scholarly journals A Descriptive Profile of Physical Education Teachers and Programs in Atlantic Canada

2014 ◽  
Vol 49 (1) ◽  
pp. 41-66 ◽  
Author(s):  
Lynn Randall ◽  
Daniel Bruce Robinson ◽  
Tim Fletcher
Keyword(s):  
Physical Education ◽  
Subject Matter ◽  
Survey Methods ◽  
White Teachers ◽  
Sound Quality ◽  
Physical Education Teachers ◽  
Atlantic Canada ◽  
Education Programs ◽  
Descriptive Data ◽  
The Subject

The purpose of this research was to investigate the extent to which quality physical education is currently being taught in Atlantic Canada. We used survey methods to generate descriptive data indicating: (a) the backgrounds of those who teach physical education and (b) what is being taught in physical education. Our findings suggest physical education is taught by a group of mostly-white teachers with varying qualifications, interests, and experiences in teaching the subject. Further, sport experiences tend to dominate the subject matter that students engage with, at the expense of dance and gymnastics. Although some physical education programs could arguably be classified as being of a sound quality according to the national subject association, we contend that more needs to be done to present the subject as a diverse enterprise, both in terms of who teaches and what is taught in physical education.

The learning environment in upper secondary school physical education: The student perspective

2020 ◽  
Author(s):  
Aron Gauti Laxdal
Keyword(s):  
Physical Education ◽  
Secondary School ◽  
Learning Environment ◽  
Physical Education Teachers ◽  
Learning Support ◽  
Upper Secondary School ◽  
New Instrument ◽  
Upper Secondary ◽  
The Subject ◽  
The Individual

The overreaching aim of this thesis was to gain a better understanding of the students’ perceptions of the learning environment in upper secondary school physical education, with special focus on marginalized subgroups. More specifically, the intention was to explore whether students perceived their learning environment differently depending on their teachers’ gender, the learning support they received or the perceived competence they had. Despite the learning environment being a well-researched phenomenon in the more academic school subjects, there was a substantial knowledge gap concerning its influence in physical education. The individual works that form this ensemble aimed to occlude some of those gaps. In an effort to achieve the aforementioned aims, a new instrument measuring teacher learning support in the physical education context was also constructed and validated. The chosen methodology for the thesis was cross-sectional, comprising of a multicomponent self-report questionnaire. The data was analyzed using various analytical tools, including structural modeling analysis and MANCOVA between group comparisons. The participants were 1133 upper secondary school students (Mage = 17.2, SD = 0.86) from Norway (n = 554) and Iceland (n = 579), and 17 Norwegian PE teachers (11 males, 6 females). The sampling of participants was performed using a stratified procedure representing both urban, suburban and rural settlements. Multiple steps were taken to ensure adequate sample representability. The collective results of the individual papers indicate that the current organizational trends in PE are more in line with the needs of the highly competent students, and less so with the needs of the less competent students. This tendency intensifies the differences between these groups and may be one of the primary drivers behind the negative relationship between age and appreciation for the subject. Further, the students do not appear to be self- regulating their learning to the same extent as they are in other subjects, despite the teachers efforts to facilitate the behavior. The cause of this discrepancy likely being PE’s reputation as a recreational subject, underlined by the absence of homework and the playful nature of the lessons. Additionally, the role of the teacher’s gender in influencing the PE experience seems to be exaggerated. Gender matching and positive discrimination of female PE teachers are therefore unlikely to improve the learning environment of female students. The concluding recommendations are multitudinous and include suggestions to all the stakeholders of the subject. They include an appeal to the policymakers to rely more heavily on the body of research when implementing or adjusting policy, a plea to the teaching institutions educating the physical education teachers to emphasize formative teaching practices to a greater extent in their program, in order to promote learning behavior, and a call to the physical education teachers to address the various challenges related to the less interested and less competent students by reducing the benefits of sporting experience and ameliorating the current curriculum implementations by introducing more non-traditional sports and activities.

scholarly journals ACADEMIC PROCRASTINATION OF STUDENTS

Abjadia ◽  
2020 ◽  
Vol 5 (2) ◽  
pp. 132-141
Author(s):  
Dyla Fajhriani N
Keyword(s):  
Secondary Schools ◽  
Subject Matter ◽  
Primary Schools ◽  
Quantitative Research ◽  
Survey Methods ◽  
College Education ◽  
Educational Institutions ◽  
Academic Procrastination ◽  
Guidance Counseling ◽  
The Subject

