High School Physical Education Research Articles

How Extensively do Teachers Train Students' Metacognition Abilities in Physics Learning in High School?

Metacognition refers to the capacity to comprehend and regulate one's own cognitive processes. By cultivating students' metacognitive skills in physics education, they will acquire the ability to understand and govern their own thinking. This, in turn, will enhance the effectiveness of physics instruction by fostering student engagement and enabling them to rectify their own errors. However, previous studies have revealed a scarcity of physics teachers who integrate metacognitive training into their teaching practices. Thus, the aim of this research is to investigate the extent to which high school physics teachers in the Riau Islands Province engage in metacognitive training for their students. Employing a qualitative approach with a phenomenological method, data was collected through interviews conducted with physics teachers from local high schools. This study's participants are physics teachers in the Kepulauan Riau Province. There are a total of 25 physics teachers participating in the study. The sampling technique employed in this research is purposive sampling. During these interviews, the researchers posed open-ended questions to elicit insights into physics teachers' experiences with the cultivation of metacognitive skills in their students during physics lessons. According to the study's findings, physics teachers in the Riau Islands Province are indeed training their students in indicators of metacognitive abilities. However, we observed that some teachers remain unaware that the exercises they assign inherently serve as indicators of metacognitive skills. This lack of awareness is attributed to a deficient understanding among teachers regarding the nature of metacognition.

PHYSICS TEACHERS’ EPISTEMOLOGICAL BELIEFS: CORE AND PERIPHERAL DIMENSIONS

This study aims to examine physics teachers’ beliefs about knowledge, science, teaching and learning science to understand the relationship among four belief systems. Participants were 59 high school physics teachers, who were interviewed once through a semi-structured interview protocol. The interviews were transcribed and analyzed through constant comparative method to categorize teachers’ beliefs in different levels: traditional, transitional, and constructivist and quantify the nominal data for descriptive, correlational statistics, and structural equation modeling. The results indicated that teachers mostly held transitional beliefs about knowledge and science while their beliefs were constructivist on teaching and learning science. There was a significant relationship between beliefs about knowledge and science as core beliefs and between beliefs about teaching and learning science as peripheral beliefs, positive correlation was found between core and peripheral beliefs. These findings offer a report as a guide to address teachers’ beliefs through the design of future professional development programs.

Capabilities in Physical Education: A Comparative Analysis of School Heads’ and Teachers’ Perspectives

Background: Effective education delivery relies on PE teachers’ abilities. Research indicates that students’ school performance significantly depends on the quality of PE teaching. Objectives: This study focused on assessing instructional capabilities in physical education. Specifically, it examined how school heads and teachers evaluated teachers’ abilities in content knowledge, pedagogical skills, communication, and professionalism. Additionally, the study compared assessments between the two groups. Methods: The study employed a descriptive research design involving 98 physical education teachers and 59 school heads from the Division of Batangas City. Data collection utilized a researcher-made questionnaire and interviews. Statistical analysis involved weighted mean and independent t-tests for data interpretation. Results: The assessment revealed valuable insights regarding PE teachers’ instructional capabilities. Administrators acknowledged strengths in lesson introduction and accurate content delivery. However, areas for improvement included integrating key elements and promoting higher-order thinking skills. PE teachers felt confident introducing lessons but recognized a need to refine performance demonstrations. Administrators praised diverse teaching methods but suggested creating more challenging experiences. Communication skills were positive, with room for improvement in grammatical accuracy. PE teachers expressed dedication to student physical education but identified a need for more decisive leadership in school-based activities. The findings highlighted specific improvement needs while emphasizing contrasting perceptions between administrators and PE teachers. Conclusion: The assessment found that physical education (PE) teachers are capable in delivering junior high school PE. However, they need familiarity with emerging trends to enhance instruction. School heads and PE teachers have differing views on instructional capabilities, attributed to assessment sources: administrators rely on scheduled observations, while PE instructors use self-assessment and daily teaching experiences.

