Search

Secondary physical education (PE) has become a popular area of inquiry because students are not meeting overarching goals of PE programs, are less motivated, and demonstrate negative affect while in class. As such, teachers and researchers are starting to examine pedagogical approaches that support student motivation as a means to alleviate some of the aforementioned issues. The purpose of this study was to examine the influence of two different learning contexts based within self-determination theory on the motivation and affect of secondary PE students. Seventy-nine secondary PE students were randomly assigned to a unit of basketball taught in either a highly autonomy-supportive or highly controlling learning environment. Data were collected using a pre–post test design measuring psychosocial needs, motivation, and enjoyment. Analysis of data used repeated measures ANOVAs on all dependent variables with follow-up pairwise comparisons on all significant ANOVAs. Analysis of data indicated that engagement in a highly autonomy supportive learning context significantly changes secondary PE students overall motivation, need for competence, and enjoyment. [ABSTRACT FROM AUTHOR]

Assessment is lacking in many physical education classes. Rather, many teachers base evaluations on student behavior and participation. The primary purpose of the study was to describe Ghanaian secondary physical education teachers' assessment practices. Participants included a purposive sample of 63 secondary physical education teachers (43 males and 20 females). An open-ended questionnaire served as the main data source. Data were analyzed using qualitative content analysis (Patton, 2002), comprising of both inductive and deductive analyses. The inductive analysis indicated that teachers used the following assessments in their practical lessons: teacher observation, skill test, knowledge test, demonstration, peer observation, and oral report. Similarly, they reported utilizing three types of assessment practices in their theory lessons: knowledge test, individual project, and essay. The deductive analysis indicated that the highest percentage of assessment practice utilized by the teachers in practical lessons was teacher observation (70.11%), while that with the lowest percentage was oral report (1.15%). Teachers also reported knowledge test (81.43%) and individual report (7.14%) as the highest and lowest percentage of assessment practices used in their theory lessons respectively. Most of the teachers in this study used assessment for documenting learning, rather than for accountability purposes. In-service professional development programs for physical education teachers should stress the use of wide range of assessment practices. [ABSTRACT FROM AUTHOR]

Copyright of Bartin University Journal of Faculty of Education is the property of Bartin University Journal of Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Abstract: Objective: An earlier study (Cheon, Reeve, & Moon, 2012) showed wide-ranging benefits from a training program designed to help teachers be more autonomy-supportive toward students during PE instruction. The present study collected a follow-up data set to determine whether those earlier-observed benefits endured one year later. Design: We used an experimentally-based 3-wave longitudinal design. The experimental group consisted of 8 PE teachers from the original teacher training study and their 470 middle- and high-school students; the control group consisted of 9 matched PE teachers and their 483 students. Dependent measures included 3 manipulation checks, 3 measures of student motivation, and 6 course-specific outcomes. Method: Trained raters scored teachers' instructional behaviors at mid-semester, while students reported perceptions of their teachers' motivating style and their own course-related motivation and outcomes at the beginning, middle, and end of the semester. We tested our hypotheses using hierarchical linear modeling to account for the hierarchical structure of data in which repeated measures were nested within students who were nested within teachers. Results: Compared to teachers in the control group, teachers in the experimental group were scored by raters and perceived by students as more autonomy supportive and less controlling. Their students consistently reported greater motivation and more positive outcomes than did the students of teachers in the control group. All 8 teachers in the experimental group reported being significantly more autonomy supportive than a year earlier. Conclusion: Teacher- and student-related benefits from the earlier autonomy-supportive training program endured. [Copyright &y& Elsevier]

The stage through which the Romanian society goes is marked by the process of reform in all areas. Education, culture, science and all other areas of social life are going through profound reconstructions. The reform program consists in reorienting education development, resulting in our country coming closer to the European school systems, in order to raise continuously the general level of people's culture. The main objective pursued in this paper is to emphasize the ways through which students' physical education tends to restructure under the pressure of new relationships that are established, in the process of education, between teacher and student. We consider that teaching physical education, especially at high school level, requires the presence of a specialist, creative, communicative, well prepared and informed, who also has the capacity to create educational strategies adapted to objectives and contents which cannot be completed unless some new methods are used, appropriate to the training level of the new society, and through a collaborative relationship between teacher and student. In our opinion, the whole instructiveeducational process should have as a priority the students' needs and skills, in order to ensure adaptation and integration to the existing social reality. The majority of conflicts in the relationship between teachers and students in high school are generated by ignoring students needs and lack of communication, and what is needed is the adaptation of student-centered teaching as the product of learning. [ABSTRACT FROM AUTHOR]

