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Although the written physical education curriculum is the same throughout the country, the implementation phase in schools differs from each other. Hence the purpose of this study is to examine the implementation process of the 5th-grade physical education and sports curriculum (2018) in different school contexts. Case study pattern was used. The participants of the study are two physical education teachers in Eskisehir. The data collection process consisting of observations, interviews, and field notes was completed in the fall semester of the 2018-2019 academic year. As a result of the analysis, the implementation process of the curriculum sub-theme which is related to the main theme of "taught curriculum", was reached. In conclusion, it can be said that the implementation process in schools is mostly teacher-centred, including the teaching of sports techniques and evaluating the psychomotor domain. It was observed that the game-based and student-centred structure of the updated curriculum was not sufficiently implemented by the teachers in the study. Also, it can be stated that the sufficiency of physical education course materials and the suitability of the areas used in physical education lessons are important factors in the implementation process of the curriculum.

The current study was conducted to investigate the relationship between occupational personality types, 21st-century skills, and teaching motivation. The study was conducted in the descriptive relational survey model, one of the quantitative research methods. The study group consisted of all the students attending the Physical Education Teaching Department at Faculty of Sports Sciences of Mugla Sitki Koçman University. A total of 148 (F=59, M=89) students were included in the study. The questionnaire method was employed to collect the data in the study. The questionnaire consists of four parts: a personal information form in the first part and three scales in the following three parts. In the second part, there is the "21st Century Skills Self-Efficacy Perception Scale" consisting of 42 items, in the third part, there is the "Occupational Personality Types Inventory" consisting of 30 items and in the fourth part, there is the "Teaching Motivation Scale" consisting of 12 items. The SPSS v22 program package was used in the analysis of the collected data. As a result of the study, a significant correlation was found between occupational personality types and 21st-century skills self-efficacy perceptions, between the six personality types of occupational personality and intrinsic and extrinsic motivation, and between 21st-century skills self-efficacy perceptions and intrinsic and extrinsic motivation. According to the results of regression analyses, occupational personality types had a significant effect on intrinsic and extrinsic motivation.

Teachers' professional vision (TPV) is an essential contributor to enhancing the quality of teaching-learning processes thanks to its potential effect on teachers' self-reflective skills. This is of particular importance in Physical Education (PE), due to the fact that this subject presents different challenges and more dynamic situations compared to others. One of the latest approaches for enhancing TPV is video-based reflection, allowing teachers to observe and analyze recorded lessons. This research aimed to test the effect of a video-based reflection program on TPV in PE. Two teachers participated in a 3-step video-analysis program consisting of self-reflection, peer reflection, and expert feedback. Notable changes were found in TPV at the end of the 6-month intervention, both in terms of teachers' selective attention to classroom events and their knowledge-based reasoning. Our findings suggest that video-based reflection interventions could represent an important component of any teacher training program aiming to increase PE teachers' ability to evaluate and respond to a variety of in-class situations.

Physical education classrooms reflect a range of learners, movers, and abilities. Incoming physical educators report lacking confidence and knowledge in their ability to create inclusive lesson plans. Many undergraduate and liberal studies students are required to take one adaptative physical education pedagogy course; thus, incoming educators tend to lack an array of instructional tools to ensure all students are participating in activities and engaging with peers. The goal of Universal Design for Learning (UDL) is for teachers to use a range of strategies by removing barriers to learning and giving students opportunities to experience physical education to the best of their ability. Physical educators have the foundational tools; they just need to envision using those tools differently. The purpose of this article is to demonstrate how, by combining the physical education and UDL frameworks, educators can implement an inclusive lesson with a skills rubric and a summative assessment.

A mixed-methods study was used to determine if an online, mastery-based learning resource was successful in improving content knowledge and retention of critical elements and developmental stages of 16 fundamental movement skills (FMS); a secondary purpose was to determine participant perceptions of their experience with the online resource. Participants (N = 323; motor development (MD) = 94; movement education (ME) = 124; elementary physical education (EPE) = 105) were Teacher Candidates (TCs) in a Physical Education Teacher Education (PETE) Program. Pre- and post-survey data, and pre-, post-, and retention test scores were used to evaluate the program's effectiveness. Paired samples t-tests indicated higher post-test scores for MD ([delta]37.23, p < 0.001, d = 2.32) and ME ([delta]32.12, p < 0.001, d = 1.72). Results from a one-way ANOVA indicated significant improvement and retention of test scores over time, F(3, 331) = 27.761, p < 0.001, [eta-squared] = 0.963. Perceptions of PETE TCs reported positive reactions to the use of the online modules to improve their ability to analyze FMS. Based on these findings, the authors propose that implementing an online, mastery-based resource to analyze FMS may be a positive learning experience for TCs and could lead to long-term content knowledge acquisition of critical elements of FMS.

Nowadays, we face a profound fragmentation of knowledge, which is addressed in distinctive ways, conforming to the specifics of each field of knowledge and having a specific lexicon and ways to interpret reality. To better understand and communicate the complexity of the reality of motor and sports sciences in Italy, it is necessary to study its ontology based on a holistic and comprehensive approach such as System Thinking (ST). So, this preliminary review aimed to verify the coherence of terminology used by Italian academics (who study methodologies related to teaching) and practical communities (who live the reality of daily teaching) in motor and sports sciences, specifically regarding the didactic of physical and sports education. For this purpose, according to Design Based Research (DBR), a first investigation of the interpretative semantics of the discipline's specific terms was accomplished with the support of multiple sources of information such as documents, databases, and brainstorming performed by experts (representing the guiding team and stakeholders from all considered communities). Moreover, the frequency of some terms and keywords considered in European (ERC) and Italian (CUN) legislation was assessed to contextualize better the impact of common practice community keywords on the scientific and regulatory community. Successively, the studies that analyzed the terms from 2000 to 2020 in the leading scientific search engines (SCOPUS and Web of Science) were also investigated. Results indicate that in the CUN and ERC areas, there is a total absence of the most relevant lemma to the community of practice. Furthermore, significant terms such as play, sports education, psychomotricity, and gymnastics are less considered or unconsidered in the specific scientific and didactic fields. Possible solutions for a specific semantic model to reduce the gap are finally hypothesized and presented.