Competencies of Junior High School Physical Education Sports and Health Teachers

The purpose of this study is to analyze the level of pedagogic and professional competence of Physical Education Teacher for Sports and HealthFirst High School in Payakumbuh City. This type of research is quantitative using descriptive methods. The population in this study amounted to 18 people. The sampling technique used total sampling, thus the number of samples in this study amounted to 18 Physical Education Teachers for Sports and Health Junior High School in Payakumbuh City. The data analysis technique used is the percentage. The results of the study obtained that; The level of teacher competence of Sports physical Education and health Junior High Schools in Payakumbuh City are in the less category (62.56), which consists of pedagogic competence in the less category (63.17%), and professional competence in the less category (61.94%).

Stepping Back, Stepping Up, and Stepping Forward: Exploring One Teacher’s Evolving Approach to Teaching Social and Emotional Learning in High School Physical Education

Purpose: Utilizing social constructivist learning theory and a conceptual framework for Social and Emotional Learning (SEL), this self-study explores how I as a teacher-researcher intentionally evolved my approach to teaching SEL in a high school Physical Education setting. Method: Data were collected over twenty 75-min lessons over 15 weeks. One critical friend interview, 20 postteaching reflections, 18 observations, and 22 journal entries were conducted. A deductive and inductive approach utilizing the Miles, Huberman, and Saldana Framework for Qualitative Data Analysis was implemented. Results: Findings demonstrate how aligning my teaching with a contemporary framework led to a more explicit and intentional focus on SEL within my already utilized repertoire of pedagogies. Discussion/Conclusion: Incorporating self-study structure as a teacher-researcher led me to understand how I evolved and felt better equipped to teach for targeted SEL competencies and skills to further compliment the teaching of core Physical Education content.

Outcomes of Implementing Step Game Approach-Based Sport Education Model in Junior High School Physical Education

<p>目的：Siedentop (1994) 發展的運動教育模式 (Sport Education, SE) 已成為體育課程的主流，但檢驗SE成效的研究多將重點放在認知與情意上 (如：動機、正向情緒等)，SE是否能有效提升學生運動技能尚未有較明確的結論。因此Mesquita等 (2005) 提出階段競賽法 (Step Game Approach, SGA) 融入運動教育模式，藉由每階段比賽或遊戲任務檢驗學生的運動技能表現，瞭解其在賽季前、中是否完整吸收了課堂上的知識，並在運動技能上有所提升。目前國內尚無任何檢驗SGA結合SE (SGA-SE) 教學策略成效之研究發表，因此本研究將採取準實驗設計，將SE-SGA實施於國中體育課中，以瞭解此教學策略對學生運動技能學習成效之影響與學生感受。方法：以新北市立某國中二年級，兩個班級共35位學生為研究對象，實驗組實施SGA-SE之教學，對照組接受SE之教學，進行7週共13節課的課程，兩組學生皆以GPAI運動表現評量進行前、後測，資料以二因子混合設計變異數分析進行統計考驗，並在介入後，對實驗組學生進行半結構式訪談。結果：實驗組學生之運動技能表現提升顯著優於對照組，且實驗組多數學生皆認為自己的排球技能有進步。結論：本研究率先於國內體育課情境檢驗實施SE-SGA之教學成效，發現SE-SGA對學生在運動技能表現上的提升優於單純實施SE教學法。建議未來研究可加入不同變項分析，進一步驗證國內、外研究之差異。也期盼此研究結果能作為往後體育教師在國內實施SGA-SE時之參考依據。</p> <p> </p><p>Purposes: The Sport Education (SE) model, developed by Siedentop (1994), has been widely applied in physical education (PE) across many countries. While SE outcomes have been extensively studied in terms of affective and cognitive dimensions, its impact on skill learning has remained inconclusive. To address this gap, Mesquita et al. (2005) proposed combining the Step Game-Approach (SGA) with the SE model (SE-SGA) to assess students’ skills through step-based games or tasks in PE. However, there has been no study examining the outcomes of SE-SGA-based PE in Taiwan. Therefore, this study aims to explore the effects of SE-SGA on students’ skill learning at middle school PE class, as well as students’ perceptions of SE-SGA-based PE class. Methods: The study involved 35 eighth-grade students from two classes in a middle school in New Taipei City. The experimental group (n = 19) received SE-SGA-based PE, while the control group (n = 16) received SE-based PE over a 7-week period, totaling 13 classes. Sports performance evaluation using the GPAI (Game Performance Assessment Instrument) was conducted before and after the intervention for both groups. The data were subjected to statistical analysis using a two-factor mixed design variance analysis. Additionally, semi-structured interviews were conducted with the experimental group after the intervention. Results: The results demonstrated a significant improvement in sports skills for students in the experimental group compared to their counterparts in the control group. Furthermore, a majority of the students in the experimental group expressed their belief that their sports skills had improved following the intervention. Conclusions: This study represents the inaugural exploration of the implementation of SE-SGA-based PE classes in Taiwan. The findings indicate that SE-SGA can significantly enhance students’ sports skills. In future research, it is recommended to consider multiple variables to better understand the distinctions among different cultures and populations when implementing SE-SGA-based PE. The outcomes of this study serve as a valuable reference for physical educators looking to implement SE-SGA and researchers interested in exploring its outcomes.</p> <p> </p>

