Physical Education Knowledge Research Articles

The Influence of Occupational Socialization on Novice Teachers’ Practical Knowledge, Confidence and Teaching in Physical Education

The purpose of this qualitative multiple-case study was to examine the influence of occupational socialization on three novice physical education teachers’ practical knowledge, confidence in teaching content and enacted pedagogical practices. This study involved three novice teachers who taught in Finnish primary schools. Data sources included nonparticipant lesson observations and semi-structured in-depth teacher interviews. The analysis occurred in two phases. Initially, we created a case narrative for each teacher with respect to the research questions through an inductive process that integrated the occupational socialization theory. For the second phase, a cross-case analysis was completed to provide a comprehensive and in-depth understanding of the data set. Each teacher’s occupational socialization experiences influenced their teaching confidence, planning practices and enacted pedagogical actions. In addition, the teacher education program experience extended their practical knowledge and was evident in their PE teaching. Therefore, in designing the pedagogical structure in teacher education, it is essential to consider pre-service teachers’ experiences about teaching, schooling, sport and physical education and thereby strengthen their knowledge and skills of how to teach physical education and provide students with quality learning experiences.

Implementation of Semantic Comments for Instruction and Knowledge in Physical Education

Implementation of Semantic Comments for Instruction and Knowledge in Physical Education

"Экономизация" знаний в физическом образовании

"Экономизация" знаний в физическом образовании

PHYSICAL EDUCATION TEACHER AS A REFLECTIVE PRACTITIONER STUDYING AT A SPORTS UNIVERSITY

Research background.With the rapid advancement and changes in students’ generation, the societyneeds improvements in the process of the preparing physical education teachers. The process of the preparationrequires the development of a practically, individually, creatively,critically minded physical education teachercapable of active and independent problem solving in practice. The article focuses on the process of preparationand improvement of the curriculum for physical education teachers in Lithuania. The aim of the article is toupdate and compare a new European dimension–a reflective teaching model that encourages the analysis ofpast activities and the construction of new activities.The aim of the researchwasto reveal theoretical assumptions about the application of the reflectivemodel in the training of physical education teachers atasports university.Conclusionsandperspectives:It is important to reform the academic and practical content of studiesby creating reflexive physical education teacher training, creating conditions for the reflection of personal andprofessional identity, developing and integrating reflective model approaches into the content of studies,developing teacher competencies, developing reflective analysis and cooperation and interaction with studentsin the areas of knowledge, skills and valuables. The reflective model in vocational training of specialists in thework of physical educationteacherscreates conditions for the development of changes and the search foralternative ways to attract students to enjoy physical activity and fulfill the goal of physical education–to bephysically active not only within the school, but also outside it. This goal is developed at a universitywhereuniversality is particularly emphasized.The argument for the purpose of physicaleducationis part of the research as a training tool for thetraining of physical education teachers. A combination of practicalwork and research is necessaryas it givesthe educators the opportunity to learn themselves to understand their knowledge and maintain opinions.Itwould also help improve the sometimes extremely good status of the teacher of physical education and enhancethe knowledge of the work of a physical education teacher in the practice of professional work.

HEPA Promotion in the Environment of Academic Scientists - Preliminary Research

Abstract The theoretical framework for this research is the sociology of leisure and the sociology of health. Because sedentary behaviour (of employees) is a relevant new research area with important health risks, we decided to focus our attention on this subject. Moreover, sedentary behaviour in the workplace seems to be an important topic for the future. The general aim of the research is to provide a platform for exchange on effective approaches for promoting health-enhancing physical activity among workers, to learn from experiences in different European countries and to promote the most effective approaches across Europe. Two methods of qualitative research were used. The first was the method of expert judges. By way of direct interview, the statements of nine persons were collected, all of whom were recognised as competent judges. The second method was the analysis of the content of the literature (quality method). Using the computer program Atlas.ti, the respondents and their answers were examined. Most of the indications (89%) concerned responses indicating physical activity. In general, the experts are quite physically active and keep a healthy (in their opinion) diet. They have both knowledge and appropriate skills in physical education. They point to the growing interest of younger academics in health and fitness, which may be associated with trends in popular culture, such as a sporty lifestyle, the cult of the body, various healthy diets and supplements, etc., that are becoming the universal fashion. The aim of this work was to provide a platform for exchange on effective approaches to the promotion of health-enhancing physical activity among workers, to learn from experience in different European countries and to promote the most effective approaches across the region. Because the sedentary behaviour of employees is a relevant new research area with important health risks, we decided to focus our attention on this subject.

