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Copyright of Journal of Capital Institute of Physical Education is the property of Shoudu Tiyu Xueyuan 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.)

In order to better improve the martial arts learning effect, this paper puts forward the design method of martial arts motion feedback system based on target intelligent tracking video processing. It optimizes the hardware configuration of the system, adds a composite tracker to the system, to effectively track the motion changes of different human targets, and further combines the real-time target intelligent tracking video processing technology. Build a moving target tracking model; then, based on the calculation of motion characteristic parameters, CRF method is used for motion behavior recognition and feedback. Measuring the data using smart PLS software and running different results included descriptive statistical analysis, correlation analysis, model fitness analysis, and the smart PLS Algorithm model also describes that graphical analysis related to the variables. It is the expectation of the Chinese Government to achieve urban-rural integration and close the urban-rural divide by lowering health inequities and enhancing social connections at the same time. Given that involvement in sports may provide a variety of physical and mental advantages, as a manner of increasing possibilities for social connections, community provision plays an important part in this regard. The overall results found that there is positive and significant relationships in-between [ABSTRACT FROM AUTHOR]

Amy Morris Homans had a vision that graduates of the Boston Normal School of Gymnastics and Wellesley College would make physical education a well-respected profession. The professional preparation received by her students equipped them to be educators, administrators, and future leaders of physical education. The purpose of this essay is to examine the socialization process that doctoral students in kinesiology experience as they prepare for their roles as future faculty in higher education. New faculty members quickly discover that they must be more productive than their predecessors, and they must possess broader talents to meet the societal expectations placed on university faculty. Three simultaneous socialization processes will be discussed: the role of the graduate student, the roles and way of life of faculty in higher education, and into the discipline. How can doctoral faculty better prepare future faculty to meet the expectations of the tenure and promotion process? Strategies by which the doctoral experience may be reformed to improve doctoral socialization are provided. [ABSTRACT FROM PUBLISHER]

This paper, which was given as the Dudley Allen Sargent lecture at the 2012 conference of the National Association for Kinesiology and Physical Education in Higher Education, discusses the politics of physical education. It examines how both national politics and local/campus politics affect the discipline. Drawing from the history of national leaders from both the Republican and Democratic parties and from the autobiography of Dudley Sargent, it demonstrates the important role that politics plays in the lives of Kinesiology and Physical Education professionals. The article discusses political perception, public relations, conflicting political interests, the political importance of program success, and provides recommendations for political survival in the university culture. [ABSTRACT FROM PUBLISHER]

Mind-body dualism has likely influenced how many view human beings and their behavior—mind (i.e., thinking) is elevated over body (i.e., performing)—even in Physical Education Teacher Education. The problem is that such a perspective makes physical education content (i.e., dance, games, play, and sport) subsidiary to more “intellectual” or “academic” content. This article invites Physical Education Teacher Education faculty to consider how to effectively “send the message” to future physical educators that physical education content is valuable and respectable and in many ways epitomizes intelligent human behavior. Specifically, Physical Education Teacher Education faculty are invited to (a) challenge traditional definitions of intelligence and introduce alternative definitions, (b) participate regularly in their own playgrounds, (c) provide a sufficient dose of activity courses in their curricula, (d) teach activity courses, (e) establish a performance-oriented culture, and (f) administer performance and/or game play evaluations. [ABSTRACT FROM PUBLISHER]

Conversation regarding the challenges and pressures that Early Career Academics (ECAs) face in the current context of the neoliberal university sector has begun to grow generally, and in the field of Physical Education and Sport Pedagogy (PESP) in particular. However, the additional challenges faced by non-white PESP academics in their early careers have, as yet, been absent from the ECA conversation. In this paper, I draw upon my own experiences as a non-white, female ECA with English as an additional language (EAL), working in the field of PESP in a developed English-speaking country, to explore racialised discourses and practices in the academia. To do so, I make use of a critical whiteness lens and an autoethnographic approach. In the analysis of the narratives, I invite others to reflect on how race is socially constructed, on the 'extra effort' that non-white academics with EAL must expend in order to survive colour-blind academia, and on the limited options for agency among non-white ECAs. The paper concludes with reflections on how academics need to open the dialogue 'just a bit more' to include non-white academics in the conversation about ECAs working in neoliberal university contexts to create spaces for equitable work. [ABSTRACT FROM AUTHOR]

