Physical Education Knowledge Research Articles

Effects of subject-specific professional knowledge and skills of physical education teachers on students’ learning progress

AbstractAlthough the subject-specific professional knowledge of teachers is considered to be of central importance with regard to the learning performance of their students, there is only sparse empirical evidence on this issue. Moreover, current studies are primarily limited to the subject of mathematics. The aim of this article is to investigate the significance of subject-specific professional knowledge and skills of physical education (PE) teachers on the practical learning gains of their students based on a panel study. In order to measure both non-contextual knowledge and contextual skills on the teachers’ side, paper–pencil tests as well as video and text vignettes were used as test instruments. On the students’ side, practical sport skills were assessed in a pretest–posttest design to evaluate competence growth with regard to complex sports performance. An effect chain with mediation processes was postulated. Multilevel modeling analyzing 1669 students who were taught by 74 teachers could prove significant performance improvements for the students, but none of the four differentiated knowledge dimensions (content knowledge, non-contextual; pedagogical content knowledge, non-contextual; content knowledge, contextual; pedagogical content knowledge, contextual) of the teachers could explain these learning gains. Thus, the results are in line with various studies in mathematics and suggest that direct effects of teachers’ professional knowledge on students’ learning gains seem to be lost. The results therefore suggest that while basic and broad professional knowledge is required for instructional success, specific expertise in certain competence areas does not lead to additional learning success among students. Further research within the EPiC-PE study is needed to provide a more comprehensive picture of the relationships between professional knowledge and skills, classroom behavior, instructional processes, and learning outcomes.

Global Problems and/or Local Solutions: Teaching and Learning Physical Education in the Wake of OECD Education 2030

This paper investigates physical education through a reading of the Organisation for Economic Co-operation and Development’s 2019 report Making Physical Education Dynamic and Inclusive for 2030. Adopting a qualitative policy analysis approach, we identify and discuss the problems outlined in the report, and its proposed solutions for the future of physical education. Physical education appears in the pages of this document as a container for societal problems related to global physical activity, health, and academic performance. We aim to provide a critique of the OECD report, and suggest topics that require further discussion, such as the dependence of quality teaching and learning on local solutions. We also place more emphasis on local sustainable knowledge in physical education.

The Effect of Using Video in Teaching to Acquire Content Knowledge in Physical Education—A Systematic Review

The Effect of Using Video in Teaching to Acquire Content Knowledge in Physical Education—A Systematic Review

Family Involvement and Physical Education: A Collaborative Strategy to Enhance Students' Physical Literacy

This study examines the impact of family involvement on students' physical education literacy and proposes effective collaborative strategies. Through a case study of a typical family, interview data from students, parents and physical education teachers as well as observation records of classroom and extracurricular activities were collected. The results show that active family involvement can significantly improve students' physical education interest, skills and knowledge. Based on this, this paper proposes a variety of strategies to promote synergistic co-operation between families and schools in physical education in order to enhance students' physical literacy in a holistic manner.

Effectiveness of learning physical education knowledge aspects using digital book

Effectiveness of learning physical education knowledge aspects using digital book

Unpacking Pedagogical Content Knowledge in Physical Education: What We Know and Do Not Know

Pedagogical content knowledge is an incredibly useful construct to examine teaching and to design teacher education for preservice and continuing education settings. Although it has been central to discussions of teaching effectiveness since Shulman first proposed it in 1986, pedagogical content knowledge has been subject to considerable criticism and elaboration since then. In this paper, we discuss the research on pedagogical content knowledge in physical education, criticisms, and how it has been shaped by those criticisms. We examine pedagogical content knowledge beyond the traditional focus of pedagogy and content, discussing the role of knowledge of students, context, and curriculum as influences on pedagogical content knowledge. In doing so, we identify the strengths and weaknesses of the literature and propose directions for future research.

