Background: Physical education (PE) can be considered the centrepiece of school physical literacy (PL) programs, but ineffective lessons or an absence of PE across the public primary school system ...has raised concern. This study aimed to evaluate the implementation, acceptability and impact of teacher delivery of PE as part of a multicomponent Physical Education Physical Literacy (PEPL) approach, designed to improve classroom teachers' provision of PE and PL opportunities within a cluster of suburban primary schools.
Method: Within a pragmatic randomised cluster-based trial with mixed methods, a PEPL coach was appointed to seven schools for one school year, with another seven schools continuing their usual practice as the control group. The coach's role was to support and professionally develop classroom teachers to teach PE and to create opportunities that develop PL inside and outside the school environment. Focusing on Grade 5 teachers, the implementation, acceptability and teacher impact were assessed using direct observations of PE teaching style, a daily log kept by the coach and interviews with principals and teachers.
Results: The PEPL coach visited each school on average once a week for the 33 available weeks of the school year. There were several positive effects for teachers and schools. With no classroom teacher initially taking PE or classroom physical activity breaks, all seven teachers regularly introduced a PE lesson and activity breaks into their weekly schedule. PE class instructional time increased (intervention; +4.8 vs. control; −3.5 min/lesson; β = 1.69; SE = 0.76; p = .05), with lessons of greater duration (intervention; +8.6 vs. control +1.9 min/lesson; β = 1.14, SE = 0.58, p = .05) and moderate and vigorous physical activity increased 5.7 min in intervention classes (p < .05). The PEPL coach introduced regular physical activities before and after school and linked the schools with a national sports coaching scheme. Interviews indicated that the PEPL approach was both valued and well-accepted by staff, that classroom teacher confidence to teach PE increased and that principals perceived a shift toward a school 'culture' of physical activity.
Conclusions: Well-received by classroom teachers and principals, the PEPL approach resulted in classroom teachers introducing both PE and activity breaks into their weekly teaching program and schools were linked to external sport coaching programs. These effects suggest that the PEPL approach enhanced opportunities for the development of physical literacy in this suburban primary school setting.
Trial registration:
Australian New Zealand Clinical Trials Registry identifier: ACTRN12615000066583.
This study investigated the effect of combining adapted physical education courses with individualized education program training on pre-service teachers’ self-efficacy towards inclusive physical ...education. Multilevel modeling of a survey completed by two hundred and twenty-seven students enrolled in physical education teacher education programs in Korea was analyzed using a quadratic growth curve model. The results revealed that a combined course did indeed have a significant effect on the pre-service teachers’ self-efficacy towards inclusive physical education compared with groups provided with either just an adapted physical education course or no course. The students receiving the combined course also exhibited a sustainable positive growth rate and an accelerated rate of improvement in their level of self-efficacy towards inclusive physical education. These findings clearly demonstrate that combining adapted physical education courses with individualized education program training can deliver a sustainable educational impact on Korean pre-service physical education teachers’ self-efficacy towards inclusive physical education.
목적 본 연구의 목적은 예비체육교사 멘토의 스포츠멘토링 참여가 어떠한 교육적 의의를 지니며, 그에 영향을 미치는 요인은 무엇인지 탐색하는 데 있다. 방법 이를 위해 스포츠멘토링에 참여한 예비체육교사멘토 4명, 그리고 그들과 매칭된 초등학생 멘티 4명을 연구 참여자로 선정하여 비참여관찰(일지), 심층면담, 현지문서를 통해 자료를 수집하였다. 수집된 자료는 ...사례 기록으로부터 상위범주를 귀납적으로 도출하였다. 결과 스포츠멘토링에서의 멘티교육 경험으로부터 예비체육교사 멘토는 교수 지식, 환경 지식, 학생 지식을 포함하는 실천적 교육 지식을 습득하며, 멘티 중심의 스포츠멘토링을 실천하는 정의적 성장을 경험하는 것으로 드러났다. 이러한 멘토의 교육적 성장에는 체계적인 프로그램을 통한 경험 학습, 예비체육교사 멘토로서의 개인적 성찰(긍정적 상호작용/부정적 영향 인식)이 중요한 요인으로 작용하였다. 결론 스포츠멘토링은 스포츠의 교육내용과 멘토링의 교육구조 특성이 동시에 활용될 수 있는 독특한 스포츠교육 형태로서, 강의식 수업형태와는 구분되는 친(親)학습자적 교육 경험을 제공할 수 있다. 이는 현 시행 중인 다양한 스포츠교육 프로그램과는 별개로 교육실습 경험을 제공하는 예비교사교육 프로그램으로서의 대안적 역할을 할 수 있을 것이다.
