This study aims to determine how positive the perception of PE teachers are on the implementation of online learning during Covid-19 Pandemic in West Nias in 2021. This research is quantitative ...descriptive study with survey method. Data has been collected using questionnaire instrument and analyzed using descriptive statistics with percentages. Population in this study amounted to 106 elementary PE teachers in West Nias using Quota Sampling technique to determine number of samples used. With reliability score of 0.975, this study is declared reliable. Based on the overall results, it was concluded that 8% of the sample said that online learning was very positive, 26% said it was positive, 24% said it was somewhat positive, 42% said it was negative, and 0% said it was very negative. This result means that most of the teachers thought that online learning gave negative impact.
Teachers can expect that autonomy support positively influences students’ affective-emotional perception in physical education (PE), when considering assumptions of the Self-Determination theory. ...Highly autonomy-supportive PE teaching comprises students’ free choices regarding organizational, procedural, and cognitive aspects of a PE lesson, whereas low autonomy support addresses these aspects only partly and controlling teaching refers to students as recipients of the teacher’s decisions. This quasi-experiment investigates effects to determine the effects of high autonomy-supportive (PE
high
), low autonomy-supportive (PE
low
) and controlling (PE
control
) PE class teaching styles on affective valence and enjoyment. As such, we compare the effects of these teaching styles on beneficial psychological outcomes (i.e., affective valence, enjoyment) in students. In a sample of German students (
N
= 57; age:
M
±
SD
= 15.6 ± 0.6; gender: 53% female, 47% male) perceived autonomy support, affective valence, and enjoyment were assessed via self-report questionnaires before and after a 20-min PE class intervention focusing on high or low autonomy-supportive, or controlling teaching. Students who participated in PE
high
perceived significantly more positive valence and enjoyment over time compared to students in the PE
low
and PE
control
groups (affective valence:
p
= 0.025,
η
p
2
= 0.13; enjoyment:
p
= 0.007,
η
p
2
= 0.17). Differences between groups show significant results for valence between PE
high
and PE
control
, and between PE
low
and PE
control
. Thus, PE
high
should be preferred over PE
low
to intensify these effects. Based on these results, PE teachers can employ a high autonomy-supportive teaching style (e.g., through a combination of free choices, social interaction, and informative feedback) to improve students’ positive affective-emotional perception and to foster an increase in students’ time engaged in physical activity.
With the integration of technology and social media in education, there is increasing interest in innovative approaches to enhance managerial skills among prospective physical education and sports ...teachers. The integration of technology and social media into education has prompted interest in exploring innovative methods to enhance the managerial skills of prospective physical education and sports teachers. This study investigates the impact of an intervention on the managerial skills of fourth-year students majoring in Physical Culture and Sports across three educational institutions in Kazakhstan. Out of 564 participants, 355 were eligible for analysis: 167 used chatbots and 188 followed conventional classroom methods. The intervention included a 4-week team management course starting in January 2022. Chatbot users accessed various materials such as short lecture videos, stories, assignments, infographics, and audio sequences, while conventional learners attended standard lectures and practical sessions. Following the course, participants undertook a 12-week teaching practice, with chatbot users also maintaining an active Twitter presence to build a positive image as future physical education teachers. Managerial skills were assessed using a 44-item questionnaire, covering Conceptual, Human, and Technical skills. Additionally, social media popularity was measured based on Twitter activity. Results showed that both groups significantly improved their Conceptual, Human, and Technical skills after the course. Chatbot users demonstrated greater improvement in Technical skills (p = 0.003, d = 1.139), while conventional learners showed stronger Human skills (p = 0.021, d = 1.32). Specifically, the mean score for Technical skills increased from 2.71 to 3.76 for chatbot users and from 2.65 to 3.20 for conventional learners. Moreover, chatbot-aided learners further enhanced their Conceptual and Human skills through social media engagement. Correlation analysis indicated a close relationship between managerial skills and social media popularity. These findings have significant practical implications for the education and development of prospective physical education and sports teachers. Integrating chatbots and social media into educational settings offers innovative approaches to enhancing managerial skills.
