Elementary Physical Education Classes Research Articles

Efeitos de 15 minutos de exercícios físicos na aptidão física de adolescentes: Estudo de protocolo

Overweight, obesity, and low physical fitness (PF) are conditions associated with physical and mental health problems in children and adolescents. Schools and physical education (PE) classes provide ideal environments for promoting physical exercise, improving levels of PF, and preventing obesity in this population. This article outlines the protocol of an experimental study whose primary objective is to assess the effects of a 15-minute physical exercise program implemented during elementary school physical education classes on PF and anthropometric markers of overweight and obesity (AMOO). Enrolled students in 6th to 9th-grade classes within rural elementary schools located in a Southern city in Brazil will participate of the study. The participants will be randomized into the intervention group and control group. The intervention will last for 12 weeks with two sessions per week. Various components of PF and AMOO will be the primary dependent variables. Physical activity level, recreational screen time, sleep duration, physical self-concept, motivation for participating in PE classes, symptoms of anxiety, depression, and stress will be secondary dependent variables. Sociodemographic information and somatic maturation will serve as covariates. All variables will be measured pre and post-intervention. The study’s findings will contribute to a better understanding of the potential of school PE classes to improve PF, AMOO, and, secondarily, health-related behaviors, motivation for participating in PE classes, and the mental health of students.

Parents Knowledge of Appropriate Teaching Practices in Elementary School Physical Education Programs

Having parental support in a child’s education is very important. Parents are, and can be, a valuable force when it comes to their child’s education. The purpose of this study was to investigate parent’s knowledge of appropriate practices in their child’s elementary physical education classes. The data were obtained by surveying 311 parents. Parents were asked to complete a 40-statement survey dealing with appropriate practices in elementary physical education. The data showed that parents tended to correctly identify appropriate practices in their child’s elementary physical education class. Yet, from the 40 survey statements, six statements were incorrectly answered by a majority of parents. It is hoped, if parents are more educated regarding their child’s physical education experience, then there is a greater chance they will be more willing to support, or continue to support, elementary physical education in their child’s education.

Teaching Efficiency or Inefficiency in Elementary Physical Education

The school curriculum clearly defines that the main purpose of elementary physical education is to help students develop positive attitudes towards physical education, engage in lifetime physical activity through the development of knowledge and skills, develop an integrated personality and cultivate moral and social values. How close are elementary children to the above purpose? Is this achieved through elementary physical education class? The purpose of the study was to examine the teaching efficiency or inefficiency of classroom teachers when teaching physical education, from the perspective of time. For that purpose, 30 elementary school teachers (18 female and 12 male) from public schools all over Cyprus were randomly selected to participate in this study. Participating teachers were assigned to teach physical education in their schools. Teachers were asked to give 2 dates on which school visits to schools were scheduled to attend their courses and collect data related to their teaching, such as time management, presentation of activities, organization of children and equipment, feedback provided and others. For data collection purposes a previously validated recording instrument designed by Silverman, Subramaniam, & Woods (1998) was used. The teacher behavior instrument required the coder to collect data on both instructional behaviors (e.g., explanation, demonstration, and monitoring) and organizational behaviors (e.g., children organization and equipment organization). In addition, informal semi-structured interviews with the teachers were also conducted, in order to learn about their beliefs about teachers’ behaviors in class and the value they give to them, such as organizational behaviors and others. The descriptive statistical analysis revealed data that show in principle the diversity, from class to class, in the variables that have been studied. The most important factor, however, is the ineffective use of the available class time, which negatively affected the components of a physical education course, such as the consumption of a large part of the time in organizational or other processes while deducting time that could be offered to the children for more physical activity, more efforts, and probably better learning. Data analysis revealed four important themes that should be of concern to those involved with physical education: 1) The need for better time management, 2) The need to improve the teaching and organizational factors of the class, 3) The need for feedback to students during practice time, and 4) The need for final assessment when at the end of the class.

Nature and Quality of Interactions Between Elementary School Children Using Video-Modeling and Peer-to-Peer Evaluation With and Without Structured Video Feedback

The purpose of this study was to examine the nature and quality of interactions between 24 students (9 male, 15 female) in an Alberta elementary physical education class using video-modeling and three different peer-to-peer (P2P) evaluation methods. Nature of interaction was determined by the duration of interaction (total, on-task time, off-task time, neutral), the type of comments (positive, constructive, negative), and quality of interaction by the category of feedback (4 categories) from both the evaluators and performers. This study compared structured paper evaluation (SP), unstructured video evaluation using the video feature on iPads (UV), and structured video evaluation using a prototype app on the iPad (SV). The SV condition provided statistically significant results for evaluator on-task, evaluator off-task, and performer on-task, along with increased positive comments from evaluators. The SP condition had significantly more depth of feedback. This study concludes that the use of SV to deliver feedback in a P2P learning environment has the potential to improve the nature of feedback during peer evaluations.

