Nature Of Physical Education Research Articles

Formula 1 Game Model (Run, Jump, Throw) in Locomotor Activity

This study aims to examine the role of the Formula 1 game model (Run, Jump, Throw) in locomotor activity. The method in this study uses a qualitative approach to the type of literature study. This study seeks to explore document studies regarding the study of the Formula 1 game model (Run, Jump, Throw) in general and then relate it to the physical learning process in SDN 67 Palembang. Because nature of physical education in elementary schools is an educational process that aims to build the growth and development of students from the physical, intellectual, movement skill, and attitude aspects that are carried out through physical activity or gestures so that they become healthy, intelligent, skilled human beings, and virtuous character so that it can have a good influence on the quality of his life in the future. It is necessary to pay attention to the implementation of physical education in schools because in supporting the growth and development of students it is also determined by the implementation of physical education in schools. Physical education teachers must be more creative in optimizing the developed facilities and infrastructure. If the physical education teacher is creative, then he is able to create something new, or modify an existing one, but present it in the most attractive way possible, so that students will be more interested and enjoy participating in the physical education learning process.

Developing Social–Emotional Learning in Physical Education Through Appropriate Instructional Practices

Social-emotional learning (SEL) has become an important topic in education. SEL is also important in physical education (PE). The nature of PE has students learning in the affective, cognitive, and psychomotor domains, thus providing many opportunities for SEL. And who facilitates SEL? The PE teacher has the opportunity to provide games, activities, and experiences to assist and strengthen their students’ SEL by implementing appropriate instructional practices (AIP) in PE. This article will highlight a number of AIP that PE teachers can implement to develop their students’ SEL.

Applying Artificial Intelligence in Physical Education and Future Perspectives

Artificial intelligence (AI) is gradually influencing every aspect of everyday life, including education. AI can also provide special support to learners through academic sustainability or discontinuation predictions. While AI research remains in its early stages, we must examine how it evolves and exerts its potential over time. By utilizing AI in physical education (PE), we can increase its potential use in sports applications, and enact changes upon the nature of PE, its visualization, and repeatability. Based on the concept of AI and related research areas, this study explores its principles and use in PE, and presents a focused, in-depth analysis of the areas of PE technology where AI could be applied—customized PE classes, knowledge provision, learner evaluation, and learner counseling methods. Our findings highlight the expertise required for future PE teachers in applying AI. Regarding practice implications, this study addresses the topic of AI innovations affecting all life domains, including PE; it highlights AI applications’ relevance to PE technology, based on existing research; it proposes that the implications of AI for PE may apply to other educational domains; and finally, it contributes to existing literature and also shares future research prospects regarding AI applications in education and sports.

EDUCAÇÃO FÍSICA ESCOLAR: ACERCA DE UMA ESPECIFICIDADE QUE EPISTEMOLOGIA NENHUMA RESPONDE

O presente artigo aborda a “natureza” e a especificidade da Educação Física escolar. Para isso, ensaia respostas a três questões: 1) No contexto da formação dos campos científicos, qual o delineamento de um possível estatuto científico da Educação Física? 2) No contexto das teorias pedagógicas e/ou dos campos profissionais, qual a natureza da Educação Física? e 3) Como se dá a especificidade da Educação Física no campo escolar? Diante destes desafios, o estudo realiza uma análise crítica da tentativa de resolução limitada à epistemologia, sustentando que as questões postas necessitam de um equacionamento ético-político. A título de considerações finais, o artigo aponta alguns balizadores considerados importantes para o enfrentamento do conjunto das questões, que nos desafiam no campo educacional em consonância com o campo ético-político que caracteriza a forma de sociabilidade republicana e democrática.

Physical Education and Its Practical Implementation

We may have primary knowledge about physical knowledge. But the basically I will try to describe brightly the nature of physical education. We will also discuss here the importance of physical education. The historical base of physical education I will discuss here also. This is an article containing some important phases of physical education.