Social Justice and Physical Education in the United States: The Need for New Maps

This paper is a reflection, a critique, and, hopefully, an inspiration to think about how future generations can reshape physical education in the United States. To do so, we first pay homage to our pioneers, who, we argue, were transformative leaders because they used research to respond to the sociopolitical issues of their time. In saying this, we reflect on how these ideas from that time were critically important but have also been developed for a different time, place, and demographic of people. We then trace the social justice research in the United States by highlighting the promises and pitfalls of current scholarship because it often asks “tough questions” but provides “weak solutions.” To conclude, we believe that the future of physical education needs to be about allowing those “new voices” to become the future leaders of our field. In so doing, they will change the landscape of physical education knowledge, movement, and practices.

State of physical education in urban and rural institutions of general secondary education

The quality of training of higher education students in specialty 014 «Secondary Education (Physical Education)» was and remains an important task of the state. The role of a highly qualified physical education teacher in general secondary education institutions is extremely important today. His professional formation begins even before entering a higher educational institution, namely in the walls of a gymnasium, a lyceum, when the motivation to choose a future profession is formed. However, experience shows that the school stage of training entrants to institutes (faculties) of physical culture is not used enough. First-year students have low physical preparedness, which, in turn, makes it difficult to acquire motor skills in various sports. The purpose of the research: studying the state of physical education in urban and rural institutions of general secondary education and determining its role in the training of future teachers. Research methods: analysis and generalization of educational and scientific literature, questionnaires, surveys. Results of the research. In the course of the study, it was found that the physical preparedness and motor skills of 36,4% of students who entered the first year of a higher educational institution in 2022 are insufficient for quality mastery of educational programs. The students did not possess the level of basic knowledge and skills in physical education that needed to be consolidated and improved within the walls of the lyceum, school, and on their basis to acquire new theoretical and methodical knowledge and form more complex skills in various sports. An anonymous questionnaire, in which 66 students took part (36 persons studied in the city, 24 - in the village, 6 - in urban-type settlements), made it possible to identify a number of reasons for insufficient professional preparation of the entrants to the Faculty of Physical Culture, Sports and Health. Conclusions. Among the reasons that slow down the process of obtaining programmatic learning outcomes by students in the specialty 014 «Secondary Education (Physical Education)» are violations in the system of organizing the educational process and methods of teaching sections of the physical education program in general secondary education institutions.

The ups and downs of CLIL lessons: a qualitative study on 21st century skills promotion in physical education

The promotion of 21st century key skills is crucial to build 21st century citizenship. The purpose of this research was to examine teachers’ and students’ views on the use of Content and Language Integrated Learning (CLIL) approach in Physical Education regarding the development of 21st century skills and the syllabus covered in lessons. In-depth open-ended interviews were carried out with 25 participants, who shared their understandings based on their experiences when using CLIL. The findings give an in-depth insight into what 21st century skills are more used and the extent to which they are developed. While creativity and collaboration were promoted thanks to CLIL, interest and engagement depended on each student, and self-reflection was barely fostered. In addition, the lessons developed both linguistic and Physical Education knowledge, including body language, a specific content of the subject that has often been neglected. Some practical implications are inferred, highlighting the need to promote high-quality CLIL teacher training in order to ensure that CLIL is adequately applied and students can develop all the 21st century skills.

Selected Teaching Competency for Physical Education Teachers under the Applied Talent Cultivation Background

Background and Aim: Nowadays, the deepening reform of the teaching mode of Universities is constantly developing with the improvement of demand, Skill-based talent training has become an inevitable requirement for universities to comply with the education reform. In recent years, sports professional training in management, teamwork, social interaction, and other aspects of comprehensive competency appear to be insufficient, which puts forward a higher demand for the teaching competency of university physical education teachers. Materials and Methods: Using IOC expert testing, 21 experts conducted three rounds of Delphi indicator screening, and the AHP analytic hierarchy process assigned weights to the indicators. The competency of physical education teachers in universities was finally obtained (3 first-level indicators, 12 second-level indicators, and 46 third-level indicators). Results: The final results were as follows: 1) In the first level indicators, professional knowledge is considered a fundamental factor for teaching physical education teachers in universities; 2) In the second level, subject-oriented knowledge was considered the most important core factor in the professional knowledge; The competency to organize and guide extracurricular activities was considered the most important core factor; Perceived attitudes toward careers was considered the most important core factor; and 3) In the third level indicators, basic theoretical knowledge of physical education, teaching experience and knowledge of lessons learned, knowledge of Sports Injury Prescription and Rehabilitation etc., which were considered the most important core factor. Conclusion: It is recommended that school leaders and physical education teachers in each University establish new teaching concepts, update their teaching philosophy, strengthen further training for physical education teachers in their schools, and aim at comprehensive development, to establish the high-quality teaching competence of physical education teachers’ universities.