•To examine the effects of PE-CPD on teachers’ physical literacy and self-efficacy.•Students’ learning outcomes will also be explored.•Randomized controlled trial (RCT) method will be used.•50-h ...PE-CPD will be developed followed by 8-month period students’ intervention.•Data will be collected at baseline, post-intervention, and follow-up.
The purpose of this project is to use a randomized controlled trial to examine the effects of continuing professional development (CPD) on teachers’ physical literacy and self-efficacy and students' physical literacy and physical activity (PA) participation. Seventy teacher participants will be randomly allocated into the CPD intervention and control groups. A total of 50-h of CPD will be completed by teachers during an eight-month period. Teachers will complete physical literacy and self-efficacy questionnaires prior to, and at the end of the CPD program. Following the completion of the PD program, teachers will deliver an 8-month curriculum intervention in schools focused on developing student physical literacy. Prior to, and following the curriculum intervention students will complete questionnaires on their physical literacy, motivation and enjoyment of PA and measured daily PA levels. Teachers’ physical literacy and self-efficacy can be regarded as major determinants of effective physical education teaching, which in turn, influences students’ physical literacy and PA participation.
Research suggests that physical education (PE) needs to adapt to meet societies' changing needs and increased diversity amongst pupils. However, despite growing pressure from often competing sectoral ...interests, educational reforms, and new curricula directed at PE to bring about such changes, research has not seen a more profound impact. Many policy initiatives often impact PE teachers, which means they are responsible for implementing desired changes. Therefore, it is somewhat surprising how research has paid limited attention to PE teachers' decision-making processes regarding the envisaged change. To address this shortfall of understanding, this study's aim is to explore PE teachers' decision-making processes and how they relate to external pressures, interests, and reforms. To meet this aim, this article draws on an institutional logics perspective and uses data collected from semi-structured interviews with 16 PE teachers. Findings show how four institutional logics guide PE teachers' decision-making processes: (a) a democracy logic, (b) an investment logic, (c) a professional logic, and (d) a bureaucracy logic. The results also show that, beyond the fact that logics legitimise certain decisions, they delegitimise other decisions, which requires PE teachers to navigate between logics in their decision-making processes. This navigating process requires PE teachers to handle multiple and incompatible ideas about what good PE is and how to conduct it. This knowledge, if utilised, can increase alignment between policy content and implementers' interpretations, which may mitigate resistance to policy reforms and stimulate intended implementation.
The concept of the 'professional teacher' is highly contestable, and the array of definitions that circulate in teacher education draw on competing theoretical and ideological positions. This paper ...explores what discourses about professionalism are currently available within Norwegian physical education teacher education (PETE) and, in particular, asks whether they reflect the needs of postmodern teachers in a 'knowledge society'? It acknowledges that there are currently two dominant discourses about the 'professional' teacher, so-called 'activist' or 'managerial' professionalism, and asks whether, and in what ways, PE student teachers engage with and/or reject the discourses' competing ideas about what counts as 'good' practice. By analysing the student teachers' emerging professional identities, the paper aims to reveal not only the students' subjective meanings about professionalism, but also illuminate the current power structures that operate in PETE about relevant 'professional' knowledge.
It draws on data from group interviews with 12 Norwegian PE students in their final year of study for a bachelor degree in PETE, and a critical content analysis of PETE curricula at two institutions of higher education.
The paper highlights the way in which views about professionalism in PETE tend to be normative in nature, and are not founded on explicit theoretical ideas about 'good' practice or theoretical understandings of the role of the teacher in postmodern schools. Indeed, PETE programmes seem to do little to disrupt recruits' 'apprenticeship-of-observation', even though Lortie revealed this problematic aspect of professional socialisation over three decades ago. The student teachers' narratives seem to be locked into 'modernist' or 'classical' ideas about good PE practice, which are inappropriate for meeting the challenges of working with socially diverse pupils or in collaborative teacher groups. Recruitment to PETE via examinable PE appears paradoxically to accentuate the students' sports performing (teacher) selves, rather than providing them with a solid understanding of PE's content knowledge on which to develop broader PE teacher professional identities. Therefore, the paper asks whether teacher educators need to reassess their recruitment policies to PETE, as well as to systematically re-analyse their 'taken-for-granted' notions of teacher professionalism.
The purpose of this study was to evaluate the efficacy of need-supportive teaching in physical education on girls' daily moderate-to-vigorous physical activity using a mixed method evaluation.