Purpose The purposes of this study were to examine the influence of a formal sports mentoring program on mentors(pre-service PE teachers), and to identify main factors affecting educational growth of the pre-service teachers. Methods Data were generated in this study using: In-depth interviews, mentoring observations, and document resources from 4 mentors and their mentees as research participants. The collected data were inductively analyzed as an iterative process of working back and forth between the data and the categories(Miles & Huberman, 1994). Results The key findings of this study are as follows. First, mentors developed pre-service teachers’ practical knowledge including teaching knowledge, environment knowledge, student knowledge within teaching contexts. Furthermore, they practiced mentee-centered education through sports mentoring not only by mentees but also for mentees. Second, with respect to the factors impacting mentors’ educational growth, there were two main factors; the systematic structure of a program and mentors’ reflexivity. Mentors improved practical knowledge through the circular ‘experiential learning’ phases the sports mentoring program provided. In addition, mentor had valuable opportunities to learn how to care mentees by reflecting on positive and negative influences deriving from interactions with their mentees. Conclusion Potential benefits were embedded in inherent nature of sport and the unique structure of mentoring. sports mentoring can provide experience of learner-friendly teaching distinct from classes of lecture type. It is necessary to be reconsidered as pre-service PE teacher education program with opportunities of other teaching practice.
International research emphasises that Physical Education Teacher Education (PETE) has a key role to play in initiating and processing changes in Physical Education (PE). However, several researchers ...also find that it is a significant challenge for PETE to contest ideological approaches regarding PE practices among PE student teachers. Stronger relationships between research and educational practice and more deliberate mobilisation of research into teacher education may help address such educational issues. The main agents in that regard are teacher educators who are supposed to have the competencies to mobilise research literature into PETE. However, in Denmark, only 10% of Danish teacher educators hold a research-based PhD. The main aim of this article is to make the first steps towards more knowledge in this area by presenting an exploratory study of perceived barriers to mobilising research literature into PETE as experienced by a group of Danish PE teacher educators. The paper is based on empirical data generated through a course developed to qualify PE teacher educators' competencies in the use of research literature: papers, discussion-notes and interviews. Four main categories were generated: (1) 'We're competing on time', (2) 'A separate approach', (3) 'It has to add value' and (4) 'Hard to make it that academic'. The discussion addresses some general focus points for supporting the application of research in teacher education and suggest directions for future research.
With the recent emphasis on evaluating teachers' effectiveness by the performance of their students, it should be no surprise that this subject has reached the physical education (PE) sector. This ...commentary examines 3 articles by Rink (2013), McKenzie and Lounsbery (2013), and Ward (2013), who each take a different perspective on measuring physical educators' effectiveness. The commentary, written from the standpoint of a public school district PE administrator, compares and contrasts the viewpoints and possible outcomes of each approach. The commentary seems to agree most with Rink. That is to say that there will be challenges in evaluating PE teachers based on student outcomes, but it is a reasonable expectation. These challenges include class size and determination of what outcomes we choose to use. These outcomes should be decided by physical educators, and the time is now. The commentary also points out the benefits of the other two approaches such as incorporating evaluation and assessment in teacher training programs at universities and inculcating a culture of "do as I do" not just "do as I say." In reaching the conclusion, it cannot be overstated that using student outcomes should be a measure of a teacher's effectiveness, but not the only measure. Classroom observations and management, levels of student physical activity, and student engagement continue to be critical components of teacher evaluation. Verf.-Referat.