Educação Física escolar e tecnologias digitais de informação e comunicação na Base Nacional Curricular Comum... Como é que conecta!!?

http://dx.doi.org/10.5007/2175-8042.2016v28n48p150Nosso foco, neste texto, é compreender a presença das Tecnologias Digitais de Informação e Comunicação (TDIC) na Base Nacional Curricular Comum, pelo crivo do texto da Educação Física. Para tanto, recorremos ao texto das Diretrizes Nacionais para a Educação Básica e as versões preliminar e final da Base Nacional. Analisamos os textos a partir dos descritores Tecnologia, Comunicação e Mídia. As presenças, ausências e inconsistências demonstram um descompasso com as práticas culturais de crianças e jovens na cultura digital e o texto produzido para o campo da Educação Física. De tal modo que o texto aponta a necessidade de compreendermos a necessária presença dessas Tecnologias nos saberes e fazeres cotidianos da Educação Física escolar.

Effects of a Specialized Content Knowledge Workshop on Preservice Teachers’ Pedagogical Content Knowledge in Physical Education Teaching

It has been known that specialized content knowledge (SCK) is directly related to pedagogical content knowledge (PCK). However, little is known about the direct relationship between SCK and PCK. The purpose of this study was to examine the effects of a SCK workshop with knowledge packet on preservice teachers’ PCK in physical education teaching. A total of 18 preservice teachers, who were taking secondary methods class, were randomly divided by two different groups (i.e., control group and experimental group). Pedagogical content knowledge in physical education (PCKPE) tool and concept map assessment were used to examine preservice teachers’ PCK. A SCK workshop using knowledge packet was conducted only for the experimental group. A 2 X 2 (Group X Time) analysis of variance (ANOVA) with repeated measures was utilized and a significant interaction was found between group and time (Wilks’ ramda = .48, F (1, 7) = 7.68, p .05). The preservice teachers’ PCKPE scores significantly improved from pre-test (M = 29.54, SD = 3.17) to post-test (M = 40.95, SD = 3.37) in experimental group (p .001). The PCKPE scores were strongly related to the concept map scores in both pre- and post-test (r = .82 and .86, respectively, p .001). Results confirm that the PCKPE measurement tool can be used to accurately measure PCK as a direct observational tool.

OVERWEIGHT AND OBESITY RISK ASSESSMENT - TWO METHODS, DIFFERENT RESULTS

Purpose: the purpose of this study was to verify if there is any significant difference between body fat assessment by calculating body mass index and by using bioelectrical impedance analysis. Materials: subsequently we determined the ratio between body fat and muscular mass percentage in a sample of 156 university girl students. Results: BMI and muscle mass percentage seem to have similar variance and trends, while body fat exceeded in numbers and percents the highest levels of BMI. While by calculating BMI the found number of overweight and obese subjects was 23 from the total of 156, (14 %); by measuring body fat percentage that number increased to 67 (43%) of girl students in the sample. The t test showed significant difference between BMI values and the body fat percentage for the study sample: t (155) = 2.37, p-0.01. Conclusions: this study supports the idea that BMI results may be insufficient for correct assessment of overweight and obesity risk. Body composition adds useful information about health and fitness. A few concluding recommendations, regarding beneficial effects of exercise, have been made aiming to provide students of all body parameters with meaningful, relevant and positive physical education and health knowledge.

Improving students’ knowledge and values in physical education through Physical Best lessons

This study examined the effects of using Physical Best lessons to promote adolescent energy balance knowledge and task values. Seventh graders ( N = 90) were randomly assigned to the experiment and the comparison groups. The experiment group took 10 selected Physical Best lessons, while the comparison experienced 10 district lessons. Pre- and post-measurements of knowledge and task values were taken at the beginning and the end of the experiment. Analysis of covariance and multivariate analysis of variance were conducted to test the difference over time and between the groups in energy balance knowledge test scores and task values. Both groups improved knowledge test scores, but the experiment group scored significantly higher than the comparison, controlling for the pre-test. The comparison group reported higher initial attainment values which declined over time, while the experiment group increased. The findings suggested that Physical Best lessons were effective ( ηp2=.18) in improving students’ energy balance knowledge in 10 structured lessons, and that students reported a higher perceived value about the importance of physical education after they learned energy balance and exercise principles. Perhaps these concepts should be taught in physical education to improve student knowledge and perceived values of the subject.