507 ...sixth-grade girls aged 9–14 years of 33 single-sex physical education classes participated in the cluster randomized control trial. During the 16-week intervention period, trained teachers conducted enhanced physical education lessons which were designed based on self-determination theory. In a randomized process, independent researchers using a computer-based algorithm allocated classes to the trial groups (IG n = 19 classes, CG n = 14). These lessons were subject to repeated systematic observations. The students' perceptions of basic psychological need support and satisfaction in physical education were measured using repeated self-report questionnaires. Students' daily moderate-to-vigorous physical activity (MVPA) was assessed by accelerometry. Semi-structured interviews provided a deeper understanding of how purposively sampled focus groups perceived teacher behavior in physical education. After a separate analysis of qualitative and quantitative data, results were merged to investigate the intervention's efficacy and treatment fidelity.
Throughout the school year, the girls' MVPA levels decreased in both groups. Girls who reported their complete physical activity data had a lower body mass index than girls who reported no, or only one or two sets of physical activity data. Results of mixed measures converge on the finding that the teachers in the intervention group provided slightly stronger need support than the control teachers, however, intervention components were not delivered consistently. Therefore, a significant intervention effect on daily MVPA could not be quantified. Autonomy satisfaction significantly predicted MVPA.
Qualitative insights of teaching behavior in PE underlined the importance of need support and revealed structural barriers, which compromised the implementation quality.
Ethics Committee of the Technical University of Munich 155/16S; Bavarian Ministry of Education IV.8-BO6106/52/12.
German Research Foundation grant DE2680/3-1.
•Sixth-grade girls perceive and appreciate a need-supportive teaching behavior in physical education.•PE teachers' influence on girls' daily moderate-to-vigorous physical activity is limited.•Accelerometer-measured physical activity levels of girls decrease within one school year significantly.
Undoubtedly, teachers remain at the forefront of implementing rural education. This indicates the significant impact their job involvement has on the overall achievements of schools in rural areas. ...Studies have found that teachers in rural areas often face more difficulties and fewer opportunities in their work. In general, they need a stronger ability to tolerate delay of gratification if they want to have higher job involvement. However, there is currently insufficient research on the impact of career delay of gratification on teachers' job involvement.
This study has been conducted to explore the relationship between the delay of gratification and the level of job involvement among physical education (PE) teachers in rural areas, as well as the mediating effect of job satisfaction. 530 PE teachers in the rural areas of Hunan Province, China, have been selected through random sampling as the participants of this study. They have been required to anonymously fill in a Delay of Gratification Scale, Job Involvement Scale and Job Satisfaction Scale to collect the data for investigation and analysis. The study found positive correlations among delay of gratification, job satisfaction, and job involvement among PE teachers in rural areas (P < 0.01), with job satisfaction playing a partial mediating role and intervening variable in the relationship between delay of gratification and job involvement (P < 0.01). Ultimately, delays in gratification directly and, through job satisfaction, indirectly promotes the job involvement of the teachers. The findings of this study reveal the impacts of delaying gratification on the job involvement of PE teachers in rural areas and provide a theoretical basis for increasing the job involvement of PE teachers in rural areas.
Rural PE teacher; Education in rural; Career planning; Career development; Work enthusiasm
Uvod
Kao odgovor na međuvladine institucijske pozive na redoviti nadzor nad zbivanjima na području tjelesne i zdravstvene kulture u školama, nekoliko regionalnih i međunarodnih organizacija ...prihvatilo se velikog posla da pokuša vidjeti kakva je situacija s tjelovježbom u svijetu i u pojedinim dijelovima svijeta. To su: the North Western Counties Physical Education Association (NWCPEA) u suradnji s the University of Worcester, UK, International Council of Sport Science and Physical Education (ICSSPE), the Council of Europe, the United Nations Educational, Scientific and Cultural Organisation (UNESCO) i the World Health Organisation (WHO). Opća je svrha Pregleda procijeniti kakva je situacija u svijetu s nastavom tjelovježbe na svim razinama školovanja te kako se ta situacija razvija nakon berlinskoga sastanka na vrhu, održanoga 1999. godine. Odlučeno je i da se nastavi s Pregledom dva i nakon 2005. godine (UN je tu godinu proglasila godinom sporta) sve do studenoga 2007. godine.