Further Discussion about Nature of Physical Education

With the deepening of the research on nature of physical education, academic circle has formed many different even opposing physical education concept of nature, we should reflect further criticism in order to promote to the deepening of research. In this paper, use the relationship between “people and physical education” as the starting point of reflection, cast off the yoke of the traditional way of thinking, from “productiveness”, “sensibility” and “multiple nature” perspective to explore the nature of physical education.

The history of sports and physical education in China

ABSTRACT The nature of physical education at universities in China has changed frequently in the last century owing to different educational and sports policies. Though pre-1939 sports and physical education in Europe had the same military purpose as China, China never became a colony of any of the European powers that implanted their modern sports elsewhere. The sports cultures of universities started to take different forms depending on the staff and students. This research investigates the policy of sports and education in seven different stages of China’s recent history: the late years of the Qing Dynasty (1895–September 1911), the period of the Republic of China (October 1911–September 1949), the starting phase of the People’s Republic of China (1949–October 1956), the phase of transition (1957–1965), the phase of the Cultural Revolution (1966–1976), the phase of recovery and transformation (1977–September 1992) and the phase of reform and opening up to new development (October 1992–present). The results show that the government policy promoted the development of university sports a lot.

Students’ Perceptions on Physical Education Teachers’ Compliance with the Professional Code of Ethics and Conduct in Tanzania

The nature of Physical Education (PE) is grounded in movements, games and sports; this lends itself to a high rate of interaction between PE teachers and students. As such, PE teachers need to be aware and comply with their professional code of ethics and conduct (PCEC) in their relationship with students during theory and practical lessons as well as during interschool competititons and outside school contexts. The idea of PE teachers' compliance with PCEC in Tanzania has not been widely investigated, so this study is rare and important to the field. The purpose of the study was to determine the perception of students on PE teachers' compliance with PCEC in Tanzania. The study utilized descriptive survey design and was conducted in secondary schools and teachers’ colleges that had PE and sport programs. Purposive sampling was adopted to select PE students and data were collected through a questionnaire. Participants were 720 students who were either studying PE or participating in school sports. It was concluded that PE students perceive their teachers as having a high level of compliance with the PCEC and their perception is influenced by their level of education. It was recommended that there is a need to improve and sustain PE programmes in schools and colleges, emphasize training in the codes for teachers, and moral education for students. There is also a need to improve teacher-student-relationship and school-community partnerships through sports. Further study should be conducted to determine unethical behavior in teacher-student relationships in the context of school sport.

Injury Prevention in Physical Education: Scenarios and Solutions

The purpose of this article is to provide physical educators with practical strategies that can assist in preventing injuries in the classroom. The dynamic nature of physical education and the numerous tasks physical educators must complete daily can be challenging. Embedded in these challenges is the constant risk of student injury. Fortunately, there are things that educators can do to counteract the potentially dangerous situations that can lead to student injury. This article identifies several real-life scenarios associated with potential student injury. Additionally, each scenario is accompanied by strategies that can be used to prevent future injuries.

What If They See Me Miss? Nuances of Teaching in a Movement-Based Environment

This article describes aspects of the physical education context that set it apart from other instructional contexts. While physical educators share numerous attributes with other teachers — for example, a love of children and a commitment to their content area — many distinctions exist, as well. The nature of physical education is such that instruction occurs in a physically active environment. This dynamic environment is filled with structures and features that contribute to its uniqueness. Those features are the expectation of movement, the potential for physical injury, the public nature of physical education, the physical environment, the emotional context, large class sizes, and group work/teamwork/role-taking. Unfortunately, often the most powerful memories that people have of physical education are negative ones, such as being chosen last or having to perform in front of others. Decisions made at the district and state level sometimes result in the marginalization of physical educators. This article discusses these aspects of physical education that set it apart from other educational environments.