The process of college education differs from educational institutions in secondary schools or primary schools because the subject matter given to students is broader than the subject matter provided at secondary schools or elementary schools. students must also learn to prepare themselves not only to do their work but also in facing exams. Students often procrastinate on assignments given by lecturers for a period of a week. Most students will do their work when the allotted time is getting closer. The actual tasks can be completed faster than the deadline   it is not done immediately because they feel that if done faster or with the Overnight Speeding System "SKS" will not affect the results of the assessment. Lecturers will not give rewards for tasks that are completed faster. So that other activities or jobs that are less important (watching television or cinema, hanging out, playing games with peers) actually take precedence because it gives more self satisfaction.  This study aims to determine the academic procrastination of students in doing assignments. The research used is quantitative research using survey methods of 40 students. The results of research conducted by researchers found that the level of academic procrastination of Islamic Guidance Counseling Department students is low.

scholarly journals The relationships setting between evaluation actions the and styles of didactic transport at teachers of physical education

2018 ◽  
Author(s):  
Radosław Muszkieta ◽  
Marek Napierała ◽  
Walery Zukow ◽  
Mirosława Cieślicka ◽  
Sergii Iermakov ◽  
...  
Keyword(s):  
Elementary Schools ◽  
Physical Education ◽  
Secondary School ◽  
Teaching And Learning ◽  
Physical Education Teachers ◽  
Analysis Of Results ◽  
The Subject

Introduction. Question of estimating the pupils' achievements was one should to the hottest discussed in present didactics. Is the control and estimating the pupil it once of the teacher's the most difficult actions in process of teaching and learning, in this also with physical education. The superior task resting on teacher this qualification of aims of control and opinion as well as reliable and unambiguous criterions. In paper is presented styles it is possible communicating to accept that the most desirable and positive instrumental style is on the job teacher's professional, in this the teacher of physical education also.Aim. It was the aim of work the qualification of relationships setting between chosen components estimating the pupils' achievements and the represented by studied teachers of physical education styles of didactic transport.Material and method. It investigations were subjected was the teachers of physical education (woman – N = 282; men – N = 298) with professional full qualifications working at elementary schools, secondary-school and secondary in Poznań (N = 204), Wrocław (N = 171) and Łódź (N = 205). It totality was has given an examination was 580 teachers.Results. It the conducted analysis of results of investigations on the ground was affirmed was that the of didactic transport represented by teachers of physical education style has on chosen components of action multiple influence control - estimating.Conclusions. Teachers, regardless of the subject represented and the style of communication, should take into account emotional, intellectual and physical predispositions in assessing students' achievements. The surveyed physical education teachers mainly take into account physical predispositions, unfortunately they are much less likely to take into account in assessing the emotional and intellectual state of pupils.

scholarly journals Emociones del profesorado de educación física: revisión narrativa (2010-2020) (Physical education teacher emotions: narrative review (2010-2020))

Retos ◽  
2020 ◽  
Author(s):  
Felipe Nicolás Mujica Johnson ◽  
Nelly Del Carmen Orellana Arduiz
Keyword(s):  
Physical Education ◽  
Work Performance ◽  
Narrative Review ◽  
Physical Education Teachers ◽  
Professional Experience ◽  
Physical Education Teacher ◽  
Emotional Quality ◽  
Teaching Knowledge ◽  
The Face ◽  
The Subject

  El estudio de las emociones en educación física es cada vez más común. Sin embargo, las emociones del alumnado han gozado de más protagonismo en la literatura, en comparación con las del profesorado. El estudio de las emociones del profesorado se divide en dos enfoques principales, uno orientado a la intensidad y otro a la calidad emocional. Con la finalidad de contribuir a la comprensión de la calidad emocional, se ha decidido realizar una revisión narrativa que tuvo por objetivo analizar los significados de las emociones del profesorado de educación física. La búsqueda se llevó a cabo en siete bases de datos internacionales y se lograron identificar siete investigaciones cualitativas sobre la temática. Los resultados indican que las emociones del profesorado responden al saber docente, los valores, el desempeño laboral, la experiencia personal y profesional. Se concluye que las emociones del profesorado expresan la complejidad de la labor docente y sus posicionamientos éticos frente a diversas situaciones pedagógicas. Abstract. The study of emotions in physical education is increasingly common. However, the emotions of the students have enjoyed more prominence in the literature, compared to those of the teachers. The study of teachers' emotions is divided into two main approaches, one focused on intensity and the other on emotional quality. With the intention of contributing to the understanding of emotional quality, it has been decided to carry out a narrative review that aimed to analyze the meanings of the emotions of physical education teachers. The search was carried out in seven international databases and it was possible to identify seven qualitative investigations on the subject. The results indicate that teachers' emotions respond to teaching knowledge, values, work performance, personal and professional experience. It is concluded that the teachers' emotions express the complexity of the teaching work and their ethical positions in the face of diverse pedagogical situations.

scholarly journals Visión del profesorado de educación física de educación secundaria obligatoria en Andalucía sobre las actividades en el medio natural (Vision of physical education teachers in secondary education in Andalusia on outdoor activities)

