Physical Education Knowledge Research Articles

유아기 기본동작능력 습득을 위한 예비유아교사의 체육놀이 지도전문성 육성방안

The purpose of this study is to [strengthen understanding of physical play and instructional ability] so that pre-primary teachers who hold the key to kindergarten education can have instructional abilities that can help early childhood children acquire basic motor skills. In addition, a physical education play program was operated for 15 sessions for 112 pre-infant/nursing teachers at K Junior College in Japan, aimed at ‘strengthening their understanding and instructional competence in sports play’. The confirmation of the effect of this physical education program was confirmed by the conscious and functional changes of the subjects before (2nd session) and after (15th session) implementation of the program. As a result, first, after participating in the sports play program, the awareness of participation in physical education increased, and the knowledge/information about the activity also increased by 10% to 30%, respectively. Second, with regard to the improvement of basic motion ability through the physical education play program, it was found that most of the three areas (average system exercise (3/4), movement system exercise (4/4), and manipulation system exercise (3/4) improved after implementation. Third, in the improvement of instructional professionalism/confidence through participation in the physical education play program and class composition presentation, all three items (understanding infant physical development, confidence in instructional physical education, will to learn instruction) significantly increased p＜.000. As described above, it was confirmed that the physical education program practiced in this study was very effective in forming the physical education knowledge and instructional expertise of pre-primary early childhood teachers.

Technological Self-Efficacy in Teaching Physical Education and Health among Junior High School Teachers

This study assessed the Technological self-efficacy of 26 junior high school teachers of Physical Education and Health in Juan R. Liwag Memorial High School. Methodology: using descriptive correlational research design, their socio-demographic characteristics, level of their technological self-efficacy and performance rating were the variables of the study. Quantitative data were gathered using a questionnaire as the main instrument. In terms of sampling method, total enumeration sampling was utilized. Findings: Majority of the respondents were female, young with educational attainment varying from bachelor’s degree to master’s degree and have been in the service from 1-10 years. Overall technological self-efficacy was low level in the five components namely; technological knowledge, technological content knowledge, technological pedagogical knowledge and technological pedagogical content knowledge and high in pedagogical knowledge and pedagogical content knowledge. Pedagogical knowledge and pedagogical content knowledge had a positive relationship with performance rating. On the other hand, technological knowledge, technological content knowledge, technological pedagogical knowledge and technological pedagogical content knowledge were found to be negatively correlated with performance rating. Technological content knowledge was found to be predictive of physical education and health teacher’s performance rating. Contribution and Recommendation: Thus, it is highly recommended to sustain and enhance the technological content knowledge of physical education and health teachers since it is detrimental to their performance.

Проблемы кадрового обеспечения физкультурной работы в школах Курского края (1918–1940 годы)

The relevance of the scientific article is due to the current state of affairs in the Russian school, which actively prepares students to pass the standards for the "GTO" program. At the same time, undoubtedly an important component today is the staffing of a modern school with appropriate specialists. In this connection, the appeal to historical experience in the field of physical education work with schoolchildren in the pre-war years is certainly relevant and useful. The purpose of the research is to reveal the problems of staffing physical education work in schools of the Kursk Region in the period from 1918 to 1940 of the twentieth century. Objectives: to identify the main problems of staffing physical education work in schools of the Kursk Region in the designated period of time and to trace the main directions in solving this issue. Methodology. The methodological basis of the research was the main methods of historical science: the prin-ciples of historicism and objectivity; analytical, comparative – historical, historical-chronological, historical-genetic methods. Results. The problems faced by the Soviet school during its formation are associated with an acute shortage of qualified personnel, in particular in physical education work. In order to fill the "niche" assigned to the physical education teacher in the school team and physical education lessons, people with little knowledge in pedagogy and physical education were allowed to conduct classes. So in some schools, physical education classes were conducted by former officers, warrant officers, teachers of other subjects. The personnel problem was also associated with a large turnover of personnel from the composition of physical education instructors. In addition, classes were conducted according to the old methodology, which did not meet the requirements of the new time. Conclusions. The specifics of staffing problems are related to the shortage of physical education teachers, staff turnover, outdated methods of teaching physical education at school. The main direction in solving the staffing of physical education work in the schools of the Kursk Region in 1918 – 1940 of the twentieth century was the organization of advanced training courses for physical education teachers.