Children’s Enjoyment, Perceived Competency, and Vigorous Physical Activity during High-Intensity Interval Training in Physical Education

ABSTRACT Purpose: Little is known about children’s experience with high-intensity interval training (HIIT) during elementary school. Perceptions of enjoyment, perceived competence, and motivation are likely to drive long-term adherence and are, therefore, critical to understanding how HIIT might be implemented in this setting. The purpose of this study was to describe children’s vigorous physical activity (VPA), enjoyment, and perceived competency of HIIT activities within a Self-Determination Theory framework (autonomy) in elementary school physical education (PE) classes. Methods: Participants were 402 children from a single, diverse elementary school (49.4% female, 59.6% Non-Hispanic white). Student enjoyment and perceived competency were collected following teacher- (non-autonomous) and student-led (autonomous) conditions. A sub-set of 201 children wore accelerometers to measure percent of time in VPA during HIIT conditions. This mixed factorial design was assessed through a series of repeated measures ANOVAs. Results: While children reported generally positive enjoyment and perceived competence in both conditions (rating over 4.0 on a 5-point scale), children significantly enjoyed (d = 0.44) and felt more competent (d = 0.11) during the autonomous HIIT condition compared to the nonautonomous HIIT condition. In contrast, the percent of time in VPA (d = 0.94) was significantly lower in the autonomous condition. Conclusions: These data illustrate a challenging trade-off with the design of HIIT trials. Increasing autonomy through the inclusion of student choice increased enjoyment and perceived competence of HIIT, which are likely to improve adherence, but lowered VPA, which is likely to reduce cardiometabolic impact.Abbreviations: U.S.: United States; PA: Physical activity; MVPA; Moderate-to-vigorous physical activity; PE: Physical education; CDC: Centers for Disease Control and Prevention; Randomized control trial, RCT; SDT: Self-Determination Theory; HIIT: High-intensity interval training; RCT: Randomized control trial; VPA: Vigorous physical activity; IRB; Institutional Review Board; HFZ: Healthy Fitness Zone; PACES: Physical Activity Enjoyment Scale; M: Mean; SD: Standard deviation

미래사회의 초등체육수업 양상 예측

4차 산업혁명으로 인하여 촉발된 세계의 변화는 점차 가속화되고 있다. 이러한 세계의 변화는 교육계 전반에 영향 을 주고 있으며, 그 결과 초등학교 체육에도 영향을 줄 것으로 예상할 수 있다. 본 연구는 이에 착안하여 변화될 미 래사회의 초등학교 체육수업을 예측하고, 청사진을 제공하고자 하였다. 이를 위하여 본 연구에서는 Dunkin과 Biddle(1974)의 수업과정 연구모형과 Eisner(1979)에서 교육적 상상력의 개념을 이론적 준거로 삼아 미래 초등학 교 체육수업을 예측 및 분석하였다. 그 결과 전조변인에서는 기술력과 전인적 측면을 겸비한 교사를, 맥락변인에서 는 미래 기술이 확대된 학교 환경과 이에 익숙한 학생을, 과정변인에서는 미래 기술 활용 확대를 통한 개별화 교육 의 강화 및 소통의 증대를, 결과변인에서는 학생들의 수행의 향상 및 만족도의 증가 등 즉각적 변화와 학생의 전인 적 성장에 기여하는 장기적 변화의 모습을 도출하였다. 이를 통하여 본 연구에서는 이러한 예측 결과의 순기능적인 부분의 강화 및 역기능적인 부분의 축소 및 개선 방안을 논의하였다.