Povijesna je činjenica da je berlinski sastanak na vrhu o nastavi tjelesne i zdravstvene kulture, na kojemu je pozornost usmjerena na vrlo proširene zabrinjavajuće fenomene koji se odnose na zamijećeno smanjenje nastave tjelovježbe u školama, doveo do brojnih zagovaračkih akcija na međunarodnom planu, kontinentalnim, regionalnim i nacionalnim razinama s obiljem Communiqués Recom-mendations, tj. proglasa, preporuka međuvladinih i nevladinih agencija o tjelovježbi, broju sati nastave u nastavnim programima, statusu predmeta među drugim predmetima, kvaliteti programa, kao i do Re-solutions, Declaration i Commitment Statements, tj., do odluka, izjava i obvezujućih izjava koje su se na razne načine doticale pitanja stvaranja uvjeta za izvođenje nastave, financijskih investicija, ljudskih (nastavnici, osnovno i permanentno stručno obrazovanje) i materijalnih (prostor i oprema) kapaciteta za to, među ostalim.
Otkrića projekta znatno su pridonijela informiranosti ministarske rasprave u Europskoj Uniji i uobličenju Rezolucije koju je 2007. godine o sportu i tjelovježbi donio Europski parlament kao dio širega paketa sportske politike u regiji. U predstavljanju svjetske situacije, ovaj se članak oslanja na Završno izvješće Drugog svjetskog pregleda o stanju tjelesne i zdravstvene kulture u školama (the Worldwide Survey II of School Physical Education).
Metode
Korišten je multimetodološki, pluralistički pristup koji se sastojao od: analize čitave lepeze izvora, sakupljenih globalno i regionalno, kao i od upitnika, nacionalnih pregleda i analiza, kontinentalnih, regionalnih i nacionalnih projekata vezanih za tjelovježbu, analiza pojedinih slučajeva, kao i pregleda vrlo iscrpne literature (primarnih i sekundarnih izvora: vladinih i nevladinih izvješća, međunarodnih i nacionalnih znanstvenih i stručnih članaka, institucijskih i pojedinačnih komentara, kvalitativnih studija tjelesnog odgoja, analiza mrežnih stranica itd.) kako bi se stekao što opsežniji i ujednačeniji uvid u svjetsku situaciju.
Nastavnicima tjelovježbe, upravljačima, administratorima, vladinim institucijama te raznim poznatim stručnjacima na tomu polju tijekom dviju godina poslani su polustrukturirani upitnici. U njima su se tražili odgovori i komentari na sljedeća pitanja: o nacionalnoj politici prema tjelovježbi i o praktičnim pitanjima provedbe predmeta u školama (zakonski status, odgovorni autoritet, broj sati nastave u nastavnom programu, ocjenjuje li se predmet ili ne); program tjelovježbe (ciljevi, teme, procjena sadržaja i nadzor, pitanja spolne i opće ravnopravnosti); izvori i uvjeti rada (ljudski i materijalni); okruženje (status predmeta i nastavnika na školi, postoje li veze s tjelesnim aktivnostima organiziranima izvan škole); problemi (problemi vezani za odnos škola – predmet Tjelesne i zdravstvene kulture); ‘Primjeri najbolje prakse’; program tjelovježbe i njegova provedba (veze između zdravlja i školskog sporta, tematski ciljevi, sadržaji i kriteriji kvalitete; obrazovanje učitelja tjelovježbe i njihovo stalno usavršavanje (visokoškolsko obrazovanje, praksa, projekt AEHESIS (2003-2007); prijedlozi za promjenu politike prema tjelovježbi.
Podaci dobiveni tim upitnicima omogućili su nam triangulaciju koja je uključivala raspon uzorka koji je odgovorio na upitnik, intervjue, preglede literature vezane za istraživanje, kvalitativne nacionalne studije i opservacije koje su nam poslali stručnjaci za pojedina područja.