Background:Teaching games for understanding (TGfU) has stimulated so much attention, research and debate since the 1980s that it is easy for its origins to become refracted and misunderstood. For example, in a recent edition of thePhysical Education and Sport Pedagogyjournal there was paper arguing a constraints-led approach (CLA) as distinctive from TGfU, where TGfU was positioned as merely an operational model without an initial underpinning theory. Purpose:In this paper, we draw on historical records of existing literature and the memory of one the founders of TGfU to explore the various theoretical contributions to TGfU during its foundational years, which included the work of Bruner on guided discovery, and others (i.e. Stenhouse, Suits). Findings:First, we clarify that TGfU was not developed by Thorpe and Bunker, it was developed by what we refer to as a ‘games team.’ Second, we argue that although in practice TGfU and a CLA may look alike, epistemologically they rest on very different theoretical foundations. From its inception, the epistemological development of TGfU has been from an educative perspective rather than sport science/skill acquisition like that of a CLA. Not only have these competing epistemological/theoretical descriptions led to tensions between education and sport science in the physical education and sport coaching research and literature, they also cause confusion for the practitioner. It is however, inappropriate to privilege one fields’ theoretical discourse or to create a ‘verses’ mentality to theoretical descriptions of what to the practitioner appear essentially the same pedagogical actions (Stolz, S., and S. Pill, 2014. “Teaching Games and Sport for Understanding: Exploring and Reconsidering Its Relevance in Physical Education.”European Physical Education Review20 (1): 36–71). Notwithstanding these different epistemological foundations, we go on to ask for caution in the messages that are sent to practitioners using game-centered approaches (GCAs) such as TGfU or the CLA that simply manipulating constraints and letting the ‘game be the teacher’ is a sufficient condition forlearningto occur. Conclusions:The theoretical development of TGfU overviewed in this paper provides a historical record of several perspectives similar to the CLA – such as modifying game constraints, representation of the full game form in designer games, etc. which may render any ‘new’ GCA that has these features such as the CLA as ‘old wine in new bottles.’ We contend that the major differential in the work of TGfU and CLA authors is TGfU’s emergence from the educative perspective rather than the field of sport science/skill acquisition. From its inception, the interpretation of TGfU has been through the prism of discovery learning. It was only in the 1990s that physical education pedagogues ascribed TGfU to a constructivist approach. We believe the historical insights offered in this paper are critical to physical educators’ understanding of the theoretical development of TGfU as a pedagogical approach to games teaching/coaching. [ABSTRACT FROM PUBLISHER]

Background: Student-Centered InquiryasCurriculum (SCIC) is an activist approach [Oliver, K. L., and H. A. Oesterreich. 2013. Student-Centered Inquiry as Curriculum as a Model for Field-Based Teacher Education.Journal of Curriculum Studies45 (3): 394–417. doi:10.1080/00220272.2012.719550] inspired by years of research with youth. It was designed as a means of listening and responding to youth in order to better facilitate students’ interest, motivation, and learning in physical education settings. While we have a strong and growing body of activist research with youth in physical education, SCIC as a specific approach to working with youth is in its infancy; thus, there is a need to further explore the challenges teachers/researchers face learning to use this approach to teaching. Purpose: This study explores how educators, in different contexts, learn to use an activist approach called SCIC, in order to better facilitate students’ interest, motivation, and learning in physical education and physical activity settings. Research setting and participants: Participants included a university professor, a college instructor, a postdoctoral student, a doctoral student, and a pre-service teacher. Data were collected between January and May 2016. Data collection and analysis: Data collection included weekly field notes and debriefings following observations, teacher artifacts, weekly collaborative group meetings, and two individual interviews per teaching participant. Discussion and conclusions: The main challenge that emerged was learning how to move from a theoretical understanding of student-centered pedagogy to the practice of student-centered pedagogy. Specifically, the amount of time that was necessary to build a foundation that allowed for student and teacher understanding, respect, and comfort, negotiating teacher and student assumptions that were embedded in the status quo of physical education (PE), and the struggle to gather and use meaningful data to guide pedagogical decisions. We negotiated these challenges through our professional learning community whereby we worked to all be able to see and name what was happening in our individual classes and collectively planned what was needed to move forward through these challenges. [ABSTRACT FROM PUBLISHER]