COVID-19가 가져온 초등체육 수업 변화 모습 : 온라인 수업 사례 중심으로

이 연구의 목적은 초등학교에서 COVID-19 팬데믹 때문에 맞이하게 된 온라인 체육수업 경험을 셀프 내러티브 탐구를 통해 이야기함으로써 온라인 체육수업 가치와 필요성을 알리고, 발전방안을 탐색하기 위해 수행되었다. 이에 수업 성찰 일지와 이메일, 사진, 동영상 등의 자료를 수집하고, 반복적 비교분석을 통해 자료를 분석하였으며, 자료의 타당도와 진실성을 확보하기 위해 동료평가 및 삼각검증법 등을 통해 확보하고자 하였다. 연구의 결과, 첫째, 경험을 되짚어 본 결과에서는 처음 경험하는 온라인 수업의 준비, 온라인 수업의 자료 준비 및 제작, 온라인 수업의 자료 적용이 나타났다. 둘째, 경험의 의미를 도출한 결과에서는 온라인 수업은 피할 수 없는 숙명으로써 감염병과 천재지변을 대비하는 연구가 필요하다. 온라인 수업은 다양성 보장하는 수업, 개인차를 고려한 수업, 빅데이터 구축을 통한 평생교육의 기틀을 마련을 통해 체육수업의 새로운 지평을 열 수도 있을 것이다.

Covid-19 and the direction in which elementary school physical education classes progress

이 연구는 COVID-19로 인해 급격히 변화된 교육환경에서 초등교사가 느끼는 체육수업의 어려움과 이를 해결해나갈 수 있는 포스트 COVID-19 시대에 적합한 체육수업을 설계할 뿐만 아니라 초등체육수업이 나아갈 방향을 제시하고자 실시하였다. 연구 참여자는 I시에 근무하는 초등체육 교사(체육교육학 박사과정 3명, 체육교육학 석사 전공 초등교사 5명)이다. 수집된 자료는 연구문제에 따라 <COVID-19와 초등체육수업의 어려움>, <COVID-19와 초등체육수업의 방향>에 대해 심층적으로 살펴보기 위해 심층면담, 집단 면담, 선행연구 자료 분석 등을 통해 도출하였다. 연구결과는 다음과 같다. 먼저 COVID-19로 인한 체육수업의 어려움으로는 ‘체육수업 용·기구의 보급과 체육활동 공간의 제약’, ‘타 교과 대비 보편적인 만족도를 담보하지 못하는 체육수업’, ‘온라인 체육수업 소재의 제약’, ‘온라인 체육수업에서 발생하는 교사 피드백, 평가 결손’ 이 제기되었다. 그리고 COVID-19라는 상황에서 체육수업의 방향으로는 ‘체육수업에 필요한 용·기구 직접 만들어 활용’, ‘보편적인 만족도를 담보한 수업 공유’, ‘교수·학습·평가 방법의 확장적 개념으로 바라보기’, ‘다양한 온라인 플랫폼을 활용한 평가’ 가 구안되었다. 이번 사태를 계기로 교사들은 초등학교 체육수업에 대해 진지하게 고민하고 4차 산업 시대와 언제 또다시 겪을지 모르는 상황에 선제적으로 대비해야 한다고 몸소 느끼게 된 것이다.This study was conducted not only to design sports classes suitable for the rapidly changed educational environment due to Covid-19, but also to suggest the direction of elementary sports classes in the post-Corona era. The subjects of the study are a group of experts in elementary sports education(one professor majoring in physical education, three PhDs in physical education, and three elementary teachers majoring in physical education). The collected data were calculated through in-depth interviews, descriptive surveys, and prior research data analysis to explore the Covid 19 and the Crisis of Elementary Sports Classes and the Direction of Elementary Sports Classes according to the research questions. According to the research, the contents of online sports classes are restrictions on the dissemination and utilization of sports and equipment , exercise classes that do not guarantee universal satisfaction compared to other subjects , and difference between online sports contents and students activities . Next, in the situation of Covid 19, the directions for physical education classes were creative making and using the necessary equipment for physical education classes, sharing classes that guarantee universal satisfaction, “considering as an expansion concept of teaching, learning”, and presenting various activities for students. Covid 19 has led teachers to feel that they should seriously consider elementary school physical education classes and preemptively prepare for the fourth industrial era and the situation they may experience again.

Physical activity during physical education in elementary school in China: the role of teachers

ABSTRACT 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.