A Developing Competency of High-School Physical Education Teacher Model in Eastern Guangdong Province

Background and Aim: With the development of the comprehensive reform of China's new college entrance examination, Guangdong province has proposed higher requirements for high school physical education teachers. The objectives of this research were: (1) To explore the components of competence of high school physical education teachers. (2) To construct the competency model of high school physical education teachers in eastern Guangdong. and (3) To propose the guidelines for developing competency of high school physical education teachers in eastern Guangdong. Materials and Methods: This research was divided into three Phases: (1) Exploring the components of high school physical education teachers' competence. In this Phase, the literature, the in-depth interview of 15 experts, and the Delphi method of two rounds of consultation with 17 experts were adopted. (2) Questionnaire distribution and collection. The questionnaire was adopted. There were 1526 high school physical education teachers in Eastern Guangdong, and the sample size for this research was 308 according to Krejcie and Morgan's (1970) sampling table. (3) Data analysis: Descriptive Statistical Analysis, Exploratory Factor Analysis, and Confirmatory Analysis in mathematical statistics were used to analyze the collected data. Data analysis includes mean value, standard deviation analysis, and content analysis. Result: (1) The competency model of high school physical education teachers in eastern Guangdong consisted of 9 dimensions and 38 variables. Namely, The RIC had six variables, IGC had four variables, TOS had five variables, SK had six variables, PC had five variables, IR had three variables, PQ had three variables, TSR had three variables, and PD had three variables. (2) 38 guidelines for developing competency of high school physical education teachers in eastern Guangdong were proposed from 9 dimensions. Conclusion: (1) The competency model of high school physical education teachers in eastern Guangdong was composed of 9 dimensions and 38 variables. (2) There were 38 guidelines for developing competency of high school physical education teachers in eastern Guangdong.

The Effectiveness of Physical Education Classes Through Collaborative Learning Methods for the Physical Development of 11th-Grade Students in Vietnam

Abstract Introduction. Collaborative Learning (CL) is a group learning method that involves mutual support and assistance among individual students to achieve learning goals. The purpose of this study is to assess the effectiveness of a 14-week Physical Education (PE) class using the CL method in enhancing the physical development of 11th-grade students. Material and Methods. Eighty healthy students were randomly selected and divided into two groups: the experimental group with 40 students applying the CL method in PE classes, and the control group with 40 students studying PE using conventional methods. In this study, five fitness tests were used such as a 30-s sit-up test, a 30-m sprint test, a 4 × 10-m shuttle run test, a standing long jump test, and a 5-min running field test. Results. After 14 weeks of experimentation, independent t-test results indicated a significant difference in the mean values between the experimental and control groups at the threshold of p < 0.05. Paired t-test results for the mean values before and after the experiment in both groups also showed a difference, with the physical fitness growth rate of the experimental group being higher than that of the control group. Particularly, the control group exhibited a post-experiment value that had a negative significance. Conclusions. This demonstrates that the experimental results serve as an illustration, confirming the effectiveness of the CL method in high school PE classes. Teachers should enhance the use of CL in the future to achieve higher learning goals.

