Search

This study examined preservice teachers' instruction of goals in specific learning domains in physical education class and students' interpretation of these goals. Four preservice physical education teachers (all male) from a large urban university taught two lessons to eight sixth-grade students at an urban K-6 elementary school. The theory of cognitive mediation was the framework for this study. Piloted qualitative methods included video recordings of each lesson, stimulated recall, two 20-to-25-min semistructured interviews, and collected lesson plans. Data were analyzed through the constant comparative method. Three major themes emerged: goals for incorporating skills into game play were difficult to identify, affective goals were not explained, and cognitive goals were not implemented. Results indicate that teacher- training programs should develop strategies that will assist students to identify the domain goals of the lesson. This study indicates specifically the areas in which domain goals are lacking during the instructional process.

SHAPE America has outlined proactive ways to approach movement opportunities during physical education class. These possibilities can range from structuring the student learning experience to how teachers implement instruction. While movement provides a foundation for many of the activities offered, what is not discussed is how to use stillness, an absence of movement, to scaffold learning. Using stillness can provide an augmented learning experience, during the limited time offered in the gymnasium, by empowering students as they understand the movement, maintain body control in appropriate situations, and stop the movement with intention. Instructor focus should not only be on teaching movement, but also having awareness of being still in appropriate situations. This paper will explore how stopping movement may enhance learning by: (a) stillness and lesson plans, (b) using stillness for different skill levels, and finally, (c) incorporating stillness in assessment and accountability (d) assessment, stillness, and curriculum.

Many experiences in physical education class focus around competitive activities. Middle school is an important time for students, as they shape their physical identity. Creating a foundation of skill during these activities, may promote a lifetime of future physical behaviors. Therefore, attaining physical skill can create social capital, ultimately a form of social justice, as individuals may use this foundation to be physically active throughout their lives. During middle school, however, physical activity declines. This decrease in physical activity, perhaps, limits physical possibilities later in life. To examine this injustice, the term "skill identity" has been created. Skill identity acts as a new lens for educators to reflect on their practice. The following will be discussed: a) competitive activities and physical education class (skill, identity, and social justice and injustice), and b) identity, social capital, and justice (creating strong or weak skill identities, the teacher, and gender and race).

This study examined the perceptions of upper elementary school students toward physical education (PE). High and moderate/low attitude students (N = 16) participated. Two themes emerged: (a) it is important to have fun in PE (students are excited to go to PE, PE is their favorite class, the teacher influences perceptions of fun) and (b) class activities are important (moderate/low students enjoyed team problem solving, fitness activities were controversial). The results suggest that class organization and content influence perceptions.

The Theory of Reasoned Action (TRA) is the framework for this study. TRA, or attitude theory, suggests that teachers' affect and cognition or knowledge may influence how an individual interprets an activity (Ajzen, 2005). Attitudes may affect teachers' perceptions and beliefs about PE, and these perceptions and beliefs may affect how teachers might implement lessons (Zimbardo & Leippe, 1991). While pre service teaching (PST) programs and how these programs can affect the beliefs of teachers have been studied (Biddle & Goudas, 1997; Graber 1998; Kulinna, Silverman, & Keating, 2000; Munby, 1984), teachers' beliefs and their actual practice have not been fully explored (Tsangaridou, 2006). Teachers may hold salient or strong beliefs regarding competition (Ajzen, 2005), and these beliefs can influence how teachers carry out certain actions or behaviors, especially in their instruction. McIntyre, Byrd, and Fox (1996) found that pre-service teachers considered their teaching experiences during their pre-service training to be of value. Understanding teacher beliefs regarding competitive activities, and if those beliefs affect instruction, can be key to unlocking a more productive learning environment. The purpose of this study was to determine if pre-service teachers' prior beliefs about competitive activities affect their lesson planning, and how pre-service teachers incorporate their beliefs and pre-service training when implementing competitive games during middle school PE classes.