코로나19 상황에서의 초등학교 체육수업 실천에 관한 사례연구

이 연구는 코로나-19(COVID-19) 감염증으로 인하여 시행된 온라인 개학 상황에서 초등학교 현장의 체육수업 변화를 알아보고, 그 과정을 심층적으로 살펴보면서 미래 체육수업의 방향을 탐색하는 데 그 목적이 있다. 이를 위해 비확률적 표집방법 중 유목적 표집법(purposive sampling)을 활용하여 코로나-19 상황에서 체육수업을 진행한 경험이 있는 초등학교 체육전담교사 5명을 연구 참여자로 선정하였다. 또한 관련 선행연구 및 각종 문헌 자료 분석을 토대로 반구조화된 설문지를 구성하여 심층 면담을 실시하였다. 연구결과는 다음과 같다. 첫째, 초등학교 체육전담교사들은 코로나-19 상황에 따라 교육과정을 재구성하고 온라인 체육수업을 설계하는 등 급변하는 위기 상황을 극복하기 위한 다양한 노력을 확인할 수 있었다. 둘째, 전면적인 온라인 개학이 시작된 이후 온라인 체육수업 실행에서 체육전담교사가 겪게 되는 다양한 문제와 교육적 어려움이 무엇인지 구체적으로 파악할 수 있었다. 마지막으로, 코로나-19상황에서 체육전담교사들의 실천을 통해 경험한 고민과 노력, 반성을 바탕으로 미래의 체육수업에 대한 방향성을 고민해 볼 수 있었다. 이 연구는 도출된 연구결과를 통하여 코로나-19로 인하여 혼란스러웠던 상황에서 진행된 현장의 체육수업을 돌아보고, 변화된 교육현장에 적합한 지원방안 및 교육적 개선점을 살펴보고자 하였다.

A study on cooperative learning in an elementary school physical education classes: Focusing on students’ dialogue

A study on cooperative learning in an elementary school physical education classes: Focusing on students’ dialogue

Study on successful experiences of elementary school students in physical education classes in Japan

This study seeks to clarify the structure and characteristics of learners’ successful experiences in elementary school physical education classes in Japan according to grade and sex. A questionnair...

Examination of issues related to basketball instruction in elementary school physical education classes:Focusing on faculty members during the first term and inexperienced teachers

Examination of issues related to basketball instruction in elementary school physical education classes:Focusing on faculty members during the first term and inexperienced teachers

역량 중심의 초등학교 체육수업 설계 방안 : 5학년 경쟁 영역을 중심으로

본 연구는 2015 개정 체육과 역량 중심 교육과정의 목표와 방향에 적절한 초등학교 체육수업 설계 방안을 제시하 고자 하는데 목적이 있다. 이를 위해 5학년 경쟁 영역을 예시로 역량을 가르치기 위한 교육과정 분석, 평가 기준 설 정, 단원 및 차시 설계 사례를 제시하였다. 본 연구에서는 상향식 방법을 활용하여 교사의 수업 의도 및 계획과 성 취기준을 중심으로 그에 적절한 교과 및 총론의 역량을 적용하는 체육수업 설계 방안을 제안하였다. 이러한 과정은 2015 개정 체육과 교육과정에 대한 이해를 높이고 교육과정이 추구하는 가치와 목표를 초등학교 체육수업을 통해 확대할 수 있는 기회를 제공할 수 있을 것이다. 앞으로 역량 중심의 체육수업 설계 방안이 다양하게 제시되어야 할 것이며 이는 역량 중심 체육수업 방안이 공유되는 과정을 통해 더욱 확대될 것이다.

Examining self-Confidence and self-Perceived competence in Canadian pre-service teachers (PSTs): the role of biographies in physical education teacher education (PETE)

ABSTRACT This research examines the impact of the biographies of generalist elementary school pre-service teachers (PSTs) on their experiences of Canadian physical education teacher education (PETE), and how these biographies shape self-confidence and self-perceived competence as physical educators. The phenomenological case study took place in a Canadian university faculty of education involving 112 PSTs taking a mandatory 36 h methods course in PETE. Research indicates that the majority of elementary school physical education (PE) classes in Canada are taught predominantly by non-specialist classroom teachers (Fletcher & Mandigo, 2013. The primary schoolteacher and physical education: a review of research and implications for Irish physical education. Irish Educational Studies, 31(3), 363–376. doi:10.1080/03323315.2012.710063; Freak & Miller, 2017. Magnifying pre-service generalist teachers’ perceptions of preparedness to teach primary school physical education. Physical Education and Sport Pedagogy, 22(1), 51–70. doi:10.1080/17408989.2015.1112775; Fletcher, Mandigo & Kosnik, 2013. Elementary classroom teachers and physical education change in teacher-related factors during pre-service teacher education. Physical Education and Sport Pedagogy, 18(2), 169–183. doi:10.1080/17408989.2011.649723). While generalist teachers may be required to teach PE, they often cite negative attitudes towards the subject based on their past personal experiences as students. These biographies can have a significant impact on how beginning PE teachers approach practice (Hyndman, B. P., & Pill, S.; (2016). The Influences on Teaching Perspectives of Australian Physical Education Teacher Education Students: The First-Year Influences on Teaching Perspectives Exploratory (FIT-PE) Study. Australian Journal of Teacher Education, 41(5), 99–118. doi:10.14221/ajte.2016v41n5.7; Hyndman, B. P. (2017). Perceived social-ecological barriers of generalist pre-service teachers towards teaching physical education: Findings from the GET-PE study. Australian Journal of Teacher Education, 42(7), 26–46. doi:10.14221/ajte.2017v42n7.3; Wrench, A. (2017). Spaces and physical education pre-service teachers’ narrative identities. Sport, Education and Society, 22(7), 825–838. doi:10.1080/13573322.2015.1094046; Ladwig et al, 2018). Results indicated that PSTs who had negative experiences in PE also stated that they had significant fear in teaching PE, while PSTs who had positive past experiences indicated that they had greater self-confidence and self-perceived competence. Findings indicated that a non-competitive, inclusive pedagogical approach had a positive effect on supporting PSTs to develop greater self-confidence and self-perceived competence.