Merdeka Curriculum: Perceptions of Physical Education Teachers, Sports and Health

This research aims to determine the perceptions of physical education teachers, sports and health towards learning media in state high schools throughout the city of Bengkulu. This type of research is descriptive research with a qualitative approach using survey methods. The research subjects were 20 Public High School Physical Education teachers in Bengkulu City using purposive sampling. Using questionnaire, interview and documentation data collection techniques. Data analysis used in this research is data reduction, data display, conclusions/verification. The results of the questionnaire for 20 respondents got an average score of 74% in the good category and from the results of the interviews they got an average score of 62% so that teachers' perceptions of Merdeka learning in public high schools throughout the city of Bengkulu were in the good category.

Teaching a Successful Badminton Unit: Skills and Strategies for Secondary Physical Education

Lifetime participation in physical activity is a major goal of physical education. For this reason, teachers should focus on instructional units that provide students with knowledge and skills in content areas that can be used throughout their adult lives. Examples of lifetime activities include outdoor recreational activities, cycling, water sports, winter sports, racquet sports, golf, fitness pursuits, and some team sports. One lifetime activity physical educators could consider teaching is badminton. This article provides middle and high school physical education teachers with the basic but necessary information to teach an effective badminton unit.

Students’ Perspectives of Social and Emotional Learning in a High School Physical Education Program

Purpose: This study aimed to explore students’ perspectives and experiences of social and emotional learning (SEL) during physical education high school classes. Method: Using a case study design, focus group and individual interviews were implemented with 42 students. Based on the Collaborative for Academic, Social, and Emotional Learning’s SEL framework, deductive and inductive qualitative data analysis was conducted. The trustworthiness of this study was enhanced through peer debriefing process with various strategies. Result: Four themes were generated from the data analysis: Think about it more in depth, You can say how you feel, Care and support, and Different levels of buy-in. Discussion/Conclusion: Students’ SEL experiences in this study were overall aligned with the Collaborative for Academic, Social, and Emotional Learning’s SEL competencies and framework. This study suggests that more research is needed to better understand students’ SEL experiences holistically.

High School Physics Teaching Model Based on Psychological Theories

High School Physics Teaching Model Based on Psychological Theories

An Effective Strategy of High School Physics Teaching Reform under the Background of New College Entrance Examination

An Effective Strategy of High School Physics Teaching Reform under the Background of New College Entrance Examination

Portrait of the Assessment Practices of Physical Education Teachers in Quebec: Reporting and Grading

Purpose: To gain a better understanding of the assessment practices currently implemented by Quebec physical education teachers regarding reporting and grading. Method: Exploratory mixed-methods study using semistructured interviews (n = 13), interviews to the double (n = 12), and a questionnaire (n = 164) with elementary and high school physical education teachers. Results: Participants use different strategies to report student performance. When grading, their strategy is to combine a mathematical approach with their professional judgment. They often consider all the marks taken during a learning and assessment situation and not only those taken at the end of it. Discussion/Conclusions: The main finding of this study is that teachers’ reporting and grading practices are subjective. We discuss how our results show the subjectivity in teachers’ practices and possible explanations for it, and then conclude by trying to understand how to make assessment in physical education more objective.

Assessing Student Ratings of Developmental Experiences in a High School Physical Education Leadership Program

Purpose: Although physical education (PE) leadership programs are widespread, little research has examined the PE leaders’ perceptions of these experiences. The purpose of this study was to assess student ratings of developmental experiences in a PE leadership program compared with ratings of the typical PE student experience. Method: A matched case-control study design was used to assess high school students’ (n = 186) subscale scores on the Youth Experience Survey 2.0. Data were analyzed using matched-pairs t tests, and Cohen’s d was used as a measure of effect size. Results: As hypothesized, PE leaders reported significantly higher levels of positive experiences and no significant differences on negative experiences. Discussion/Conclusions: Little is known about what happens in most PE leadership programs. Results presented here support claims that PE can support meaningful leadership development. Implications for practice and research are discussed.

