Middle School Physical Education Teachers Research Articles

Exploring the Meaning of Teaching Experience of Middle School Physical Education Teachers

Exploring the Meaning of Teaching Experience of Middle School Physical Education Teachers

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

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

A Study on the Perception of Safety Management in Middle School Physical Education Teachers

Purpose of the Study The purpose of this study is to establish a school safety culture through research on safety management as perceived by middle school physical education teachers. Research Method This study was conducted through in-depth interviews using a purposive sampling method from August 1 to September 30, 2024. Results: First, mandatory implementation of prevention education and safety education manuals and programs to increase prevention awareness. RAM is required. Second, regular facility and teaching management inspections are necessary and safety accidents can be prevented. Third, awareness of prevention and follow-up measures must improve a safe educational environment through institutional improvements in safety liability. Fourth, a safety training manual should be developed and unified and systematic training should be conducted. Conclusion Application to actual classroom environment. There is a need to develop a unified school safety education manual and systematic program.

Development Competencies of Junior Middle School Physical Education Teachers in Dongguan City

Background and aim: Based on the importance that the party and the country attach to school work; Dongguan's junior middle school physical education teachers shoulder a key role in connecting the past and the next. It is necessary to improve the competencies of Dongguan's junior middle school physical education teachers. Methods and processes: This is application-oriented research. The number of participants in this study was 28 experts. The research process is as follows: (1) Collect relevant literature and materials and draft the "Indicator System for the Competency Development of Junior Middle School Physical Education Teachers in Dongguan City"; (2) Two rounds of Delphi surveys involving 19 experts; (3) 9 experts participate in the appreciation of the indicator system. Result: 1) The positive coefficient of expert participation in the research is close to 90%>70%, Cr ≥ 0.7, the average score of expert opinion exceeds 4 points and exceeds 90%, 0 < W < 1, P<0.05, indicating that experts assume reliability. 2) In the first round of the expert’s questionnaire, the Mean of B11, C26, C28, C33, and C40 is < 3.5, CV > 0.25, and these indicators are deleted. The Mean of the remaining indicators is> 3.5, CV < 0.25, so the remaining indicators are retained.3) In the second round of the expert’s questionnaire, The Mean of all indicators is> 3.5, CV < 0.25, so all the indicators are retained. Conclusion: The study constructed a competencies development index system for junior middle school physical education teachers in Dongguan City, including three dimensions: values, physical education ethics, and key competencies, with a total of 52 indicators.

Investigating primary and middle school physical education teachers’ professional knowledge of Amhara Region, Ethiopia

ABSTRACT This study explored the status of primary and middle school physical education (PE) teachers’ professional knowledge competence (PKC) in the Amhara Region, in Ethiopia. For this, a quantitative research approach was employed and data were collected from 382 randomly selected PE teachers and analysed quantitatively. Findings revealed that the overall PKC of PE was low. Statistically, a significant difference was observed among PE teachers in their content knowledge (CK), pedagogical knowledge (PK), pedagogical content knowledge (PCK), and PKC. Female PE teachers, novice PE teachers, and rural PE teachers were less competent in their CK, PK, and PCK. Besides, unlike in their PK, degree-holder PE teachers have better CK, PCK, and PKC than diploma holders. Accordingly, due care and special intervention need to be given by the education actors in the recruitment, training, and deployment of PE teachers in Ethiopia.

중학교 체육교사의 안전관리 인식에 대한 연구

연구목적 본 연구는 중학교 체육교사가 인식하는 안전관리 연구를 통해 학교 안전문화를 구축하는데 목적이 있다. 연구방법 본 연구는 2022년 8월1일~9월 30일까지 목적표집법으로 심층면담을 통해 연구를 수행하였다. 결과 첫째, 예방인식을 높이기 위해 예방교육의 의무적인 시행과 안전교육 매뉴얼 및 프로그램 제공이 필요하다. 둘째, 정기적인 시설 및 교구 관리 점검이 필요하며 안전사고를 예방할 수 있다. 셋째, 예방 사후대책 인식은 안전 배상책임에 대한 제도적 개선을 통해 안전한 교육환경을 개선해야 한다. 넷째, 안전교육 매뉴얼을 개발하여 통일되고 체계적인 교육을 실시 해야한다. 결론 실제 수업환경에 적용할 수 있는 통일된 학교 안전교육 매뉴얼과 체계적인 프로그램 개발이 필요하다.