Physical education teachers' (N = 9) beliefs and implementation of competitive activities for middle school multicultural student populations (Grades 6-8) in physical education class in the Greater New York area were examined. Data were collected by nonparticipant observation and field notes, two semistructured interviews, and postobservation informal interviews. The theory of reasoned action guided the study. Three themes emerged: competitive activities, an introduction to culture; using demonstration to teach competitive activity skills to diverse students; and creating community. Successful instruction of diverse students was observed; however, fully incorporating cultural relevance through competitive activities was not fully demonstrated.

This study examined the perceptions of upper elementary school students toward physical education (PE). High and moderate/low attitude students (N = 16) participated. Two themes emerged: (a) it is important to have fun in Pe (students are excited to go to PE, PE is their favorite class, the teacher influences perceptions of fun) and (b) class activities are important (moderate/low students enjoyed team problem solving, fitness activities were controversial). The results suggest that class organization and content influence perceptions., Every day students bring their perceptions to school. These perceptions influence their thoughts and feelings toward each subject and their approach to learning. It has been suggested that student perceptions [...]

In this study, we drew upon McCaughtry, Tischler, and Flory's (2008) reconceptualized ecological framework to examine middle school students' perceptions (N = 391) of competition in physical education, specifically after participating in noncompetitive and competitive active gaming (AG) sessions. Chi-square tests of independence were computed on students' open-ended questionnaire responses. In terms of the AG sessions, students enjoyed AG and felt happy regardless of the task structure; however, what they liked and disliked about the AG tasks varied according to skill. Lower skilled students in the noncompetitive situation focused on success more frequently and in the competitive situations reported liking task elements and competition less frequently than did other skill groups. Discussion was focused on improvements in equipment features and task design to enhance students' experience. [This study is the second of two papers. The first published paper is different in an analysis of gender and grade-level differences for the same sample.]

SHAPE America has outlined proactive ways to approach movement opportunities during physical education class. These possibilities can range from structuring the student learning experience to how teachers implement instruction. While movement provides a foundation for many of the activities offered, what is not discussed is how to use stillness, an absence of movement, to scaffold learning. Using stillness can provide an augmented learning experience, during the limited time offered in the gymnasium, by empowering students as they understand the movement, maintain body control in appropriate situations, and stop the movement with intention. Instructor focus should not only be on teaching movement, but also having awareness of being still in appropriate situations. This paper will explore how stopping movement may enhance learning by: (a) stillness and lesson plans, (b) using stillness for different skill levels, and finally, (c) incorporating stillness in assessment and accountability (d) assessment, stillness, and curriculum. [ABSTRACT FROM AUTHOR]

This study examined preservice teachers' instruction of goals in specific learning domains in physical education class and students' interpretation of these goals. Four preservice physical education teachers (all male) from a large urban university taught two lessons to eight sixth-grade students at an urban K-6 elementary school. The theory of cognitive mediation was the framework for this study. Piloted qualitative methods included video recordings of each lesson, stimulated recall, two 20-to-25-min semistructured interviews, and collected lesson plans. Data were analyzed through the constant comparative method. Three major themes emerged: goals for incorporating skills into game play were difficult to identify, affective goals were not explained, and cognitive goals were not implemented. Results indicate that teachertraining programs should develop strategies that will assist students to identify the domain goals of the lesson. This study indicates specifically the areas in which domain goals are lacking during the instructional process. [ABSTRACT FROM AUTHOR]

Code switching is primarily a linguistic term that refers to the use of two or more languages within the same conversation, or same sentence, to convey a single message. One field of linguistics, sociocultural linguistics, is broad and interdisciplinary, a mixture of language, culture, and society. In sociocultural linguistics, the code, or language that is selected, can be triggered by a social situation or setting in which the speaker is placed. Code-switching can also apply to behavior. In physical education, teachers may communicate in the language of sport. When teaching a competitive activity in physical education class, the environment changes, becomes competitive, and the teachers often code switch and switch instructional choices unconsciously. This article examines the occurrence of code-switching during competitive activities.