Retos ◽  
2015 ◽  
pp. 9-15
Author(s):  
Jesús Sáez Padilla ◽  
José María Rodríguez López ◽  
Francisco Javier Giménez Fuentes-Guerra
Keyword(s):  
Secondary Education ◽  
Physical Education ◽  
Formal Education ◽  
Physical Education Teachers ◽  
Physical Education Teacher ◽  
Outdoor Activities ◽  
Education Teacher ◽  
Natural Vision ◽  
Methodological Rigor ◽  
The Subject

La opinión y participación del profesorado de Educación Física (EF) que imparte docencia en la Etapa de Educación Secundaria Obligatoria (ESO) en la comunidad andaluza, nos ha permitido investigar un bloque de contenido del currículo de esta materia. Venimos observando, desde el comienzo de nuestro trabajo, que las Actividades en el Medio Natural como bloque de contenido en la materia de EF interesan al profesorado, sin embargo, su desarrollo curricular en los centros andaluces en escaso. Desde el rigor metodológico, se ha llevado a cabo un análisis exhaustivo de la legislación, documentos e información relevante que conforman el marco teórico de la  investigación. A continuación se ha recogido, mediante cuestionarios y entrevistas, la opinión del profesorado de EF así como las aportaciones de expertos formadores/as en actividades en la naturaleza. Tras el análisis y discusión de los resultados se han planteado algunas mejoras junto a las perspectivas futuras relacionadas con la formación, el profesorado de EF de los IES andaluces y las actividades en el medio natural. A modo de ejemplo, la incorporación de forma progresiva de actividades formativas y educativas clásicas de la educación no formal como son: las acampadas y los campamentos.Palabra clave: Formación Profesorado, Currículo, Actividades en el Medio Natural y Educación Física.Abstract: The opinions and participation of physical education teacher who teaches in the Secondary Education in the andalusian community has allowed us to investigate a block content of the curriculum of the subject. We have been watching since the beginning of our work, the activities in the environment as a block of content on the subject of interest to teacher of physical education, however, curriculum development in schools in poor andalusians. From the methodological rigor, has conducted a comprehensive analysis of legislation, relevant documents and information that form the theoretical framework of research. The following has been collected through questionnaires and interviews, the views of physical education teachers and input from experts trainers in activities in the environment. After analysis and discussion of the results have raised some improvements with the future outlook related to training, physical education teacher in the Secondary Education in Andalucia and activities in the environment. For example, the incorporation of progressive form of classical training and education activities of non-formal education such as: camping and camps.Key words: Teacher Training, Curriculum, Outdoor Activities and Physical Education.

scholarly journals Determining Misbehaviors Encountered by Physical Education Teachers and Their Opinions about the Methods Used Against to Those Behaviors

2021 ◽  
Vol 7 (2) ◽  
pp. 195
Author(s):  
Anıl Onur Mercanoğlu
Keyword(s):  
Public Schools ◽  
Physical Education ◽  
Classroom Management ◽  
Research Group ◽  
Teacher Candidates ◽  
Physical Education Teachers ◽  
Positive Behaviors ◽  
Asking Questions ◽  
The Subject ◽  
Convenience Sampling

Determining the misbehaviors encountered in physical education classes and the methods used against these behaviors is important both in terms of producing new solutions by revealing the current situation in classroom management and providing a preliminary information for teachers who will just start the profession. The aim of the study is to determine the physical education teachers’ views who work at schools in Yenimahalle district in Ankara about student misbehaviors and their opinions about the methods used against to those behaviors in physical education lessons. The research group consists of 100 physical education teachers in total who were chosen with convenience sampling method and work at public schools in Yenimahalle district. The questionnaire used to collect data consists of two parts. In the first part, there are items related to student misbehaviors. In the second part, there are items related to the methods used against student misbehaviors. The four-point Likert rating system was applied and the items were rated as “never”, “seldom”, “usually”, “always”. According to the findings, it revealed that the misbehavior most frequently encountered by physical education teachers is “complaining about friends to the teacher” and the misbehavior that they usually meet is “talking in class without asking permission”. It was determined that the methods most frequently used by the physical education teachers in the research group were “rewarding positive behaviors” and “attracting students’ attention to the lesson by asking questions about the subject of the lesson”. It can be stated that these results will serve as a guide especially in the preparation process of physical education teacher candidates.

scholarly journals Administrative support for the teaching of physical education and sports coaching in secondary schools

1998 ◽  
Vol 1 (1) ◽  
pp. 105-112
Author(s):  
A. Onifade ◽  
O. Odedeyi
Keyword(s):  
Physical Education ◽  
Administrative Support ◽  
Physical Education Teachers ◽  
Effective Dynamic ◽  
Core Subject ◽  
The Subject ◽  
Certificate Examination ◽  
Senior Secondary ◽  
Sports Coaches ◽  
Sports Coaching