An Exploratory Study of Physical Education Teachers’ Perceptions of the Barriers to Employing Technology

The purpose of this study was to explore physical educators’ perspectives on the barriers to employing technology in physical education instruction. The participants of this study were 253 elementary, middle, and high school physical education teachers who taught in the state of Georgia. The participants completed an online survey that was derived from an extensive review of literature regarding barriers to integrating technology during instruction. The survey used a Likert scale asking participants to respond with a level of agreement and disagreement regarding specific barriers and included an open-ended response asking for additional barriers. Data were analyzed with the use of descriptive statistics and a one-way analysis of variance. This study found that class size, budget, and lack of resources were the main barriers perceived by physical educators, whereas lack of knowledge and lack of skill were not perceived as barriers to employing technology during instruction. Both age and years of experience had a significant main effect on the barriers of lack of knowledge, skill, and training. Additional barriers reported were lack of connectivity, lack of desire, and lack of time. The results of this study explore and highlight the significant barriers to employing technology in physical education instruction. Further research is warranted to support the need for meaningful implementation of technology to make the learning environment more dynamic, customizable, and accessible for both teachers and students.

Japanese physical education teachers’ workplace learning at middle schools in urban city school districts

ABSTRACT The purpose of this study was to describe and explain Japanese middle school physical education teacher workplace experiences at urban city school districts. Participants were seven middle school physical education teachers (five males and two females) teaching physical education and coaching athletic teams in Japanese middle schools. Data sources included semi-structured face-to-face interviews. Three themes emerged from the data: (a) teachers’ commitment and dedication to students and schools, (b) the conflicting roles of teaching and coaching, and (c) difficulty of organising physical education professional development. The findings suggest that school districts need to overcome role conflicts in teaching and coaching students in middle school settings; to increase teacher intrinsic motivation for professional competencies; and to support collaboration between physical education teachers and school principals to meet students’ needs in physical education and on athletic teams, while keeping the workload and psychological health of the teachers at the forefront.

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.

Changes in the Content Development and Adaptive Competence of Teachers Following a Specialized Content Knowledge Workshop

Purpose: This study examined the effects of a specialized content knowledge workshop on developing teachers’ content development and adaptive competence in teaching badminton. Method: A quasi-experimental design was employed with three middle school physical education teachers who taught five or six badminton lessons before and after the content knowledge workshop (n = 66). Descriptive statistics and univariate analysis of variance were conducted to analyze the data of content development index scores and intratask adaptations. Frequency data across lessons by teachers and treatment conditions were employed for content development patterns. Results: There were statistically significant effects of the workshop in developing the teachers’ use of content development (p = .049) and adaptations (p = .000), but their effects varied by teacher. While the most used content development pattern by the teachers in comparison classes was an informing applying pattern, the teachers used a variety of content development patterns that included more task progressions in the experimental classes. Conclusion: It can be concluded that teachers’ instructional tasks and task adaptations could be improved through a well-designed professional development program. The findings can guide the direction of teacher education and professional development in ways to enhance teachers’ content development and adaptations.

A Qualitative Exploration of Effective Creative/Convergence Type of Class in Middle and High School Physical Education Classes

The purpose of this research was to examine the courses and experiences of middle and high school physical education teachers based on their field experience, suggestions, and school educational environment and to explore in-depth to reflect learner-centered creative/ convergence type of education in physical education classes. To achieve the purpose of the research, four physical education teachers were selected as research participants, and after conducting in-depth interviews, inductive category analysis procedures among qualitative research methods were used to derive the meaning analysis and results of the data. For learner-centered creative/convergence type of classes, first, individual competencies of field teachers will have to be developed first. Second, there will have to be a solution to the problem of conflict of interest between teachers and teachers. Third, there should be case education, organizing, systematizing, and refined models for creative/convergence type of education. Fourth, there should be a realistic and direct approach and support, not an expression as an abstract language. The goals of the physical education subject matter include important parts that represent the direction that physical education should pursue and the learning reach that learners should achieve. Therefore, if education content is presented to solve problems more specifically and creatively, more suitable results will be produced for fostering creative/convergence type of talent.