This paper explores the tensions that surfaced as a teacher of physical education (PE) shifted his ‘stories to live by’ [Clandinin, D. J., & Connelly, F. M. (1999). Storying and restorying ourselves: Narrative and reflection. In A. Y. Chen & J. Van Maanen (Eds.),The reflective spin: Case studies of teachers in higher education transforming action(pp. 15–23). Singapore: World Scientific] around PE. The tensions became explicit when his shifting ‘stories to live by’ bumped against dominant narratives of PE that shaped his professional knowledge landscape. Our inquiry is framed by Dewey's pragmatic ontology [(1938).Experience and education. New York, NY: Collier Books] and Clandinin and Connelly's [(1995).Teachers’ professional knowledge landscapes. New York, NY: Teachers College Press] narrative conception of experience as the living and telling, re-telling and re-living, of stories of experience. We also draw on Connelly and Clandinin's [(1999). Storied identities: Storied landscapes. New York, NY: Teachers College Press] narrative conception of identity as ‘stories to live by’ which is an embodied, fluid and context-dependent view of identity as situated at the interface between personal practical knowledge and professional knowledge landscapes. We begin with situating this work within the broader spectrum of narrative research. We then describe the relational processes of re-telling the stories through narrative inquiry and finally explore the re-living of these stories in order to show the tensions that surfaced as Ashley's ‘stories to live by’ shifted. We engage in the narrative inquiry process of re-telling using the three-dimensional narrative inquiry space (with dimensions of place, sociality, temporality), to show tensions and shifting identities. We conceptualize these tensions as moments of autobiographical revisions [Carr, D. (1986).Time narrative and history. Bloomington: Indiana University Press]. These revisions are seen as a part of a person's struggle for narrative coherence; a struggle to compose a life in the professional knowledge landscape that is meaningful to each individual. In these moments of autobiographical revision we show the reflexive relationship between living, telling, re-telling and re-living of stories. We end by considering what we have learned about our own stories to live by through this process and theoretically and practically suggest ways other teacher educators and physical educators might benefit from engaging in narrative inquiry work. [ABSTRACT FROM PUBLISHER]

Administrative leaders in higher education are faced with an expanding population of full professors. It seems as if people are reaching the rank of full professor at an earlier age, while higher education personnel are extending their careers more and more. Once faculty reach the ultimate rank of professor, what do administrative leaders utilize to entice professors to maintain an agenda that includes continuing efforts to enhance teaching, encourage scholarship, and elicit service. Many professors fall into an "I've earned my right to slide" attitude, and their teaching begins to suffer, their scholarly production wanes, and service is done at a minimum. This brief article suggests that administrative leadership in higher education consider the development of a new rank called "Master Professor." [ABSTRACT FROM AUTHOR]

