The present study firstly establishes physical education (PE) teachers’ motivational profiles based on their autonomous motivation, controlled motivation and amotivation and, secondly, investigates ...how different PE teachers’ motivational profiles differ in terms of certain maladaptive antecedents (i.e. psychological need frustration, pressures perceived at work and burnout). It also addresses the differences in their students’ perception of autonomy support, psychological need satisfaction and autonomous motivation. A total of 105 PE teachers and their 2164 students completed validated questionnaires. Four profiles were retained in the cluster analysis. Results showed that teachers who were high on autonomous motivation displayed the most optimal pattern of outcomes, whereas teachers who were high on amotivation showed the opposite pattern. Analysis of the established profiles suggested that the experience of controlled motivation was linked with maladaptive outcomes among both teachers and students. Implications for educational policy and practice are discussed.
•Physical education teachers’ motivational profiles might provide interesting insights as for teachers’ dark-side variables.•105 physical teachers and 2164 students taught by these teachers participated in the study.•More motivation is not always better: the relevance of a qualitative view.•Students seem to differ in terms of motivational outcomes according to their physical education teachers’ profiles.
Work-related pressures perceived by PE teachers have been suggested to affect their motivation and behaviour. This study aims to contribute to the existing literature on this topic. Through two ...different objectives. First, the role of perceived pressures in the prediction of teachers’ motivation and, in turn, on their feasibility beliefs to implement motivational strategies is tested through a SEM. Secondly, PE teachers’ profiles according to the different types of perceived pressures are established and compared in terms of motivational outcomes and feasibility beliefs. A total of 217 PE teachers completed validated questionnaires. Results showed that, as hypothesized, pressures negatively predicted needs satisfaction, which, in turn, positively predicted feasibility beliefs. Three profiles emerged in the cluster analysis. Regarding to these profiles, teachers who were low on perceived pressures displayed the most adaptive pattern; teachers who reported high time constraints pressures underline the detrimental role that this type of pressure plays on both teacher and teaching outcomes. Implications for educational policy and practice are discussed.
•This study increases the understanding of the interplay between different types of perceived pressures among PE teachers.•It represents a novel approximation from a variable- and person-centered approach.•Work perceived pressures have a detrimental effect on PE teachers’ autonomy and competence satisfaction.•Teachers perceiving higher pressures find motivational strategies more feasible to implement than those perceiving time constraints.
This purpose of this study was to investigate primary teachers' attitudes towards adapted physical education (APE) in New Taipei City in Taiwan. It was hypothesized that positive attitudes would be ...found within this group of teachers. The research adopts a quantitative approach, conducting surveys. The results of this study fall into three parts. First, physical educators' attitudes towards APE tend to be positive in the primary schools surveyed. Second, variables such as gender, age, length of teaching, background, teaching style and so forth have no effect on physical educators' views on APE, although significant difference was found regarding grade. Finally, factors such as professional training and governmental policy are found to influence physical educators' attitudes towards APE. In its conclusion, this study manifests its value in several ways. It provides recommendable suggestions for improving the policy and implementation of APE and future research on this subject in Taiwan.
ABSTRACT
Background
Musculoskeletal injuries are common in adolescents, and recently schools have been suggested as an opportune location for injury prevention strategies. This study aimed to ...identify the current practices and perceptions of post‐primary PE teachers in Ireland on injury prevention exercise programs (IPEP), which are key to informing potential implementation strategies.
Methods
Post‐primary PE teachers (n = 287) completed an online anonymous survey. Outcome measures included current IPEP practices in PE class, teachers' attitudes toward IPEPs, willingness to implement, and perceived ability to implement an IPEP in PE class. Descriptive statistics were calculated, and Mann‐Whitney U tests were used to compare differences between groups.
Results
Results indicated that only 1 in 5 PE teachers currently used an IPEP in class. Of these, no teacher used an existing IPEP exactly as intended, while most teachers were willing to implement an IPEP (80.5%). Those who previously received formal IPEP education or were aware of an existing IPEP had significantly higher perceived ability to implement an IPEP in class (p < .001).
Conclusions
This study demonstrates that despite a willingness among PE teachers to implement IPEPs in class, few currently do. Thus, post‐primary PE class may be an under‐utilized setting for adolescent injury prevention and warrants further investigation.
In 2009, all Norwegian 5th-7th graders were allocated 76 h of obligatory physical activity (PA) classes in addition to physical education (PE). The study explores how schools implemented these ...classes and the relationship with school physical activity guidelines. The sample consisted of 134 schools participating in the WHO collaborative Health Behaviour in School-Aged Children (HBSC) survey in 2014 (
= 69) and 2018 (
= 65). Ten questions concerning PA were asked in 2014, and four of these were included in the 2018 survey. Chi-squared tests were used to investigate differences between groups. In 2014, 51% reported that PE teachers led the classes; this had reduced to 30% in 2018. A combination of teacher- and student-driven activities was most common. More student-led activities were observed when nonpedagogical personnel were responsible for the classes. Most schools reported no professional staff development related to the implementation of obligatory PA. In 2018, schools with written guidelines on physical activity had to a greater extent implemented staff development measures and increased the use of PE teachers compared to 2014. A considerable variation regarding teaching competence, teaching forms, group sizes, and facilities makes the outcome of the PA scheme uncertain. A potential effect of having established written school policies on the implementation of physical activity classes was however found.
