Background: Among the many changes occurring across Chinese society in the early years of the 21st century has been the construction and implementation of a new national curriculum which includes ...physical education (PE) as one of the main subject areas. Unlike the old PE curriculum with its sports performance-oriented criteria, the new curriculum puts the emphasis upon health and fitness, which is reflected in the change of name from 'physical education' to 'physical education and health' (HPE). The concept of the new HPE curriculum challenges many aspects of traditional PE theory and practices, and requires PE teachers to change their professional perspectives and pedagogic approaches. As a result, the curriculum reform progresses with difficulty.
Purpose: The purpose of this study was to investigate how PE teachers understand, interpret, perceive and respond to the curriculum reform and to identify some key blockers that might prevent PE teachers from actively implementing the new HPE curriculum.
Participants: Eighteen primary and secondary school PE teachers participated in the study. They were all full-time teachers with at least ten years' teaching experience. Participants were chosen with a view to establishing a degree of gender balance and providing a diversity of school contexts spanning the different socio-economic strata that exist across the area of China in which the research was conducted.
Research design: The research was conducted using a qualitative, case-study research framework. Eighteen practicing PE teachers in a coastal city in the Northeast of China were interviewed. This is one of the designated experimental zones for Chinese curriculum reform.
Data collection: Data collection included analysis of government educational reform policies and other curriculum reform documents, as well as a review of the relevant academic literature. Informal talks were held with PE teachers and a series of semi-structured interviews were conducted with the participants. All interviews were audio-taped with the consent of the informants and each interview took approximately 60 to 90 minutes, depending on the interest of the participants and the natural pace with which the interview moved.
Data analysis: The key issues and themes were identified from the interview data through a process of coding. The themes emerged from a search for regularities, recurring ideas, experiences and thoughts mentioned and shared by groups of participants.
Findings: All eighteen PE teachers expressed their support for the fundamental goal of putting more emphasis upon health promotion in the new HPE curriculum. It is fair to say that the interviewed teachers, viewed as a group, overwhelmingly endorsed the broad direction of the new HPE curriculum. However, the data reveals a number of structural, personal and cultural factors that might prevent PE teachers from actively implementing the new HPE curriculum.
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BFBNIB, FSPLJ, NUK, PILJ, SAZU, UL, UM, UPUK
This study aimed to measure the cultural intelligence of physical education (PE) teachers’ work adjustment in primary and secondary schools in a large city in Iran (Isfahan). The method of this ...research was descriptive (correlation) and the total population included all of the PE teachers at three educational levels in Isfahan in 1393 (2014) (N= 559). Participants (N= 226) were selected by using the stratified random sampling method according to the total population of the PE teachers in all six educational regions of Isfahan. A self-constructed cultural intelligence questionnaire (20 items) as well as a work adjustment scale (
) including 20 items were employed in this research. The regression and correlation tests were used for analyzing data. The results indicated that cultural intelligence significantly affects the PE teachers’ work adjustment. There was also a significant correlation between cultural intelligence and the PE teachers’ work adjustment.
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FSPLJ, NUK, ODKLJ, UL, UM, UPUK
The nature of Physical Education (PE) is grounded in movements, games and sports; this lends itself to a high rate of interaction between PE teachers and students. As such, PE teachers need to be ...aware and comply with their professional code of ethics and conduct (PCEC) in their relationship with students during theory and practical lessons as well as during interschool competititons and outside school contexts. The idea of PE teachers' compliance with PCEC in Tanzania has not been widely investigated, so this study is rare and important to the field. The purpose of the study was to determine the perception of students on PE teachers' compliance with PCEC in Tanzania. The study utilized descriptive survey design and was conducted in secondary schools and teachers’ colleges that had PE and sport programs. Purposive sampling was adopted to select PE students and data were collected through a questionnaire. Participants were 720 students who were either studying PE or participating in school sports. It was concluded that PE students perceive their teachers as having a high level of compliance with the PCEC and their perception is influenced by their level of education. It was recommended that there is a need to improve and sustain PE programmes in schools and colleges, emphasize training in the codes for teachers, and moral education for students. There is also a need to improve teacher-student-relationship and school-community partnerships through sports. Further study should be conducted to determine unethical behavior in teacher-student relationships in the context of school sport.
Zusammenfassung
In der Kompetenzdiagnostik von angehenden Sportlehrkräften nimmt die Selbstbeurteilung einen prominenten Stellenwert ein. Bislang liegen jedoch keine Studien vor, mit Hilfe derer die ...Datenqualität von Selbstbeurteilungsverfahren bei angehenden Sportlehrkräften quantifiziert wurde. Dies erscheint als problematisch, denn so wird nicht klar, ob in Selbstbeurteilungsverfahren absichtliche oder unabsichtliche Einschätzungsverfälschungen wirksam werden. Befunde weisen diesbezüglich darauf hin, dass
Inkompetente
aufgrund ihres Nichtwissens oder Nichtkönnens die Qualität ihrer Performanzen im Vergleich zur objektiven Leistung überschätzen bzw.
