educated and professional PE-teachers, organized child and youth club sports are based on parental engagement. Drawing on ten interviews with male coaches training their own children, this study examines how fathers are handling learning in the dual position as a father and a coach. This narrative analysis focuses on the theoretical concept of dilemmatic spaces in interviews and shows how shared cultural and societal storylines are used by the parental coaches in their personal stories. The results illustrate three dilemmatic spaces of learning that the participants must rhetorically handle. The first dilemma illuminates the dual position of both being a father, and at the same time acting as a coach. In the second dilemma, the fathers are seeking to balance between care of their child and increasing performance development. The third dilemma is balancing the training as child/parent quality time and the need for children to develop autonomy. The results show how the dual position of being a father and a coach can be both an asset in the relational building but also highly problematic and, in any case, involves a relational identity change. Learning in this dual position means that the fathers cannot act entirely as a coaches and disregard or override their parental position.

CONHECIMENTO DOS PROFESSORES DE EDUCAÇÃO FÍSICA SOBRE PRIMEIROS SOCORROS NAS ESCOLAS DE SANTA CECILIA-SC

Professare ◽  
2018 ◽  
Vol 7 (1) ◽  
pp. 82
Author(s):  
Angélica Wrublak ◽  
Elaine Caroline Boscatto
Keyword(s):  
Physical Education ◽  
Daily Life ◽  
Cardiopulmonary Arrest ◽  
School Context ◽  
Real Life ◽  
First Aid ◽  
Basic Knowledge ◽  
Physical Education Teachers ◽  
Emergency Situations ◽  
Santa Cecilia

<p class="resumoabstract">Acidentes e fatalidades podem acontecer desde simples contusões até as mais urgentes hemorragias e parada cardiorrespiratória. Os primeiros socorros realizados de forma adequada podem minimizar os agravos e até mesmo salvar vidas. No âmbito escolar, situações de emergência fazem parte do cotidiano e é essencial que Professores de Educação Física tenham um conhecimento básico para atender as necessidades escolares. O presente estudo teve como objetivo verificar o conhecimento dos Professores de Educação Física (EF) da rede pública de Ensino da Cidade de Santa Cecilia-SC com relação aos Primeiros Socorros (PS). Caracterizou-se em natureza descritiva, transversal, com análise quanti-qualitativa dos dados. Participaram do estudo 11 Professores de EF. Para a coleta de dados, foi desenvolvido um questionário abordando aspectos conceituais, procedimentos e atitudes referentes ao cotidiano profissional. Do total, apenas um professor não teve a disciplina de PS na graduação. Os professores na sua minoria se sentem aptos a prestar os PS e inclusive assumir as situações, demonstrando conhecimento satisfatório na teoria, mas na prática sentem-se inseguros para agir diante de situações mais graves. Destaca-se que mais de 80% sabem como agir em atendimentos menos agravantes. Já nas situações de parada cardiorrespiratória (RCP) e hemorragias, os mesmos relataram que necessitam de um treinamento mais atualizado. Em crianças principalmente eles não sentem muito seguros em prover o auxílio. Foi possível concluir que os professores de EF apresentaram um nível de conhecimento satisfatório na teoria, mas sugerem atualizações periódicas em forma de cursos.</p><p class="resumoabstract"><strong>Palavras-chave</strong>: Primeiros Socorros. Docentes. Educação Física e Treinamento.</p><h3>ABSTRACT</h3><p class="resumoabstract">Accidents and fatalities can occur from simple bruises to the most urgent hemorrhages and cardiopulmonary arrest. First aid performed properly can minimize the aggravations and even save lives. In the school context, emergency situations are part of the daily life and it is essential that Physical Education Teachers have a basic knowledge to carry out the school needs. This study verified the Physical Education (PE) Teachers knowledge from Santa Cecilia-SC public teaching related to first aid. It featured in descriptive nature, transversal, with quantitative and qualitative analysis of the data. Eleven PE teachers participated of the study. For the data collection, it was developed a questionnaire addressing conceptual aspects, procedures and attitudes concerning professional daily life. From the total, only one teacher did not have the first aid subject at the college. Teachers in their minority feel able to provide the first aid and even take on the situations, showing satisfactory theory knowledge, however in real life they feel insecure to act on before serious situations. It points out that more than 80% know how to act before less aggravating calls. Nonetheless, during cardiopulmonary arrest (CPR) and hemorrhages, they reported the need of an updated training. Mainly in children, they do not feel safe to provide the aid. It was possible to conclude that Physical Education Teachers showed a satisfactory level of knowledge in theory, however it suggest courses periodic updates.</p><p class="resumoabstract"><strong>Keywords</strong>: First Aid. Faculty. Physical Education and Training.</p>

