Educational and Value Status of Physical Education and Vectors of Preventing and Resisting Marginalisation: Grounded Theory Literature Review

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As a subject discipline frequently marginalized within the school system, enduring approaches to assessment do little advance the status of physical education. Current assessment practices in physical education are often disconnected from curricular outcomes, subjective in nature, and focused on assessment of learning rather than assessment for or as learning. Although assessment practices in physical education are routinely criticised for being poor, there is a paucity in assessment-focused physical education research. While physical education teacher education makes claims about a focus on student-centered formative assessment, the ongoing practice of ‘assessment of learning’ continues to be the prevailing model in schools. Completing a self-study using narrative inquiry, three physical educators at different stages of their career investigated their experiences with assessment in physical education. This research team came together hoping to improve their assessment practice and perhaps influence other physical educators. The educator’s stories, along with emails, documents, transcribed notes from meetings, and field notes from the lead researcher, became the data. Our findings suggest the need for ongoing physical education assessment-focused professional development. Equally significant, there is a need to establish communities of practice focused on supporting physical educators who often work in isolation or feel marginalized within the system.

The research of this study is to review the relevant literature of physical education concepts about John Dewey. Analysis, explanation and evaluation are included. The basic principles of this research are described as the following:1. The purposes of physical education are children's health, happiness and nature development. First, we must emphasize their physical health and good fitness. Second, we must stress the children's physical activities.2. The one-aspect theory of mind-body relation. Dewey claimed that the educators must promote to match students' physical and psychological education.3. Physical education is the continual process of re-organization, re-construction and re-transformation. The beginning of children's experience is to emphasize the process of instruction for experience re-transformation.4. The play introduced is to reside recreation to education. Dewey advocated the education of child-center to stress the importance of play in curriculum by applying learning by doing.Furthermore, the research has also found that John Dewey has invested a long time in the study of physical education so enthusiastically that the vivid concepts of nature physical education create three strong influences. They will be described as the followings:1. The nature physical education idea was inherited from Europe and it also opened up its new territory in America. The nature physical education idea of Dewey affected physical education concepts of the United Kingdom, the America, China and Japan, to act to carry forward the cause and forge ahead into the future.2. The status of physical education at school was established through his encouragement. Dewey positively affirmed the of physical activity for us to emphasize, promote, and develop physical education.3. The integration of physical education and science was established by the means of his advocacy in science curriculum. Dewey advocated and applied the curriculum of scientific education for the bases of physical education.John Dewey's Physical Education lays emphasis on child-center and play as the approach. It stresses the importance of science as the bas is, too. Therefore, it sketches the whole and clear blue-print for John Dewey's physical education concepts.

In the case of specialties called "civilian", the focus is not on the nature and specificity of official operations using physical qualities, as is the case in the practice of professional physical training, but other approaches. The purpose of the research is to actualize the need and reveal the essence of such an aspect of physical education as non-professional physical education of students. The methods of theoretical research, study and generalization of data from literary sources, abstraction, analysis and synthesis, induction and deduction are used. An innovative approach to strengthening the educational component of the educational discipline "Physical Culture" in institutions of general secondary education and "Physical Education" in institutions of higher education has been transformed into research and practice in a number of countries. Non-professional physical education is a high level of physical education. The main sign of education is the inclusion of a person in physical activity. In institutions of higher education, this is a pedagogical process that should "close" the long-term withdrawal of youth with physical education. The results of the formation of the theoretical thinking of the projective type necessary for an educated person are foreseen. In the course of such conscious physical education, which is not the same as physical literacy, the values and goals of using physical education in various situations, which are constantly changing, are formed. These are also abilities necessary for creating an image of "myself in the future", designing and implementing systems of own physical education classes. Non-professional physical education of students of civil specialties should contribute to the formation of a person capable of using physical education. Non-professional physical education is singled out as an independent direction, which is determined by the characteristics of the personality of adults: the complexity of organizing reflection, communication, understanding, self-determination of a person and goal setting. The results of the research can be useful and applied in practice by specialists in physical culture and education.

