Physical Education Environment Research Articles

Construction of Strategic Management Model to Develop Physical Education of Rural Schools in Guangdong Province

Background and Aim: The physical fitness of students is declining, and the reserve talents of sports are insufficient. Strengthening the strategic management of school physical education, building a strong sports and education country, addressing practical difficulties, and enhancing the healthy development of students' physical fitness. Materials and Methods: According to Taro Yamane's calculation, the sample size of the student questionnaire was 390 out of 20,000 primary and middle school students. The teacher questionnaire was 100 out of 700 professional teachers, among whom 60 were administrative personnel. Firstly, by consulting relevant literature and materials, a preliminary questionnaire survey is formed, and the final questionnaire survey is formed through expert evaluation and summary. Secondly, based on the survey results of teachers and students, analyze the current situation of the strategic management model for the development of physical education in rural schools in Guangdong Province. Based on the POLC concept, propose suggestions for the strategic management model of sports development in rural schools in Guangdong Province. Results: The three dimensions affecting the development of physical education in rural schools in Guangdong Province are: the way of physical education curriculum implementation, the school physical education environment, and the organization and implementation of curriculum teaching. Among them, the way of physical education curriculum implementation has the greatest impact, followed by the school physical education environment, and the influence of curriculum teaching organization and implementation is the least. Conclusions: The study found that there are some problems to be solved in the sport management model of rural schools in Guangdong Province. The construction of the strategic management model of rural school sports in Guangdong Province should be taken important consideration. Firstly, establish advanced sports teaching concepts, attach importance to physical education from the source, and improve the initiative and enthusiasm of students to actively participate in sports activities. Secondly, the diversity of the curriculum system is suitable for students at different levels, achieving individualized teaching. Thirdly, Strengthening the construction of physical education teachers and improving the conditions of physical education teaching facilities can help improve the quality of teaching. Fourthly, actively developing course resources and enriching the content of students' physical education courses.

Encouraging Students to Co-Construct and Co- and Self-Regulate Their Learning Within a Cooperative Learning Environment in Physical Education

Purpose: Improving students’ learning is dependent on students’ participation, meaningfulness, and value of the teaching–learning process. This study explores students’ learning experiences when undertaking the role of co-constructors and co- and self-regulators in a cooperative learning environment. Methods: The study included 110 school students aged between 15 and 18 years from four physical education preservice teachers’ classes. Data were collected through student focus group interviews, a postteaching units’ survey, students’ class reflections, and the researcher’s field notes. Results/Discussion: Data report that (a) having access to learning goals and assessment criteria was essential for the co-construction and co- and self-regulation processes, (b) there is a positive reciprocal relationship between students’ involvement in co-construction and co- and self-regulations, and (c) co-construction and co- and self-regulations were strengthened by students’ involvement in cooperative learning and vice versa.

Predictive factors of students' physical activity in different learning interest phases: A cluster analysis of physical education.

This study investigates the relationships among students' perception of the sports environment, expectancy value, achievement goals, physical activity, sports knowledge and skills in physical education (PE) in different learning interest phases. This cross-sectional study used a sample of 4367 Chinese primary and secondary school students enrolled in PE classes, Mage = 12.1, SD = 2.9, 48.9% males. Validated questionnaires assessed their physical activity, expectancy value, achievement goals, and sports knowledge and skills. Cluster analysis examined four student profiles in relation to their learning interest in PE. For each profile identified, correlation and multiple regression analyses examined the relationships among students' expectancy value, achievement goals, sports knowledge and skills, and physical activity. Four different student interest profiles were identified, revealing a continuum from the "triggered situational interest" (TSI) to the "well-developed individual interest" (WII) phases. The results confirmed the key role played by students' perception of the family sports environment and sports knowledge and skills in their PE interest in all four phases, while sex, perception of the school and social sports environment, achievement goals and expectancy value had different predictive effects on students' physical activity in different interest phases. The findings from this study provide a new lens by which to divide the phases of learning interest in PE. Students' characteristics differed among the four different learning interest phases, and the impacts on physical activity varied. Future research is needed to consider the interest phase of adolescents to make more targeted guidance measures when improving physical activities.