Difficulties of Online Physical Education Classes in Middle and High School and an Efficient Operation Plan to Address Them.

This study examined the difficulties of running online physical education classes in the context of coronavirus disease 2019 (COVID-19) and used the findings to develop an efficient operation plan to address these difficulties. Six middle and high school physical education teachers participated; three were experts in online physical education and active in the Korea Council School Physical Education Promotion, and three were recommended teachers making efforts to improve the online classes offered by the Korea Ministry of Education. A qualitative case study method employing phenomenological procedures to collect and analyze the data was used. The difficulties of operating middle and high school online physical education classes for the first time included (1) the monotony of the classes within their limited environmental conditions and limited educational content that did not adequately convey the value of physical education, (2) trial-and-error methods applied nationwide, resulting from a lack of expertise in operating online physical education classes, and (3) very limited evaluation guidelines proposed by the Korea Ministry of Education, which made systematic evaluation with online methods impossible. To address the identified problems and facilitate the efficient operation of online physical education classes, changes in strategic learning methods are needed to understand online physical education characteristics and thereby better communicate the value of physical education. It is also necessary to cultivate teaching expertise through sharing online physical education classes, where collaboration among physical education teachers is central. In addition, evaluation processes should be less formal to encourage active student participation.

Relationship between Urban Middle School Physical Education Teachers’ Attitudes toward Fitness Testing and Student Performance on Fitness Tests

ABSTRACT A good fitness testing program can promote physical activity and fitness. There is no published research, however, that has examined the relationships between teachers’ attitudes and students’ performance on fitness tests. This study investigated the attitudes of urban middle school physical education teachers (N = 74) toward physical fitness tests and their relationship with student performance on fitness tests. Teachers completed the Physical Education Teacher Attitudes toward Fitness Tests instrument. Student FITNESSGRAM scores were obtained for each teacher. Teachers’ overall attitudes toward fitness testing were positive, suggesting that teachers enjoy implementing fitness tests and using fitness tests results. The affective subdomain of teachers’ attitude on the enjoyment of using fitness tests results was found to have a positive relationship with the percentage of students in the HFZ for the push-up test. Additional positive relationships between teachers’ attitudes and student performance were also found for girls, but not for boys. The findings suggest that teachers’ affective attitude may have a relationship with students’ performance on fitness tests.

Strategies for Effective Collaboration with Middle School Physical Education Teachers: An Application of School-Engaged Research.

Increasing the capacity of teachers to deliver physical education (PE) lessons that are high in moderate to vigorous physical activity (PA) is one strategy to increase the amount of exercise students receive during school. However, traditional research approaches have not directly engaged the school community as equitable partners in the intervention design process. The purpose of this article is to describe the process, outputs, and lessons learned from a school-engaged research study, which incorporates the unique needs of schools-in terms of structure, accountability measures, and array of stakeholders into the research process and design. This article describes lessons learned from Project SHAPE, a PA intervention that used principles of school-engaged research to guide program planning, recruitment, implementation, and data dissemination. The study team successfully partnered with 16 schools and enrolled 55 teachers and surveyed 4,773 students. Efforts to improve PE programs can benefit from a school-engaged research approach that directly involves teachers, fosters mutually beneficial relationships, and integrates the schools' perspective in the research process.