This paper examines the areas where administrative support are offered by physical education teachers and sports coaches in the discharge of their duties. The paper also analyzes how the administrative support is being offered. It is hoped that such all awareness will make them conscious of the need for them to be effective. Dynamic and creative as physical education teachers and sports coaches. The paper discusses the position of Physical Education in the country's educational policy as recommended by Ghana Education Review Committee of1994 which made the subject a non-externally examinable subject. The paper suggests that the subject should be made a core subject at all levels and an externally examinable subject at Senior Secondary Certificate Examination level. It is concluded that if adequate and genuine administrative support is offered and the subject is made a core and an externally examinable subject it will be more appreciated and a better awareness of its usefulness will be enhanced.

Factors Contributing to the Lack of Female Leadership in School Physical Education

1994 ◽  
Vol 14 (1) ◽  
pp. 34-59 ◽  
Author(s):  
Regina Bloot ◽  
Jennifer Browne
Keyword(s):  
Physical Education ◽  
Career Decisions ◽  
Female Leadership ◽  
Physical Education Teachers ◽  
Ministry Of Education ◽  
Career Experiences ◽  
Social Settings ◽  
The Subject ◽  
Head Of Department ◽  
Depth Interviews

This paper focuses on reasons why so few females hold head of department positions in physical education in government secondary schools in Western Australia. Despite the almost equitable proportion of females and males teaching the subject, and the absence of Ministry of Education policy constraints on female promotion since 1972, women held only 5 (7%) of the 70 substantive head of department appointments in 1991. In-depth interviews were conducted with 27 female physical education teachers to document their career experiences and aspirations. Analysis revealed that constraints on the promotion of females were based primarily on stereotypic attitudes and expectations regarding gender roles, and comprised systemic, attitudinal, and internalized barriers. It is proposed that social settings from studentship, through teacher education, to the teaching environment could play a crucial role in shaping and nurturing the career decisions and aspirations of female teachers.

scholarly journals Thoughts on a Pedagogy OF Complexity

2014 ◽  
Vol 11 (2) ◽  
Author(s):  
David Byrne
Keyword(s):  
Physical Education ◽  
Systems Engineering ◽  
Clinical Education ◽  
Subject Matter ◽  
Frame Of Reference ◽  
Educational Systems ◽  
Extensive Literature ◽  
Educational Levels ◽  
Wide Range ◽  
The Subject

There is now a developed and extensive literature on the implications of the ‘complexity frame of reference’ (Castellani & Hafferty, 2009) for education in general and pedagogy in particular. This includes a wide range of interesting contributions which consider how complexity can inform, inter alia, research on educational systems (Cochran-Smith et al., 2014; Radford, 2008) and theories of learning (Mercer, 2011; Fromberg, 2010), as well as work dealing with specific pedagogical domains including physical education (Atencio et al., 2014, Tan et al. 2010), clinical education and in particular the learning of clinical teams (Noel et al., 2013; Bleakley, 2010; Gonnering, 2010), and learning in relation to systems engineering (Thompson et al., 2011, Foster et al., 2001). This material has contributed considerably to my thinking about the subject matter of this essay which is not the implications of complexity for pedagogy but rather how we might develop a pedagogy OF complexity and, more specifically, a pedagogy of what Morin (2008) has called ‘general’ (as opposed to ‘restricted’) complexity. In other words how should we teach the complexity frame of reference to students at all appropriate educational levels?

Teacher Moonlighting: Interviews with Physical Educators

1993 ◽  
Vol 13 (1) ◽  
pp. 62-77 ◽  
Author(s):  
Jacqueline A. Williams
Keyword(s):  
Life Cycle ◽  
Physical Education ◽  
Subject Matter ◽  
Personal History ◽  
Physical Education Teachers ◽  
Physical Educators ◽  
Professional Lives ◽  
Number Of Factors ◽  
Areas Of Interest ◽  
First Interview

The purpose of this study was to investigate the phenomenon of public school physical education teachers holding multiple jobs. Data were collected through interviews of 17 secondary physical education teachers who described their motives and perceptions concerning the combination of teaching and moonlighting. Each teacher was interviewed twice. In the first interview participants were encouraged to identify what they regarded as the realities of moonlighting. Prior to the second interview, participants read through the transcript of the first interview, which documented primary areas of interest and items that required amplification or exploration. Three particular themes appear to be both common and powerful in the professional lives of physical education teachers: (a) a life-cycle squeeze, (b) pushed out of teaching, and (c) pulled out of teaching. It is apparent that a number of factors such as economics, personal history, spouses, administrators, and subject matter contribute to determining whether, when, and how moonlighting will occur.

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