Educators’ perspectives on the role the early childhood education and care environment plays in supporting children’s social and emotional development

This study explored educators’ perspectives on the role the physical and sensory Early Childhood Education and Care (ECEC) environment plays in supporting children’s social and emotional development. Ten semi-structured interviews were conducted, in August 2022, at two ECEC sites in Victoria, Australia. Data were thematically analysed and key findings suggest children engage and interact with their environment to facilitate opportunities for social interactions and emotional regulation. Environmental stimuli can have a positive and negative influence on children’s social and emotional competence. Educators reported lack of resources, building design, and limited staffing were barriers to using the environment. Reflective practice, collaboration within teams and services, and access to resources strengthened the use of the environment in everyday practice. Optimal environments rely on educator reflections and responsivity to adapt the environment to the needs of the children utilising the space.

Correlates of Bullying Behavior Among Children and Adolescents in Physical Education: A Systematic Review.

Bullying is notably prevalent among children and adolescents, especially within the context of physical education (PE) environments. Understanding the underlying factors that trigger bullying behavior is essential in designing strategies to prevent bullying and formulating more effective interventions in PE. There is a lack of integrated findings regarding the wide range of correlates of bullying behavior among children and adolescents within the PE context. Therefore, this systematic review aimed to synthesize the correlates of bullying behavior among children and adolescents within the context of PE. We conducted a systematic search across four databases (EBSCOhost, PubMed, Scopus, Web of Science) for relevant studies published before August 2023. Two reviewers independently examined the articles, assessed their methodological quality, and performed data extraction. A total of 23 articles met the inclusion criteria. It is found that demographic, physical movement, physical appearance, psycho-cognitive, teacher-related, and contextual factors emerged as six prominent influential factors affecting adolescent bullying behavior. Specifically, demographic factors mainly encompassed age and gender; physical movement factors primarily include physical activity, sedentary behavior, physical exercise, and sports competence; physical appearance factors primarily include being overweight, too thin, too tall, or too short; psycho-cognitive factors chiefly involved cognitive empathy, motivation, enjoyment of physical activity; teacher-related factors primarily comprised activity choices, teachers competence, controlling style, autonomy support; and contextual factors primarily cover desolate climate, perceived caring climate, strong sense of competition and winning setting. The results indicate that bullying is a complex and multifaced behavior primarily determined by demographic, physical movement, physical appearance, psycho-cognitive, teacher-related, and contextual factors. Future studies need to enhance the diversity of research samples and comparative studies on the factors influencing bullying behavior among children and adolescents in different countries. Additionally, a more extensive range of intervention studies addressing bullying behavior among children and adolescents is warranted.

Exploring the Effectiveness of Individualized Learning Trajectories in University Smart Sports Education Classrooms: A Design and Implementation Study

This study explores the design and implementation of individualized learning trajectories in university smart sports education classrooms, providing theoretical and practical guidance for constructing a more intelligent and personalized physical education environment. The importance of individualized learning trajectory design in the field of physical education is introduced, and the key role of artificial intelligence technology in individualized learning is discussed. The theoretical foundation and application of individualized learning in university smart sports education classrooms are discussed, including socio-cultural theory, emotional cognitive theory, and autonomous learning theory. In terms of application, the identification and analysis of students' individual differences, the setting of personalized learning goals and plans, the selection and provision of personalized learning resources, and the methods and tools for personalized learning support and guidance are proposed. The design of individualized learning trajectories based on artificial intelligence technology is also explored, including the specific applications of intelligent learning assessment tools, personalized learning resource recommendations, and machine learning algorithms. Implementation and evaluation methods for individualized learning trajectory design have been introduced and indicators have been selected. The advantages, challenges, and future development directions of individualized learning trajectory design are discussed. The results show that individualized learning trajectory design can improve student learning effectiveness and interest while facing certain challenges and limitations. In the future, attention should be paid to the combination of technological innovation and educational reform to promote the development of individualized learning trajectory design, and to emphasize the continuous impact and positive significance of individualized learning trajectories in university smart sports education classrooms.

Research on the intervention practice of the school physical education environment on the physical activity of college students

Purpose: This study discusses the main factors that affect the physical education environment of universities and college students' physical activity levels. Design/Methodology/Approach: This study used the questionnaire method and the experimental method to conduct exploratory research on 286 college students (boys = 141, girls = 145) in eight teaching classes from new comers to senior students at Chongqing Normal University (one experimental class and one control class in each grade). Findings: The main factors of the school’s physical education environment were the interpersonal social environment, the natural physical environment and the physical education system environment. There was no significant statistical difference before the experiment. The experimental group showed statistical differences after the experiment. A substantial effect size was found in the intervention's effectiveness tests (2 * 2 ANOVA) and (2 * 3 ANOVA). Conclusion: The school physical education environment can efficiently promote the improvement of the physical activity level of college students and the improvement effect has specific time persistence. The interpersonal social environment, the natural physical environment and the physical education system environment can be carried out when participating in the school’s physical education environment. Research Limitations: The limitation is that the experiment period needs to be longer. Practical Implications: Intervention practice can effectively improve college students' physical activity through the school sports environment. Contribution to Literature: This paper explores a new way to promote college students' physical exercise.