Kompetente
sich unterschätzen. In der vorliegenden Studie wurde untersucht, ob sich dieser kognitive Verzerrungseffekt bei angehenden Sportlehrkräften nachweisen lässt. Dabei beurteilten angehende Sportlehrkräfte aus den zwei Untersuchungsgruppen der
Kompetenten
(
n
= 13) bzw. der
Inkompetenten
(
n
= 10) mittels Videovignetten die eigene feedbackbezogenen Performanzen. Die Mittelwerte der beiden Untersuchungsgruppen wurden mit denjenigen eines intersubjektiven Fremdbeurteilungsverfahrens (Expertinnen- und Expertenrating) verglichen. Die Ergebnisse zeigen auf, dass die
Inkompetenten
ihre feedbackbezogene Performanz im Vergleich zum intersubjektiven Fremdurteil deutlich über- und sich die
Kompetenten
unterschätzten. Die Befunde weisen u. a. auf die hohe Bedeutsamkeit objektiver bzw. intersubjektiver kompetenzdiagnostischer Verfahren hin, womit der Bezug zur performativen Ebene der angehenden Sportlehrkräfte hergestellt wird.
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EMUNI, FIS, FZAB, GEOZS, GIS, IJS, IMTLJ, KILJ, KISLJ, MFDPS, NLZOH, NUK, OBVAL, OILJ, PNG, SAZU, SBCE, SBJE, SBMB, SBNM, UKNU, UL, UM, UPUK, VKSCE, ZAGLJ
American adults and an increasing number of children, are not meeting the recommended amounts of daily physical activity. Research has documented the effects of low activity on health and ...increasingly new research has shown that low activity levels now impact academic achievement. Physical education (PE) can play an important role if the children participating are obtaining enough physical activity while in class and the PE program has not been targeted with cutbacks. The purpose of this study was to identify the amount and intensity of activity in PE classes. The results indicate that on average students at all levels are not meeting the activity requirements. In addition, PE teachers' perceptions of physical activity in their own class does not match actual activity levels. PE teachers must do a better job of increasing activity levels in their classrooms. Mounting research indicates students perform better academically if they are physically active. PE is the only subject where teachers can organize activities that meet both activity and intensity requirements.
The purpose of this study was to look at the influence of and interrelationships between concerns and socialization on the development of student physical education (PE) teachers’ knowledge for ...teaching and their development as teachers. Six secondary student PE teachers completed a journal on a monthly basis throughout the course of a one-year initial teacher education course. These student teachers and their mentors were interviewed in school towards the end of their course in June. Responses were analysed inductively. A major factor influencing these student teachers’ development throughout the year was their concerns about themselves, their teaching and the material they were to teach over-ridden by concern to pass the course. This was influenced by the student teachers’ socialization prior to and during the course. In turn, this influenced their views of the importance and value of knowledge developed on different parts of the course. The results are discussed in relation to student teachers’ development as teachers.
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NUK, OILJ, SAZU, UKNU, UL, UM, UPUK
The study sought to analyse the paraverbal communicative fluency of the teaching style used by expert and novice PE teachers. Twenty-four lessons were studied using the Observational System of ...Paraverbal Communication (SOCOP; Castañer et al., 2007; Castañer, 2009), an instrument that provides a clear analysis of how essential elements related to kinesic and proxemic behaviours can be used and taught. A subsequent analysis using SDIS-GSEQ (Bakeman & Quera, 1992) and the detection of T-patterns by means of Theme v.5s (Magnusson, 2000) enabled us to obtain sequential analyses of the paraverbal behaviours used in the teaching styles.
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GEOZS, IJS, IMTLJ, KILJ, KISLJ, NLZOH, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UILJ, UL, UM, UPCLJ, UPUK, ZAGLJ, ZRSKP
Background: Social circus has long been the folklore in the Chinese culture. Recently, initiatives have been undergoing to introduce it in the school physical education curriculum in Hong Kong. Aims: ...This article reports a study on 38 PE teachers' professional learning experiences while attending two 2-day workshops respectively concerning learning how to teach social circus in school. Method: Both quantitative and qualitative data were collected through post workshop evaluation questionnaire and interviews of 16 randomly selected participants. The interpretive inquiry was adopted as theoretical framework for generating meanings. Results: The findings indicated that all participants perceived their professional learning experiences positively. Factors facilitating their professional learning were the participants' high professional expectation of the workshop, rich content of the program that could satisfy their novel experience and enhance their teaching, and the instructors' good performance. They believed that social circus could be developed for cultivating students' motor skills, physical fitness, Chinese cultural heritage, personal qualities, creativity and satisfaction as well as serving as inclusive activities. However, lacking of teaching materials, incompetence in professional skills, inadequate supply of equipment, anticipated managerial and safety concerns and the support from other PE colleagues were found to be the major difficulties for its implementation. On the other hand, high professional expectation, satisfying and novel experience, learning something, helpful with teaching, rich content and good instructors' performance were enhancing factors for their professional learning. The findings generate understanding and insights on how serving PE teachers' learn to improve their curricular practices for maximizing students' learning. (Contains 5 tables.)
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