Cognitive Load and Energy Balance Knowledge in High-School Physical Education.

Guided by the cognitive load theory, the purpose of this study was to determine the impacts of cognitive load and school socioeconomic status-related environmental factors on ninth-graders' energy-balanced living knowledge gain. A stratified random sample of high-school students (N = 150) participated in this study. Data were collected on students' knowledge gain, cognitive load, free and reduced-price meal rates, and student-to-teacher ratio. The path analysis results revealed that the reasoning learning tasks had direct significant effects on students' knowledge gain (βi-Diet and i-Exercise = 0.34, p < .01). The free and reduced-price meal rates and student-to-teacher ratio did not have significant effects on students' knowledge gain (p > .05). These findings advance our understanding of the role cognitive learning tasks play in enhancing student learning in the subjects of energy-balanced knowledge and healthy lifestyle.

МЕХАНИЗМЫ ФОРМИРОВАНИЯ И ОПТИМИЗАЦИИ ДВИГАТЕЛЬНО-ПОЗНАВАТЕЛЬНОЙ ДЕЯТЕЛЬНОСТИ В РЕЖИМЕ ДОШКОЛЬНИКОВ

The article presents the mechanisms of formation and optimization of motor and cognitive activity of children aged 5–6 years in the conditions of the system of preschool educational institutions and the family. Based on the theory of P. Ya. Galperin, a theoretical model of the method of mastering physical education knowledge and skills in the pre-school — child — family — preschool system is constructed and tested. The model assumes the development of mechanisms for the rapid and high-quality mastering of motor and cognitive tasks by adults (preschool teachers, parents) with the subsequent transfer of the experience gained to preschool children.

Factors influencing the effectiveness of a Cooperative Planning approach in the school setting.

The purpose of the Health.edu project was to develop, implement and evaluate effective and feasible measures addressing students' health-related knowledge and understanding (HKU) in physical education (PE) with a specific focus on a co-creation approach (Cooperative Planning). The general procedure was identical in the four intervention schools involved; however, effectiveness (i.e. an increase in HKU) differed. Therefore, the present study investigated how different contextual factors supported or hindered the Cooperative Planning approach (evaluation of program implementation). To consider different perspectives in the analysis, we used data triangulation. On the one hand, written protocols (N = 19) document relevant statements and decisions in each planning group meeting (scientific perspective). On the other hand, we captured the participating PE teachers’ (N = 8) individual attitudes after the Cooperative Planning process through semi-structured interviews (teachers’ perspective). Data were analysed via qualitative content analysis. We identified three relevant factors with influence on the Cooperative Planning approach. First, the Cooperative Planning intervention worked if teachers saw a benefit in providing evidence-based knowledge, reflected their teaching practices and made an effort to implement new teaching strategies. Second, it was beneficial to have students represented as partners in the decision-making process. Third, support from the principal appeared to be helpful but not mandatory for implementing progressive pedagogical concepts. Continuous monitoring and reflection on those factors by the leading project team might help facilitate subsequent interventions using Cooperative Planning.

Analysis of physical health with internet of things-based computational narrowband physical health framework.

Physical health is vital to the improvement of our skills and the enhancement of eye movements. The coordination of good body movement helps to establish a safe position of the body. The challenging characteristics of physical education include insufficient time allocation, inadequately trained teachers, and inadequate provision of the equipment is considered as an important factor. In this paper, IoT-based Computational Narrowband Physical Health Framework (IoT-CNPHF) has been proposed to strengthen adequate time allocation, appropriately qualified teachers, and sustainable provision in the physical education system. Massive extended range analysis is introduced to enhance the duration and time allotted for physical activity that helps in creating awareness about the importance of physical activities and sports in our daily life. The multimodal supervised technique is incorporated with IoT-CNPHF to improve the knowledge of physical education for the teachers and to provide suitable provision for students in the physical education system. The simulation analysis is performed based on accuracy, performance, and its efficiency proves the reliability of the proposed framework.