This research aims to explore the experiences of non-physical education teachers in implementing physica education in the primary grades as a basis for creating feasible capability-building ...initiatives. Employing a qualitative-descriptive research design, in-depth interviews were conducted with twenty non-physical education generalist teachers using a guided interview questionnaire validated by experts. Through the triangulation of results, this study uncovers the creativity and resourcefulness exhibited by generalist teachers in lesson preparation. However, several challenges impede their successfu implementation of physical education, including the risk of injuries, inadequate equipment, a lack of training or seminars, insufficient teaching strategies, and persona health issues. The findings inform the development of conclusions and recommendations to enhance the effectiveness of generalist teachers in teaching physica education in primary grades.
This study of assessment of learning outcomes in physical education classes including a “Whole Active School Approach” (WASA) is a part of the Erasmus+ EuPEO project in Germany. 19 German PE teachers ...at n = 13 different secondary schools (rural area = 63.2%), cross 5 German countries with their n = 388 PE students (average age: 15.2 years; girls: 59.4%) were asked about their assessment of learning outcomes in PE teaching domains and the implementation of a WASA as a part of a questionnaire (European School Questionnaire (ESQ) for teachers and European Pupils Questionnaire (EPQ)). There is a clear ranking profile in the view of pupils about their assessment by PE teachers: the highest assessed criteria are social aspects like team work, respect and social relations with other class mates (85%), followed by physical competences with health-related fitness, motor skills and sport techniques (76%). In the ranking levels of achievements the motor domain ranked only in 4th position. Some teaching domains (social and behavioural purposes) seem to be of more importance in the view of teachers and their students than physical and motor development. Extra-curricular school sport is offered by more than 80% of the schools, but range of participation of pupils is low with around 32% assessed by teachers and up to 42% assessed by their pupils. Some other divergences in the view of teachers and pupils exist for the implementation of physical activities in recess (teachers 74%; pupils almost 60%) and after-school programmes (teachers about 53%, pupils about 23%). Data are discussed and divergences in assessment are explained in this study. Finally, a WASA to support daily physical activities does exist but really needs further support in school life.
Most adolescents in industrialized countries are physically inactive and effective actions to counteract this situation are required. School physical education (PE) can promote students’ active ...lifestyle. The paper presents the protocol of the “Physical education for moving” (PE4MOVE) project, based on an Internet-supported professional training program offered to PE teachers in a region of central Italy. Secondary school PE teachers and their students are randomly allocated to either an intervention group or a wait-list control group. Teachers participate in a continuing professional development training (CPDt) designed to increase knowledge and competences regarding students’ physical activity (PA) promotion. The CPDt, developed according to recent recommendations, consists of a mixed-modality preliminary session on fitness testing, and webinars and online workshops on theory-driven strategies. Teachers are then required to apply contents during their PE classes. Teachers’ variables related to PA promotion, as well students’ approach to PA, PA levels and physical fitness are recorded at pre- and post-trial times. Upon its completion, the project may contribute to the field by providing evidence for the effectiveness of Internet-supported teachers’ training programmes, for the transferability of students’ motivation from PE to out-of-school settings, and for the relationship between teachers and students’ motivation.
The aim of this study was to assess the knowledge of school nurses and physical education teachers (SN and PE teachers) about the emergency management of traumatic dental injuries (TDIs) in schools ...and to measure the impact of education on their knowledge. A longitudinal prospective study based on a questionnaire survey completed by 68 SN and PE teachers at three time periods (prior to, immediately after, and 3 months-post-educational intervention). Pre- and post t-test and repeated measures (analysis of variance) were used to compare the three group means for the same participants (p < .05 was considered significant). Significant improvement in the knowledge score among participants was observed between the initial survey to immediately after the educational session and to 3 months after (p = .047). Significant improvement in the choice of immediately seeking attention after tooth avulsion was observed (p = .001). The initial knowledge deficiency about the emergency management of TDIs among SN and PE teachers was improved and sustained.
The aim of the study was to validate the Polish version of the Perceptions of Inclusion Questionnaire (PIQ) for the first time. The analysis included not only pupils, parents/legal guardians, and ...teachers but also physical education teachers, which is an innovative solution proposed by the authors. The sample consisted of 448 respondents. Confirmatory factor analysis showed that the tested model corresponding to the construct proposed by the PIQ authors did not have good fit indicators (χ2/df = 7.73; CFI = 0.855; SRMR = 0.103; RMSEA = 0.123). The three-factor structure of the questionnaire was confirmed by the eigenvalues obtained for each extracted factor based on the Kaiser criterion and the scree plot based on the Cattella criterion. All three factors showed satisfactory levels of reliability (Cronbach’s alpha > 0.7). The conditions of convergent and discriminant validity for the construct were confirmed. However, Horn’s parallel analysis showed that the optimal number of factors is 4. Therefore, the research presented here should constitute a starting point for further analyses. It is recommended that research teams should conduct further scientific exploration of the PIQ tool in four perspectives, i.e., including PE teachers’ opinions.
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