In online learning as a form of distance education, "Learning Management Systems (LMS)" have become one of the most dynamic forms of higher education today. LMS components play an important role in assessing both the quality of online educational offerings and student performance. The focus of this study is whether LMS activities significantly predict student academic performance in online pedagogical education. The participants of the study consisted of 511 prospective physical education teachers taking pedagogical online education via LMS in the spring semester of 2022-2023 at a state college in Turkey. The study data consisted of the participants' learning activity assessments via LMS and their academic performance at the end of the semester. The learning activity scores were obtained from the LMS student tracking report and the end-of-semester academic performance scores were obtained from the college's "Student Information System (SIS)". The results of this study, in which correlation and hierarchical linear regression analyzes were conducted, showed that each online learning activity significantly predicted academic performance. The relative order of importance of learning activities on academic performance was found to be "number of course document downloads," "asynchronous course viewing time," "course video viewing time," and "synchronous course participation time." While the number of course document downloads alone explained 36% of the variation in academic performance scores, this variation increased to 41% with synchronous course participation time, 52% with asynchronous course viewing time, and finally 68% with course video viewing time. Although each LMS activity had a positive effect on academic performance, following lessons from downloaded documents, asynchronous lesson viewing, and video viewing were found to rank first in increasing academic performance, while synchronous course participation ranked last. Consequently, asynchronous LMS activities have a stronger impact on students' academic performance in online learning.

Background: The use of the Curriculum Assessment Policy Statement (CAPS) and delivery of Physical Education (PE) concerning time allocation, resources and number of learners per class is crucial for optimal delivery to the intermediate-phase (IP) learner. Aim: This study aimed to determine the gap between the understanding and the interpretation of the content and requirements of the CAPS document, and the delivery of PE in the IP, in selected public schools in the Alberton region of Gauteng province, South Africa. Setting: Alberton, a suburb of Johannesburg, was identified. This geographical area was divided into four segments. Two primary schools from each segment were purposefully selected according to the quintile levels. Methods: A mixed method of data gathering was used. Questionnaires were administered and focus-group discussions (FGDs) were held. Participants were selected using a purposive sampling method. Quantitative data were analysed using descriptive statistics. Qualitative data were analysed using direct quotes and themes. Results: The findings are in line with the results of the South African Universities Physical Education Association (SAUPEA) National Research Project in that teachers require further training on the interpretation of the CAPS document. Aspects of the CAPS document cannot be executed because of time allocation, class size, and a lack of resources and equipment. Conclusion: To adhere to the expectations of the CAPS document, the use of available facilities, equipment, number of learners per class, and time allocation in PE need improvement. Contribution: Enriching the PE curriculum through collaborating with stakeholders in local communities and governmental support.

Engaging with physical education teachers who were compelled to integrate technology into their lessons during the COVID-19 pandemic is crucial to understanding how the pandemic has presented this 'new normal' circumstance. It is vital to gain insight into the initial experiences of physical education (PE) teachers who transitioned to online physical education (OLPE) teaching, as well as to identify potential areas for improvement in the future. This study investigated the perspectives of secondary school PE teachers on OLPE teaching during the COVID-19 lockdown, their professional development, online training opportunities and future perceptions. Using a mixed-methods approach, this study analysed data from 35 secondary school PE teachers in Fiji, using Google Forms to collect quantitative data and semi-structured interviews for qualitative data. The quantitative data was categorized by age, gender, school setting, qualifications, and teaching experience, while the qualitative data was analysed by themes. The study found that teachers struggled with OLPE due to lack of preparedness, poor Internet connectivity, and lack of emphasis on PE during lockdown. Despite their readiness, integrating technology remains challenging due to a lack of incentives, limited support, and fear of the unknown. The study emphasises the vital importance of technology in creating engaging and relevant PE experiences and recommends the provision of specialised resources, personalised curriculum guidance, and a change in teacher training institutions' paradigms to incorporate contemporary technological applications in PE.

The ongoing underrepresentation of Iraqi school students in science, mathematics, and PE (physical education) (SMPE) in general, and especially in PE demonstrates the need to develop and implement strategic high impact practice, such as new effective teaching strategies that not only improve students' academic outcomes but also foster student development holistically. In Iraqi schools, there is a need to help students persist and remain interested in their discipline and academic level; hence, this study aims to explore the effects of various PE STA (spectrum teaching approaches), the TGFU (teaching game for understanding), and TTA (traditional teaching approach) on intermediate school students' HBS (basic handball skills). A total of 90 male students participated in the present study. In EGs (experimental groups), the STA and TGFU were employed for EG1 (experimental group one) and EG2 (experimental group two), while the TTA was used for CG (control group). The results of the SPANOVA test showed a significant effect of the STA and TGFU approaches in enhancing the BHS in favour of the STA. However, there were no statistically significant differences in the interaction between Test time and teaching groups. The value of research does not require only coming up with solutions to a problem (under study) but also revealing new concerns worthy of investigation and analysis, such as investigating this tool's effectiveness in teaching other sports.

Introduction: Different international guidelines indicate the need for improving educational procedures. This study aims to contribute to the professional development training program of higher education professors from a Physical Education Teacher Education degree in México. Methodology: This qualitative study used a participatory action research design through four cycles: (a) diagnosis; (b) elaboration of the action plan; (c) implementation and evaluation; and (d) feedback. The participants were the professor, six experts, and 17 students. Data were collected from semistructured interviews with students and the professor, the analysis of the class syllabus, and nonparticipatory observations. Findings: The importance of carrying out a diagnostic cycle allowed us to identify the specific needs of the class. Similarly, the model of development and evaluation of academic competencies (M-DECA) allowed the professor to develop specific pedagogical and disciplinary competencies from the training program. Conclusion: A continuous professional development training program for university professors in pedagogical and disciplinary strategies generates better learning results. The inclusion of innovative content in the class syllabus was also crucial.