After the worldwide physical education crisis, so called PETE at university level is one of the focal point to promote quality Physical Education. In this situation, in 1997, Education Personnel Training Council in Ministry of Education, Science and Culture(since 2001 Ministry of Education, Culture, Sports, Science and Technology; MEXT) in Japan has informed the Council Report on strategy for improving teacher education system in the future. In 2008, the Course of Studies for elementary and junior high schools were introduced in 2008 and that of for senior high school in 2009. Also system for renewing educational personnel certificates is introduced formally from 2009. Based on this situation on PETE reform movement, tasks and trends in PETE at university level in Japan was shown in this article. In Japanese PETE system, there is discrepancy between needed competency for physical education teachers and image of physical education teacher in general. Most important problem in this recognition would be poor knowledge on competencies requested for physical education teacher as profession. To overcome this discrepant, one need to discuss the better way to change employment system to profession. At university level, even through simulated class based on reflection has introduced in some universities, content knowledge and pedagogical knowledge are usually taught separately. In this sense, one should consider again better way to enhance PCK at university level and to make tentative content and performance standard for them related with CPD. In this context, first step to improve PETE curriculum has just begun in JAPAN. [ABSTRACT FROM AUTHOR]

Teacher personality patterns, shaped in the form of characteristics attributed to particular groups of teachers of the given subject, as if they were accepted in school practice. Such opinions are generally formulated by pupils. The present study is an attempt to analyse opinions on distinguishing characteristics of physical education teachers as they are perceived by teachers of other subjects, and to compare them with the PE teachers' self-assessment. The study results show that, in the opinion of physical education teachers, the strongest features of their professional identity are their organisation skills and dynamics in action; they are also distinguished by their optimism, clothes style, manners, commitment to work, and being resourceful in life. They perceive these image attributes as of high quality. However, teachers of other subjects assess these features much lower. In their opinion, the strongest distinguishing feature of physical education teachers in the school is mainly their outfit; they are also identified by dynamics in action, optimism, lifestyle, involvement at work, and courage. This means that - either the physical education teachers have a very high opinion of their value, or their peers teaching other subjects underestimate the assessment. Undoubtedly, the self-perception factor and related mechanisms of self-promotion and depreciation play certain role in this case. [ABSTRACT FROM AUTHOR]

In this article, the author presents her views regarding the criticality in the practice of physical education in schools of New Zealand. She reports that teachers of higher secondary classes encouraged themselves to develop a socio-critical perspective by the adoption of inquiry-based and critical pedagogical approaches. She states that most of the teachers have implemented the physical education practice.

Background. Physical education teachers are traditionally associated with physical education as a school subject. Questions as to their competences, personalities, and roles in the education process are being continuously raised. It must be taken into account that trainers of physical activity in environments different from the traditional one -- e.g. in a fitness club -- bear great responsibility for preparing their students for participation in physical culture, as well. Teachers' personality traits along with their moral code are to constitute a crucial element in the creation of the model of physical education teacher. It must be emphasized that due to the ever changing conditions and new challenges that contemporary physical education teachers must face, the aforementioned model needs to be particularized because of the specific conditions it is to meet. Different needs will be postulated by learners due to their age, former experience and skills. Material and methods. The aim of the research was a study of opinions of the students of the University of the Third Age of the University School of Physical Education in Wroclaw. The study involved 50 persons. The L.K./2001 Questionnaire was utilized. Conclusions. During their physical activities the students of the University of the Third Age would like to meet professional, reliable and cultured trainers capable of a just and objective progress assessment. Values such as responsibility, wisdom, knowledge, and tolerance ought to be some of the priorities [ABSTRACT FROM AUTHOR]

The article offers information on next-generation physical education teachers and importance of hosting physical education events at school. It mentions that teachers perform many task including lesson, academic integration, and safety planning. It states that physical education's movement in core content area will make teachers more accountable for gym-related students learning.

In this article, the author presents her views regarding the importance of professional learning and development for secondary middle leaders in New Zealand. She informs about the PENZ Inspired Leadership programme which was attended by various teachers who have responsibility to guide physical education to their students. She informs that workshops and other events should be attended by middle leaders to enhance their teaching skills and assessment practices.

In this article, the author offers information regarding the incidences that encouraged him to continue his career as physical education teacher. He informs about his first experience of working as a physical educational teacher in schools and informs about his involvement in a primary teacher education programme launched in the Canadian province of Ontario.