Innovation of Physical Education and Health Curriculum Teaching Models in Colleges and Universities in the Digital Era and Its Contribution to Students’ Core Literacy

Abstract Physical education and health curricula in colleges and universities are obsolete, and there is an urgent need to innovate teaching models and methods. To achieve innovation in physical education and health teaching, this paper utilizes cutting-edge information technology like motion recognition to construct a physical education and health data monitoring model. Firstly, the positional relationship between coordinate systems is determined, and the established coordinate system is used to describe the orientation and position of human postural joints, and the rotation matrix is used to define the rotation from the global coordinate system to the current orientation of the local coordinate system of bones. A human motion joint skeletal chain model is created that has 21 bones and 21 joints. The joint pose solution method is proposed, and the human kinematic model is constructed by combining robot ortho kinematics and coordinate transformation. A position estimation algorithm combining inertial navigation and a human kinematics model has been designed. After analyzing the performance of the recognition model, analyze the effects of its application on the innovation of college physical education courses. It is found that the model in this paper monitors the heart rate data with an error of only 3 or less, and the accuracy of human movement recognition on the MHealth and PAMAP2 datasets is 97.38% and 96.63%, respectively, and the learning ability is optimal. After one semester of innovative mode teaching and the use of a physical education and health data monitoring model, the mean values of physical education and health knowledge, physical education behavior, physical fitness and health, motor skills, and physical character of the experimental class were 35.77, 25.53, 25.04, 35.73, and 31.56 points higher than those of the control class, respectively. Motivation, skill acquisition, after-school sports, and sports concern were significantly higher in the experimental class, with scores of 5.66, 6.71, 5.61, and 3.65 points higher than the control class. This paper’s innovative teaching mode and model have been effective in improving teaching quality and stimulating students’ sports and health habits.

An Exploration of the Application of Augmented Reality Technology in Improving Interactivity in Physical Education Teaching and Training

Abstract This paper elaborates on the technology related to augmented reality interaction, introduces in depth the augmented reality device HoloLens, including its composition and the principle of generating indoor three-dimensional data, and designs a teaching interaction model of augmented reality fusion learning environment. The Kinect somatosensory device is introduced into the teaching interaction model, and virtual interactions between virtual objects and real objects are accomplished by judging the human body’s position and posture changes in real time. Group experiments were conducted to examine the learning effect of augmented reality-based technology with or without interactive behavior in terms of interest in sports learning. According to the findings, the augmented reality physical education interactive teaching experiment resulted in a 23-point increase in the average value of physical education knowledge mastery level test scores. Further one-way ANOVA was conducted and the p-value of the scores of group B of the experiment with interaction before and after teaching was 0.001, which is less than 0.05. Augmented reality sports interactive teaching can significantly enhance students’ interest in sports learning, attention to sports, and so on. Therefore, the augmented reality sports interactive teaching technique mentioned in this paper serves as an effective way to improve students’ performance and interest in sports education.