Assessment is a key element in the teaching-learning process in physical education (PE). In 2020, the Association Internationale des Écoles Supérieures d'Éducation Physique (AIESEP) published a position statement on PE assessment, in which it reviews the current state of the field and establishes the current yet forward-looking main lines of research on this topic. The most widely used approach, which this article reviews in depth, is assessment for learning (AfL). In Spain, the most widespread approach employed in PE throughout primary and secondary education in the last 25 years has been formative and shared assessment, which clearly aligns with the AIESEP position statement. The objective of this study was to gain an understanding of the main contributions of the formative and shared assessment model in PE and PE teacher education (PETE). Four databases (ERIC, SCOPUS, WOS and DIALNET) were explored, and 51 documents were selected on which an inductive thematic analysis was conducted. The evidence obtained at different educational levels and contexts seems to show a positive influence of formative and shared assessment on learning outcomes, which has favoured the expansion of the model, especially in PETE. Research on the transfer of PETE to educational practice has indicated that adequate continuing professional development seems necessary to help teachers integrate formative and shared assessment in their PE classroom. In conclusion, this model can provide an answer to some of the current questions being raised at an international level about PE assessment, especially in relation to students' involvement in the assessment process and its role in PETE.

Scholars have long questioned the impact of teacher education programmes. Persistent claims are that pre-service teachers have fixed ideas about pedagogy when they enter training and that they become enculturated once in the profession. Within physical education (PE), similar concerns have been raised with respect to ball games. Research suggests that pre-service PE teachers typically have substantial experience of ball sports and find it difficult to implement non-traditional ball games pedagogies when they enter schools. Against this background, the aim of the study is to explore how pre-service teachers recontextualise ball games as pedagogic discourse in their transitions from university to school placement. Bernstein's pedagogic device and pedagogic discourse are employed as the theoretical framework. The investigation focuses on a Swedish PETE programme and the participants are six pre-service teachers. The empirical material consists of written assessments, observations of the pre-service teachers' lessons during school placements, and individual interviews. Findings suggest that the pedagogic discourse of ball games at the university was aligned with course learning outcomes and included the need to communicate goals, adapt and modify teaching, and combine different approaches. The pedagogic discourse at school placement involved traditional ball games, minimal curriculum references, progression in two or three lessons, and inclusive, enjoyable lessons. Factors that regulated the discourse were: familiarity with the pupils; the conceptualizing of inclusive teaching; norms regarding ball games in PE; expectations of the pre-service teachers; and the framing of ball games education in PETE. Recontextualising rules highlight challenges in transitions related to ball games.

Student's motivation towards physical education (PE) classes is a key factor for increasing physical activity (PA) levels in children. In order to increase motivation in PE, new teaching techniques are needed, such as gamification. This study examines the potential influence of gamification in PE classes on motivation-related variables such as basic psychological needs (BPNs) and positive behaviours in primary school students, considering the perceptions of students and teachers. A total of nine teachers and 506 primary students participated in this study: 250 from a gamified group and 256 from a control group. The students filled in the BPNs in the Classroom Scale in order to measure three BPNs (autonomy, competence and relatedness). In addition, the perceptions, feelings, and behaviours of the students and teachers were analysed and classified through drawings, teacher's diaries, and focus groups. An improvement in the three BPNs, namely autonomy (p < 0.001), competence (p < 0.001) and relatedness (p < 0.001), was observed for the gamified group compared to the control group. The qualitative findings showed a perceived increase in student motivation, participation, and cooperation behaviours. Students also reported values such as respect, and rejection of contempt and harassment. In short, gamification was associated with an increase in all BPNs and positive behaviours in primary school students in gamified PE classes compared to non-gamified classes.

Working with trauma-affected youth in physical education (PE) can be a challenging and, at times, stressful and emotionally demanding process. Whilst little is known about how student trauma affects in-service teachers, even less is known about how it might impact pre-service PE teachers. The aims of this paper are therefore to (1) explore pre-service PE teachers' experiences of working with students affected by trauma, and (2) consider the potential implications of this for their well-being. Through an online professional learning programme, we worked with three distinct groups of pre-service PE teachers (n = 22). The workshops generated data through individual activities and group tasks that allowed participants to reflect on their experiences. Findings revealed that pre-service teachers had several encounters during their school-based placements with young people who may have experienced trauma. These experiences were felt by the pre-service PE teachers -- both emotionally and physically. Pre-service PE teachers were encouraged to develop self-care strategies; however, our participants indicated that this was not always easy to do. That said, pre-service PE teachers were able to describe some of the strategies they engaged with to take care of themselves and safeguard their own well-being. Many of these strategies were relational and involved spending time with others -- such as school colleagues (teachers and/or mentors) -- who were available to offer both practical and emotional guidance and support. Thus, our findings reinforce the importance of pre-service teachers learning about self-care and emotional regulation as part of initial teacher education courses.

This year-long action research (AR) study, conducted in the context of a physical education teacher education (PETE) program in Portugal, explored how critical reflection among preservice teachers (PSTs) developed in response to tailored questioning by an external facilitator (EF). Participants were six PSTs and the first author, who assumed the dual role of EF and researcher. Four AR cycles, each involving a self-reflection analysis, intervention, and the development of the PSTs' reflections were completed. During each AR cycle, the EF examined the PSTs' teaching-learning practices and views and generated tailored questions to support critical reflection. Data were collected through focus group interviews and written reflective journals. The EF also made participant observations to contextualize each PST's teaching-learning process, resulting in field notes. Using various question types (e.g. leading, probing, and procedural next-step questions) designed to address individual needs, PSTs progressed from a basic reflection level to thinking critically about their teaching-learning practices. The questions were helpful for PSTs in interpreting daily issues faced in teaching-learning and understanding the relevance of self-analysis and attention to learners' needs in fostering critical reflection. Given these results, we recommend that PETE programs incorporate a component or module explicitly promoting reflection on and analysis of PSTs' pedagogical practices.

The COVID-19 pandemic has had both short- and long-term impacts on the institution of schooling, as well as on teachers and students who experienced it. While much has been learned about the impact of the pandemic, including in physical education, less is known about how physical education teachers navigated the sociopolitical realities of their work as they were socialized through the pandemic. Adopting occupational socialization theory, the purpose of this study was to examine the experiences of Midwestern US physical educators during the COVID-19 pandemic and the lasting implications for their careers. Participants were 30 in-service physical education teachers (20 female and 10 male) from one state in the US Midwest who each participated in a semi-structured interview. Semi-structured interviews were audio-recorded and analyzed using a multiphase collaborative qualitative analysis method grounded in analytic induction and deduction and focused on thematic development. Data analysis resulted in four themes: (a) changing instructional modalities was challenging but prompted creativity and growth; (b) resources were scarce, and marginalization was intensified through the pandemic; (c) recognizing and responding to changes in teacher and student health; and (d) stressors associated with COVID-19 may influence teachers' career trajectories. This study not only adds to the literature related to COVID-19 but also is important for understanding how the schools' culture changes through times of crisis. It is likely that other local, regional, national, or international events will cause disruptions in teachers' work and the nature of student learning in the future.

