Search results for: Physical education
Page 4/5 41 items
This article reports data from a 4-year longitudinal evaluation of a project from the United Kingdom. The project focused on outdoor activities as a vehicle for enhancing the personal and social development of disaffected youth. Specifically, the researchers examined the role played by volunteer learning mentors. The findings suggest the potential for mentors to function as informal educators in such youth programs. However, a lack of preparation and the considerable challenges faced in establishing and maintaining mentoring relationships with young people in schools can restrict their impact.
Updated: Jan. 02, 2011
The current study assessed the association between preservice teacher-related variables on measures of the Physical Educators' Intention toward Teaching Individuals with Disabilities II – Preservice Survey (PEITID-II-PS). 213 preserive physical education teachers ,who purposely selected from universities in China, Korea, and the United States, participated in the study. Results indicated that both intention and perceived behavioral control were predicted by teaching experience and perceived teaching competency.
Updated: Aug. 18, 2010
This article reports on the pedagogical changes that the author experienced as a teacher engaged in an action research project. In her role as teacher-as-researcher the author sought to implement a new pedagogical approach, in the form of cooperative learning, and bring about a positive change in the form of enhanced pupil learning. The article argues that cooperative learning allowed the author to place social and academic learning goals on an even footing, which in turn placed a focus on pupils' understanding and improvement of skills in athletics alongside their interpersonal development.
Updated: Dec. 08, 2009
This article reports the findings of an exploratory study concerning the development of higher-order conceptual understanding of Teaching Games for Understanding (TGfU). The authors analyzed the responses given in a high-stakes examination of 165 pre-service physical education teachers. The article justifies how a two-cycle structure of the observed learning outcome (SOLO) model can discriminate between the demonstrations of surface and deep conceptual understandings.
Updated: Oct. 20, 2009
From Command to Constructivism: Canadian Secondary School Physical Education Curriculum and Teaching Games for Understanding
In this paper, the author investigates how cultural perspectives from the past have influenced the secondary physical education curricular offerings of today. The author then examines how an approach to teaching concepts of team and individual game tactics and strategies, Teaching Games for Understanding (TGfU), that relies ontologically and epistemologically upon pedagogically developed constructivist notions of teaching and learning for its existence and its knowledge base may challenge the dominant discourse of technocratic-rationality.
Updated: May. 25, 2009
School-Based Teacher Collaboration in Sweden and Greece: Formal Cooperation, Deprivatized Practices and Personalized Interaction in Primary and Lower Secondary Schools
The goal of the study is to highlight teacher collaboration in Sweden and Greece utilizing nationwide surveys with physical education teachers in both countries. The sample consisted of 707 Swedish and 451 Greek professionals. The presentation of the results is connected with issues of formal cooperation, deprivatized practices and personalized interaction in four teachers groups: primary and lower secondary schools in Sweden and in Greece. According to the data, formal cooperation and deprivatized practices occur more frequently in Sweden than in Greece. However, personalized interaction is rather high in Greek lower secondary schools.
Updated: Apr. 27, 2009
The Effects of Laboratory-based and Field-based Practicum Experience on Pre-service Teachers' Self-Efficacy
The goal of this study was to explore the effect of Laboratory-Based (LB) and Field-Based (FB) practicum experience on pre-service teachers' efficacy levels within one Physical Education Teacher Education program. 59 undergraduate students participated in the program. The participants were placed into two groups, LB design and FB design. Both groups were administered a version of the Teacher Efficacy Scale (TES) adapted for physical education teachers at four stages of their preservice program.
Updated: Mar. 31, 2009
The goal of the study was use cognitive developmental learning theory to explore shifts in preservice teachers' perceptions about using personal digital assistants (PDAs) to enhance instruction in physical education, and to identify factors leading to their shifts in thinking. The authors used interpretive ethnographic methods to study 7 preservice teachers as they participated in a six-month project aimed at integrating PDAs into their teaching.The discussion centers on explaining the findings in light of current technology research and theory, and their implications for teacher education.
Updated: Feb. 11, 2009
Applying Self-Determination Theory To Understand The Motivation For Becoming A Physical Education Teacher
This study explored the reasons people choose physical education teaching as a profession and investigated the relationship of these choices with motivation. 324 Physical education pre-service teachers completed the Academic Motivation Scale (AMS) and a measure of reasons for choosing physical education teaching. Confident interpersonal service reasons were linked with intrinsic motivation; whereas sport and physical activity reasons were related to extrinsic motivation. Enrolling because teaching seemed easy was linked with amotivation.
Updated: Jan. 15, 2009
An examination of knowledge prioritisation in secondary physical education teacher education courses
The article describes a study designed to examine which knowledge is prioritized by student-teachers, school-based mentors and university tutors, working on three secondary education physical education teacher education courses. Results reveal that content knowledge was seen as having greater importance for student-teachers and mentors. University tutors conceptualized knowledge more broadly. The authors suggest that student-teachers may focus excessively on subject content knowledge and not enough on other knowledge bases.
Updated: Mar. 31, 2008