Evaluation on The Implementation of Physical Education, Sports, And Heath In Elementary Schools

Within the physical education literature, there remains to be contentions between the effectiveness of sporting- and movement-based approaches. Whilst both have noted strengths and weaknesses, there is little research into whether either is leading to quality physical education in Australian elementary schools. This paper therefore examines two of the common models based approaches to teaching physical education in elementary schools against the five interrelated propositions of the Australian Curriculum to determine if either pedagogical approach is leading to quality physical education. This paper draws on current literature, curriculum frameworks and pedagogical recommendations to determine the value of a models based approaches to physical education in relation to quality. Examinations indicate that both the sports and movement based approaches can address the five key propositions that underpin the Australian Curriculum, however quality is dependent on appropriate implementation by qualified and skilled teachers. Teacher education and pedagogical knowledge is paramount for the implementation of quality physical education. Further investigation and exploratory research is required to determine if the model based approaches are being effectively being introduced by both generalist and specialist health and physical education teachers in elementary school settings.

Within the physical education literature, there remains to be contentions between the effectiveness of sporting- and movement-based approaches. Whilst both have noted strengths and weaknesses, there is little research into whether either is leading to quality physical education in Australian elementary schools. This paper therefore examines two of the common models based approaches to teaching physical education in elementary schools against the five interrelated propositions of the Australian Curriculum to determine if either pedagogical approach is leading to quality physical education. This paper draws on current literature, curriculum frameworks and pedagogical recommendations to determine the value of a models based approaches to physical education in relation to quality. Examinations indicate that both the sports and movement based approaches can address the five key propositions that underpin the Australian Curriculum, however quality is dependent on appropriate implementation by qualified and skilled teachers. Teacher education and pedagogical knowledge is paramount for the implementation of quality physical education. Further investigation and exploratory research is required to determine if the model based approaches are being effectively being introduced by both generalist and specialist health and physical education teachers in elementary school settings.

This study aims to determine the Implementation of Physical Education in Elementary Schools in- Musi Rawas Regency with the Online Learning System in the Middle of the Covid-19 Pandemic. This type of research is a qualitative descriptive study. Instruments and data collection techniques using observation, interviews, questionnaires, and documentation. The subjects in this study were 30 PJOK teachers. The object of this research is the implementation of elementary school physical education in-Musi Rawas Regency. Based on all the research results that have been conducted by researchers, the results obtained according to the results of observations have a moderate category with a percentage (57.87%), the results of the interview are in a good category with a percentage (65% ), and the results of the questionnaire have a good category with a percentage ( 77.36%). So the researchers have determined that the results of the 3 research guidelines above have a good category with a percentage (66.74%), so it can be concluded that the implementation of physical education in elementary schools throughout the Musi Rawas district with an online learning system in the midst of the Covid-19 pandemic is included in the Good category.

Objectives This study aimed to find out how prospective teachers receiving teacher education at education universities perceive the separation of physical education in the first and second grades of elementary schools, and based on the analysis results, to find ways to stably establish physical education in the field in the early grades of elementary schools. Methods To achieve this research objective, from March to December 2024, data on the topic of separation of physical education in lower grades was collected from 71 students at J National University of Education in the lectures ‘Physical Education Theory’ and ‘Research on Physical Education Textbooks and Teaching Methods’. Among them, additional data were collected and analyzed through group and individual interviews with five prospective teachers who agreed to the purpose and process of the research. Results The results of the study were divided into the perception of the separation of physical education in elementary school and the support measures. The perception of the separation of physical education in elementary school could be divided into positive and negative perceptions. Positive perceptions of the separation included expectations for new changes, empathy for strengthening students' physical activities, securing the connection and logic of the physical education curriculum, and resolving difficulties in integrated instruction including physical activities. Negative perceptions included equity with other subjects, concerns about injuries to students in elementary school, and insufficient communication and consultation with the educational field. In terms of support measures, first, the spread of physical activities appropriate for the developmental process of elementary school students. Second, the strengthening of physical education and the curriculum in teacher education. Third, the expansion of the placement of physical education teachers in the field, and lastly, the improvement of the physical education environment were derived. Conclusions Based on these research results, we suggest a plan to ensure that physical education for lower grades can be stably established in the field.