Differentiated instruction remains one of the most important frameworks for the global education community to achieve sustainable educational development goals and inclusive education. It is also one of the most critical challenges for teachers in different subjects. This study used structural equation modeling to examine the role of teachers' practices and beliefs in implementing differentiated instruction in physical education. Using a sample of 527 preservice teachers, we found that a growth mindset was the strongest predictor of differentiated instruction, followed by flexible grouping and differentiating the curriculum. In addition, multiple mediation analyses revealed that differentiating the curriculum and flexible grouping mediated the relationship between a growth mindset and differentiated instruction. We also guide teacher educators to develop teachers' growth mindsets and help teachers better understand differentiated instruction in physical education.

The interruption of regular physical exercise among Chinese college students is a key cause of the lack of motivation to exercise. Therefore, on the basis of self-efficacy theory, this study analysed the interrelationships between the perception of transformational leadership in physical education (PE) by teachers, physical self-efficacy, and exercise adherence among Chinese college students. A questionnaire survey was conducted using a convenience sample of 448 students from five universities in Hebei Province, China. They perceived transformational leadership by PE teachers to significantly positively influence exercise adherence. In addition, physical self-efficacy partially mediated the relationship between college students' perceptions of transformational leadership by PE teachers and exercise adherence. These findings suggest that university administrators could encourage PE teachers to make greater use of transformational leadership and improve education and guidance regarding physical self-efficacy for college students to promote exercise adherence.

Objective: This paper forms part of a DigihealthPE project in which we have been working with physical education (PE) teachers to co-create critical and embodied digital health pedagogies. As part of the project, we invited PE teachers to mind map their personal engagements with digital health technologies. We aimed to explore the potential openings and opportunities (and limitations) within these maps for critical thinking and action. Method: Data were generated during a workshop with 12 PE teachers in Scotland. Informed by new materialism, we focus on the human and non-human factors and intra-actions evident within six narrative portraits generated from teachers' mind maps. Results: Our findings suggest that teachers were engaging complexly and extensively with digital health technologies, which we considered an opening for further critical work. Importantly, experiences of strong (negative) affect had the potential to transform engagements with digital health technologies. Conclusion: We conclude by exploring how the process of mind mapping helped us to see further opportunities for supporting teachers to engage critically with digital health technologies. We also argue that new materialist-informed critical practices in education may have transformative potential for helping teachers and pupils to engage critically with the moving body, technology and health.

The aim of this study was to examine teaching and technology status of physical education (PE) teachers under the ongoing influence of COVID-19. A total of 1,005 in-service PE teachers completed the Physical Education Teaching Efficacy Scale (PETES) and Educator Technology Self-Efficacy Survey (ETS-ES) electronically to measure current teaching efficacy and perceived technology self-efficacy. The findings revealed that the teachers' overall PE teaching efficacy level was high (8.08 ± 1.27) whereas, technological self-efficacy was at a moderate level (3.45 ± 0.44). Meanwhile, Efficacy for Using Technology significantly and positively predicted Technology Self-Efficacy (p < 0.001). In conclusion, Chinese in-service PE teachers in primary and secondary schools exhibited a high level of competence in PE teaching. However, their proficiency in utilizing technology for educational purposes needed improvement. While these educators possessed fundamental online teaching skills, they often encountered challenges in adapting to technology-enhanced teaching methods. Education and training institutions should improve their existing curriculum, and schools need to continue to develop and train in-service teachers.

Purpose: The purpose of this study was to explore how urban physical educators' experiences influence their motivations toward vocational persistence emphasizing health and fitness. Methods: Participants included 16 urban physical educators who participated in semistructured interviews about their experiences teaching in urban settings. For minority youths, who predominantly attend urban public schools, fitness rates are lower than the national average. Physical education has been discussed as a potential solution to combating this public health trend; however, considering Common Core reforms in public education by which health and physical education has been de-emphasized as a curricular requirement, scholars are pursuing knowledge of how the experiences of urban physical educators are evolving. Using occupational socialization as the operating theoretical framework, this study seeks to explore how 16 urban physical educators' experiences are evolving with the changes in public education, including administrative support and other indicators of marginalization and attrition. Results: Qualitative data analysis resulted in the construction of six themes which suggest that teaching students to develop and maintain a healthy lifestyle remains a powerful motivator for urban physical educators' persistence despite feelings of marginalization and burnout. Conclusions: The authors provide practical suggestions for practitioners and scholars to overcome feelings of marginalization and lack of resources.

Purpose: This study examined how physical education preservice teachers (PSTs) developed adaptive skills in the planning of the lessons in the 5 weeks of an introductory physical education method course using the practice-based teacher education framework. Method: Twenty-two PSTs edited three lesson plans over the 5 weeks. A total of 150 lesson plans were analyzed using descriptive statistics to explore (a) the total number of adaptations, (b) the total number of adaptations made to core practices, and (c) the types of adaptations. Findings: The PSTs made a wide-ranged number of adaptations from lesson plan one to three (one [median = 38.50, range 6-101]; two [median = 49.00, range 14-184]; three [median = 38.00, range 18-97]). They made adaptations most frequently in providing clear instruction and type two adaptations (refine). Conclusions: The results support the use of pedagogical approaches within the practice-based teacher education framework effective in developing PSTs' adaptive competence in lesson plans.

Purposes: The purposes of this study were to describe (a) the perspectives and practices of two beginning physical education teachers working in the COVID-19 pandemic and (b) the influence of the teachers' occupational socialization on these perspectives and practices. Method: Data were collected with four qualitative techniques (formal interviews, informal interviews, document analysis, and a reflection journal). They were analyzed by employing the techniques of analytic induction and constant comparison. Findings: Jason and Lane were able to cope with and successfully adapt their teaching to the conditions dictated by the COVID-19 pandemic. This appeared to be due to the influence of their professional and secondary professional socialization and the fact that their schools' cultures were mainly supportive. Conclusions: The study indicates that research-based undergraduate physical education teacher education combined with a specialist sport pedagogy master's degree can produce skilled physical educators able to deliver effective physical education, even in very difficult circumstances.