Rezultati, rasprava i zaključne misli
Rezultati anketa i pregleda službenih dokumenata su u članku prikazani po točkama i vrlo pregledno predstavljeni u brojnim tablicama, kao i u indikativnim navodima iz intervjua s raznim sudionicima u kompleksnom poslu organiziranja i provedbe na-stave tjelesne i zdravstvene kulture. Provjera “stvarnoga stanja” trianguliranjem pokazuje da su pozitivni pomaci i tjelovježbena strategija, odnosno politička retorika jukstapozicionirani, tj. suprotstavljeni suprotnoj negativnoj praksi u većini regija. Dakle, općenito gledano, radi se o scenariju ”nejasnih, zbunjujućih poruka” s dokazima da su se nacionalne i/ili regionalne vlade i službene institucije obvezale zakonima osigurati sve potrebne uvjete za nastavu tjelovježbe u školama, ali su bile ili prespore ili, blago rečeno, suzdržane kada je te zakone trebalo uistinu prevesti u život i osigurati kvalitetu izvođenja nastave tjelesne i zdravstvene kulture. Iskreno govoreći, situacija se, osobito u nerazvijenim područjima i zemljama u razvoju vrlo malo promijenila od sastanka na vrhu o tjelesnom odgoju koji je 1999. godine održan u Berlinu. Zabrinjavaju problemi koji se tijekom desetljeća ne mijenjaju, a uključuju: ne-dovoljno sati nastave tjelesne i zdravstvene kultu-re u nastavnom planu i programu, uočen inferioran status predmeta, nedovoljno kompetentni učitelji i/ili loše obrazovanje učitelja tjelovježbe (osobito u nižim razredima osnovne škole), nepostojanje ili ne-pristupačnost objekata, nedostatnost ili slaba kvaliteta sprava i ostalog nastavnog materijala vrlo često povezana s nedostatnim financiranjem potreba na-stave tjelovježbe, preveliki razredi ili grupe s kojima se radi, financijske restrikcije svake vrste, a u nekim zemljama čak ne postoje uvjeti za organiziranje, pa čak ni svijest, o tome da bi se škole mogle povezati s programima koji bi se mogli odvijati u široj društvenoj zajednici na prostorima koji bi se mogli tako višestruko koristiti. A još općenitije, postoji snažna uznemirenost zbog sve uočljivijeg opadanja tjelesnih sposobnosti, fitnesa mladih ljudi, zbog pora-sta broja pretile školske djece te vrlo velikog broja mladih ljudi koji prekidaju svoje bavljenje sportskim i/ili tjelesnim aktivnostima još u tinejdžerskoj dobi. Premda su i u politici i praksi zabilježena neka poboljšanja kada se radi o ravnopravnom uključenju s obzirom na spol i djecu s posebnim potrebama od berlinskoga sastanka, još uvijek je previše prepreka podjednakom pružanju mogućnosti i pristupu za sve sportu i tjelovježbi. U međuvremenu, nedavna međuvladina inicijativa (Rezolucija o ulozi sporta u odgoju Europskoga parlamenta iz 2007. godine i UNESCO-va zagovaračka akcija) postavila je pitanja tjelesne i zdravstvene kulture prvi put na raspored političkih pitanja i programa. Čini se kako je održivi budući razvoj nastave tjelesne i zdravstvene kulture prilično ostvariv i siguran zahvaljujući takvoj međuvladinoj odlučnosti da se drži dogovorenih političkih načela i zagovaračkim akcijama.
Physical education (PE) can be the starting point for many students to be physically active throughout their lives. Positive emotional experiences in PE are discussed as beneficial for long-term ...physical activity, however, triggers of students' emotions are still unclear. The purpose of this study is to explore, from a student's perspective, emotions and their triggers, which occur in PE classes. N = 12 students (male: six, female: six, ø-age: 15.6 ± 1.2 years) have been interviewed using a focused semi-structured interview to identify their emotions in PE and to explore the situations in which they occurred. An inductive approach with elements of the Grounded Theory Method was implemented to analyze the data. Students reported a wide range of positive and negative emotions. Furthermore, four crucial triggers were identified: (I) Attractiveness of the task, (II) social belonging, (III) competence and (IV) autonomy. Parallels to existing theories, especially the Self-Determination Theory (SDT), will be discussed. These results can be used to improve teachers' knowledge about students' emotions in PE in order to build a basis for lifelong physical activity.
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