중학교 체육교사의 직무 탐색

Purpose: The purpose of this study is to explore the teaching life of physical education teachers and provide practical information for career selection to students who major in physical education or wish to major in physical education.<BR> Method: For the study, five teachers who are currently serving as middle school physical education teachers in Gyeonggi-do were selected as research participants and the study was conducted.<BR> Results: The results of this study are as follows. First, the work types of middle school physical education teachers can be classified into physical education class-related work, sports club work, and life guidance work for developing students’ personalities. Second, middle school physical education teachers considered their occupations positively through the sense of achievement resulting from the improvement of students’ athletic ability, students’ attitudes toward physical education, and job characteristics with plenty of free time. Third, middle school physical education teachers’ job satisfaction was decreasing due to excessive workload other than physical education classes, difficulties in personality education & life guidance, and prejudices of fellow teachers.<BR> Conclusion: In conclusion, college students majoring in physical education need the following preparations to become desirable physical education teachers. First, college students should acquire specialized knowledge of physical education during their studies. Second, college students should have educational qualifications for personality education of students. Third, college students will have to acquire basic knowledge for performing educational administrative tasks during their college life.

The Effect of Physical Education and Sports Teachers' Web-Technological Pedagogy Content Knowledge on Online Learning Readiness

Aim: The aim of this study was to examine whether the Web-Technological Pedagogy Content Knowledge of Physical Education and Sports Teachers had an Effect on Online Learning Readiness in terms of various demographic variables such as gender, school level and tenure. Methods: In line with this purpose, 180 Physical Education and Sports Teachers voluntarily participated in the research. In the research, Web-Technological Pedagogy Content Knowledge and Online Learning Readiness Scales were used as a data collection tool besides the personal information form prepared by the researcher. In the analysis of the data, descriptive statistics and Pearson Moments Multiplication Correlation Coefficient (r), Linear Regression Analysis, T-Test and One-Way ANOVA were used. It was determined that the participants had a high level of Web-Technological Pedagogy Content Knowledge and Online Learning Readiness. Results: While the results of the analysis showed that the level of web-technological pedagogy content knowledge did not differ according to gender and service time variables, it was determined that the level of online learning readiness was higher in women. In addition, it was determined that there was a positive and moderate relationship between Online Learning Readiness and Web-Technological Pedagogy Content Knowledge. Conclusion: As a result, it was determined that 38% of online learning readiness was explained by web-technological pedagogy content knowledge. Keywords: Readiness, Web-technological pedagogy content knowledge, Physical education and sports, Online learning

Survey of the Implementation of Traditional Games of Minangkabau in Physical Education in Elementary School

The background of this research is that several teachers in elementary schools throughout the Nanggalo sub-district still have not implemented traditional Minangkabau games in physical education learning. The purpose of this study was to determine the extent of the application of traditional Minangkabau games in Physical Education knowledge in 2019-2020. The research method is a survey method with an instrument in the form of a research questionnaire in the form of a google form (online), with the research subjects being Physical Education teachers from elementary schools throughout the Nanggalo Padang sub-district, totaling 27 elementary schools with a total of 29 PJOK teachers. The data analysis technique used descriptive analysis in the form of percentages. The results of the study on the survey of the application of traditional Minangkabau games in physical education learning in elementary schools throughout the Nanggalo district of Padang city were seen from the number of elementary schools with a percentage of 74% public elementary schools, 19% private elementary schools and private elementary schools that did not have PJOK teachers 7%. Judging from the number of teachers with 62% male teachers and 38% female teachers. For the results of the application of traditional Minangkabau games in physical education learning with a percentage of 50.10% in the category of applying and 49.90% of the type not using. It can be concluded that PJOK teachers have implemented traditional Minangkabau games.