Video Blog (Vlog): Physical Learning Media Innovation examines creative Physical Education, Sports and Health learning

Students often need aid to gain information about physical education, sports, and health teachings presented in class and outside of class in a restricted period without opportunities for repeated conversations or thorough learning. Additionally, the effort of retaining previously taught knowledge may require support. Therefore, educators must apply efficient instruction that comes from creative teaching approaches. One of the achievements that has been made is the utilization of educational media. Using media or tools in physical education learning at school will assist in making the learning process more effective and efficient. This research explores the current literature on video blogs (vlogs) to facilitate teaching. This research adopts a systematic literature review (SLR) methodology. The data collection strategy entails gathering and analyzing papers about vlogs as a learning medium on a regular basis, published from 2013 to 2023. This research uses seven selected scientific articles, theses, and dissertations on "Physical Education, Sports, and Health" collected from well-known national journals or conferences. Data is obtained using the Publish or Perish program. Research demonstrates that introducing vlog media into the educational process can boost instructional efficacy and favorably influence student accomplishment. Therefore, vlogs can operate as an instructional medium to impart knowledge of physical education, sports, and health. This study presents a thorough analysis of the practicality of these findings for improving the teaching of physical education, sports, and health.

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.

Enhancing motivation and academic performance through gamified digital game-based learning methodology using the ARCS model

ABSTRACT This study assessed the effects of an educational intervention grounded in gamified game-based learning on attention, relevance, confidence, satisfaction, intrinsic and extrinsic motivation, as well as academic performance, utilizing the ARCS motivational design model. This study involved 384 undergraduates across three physical activity and sport sciences courses. The experimental group, consisting of 287 students, was further divided into competitive (n = 142) and noncompetitive (n = 145) subgroups, while the control group comprised 97 students. Data collection was conducted using the Motivated Strategies for Learning Questionnaire (MSLQ), Instructional Materials Motivation Survey (IMMS), and academic performance assessments. The findings of this study revealed significant disparities in the ARCS dimensions between the intervention and control groups. The experimental groups displayed notably lower scores in attention, relevance, confidence, and satisfaction. The intervention had a significant impact on students’ perceptions of intrinsic goals and task value, and it exerted a moderate influence on extrinsic goals. No statistically significant impact on conceptual knowledge was observed. These findings suggest that integrating the gamified digital game-based learning (DGBL) approach with the ARCS model can effectively enhance students' motivation, academic performance, and practical knowledge in higher physical education.

Physical education teachers’ knowledge of physical activity recommendations for health promotion in children and adolescents

This study aimed to analyse the knowledge of Portuguese physical education (PE) teachers according to the health recommendations for physical activity (PA) for children and adolescents. A total of 764 teachers participated (55.2% men) with a mean age of 48.2 years. Data was collected using answering to an online survey. Teachers were asked about PA’s frequency, duration and intensity to achieve the recommended level PA. Chi-square was applied to analyse the associations. The main finding is that PE teachers have a lack of knowledge of the health recommendations of PA. Specifically, only 7.5% of the PE teachers in our study could identify the PA recommendations correctly. The intensity component in the health recommendation is the one in which most PE teachers demonstrate correct knowledge of (60.5%), with significant differences in gender and teaching level. However, significantly fewer PE teachers knew the frequency component in the health recommendations for PA (25%), with significant differences in education level. For the duration component, only 37.6% of teachers knew the recommendations. In light of our findings, it is a concern that PE teachers generally lack knowledge according to children’s fulfilment of health recommendations for PA.

HOW TO GET HIGHER QUALITY SCHOOL PHYSICAL EDUCATION WITH A RETROSPECTIVE ON STANDARDS IN EDUCATION?

There is no improvement in the quality of school physical education without establishing standards in education. Basic problems, questions, and models of effective teaching of physical education (PE) are presented. The goal of this topic is that after the adoption of the standards, the professional public gets to know, prepare, and activate them for their application in practice. Through a comparative analysis of the valid goal and program of physical education for primary education, recommendations for the way of implementation, and characteristics of educational standards for primary education and upbringing, educational goals and tasks are made concrete through student achievements - visible outcomes in behavior and reasoning. This is the answer to the question of how to achieve better effects and increase the quality of physical education, the capacities we have at our disposal. Focus on: competence in skills, knowledge in physical exercise and physical education and evaluation of physical exercise and physical education by students, standards that objectify assessment and grades, make them comparable and provide a basis for developing instruments for self-evaluation. One of the significant contributions to the achievement of teaching in accordance with educational standards is the activation of teachers, students, parents, the school and the local community. Dilemmas were raised in connection with specific problems in the educational field of physical education, and above all the conditions for the implementation of the physical education program, as well as the implementation of teaching content, within the first cycle of basic education, which directly reflect on the possibility of reaching the standard by the end of the mandatory of education.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0075/a.php" alt="Hit counter" /></p>