이 연구는 체육교사의 관계성지지가 학생들의 여가시간 신체활동 동기―자기결정동기, 통제동기, 그리고 무동기―에 미치는 영향에서 심리적 욕구만족과 욕구좌절의 매개효과를 검증하고자 하였으며, 관계동기이론에 기초하여 심리적 욕구와 동기 유형간의 직접관계에서 관계성지지의 조절효과를 검증하였다. 이를 위해 수도권에 재학 중인 중고등학생 223명을 대상으로 체육교사의 ...관계성지지, 심리적 욕구만족과 욕구좌절, 그리고 방과 후 여가시간 신체활동 동기 수준을 측정하였다. 수집된 자료는 기술통계, 상관분석, 신뢰도 분석을 통해 관계검증에 필요한 매개효과와 조절효과를 살펴보았다. 그 결과, 관계성지지는 심리적 욕구 만족경험과 여가시간 신체활동에 대한 자기결정동기는 정적으로 관계가 있는 것으로 나타났으며, 심리적 욕구만족은 관계성지지와 자기결정동기 및 무동기 간에 매개역할을 하는 것을 나타났다. 하지만, 심리적 욕구만족은 통제동기에 영향을 미치지 않았다. 셋째, 관계성지지는 심리적 욕구좌절에 부적으로 영향을 미치지 않는 것으로 나타났지만, 심리적 욕구좌절은 여가시간 신체활동에 대한 통제동기와 무동기에 정적으로 영향을 미치는 것으로 나타났다. 조절효과에 대한 결과에서는 관계성지지는 심리적 욕구만족과 자기결정동기 간에 직접적인 관계를 포함한 심리적 욕구좌절과 통제동기 및 무동기 간의 직접관계를 설명하는 매우 중요한 조절변인이라는 사실을 알 수 있었다. 종합해 보면, 체육교사의 관계성지지는 체육수업 내 학생들의 심리적 욕구만족에 대한 경험을 증진시키고, 나아가 여가시간 신체활동 동기를 촉진·강화함에 있어 매우 중요한 역할을 한다는 사실을 알 수 있었다.
The purpose of this study was to examine the mediating role of psychological needs (need satisfaction and need frustration) in the relations between teachers’ relatedness support and three types of leisure-time physical activity (LTPA) motivation―namely autonomous motivation, controlled motivation, and amotivation in physical education (PE) setting. Guided by theoretical principles, we also tested the moderated effect of relatedness support on the relation between psychological need and leisure-time physical activity motivation. A sample of 223 middle and high school students in Seoul, age 13-17 years, reported their perception of teacher relatedness support, psychological need experiences in PE, and LTPA motivation. The results showed that teachers relatedness support was related to psychological need satisfaction (but not psychological need frustration) and LTPA motivation. Specifically, relatedness support positively predicted LTPA autonomous motivation and negatively predicated LTPA amotivation mediated by psychological need satisfaction. Even though need frustration was not predicted directly by relatedness support, it positively predicted LTPA controlled motivation and amotivation. For moderating analyses, relatedness support was moderated in the relation between need satisfaction and autonomous motivation as well as the relations between need frustration and controlled motivation and amotivation toward LTPA. In conclusion, PE teacher relatedness support plays important role in terms of enhancing students’ LTPA motivation by increasing students’ need satisfaction.
Zusammenfassung
Die Qualifizierung von (angehenden) Sportlehrkräften für einen inklusiven Sportunterricht stellt eine zentrale Herausforderung für die sportdidaktische Forschung und Lehre dar. Obwohl ...sich in den letzten Jahren um die Thematik eines inklusiven Sportunterrichts ein lebhafter Forschungsdiskurs entwickelt hat, der zum einen den Anschluss an international weiter fortgeschrittene Diskurse sucht, zum anderen inzwischen selbst konzeptionell und empirisch an Substanz gewinnt, liegen bisher nur wenige hochschuldidaktische Lehrformate zur Vorbereitung angehender Sportlehrkräfte für einen inklusiven Sportunterricht vor. In diesem Beitrag werden publizierte hochschuldidaktische Lehrformate systematisch analysiert und kritisch gewürdigt. Auf dieser Grundlage werden anschließend Vorschläge für die weitere Entwicklung und Evaluation universitärer Lehrformate formuliert.
The aims of the study were to examine the association between occupational PA and overall PA level of school teachers, and to compare the occupational PA level of school teachers engaged in PAs of a ...different nature at work (PE and non-PE teacher) in Hong Kong. Seventy-one elementary school teachers were assessed for three-day PA levels using step pedometers. Results indicated that occupational PA significantly predicted overall daily PA level. PE teachers were reported to have higher step counts during working hours compared with non-PE teachers. In addition, the occupational PA level of teaching profession is not reported to be at low level. The promotion of PA, both leisure and occupational, should be emphasized to the teaching profession.
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