This research project focuses on teacher education in a field-based methods course. We were interested in understanding whatcould bewhen we worked with pre-service teachers in a high school physical education class to assist them in the process of learning to listen and respond to their students in ways that might better facilitate young people’s interest, motivation and learning. To develop a theoretical understanding of what happened in this field-based methods course designed to promote listening and responding to students as a way to guide curriculum, we utilised grounded theory. In this paper, we describe a model, student-centred inquiryascurriculum, which includes a cyclical process ofbuilding the foundation,planning,responding to students,listening to respondandanalysing the responses. Student centred-inquiryascurriculum is a blending of action in the historical, localised and particular lived realities of students and teachers illuminated through inquiry with the simultaneous engagement of autobiographies, the negotiation of student voice and the social construction of content. We discuss this model as a possibility for transforming the status quo of teacher education and K-12 schools. [ABSTRACT FROM PUBLISHER]

The research was conducted among 126 students of the third year of high school, who at the beginning of the study were 17 years old ± 6 months. Sample is divided into experimental (E) group, which had 51 respondents, and the control group (K) in where there were 76 respondents. With the experimental group participants realized voleyball elective program in the first half and the electoral program of basketball in the second half. A control group of subjects practiced by "standard" teaching program that included content from athletics, gymnastics, dance and sports games. In this paper, we will make reference to our results obtained in the space biomotoricaly abilities. [ABSTRACT FROM AUTHOR]

Located at the intersection where teaching and curriculum meet, this narrative inquiry examines how collaborative curriculum making unfolded between and among six members of a physical education department in a middle school in the mid-southern USA. The internationally significant work takes the position that long-term relations are prerequisite for collaboration to occur and that Schwab’s four commonplaces are essential to the curriculum making act. Three narratives emblematic of three different iterations of collaborative curriculum making emerge: Physical Space Story (the sports field), Physical Activity Story (the fishing field trip) and Human Relationship Story (team teaching). These stories of collaborative experience arise from personal experiences and from the social, narrative and institutional history of the school milieu, and press towards the future in ever changing ways. [ABSTRACT FROM AUTHOR]

It is required that physical education (PE) teaching has an efficient approach to physical education and good cooperation with students. The success of PE class is related to a teacher's ability to organize the teaching process. His skills and success in the classes demand good communication with the students that reflects in gaining aims and tasks of the PE teaching. The subject of this research can be defined as students' perception of some characteristics of PE classes, including their teacher and his role and function in the educational-upbringing process. The survey has been conducted with 200 students of both genders in first grades of high schools. For the purpose of the survey a questionnaire was designed consisting of 15 questions.The answers have been processed with application of descriptive statistical parameters. Moreover, the obtained results provided that knowledge acquired by students in physical education classes were sufficient, unless they needed further advancement in this field. [ABSTRACT FROM AUTHOR]

Background: The Digital Forms of Assessment project is a three-year Australian Research Council Linkage research project being conducted by Edith Cowan University's Centre for Schooling and Learning Technologies (CSaLT) in partnership with the Curriculum Council of Western Australia. The project is investigating the potential for a digital format external examination to rigorously interrogate student learning as demonstrated in and through practical tasks. Aims: The project has been designed to inform the ongoing development of Physical Education Studies assessment in Western Australia and contribute to national and international developments in assessment in physical education and other areas of education that incorporate a practical and/or performance dimension. It aims to investigate authentic digital forms of assessment with high levels of reliability that are capable of being scaled-up for state-wide implementation in a cost effective manner. It seeks to provide research based insights for physical education teachers concerned to design authentic assessment tasks that maximise opportunities for students' varied knowledge, skills and understandings to be demonstrated. Method: The project has utilised multiple methods of data collection to gather data relating to the development and implementation of assessment tasks utilising digital technologies, student participation in the assessment tasks, the experience and outcomes arising from marking procedures also utilising digital technologies, and teacher and student responses to the new forms of assessment. It has involved video-recording and computer-based digital capture of student work, participant observation, digital capture of computer-based marking outputs, and interviews with teachers and students. This paper focuses on data from the first two years of the project, relating to the design, implementation and experience of undertaking digital forms of assessment. Discussion draws on data from five teachers and a total of seventy-two students in four schools participating in the first two years of the project, with assessment tasks addressing a range of physical activity contexts. Results: An assessment task comprising integrated computer-based and practically based components was designed, adapted for varied physical activity settings and successfully implemented in project schools. Students have perceived the assessment task to be authentic and meaningful for the Physical Education Studies course and have liked the way in which ‘practical’ and ‘theoretical’ aspects are combined in the task. Teachers have identified the task as aligning well with the pedagogic intent of the course and as providing a valid means of assessment of students' skills, knowledge and understandings relating to the aspects of course content that it was designed to address. Evaluation of the task implementation has utilised a feasibility framework, addressing technical, pedagogic, manageability, and functional feasibility. Results to date are encouraging in relation to each dimension. Refinements have been made to further enhance the task and implementation processes in the final year of the project. Conclusion: The study has demonstrated the pedagogic feasibility of digital assessment aligning with the pedagogical intentions of the new course in Western Australia. Issues are discussed in relation to the prospective wider implementation of the technologies employed. [ABSTRACT FROM AUTHOR]

