High School Physical Education Classes Research Articles

The ecology of cooperative learning in a high school physical education Pprogramme

The purpose of this study was to describe and interpret the ecology of cooperative learning as an instructional model in two high school physical education classes. One eighth grade (year 9) and one eleventh grade (year 12) class and their teacher were observed during a ten-lesson team handball unit. The following research questions framed the study (a) What were the curricular and organizational characteristics of the handball units? (b) How was the content organized and presented through the instructional tasks? and (c) What were the students' motor responses during the physical education content? A modified version of the task structure observational instrument was used to systematically observe 20 physical education classes (Siedentop, 1994). The ecological analysis demonstrated that both classes had low management time, high engagement time, and a large number of refinements tasks. Students in both classes performed a high number of opportunities to respond in both practice and game situations. Much of the accountability for student performance in managerial and instructional tasks was embedded within the cooperative learning tasks. In addition, the student social system contributed to work in the managerial and instructional task system. Cognitive tasks, which appeared in every lesson, contributed to the students’ understanding of the content and contributed to their selection and implementation of appropriate skills and strategies in the games. Cooperative Learning appears to be a viable instructional model for teaching quality high school physical education.

A School-Based Injury Prevention Program to Reduce Sport Injury Risk and Improve Healthy Outcomes in Youth: A Pilot Cluster-Randomized Controlled Trial.

To examine a school-based high-intensity neuromuscular training (NMT) program in reducing sport injury risk and improving fitness in youth. Students (ages 11-15) (n = 725) in physical education (PE) classes were randomized by school to intervention or control groups. A 12-week high-intensity NMT program (including aerobic, strength, balance, and agility components) was designed to reduce sport injury risk and improve measures of fitness. The control program was a standard of practice warm-up (including running and stretching). A Poisson regression model using an intent-to-treat analysis demonstrated a reduced risk of sport injury: incidence rate ratio (IRR)all injury = 0.30 (95% CI, 0.19-0.49), IRRlower extremity injury = 0.31 (95% CI, 0.19-0.51), IRRankle sprain injury = 0.27 (95% CI, 0.15-0.50), and IRRknee sprain injury = 0.36 (95% CI, 0.13-0.98). A change in waist circumference: -0.99 centimeters (95% CI, -1.84 to -0.14) and an increase in indirect measures of aerobic fitness: 1.28 mL·kg·min (95% CI, 0.66-1.90) in the intervention school compared with the control school also occurred. A NMT program in junior high school PE class was efficacious in reducing sport-related injury and improving measures of adiposity and fitness in the intervention group.

中学校の体育授業における TPSR モデルの効果の転移及び保持に関する検討

中学校の体育授業における TPSR モデルの効果の転移及び保持に関する検討

Effects of Music on Physical Activity Rates of Junior High School Physical Education Students

Music is an everyday occurrence in a person’s life. Music is heard in the workplace, in homes, and in the mall. Music can also be heard as a person exercises. Therefore, the purpose of this study was to examine the effects of music on junior high students (n = 305) step counts and time in activity in junior high school physical education classes. In this study, students wore pedometers, and a 2 (conditions: with and without music) × 2 (activities: basketball and volleyball) crossover design was used. It was found that across all grades (7th, 8th, and 9th) and gender, more steps were taken with music in both activities versus without music. No significant differences were noted in time in activity between activities with music (2,839 steps taken in basketball) than without music (2,494 steps taken in basketball). Music is a tool that can assist junior high school physical educators in meeting the objectives of having students in physical activity for a majority of class time. It made students’ physical activity experience enjoyable.

A EDUCAÇÃO FÍSICA NO ENSINO MÉDIO: UM OLHAR SOBRE O CORPO

Os objetivos deste estudo são investigar e discutir quais aspectos relacionados ao corpo na contemporaneidade são destacados pelos professores, assim como verificar de que maneira seriam, eventualmente, abordados nas aulas de Educação Física do ensino médio de escolas do Rio de Janeiro. Os dados foram obtidos mediante aplicação de entrevista semiestruturada com 21 professores de diferentes instituições. Observou-se que a aparência e a saúde sobressaíram como os aspectos mais valorizados no corpo. Essas temáticas parecem ser contempladas nas aulas de Educação Física no ensino médio, a partir de abordagens sobre práticas e hábitos relativos à saúde, à sexualidade e à diversidade corporal.

고교시절 체육수업의 유·무가 여자교대생의 환경요인, 체격, 건강체력, 체구성, 혈중지질 및 CBC 8종에 미치는 영향

고교시절 체육수업의 유·무가 여자교대생의 환경요인, 체격, 건강체력, 체구성, 혈중지질 및 CBC 8종에 미치는 영향

The effects of formalized and trained non-reciprocal peer teaching on psychosocial, behavioral, pedagogical, and motor learning outcomes in physical education.

