scholarly journals HEALTH-RELATED PHYSICAL ACTIVITY REPORT CARD APPLICATIONS: AN INITIAL EXAMINATION OF PHYSICAL EDUCATION TEACHERS’ VIEWS

2021 ◽  
Author(s):  
Burhan PARSAK ◽  
Leyla SARAÇ
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Report Card ◽  
Physical Education Teachers ◽  
Initial Examination ◽  
Health Related ◽  
Activity Report

scholarly journals Investigation of Physical Activity Report Card Applications by Physical Education and Sport Teachers

2018 ◽  
Vol 6 (8) ◽  
pp. 44
Author(s):  
Fatih Özgül ◽  
Murat Kangalgil ◽  
Oğuzhan Çalı ◽  
Rahmi Yıldız
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Sampling Method ◽  
Report Card ◽  
Voluntary Participation ◽  
School Type ◽  
Significance Level ◽  
The Mean ◽  
The Difference ◽  
Activity Report

The aim of this research is to examine the views of physical education and sports teachers who are trained and practice the physical activity report card applications according to some variables. The Physical Activity Report Card Applications Assessment Scale developed by Özgül et al. (2018) was applied in the study, by reaching 380 physical education and sports teachers (voluntary participation) determined according to the appropriate sampling method. The Cronbach Alpha score of the scale is .83. Scale; "Applicability, Impact, Difficulties, Forcing, Competence and Support" consists of 6 sub-dimensions. The point value that can be taken from the scale ranges from 38 to 190. In the evaluation of the obtained data; Mann Whitney U test and Kruskal Wallis Variance Analysis were applied because of the parametric test assumptions were not met and significance level was set to .05. When the subscale and total scores of the teachers were compared according to the school type, statistically significant differences were found between them (p <0.05). The subscale and total scores obtained from the scale according to the age of seniority were compared and the difference was significant (p <0.05). Also, the difference between the mean scores of the "difficulty and support" subscales was found to be significant (p <0.05), while the difference between the other subscales was not significant (p> 0.05). As a result of the research; It can be stated that the physical education and sports teachers participating in the Physical Activity Report Card measurement training do not see themselves enough for these measurements.

Body image(s): Problematizing future physical education teachers’ beliefs about the body and physical activity through visual imagery

2021 ◽  
pp. 1356336X2110562
Author(s):  
Gustavo González-Calvo ◽  
Vanesa Gallego-Lema ◽  
Göran Gerdin ◽  
Daniel Bores-García
Keyword(s):  
Physical Activity ◽  
Body Image ◽  
Physical Education ◽  
Gender Stereotypes ◽  
Great Influence ◽  
The Body ◽  
Physical Education Teachers ◽  
Visual Methods ◽  
Teachers Beliefs ◽  
The World

Visual culture affects the way people understand the world and themselves, contributing to the creation of certain roles and stereotypes, some of which are related to body image. This study focused on interrogating future physical education teachers’ beliefs about the body and physical activity to understand the construction of bodily subjectivities and their perceptions of how these are influenced by visual (physical) culture. Data were collected through the use of visual methods consisting of photo-elicitation and individual interviews with 23 students from a Primary Education Degree with a specialization in physical education at a Spanish university. Data were analyzed using thematic content analysis. The results of the study show that these future physical education teachers are aware of both the great influence of gender stereotypes and the values of consumerism in the field of physical activity stemming largely from the media, which inevitably will shape their future professional practice. However, the results also highlight how these future physical education teachers consider and position the subject of physical education as an important space where they could help students problematize and challenge these beliefs. We suggest that a focus on visual (physical) literacy is needed for future physical education teachers (and their students) to understand the world from a socially critical perspective and transform it in the interest of equity and social justice.

scholarly journals Results from the Medical School Physical Activity Report Card (MSPARC) for a Thai Medical School: a mixed methods study