Purpose: To explore preservice teachers' (PSTs) implementation of cooperative learning (CL) during their school-based student-teaching after undertaking a CL course in a Chinese physical education teacher education program. Method: An interpretive qualitative case study design gathered data from eight PSTs using classroom observations, semistructured interviews, reflective journals, instructional materials, and field notes. Interactive cycling coding was used to analyze the data. Findings: The two themes, "putting five key elements into practice" and "learning to facilitate with CL," convey how the PSTs implemented the procedures of CL and adapted CL to the contexts they were teaching in. Discussion and Conclusions: The eight PSTs appropriately implemented CL and contextualized CL practice in their classrooms. They shifted their teaching approaches away from direct instruction and toward more independent, pupil group-based tasks. This growth is particularly important in the Chinese physical education context, where policies advocate for CL yet student-centered teaching which is rarely seen in practice.

Purpose: To refine a motor competence assessment app prototype, enabling its redesign. Method: Workshops were conducted to inform the prototype development. App's usability was evaluated on its ability to communicate relevant information to the teachers (n = 9). A "think out loud" protocol was applied by the users. Results: Both workshops refined the app, namely: "interface," "background," "acceptability/feasibility," "results," "teachers themselves," and "effectiveness." Competitor analysis revealed recommendations for the "wireframe," "visuals," and "proposed skills to be assessed." The need to include a demonstration for first-time users, video guidance, and links to more information for each skill was also raised. There was a recommendation on the design brief features and experiences. Conclusions: This study will provide guidance in discovering how digital solutions may shape motor competence assessment. The usability testing process with the teachers provides insight on the essential/desirable features required on these apps, enabling the prototype's redesign to meet the users' needs.

Purpose: Utilizing social constructivist learning theory and a conceptual framework for Social and Emotional Learning (SEL), this self-study explores how I as a teacher-researcher intentionally evolved my approach to teaching SEL in a high school Physical Education setting. Method: Data were collected over twenty 75-min lessons over 15 weeks. One critical friend interview, 20 post-teaching reflections, 18 observations, and 22 journal entries were conducted. A deductive and inductive approach utilizing the Miles, Huberman, and Saldana Framework for Qualitative Data Analysis was implemented. Results: Findings demonstrate how aligning my teaching with a contemporary framework led to a more explicit and intentional focus on SEL within my already utilized repertoire of pedagogies. Discussion/Conclusion: Incorporating self-study structure as a teacher-researcher led me to understand how I evolved and felt better equipped to teach for targeted SEL competencies and skills to further compliment the teaching of core Physical Education content.

An external focus of attention and autonomy support are identified as key factors to optimize motor learning; however, research in children is limited. Moreover, research has failed to examine these factors in ecologically valid motor learning settings, like physical education. Therefore, the present study examined the effects of external focus of attention when delivered using autonomy-supportive or controlling instructional language on children's motor learning. Thirty-three novice participants (10.30 ± 0.52 years) practiced a land-based curling task under supportive (external-focus instructions delivered with supportive language), controlling (external-focus instructions delivered with controlling language), or neutral (external instructions embedded in the task aim) conditions before completing a retention and transfer test. The supportive group produced higher positive affect after practice and greater accuracy in the retention test compared with the other groups. The findings provide support for the OPTIMAL (optimizing performance through intrinsic motivation and attention for learning) theory of motor learning that combining an external focus and autonomy support conditions improves motor learning.

Predetermined professional development (PD) programmes delivered by external experts are the usual approach to enhancing the teaching of physical education (PE) in disadvantaged school contexts. This generally does not result in sustained learning and development once the PE professionals withdraw. Addressing the lack of teacher- and context-driven PD, we propose an evidence-based, collaborative, and transformative PD approach that involves teachers themselves in designing, implementing, and evaluating ongoing learning opportunities suited to their context. To enable teachers to improve their practice in a sustainable manner, we adopted a participatory action learning and action research design, using qualitative data generation tools. With this article we report on the first cycle, namely that of action and reflection, where teachers generated and analysed qualitative data to identify their learning needs. Four themes emerged, namely (1) the need to interpret and adapt the Curriculum and Assessment Policy Statement (CAPS) (2); ability to teach PE in their specific low-resource context while; (3) generating support from colleagues and management, and (4) coping with systemic issues impacting on their teaching. We discuss the implications of these needs for the continuing PD of teachers.

Although physical education (PE) provides a school-based platform for the enhancement of learners' physical health, implementation challenges can have a detrimental effect on learners' motivation to participate in physical activities and their fitness levels. Within the framework of the Self-determination Theory (SDT), meeting learners' basic psychological needs of autonomy, competence and relatedness in the PE class, can promote their fitness levels by enhancing their intrinsic motivation to be physically active. The purpose with this study was to investigate the effect of an in-service PE teacher training programme including needs-support teaching strategies on the physical and motor fitness levels of the learners of the participating teachers. Using a pre- and post-test experimental design, the fitness of 1 control and 4 experimental groups were assessed using standardised tests before and after the intervention programme. The intervention included implementing the needs-support teaching strategies acquired by the teachers during the once-off, 5-day teacher training programme, for 4 months while receiving continued support from the instructors of the course during those 4 months. The results show that the programme had a positive effect on the fitness levels of the learners in most of the tested fitness components, warranting the recommendation of SDT-based in-service training of PE teachers to support learners' motivation towards physical activity and fitness.

This study was conducted to examine the effect of design thinking on the creative thinking of physical education and sports teacher candidates. The research group of the study, which was created by using the pretest-posttest single-group experimental design, consisted of 14 women and 15 men, who were studying at Ankara University, Faculty of Sport Sciences, Physical Education and Sports Teaching Program and taking the Community Service Practices lesson in the fall semester of the 2022-2023 academic year and it consisted of 29 students in total. As a data collection tool, the "How Much You Have Created Scale" developed by Whetton and Cameron (2002) and adapted into Turkish by Aksoy (2004) and the "Demographic Information Form" prepared by the researchers were used. In this study, the Stanford design thinking model was applied to physical education and sports teacher candidates for 9 weeks in the community service practices lesson. According to the results of the analysis, it was observed that there was a significant change in the pre-test and post-test scores of the physical education and sports teacher candidates from the creative thinking scale after the application. The findings reveal that the design thinking approach is effective in developing the creative thinking of physical education and sports teacher candidates.