Retracted: Mobile Terminal Equipment and Methods of Martial Arts Movement Correction in Intelligent Physical Education Environment.

[This retracts the article DOI: 10.1155/2022/7390836.].

Inclusion in school physical education: a look at diversity

This study aims to map and analyze the research published in the last five years on inclusion in physical education in schools. The motivation for this study arises from the practical demands in the school setting regarding architectural accessibility, instrumental resources, teaching strategies, and interpersonal relationships, where the social world is constructed by different social actors in the school and students with disabilities. A systematic review methodology was employed, utilizing electronic databases and reference lists of identified articles. The inclusion criteria included studies that focused on adolescents with physical disabilities, utilized measures of inclusive physical activity, were related to elementary education, involved the training of physical education teachers, and were original research articles. The review process involved the evaluation of titles, abstracts, and full texts according to predefined criteria. The selected articles were analyzed for sample characteristics, assessment instruments, inclusive activities, and teaching methodologies in physical education, implementation of active methodologies with physically disabled students, teacher training and pedagogical methodologies, ethical considerations, and the journal in which the article was published. The studies analyzed encompass various perspectives and methodological proposals for physical education and the inclusion of students. Five categories emerged from the analysis: concepts and practices of inclusion, student participation, diverse socio-educational environment, use of technological resources, and teacher perception and practice. The findings emphasize the importance of promoting inclusive practices, listening to students' experiences, creating an inclusive school environment, incorporating technological resources with pedagogical mediation, and providing continuous teacher training. These conclusions underscore the need to consider the needs of students with disabilities, support teacher education, and foster an inclusive school environment in physical education.

Assessing the Role of Recreational Activities in Physical Education Participation of College Students in One State University in Laguna Philippines

Physical education (PE) is a crucial component of a well-rounded education because it equips the holistic aspects of the students required to live a healthy and active lifestyle. The objective of this study is to assess the role of recreational activities on physical education participation. This study explores the students’ profile, role of recreational activities in physical education participation and its relationship among 2nd year college students in one state university in Laguna, Philippines. This research employs descriptive design and random sampling method in determining the respondents. The researcher analyzed the gathered data from the administered validated self-made questionnaire. The results showed that the respondents relished the recreational activities immensely and actively participated which demonstrate that the recreational activities enabled physical activity, intellectual and emotional stimulation, and interaction with others. The high levels of participation illustrates that the students enjoyed the games and that they benefited to their overall enjoyment of physical education courses. Consequently, the results emphasize the respondents' favorable feelings toward physical education classes along with their strong drive to get involved and prosper in their classes. Their desire to learn and pursue new physical activities is indicative of their proactive approach to PE. The significance of nurturing a supportive and active physical education environment that encourages the holistic development and well-being of students is highlighted. It is recommended to utilize the designed process handbook to prioritize the incorporation of recreational activities into their curricula and provide an atmosphere of encouragement to have an active engagement and enjoyment.

초등학생 5-6학년의 체육수업에 대한 주관적 인식유형

This study aims to contribute to activating physical education classes and to realize the importance and know the inner value of elementary physical education with the Q methodology by identifying the types of 5th-6th graders in elementary school. 27 Q-samples and 40 P-samples were selected from 5th to 6th grade elementary school students.BR As a result of the research, they were classified into four types. Type 1: “Physical improvement and obesity prevention type” recognizes that physical education classes help to prevent obesity by improving overall physical function and keeping their bodies balanced through training their body, increasing strength through various physical movements. Type 2: “School life and exercise assistance type” represents that participation in physical education classes helps every student to practice a variety of sports skills, and do exercise during school life and free time. Type 3: “Class participation and sports interest type” considers physical education classes to lead to emotional stability and interest in sports through various exercise experiences with participating actively in physical education classes. Type 4: “Improving health and excessive competition type” indicates that physical education classes can help to learn how to manage their health and physical strength, improve health, while game-oriented classes with excessive competition cause a threat to their friendship.BR In conclusion, this study is thought to be used to design operations of physical education classes such as the contents and methods and improve the environment in physical education classes.BR