2018 ◽  
Vol 18 (1) ◽  
Author(s):  
Apichai Wattanapisit ◽  
Surasak Vijitpongjinda ◽  
Udomsak Saengow ◽  
Waluka Amaek ◽  
Sanhapan Thanamee ◽  
...  
Keyword(s):  
Physical Activity ◽  
Mixed Methods ◽  
Medical School ◽  
Report Card ◽  
Mixed Methods Study ◽  
Activity Report

A Study of Preservice Physical Education Teachers’ Content Knowledge of Health-Related Fitness

2021 ◽  
Vol 40 (1) ◽  
pp. 118-125
Author(s):  
José A. Santiago ◽  
James R. Morrow
Keyword(s):  
United States ◽  
Physical Education ◽  
Content Knowledge ◽  
Student Teaching ◽  
The United States ◽  
Physical Education Teachers ◽  
Health Related ◽  
Pete Programs ◽  
Common Content ◽  
Health Related Fitness

Purpose: The authors assessed common content knowledge of health-related fitness in a national representative sample of preservice physical education teachers in the United States. Methods: Six hundred and twenty-one preservice physical education teachers from 68 physical education teacher education (PETE) programs located in different regions in the United States completed the 40 multiple choice items health-related fitness knowledge test during the semester prior to their student teaching. In addition, each PETE program coordinator/department head completed the PETE Program Information Questionnaire. Results: The mean percentage correct on the test was 61.3% (M = 24.5, SD = 4.9). Analyses of variance and t-test analyses indicated that common content knowledge of health-related fitness was not a function of sex, program size, or region of the United States. Discussion/Conclusions: These data suggest that preservice physical education teachers in the United States lack common content knowledge of health-related fitness and warrant the attention of PETE programs.

scholarly journals Association between Motivational Climate, Adherence to Mediterranean Diet, and Levels of Physical Activity in Physical Education Students

2019 ◽  
Vol 9 (4) ◽  
pp. 37 ◽  
Author(s):  
González-Valero ◽  
Ubago-Jiménez ◽  
Ramírez-Granizo ◽  
Puertas-Molero
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Mediterranean Diet ◽  
Motivational Climate ◽  
Social Recognition ◽  
Physical Education Teachers ◽  
Cross Sectional ◽  
Healthy Habits ◽  
Active Lifestyles ◽  
Perceived Motivational Climate

Physical Education is an essential educational area to develop physical-healthy habits and motivational orientations, which are fundamental to guide the situation of future Physical Education teachers. These professionals will have a fundamental role in teaching different types of motivations, active lifestyles, and healthy habits in youths. For this reason, the objective of the study is to know the association between motivational climate, adherence to the Mediterranean diet (MD), and the practice of physical activity in future Physical Education teachers. A cross-sectional and nonexperimental study was carried out using a single measurement within a single group. The sample consisted of 775 university students from the cities of Andalusia (Spain). Motivational climate was evaluated through the Perceived Motivational Climate in Sport Questionnaire (PMCSQ-2), levels of physical activity were evaluated through the adolescent version of the Physical Activity Questionnaire (PAQ-A), and level of adherence to the MD was assessed through Mediterranean Diet Quality Index (KIDMED). On one hand, the healthy and self-improvement component promoted by physical activity favors an orientation focused on process and learning. Likewise, the competitive component is key to motivation focused on product and social recognition. In addition, future Physical Education teachers should pay special attention to the unequal recognition among members that physical activity can generate, in order to avoid personal disregard and social rejection. The ego climate is related to a high adherence to the MD. On the other hand, the future Physical Education teachers who manifest motivational processes based on fun and their own satisfaction have low levels of adherence to the MD.

scholarly journals The Influence of the Physical Education Environment on Children’s Well-Being and Physical Activity Across the Transition from Primary to Secondary School