Peer teaching is recognized as a powerful instructional method; however, there is a paucity of studies that have evaluated the outcomes experienced by peer-teachers and their student recipients in the context of trained, non-reciprocal, high school physical education (PE). Accordingly, the effectiveness of a formalized and trained non-reciprocal peer teaching (T-PT) program upon psychosocial, behavioral, pedagogical, and student learning outcomes within high school PE classes was investigated. Students from eight intact classes (106 males, 94 females, Mage = 12.46, SD = 0.59) were randomly assigned to either a T-PT intervention group (taught by a volunteer peer-teacher who was trained in line with a tactical games approach) or untrained group (U-PT; where volunteer peer-teachers received no formal training, but did receive guidance on the game concepts to teach). Data were collected over 10 lessons in a 5-week soccer unit. Mixed-model ANOVAs/MANOVAs revealed that, in comparison to U-PT, the T-PT program significantly enhanced in-game performance actions and academic learning time among student recipients. Those in the T-PT also provided greater levels of feedback and structured learning time, as well as reporting more positive feelings about peer teaching and fewer perceived barriers to accessing learning outcomes. These findings show that non-reciprocal peer-teachers who receive formalized support through training and tactical games approach-based teaching resources can enhance behavioral, pedagogical, and motor performance outcomes in PE.

How Prepared Are College Freshmen Athletes for the Rigors of College Strength and Conditioning? A Survey of College Strength and Conditioning Coaches

Training programs for high school athletes have changed over the last 20 years. High school physical education classes have transformed into sport-specific conditioning classes with intensities matching college or professional athlete programming. In addition, involvement in private, sport-specific, training increased; but despite these advanced training methods, are high school athletes prepared for collegiate sport competition? An anonymous survey was sent to 195 Division I strength and conditioning coaches (SCC) to discern incoming college freshman athletes' physical and psychological preparedness for the rigors of collegiate training and sport competition. Fifty-seven (29%) responses were received. Strength and conditioning coaches stated that incoming college freshman athletes lack lower extremity strength, overall flexibility, and core strength as well as proper Olympic lifting technique. Strength and conditioning coaches also stated that athletes lacked the mental toughness to endure collegiate sport training in addition to claiming incoming athletes lacked knowledge of correct nutrition and recovery principles. These results suggest a lack of collegiate training/sport preparedness of high school athletes. High school strength and conditioning specialist's goal is to produce better athletes and doing so requires the strength and conditioning coach/trainer to have knowledge of how to train high school athletes. One way to assure adequate knowledge of strength and conditioning training principles is for high school coaches/trainers to be certified in the field. Strength and conditioning certifications among high school strength and conditioning coaches/trainers would encourage developmentally appropriate training and would provide universities with athletes who are prepared for the rigors of collegiate sport training/competition.

Running with Dewey: is it possible to learn to enjoy running in High School Physical Education?

This study is based on an action research project labelled ‘Running with Dewey’ implemented in a second-year High School Physical Education (PE) class. The purpose of the project was to analyse students’ response to a running programme based on experiential learning. Eight students participated in alternative PE for 8 weeks. The action research project facilitated an autonomy supportive and reflection supportive climate, where students were individually given the freedom to choose their own form of running, and reflect on questions concerning the experience of running after each lesson. The data collection consists of participant observation and in-depth interviews. The findings show that many students have experienced running in PE as primarily unenjoyable. The education has to large extent been based on teacher instruction with no possibilities for individual involvement in, choice of, or reflection on the experience. Due to the possibility to choose a form of running they like, the students appreciated the autonomy supportive climate in the project. There are large individual differences in what form of running the different students prefer. The findings indicate that when personal needs guide the form of running, and the students are encouraged to reflect upon their experience, the students experience the running as more enjoyable.

Student-centred inquiry as curriculum as a model for field-based teacher education

This research project focuses on teacher education in a field-based methods course. We were interested in understanding what could be when we worked with pre-service teachers in a high school physical education class to assist them in the process of learning to listen and respond to their students in ways that might better facilitate young people’s interest, motivation and learning. To develop a theoretical understanding of what happened in this field-based methods course designed to promote listening and responding to students as a way to guide curriculum, we utilised grounded theory. In this paper, we describe a model, student-centred inquiry as curriculum, which includes a cyclical process of building the foundation, planning, responding to students, listening to respond and analysing the responses. Student centred-inquiry as curriculum is a blending of action in the historical, localised and particular lived realities of students and teachers illuminated through inquiry with the simultaneous engagement of autobiographies, the negotiation of student voice and the social construction of content. We discuss this model as a possibility for transforming the status quo of teacher education and K-12 schools.

The Effects of Choice on Autonomous Motivation, Perceived Autonomy Support, and Physical Activity Levels in High School Physical Education

This study examined whether the provision of choice in physical education (PE) enhanced students’ autonomous motivation, perceived autonomy support, and physical activity (PA) levels, relative to a “regular PE” control group. Students from eight intact high school PE classes (N = 257, Mage = 12.91) were randomly assigned to control (i.e., four classes) and intervention (i.e., four classes) conditions. Students in the intervention group were given a unique opportunity to choose their preferred participatory role in their PE units, while control students participated in normal teacher-led PE, and data were collected over a 15-week program (i.e., three units of five weeks each). The results indicated that a lack of choice in PE aligned with less positive perceptions of autonomy support among students within the control group, compared with their counterparts in the intervention group. In some choice formats, students exhibited significantly higher PA levels than students who undertook normal PE. These findings indicate that offering choice in high school PE lessons may encourage perceptions of autonomy support and levels of in-class physical activity.