Several countries around the world have promoted, advocated, and developed the concept of physical literacy.The concept of physical literacy is being believed to offer alternative solutions in the future as an effort to overcome global problems related to the lack of interest in individuals in performing physical activity.This research aims to develop a model of physical literacy in the culture of physical education in elementary schools, reviewed from the perspective of West Nusa Tenggara and the Special Region of Yogyakarta, Indonesia.The research method uses a mixed method with sequential exploratory strategies.The research procedure consists of three phases; Phase 1. Design of Physical Literacy; Phase 2. Expert Consensus (n=8); and Phase 3. Practitioners Assessment (n=12).The results of the study in Phase 1, which was analyzed qualitatively, produced three main themes, namely; (a) theoretical foundation, (b) construction of physical literacy, and (c) operationalization of physical literacy.In Phase 2 and 3, which were analyzed quantitatively, experts and practitioners reached a statement of agreement regarding the physical literacy model which was developed, with a percentage value of 86.01%(Phase 2) and 91.84% (Phase 3).These results show that the physical literacy model developed is in accordance with the culture of physical education in elementary schools, and can be implemented in the physical education learning process.

Background: Many studies find that physical education (PE) classes in elementary schools rarely meet the recommendation to engage students in moderate and vigorous physical activity (MVPA) at least 50% of the class time. PE teachers are responsible for engaging students in MVPA during PE classes. Therefore, identifying teacher-related factors associated with student in-class MVPA in elementary PE classes is necessary. Purpose: This study focused on students’ MVPA during PE in elementary schools in China. The study aimed the following: (a) investigate MVPA of students in PE, teacher characteristics, and teaching behavior; (b) identify differences in teaching behavior through teacher characteristics; and (c) determine the association among teaching behavior, teacher characteristics, and MVPA of students in PE. Methods: A total of 56 teachers from 10 elementary schools in Shanghai, China, provided personal data on teacher characteristics via questionnaire. Data on teaching behaviors were collected from 210 lessons using the System for Observing Fitness Instruction Time (SOFIT), whereas data on MVPA of students were collected using accelerometers. Teacher characteristics, teaching behavior, and students’ MVPA time are described using descriptive statistics. Moreover, differences in teaching behavior were tested on the basis of teacher characteristics through multivariate analysis of variance. The associations among teacher characteristics, teaching behavior, and students’ MVPA were examined through hierarchical regression analyses. Findings: The teachers’ lessons failed to reach the recommended 50% MVPA time in PE. Compared with PE teachers with 6–10 years and more than 10 years of teaching experience, teachers with 1–5 years of teaching experience spent significantly more time managing classes and less time observing their students. Teacher gender was found to be negatively related to students’ MVPA, that is, students spent significantly more MVPA time in male- than female-led lessons (B = −3.105). Teaching experience of 6–10 years (B = 2.726) and more than 10 years (B = 3.036) were positively associated with students’ MVPA, which indicated that students taught by these two groups of teachers spent significantly more time in MVPA than teachers with 1–5 years of teaching experience. With regard to teaching behavior, promoting (B = 1.207) and observing (B = 1.567) were positively correlated with students’ MVPA during PE classes. Regression analysis revealed that 17.3% of the variance for students’ MVPA was explained by teacher characteristics and behavior. Conclusion: Results suggested that all teachers should be targeted to increase MVPA level of students in PE, especially female teachers and teachers with 1–5 years teaching experience. PE interventions should target the teaching behavior of promoting and observing to increase students’ PA level during PE classes.