2014 ◽  
Vol 36 (6) ◽  
pp. 574-583 ◽  
Author(s):  
Ian M. Taylor ◽  
Christopher M. Spray ◽  
Natalie Pearson
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Secondary School ◽  
Transition Period ◽  
School Transition ◽  
Well Being ◽  
Self Concept ◽  
Physical Education Teachers ◽  
Education Environment ◽  
Before And After

The purpose of the study was to explore change in children’s physical self-concept and self-reported physical activity over a school transition period, as well as motivational and interpersonal influences on these two outcomes. Data were collected from 545 children (mean age = 10.82, SD = 0.39, 51% female) at three time points before and after the United Kingdom secondary school transition. Multilevel modeling revealed that physical self-concept and physical activity showed different patterns of decline over the course of the study. Changes in the extent to which physical education teachers were perceived to provide psychological need support, peer focus on self-referenced learning and mastery, and changes in autonomous motives toward physical education classes were positively associated with these outcome variables. The present study provides novel insight into important motivational and interpersonal factors that may need to be targeted to prevent negative developmental patterns over a potentially challenging period for children.

Chapter 9 Students’ Daily Physical Activity Behaviors: The Role of Quality Physical Education in a Comprehensive School Physical Activity Program

2014 ◽  
Vol 33 (4) ◽  
pp. 592-610 ◽  
Author(s):  
Wiyun Chen ◽  
Andrew J. Hypnar ◽  
Steve A. Mason ◽  
Sandy Zalmout ◽  
Austin Hammond-Benett
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Critical Role ◽  
Comprehensive School ◽  
Physical Activity Program ◽  
Physical Education Teachers ◽  
Physically Active ◽  
Fifth Grade Students ◽  
Elementary Physical Education ◽  
Activity Program

The purpose of this study was to examine the contribution of quality physical education (QPET) in a Comprehensive School Physical Activity Program (CSPAP) which is intended to promote physical activity (PA) behaviors in and outside of schools. Participants were nine elementary physical education teachers and their fourth- and fifth-grade students (n = 1111) in year one, n = 1012 in year 2). The student’s daily PA minutes were assessed using a 7-day PA log. The PE teachers’ levels of QPET were assessed by coding 63 videotaped lessons (Mlessons/teacher = 7.03, SD = .74) using the Assessing Quality Teaching rubrics (AQTR), which consisted of four essential dimensions including Task Design, Task Presentation, Class Management, and Instructional Response. Codes were confirmed through interrater reliability (82.4%, 84.5%, 94%). Data were analyzed through descriptive statistics, bivariate correlations, multiple R-squared regression models, and independent sample t tests. The results indicated that the overall QPET practices (R = .126, R2 = .02, F = 32.387, Sig.= .000, P < .01) and all four essential dimensions (R = .127, R2 = .02, F = 8.560, Sig.= .000, P < .01) were significant contributors to students’ student daily PA behaviors. These predictors were significantly higher in girls (R = .157, R2 = .03, F = 6.15, Sig.= .000, P < .01) than boys (R = .113, R2 = .01, F = 3.57, Sig.= .007, P < .01). The Instructional Response was a significant predictor of PA among girls (β = .12, t = 2,068, Sig. = .039, P < .05 level), but not boys. Further, students’ who experienced high QPET were significantly more physically active than those students who did not have this experience (t = 4.334, df = 2089, Sig. = .000, P < .01). It was concluded that the QPET practices played a critical role in promoting students’ daily PA engagement in and outside of schools.

IMPACT OF A SINGLE LECTURE ON PHYSICAL ACTIVITY AND HEALTH KNOWLEDGE OF PHYSICAL EDUCATION TEACHERS

1999 ◽  
Vol 31 (Supplement) ◽  
pp. S271
Author(s):  
Douglas Andrade ◽  
Sandra Matsudo ◽  
Victor Matsudo ◽  
Timoteo Araujo ◽  
Erinaldo Andrade ◽  
...  
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Health Knowledge ◽  
Physical Education Teachers
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