The idea of actively involving children in the learning process can be beneficial for both teacher and student on a number of levels. Allowing students in physical education class to make choices has been incorporated into elementary-age teaching successfully. As a way to invite students to become more active participants in their learning, teachers can introduce them to a model called the "Colors of Competence in Competition" (CCC), which allows students to participate, track, and make decisions about their skill levels and the types of activities in which they participate throughout a unit. Students can identify their level of skill and competitive participation (beginner, intermediate, advanced) by using the CCC Guide (Tjeerdsma, 1995). This guideline provides a strategy designed for both students and teachers to track progress in skill attainment. Students becoming active participants and self-management skills in elementary education are crucial for sparking an interest in lifetime activity (Corbin, 2004). Overall, this guide can be tailored to the individual unit and can be considered a useful tool for both the students and the teachers in examining skill attainment. (Contains 2 tables and 1 diagram.)

Background: It is known that suburban youth are more fit than urban youth in Croatia. Method: Differences (p < .05) in fitness levels and motor abilities of 9,164 (F = 4,671, M = 4,493) Croatian children (age range: 11-14years) from urban (F = 1,380, M = 1,268), mixed rural-urban (F = 274, M = 289), and rural (F = 3017, M = 2936) areas were assessed to determine the health status and fitness levels of middle school Croatian students from urban and rural areas. Results: Urban children were taller and leaner compared to their rural-urban and rural peers. Male and female students living in urban areas demonstrated better agility, flexibility, explosive strength, and repetitive strength with respect to their rural-urban and rural counterparts. Conclusion: Contrary to previous research, this study shows that urban students show greater fitness characteristics than their suburban counterparts. This may be due to the induction of mechanization and the lower need for physical work on farms, while maintaining the nutritional habits, including traditional high calorie meals, which have brought about a decline in the level of basic fitness characteristics in the rural environment. As there is a greater opportunity for organized sports events and programs in cities, the availability of these benefits should be examined., During the past 15 years, Croatia has emerged from wartime destruction to a high level of industrialization and today strives to become a member of the European Union. This period [...]

In this study, we drew upon McCaughtry, Tischler, and Flory's (2008) reconceptualized ecological framework to examine middle school students 'perceptions (N = 391) of competition in physical education, specifically after participating in noncompetitive and competitive active gaming (AG) sessions. Chi-square tests of independence were computed on students' open-ended questionnaire responses. In terms of the AG sessions, students enjoyed AG and felt happy regardless of the task structure; however, what they liked and disliked about the AG tasks varied according to skill. Lower skilled students in the noncompetitive situation focused on success more frequently and in the competitive situations reported liking task elements and competition less frequently than did other skill groups. Discussion was focused on improvements in equipment features and task design to enhance students' experience., Physical education activities can help students acquire the skills, knowledge, and dispositions needed to live a healthy, active lifestyle (Centers for Disease Control and Prevention, 2012). Students report, however, that [...]

The attitudes and perceptions of middle school students toward competitive activities in physical education were examined. Ten boys and 14 girls volunteered (11-high-skilled, 11 moderate-skilled, and 2 low skilled students) in 6th and 7th grade from a total of 6 schools, all offering competitive activities. Data collection was conducted over several months and included focus groups consisting of students of mixed skill levels, observations of competitive class activities, and informal interviews with teachers. The three major themes that emerged were, having fun in competitive activities, not all students were attaining motor skills necessary to participate in activities due to a lack of time to engage in appropriate practice, and the structure of competitive activities affects student experience.

Background: It is known that suburban youth are more fit than urban youth in Croatia. Method: Differences (p < 0.05) in fitness levels and motor abilities of 9,164 (F = 4,671, M = 4,493) Croatian children (age range: 11-14 years) from urban (F = 1,380, M = 1,268), mixed rural-urban (F = 274, M = 289), and rural (F = 3017, M = 2936) areas were assessed to determine the health status and fitness levels of middle school Croatian students from urban and rural areas. Results: Urban children were taller and leaner compared to their rural-urban and rural peers. Male and female students living in urban areas demonstrated better agility, flexibility, explosive strength, and repetitive strength with respect to their rural-urban and rural counterparts. Conclusion: Contrary to previous research, this study shows that urban students show greater fitness characteristics than their suburban counterparts. This may be due to the induction of mechanization and the lower need for physical work on farms, while maintaining the nutritional habits, including traditional high calorie meals, which have brought about a decline in the level of basic fitness characteristics in the rural environment. As there is a greater opportunity for organized sports events and programs in cities, the availability of these benefits should be examined.