Experiences and perceptions of physical education

This research has studied how children and young people, who are deemed by their school to have social, emotional and behavioural difficulties (SEBD), experience the National Curriculum of Physical Education (PE) in England. Research has previously highlighted the physical, social, affective and cognitive benefits of participation in PE. Furthermore, practical, physical and expressive creative experiences in education have been cited as being an important constituent when educating children with SEBD. However, research has yet to address the experiences of the child with SEBD alongside the ideological benefits of their participation in physical education. After a period of sensitisation to the field in a number of pilot schools, 24 weeks in total were spent immersed in the cultures of two mainstream schools in the west of England. After six weeks of local familiarisation, during which field notes and research diaries were kept, weekly interviews with each of six case study participants commenced. In this research, a PE environment afforded opportunities to spend time and build trust through co-participation in the negotiation of socially constructed roles in the subject. The six case study participants, whose experiences were explored, make reference to, amongst others: their affinity towards the physical nature of PE, and the perception of it being a subject allowing for freedoms not found elsewhere in the curriculum as well as one which cemented both the positive and negative social systems in relation to their relationships with peers. Inductive processes of analysis utilising constant comparison methods between data sources have generated data which show signs of both the idiosyncratic nature of multiple truths and some common ground in their experiences.

Beginning & graduating student-teachers' beliefs about physical education: a case study

This paper reports the findings of a case-study that examined the different beliefs about the nature and purpose of physical education of beginning and graduating physical education teacher education students. Four themes emerged from the findings: ‘physical education as sport versus physical education as more than sport’; ‘the perceived importance of the biophysical sciences'; ‘health and physical education - a field of multiple discourses'; and ‘from a position of uncertainty to one of complexity’. The beginning PETE students saw physical education as being synonymous with sport, whereas the graduating PETE students described physical education as being more than sport. While the beginning students' beliefs about the nature and purpose of physical education were naturally limited, the graduates conveyed a much deeper understanding of the complexity involved in both defining the field and describing the nature of the physical education teacher's role.

GCSE physical education and the embodiment of gender

Research within the area of the sociology of physical education (PE) recognises that it is a subject which reinforces dominant ideologies about gender. The gendered nature of PE appears to continue into General Certificate of Secondary Education (GCSE) examinable PE, as the proportion of boys being examined in GCSE PE compared to girls is nearly 2:1. Given the recent drive and initiatives such as the Girl Active scheme, run jointly by Norwich Union and the Youth Sport Trust to get girls active, GCSE PE may have a role to play increasing girls' involvement in physical activity and healthy lifestyles. This paper seeks to explore, through qualitative focus group interviews with Year 10 girls, how girls' experiences of PE and GCSE PE are gendered. The findings of this paper suggest that GCSE PE does little to breakdown existing gender relations of PE and often reinforces ideas about the gendered body.

`Does knowing stuff like PSHE and citizenship make me a better teacher?': Student teachers in the teacher training figuration

One of the key elements of figurational sociology is the emphasis on understanding complex networks of interdependencies in which people are involved. The focal point of this paper is the process of initial teacher training (ITT) and the relationships of which student teachers are part during their ITT course. The paper does not look at what student teachers ought to think; rather, it is an exploration of why student teachers may think the way they do. The paper uses data which were collected as part of a larger project funded by a Teacher Training Agency small research grant. Results suggest that student teachers value aspects of their course differently. In particular, student teachers value university practical sessions and school-based experiences over university-based theory sessions, which are considered irrelevant to the actual practice of teaching. Despite attempts by university tutors to engage student teachers in academic discourses about the nature of physical education (PE), student teachers' perceptions of PE did not change during their course. Further, student teachers perceived conflict between the university-based theoretical elements and the school-based elements of the course.