THE EFFECTIVENESS OF PROBLEM-BASED LEARNING APPROACH IN THE TEACHING OF HANG STYLE LONG JUMP

2020 ◽  
Vol 13 (2) ◽  
pp. 24-30
Author(s):  
Octavianus Cahyanto Adhie
Keyword(s):  
Physical Education ◽  
Learning Outcomes ◽  
Quantitative Research ◽  
School Context ◽  
Problem Based Learning ◽  
Learning Approach ◽  
Learning Improvement ◽  
Learning Attitudes ◽  
Long Jump ◽  
Students Attitudes

The learning improvement of physical education can be done through implementing learning approach which is suitable for 21st Century era. This research is a descriptive quantitative research which aims to describe the effectiveness of the hang style long jump learning using problem-based learning approach based on students’ learning outcomes and attitude in vocational high school context. The subject of the research were students of  X ATR 1 and X TKRO 1 students of SMKN 1 Cangkringan. The data were obtained from the result of observation sheets, learning outcome tests, and questionnaire of students’ attitudes towards learning. The result showed that hang style long jump learning using problem-based learning approach was effective based on students’ learning outcomes and learning attitudes. The passing students reached 100% for X ATR 1 students and 80,65% for X TKRO 1 students.  The students’ learning attitudes towards physical education subject in the category of minimum more than 80% high were 100% for X ATR 1 students and 90.32% for X TKRO 1 students.

scholarly journals How TGfU Influence on Students’ Motivational Outcomes in Physical Education? A Study in Elementary School Context

2021 ◽  
Vol 18 (10) ◽  
pp. 5407
Author(s):  
Vicente Gaspar ◽  
Alexander Gil-Arias ◽  
Fernando Del Villar ◽  
Alba Práxedes ◽  
Alberto Moreno
Keyword(s):  
Physical Education ◽  
Healthy Lifestyle ◽  
School Context ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Control Group ◽  
Physically Active ◽  
Quasi Experimental ◽  
Experimental Group ◽  
Small Side

The purpose of this study was to implement a comprehensive teaching program based on the principles of Teaching Games for Understanding (TGfU) model and questioning, and to assess its consequences for students’ satisfaction of basic psychological needs, motivation, perceptions of ability and intention to be physically active during Physical Education lessons in primary education. A quasi-experimental design was utilized. Participants were 111 students from two different groups of fifth and sixth graders, all enrolled in one primary school. Participants were divided into experimental and control group. Experimental group experienced a TGfU unit, according to small side games and the questioning. Control group experienced a small side games unit, without questioning. Within-group results showed that experimental group students reported significantly higher mean scores in all dependents variables of the study, in both genders. Results showed that control group only reported significantly higher mean scores in intention to be physically active variable, also in both genders. The results demonstrate the need to implement didactic units under comprehensive pedagogical approaches to improve motivation and the intention to develop healthy lifestyle habits in female and male students. More researches are needed to support this evidence.

scholarly journals Análisis del desarrollo curricular de la Educación Física en la Enseñanza Secundaria Obligatoria: Comparación de los currículos autonómicos (Analysis of curriculum development of Physical Education in Secondary Education: Comparison of regional curricula)

Retos ◽  
2016 ◽  
pp. 82-87
Author(s):  
David Méndez Alonso ◽  
Angel Pérez Pueyo ◽  
Antonio Méndez Giménez ◽  
Francisco Javier Fernandez Río ◽  
José Antonio Prieto Saborit
Keyword(s):  
Physical Activity ◽  
Secondary Education ◽  
Physical Education ◽  
School Context ◽  
Research Work ◽  
Activity Levels ◽  
Autonomous Community ◽  
Autonomous Communities ◽  
Credit Hours ◽  
Curricular Development