A Refocus on IDEA: Challenges With the Least Restrictive Environment in Physical Education

Implementation of the IDEA law is designed for schools to educate all students in the least restrictive environment. However, without the awareness and understanding of all educators involved, key components of the federal law could be sidestepped. Collaboration between general physical education (GPE) and adapted physical education (APE) teachers is essential in providing quality education in the least restrictive environment for all students. Compliance to the law by teacher education programs to special educators to general educators is needed to ensure successful least restrictive placements. A descriptive case study revealed challenges to creating an inclusive GPE environment as a high school student. Key issues are identified and discussed, as are suggestions for improvement and resources of support.

Physical Education And Sports Environment: Promoting Social Values Among Youngsters

Physical Education And Sports Environment: Promoting Social Values Among Youngsters

Research on the Impact of School Physical Education Environment on Adolescent Peer Relationships

Research on the Impact of School Physical Education Environment on Adolescent Peer Relationships

Inclusion of Students with Disability in Physical Education: Analysis of Trends and Best Practices

Inclusive physical education for students with disability evolved in line with ethical requirements and stakeholder morality. While inclusive physical education is embraced at a conceptual level and desired at the classroom level, the complexity of successful implementation often remains overlooked in policy and curriculum guidelines. The writing in this study uses a literature study by utilizing the scientific journal's index in Scopus from 1992 to 2022 by involving a total of 298 documents. The theme of last years was about developing media with a subject focus on prospective teachers and students of physical education as research subjects. Currently, the research theme of students with disability in physical education is studying with a focus on developing awareness toward disabilities in physical education. In future research, physical educators conceptually embraced inclusive physical education with a creative outlook for collaboration, knowledge, and support. Cooperative and supportive efforts between physical educators, students with disability, parents, and teacher aides are valued in creating physical education environments that effectively respond to learner diversity. While access to practical teaching guidance remains scarce, this study may contribute to physical educator practice.

Strategies to Support and Deliver Culturally Relevant Physical Education

The purpose of this article is to provide strategies for K-12 in-service physical education teachers to cultivate a culturally relevant physical education environment. First, an overview of the culturally relevant physical education (CRPE) framework is discussed. Next, practical examples and suggestions are provided to support teachers in engaging in all three components of CRPE. The continuous presence of culturally relevant teaching in the physical education setting is an on-going cycle that develops over time.

Physical education and emergency response system using deep learning: A step toward sustainable development of physical education environment

The physical education (PE) system’s key goal is to educate individuals and the large community of participating students to achieve self-fulfillment. Deep learning uses integrated expertise to help students master challenging conditions in unfamiliar contexts. It is normal to get injuries while training or playing, and as an emergency response to mitigating students’ future risks by the availability of first aid, safety steps are promptly taken. Therefore, this article suggests a “physical education and emergency response system using deep learning” (PSERS-DL) to handle such situations effectively. In real-time, the PE environment can be tracked using a global positioning system-enabled surveillance system to immediately provide the wounded student with protective measures. The acquired visuals are immediately analyzed using a deep learning model, convolutional neural network (CNN). The 27 layers proposed in the CNN model have been evaluated compared with other deep learning models. The simulation results showed that the proposed PSERS-DL can assure the emergency response with the highest accuracy of 97.61%. The experimental results showed that the proposed PSERS-DL model enhances an accuracy ratio of 95.6%, a performance ratio of 97.6%, movement detection analysis ratio of 96.3%, a learning rate of 95.2%, an efficiency ratio of 98.1%, a security ratio of 93.5%, a delay time ratio of 33.2%, and a behavior analysis ratio of 90.7% when compared to other existing approaches.