Swedish PE teachers’ understandings of legitimate movement in a criterion-referenced grading system

ABSTRACTBackground: Physical Education (PE) has been associated with a multi-activity model in which movement is related to sport discourses and sport techniques. However, as in many international contexts, the Swedish national PE syllabus calls for a wider and more inclusive concept of movement. Complex movement adapted to different settings is valued, and in the national grading criteria qualitative measures of movement are used. This research seeks to examine how the wider concept of movement is interpreted and graded. Drawing on Bernstein’s concept of the pedagogic device, the paper explores teachers’ roles as active mediators in the transformation of national grading criteria for movement and the kinds of movement that are valued in teachers’ grading practices. Purpose: The purpose of this study is to investigate what PE teachers consider legitimate movement in a criterion-referenced grading system and the factors that influence their grading practice. The Repertory Grid (RG) technique was employed in order to access their tacit knowledge. Methodology: Seven Swedish PE teachers were interviewed, all of whom teach and grade years seven to nine in different compulsory schools. Using the RG technique, the teachers were asked to reflect on the aspects they considered important for achieving a high grade. The national grading criteria for years seven to nine were then presented one at a time and the teachers were asked to describe how they assessed and graded each requirement. The teachers were also asked whether any specific factors had influenced their grading. In the content analysis, the second part of the interview was attended to first and the results were interpreted in light of Bernsteins’ concept of the pedagogic device. Findings: Sport techniques and competitive sports influenced the teachers’ interpretations of what constitutes complex movement. The aspect of fitness also appeared to be valued by the teachers in that it facilitates the valued movement. In some cases the difficulty of describing movement qualities in words could reduce the concept of movement to something measurable and quantifiable. The teachers’ concerns about students’ unequal opportunities to develop and demonstrate their skills also influenced the teachers’ interpretation of complex movement. Conclusions: In the transformation of national grading criteria to grading practice, the pedagogic actions taken inform and limit the way in which legitimate movement in PE is conceptualised. Adopting a concept of movement that is wider than competitive sports allows the structures of inequality to be addressed and enables the movements performed by students with other moving experiences than competitive sports to be valued. The tension between the demands of transparency in a high stakes grading system and the inability to articulate the quality of complex movements is problematic. There is a need to verbalise teachers’ conceptions about physical education knowledge to be able to discuss and develop the concept of movement. In this process, the RG technique is a potentially useful tool. Having the language to discuss movement qualities also enables us to strengthen the interrelation between curriculum, pedagogy and assessment.

THE MINDSET OF PHYSICAL EXERCISE (PE) TEACHERS IN DISTRICT 134 UNPAS ON THEIR UNDERSTANDING OF PHYSICAL EDUCATION AFTER COMPLETING IN-SERVICE TEACHER EDUCATION AND PROFESSIONAL TRAINING (PLPG)

This study is intended to describe the mindset of Physical Exercise (henceforth PE) teachers on physical education after completing in-service teacher education and professional training (henceforth PLPG). This study employed qualitative descriptive method. The population of this study is PE teachers in district 134 UNPAS that includes Karawang area, the city/the regency of Bogor, West Bandung regency, the city/the regency of Sukabumi, Cianjur, Purwakarta, Subang, Cimahi, and Bekasi. The sample of this study was 29 participants. The sample was drawn by means of incidental sampling method. The data collection instrumen used is rating scale mindset of the participants’ understanding of physical education. The data was further analyzed by using descriptive analysis technique. The findings show that the level of understanding of the PE teachers about the implementation of reached 89% which belong in the criterion ‘very good’. The description of every indicator demonstrates that: a) the perception of physical exercise teaching as much as 88,5% is categorized as good, b) physical education knowledge is considered as good as much as 89,5%, c) the effort to enhance teaching skills is 79,3%, which belongs in the criterion ‘good’. In conclusion, generally, the mindset of the participants in district 134 UNPAS in understanding the aspect of physical education implementation reached 89% with the criterion ‘very good’. This implication of this study is that in the implementation of PLPG, the emphasis should be paced upon enhancing understanding of physical education concept and the effort to hone the ability in teaching physical exercise in creative and innovative fashion.