The objective of this study was to identify the organization of Physical Education classes in the initial grades of High School of Várzea Grande public district schools, in the view of polyvalent teachers, since that of the 63 schools in the district only 3 have a Physical Education teacher. It was realized a bibliographical survey about the legal aspects and characteristics of Physical Education in High School. The descriptive and qualitative study occurred in 12 district schools of Várzea Grande, Mato Grosso State, with 58 polyvalent teachers. From one questionnaire it was evidenced that 78% of the participants teach Physical Education classes, being the recreation the content more developed. It is concluded that is necessary the insertion of a Physical Education teacher in these schools. [ABSTRACT FROM AUTHOR]

The main goal of this research is to define orientation values of physiological straining by high school male students running a relay race under different organizational conditions depending on the varying quantitative grouping of students. Continuous heart rate frequency monitoring (HR) during three different task variations within a test group of 60 male students aged 16.3 ± 1.1 years indicates that dividing a certain number of students into more groups with a smaller number of participants when running a relay race results in an increased physiological workload. The average heart rate frequency in the first task variation, where students were divided into groups consisting of 10 members, was V1HRxtot = 145.49 ± 18.72 beats/min, which is considerably smaller than in the group that consisted of five members, where the average heart rate frequency was V2HRxtot = 163.43 ± 17.31 beats/min. The workload was even bigger in the third task variation, where the students were divided into groups of three members, which resulted in a maximal physiological strain (V3HRxtot = 172.08 ± 14.37 beats/min.) Out of this research, we can conclude that the quantitative grouping of students when organizing a relay race directly influences the values of physiological workload, which can result in an adequate or inadequate strain. [ABSTRACT FROM AUTHOR]

Copyright of Homo Sporticus is the property of University of Sarajevo, Faculty of Sport & Physical Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of RIE: Revista de Investigacion Educativa is the property of RIE: Revista de Investigacion Educativa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article presents discussion regarding the application of aquatic activities and games into physical education curricula for high schools. Introductory comments are given noting the unique utility of aquatic exercise for improving physical fitness. A list of muscles groups and skills addressed by aquatic activity is given. Multiple suggestions are then offered for possible games and activities to use in lessons.

The article focuses on the study which aims to investigate the impact of various forms of task organization on the quantity and quality of student skill level in physical education classes. The study involved 122 students from six physical education classes in secondary school in southern Spain. The students were participated in the track and field events. The opportunity-to-respond (OTR) data shown that circuits was the task organization with highest number of repetitions, followed by games.

This article explores the ongoing evolution of a critical approach to teaching physical education in senior school physical education (SSPE) within a New Zealand context. The nature and development of SSPE is briefly discussed in order to contextualise a shift toward a critical pedagogy in light of recent curriculum changes that focus on socio-critical perspectives within health and physical education (HPE). The adoption of critical pedagogy within SSPE is critiqued through the presentation of a range of critical pedagogical approaches, and through an exploration of the limitations inherent within such an approach. The possibility of a postcritical pedagogy for SSPE in 21st century Aotearoa/New Zealand is introduced in response to traditional critical pedagogical limitations. [ABSTRACT FROM AUTHOR]