The aim of this study was to examine the relationship between physical education teacher candidates' epistemological beliefs and academic self-efficacy beliefs. The research group consisted of a total of 220 preservice physical education teachers (age = 22.32 ± 1.514), 99 female (45%) and 121 male (55%), studying at the Faculties of Sport Sciences of four different universities in the 2022-2023 academic year. A correlational survey model was adopted to examine the relationship between physical education teacher candidates' epistemological beliefs and academic self-efficacy levels. The personal information form and Epistemological Belief Scale that Schommer (1990) developed and Deryakulu and Büyüköztürk (2002) adapted and the Academic Self-Efficacy scale that Ekici (2012) developed consisting of three sub-dimensions and 33 questions were used as data collection tools. It was found that preservice physical education teachers had high levels of epistemological beliefs, and it was determined that the academic self-efficacy levels of the teachers were low.

The iterative process of writing a co-authored manuscript may take several months to complete. Draft-in-a-day is an alternative group-based approach to writing that draws on concepts from social cognitive and group dynamics theories to efficiently write the first draft of a manuscript, while providing rich opportunities for trainees to develop their writing skills. The purpose of this paper is to explore the usefulness and acceptability of draft-in-a-day by examining individual's experiences using the draft-in-a-day protocol. Twelve participants (four professors, eight trainees) who had used the draft-in-a-day protocol completed an online questionnaire about their experiences. Participant responses were analyzed using Braun and Clark's (2006) thematic analysis. There were four broad themes: group/social aspects, writing process, effectiveness/efficiency, and other. Overall, participants found a benefit to using the draft-in-a-day protocol for team-based writing. Participants were receptive to the draft-in-a-day method of writing, reported being very likely to use it in the future (M = 4.9, SD = 0.28; scale 1-5), and provided suggestions for improvement. This early-stage research provides a framework for efficient group-based writing in sport and exercise psychology.

In today's world, the importance of physical activity for daily life continues to increase. However, it cannot be said that the level of interest of our society in physical activity is sufficient. In the reports of organisations such as the Ministry of Health, Public Health Institution of Turkiye and Active Living Association, it has been reported that 3/4 of the population of Turkiye does not have sufficient physical activity level and the most sedentary group is the 15-19 age group. These serious rates were seen as an important justification for research on this subject. This aims to examine the differentiation status of the participants in terms of some demographic variables to determine the factors that prevented high school students from participating in physical activities. The research is a quantitative study and was carried out in a descriptive survey model. The sample of the research consisted of 376 participants from high school students who continue their education in schools under the Directorate of National Education in Kahramanmaras city centre in Turkiye. The data of the research were analysed by using the statistical software JAMOVI 2.3.16.0 package program. As a result of the research, it was found that the scores of the participants for the factors that prevented their participation in physical activities were at a moderate level. In the scale of factors that prevented high school students from participating in physical activities, statistically, significant differences were found in terms of gender, family monthly income, how many days a week they do sports, mother's interest in sports, father's interest in sports, PE teacher's attitude and friends' attitudes. As a result, in this study, high school students' concerns about the factors that prevent their participation in physical activities were determined in terms of different variables.

The purpose of this study is to make a comparison between training culture in the perspective of digital technology and the approach of middle and upper volleyball coaches in Hong Kong and Indonesia to get reflection or feedback, as well as recommendations from the research results obtained for improvement. The quality of coaches in both countries. Comparative study research method with a questionnaire instrument. Data analysis used t test, or different test. The sample used in this study is a purposive sample from the two countries with the subject being a volleyball coach who practices at high school or equivalent. Data analysis was carried out by comparing the average differences in respondents' answers regarding the use of digital technology and training culture and training style between the two countries. The higher the average, the better the culture and style of training in a country. Data normality analysis with Kolmogorov-Smirnov and Homogeneity with Lavene's Test. The research subjects were 85 high school volleyball extracurricular coaches in Indonesia, and 22 coaches from Hong Kong. The findings of the research results Sig.(2-tailed) value (0.038 < 0.05) there is a significant difference between the culture and coaching style of volleyball coaches in Indonesia and coaches in Hong Kong. There are significant differences between culture and coaching styles in the context of digital technology in volleyball practice in Indonesian and Hong Kong high schools.

Recent research and studies on training plans in physical education agree on the need to incorporate digital technologies in teaching contexts. At the same time, the introduction of active methodologies, such as gamification, has become one of the major trends of recent years. In this paper we present the perception of teachers and students about a gamified proposal for physical education in secondary education that uses social networks as a way for communication, collaboration, and promotion of physical activity among students. "Edmodo" has been used to carry out this experience because, as a vertical social network, it has an attractive interface for students and protects their privacy by not requiring any personal data. This is a qualitative research, with a case study methodological design, which has used the focus group and group interview as data collection techniques. The sample consisted of 10 teachers, which represents all the teachers participating in the experience, and 56 students. The results show the positive assessment, both by teachers and students, of the "Edmodo" social network as a virtual teaching-learning environment for physical education in secondary education, and gamification as an active methodology. Likewise, the influence that the proposal, based on the use of digital technologies and gamification, has had on the promotion of physical activity among pupils has been high.

Background and Aim: Physical activity is an important means to promote the comprehensive and healthy development of children's bodies and minds. The national health strategy and population policy adjustment, the development of kindergartens, and the deterioration of children's physical health have all worked together to bring unprecedented opportunities for the development of children's sports in China. The purpose of this paper is to study the background information of the contents of the curriculum of preschool physical education ability of year 4 students and develop the curriculum to improve the preschool physical education ability of year 4 students. Materials and Methods: The researcher has studied the literature on the development of physical education teachers' physical education ability curriculum to cultivate year 4 students' physical education ability from the aspects of the curriculum development process, components, implementation, and evaluation, and has studied the quality of students' teachers from textbooks, academic documents, and related research. The researcher also used a simple random sampling method to have 4 teachers as a sample. The population is 8 expert teachers in physical education. The research instruments of this study are an interview questionnaire on preschool's physical education ability and lesson plans. Results: Research findings: 1) The 6 components of the course include principles, objectives, content, instructional strategies using situational teaching methods, materials, and evaluation. 2) Preschool physical education ability which includes: 2.1) General ability, 2.2) Special ability, and 2.3) Application ability. After that, the researcher designed and completed the training course components of preschool physical education, and then evaluated the quality by five experts. The IOC value was between 3.80-4.00, and the interrater reliability value was between 0.77-0.79> 0.5. The course components were modified according to the experts' suggestions. Conclusion: The components of the course which include 6 components could improve the preschool physical education ability of year 4 students effectively.