Initial teacher educators’ integrating iPads into their physical education teaching

Teachers today must not only be prepared to use technology but must also know how to use it (Butler, D., K. Marshall, and M. Leahy. 2015. Shaping the Future: How Technology Can Lead to Educational Transformation, 1st ed. Dublin: Liffey Press). The purpose of this study was to explore two primary physical education initial teacher educator’s (PEITE’s) professional learning experiences while introducing iPads into a physical education module. The module’s focus was to promote quality teaching, learning and assessment of fundamental movement skills in physical education with pre-service generalist primary teachers. It was a qualitative study utilising lesson study methodology. Data included audio files, video recordings and field notes. Following analysis, three themes were developed: learning the technology, managing the technology and integrating the technology. The findings showed that for the PEITEs, time was a valuable commodity while grappling with technological knowledge, technological pedagogical knowledge and pre-service teachers’ physical education knowledge. Self-directed learning was an enabler to facilitate technological and pedagogical competence for the PEITEs. Although managing aspects of the technology, such as limited Wi-Fi access and technical support, was a challenge, the PEITEs continued to integrate iPads into their teaching.

Technological pedagogical content knowledge as a predictor of physical education and sports teachers' evaluations of distance education

The aim of this study is to reveal whether physical education and sports teachers' technological pedagogical knowledge levels and some variables are significant predictors of distance education evaluation levels. The correlational design, in which the direction and strength of the relationship between more than one variable were investigated, was used in the study. The research group consists of 213 physical education and sports teachers. The data of the research were collected with the Technologic Pedagogical Content Knowledge Scale and Distance Education Evaluation Scale Technologic pedagogical content knowledge general level has increased distance education evaluation general level. Technology knowledge increased distance education evaluation general level, technical level and learning process level. Based on the results, it can be recommended that physical education and sports teachers should be given trainings to increase their technological pedagogical content knowledge levels with the aim of minimizing the problems experienced by physical education and sports teachers in the distance education process and increasing the quality of education.&#x0D; &#x0D; Keywords:Technological Pedagogical Content Knowledge; Distance Education; Physical Education And Sports Teachers

Health-related fitness knowledge in adolescence: evaluation of a\xa0new test considering different psychometric approaches (CTT and IRT)

Fostering health-related fitness knowledge is a common goal across physical education curricula. However, carefully developed knowledge tests that satisfy the psychometric criteria of educational assessment are lacking. Therefore, two studies were conducted to evaluate a newly developed health-related fitness knowledge test within the framework of classical test and item response theory regarding item quality, test reliability, construct validity, and dimensionality. Overall, 794 ninth graders (Mage = 14.3 years, 50.6% girls) took part in Study 1. They differed in the type of physical education classes (minor or major subject) and school (lower or higher educational level) they attended. Study 2 incorporated 834 ninth graders at the same educational level (Mage = 14.2 years, 52.5% girls). Item–test correlation, test reliability, and validity were examined. In addition, item and test quality were investigated using unidimensional two-parameter logistic item response models. In Study 1, pupils at the same educational level with physical education as a major achieved higher knowledge scores than pupils with physical education as a minor (t = −5.99, p < 0.001; d = 0.58), which confirmed the test’s construct validity. In Study 2, the weighted likelihood estimate reliability of the final 27 items was 0.65, and the test–retest reliability reached rtt = 0.70. The items satisfied the assumption of local independence. The final test fulfilled the psychometric criteria of reliability and construct validity to assess health-related fitness knowledge in cross-sectional and interventional studies. This test extends the possibilities of research on health-related fitness knowledge in physical education.

Knowledge, Attitude, and Practice of Orthopedic Manual Physical Therapists Toward Lifestyle Screening and Education: A Descriptive Study.