The Worldwide Audit on the state and status of Physical Education (PE) in 1999 provides a clear picture of the threat under which the school subject seems to be on a worldwide scale. In the aftermath of the World Summit on PE, held in Berlin in 1999, it was deemed necessary to investigate the health status of populations and the current international and national trends regarding quality PE as a school subject. The research was conducted by means of a literature study in the field of health, education and PE. In the United States (US) the 1996 Surgeon General's report on physical activity and health as well as the 1997 subsequent recommendations from the Centres of Disease Control and Prevention (CDC) clearly made a plea for quality daily PE in school programmes to promote physically active and healthy lifestyles among the youth. However, childhood obesity is currently plaguing the US and although the US seems to be the world leader in obesity among the youth, Europe, Australia and Canada do not seem to lag behind. South Africa (SA) is also following the world trend with our youth becoming increasingly inactive and obese. A number of initiates were launched in various countries to provide quality PE programmes in schools, but in SA only sport is regarded as an important component for the overall development and upliftment of previously disadvantaged communities. To ensure favourable medal counts at elite sports competitions the limited funds available have to be allocated, bearing these national priorities in mind. Against this backdrop the sports delivery network finds it economically and politically 'profitable' to promote elite sport at the expense of PE and 'sport for all' community projects (Burnett & Hollander, 1999). Attempts were made to reinstate PE as a school subject with full status, but in the Revised National Curriculum Statement (Grades R-9) of 2002 it is one focus (physical development and movement) among four other foci in the Life Orientation (LO) learning area. The National Curriculum Statement for Grades 10-12 is still in draft form but it seems that PE will also be a focus (recreation and physical well-being) of LO. Taking the initiatives and health status of children worldwide into account, Hardman (2002) and Chernushenko (2003) wonder whether reports on quality PE programmes in schools and communities are not just lip service. The key word to serve the mutual best interests of physical and health education as well as sport, is partnerships. The challenge for PE is to embrace initiatives at school, local community, national and international levels. These stakeholders need to stipulate detailed strategies to obtain short- and long-term objectives regarding health habits and physical activity patterns for the youth. Keywords: Health, Education, Physical education, Life orientation, Partnership South African Journal for Research in Sport, Physical Education and Recreation Vol.26(1) 2004: 107-121

Physical fitness training is one of the important contents of physical education majors in ordinary colleges and universities. It is also the core issue of training theory and the key to improving sports performance. This article uses literature method, interview method, and logical analysis method to analyse the problems of physical fitness training of physical education majors to understand the popularization of physical training of sports majors, students’ cognitive attitudes, perfection of training venues and equipment, and professional courses. Teacher's teaching status and basic situation. Comprehensively understand the current physical fitness status, physical training methods and methods of physical education students, find out their problems and influencing factors in physical training, and put forward reasonable suggestions to provide a reference for the physical training of Physical students in colleges and universities.

This article aims to explain how social media platforms like Facebook and Twitter can be useful setting for effective professional learning communities (PLCs) for physical educators. It also pinpoints the opportunities and challenges of using social media for PLCs and provides recommendations for physical educators and physical education teacher educators for promoting social media-based PLC (SMB-PLCs) engagement in physical education. SMB-PLCs minimize the geographic and temporal barriers to PLC participation, provide diverse perspectives and experiences, and make PLC participation more accessible and flexible. However, physical educators need to be aware of the issues of content validity and reliability, echo chamber effects, and the time and emotionally consuming nature of social media when participating in SMB-PLCs. To better promote in-service physical educators’ SMB-PLC engagement, professional development on technology literacy needs to be offered to connect inexperienced physical educators to more experienced colleagues. Moreover, physical education teacher education should incorporate social media into its curriculum to better connect preservice teachers to the larger communities of practice and use it as a learning tool.

Goal setting has been shown to improve student performance, motivation, and task completion in academic settings. Although goal setting is utilized by many education professionals to help students set realistic and proper goals, physical educators may not be using goal setting effectively. Without incorporating all three types of goals and moderating for goal commitment, self-efficacy, feedback, task difficulty, and satisfaction, student performance and development may be limited. However, appropriately including goal setting in physical education will help students create goals that can enhance their task motivation and ultimately help them improve their physical and developmental skills. The purpose of this article is to provide a rationale for setting goals, as well as practical suggestions for physical education educators wishing to utilize goal setting with their students.