Background and Aim: Guangdong Province in February 2018 the province-wide launch of the Guangdong "new teacher training" construction implementation programs, used to improve the rural music, physical education, and art teacher structure imbalance of the status quo. This research aim was to avoid the risks of the cultivation of public-funded oriented physical education normal students in Guangdong Province in all phases of the cultivation process. Materials and Methods: This study was to study the motivation for applying public-funded oriented physical education to normal students in Guangdong Province, the indicator system for the development of rural feeling, and the factors influencing the willingness to comply. Analyze software programs were used to analyze the data collected from 462 public-funded oriented physical education normal students. Researchers use self-administered questionnaires and analyze descriptive statistics and exploratory factor analysis. Use the Delphi method and hierarchical analysis, with the first 2 rounds used to determine the indicator system and the third round used to calculate the weights of each indicator. The result: (1) By the discriminant validity analysis shown the value of the factors influencing were 0.921 (Teacher's Love), 0.8800 (Self-awareness), 0.789 (Career Benefits), and 0.819 (Policy dividends). (2) By combining the results of the first and second rounds of expert questionnaires, the final evaluation index system for public-funded oriented physical education normal students' sentiments towards local teaching was determined to consist of 4 primary indicators, 10 secondary indicators, and 30 tertiary indicators. Conclusion: The factors influencing the motivation for applying for public-funded oriented physical education for normal students include four factors: Policy dividends, Career Benefits, Self-awareness, and Teacher's Love. Rural feeling can be used as a mediating variable to influence the effect value of learning engagement and willingness to comply, School Climate can be used as a moderating variable to regulate the relationship between learning engagement and Rural feeling, as well as learning engagement and willingness to comply. In particular, when the School Climate tends to be 'local', the effect of learning engagement on Rural feelings and willingness to comply is greater.

Background and aim: Based on the importance that the party and the country attach to school work; Dongguan's junior middle school physical education teachers shoulder a key role in connecting the past and the next. It is necessary to improve the competencies of Dongguan's junior middle school physical education teachers. Methods and processes: This is application-oriented research. The number of participants in this study was 28 experts. The research process is as follows: (1) Collect relevant literature and materials and draft the "Indicator System for the Competency Development of Junior Middle School Physical Education Teachers in Dongguan City"; (2) Two rounds of Delphi surveys involving 19 experts; (3) 9 experts participate in the appreciation of the indicator system. Result: (1) The positive coefficient of expert participation in the research is close to 90%>70%, Cr [greater than or equal to] 0.7, the average score of expert opinion exceeds 4 points and exceeds 90%, 0 < W < 1, P<0.05, indicating that experts assume reliability. (2) In the first round of the expert's questionnaire, the Mean of B11, C26, C28, C33, and C40 is < 3.5, CV > 0.25, and these indicators are deleted. The Mean of the remaining indicators is > 3.5, CV < 0.25, so the remaining indicators are retained. (3) In the second round of the expert's questionnaire, The Mean of all indicators is > 3.5, CV < 0.25, so all the indicators are retained. Conclusion: The study constructed a competencies development index system for junior middle school physical education teachers in Dongguan City, including three dimensions: values, physical education ethics, and key competencies, with a total of 52 indicators.

The rapid spread of COVID-19 has forced schools and universities to close. Globally, education systems face unprecedented challenges, and learning management systems (LMS) are the only solution. The current study aimed to investigate the effectiveness of a Blackboard collaborative breakout group on the cognitive achievement of physical education teaching styles. The quasi-experimental method involved creating two groups: one experimental and one control, with the experimental group using Blackboard collaborative breakout groups and the control group relying exclusively on online lectures and continuing with the same method without breakout groups. The study sample consisted of 40 students who were randomly assigned and divided equally into the two groups. Based on the research sample, homogeneity within the group and equivalence between groups in terms of age, Grade Point Average (GPA), and high intelligence test (IQ) were evaluated. The results showed that the experimental group's cognitive achievement was superior to that of the control group. Therefore, the design of the learning process enhances student collaboration, participation, and reinforcement. Additionally, the experimental group retained the learning outcomes for a month after the cessation of all teaching and learning processes. To conclude, giving a lecture using webinar tools such as Blackboard Collaborate Ultra does not necessarily mean achieving the intended educational goals. As a result, it is necessary to look for ways to integrate active learning strategies, such as collaborative learning, to enhance student involvement in distance learning.

This research aims to examine the relationship between decision-making styles and self-confidence of physical education and sports teachers and to make statistical inferences with different variables. The relational survey model, one of the quantitative research methods, was used in the study. Personal Information Form, the "Decision Making Styles Scale (DSS)" adapted by Tasdelen (2002) and the "Self-Confidence Scale" were used to collect data. Skewness and Kurtosis values were found to be distributed between ±1. Accordingly, frequency, arithmetic mean, standard deviation, T-test, Pearson Correlation test, One-way variance analysis, and Anova test statistics tests were used to analyse the data. It was determined that there was a difference in the decision-making styles of physical education and sports teachers according to gender (dependent and avoidant), marital status (avoidant), age (dependent), title (dependent), and years of active teaching (dependent), and there was no difference according to the educational status variable; when the self-confidence scale was examined, it was determined that there was a difference in the title (external and total scale), and there was no statistical difference according to gender, marital status, age and years of active teaching. As a result, it is seen that there is a negative relationship between physical education and sport teachers' decision-making styles and self-confidence levels.