Tres fueron los objetivos de esta investigación: a) analizar el desarrollo curricular autonómico a partir del RD 1.105/2014 que establece el currículo básico de Educación Secundaria Obligatoria (ESO) en relación a la Educación Física (EF), b) comparar la carga horaria asignada a esta asignatura, y c) examinar las diferentes posibilidades que los currículos autonómicos han contemplado para incrementar la actividad física (AF) de los estudiantes en horario lectivo. Se realizó un análisis comparativo y cualitativo de las 15 normativas curriculares autonómicas disponibles. Los resultados muestran una elevada disparidad entre las autonomías en la manera de abordar los elementos curriculares. La catalogación de la EF como asignatura específica ha provocado serias divergencias, principalmente en los contenidos. Pese a las reiteradas reivindicaciones de los docentes y profesionales de la salud, la carga horaria se ha mantenido inmutable en relación a las leyes anteriores: dos horas semanales. Con todo, la consideración de propuestas en el marco de las asignaturas de libre configuración autonómica podría representar una vía eficaz para el incremento de la AF en los centros educativos.Abstract. The present research work has three main goals: a) to assess curricular development of RD 1105/2014, which establishes the basic curriculum in compulsory Secondary Education, in relation to Physical Education; b) to compare credit hours of this subject by Autonomous Community; and c) to examine the different curricular strategies that each Autonomous Community has taken into consideration to increase students’ physical activity levels within the school context. A comparative, qualitative analysis was carried out to assess 15 Spanish Autonomous Communities’ curricula. Results showed high disparities among Communities. The fact that Physical Education has been stated by law as a specific subject has led to sharp differences, mainly in terms of contents. Despite education and health professionals’ recurrent demands for change, physical education credit hours have remained unaltered: 2 hours per week. However, the consideration of different proposals within the new free-configuration autonomous subjects framework could represent an effective strategy to increase physical activity in educational contexts.

scholarly journals Effectiveness of a creative physical education intervention on elementary school students’ leisure-time physical activity motivation and overall physical activity in Finland

2018 ◽  
Vol 25 (3) ◽  
pp. 796-815 ◽  
Author(s):  
Juha Kokkonen ◽  
Sami Yli-Piipari ◽  
Marja Kokkonen ◽  
John Quay
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Leisure Time ◽  
Leisure Time Physical Activity ◽  
School Context ◽  
Sixth Grade ◽  
School Students ◽  
Before And After ◽  
Negative Effect ◽  
Positive Effect

This study investigated the effectiveness of a creative physical education (CPE) intervention on students’ perceptions of motivational climate in physical education (PE), leisure-time physical activity (PA) motivation, and overall PA. A sample of 382 fourth to sixth grade students ( Mage= 10.87[.93]) from two elementary schools were assigned to the CPE intervention ( n = 196; Mage= 10.84[.95]) and control ‘PE-as-usual’ ( n = 186; Mage= 10.90[.90]) groups. Students’ perceived task- and ego-supportive climate in PE, leisure-time PA motivation, and overall PA were measured before and after the one-year intervention. Analyses of covariance and path analyses were implemented to test the effectiveness of the intervention. The intervention had a positive effect on students’ perceptions of task-supportive climate in PE ( p < .001) and a negative effect on ego-supportive climate ( p < .001). Students’ perceptions of task-supportive climate had a positive effect on their leisure-time PA motivation ( p < .001), which, in turn, had a positive effect on their overall PA ( p < .001). The results suggest that CPE-based PE may increase students’ perceptions of task-supportive climate in PE, which predicts their later leisure-time PA motivation outside the school context and overall PA.

Effect of a six-week dance-based physical education intervention on primary school children’s creativity: A pilot study

2020 ◽  
Vol 27 (1) ◽  
pp. 203-220
Author(s):  
Ross D Neville ◽  
Kyriaki Makopoulou
Keyword(s):  
Pilot Study ◽  
Physical Education ◽  
Primary School ◽  
Controlled Trial ◽  
School Context ◽  
Second Grade ◽  
International Consensus ◽  
Second Grade Students ◽  
Post Hoc ◽  
Post Assessment