Physical Education, Sport and Educational Status: The Case for Fundamental Research

For many years, the status of physical education (PE) in public schools in Palestine as well as other countries was jeopardized. However, the decline of engagement in PE and the reduction and/or elimination of PE programs in the US and other countries including Palestine, along with the increased obesity and sedentary behaviors among children, have motivated governments in countries like Canada, the United States and England to take action (Cairney et al., 2007; & Qualifications and Curriculum Development Agency, 2007). Students in the United States and other countries, including Palestine, tend to demonstrate negative attitudes toward physical education (PE) at the middle and high school levels. Middle and high school students who do demonstrate a positive attitude toward PE suggest that it is because of an enjoyment. Thus, to change students’ negative attitude at schools in Palestine, enjoyment in PE classes is a promising way to achieve this. The purpose of this study was to investigate Palestinian elementary school students’ enjoyment in physical education (PE) classes and physical activity (PA) and the teaching practices that predict this enjoyment in PE. The relationship between Palestine students’ enjoyment in PE classes and their engagement in physical activities were also investigated. Participants (n= 203) included students from elementary public schools (6th grade) in West Bank/Palestine. Participants’ ages ranged from 10 to 13 years. The students completed the following surveys: 1) PE Enjoyment Scale, 2) Physical Education Teaching Processes Questionnaire, 3) Physical Activity Questionnaire for Older Children, and, 4) Physical Activity Enjoyment Scale. T-test and iv multiple regression analysis were utilized between the variables in the study as well as the descriptive statistics. The results indicated students in Palestine enjoy their PE classes as well as their PA but no gender differences were found in their enjoyment. Results also showed that Palestinian students’ enjoyment in PE is positively linked to their participation in PA.

Despite all the benefits associated with participation in physical activity, Physical Education (PE) as a school subject and school sport seems to continue to loose ground in a growing number of countries. It seems that there has been little consensus regarding the distinctive characteristics of PE as an educational experience, since the professional PE community is still in disagreement over the mission of PE. The profession has failed to articulate PE in terms which are readily understandable to parents, politicians and children. This article focuses on defining PE and making a case for a paradigm shift in Life Orientation (LO) in the National Curriculum Statement (NCS). Since the 1880s a number of developments regarding PE syllibi were experienced in South Africa (SA). The current emphasis in LO within the South African context is on integration, personalisation, social justice and equity. To make a case for a paradigm shift in LO towards a practical approach is not a difficult task. The benefits of such a paradigm shift cab range from education and economy to safe and healthy cities. However, these benefits will not develop automatically. In keeping with the ethos and philosophy of holistic education and international and African trends regarding the use of the term PE, a case is made for a paradigm shift towards Physical and Health Education in Life Orientation (PHELO). The methodology consists of a literature review in the field of education, PE and policy development. The research can be typified within the qualitativeinterpretative paradigm. Although a number of developments have recently taken place in SA regarding the provision of PE, it is concluded that not enough was practically done to better the lives of young people. Over the years SA has lost many young talented sports people due to a maladjusted system. Is this to be perpetuated? Keywords: Physical Education; Life Orientation; Education; Developing Countries. South African Journal for Research in Sport, Physical Education and Recreation Vol. 29 (2) 2007: pp. 131-146

One hundred years ago, physical education was nearly universal in American higher education, with 97 percent of institutions requiring it. The standard mostly continued through the 1960s, when 84-87 percent of institutions required it. By 2012, though, the percentage fell to 39.5, and in 2023, researchers reported, via sampling, that 31.7 percent of institutions required all undergraduate students to take physical education, and another 12.1 percent partially required it. Sampling, while statistically sound, has limitations. To better assess the prominence of physical education across America, examining offerings state-by-state is necessary and has been undertaken for several states thus far. This study investigated the status of physical education in Arizonan higher education institutions to compare to other states’ data and the recently published national sampling data. The specific graduation requirements of each institution were analyzed. Of Arizona’s 29 traditional colleges and universities, 24 (82.75\%) offer physical education; none (0\%) dictates physical education as a graduation requirement for every student, and 15 (51.7\%) have physical education as requirements in particular disciplines or as a general education option. The current trend in higher education is that required physical education is declining, and the results from this study, unfortunately, support this trend. However, most Arizonan higher education institutions offer physical education, and over half allow physical education to count as an option for a graduation requirement. Faculty can use these results to advocate for maintaining and initiating physical education in higher education because the research is clear: Physical education is known to improve students’ health and wellness.