Lifestyle-focused rehabilitation plans need to become part of the standard system of care for the treatment of chronic diseases. To achieve this goal, the KAP of rehabilitation professionals toward lifestyle medicine needs to be understood. This study investigated the niche of orthopedic manual physical therapy and is purposed as a foundational model for continued research. A survey instrument was designed to investigate the KAP of orthopedic manual physical therapists toward lifestyle screening and education. There were 155 participants of which 58.1-72.3% reported frequently talking to their patients about lifestyle topics, while 78.1-80.6% felt highly confident and competent while doing so. Additionally, 92.9-94.8% thought that lifestyle screening and education was important and that physical therapists should be doing it. Participants discussed exercise most frequently with their patients (96.1%) and alcohol the least (12.9%). Participants with advanced degrees (ie, PhD or DSc) had significantly higher Practice (MΔ= -3.755, P = .001) and Knowledge (MΔ= -4.14904, P = .020) ratings than those with entry-level physical therapy degrees. There was strong acceptance of lifestyle screening and education in orthopedic manual physical therapy with an emphasis on exercise. This study provides a foundational basis for continued research.

Eastern Cape teachers’ perceptions of their pedagogical content knowledge in Physical Education

In South Africa, the Physical Education (PE) curriculum has been reimplemented after an absence of more than a decade. The new South African Curriculum and Assessment Policy Statement (CAPS) stipulates that thirty minutes to two hours’ teaching time per week be allocated to PE. The reintegration poses challenges, as teachers are under- and unqualified, with low self-efficacy and actual ability in PE-based pedagogical content knowledge. The lack of qualified specialist PE teachers is a current national dilemma. The purpose of this study was to determine the status of Eastern Cape teachers’ Physical Education qualifications and self-efficacy in pedagogical content knowledge. Forty-two teachers from eight primary and secondary schools, both low- and highresourced and from both urban and rural areas, were purposively sampled. The Sport in Development Impact Assessment Tool, a structured questionnaire, was used to gather quantitative data. Descriptive statistics indicated that most teachers had no formal Physical Education qualifications (76.2%) or had not participated in Physical Education informal training (69.0%) or non-formal training (76.2%). There were variations in the teachers’ confidence levels regarding Physical Education-based pedagogical content knowledge. Only 31.8% were very confident. Most teachers (80.0%) believed that teacher training was a problem. It is imperative to improve teachers’ PE-based self-efficacy and professional competence through continuing professional teacher development.

A Educação Física no novo Enem: um estudo analítico de conteúdo

Desde 2009, a Educação Física (EF) está presente no Exame Nacional do Ensino Médio (Enem), inaugurando sua participação em exames de larga escala na educação básica. Este estudo se dedica às questões dessa disciplina no Enem, desde sua inserção até 2019, e tem como objetivo analisar seu conteúdo ante a intencionalidade do exame e oconhecimento dessa disciplina. Os resultados apontam, nas 43 questões identificadas, uma inadequação dos conteúdos da EF, por desconsiderarem as habilidades e os objetos de conhecimento específicos indicados pela matriz do exame, além dos próprios conflitos no campo do currículo refletidos nas provas. Ao final, questionamos a fidedignidade do exame como instrumento avaliativo, assim como seu papel de incitar mudanças no campo do currículo.

Teaching Efficacy Level of Physical Education Teachers in Oman and Kuwait Countries: A Cross-Sectional Study

The aim of this study is to explore Omani and Kuwaiti physical education teachers’ teaching efficacy level and to determine differences in terms of gender variables. The sample consisted of 164 physical education teachers from Oman and 187 from the State of Kuwait. There were 49.9% male physical education teachers and 59.1% female physical education teachers from both countries. Data were collected through a developed teaching efficacy scale, which was borrowed from the literature, consisting of 5 main categories: content knowledge, pedagogical special knowledge, general teaching, classroom management, and assessment in physical education. Generally, the results revealed that physical education teachers hold a positive and medium level of teaching efficacy. In addition, physical education teachers in the State of Kuwait possessed higher levels than Omani physical education teacher in all dimensions except in the general teaching and classroom management dimensions. Furthermore, the level of teaching efficacy was higher for female physical education teachers compared to their counterparts. Further recommendations for future studies are also suggested.