Sport education as a cooperative learning endeavour

ABSTRACT Background: A number of studies have contemplated aspects of cooperative learning that might emerge from a unit of sport education [Dyson, B., L. L. Griffin, and P. Hastie. 2004. “Sport Education, Tactical Games, and Cooperative Learning: Theoretical and Pedagogical Considerations.” Quest 56 (2): 226–240; Dyson, B. P., N. R. Linehan, and P. A. Hastie. 2010. “The Ecology of Cooperative Learning in Elementary Physical Education Classes.” Journal of Teaching in Physical Education 29 (2): 113–130]. None to date, however, has looked empirically at the influence sport education may have on individual team member accountability and other critical elements of cooperative learning. Purpose: The aim of this study was to present evidence that cooperative learning (or at least its critical elements) is a potential side effect of using sport education. Participants and settings: A total of 90 students (47 boys, 43 girls, 12.42 ± .56 years), enrolled in the same high school in Spain agreed to participate in the study. The school administration randomly distributed the students among four different year eight classes, and the research team randomly allocated two classes to the experimental group (n = 48), and two (n = 42) to the control (comparison) group. The experiment was conducted in a non-manipulated (i.e. intact) educational context. Prior to the mid-term break, both study groups experienced the same Football learning unit conducted using sport education. After the break, both groups experienced a Basketball learning unit. However, the teacher continued to use sport education with the experimental group (group A) and adopted a traditional instructional approach with the comparison group (group B). Therefore, students in group A experienced 24 consecutive sport education lessons, while those in group B experienced 12 sport education lessons followed by 12 traditional lessons. Research design: The study followed a pre-test, post-test, quasi-experimental, comparison group design. Data collection: All participants completed a previously designed and validated cooperative learning questionnaire. Data analysis: The statistical package SPSS (version 22.0) was used. Descriptive and inferential analyses were conducted. Findings: Results showed that group A enhanced their perceptions of Interpersonal Skills, Group Processing, Positive Interdependence, Promotive Interaction, Individual Accountability, and Global Cooperation significantly more than group B. Conclusions: Cooperative learning (or at least its critical elements including global cooperation) is a side effect of using sport education. As Casey and Quennerstedt [2020. “Cooperative Learning in Physical Education Encountering Dewey’s Educational Theory.” European Physical Education Review] argued, cooperation is not learnt but is practiced over successive lessons and units. Given the real-world importance of cooperative learning and given calls to broaden the pedagogical experiences of young people [Metzler, M. W. 2011. Instructional Models for Physical Education. 3rd ed. Scottsdale, AZ: Holcomb Hathaway], it seems important to have different approaches to help young people become more cooperative.

초등체육수업에서 교사의 동기부여방식과 과제가치 및 과제지속의도의 구조적 관계

초등체육수업에서 교사의 동기부여방식과 과제가치 및 과제지속의도의 구조적 관계

A Study on the Action Research of Elementary Physical Education Class Applying Backward Design

A Study on the Action Research of Elementary Physical Education Class Applying Backward Design

The Conditions of Fair Rules and Cooperative Team that Students Perceive in Elementary Physical Education Class

The Conditions of Fair Rules and Cooperative Team that Students Perceive in Elementary Physical Education Class

Influence of flip learning prior learning on the task gaze in Elementary Physical Education class

Influence of flip learning prior learning on the task gaze in Elementary Physical Education class