The Current Situation of Physical Education Classroom Teaching in Rural Primary Schools in Zhaoqing City under the "Double Reduction" Policy and High-quality Development Research

The "double reduction" policy emphasizes that the teaching of physical education should implement the requirements of improving quality and efficiency. Using the literature method, questionnaire survey method, interview method, etc., this paper conducted an in-depth investigation on the current situation of physical education classroom teaching in some rural primary schools in Zhaoqing City, and found that in the process of physical education teaching, the physical education training density is low, the teaching form is outdated, and the teaching design is not targeted, which seriously hinders the role and value of physical education in primary schools. As a result, students cannot have a good understanding of the basic knowledge of physical education, and it is difficult to form sports values in the new era. The high-quality development of physical education in rural primary schools should be improved from the following aspects: strengthening the awareness of physical education, improving sports facilities and venues, strengthening the construction of teachers, innovating physical education teaching methods, and establishing a scientific evaluation system.

Learning Experiences for Addressing Financial Management Knowledge, Skills, and Attitudes in Entry-Level Physical Therapy Education: A Systematic Review

Background and Purpose. Financial management (FM) knowledge, skills, and attitudes (KSAs) are essential components of contemporary physical therapist (PT) practice. The Commission on Accreditation in Physical Therapy Education requires that FM content is included in professional PT education program (PTEP) curriculums but provides freedom in how the content is delivered. The purpose of this systematic review is to identify learning experiences PTEPs used to educate students regarding FM KSAs that are necessary for entry-level PT practice in the United States. Methods. Articles were eligible for inclusion if they were 1) published in a peer-reviewed scholarly journal, 2) written in English, and 3) described a learning experience used to deliver FM content. Articles describing didactic education, clinical education, or service-learning activities that were a required or voluntary component of professional PTEPs in the United States were included if they reported on objectives or outcomes related to FM. Electronic databases and relevant journals were searched. Search results were subjected to title, abstract, and full-text review. Selected articles were evaluated for methodological rigor. Pertinent data were extracted, analyzed, and synthesized. Results. Eighteen articles were included. Four categories were identified: 1) classroom learning 2) clinical education 3) pro bono clinics, and 4) service learning. Discussion and Conclusion. Student PTs were exposed to FM content in several ways. There was variability in whether participation was required or voluntary, the time commitment required by the student, and the concepts to which students were exposed. There are many opportunities for future research in this area from operationally defining FM, determining necessary FM KSAs for entry-level PTs, and to identifying the most effective learning experiences to ensure that new clinicians are prepared to effectively engage in this aspect of clinical practice.

IMPLEMENTATION OF THE CONCEPT OF FAMILY ENVIRONMENTAL EDUCATION FROM A HADITH PERSPECTIVE

The family is a living unit that provides a child's learning situation. The main task of the family for children's education is to lay the foundation for education. This means that families must also understand problems or matters related to how to educate children according to child development. The family's contribution to children's education is that children are trained to master how to take care of themselves, for example eating, talking, walking, praying. This is closely related to the child's personal development. This research method is literature, namely collecting important data or documents and looking at the nature of the research analyzed through qualitative research which is a descriptive research. ;1. Prioritizing religious and moral education for children. 2. Fulfillment of family income. Automatically Islamic education will become 5 parts 1) High moral formation due to Islamic education, without neglecting physical education, reason and practical knowledge; 2) Preparing and equipping children to look at life in this world and in the hereafter; 3) Grow and develop all aspects that can provide benefits; 4) Providing and cultivating scientific tips and enthusiasm by studying various sciences for the sake of science itself; and 5) Providing provision of professional skills for survival as capital for making a living