The aim in this study was to identify predictors of teachers' and students' motivation and autonomy support in physical education. Ninety-four physical education teachers (26 female, 68 male) and 2127 students (1093 boys, 1026 girls, and 8 no gender specified) from 56 (42 public, 14 private) high schools all voluntarily participated in the study. The students' perceived autonomy support, the intrinsic motivation for physical education and teachers' perceptions of their own autonomy support in lessons and their motivations to teach were assessed. Pearson correlation analysis showed no relationship between teachers' perceptions of autonomy support and the students' perceptions of autonomy support. Regression analysis showed that: a) the students' perceptions of autonomy support were positive predictors of the students' intrinsic motivations, b) the assessment support sub-dimension of autonomy support was positive predictor of teachers' intrinsic motivations to teach in physical education. Given these findings, it becomes critical that PE teachers learn about the value of autonomy support and how to provide it during pre-service and in-service teacher education.

Physical education teachers in colleges and universities have the crucial responsibility of acting as mentors and guides for the healthy growth of students. The work engagement of these teachers affects the quality of higher education personnel training and health education. Based on the job demand-resource model, this study conducted a questionnaire survey on 500 physical education teachers in 20 colleges and universities in Hebei Province, China. The subjects were selected through convenience sampling. Out of the total, 456 valid questionnaires were recovered. The intermediary effect was tested through the AMOS model analysis and the Bootstrap method. The results revealed that the perceived organizational support of the participating physical education teachers in colleges and universities can positively affect their sense of teaching efficacy, which in turn positively affects work engagement and has a partial mediating effect on the relationship between perceived organizational support and work engagement.

Physical education teachers are the practitioners of physical education curriculum reform who work at the front line of teaching, and their innovation behavior play a crucial role in promoting the smooth implementation of physical education curriculum reform. This study uses goal orientation theory as a theoretical basis to explore the mediation effect of learning goal orientation in the influence of perceived organization support on physical education teachers' innovation behavior. A total of 402 valid questionnaires were collected from physical education teachers in 40 schools at the basic education level in China, and the relationship between the variables was tested using structural equation modeling. The findings showed that physical education teachers' perceived organizational support had a positive effect on learning goal orientation and innovation behavior. Physical education teachers' learning goal orientation significantly influenced their innovation behavior. Additionally, learning goal orientation partially mediated the relationship between perceived organizational support and innovation behavior.

The attitudes of secondary school students towards physical education and sports lessons and their teachers were tried to be determined through metaphors in this study. In the study, in which the mixed research method was used, the convergent parallel design was adopted. In the research, "physical education teacher evaluation scale based on student opinions", "physical education attitude scale for secondary education students" and the metaphor sentence created by the researchers were used as data collection tools. The study group consisted of 185 secondary school students. The obtained quantitative data were analyzed in the Jamovi 2.0.0 statistical software program. Independent sample t-test and Pearson correlation test were used in pairwise comparisons. When the data obtained were examined, significant differences were determined according to the physical education teacher (PEL) attitude, gender, sports background, PEL, and teacher love. In the mean scores of physical education teacher evaluation, there were differences according to gender, PEL, and teacher love. The findings of the qualitative data were analyzed with the content analysis method, and categories and themes were created. The metaphors for physical education and sports lessons were grouped under two categories, while the metaphors for the physical education and sports teacher were grouped under three categories.

The aim of this study was to investigate the competency of physical education teachers at the basic education level in China. The study was conducted using a qualitative approach, using purposive sampling to conduct in-depth interviews with 12 physical education teachers from schools at the basic education level in China using the behavioral event interview method and extracting themes using coding techniques with the thematic analysis method. The results of the study show that the competencies of physical education teachers at the basic education level in China include 6 themes: Competency characteristics, knowledge characteristics, teacher moral characteristics, motivation characteristics, values characteristics and personality characteristics.

The COVID-19 pandemic necessitated a rapid shift to online professional development (OPD) for teachers. Physical education teachers face distinct challenges given the interactive nature of their subjects. This study investigated how social presence influences satisfaction with OPD among 723 Moroccan physical education teachers undertaking an 8-week online training course during the pandemic. A survey measured perceptions of social presence and satisfaction. Results showed significant positive relationships between multiple aspects of social presence and key satisfaction dimensions. Findings provide evidence that intentionally fostering social presence can optimise engagement and outcomes for online teacher training during crises. By highlighting the need to cultivate social presence, results inform improvements to promote learning. Further research should examine the causal links between presence and satisfaction facets over time. This study demonstrates the importance of social presence for effective online professional development for physical education teachers during the COVID-19 pandemic.

Research has shown that Physical Education (PE) is a white, male, and able body-dominated profession, particularly in Spain. When some female pre-service PE teachers, who had a difficult relationship with their bodies and sports abilities, enrol in such a degree, some of these problematic relations come to light. Participants for this study were four female pre-service teachers who self-identified as lesbian, anorexic, visually impaired, and big respectively. Data were collected through participant-produced texts, graphical representations, and interviews. The authors then reconstructed the participants' stories which are presented in the form of narratives. The conceptual tool of embodying norm-criticality helped us to highlight the importance of critical reflection about own beliefs, past experiences and understandings, and their influence on pedagogical practices in PE. This study contributes to the push towards a change of the stereotypical beliefs of what a PE teacher should be or look like, and in this way, emphasises the vast benefits of diversifying PE teachers' beliefs and understandings.

While research has explored pre-service teacher views and experiences with disability simulations, none thus far has centered those that decide how and why such simulations are used, namely, teacher educators. Our research explores physical education teacher educator views and experiences of visual impairment simulations, as well as their perspectives toward simulations after reading reflections of visually impaired people themselves about this pedagogical task. Vignettes describing teacher educators' use of simulations, together with the narratives of visually impaired people about simulations, were used during individual interviews with eight physical education teacher educators to support them to reflect on their own views and experiences of visual impairment simulations. All qualitative data that were generated from these interviews were transcribed verbatim and analyzed thematically. Nearly all participants, at first, discussed the value of visual impairment simulations, focusing specifically on how they could support pre-service teachers to 'know', 'understand' and 'feel' how physical education is experienced by visually impaired people. Once the narratives of visually impaired people were introduced and discussed during interview, they went some way to supporting some participants to critically reflect on the ethics, authenticity, and pedagogical potential of disability simulations for preparing pre-service teachers for teaching visually impaired students. Whether engagement with the narratives of visually impaired people about simulation, or indeed anything else relating to their embodied views and experiences of physical education, will influence the way that teacher educators think about disability, visual impairment, inclusion, physical education, or teacher education in the long-term is for future research to explore.