A Behavior Frequency Rating Scale for the Measurement of Character and Personality in High School Physical Education Classes for Boys

(1936). A Behavior Frequency Rating Scale for the Measurement of Character and Personality in High School Physical Education Classes for Boys. Research Quarterly. American Physical Education Association: Vol. 7, No. 2, pp. 67-76.

Aplicación de las TIC en la docencia universitaria. Un caso práctico con los contenidos de Balonmano

El presente trabajo tuvo como finalidad mejorar la calidad de la docencia universitaria en el Espacio Europeo de Educación Superior (EEES), mediante el uso y el fomento de las Tecnologías de la Información y la Comunicación (TIC) como recurso docente en las asignaturas de Enseñanza del Balonmano, Especialización en Balonmano y Fundamentos del Balonmano. Para tal fin, se elaboró un material audiovisual que posteriormente sirvió de apoyo tanto en las clases de estas asignaturas, correspondientes al primer y tercer curso de la Licenciatura en Ciencias de la Actividad Física y el Deporte y al primer curso de Grado en Ciencias de la Actividad Física y el Deporte respectivamente. Del mismo modo, estas herramientas también sirvieron de apoyo en las clases de Educación Física a la hora de impartir los contenidos relativos a esta especialidad en la Educación Secundaria Obligatoria y Bachillerato. El resultado final de este trabajo fue una WebQuest y un seminario virtual destinado a la introducción de los fundamentos del Balonmano. A partir de los resultados positivos que hemos alcanzado, se puede afirmar que este tipo de herramientas incentiva el aprendizaje del alumno y la aplicación de las TIC en las aulas universitarias.
 Palabras clave: WebQuest, universidad, competencias, EEES, TIC

Development and Validation of the factors of Sexual Discrimination in Co-Ed High School Physical Education Class

Development and Validation of the factors of Sexual Discrimination in Co-Ed High School Physical Education Class

Physical Education

This personal narrative explores bullying from a victim's perspective, relating experiences with bullying in a high school physical education class and reflecting on the long-lasting effects of such treatment.

Analysis on recognition and experience of students on adventure education in high school physical education class

Analysis on recognition and experience of students on adventure education in high school physical education class

The Choices Made by Adolescents in High School Physical Education Classes: Effects of Grade, Age, and Gender on the Type of Activity

The comprehension of the adolescent student’s choices might help teachers to select content and to develop strategies, since they show what in fact motivates the adolescent and how. This study investigated the choices made by adolescents in different high school physical education classes in relation to grade, age, and gender. The participants included 271 high school students enrolled in 10th, 11th, and 12th grade mixed classes (boys and girls). The design involved three programs in which a type of activity was developed: walking, running, and futsal. Each program comprised five classes in relation to social, competition, game-like, and fitness themes, from which the students chose. The dependent variable was the theme chosen, and trend analyses and multiple comparisons were performed. The results revealed that girls chose more walking activities with a social theme, and boys’ choices were related to competition and game-like themes. The fitness theme was the least popular for both girls and boys. Activities for girls that include a social focus might have a greater appeal, while competition and game-like activities would likely have greater acceptance among male students. No tendency related to the grades and ages progressions was observed.

Student Engagement in High School Physical Education: Do Social Motivation Orientations Matter?

High school physical education classes provide students with numerous opportunities for social interactions, but few studies have explored how social strivings impact class engagement. The purpose of this study was to investigate the relationships among 2 × 2 achievement goals, social motivation orientations, and effort in high school physical education classes using contemporary goal theory. A total of 105 ninth and tenth grade students reported their social motivation orientations, achievement goal orientations, and effort toward physical education. All four 2 × 2 achievement goals and three social motivation orientations had positive relationships with students’ self-reported effort in physical education. Further regression analysis revealed that mastery approach, performance avoidance, and social status goal orientations accounted for unique variance in explaining self-reported effort in high school physical education. Thus, students’ social strivings produce constructive outcomes in high school physical education and teachers who are able to promote healthy social climates can reap these benefits.

Exercise intensity of soccer in high school physical education classes

Exercise intensity of soccer in high school physical education classes

Implementation and Outcomes of a Responsibility-Based Physical Activity Program Integrated into an Intact High School Physical Education Class

Underserved youth are at risk for numerous threats to their physical and psychological well-being. To navigate the challenges they face, they need a variety of positive life skills. This study systematically explored the implementation and short-term outcomes of a responsibility-based physical activity program that was integrated into an intact high school physical education class. Qualitative methods, drawing on multiple data sources, were used to evaluate a 20-lesson teaching personal and social responsibility (TPSR) program. Participants were 23 African American students in an urban high school. Five themes characterized the program: (a) establishing a relevant curriculum, (b) navigating barriers, (c) practicing life skills, (d) seeing the potential for transfer, and (e) creating a valued program. Findings extend the empirical literature related to TPSR and, more generally, physical activity programs designed to promote life skills. Implications for practitioners are discussed.