Gene products of expanded CAG repeats causes neurodegenerative disorders in humans. Mice are transfected with a 146-unit CAG repeat via the phosphoribosyltransferase (HPRT) gene. Transfected nice expressed a mutant HPRT containing a long polyglutamine repeat. Their neurons were found to contain intranuclear inclusions. These mice died early due to a late onset neurological phenotype.

Problem Statement: Competitive activities are widely used in physical education class. Preservice teachers enter teacher training programs with a background in a variety of sport experiences. The beliefs that preservice teachers hold regarding competitive activities can influence their instruction. This longitudinal study examined how preservice teachers' (PSTs) beliefs influenced instruction of competitive activities during 6-8 grade physical education (PE) classes while enrolled in a preservice program. PSTs entered this study upon enrollment in the program and completed the study during student teaching. Approach: Participants and Settings: Eight males and one female PST, enrolled in a large, urban university teacher training program, participated. Piloted qualitative methods were used to uncover PSTs' beliefs during instruction of competitive activities in middle school PE classes. Data collection included field notes, four interviews, comprised of a background interview and three, 20-25-minute, semi-structured interviews, informal interviews, and collected lesson plans. Purpose: The Theory of Reasoned Action was the theoretical framework used to guide the study. Data were analyzed using N-Vivo 10. Data analysis focused on teachers' beliefs regarding competition. The constant comparative method was used to examine teachers' beliefs and how these beliefs influenced instruction during their preservice program. Results: Three themes emerged, the first theme was PSTs prior beliefs about competition were identified and were part of their instruction. The second theme was PSTs used coursework to modify game play. The final theme was skill and age matter. Conclusion: This study identified the strong beliefs that PSTs held about competitive activities and how those beliefs influenced instruction. The PSTs became aware of these beliefs during student teaching. [ABSTRACT FROM AUTHOR]

Code switching is primarily a linguistic term that refers to the use of two or more languages within the same conversation, or same sentence, to convey a single message. One field of linguistics, sociocultural linguistics, is broad and interdisciplinary, a mixture of language, culture, and society. In sociocultural linguistics, the code, or language that is selected, can be triggered by a social situation or setting in which the speaker is placed. Code-switching can also apply to behavior. In physical education, teachers may communicate in the language of sport. When teaching a competitive activity in physical education class, the environment changes, becomes competitive, and the teachers often code switch and switch instructional choices unconsciously. This article examines the occurrence of code-switching during competitive activities. [ABSTRACT FROM PUBLISHER]

The attitudes and perceptions of middle school students toward competitive activities in physical education were examined. Ten boys and 14 girls volunteered (11-high-skilled, 11 moderate-skilled, and 2 low skilled students) in 6th and 7th grade from a total of 6 schools, all offering competitive activities. Data collection was conducted over several months and included focus groups consisting of students of mixed skill levels, observations of competitive class activities, and informal interviews with teachers. The three major themes that emerged were, having fun in competitive activities, not all students were attaining motor skills necessary to participate in activities due to a lack of time to engage in appropriate practice, and the structure of competitive activities affects student experience. [ABSTRACT FROM AUTHOR]

Physical education teachers' (N = 9) beliefs and implementation of competitive activities for middle school multicultural student populations (Grades 6-8) in physical education class in the Greater New York area were examined. Data were collected by nonparticipant observation and field notes, two semistructured interviews, and postobservation informal interviews. The theory of reasoned action guided the study. Three themes emerged: competitive activities, an introduction to culture; using demonstration to teach competitive activity skills to diverse students; and creating community. Successful instruction of diverse students was observed; however, fully incorporating cultural relevance through competitive activities was not fully demonstrated. [ABSTRACT FROM AUTHOR]