Abstract. Nonlinear pedagogy has the potential to be an effective strategy for teaching and studying physical education in elementary school a way that allows students to develop their skills. This study aims to determine whether there is an effect of physical education teacher readiness in implementing nonlinear pedagogy learning in Indonesia, Malaysia, and the Philippines. This Study used an experimental method with one group pre-test-post-test design. The research participants were physical education teachers in elementary schools in Indonesia, Malaysia, and the Philippines (n = 90). 40 question online survey with a validity level of 0.74 and a reliability level of 0.80 is used to assess teacher preparedness for implementing nonlinear learning. With the aid of a literature review, secondary data was gathered. The paired sample t-test results revealed that 0.05 > 0.000, indicating that the data variance was the same. The significance result indicates that 0.000 < 0.05 (confidence interval = 99%) when looking at the assumed equal variances, which means that H0 is rejected. According to the data, there are 25 teachers or 27,8% who are ready to carry out nonlinear pedagogy learning, 42 teachers or 46,7% are not ready, and 23 teachers or 25,5% are unprepared. Nonlinear pedagogy learning has an effect on PE teachers' readiness in the three countries. The intended effect is to demonstrate that PE teachers are not ready to use nonlinear pedagogy in their lessons. The recommendation from the finding is that teachers need training in nonlinear pedagogy and adequate support to succeed in nonlinear pedagogy learning. Key words: Elementary school, Nonlinear pedagogy, Physical education.

ABSTRACT: The purpose of this research was to produce a basic design model of physical education instructional based on Self-Regulated Learning approach. The research was carried out using qualitative and quantitative methods on thirty Elementary School students (M = 11.2) and physical educators in Bandung city, as well as some experts from the School of Physical Education and Health Education of UPI (Indonesian University of Education) as samples. The data were gathered using the techniques of document analysis, questionnaires, observation, depth interview, and focus group discussion. The result of this research was a compilation of a basic design model of physical education instructional for Elementary School based on Self-Regulated Learning approach. Generally, physical education instructional condition in the Elementary School is good enough; it is indicated by the feasibility level of 68%. However, there are four primary problems faced by physical educators, such as instructional facility, equipment, time allocation, and students engaging in instructional activities. The instructional model has been used by Elementary School physical educators is sport education instructional model. KEY WORDS: Instructional model, physical education, self-regulated learning, Elementary School, and physical educators . About the Author: Dr. Yudy Hendrayana is a Lecturer at the School of Physical Education and Health Education UPI (Indonesian University of Education), Jalan Dr. Setiabudhi No.229 Bandung 40154, West Java, Indonesia. He can be reached at: yudy_hendrayana@upi.edu How to cite this article? Hendrayana, Yudy. (2010). “The Basic Design of Physical Education Instructional Model Based on Self-Regulated Learning Approach” in EDUCARE: International Journal for Educational Studies , Vol.3(1) August, pp.35-44. Bandung, Indonesia: Minda Masagi Press owned by ASPENSI in Bandung, West Java; and FKIP UMP in Purwokerto, Central Java, ISSN 1979-7877. Chronicle of the article: Accepted (June 29, 2010); Revised (July 30, 2010); and Published (August 17, 2010).

The background of this research is that several teachers in elementary schools throughout the Nanggalo sub-district still have not implemented traditional Minangkabau games in physical education learning. The purpose of this study was to determine the extent of the application of traditional Minangkabau games in Physical Education knowledge in 2019-2020. The research method is a survey method with an instrument in the form of a research questionnaire in the form of a google form (online), with the research subjects being Physical Education teachers from elementary schools throughout the Nanggalo Padang sub-district, totaling 27 elementary schools with a total of 29 PJOK teachers. The data analysis technique used descriptive analysis in the form of percentages. The results of the study on the survey of the application of traditional Minangkabau games in physical education learning in elementary schools throughout the Nanggalo district of Padang city were seen from the number of elementary schools with a percentage of 74% public elementary schools, 19% private elementary schools and private elementary schools that did not have PJOK teachers 7%. Judging from the number of teachers with 62% male teachers and 38% female teachers. For the results of the application of traditional Minangkabau games in physical education learning with a percentage of 50.10% in the category of applying and 49.90% of the type not using. It can be concluded that PJOK teachers have implemented traditional Minangkabau games.