Learning Environment, Motivation, and Challenges of Junior High Students under Physical Education Modular Instruction

Aims: This paper described the availability of students’ learning environment in physical education under modular instruction in terms of exercise and dance in a public school in Negros Occidental, Philippines during the school year 2021-2022 when they were taken as a whole and grouped according to sex, parents' highest educational attainment, and family income. Likewise, it described their learning motivation both intrinsic and extrinsic. Lastly, it described their challenges in environment, content, teacher, learner, and technology.
 Study Design: The study utilized the quantitative design particularly the descriptive approach.
 Place and Duration of Study: The study was conducted among the students of a public school in Negros Occidental, Philippines during the school year 2021-2022.
 Methodology: Using the validated and reliability tested questionnaires, the study was responded by 264 grade 10 students determined through stratified random sampling. The instrument was assessed using the scale: 1-strongly disagree, 2-disagree, 3-neutral, 4-agree, and 5-strongly agree. In terms of data analysis, mean and standard deviation were utilized to describe the three constructs.
 Results: The students’ availability of learning environment facilities in physical education under modular instruction in terms of exercise (M=3.93; SD=0.52) is rated with agreeable result. In the availability of learning environment facilities relative to dance (M=3.88; SD=0.63), it was rated with agreeable result. Finally, the overall availability of learning environment facilities (M=3.91; SD=0.53) in physical education under modular instruction is rated with agreeable result. Meanwhile, the students’ intrinsic motivation (M=4.30; SD=0.60) is rated strongly agree. Their extrinsic motivation (M=4.09; SD=0.67) in physical education is rated agree. Finally, the overall students’ learning motivation (M=4.19; SD=0.60) in physical education is rated with agreeable result. The students’ challenges in learning physical education (M=3.31; SD=0.84) is rated neutral. The top challenge is the students’ difficulty in understanding the lessons in dance (M=3.69; SD=0.96) with agreeable result. The least challenge is on the students’ existing health conditions and diseases (M=2.29; SD=1.27) with disagreeable result.
 Conclusion: The success of physical education modular instruction highly depends on the availability of environment facilities as manifested by the favorable space and adequate learning resources. Also, when the students’ intrinsic and extrinsic motivations are in place, quality physical education instruction is guaranteed.

Mobile Terminal Equipment and Methods of Martial Arts Movement Correction in Intelligent Physical Education Environment.

In recent years, the physical quality of middle school students in China has generally declined, which has attracted the attention of the state and the Ministry of education. With the development of Internet technology, China's physical education teaching environment has gradually become intelligent. This article mainly studies the mobile terminal equipment and methods of martial arts movement correction in the intelligent physical education environment. 21 young martial arts athletes were selected as the research objects. In the experiment, functional screening (FMS) was used to test the martial arts athletes, followed by FMS tests and scores. A video camera was used to record the motion test from the subjects' sagittal and frontal planes. Using wireless sensor technology to collect the athletes' motion signals, after the twelfth week, the FMS, SEBT, and the number of successful routines were tested on the two groups of athletes, respectively. The pre-test data and the post-correction data of the two test indicators were compared and analyzed. There is no significant difference. The necessary statistics and integration of the obtained data are carried out by using the calculation methods in sports statistics. The experimental data showed that the average total scores of FMS screening test of Changquan athletes and Taijiquan athletes were 14.71 ± 1.52 and 16.20 ± 1.32, respectively. The results of the research on the mobile terminal equipment and methods of martial arts movement correction in the intelligent sports environment show that the mobile terminal equipment can improve the independent training ability of athletes, and at the same time has a good correction effect on irregular movements.

Evaluation Index of Basketball Teaching Environment Based on the Wireless Communication Network and Genetic Algorithm

With the advent of the new era, all fields in China are full of vitality. In particular with the vigorous development of network science and technology, many fields are going through a huge change or in the near future. As an important part of the development goal of China’s “sports power,” physical education is also undergoing changes. With the successful conclusion of the Winter Olympics in China, this grand event has added an important stroke to the development of sports in China. In the process of physical education and teaching, the environment of physical education is extremely important. Compared with nonphysical education subjects, it has the characteristics of direct contact between teachers and students and the time of the course teaching process. This paper studies the evaluation index of basketball teaching environment. As a part of physical education environment, it has the general characteristics of physical education environment, but it has its own characteristics. People in the environment are constantly experiencing the influence of the environment on their own individual. Therefore, the research on the evaluation indicators of the basketball teaching environment will play an important role for the students involved. For the research of the mentioned basketball teaching environment evaluation index, this paper proposes the application of genetic algorithm and wireless network technology; the purpose is to make a more scientific and comprehensive target evaluation system for the basketball environment evaluation index. In the simulation experiment of the teaching environment evaluation index, this paper selected a total of 164 people of different grades. The final result showed that 85.16% of the students gave positive comments to this evaluation system. This result confirms the research of this paper.