Philosophies, Ideologies and the Practice of Physical Education

Reporting ongoing and developing research this paper examines what might loosely be called the ‘philosophies’ of physical education (PE) teachers from a sociological perspective. The paper is concerned, in part, with the relationship between, on the one hand, philosophies which have been articulated by academic philosophers seeking to define what they consider to be the ‘essential’ characteristics or nature of PE and, on the other hand, ideas about PE which are held by teachers who have the practical task of teaching PE within schools. Making use of autobiographical references the paper outlines two influential philosophical conceptions of PE before offering a brief outline of a figurational perspective on the sociology of knowledge. By exploring the social relationships in which PE teachers are involved the paper takes tentative steps towards a more adequate understanding of PE teachers' ‘philosophies’. The paper offers preliminary thoughts on what, it might be hypothesised, are likely to be some of the more salient influences on the development of teachers' ‘philosophies’ of PE, by relating the network of social relationships of which PE teachers are a part to their views on the nature and purposes of PE. In doing so, the paper concentrates on three areas: (i) teachers' biographies, including their own experiences of sport and PE as school pupils and as teachers‐in‐training, and the impact of these experiences on their sporting and teaching identities; (ii) the practical constraints of teaching PE within schools; and (iii) the professional marginality of PE and the ideologies associated with attempts at professionalisation. It is argued that if we wish to understand teacliers' ‘philosophies’ of PE, then we must study them not as abstract philosophical systems of ideas, but rather as practical, everyday ‘philosophies’ which provide practical guides to action as well as a justification for those actions.

Dealing with the Powers that Be

This study drew on the life history approach, specifically life story through interview, to examine a bellwether case of an experienced teacher implementing a new senior high school subject in the area of physical and health education. Discussions with the teacher focussed on power relations at her school as they affected and were affected by the implementation process. Two theoretical approaches were used to analyse the data. First, Ball's micro‐political conceptual frame (power, goal diversity, ideological disputation, conflict, interests, political activity, and control) was used to provide a meaningful basis for discussing her political activity. Second, in focussing specifically on power Gore's framework of four conceptions of power (‐as‐property, ‐as‐dominance, ‐as‐productive, and ‐as‐creative energy) took the analysis to a deeper level to probe how the teacher conceptualised, dealt with, and mobilised power. These analyses revealed that in implementing the new subject she had to deal with disputed ideologies about the nature of physical education within her department and about the relative value of different subjects between her department and other faculties. She also had to contend with the pervasive ideology of mind over body as reflected in the traditional curriculum championed by the principal. What strongly came through in this study was the teacher's strategic approach to deal with opposing forces, particularly how she negotiated avoiding direct confrontation with those who represented administrative power in her school. Besides teachers requiring substantial subject matter and content pedagogical knowledge (Shulman, L., 1987), as with Sparkes, Templin and Schempp's examination of physical education as a marginalised subject (Sparkes, A., Templin, T. & Schempp, P., 1990), this research suggests that those introducing a curriculum innovation need to understand the micro‐political forces that operate within their schools and to develop strategies that deal with those forces and to use them to advantage. Effective strategies, in this context, were associated with reducing professional isolation through developing professional networks and balancing a non‐confrontationalist approach with the need to take a stance on an ideological position. From this study, it is clearly evident that curriculum implementation is a political activity.

Physical Education: A Professional Field

Considerable effort has been expended toward the development of a discipline of physical education. The nature of physical education, however, reveals that it is more likely a professional field than a discipline. What is required is a means to draw from the several contributing disciplines and subdisciplines information needed to improve the practice of physical education. A model is described which centers on “disciplined study in physical education” in which the integration and synthesis work necessary to produce a theorypractice link is undertaken.

女性像の変遷と女子体育についての研究 : その1

This study aimed to examine how the physical education of women contributes to the formation and realization of female image by survey of female image and a view of the physical education for women. This paper also intended to examine the affinity and the difference between the ideal image and the nature of physical education and to obtain some materials for the purpose of improvement of the physical education of women. 1998 students of both sexes covering middle school, high school and college have been Selected. This survey was carried out in June-July 1966 and 1967. The results are as follows: 1) There are dome difference in female image of both sexes. The female wants to cultivate her abilities and to pursue her own life, whereas the male expects the opposite sex to be graceful, homely good wife and virtuous mother and does not want very much the opposite sex to cultivate her abilities. 2) About the efficacy of sport to cultivate the ideal female image, it is understood that this depends on the characteristics of each sport. Volley ball and athletics are supposed to have an effect to promote strong will and social consciousness. Dance is considered to have an effect on emotion and graceful action. It is also supposed that gymnastics are effective to cultivate flexibility and strong will. Swimming is considered to have an effect on emotion and strong will.