Background: The Danish Heart Foundation has offered 30-minute, cost-free, and easily accessible Save-a-Life courses to disseminate CPR training since 2017. Research Question: Can Save-a-Life courses effectively reach neighbourhoods with low socioeconomic status and reduce socioeconomic disparities in OHCA? Aim: To investigate the distribution of Save-a-Life courses according to area-level educational or income status. Methods: We included Save-a-Life courses in residential areas in Denmark (2017-2023). Save-a-Life courses were geocoded using QGIS3 and merged with demographic data organized within 100x100 meter grid cells from the Danish Grid System (2020). Data were provided by the Danish Heart Foundation and Statistics Denmark. Socioeconomic status was assessed by 1) area-level educational status, defined as the percentage of inhabitants with primary or lower secondary school as their highest education (High: 0-25%, Middle: 25-50%, Low: 50-100%), and 2) area-level income status, defined as mean household income divided into quartiles (High, Upper-middle, Lower-middle, Low). We compared course participation (participants/1,000 inhabitants) by educational or income status using a Poisson regression model, presented as risk ratio (RR). Educational status was adjusted for age and ethnicity, while income status was adjusted for age, educational status, and ethnicity. Results: A total of 9,123 Save-a-Life courses with 84,641 participants were included, covering 426,225 grid cells with 5,814,763 inhabitants. Areal-level characteristics and distribution of Save-a-Life courses are shown in Tables 1 and 2. Areas with high educational status had 14 participants/1,000 inhabitants (RR=1, reference); middle had 18 participants/1,000 inhabitants (RR=1.26, 95% CI 1.23-1.28); and low had 23 participants/1,000 inhabitants (RR=1.32, 95% CI 1.24-1.4). Areas with high income status had 14 participants/1,000 inhabitants (RR=1, reference), upper-middle had 12 participants/1,000 inhabitants (RR=0.84, 95% CI 0.82-0.86), lower-middle had 13 participants/1,000 inhabitants (RR=0.83, 95% CI 0.81-0.84), and low had 16 participants/1,000 inhabitants (RR=1.03, 95% CI 1.01-1.05). Conclusion: Areas with low educational or income status had higher course participation compared to high-status areas. This indicates that the distribution strategy for Save-a-Life courses effectively reach neighborhoods with low socioeconomic status, potentially mitigating socioeconomic disparities in OHCA.

Physical education (PE) is beneficial for the development of elementary school-age children through its promotion of different educational learning outcomes, which in turn affects the long-term development of physically active lifestyles. In many countries, PE is taught by classroom teachers (CTs), who are thought to be in a unique position to positively impact students' learning. While a substantial body of studies examines the challenges that CTs encounter when teaching PE, less research has been directed towards gaining a comprehensive understanding of how CTs visualize PE and, in turn, how to promote various types of PE. The purpose of this study, therefore, was to explore elementary school CTs' beliefs about and practices in PE in South Korea. To achieve the research goal, a semi-structured face-to face interview with six CTs was performed to collect the qualitative data source, using the ground theory as an analysis method. Three themes emerged from these interviews concerning the CTs' beliefs in PE: (a) the importance of understanding students' characteristics, (b) the importance of centering internal perceptions in PE method, and (c) the importance of meaningful experiences. The results also identified two themes for teaching practices in PE that corresponded to CTs' beliefs: (a) crafting personalized instructional methods and (b) connecting PE experiences. This study lends important insights to future practices and research recommendations for CTs' PE teaching and teacher education programs.

The objective of this study was to analyse the current status of physical education according to physical education teachers. The research data came from semi-structured interviews conducted with 29 physical education teachers belonging to secondary schools from the Region of Murcia (Spain). The results of this study highlight that physical education teachers declare their vocation for their profession and believe in the indispensable role that physical education plays in the school curriculum, although they stress its contributions to health over other aspects that are more related to students’ education. Many teachers think physical education is still considered an ‘easy subject’, even though some of them recognise the status of the subject has improved in last years. The teachers think their good professional practice is the main way to increase the status of physical education. The majority of the participants believe that physical education needs a greater hourly load, something which contrasts with the fact that some teachers continually teach the same contents. The information of this article may be of interest for the identification of strategies to improve the status of physical education.