The subject of the research was the anthropometrical characteristic of secondary school age female students. The aim of the research was to determine the effects of two ways of planning of teaching physical education on the anthropometrical characteristics of the female students. The research - experimental treatment was conducted over 92 female students, divided into two separate subsamples - according to the criteria of planning of physical education as follows: experimental group of 50 students with continuous planning and control group of 42 students with planning of physical education per cycle. The research applied five anthropometrical characteristics for tracking: longitudinal dimensionality of the skeleton and circular dimensionality. The effects of experimental and control model of planning and implementation of physical education program content did not cause any statistically significant changes in anthropometric characteristics of female students. The results are logical, because the groups were formed by random criteria, and the students were of the same age and sex. [ABSTRACT FROM AUTHOR]

The article presents a study which investigates the educational contexts of the research projects in physical education. It mentions that the participant of the research project was high school girls that were asked to share their ideas and feelings related to their topic of interest. The study has found that the barriers they have in the physical education was embarrassment issues and gender issues.

Copyright of Motricidad: European Journal of Human Movement is the property of Asociacion Espanola de Ciencias del Deporte and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The aim of this study is to evaluate that approach of Karamanoglu Mehmet Bey University Physical Education Sports High school and Nursing students to anatomy lesson. Study which is descriptive is carried out in Karamanoglu Mehmet Bey University 2008-09 academic year during fall. The type of descriptive study was made in Karamanoglu University Education Mehmetbey in the fall semester in the 2008-2009 school year. Totally 272 students studying in the first, second, third and fourth classes in nursing and physical education and sports have constituted the universe of research. While the datum's were being collected, age and sex from socia-demographic datum's were put into practice for students, for measurement devotion to anatomy lesson, negative and positive behaviors which are performed during anatomy lessons, prejudice for anatomy lesson and the equal periodic liker anatomy attitude criterion in which the belief for necessity of anatomy lesson is discussed were put into practice. While analyzing the datum's number percent distribution and T test were used. Students whose branches is nursing (X= 78.94) are more positive than the students whose branch is physical education and sport teaching (X=67.35) in the view of attitude to anatomy lesson. Students' attitude to anatomy lesson has a difference according to students' different branch. In this research, nursing students have higher attitude to anatomy lesson than Physical Education Sports High school students. This difference may be derived from requirement to anatomy lesson of two distinct professions. [ABSTRACT FROM AUTHOR]

The article discusses a study which examined the relationship between cardiovascular risk factors and compulsory physical education in secondary school children.

The article offers information on various projects related to physical education carried out by the organization Sport Wellington Wairarapa in partnership with Wairarapa Colleges of New Zealand in July 2011. It mentions that the project has received the New Zealand Secondary School Sports Council Innovation Award for its contribution in identifying and resolving the hurdles for non-participating students in school sports activities.

Secondary students with low incidence disabilities (SSLID) represent a small student population transitioning away from school settings despite significant limitations to motor movement, due to the severe and profound nature of their disabilities. Adapted physical educators often rely upon unique approaches to facilitate functional motor skill (FMS) acquisition for students with disabilities. Despite adapted physical educator expertise, SSLID continually receive FMS acquisition instruction from assorted professionals, including special education teachers, due to intricate health needs, school-level constraints, and availability of qualified personnel. Yet, special educators are faced with instructional challenges which can include excessive paperwork and lack of available motor assessments. As such, the purpose of this study was to examine the effects of a training package consisting of the Flex Grid Teaching Model (FGTM) along with adapted physical education consultation, on special education teacher FMS acquisition instruction to SSLID. I implemented a multiple baseline across subjects design to measure the rate at which three secondary special education teachers implemented acquisition instruction featuring three specific teaching methods (systematic prompting, specific reinforcement plan, and chained individualized task analysis sequence) during one-to-one instruction with one student from each teacher's self-contained classroom. Following baseline measure, each teacher was trained to use the FGTM and given ongoing, individualized consultation. Baseline and intervention results were equated to percentages and converted to data points for visual inspection across six classic criteria used with applied behavior analysis. Descriptive statistics, interobserver agreement, and treatment integrity data was collected in addition to social validity of the training package. Results indicated a functional relationship exists between use of the training package and an increase in teacher FMS acquisition instruction. While further investigation is required, this study demonstrated the training package can benefit special education teachers whom provide FMS acquisition instruction to SSLID. [ABSTRACT FROM AUTHOR]