Using Secondary Teachers for Frontline Recruitment: The Lost Link for Recruitment

Using Secondary Teachers for Frontline Recruitment: The Lost Link for Recruitment Cate A. Egan PhD, Grace Goc Karp PhD, Karie Orendorff PhD, Robert Daniel Michael PhD, Daniel Campbell PhD, Nicole Weinman MED, and Steven Gram, MED Abstract There has been a steady decline of students enrolled in physical education teacher education (PETE) programs. The purpose of this study was identify the extent to which Idaho middle and high school physical education teachers recruit students into PETE programs. A 30 question electronic survey was developed and sent to a convenient sample (n=173) physical education teachers in the state of Idaho using publicly available email lists. The data were analyzed using descriptive statistics using Qualtrics™ and Microsoft Excel software. The results showed that only 22% (n = 34) recruit for enrollment into PETE programs and 72% (n = 113) do not recruit. The most popular methods of recruitment include the use of mentors (n = 14; 41%), teacher certification programs (n = 10; 29%), websitesGa (n = 8; 24%), speakers (n = 8; 24%), handouts (n = 4; 12%), program flyers (n = 4; 12%), degrees (n = 3; 9%) and other (n = 7; 21%). There is limited knowledge about the recruitment of middle and high school students into PETE programs; coupled with the decline in students entering PETE programs, there is a need to better understand recruitment practices. Continued research on recruitment strategies is warranted. Full Text: PDF DOI: 10.15640/jpesm.v7n2a5

중학교 체육교사의 검도수업 수행 경험에 관한 내러티브 탐구

중학교 체육교사의 검도수업 수행 경험에 관한 내러티브 탐구

Teachers' Perspectives on Creating an Inclusive Climate in Middle School Physical Education for Overweight Students.

Establishing and maintaining a positive, inclusive social climate in school is essential, especially given the many potential social pressures that make school a toxic environment for vulnerable students. We explored middle school physical education (PE) teachers' perceptions of the factors that influence the implementation of social-oriented approaches to include overweight and obese students. We used a qualitative multicase study design guided by the Social Ecological Constraints model to study 9 PE teachers' perspectives and actions. We analyzed the transcripts of semistructured interviews, field notes, and artifacts related to teaching, PE programs, and school policies. Trust was established in conventional ways. Social-ecological factors influenced teachers including program and school culture, policies, and norms of collaboration. Teachers acted beyond their instructional setting level strategies and used school-program level strategies to socially include overweight and obese in PE. Some environments challenge employment of more than simple accommodations and a caring attitude; in others, teachers can collaborate with other school personnel to teach social goals through negotiating constraints, creating ingenious modifications and interactive tasks, and incorporating personal and social skills as a primary curricular goal.

Cultural Competence of Urban Middle School Physical Education Teachers

Much literature cites how cultural clashes among teachers and students can undermine educational processes and cause feelings of mistrust among students in school settings. This research examined the cultural competence of secondary PE teachers who taught in diverse urban schools. The research questions guiding the study were (1) what do urban teachers know about students and the community they serve? (2) what instances of cultural distance exist between teachers and students in these schools? and (3) how do teachers bridge cultural distance between themselves and their students? Using qualitative research methods, we examined the cultural competence of six purposively sampled PE teachers in an urban school district over one school year. Participants were recruited based on recommendations from the PE supervisor in a large metropolitan school district in the Southeastern United States. Data collection included multiple interviews (n = 36), teaching observations and field notes (n = 18), and teaching workshops (n = 4).Subscribe to TPE

Assessment Of The Knowledge About Exercise Induced Asthma Among Middle School Physical Education Teachers In Chlef State, Algeria.

Assessment Of The Knowledge About Exercise Induced Asthma Among Middle School Physical Education Teachers In Chlef State, Algeria.

"You Only Teach PE and It Doesn't Really Matter": Middle School PE Teachers' Perspectives on Intervention Efforts to Increase Physical Activity.

Physical education (PE) is a frequent site of public health intervention to promote physical activity (PA); however, intervention research frequently overlooks the perspective of PE teachers. The purpose of this qualitative study was to explore teachers' experiences with and perceptions of a PA curriculum intervention. Six findings within three categories were identified and described in detail. In-depth one-on-one semistructured interviews were conducted with nine PE teachers from eight middle schools in Los Angeles. Feeling underappreciated and having a "muddled mission" within PE were driving factors in teacher morale and practice. Teachers had positive experiences with the curriculum, but significant barriers remained and limited the potential for PA during PE classes. PE teachers are pulled in multiple directions and perceive a lack of necessary support systems to achieve student health goals. Interventions aimed at leveraging PE as a site of PA promotion must incorporate the perspectives of PE teachers.