Effects of improved content knowledge on pedagogical content knowledge and student performance in physical education

Background: Pedagogical content knowledge (PCK) is an interaction of several knowledge bases upon which the teacher makes decisions about what and how to teach. To date, there are no studies in physical education directly documenting relationships between specialized content knowledge (SCK) and PCK. Such relationships have not been empirically evidenced, in part because there have not been operational and thus replicable measures of SCK and PCK. SCK is the knowledge teachers need to teach content to students and consists of knowledge of errors and task presentations. In this study we used measures of SCK and PCK that were operational, replicable, and quantifiable.Purpose: In this study we examined changes in PCK and concomitant changes in student performance as a function of a content knowledge workshop designed to teach teachers predominately SCK in badminton. Play Practice served as the instructional model for badminton. Our research questions were: (1) How did the teacher's enacted PCK differed after the content knowledge workshop? and (2) How did student performance defined in terms of correct and incorrect trials differed as a function of teacher's PCK?Methods: A teacher taught a six-day badminton unit to four intact classes (comparison), participated in a content knowledge workshop, and then taught a six-day badminton unit to four different classes (experimental). Eight students in each class blocked into low, average, and high skilled students (n = 64) were observed. Our quasi-experimental design used treatment, class nested within conditions, skill levels, and interactions among conditions, gender, and skill levels.Results: The results showed that the teacher's PCK was substantively different before and after the workshop. Higher counts of descriptions, analogies/metaphors, cues, and specific congruent feedback were observed in the experimental classes compared to the comparison classes. Higher counts of correct demonstrations and lower counts of partially correct demonstrations were observed in the experimental groups compared to the comparison. In the experimental classes, the teacher selected 80 tasks that were developmentally and principle (i.e. in accordance with Play Practice) appropriate compared to 12 in the control. Student performance was also significantly different. Participants in the experimental group performed a higher percentage of correct trials and less incorrect trials relative to those in the comparison group. Students from all skill levels in the experimental groups performed significantly better than those in the comparison groups.Discussion and conclusion: This study demonstrates that improved SCK changes PCK and student performance. The changes in the teacher's PCK from comparison groups to the experimental classes differed in two areas: how tasks were presented and the appropriateness of the tasks selected for student performance. The use of a knowledge packet-CK workshop in professional development for both pre-service and in-service teachers requires further investigation in terms of the content and organization of the knowledge packets and in terms of developing packets for other physical education content areas besides badminton.

USING SIMULATION TO IMPROVE PROFESSIONAL PERFORMANCE OF CRITICAL CARE NURSES AT KING ABDUL-AZIZ MEDICAL CITY, RIYADH

IntroductionHealth care institutions strive to develop orientation programs that are effective and efficient to prepare nurses entering to critical care. Clinical education must have combined knowledge of physical, behavioural and technical clinical education (American Association of Critical Care Nurses, 2004).Objectives:1. To identify the effect of simulation based education in standardizing nursing orientation2. To share the experience of KAMC-R in utilizing simulation education to improve patient safety and the quality of careBackgroundSimulation provides safe learning environment, allows debriefing, and stimulates critical thinking skills (Critical Care Nursing, 2007). Neuro Critical Care unit (NCCU) at King Abdul-Aziz Medical City (KAMC-R) faces influx of new nurses; therefore continuous education is imperative to those nurses. Simulation education strategy is utilized to improve technical and non-technical skills for new nurses. The critical care collaborative leadership adopted simulation based education to replace the old nursing orientation. The new‖orientation program piloted in Trauma ICU and Surgical ICU for two months, it was then implemented into all adult critical care units.MethodologyClinical resource nurses (CRNs) are the educators who run the program to the new staff. Clinical skills are validated by using Mosby skills checklist in which nurses demonstrate the skills on high fidelity simulation manikins.ResultsDecember 2010, nurses' anecdotal reports used to evaluate the experience of NCCU in utilizing simulation education. 32 nurses reported increase nursing knowledge, and improve technical skills. April 2014, survey was conducted to evaluate the effectiveness of the new orientation participated by CRNs, practice facilitators, and new nurses. The result showed that using of simulation enhances nursing knowledge and skills, simulation activities are engaging, and staffs build more confidence.ConclusionA healthy learning environment is essential for optimal nursing training. Nursing orientation requires abundant resources to ensure patient safety and competency of critical care nurses.