This study aims to examine the role of the Formula 1 game model (Run, Jump, Throw) in locomotor activity. The method in this study uses a qualitative approach to the type of literature study. This study seeks to explore document studies regarding the study of the Formula 1 game model (Run, Jump, Throw) in general and then relate it to the physical learning process in SDN 67 Palembang. Because nature of physical education in elementary schools is an educational process that aims to build the growth and development of students from the physical, intellectual, movement skill, and attitude aspects that are carried out through physical activity or gestures so that they become healthy, intelligent, skilled human beings, and virtuous character so that it can have a good influence on the quality of his life in the future. It is necessary to pay attention to the implementation of physical education in schools because in supporting the growth and development of students it is also determined by the implementation of physical education in schools. Physical education teachers must be more creative in optimizing the developed facilities and infrastructure. If the physical education teacher is creative, then he is able to create something new, or modify an existing one, but present it in the most attractive way possible, so that students will be more interested and enjoy participating in the physical education learning process.

The issue of this research emphasizes on the implementation of character building values through physical education learning in elementary school. The effort in developing this character building practice is essential to be done in order to tackle moral and character crises, which already occur in both individual and collective levels reflected in educational institution from elementary school to higher education. Hence, to form culture and national character, educational program and process are inseparable from environmental factor including the values of society, culture, and humanity. Physical education subject that is based on 2013 Curriculum has significant difference compared to the previous physical education subject. This is due to the fact that integrated physical education has its own uniqueness in terms of planning, systematic implementation, and instructional medium. This research aims at producing guidance in implementing character values integrated in physical education in elementary school. The method used in this research is research and development (R&D) method, which includes preliminary research, model designing, limited trial, and extensive trial, as well as validation and dissemination. The findings of the research show that character values can be implemented in physical education in elementary schools in Sumedang Regency.

Returning to the face-to-face learning system for physical education, the researchers got several responses and responses from the stakeholders, one of which was the teacher. The purpose of this study was to determine the perceptions of physical education teachers in carrying out face-to-face learning activities in the post-pandemic. The method used is descriptive quantitative research. Data collection was carried out using a list of main questions that were used to guide this research, one of which was, "How do teachers respond to the return of the face-to-face system after the pandemic, which requires students to return to school to attend physical education directly?" The data analysis technique used is data reduction, data presentation, and drawing conclusions. The results of this study found one point that represents the response of teachers' perceptions about the advantages and disadvantages of learning activities from their point of view in conceptualizing the offline physical education learning approach by paying attention to identical prevention patterns in the post-pandemic period. The conclusions of this study indicate that teachers have a variety of views that contain elements of strengths and weaknesses in carrying out physical education learning activities with a face-to-face system after spending a long time during the pandemic using an online system. Next, the researcher's suggestion for further research is that a special study can be carried out on how to design a learning approach that is relevant to the post-pandemic conditions of physical education in elementary schools.

