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.
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.
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.
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.
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.
Sports education simply evaluates the essential characteristics of sports themselves and makes them a viable element of PE. Sports education means "teaching sports" and is conceptualized as ..."education of sports itself". If so, in order to justify the rationality of Sports education, the essential characteristics of sports must be clarified. In this paper, I would like to present an essay on the rationality of Sports education from the perspectives of "play education" and "exercise education," especially "coexistence with sports."
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