Predicting healthy and unhealthy behaviors through physical education: A self-determination theory-based longitudinal approach.

The aim of this study was to evaluate the relations between three dimensions of the structured teaching environment (promotion of theoretical knowledge, physical learning, and health improvement) in physical education (PE) and the adoption of health-related behaviors by students. The study adopted a two-occasion longitudinal design based on self-determination theory (SDT). PE students (N = 654, mean age = 16.13, SD = .77) completed measures of perceived structured teaching environment, satisfaction of basic psychological needs and motivation for PE, and healthy (physical activity, sport participation, and healthy eating) and unhealthy (consumption of tobacco, alcohol, and drugs) behaviors at the beginning and end of the first year of post-compulsory secondary education. Path analysis of the proposed relations among variables supported SDT tenets and showed positive relations between the three dimensions of the structured teaching environment, the satisfaction of basic psychological needs, and autonomous motivation in PE. Autonomous motivation contributed to an explanation of variance in two healthy behaviors, physical activity and sport participation. However, no relation was found among motivation in PE, healthy eating, and consumption of tobacco, alcohol, and drugs. These results show negligible trans-contextual influence of SDT motivational factors in PE on other healthy behaviors beyond physical activity.

The Working and Middle Class Disparities in Sports Participation among Girls Students of Hyderabad Disdtrict

The present study is designed to examine social class differences in sport participations among girl students of Hyderabad District. It is assumed that working class girls will have greater participation in college competitive sports than the middle class girls do. A total of 120 participants were randomly selected from different colleges of Hyderabad District Sindh, consisting of sport participants and non-participants of college-girl students. The instruments that have been applied in the present study are personal information questionnaire, self-esteem questionnaire, adjective checklist, attitude towards out-door games and college principal information questionnaire. Different statistical procedures (e.g., reliability Coefficient, test, etc,) were applied to analyze the data by using Statistical package for Social Science (SPSS) The main objective of this study was to investigate the social class difference in the sport participants among female students in Hyderabad District Sindh, to provide mass awareness of sports and healthful activities to them and focus the attention of female students of Hyderabad District towards physical education and sports. The main colleges of the Hyderabad District were selected for the present study. The focus of the study was to undertake research on middle and working class participants. In this context other related factors such as social status, time spent by female students in sports, their problems like ethnic, societal and parental attitudes towards female sports are identified. The basic purpose of the study was also to survey sports facilities available in girls’ college, realizing the social class belongingness of sports participants, to measure self-esteem and self-adequacy of the female college students and to measure the attitude of people towards female sports. It also explores dominant factor that play a vital role in the development of attitudes of the youth that helped significantly in promoting the process of national integration. In view of the changing trends in respect of modernizing physical education, the present study is an attempt to 'divert the attention of the society towards female participation in sports and to give physical education a professional meaning for the integration and total development of girl’s personality; and to confirm whether female participants having social class difference have significant effect on their perception and self-esteem scores. Many parents feel that the impact of sports activities would negatively affect their body features. In our tradition bound society, number of widely held beliefs, though significantly inaccurate, this may be one of the-reasons for parents to discourage their daughters to participate in s ports. Due to in adequate knowledge of physical education and sports, it is believed that girls participation in competitive sports is physically dangerous, as they may eventually lose their femininity and harm delicate female reproductive system. This study has also dealt with to analyze the perceptions of female participants about being more affectionate, smart, physicality and socially strong and, adjustable in tackling the affairs of the society in terms of understanding, predicting, communicating and controlling individuals. Further, to investigate whether female sport participants. have better capacity to cope up with the pressure of competition, crowd and its behavior, importance of winning, influence of coach, parents, friends, and observe the societal attitude 'with confidence to make them responsible citizens.

Physical education class teachers' self-evaluation of competency

Starting from the importance of the teacher's competencies for the realization of the Physical Education curriculum the aim of the research was to examine self-evaluation of competencies of the class teachers of Physical Education (knowledge, planning, realization, evaluating) from the aspects of actual and desired levels. Also, the aim was to examine the teachers' self-evaluation regarding the realization of concrete curricular contents. The sample included688 teachers from 54 schools in Belgrade. A specially construed questionnaire was applied. The results show that the class teachers evaluate positively their own competencies for the realization of the subject Physical Education, but also that they would like to reach a higher level of competence. Significant differences in self-evaluation were found concerning years of service and some concrete competences, while there were no differences concerning the teachers' educational levels. Significant differences appeared in self-evaluation of readiness of the teachers to perform adequately the contents of Physical Education and their realization in class. The results indicate the need for better training both through initial teacher education and in-service teacher training.