中学校体育におけるフィードバックの認知と学習成果の 因果関係の推定：

中学校体育におけるフィードバックの認知と学習成果の 因果関係の推定：

Examination of High School Physics Teachers’ Professional Identity: A Case Study

This study aimed to explore physics teachers’ professional identity through multiple-case methodology. The goal of physics teacher education is to enhance teachers’ professional development to address the suggestions of reform-based science education. Science teachers’ professional identity has been explored at different grade levels: science teachers defined themselves as content teachers, classroom managers, or isolated workers. In this study, physics teachers’ professional identity is analyzed and explained through Wenger’s (1998) theory of learning. The participants were three male high school physics teachers. Data were collected through interviews, reflections, lesson plans, and classroom observations and analyzed through thematic analysis. The results showed that participating teachers had different identity characteristics in that they were defined as question-oriented, project-oriented, or lecture-oriented teachers. The question-oriented teacher focused on questioning to elicit students’ ideas on different types of questions, the project-oriented teacher tended to encourage students to explore the real-life physics through projects, and the lecture-oriented teacher aimed to explain the content through following a smart notebook including all content explanations and sample questions. The analysis through Wenger’s theory showed that the relationship between teachers’ beliefs and practices was linked to physics teachers’ professional identity. The study has important implications to understand development and characteristics of teacher professional identity.

The Use of Basketball Variations in Ukrainian General Secondary Education Institutions for Enhancing High School Students' Physical Capacity

Amidst the ongoing reforms in Ukraine's educational sector, prioritizing students' health and improving their physical prowess has become imperative. This study explores the feasibility and effectiveness of integrating diverse forms of traditional basketball into high school physical education lessons to enhance the work capacity of students. The research cohort comprised 29 male 11th-grade students. The assessment of physical work capacity focused on the Harvard Step Test (HST), utilizing its metrics to measure students' development. Univariate analysis was employed for data analysis. Results indicated a satisfactory level of physical fitness among students, slightly below the established norm. These findings emphasize the need to incorporate various basketball derivatives, including streetball, korfball, netball, rezball, ringball, slamball, and cestoball, into the general secondary education physical education curriculum. The comprehensive adoption of these variations not only improves high school students' functional capabilities and enhances their enthusiasm for physical activities but also deepens their understanding of the objectives of physical culture, contributing to the broader objectives of the educational sphere. Future research should focus on defining a set of informative indicators and developing comprehensive means of enhancing motor skills and proficiency in basketball. This approach is expected to boost high school students' work capacity and foster increased interest in basketball and its derivatives. Keywords: physical capacity, basketball variations, high school students, physical education lesson.

Evaluation of the Benefits of Senior High School Physical Education: Focus on the values of Friendship, Happiness, and Fitness

Physical Education lessons aim to develop fitness (Fit). However, a national survey conducted in Indonesia showed that students' physical fitness level was deficient, as indicated by the less category of 45.97%, very less 10.71%, moderate 37.66%, and good 5.66%. This type of research is gap evaluation research because it compares the observed values with the established standard benchmarks in this study. The subjects of this study were all high school, vocational, and MA students in Indonesia, with a total of 1712 respondents. This research was conducted by distributing questionnaires via the Google form which consisted of 3 questionnaires, namely Sports for Fitness to measure fitness, Sports for Fun questionnaire to measure the joy of exercising and Sports for Interpersonal Peacefulness questionnaire to measure the value of friendship. Data analysis used descriptive test, categorization, and correlation test. The results showed that the average value of physical fitness was 37 with a feasibility value of 40.9, the average joy of exercising was 75.97 with a feasibility value of 65, the average friendship value was 65.31 with a feasibility value of 61. The correlation test showed p value (sig) = 0.000, which means there is a relationship between physical fitness, the joy of exercising and interpersonal peace among high school students in Indonesia. The conclusion that can be drawn is that the average physical fitness is below the eligibility criteria set, the excitement, friendship of students at the senior secondary education level in Indonesia is above the eligibility criteria set.

Attitudes of Latino Students Toward High School Physical Education

ABSTRACT The attitudes physical education students have about the subject influences their level of engagement in and out of class as well as their overall physical activity, which impacts their health and well-being. This study examined the attitudes of Latino high school students toward physical education, specifically to understand how their attitudes were associated with their English comprehension, gender, age, ethnic heritage, and place of birth. The Student Attitude toward Physical Education instrument was administered to participants to measure their attitudes. Data were analyzed using multivariate analysis of variance (MANOVA), stepwise discriminant function analysis (DFA), and analysis of variance (ANOVA). Latino high school students (n = 1003) from public schools in a large city participated. Enjoyment curriculum and total enjoyment were the main predictors of attitude, and they varied significantly by ESL class enrollment, place of birth, and primary home language. The results indicate that these variables may interact with attitude.