There is international consensus that creativity is a fundamental outcome of schooling. Opportunities exist to enhance the creativity of schoolchildren, particularly in movement-based subjects such as physical education (PE). In this pilot study, we investigated the effect of a six-week dance-based PE intervention on children’s creativity in a primary school context. Forty second grade students participated in a controlled trial. One class ( n = 20) was assigned to the intervention and participated in dance-based PE lessons (10 girls, 10 boys; age 7–8 years). The other class ( n = 20) was assigned to the control condition and continued regular PE with no dance (10 girls, 10 boys; age 7–8 years). Pre–post assessment of creativity was obtained through an adapted version of Guilford’s (1967) Alternative Uses task. Data were analysed using linear mixed models, with adjustment made for children’s perceived dance ability and for baseline differences in creativity between groups. The overall effect of the intervention was small ( d = 0.36, 95%CI = –0.21 to 0.92), but not statistically significant ( p = 0.21). Post-hoc analysis revealed a large difference in the effect of the intervention between children with above and below-average baseline creativity ( d = 1.26, 95%CI = 0.14 to 2.39, p = 0.03). Children with above-average creativity at baseline benefitted more ( d = 0.99, 95%CI = 0.01 to 1.96, p = 0.047). This pilot study provides further support for the place of dance and creativity within the PE curriculum. However, particular attention should be given to students’ starting points.

Challenges to goals of “Recovery”: A narrative analysis of neoliberal/ableist policy effects on two mothers of young children with autism

2018 ◽  
Vol 16 (3) ◽  
pp. 276-290 ◽  
Author(s):  
Melissa Sherfinski
Keyword(s):  
Early Childhood ◽  
Academic Performance ◽  
Narrative Analysis ◽  
Democratic Education ◽  
School Context ◽  
Children With Autism ◽  
Double Consciousness ◽  
Public And Private ◽  
Policy Effects ◽  
Young Children With Autism

This narrative inquiry shows the barriers and possibilities that the current US education context poses for two mothers of pre-kindergarten sons with autism. Specifically, this work is contextualized within the growing universal pre-kindergarten reform which provides a mixed delivery (public and private) implementation. Presented with the context of choice among school sites and the expectation of mothers to provide energy for the reform through their involvement in the universal pre-kindergarten “machine,” mothers of children with autism experienced unique challenges. An in-depth Bakhtinian analysis examining the mothers’ uses of heteroglossia and polyphony shows the complexities of how they presented an oscillating “double-consciousness,” working between machine expectations and narratives of “recovery,” meaning desiring normalization in line with the expectations of early childhood experts, children, and local policies. Neither the machine metaphor nor the narrative of recovery was sufficient to negotiate the challenges of education for the families, and mothers used strategies of recycling, resisting, and re-appropriating discourses to navigate. While universal pre-kindergarten was effective in improving the academic performance of children with mild autism, it did not always support the goals of inclusive and democratic education. Therefore, mothers began to question their choice of public school context and began to consider private universal pre-kindergarten sites, even though this might jeopardize the Individualized Education Plans that they worried their children needed, particularly for social purposes. The implications address both the mechanism for shifts from public to private choice in the current US education context, and the need for a reparative project that critically addresses relationships between homes and schools.

scholarly journals Ações pedagógicas ligadas à escola na formação inicial de licenciatura em educação física

2018 ◽  
Vol 17 (1) ◽  
pp. 87-96
Author(s):  
Camila Rinaldi Bisconsini ◽  
Arestides Pereira da Silva Júnior ◽  
Amauri Aparecido Bássoli de Oliveira
Keyword(s):  
Physical Education ◽  
Basic Education ◽  
School Context ◽  
Structured Interview ◽  
Theory And Practice ◽  
Initial Training ◽  
University Environment ◽  
Education Degree ◽  
The University ◽  
Training Objective