Elementary school physical education (PE) can play a unique role in providing educational experiences to students and may support physical, cognitive, and social-emotional development (Institute of Medicine, 2013). Studies illustrate that PE programs can improve the possibility of achieving student learning outcomes only when appropriately designed and delivered (Rink & Hall, 2008). Research suggests that students' early experiences with PE are mainly led by elementary school teachers (Kirk, 2005). Globally, in several countries, either classroom teachers (i.e., a teacher who teaches every subject; a generalist), or PE specialists (i.e., a teacher who mainly teaches PE), have the responsibility to teach elementary PE (Dyson et al., 2018; Faulkner et al., 2008). For instance, in South Korea's elementary education system, PE is a required subject, and most PE classes are taught by classroom teachers rather than specialists (Jo & Lee, 2012). Classroom teachers are best suited to teach the child-centered, integrated curriculum in elementary schools, and hence often teach PE as one element of that curriculum (Coulter et al., 2009). However, some teachers believe that elementary level PE engagement experiences inadequately prepared children for accomplishing PE learning outcomes and physically active lifestyle (Hardman, 2008; Jess, Keay, & Carse, 2016). In other words, in order for classroom teachers to successfully teach PE, they need to consider a dynamic combination of adaptation in school contexts, teaching various subjects, and understanding different students' developmental characteristics (Tinning & Rossi, 2013). Additionally, classroom teachers’ beliefs that they are not qualified to teach PE adversely affects their PE teaching confidence (Harris, Cale, & Musson, 2012; Morgan & Bourke, 2008). Examination of classroom teachers’ different perspectives on teaching PE is particularly vital as an avenue for developing effective teacher education programs (Hunter, 2006). However, this aspect of elementary PE taught by classroom teachers is still unknown due to a relative scarcity of research studies in this area (Kirk, 2005, p. 247). Therefore, this paper provides an overview and discussion of illustrative findings of research conducted on classroom teachers’ perceptions of teaching PE. The author conducted an exhaustive search of published research articles via three major databases: Google Scholar, Education Resources Information Center (ERIC), and Web of Science. The search terms included elementary school classroom teacher, primary school classroom teacher, generalist, non-specialist, physical education, perception, experience, practice, barrier, belief, and value (see Figure 1). Using the resulting articles, the review is organized into the following themes (Thomas & Harden, 2008): (a) apprehension of teaching PE, (b) different perceptions of value for PE classes, and (c) ecological perspectives in teaching PE.

The objectives of this research are 1. To determine the development of physical education in elementary schools in Langgudu District, Bima Regency in terms of a) Physical education facilities, b) Physical education infrastructure, c) Sports human resources, d) Student participation, e) Physical fitness, 2. To find out the physical education development index in elementary schools in Bima Regency. This study uses a survey method and a quantitative approach. The population in study were students of SDN accredited A, students of SDN accredited, SDN students accredited. The sample are 216 students, 72 students for each accreditation. The sampling technique used a cluster sampling technique with stratified random sampling. Data analysis techniques use Sports Development Index (SDI) analysis. Based on the results of the research reviewed from a) Physical education facilities obtained an index value of 0.206 in the low/low category, b) Physical education infrastructure obtained an index value of 0.716 in the medium/sufficient category, c) Sports human resources obtained an index value of 0.402 in the low category/ lacking, d) Student participation obtained an index value of 0.124 in the low/less category, e) Physical fitness obtained an index value of 0.736 in the medium/adequate category. The physical education development index in elementary schools in Langgudu District, Bima Regency obtained an index value of 0.546 which is included in the medium category

Research supports the position that specialists are the preferred providers of physical education in elementary (primary) school settings. We examined whether specialists delivered more physical education lessons and provided greater opportunities for moderate and vigorous physical activity and whether barriers to curricular and extracurricular physical activity opportunities in Ontario elementary schools differed for specialist and nonspecialist teachers. Using a cross-sectional design, a questionnaire was mailed to key informants in 599 randomly selected elementary schools in Ontario, yielding an 85% response rate. Most physical education in Ontario elementary schools is delivered by nonspecialists (63%). No self-reported differences were found between specialists and generalist teachers in the number of physical education lessons delivered per week, the minutes per physical education class, or in the amount of reported moderate or vigorous physical activity in lessons. Compared with specialists, respondents in schools in which generalist teachers taught PE perceived lack of training as a greater barrier to delivering physical education. Given the importance of subject knowledge in teaching effectively, there is still need to advocate for specialist physical education teaching in elementary schools. However, concerns about teaching specialism may be secondary to broader and more complex factors surrounding the delivery of physical education in elementary schools.