Teaching healthy behaviour knowledge in primary school physical education

Summary Study aim: To determine the effectiveness of a newly designed series of fitness segments that can be used to provide healthy behaviour knowledge (HBK) for 5th grade Physical Education classes. Material and methods: 641 pupils from six intervention (n = 401) and five control (n = 240) schools were used. The intervention schools received a five-week intervention of 12-minute fitness segments for each class period. A cognitive test that has been shown to produce valid and reliable scores (28-questions) was used to assess pupils’ HBK at pre – and post – examination. Pedometers were also used to examine physical activity levels differences. Hierarchical Linear Modeling using a two-level multilevel model was used to investigate mean changes in HBK between intervention and control groups. Results: Pupils in the intervention classes had 0.8-unit greater mean improvements in HBK than did control pupils (p < 0.05). Girls also had greater mean changes in HBK than did boys (p < 0.05). There was no statistical difference between intervention and control groups in physical activity levels. Conclusion: This type of fitness segment can be one strategy used by teachers to aid the instruction of HBK without decreasing physical activity participation in classes.

Constructing cardiovascular fitness knowledge in physical education.

In physical education, it has become necessary for children to learn kinesiological knowledge for understanding the benefits of physical activity and developing a physically active lifestyle. This study was conducted to determine the extent to which cognitive assignments about healthful living and fitness contributed to knowledge growth on cardiorespiratory fitness and health. Fourth grade students (N = 616) from 15 randomly sampled urban elementary schools completed 34 cognitive assignments related to the cardiorespiratory physical activities they were engaged in across 10 lessons. Performance on the assignments were analyzed in relation to their knowledge gain measured using a standardized knowledge test. A multivariate discriminant analysis revealed that the cognitive assignments contributed to knowledge gain but the contribution varied assignment by assignment. A multiple regression analysis indicated that students' assignment performance by lesson contributed positively to their knowledge growth scores. A content analysis based on the constructivist learning framework showed that observing-reasoning assignments contributed the most to knowledge growth. Analytical and analytical-application assignments contributed less than the constructivist theories would predict.

Émotions et transformation des connaissances en éducation physique : une étude de cas en kayak de mer

Cette etude visait a caracteriser des relations entre emotions et connaissances chez des eleves engages dans la pratique du kayak de mer au cours de lecons d’Education Physique et Sportive (EPS). Il s’agissait plus particulierement d’etudier les processus de construction des connaissances en relation avec des modes d’engagement emotionnel reperes dans leur activite. En reference au programme de recherche du « cours d’action », les phenomenes emotionnels ont ete approches du point de vue des acteurs, a partir d’enregistrements audio-visuels de leurs comportements et communications, et de verbalisations retrospectives recueillies lors d’entretiens d’autoconfrontation. L’analyse revele la maniere dont les emotions ressenties participent a la construction de connaissances (a) en declenchant une enquete, (b) en elargissant le champ des actions possibles, ou (c) en delimitant le champ des actions possibles. Ces resultats ouvrent de nouvelles perspectives d'analyse et de conception de dispositifs d’enseignement et d’apprentissage en EPS et a l’ecole en general.

Knowledge of tooth avulsion and its emergency management among physical education teachers in Chennai.

Objective. : The aim of the study was to evaluate the knowledge of Physical education (PE) teachers in Chennai regarding tooth avulsion and its emergency management. Materials and methods: The study was conducted among 131 Physical education teachers from randomly selected schools in Chennai using self- administered questionnaires. Results: A total of 131 PE teachers, in which 120(91.6%) male teachers and 11(8.4%) female teachers answered the questionnaire. The results showed that only 15.3 % had a previous experience of avulsed tooth in a child; 64.1% of them knew the need for immediate emergency management. Only 38.9% would replant an avulsed tooth and regarding the storage media and only 5.3% chose milk as a suitable media. Conclusion: This study shows lack of knowledge regarding tooth avulsion and its emergency management among physical education teachers in Chennai. Therefore, educational programmes are necessary to improve their level of knowledge.