Testing a new active learning approach to advance motor learning knowledge and self-efficacy in physical therapy undergraduate education

BackgroundMotor learning (ML) science is foundational for physical therapy. However, multiple sources of evidence have indicated a science-practice gap. Clinicians report low self-efficacy with ML concepts and indicate that the lack of access to systematic training is a barrier for practical implementation. The general goal of this preliminary study was to describe the effects of a new educational intervention on physical therapy student’s ML self-efficacy and knowledge.MethodsSelf-efficacy was assessed with the Physical Therapists’ Perceptions of Motor Learning questionnaire. Data was acquired from third-semester students before their participation in the ML educational intervention. Reference self-efficacy data was also acquired from physical therapy professionals and first and last-semester students. The educational intervention for third-semester students was designed around an established framework to apply ML principles to rehabilitation. A direct experience, the “Learning by Doing” approach, in which students had to choose a motor skill to acquire over 10 weeks, provided the opportunity to apply ML theory to practice in a personally meaningful way. After the intervention self-efficacy was re-tested. ML knowledge was tested with an objective final exam. Content analysis of coursework material was used to determine how students comprehended ML theory and related it to their practical experience. The Kruskal-Wallis and Mann-Whitney U tests were used to compare self-efficacy scores between the four groups. Changes in self-efficacy after the educational intervention were analyzed with the Wilcoxon test. Spearman rank correlation analysis was used to test the association between self-efficacy and final exam grades.ResultsBy the end of the intervention, students’ self-efficacy had significantly increased (p < 0.03), was higher than that of senior students (p < 0.00) and experienced professionals (p < 0.00) and correlated with performance on an objective knowledge test (p < 0.03). Content analysis revealed that students learned to apply the elements of ML-based interventions present in the scientific literature to a real-life, structured ML program tailored to personal objectives.ConclusionsPositive improvements were observed after the intervention. These results need confirmation with a controlled study. Because self-efficacy mediates the clinical application of knowledge and skills, systematic, active training in ML may help reduce the science-practice gap.

Constructing knowledge in primary physical education: a critical perspective from pre-service teachers

ABSTRACT Primary physical education is quickly becoming an area of academic interest with a particular focus on new entrants into the profession. This study adopts a Personal Construct methodology to identify how pre-service teachers in England construct their knowledge of primary physical education. Our findings present four themes for knowledge development, taken from four repertory grid interviews: knowledge perspectives, knowledge validation, knowledge context and knowledge application. Participants expressed they had limited provision for physical education when on a school-based placement, which was attributed to subject outsourcing and a lack of teacher and mentor confidence. The study highlights the importance of professional socialisation through initial teacher education programmes, with opportunities for pre-service teachers to engage with ‘knowledgeable others’. In the absence of opportunity for primary pre-service teachers to develop knowledge in physical education, we caution it is unlikely the issue of teacher competence will improve.

Gosto, importância e participação: a relação dos estudantes do ensino médio com a Educação Física

O objetivo do estudo foi compreender como estudantes de Ensino Médio se relacionam com os saberes da Educação Física (EF). Indagou-se, via questionário estruturado, 182 discentes do Ensino Médio de 8 escolas estaduais de São Paulo sobre suas relações de gosto, importância e participação com a EF. Os resultados indicam que: (i) a EF representa a disciplina que mais gostam; (ii) mas possui importância intermediária; (iii) a disciplina mobiliza participação mediana; (iv) o gosto, a importância e a participação pela EF diminuem ao longo dos anos escolares do Ensino Médio; (v) a participação discente está mais atrelada ao gosto do que à importância. Por fim, esperamos que, ao ouvir os estudantes, estes resultados retornem aos docentes sugerindo novas dinâmicas e diretrizes em direção à melhoria das aulas de EF.