Objetivo: averiguar as ações pedagógicas adotadas por docentes de um curso de Licenciatura em Educação Física para abordar a escola no decorrer das aulas. Métodos: participaram da pesquisa 41 acadêmicos do último ano e 18 professores permanentes de um curso de Licenciatura em Educação Física, os quais participaram de entrevista semiestruturada. Os dados foram tratados por meio de análise de conteúdo, com a utilização do software de análise qualitativa NVivo 10. Resultados: Os resultados demonstram que os professores, de modo geral, estabelecem relações entre os conteúdos e a escola por meio de discussões nas salas de aula na universidade, ou ainda promovem aulas simuladas, nas quais os acadêmicos planejam e ensinam conteúdos para a própria turma no ambiente universitário. No entanto, constatou-se que são raras as ações que oportunizam a aproximação entre teoria e prática, por meio de encontros, visitas, aulas e demais práticas de ensino no contexto escolar da Educação Básica. Conclusão: reforça-se a necessidade de possibilitar ao futuro professor de Educação Física a sua imersão na realidade da escola, como forma de vivenciar in loco os elementos básicos e aplicados do ser professor.ABSTRACT.  Pedagogical actions linked to school in the physical education initial training. Objective: to investigate the pedagogical actions adopted by professors of a degree in Physical Education to approach the school in the course of the classes. Methods: thirty-one students of a last year course and eighteen permanent professors from a Physical Education degree participated in the study, by a semi-structured interview. The results were treated through content analysis using the NVivo 10 qualitative analysis software. Results: the results demonstrate that professors, in general, establish relationships between content and school through discussions in the classroom university, or they promote simulated classes in which students plan and teach content for their own class in the university environment. However, it has been observed that there are few opportunities in which the approach between theory and practice is approached through meetings, visits, classes and other teaching practices in the school context of Basic Education. Conclusion:  the need to enable the future Physical Education teacher to be immersed in the reality of the school is reinforced as a way of experiencing in practice the basic and applied elements of being a teacher.

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

TEME ◽  
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.

scholarly journals Predicción de la intención de ser físicamente activo del alumnado de Educación Física: un modelo mediado por la necesidad de novedad (Prediction of physical education students’ intention to be physically active: A model mediated by the need for novelty)

Retos ◽  
2019 ◽  
pp. 442-448
Author(s):  
Carlos Fernández-Espínola ◽  
Bartolomé J. Almagro ◽  
Javier A. Tamayo Fajardo
Keyword(s):  
Physical Education ◽  
Intrinsic Motivation ◽  
School Context ◽  
Psychological Needs ◽  
Motivational Climate ◽  
Physical Education Teachers ◽  
First Year ◽  
Education Students ◽  
Physically Active ◽  
Physical Education Students

El objetivo del estudio fue analizar el rol que puede ejercer la necesidad de novedad en la motivación humana, testando un modelo en el que se relacionaba el clima motivacional que implica a la tarea con la necesidad de novedad, la motivación intrínseca y la intención de ser físicamente activo. Se utilizó una muestra de 732 estudiantes que cursaban de 1º de ESO a 1º de Bachillerato y con una edad media de 13.92. Se emplearon el factor clima tarea del cuestionario de Medida de las Estrategias Motivacionales en las clases de Educación Física, el factor novedad de la Escala de Medición de las Necesidades Psicológicas Básicas, el factor motivación intrínseca de la Escala del Locus Percibido de Causalidad en Educación Física y la Escala de Intención de ser Físicamente Activo. Los resultados del modelo mostraron que el clima motivacional que implica a la tarea predijo positivamente la necesidad novedad, la cual predijo positivamente la motivación intrínseca y ejerció un rol mediador entra ambas. Finalmente, la motivación intrínseca predijo de forma positiva la intención de ser físicamente activo. En conclusión, este estudio ha mostrado que la propuesta de tareas, metodologías y materiales novedosos por parte del docente de Educación Física, podrían aumentar los niveles de motivación autodeterminados en el alumnado y, en consecuencia, incrementar su intención de practicar actividad física fuera del contexto escolar en un futuro.Abstract. The aim of this study was to analyze the role that novelty need can play on human motivation. For that purpose, a model that linked task-involving motivational climate, novelty need, intrinsic motivation, and intention to be physically active, was tested. A sample of 732 students enrolled from the first year of Secondary School to the first year of Baccalaureate (five courses), with mean age of 13.92 years, participated in the study. The mastery climate factor from the Measurement of Motivational Strategies in Physical Education Classes Questionnaire, the novelty factor from the Psychological Needs in Exercise Scale, the intrinsic motivation factor from the Perceived Locus of Causality Scale, and the Intention to be Physically Active Scale, were used. The model outcomes showed that task-involving motivational climate positively predicted novelty need, which positively predicted intrinsic motivation and played the role of mediator between the two of them. Finally, intrinsic motivation positively predicted intention to be physically active. In conclusion, this study has shown that Physical Education teachers’ proposal of novel tasks, methodologies, and materials, could increase self-determined levels of motivation in students and, consequently, their intention to practice physical activity outside the school context in the future.

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