Perceptions Of Physical Education Research Articles

Norwegian youngsters’ perceptions of physical education: exploring the implications for mental health

ABSTRACT Improving young people’s mental health has become a priority for policy-makers in Norway as elsewhere. Although the evidence is limited, physical activity has been identified as having a role in mental health promotion with school physical education (PE) typically being presented as a suitable setting. Few studies, however, have explored young people’s perceptions and experiences of PE and the possible consequences for their mental health – the departure point for this paper. We approach this issue sociologically by focusing on the processes through which PE is enacted. Qualitative data were generated by 31 focus groups involving 148 youngsters from the 10th grade (15–16-year-olds) in eight secondary schools in Norway. The overarching theme to emerge was that PE was valued by the students for what it was not as much as what it was. The appeal of PE often lay in being different and a break from ‘normal’ school lessons and, at the same time, an opportunity for informal social interaction and strengthening social bonds. Enjoyment of PE – even among those with limited sporting competence – was understood as giving rise to cathartic benefits and an antidote to their increasingly academic, routinized and performance-oriented school lives. However, processes relating to the organization, delivery and assessment of lessons meant that these benefits were sometimes compromised for some young people. We conclude that as far as the mental health of young people is concerned, the best justificatory defence for PE becomes physical recreation as a solution to (academic) schooling rather than PE as education.

Students’ perceptions of electronic’s module in physics practicum

This study aims to determine the views of students majoring in mathematics education and natural science faculty of teacher training and education science at Universitas Jambi to use electronic’s module in physics practicum which is based on science process skills. The study involved 117 students majoring in mathematics education and science which consists of 59 students of physical education and 58 students of mathematics education. This research is descriptive quantitative research in order to obtain information mean (M), median (Me), mode (Mo), percentage, the range of the maximum value and the minimum value. Data was collected by using questionnaires and interviews. Based on the research results from students’ perceptions of physical education in good category at 64.4% while the student's perception of mathematics education in good category amounting to 55.2%.

Effect of the Mobbing Perceptions of Physical Education and Sports Teachers on the Organizational Commitment Levels

Effect of the Mobbing Perceptions of Physical Education and Sports Teachers on the Organizational Commitment Levels

유아교육기관 학부모들의 유아체육 인식과 만족도가 전문지도자 양성방안에 미치는 영향

The purpose of this study is to verify the effects of the parents perception of and satisfaction with infant physical education on the fostering of professional trainers. For this, a total of 227 parents with young children attending one of those early childhood education institutions in Seoul and Gyeonggi area have been selected as subjects of this study. The collected data have been analyzed through various statistical analytical tools, including frequency analysis, exploratory factor analysis, reliability analysis, correlation analysis and multiple regression analysis with the use of SPSS version 23.0. The study findings and conclusions are as follows. First, the cognitive development among the perception factors of physical education has turned out to have a significant effect on physical education teachers, which is one of the satisfaction factors of infant physical education, and the emotional and social development has been found to have a significant effect on effectiveness, physical education teachers, and facilities as well. Second, emotional and social development among young children’s perception of physical education has been found to have a significant effect on the fostering of professional trainers. Third, effectiveness and physical education teachers among the satisfaction factors of physical education have been found to have a significant effect on the fostering of professional trainers.

An Analysis of Self-efficacy Perceptions of Physical Education and Sport Teacher Candidates and Other Teacher Candidates on Teaching Profession

<p style="text-align:justify">Aim of this research is to identify the self-efficacy perception levels of teacher candidates studying at department of Physical Education and Sport and other teaching departments towards teaching profession, to present whether these the self-efficacy perceptions differ or not depending on independent variables acquired from the personal information of the candidates. It is important that Physical Education teacher candidates have high levels of self-efficacy perception on teaching profession. A total of 904 teacher candidates 175 of whom are studying at department of Physical Education and Sport participated into the research voluntarily. “The Self-efficacy Perception Scale of Teacher Candidates towards Themselves” is used in the research. It is seen that Physical Education teacher candidates have higher levels of self-efficacy perception than other teacher candidates and that self-efficacy perceptions on teaching profession differ depending on gender variable. Also, it is found out that the correlation coefficient between scores obtained in the scale is meaningful both for Physical Education teacher candidates and other teacher candidates.</p>

The love of sport: an investigation into the perceptions and experiences of physical education amongst primary school pupils

Inactivity amongst children and adults in the UK is currently of great concern. Attitudes towards physical activity develop during childhood and may influence physical activity patterns in later life. This research investigated the experiences and perceptions of physical education (P.E.) amongst primary school pupils. The study established overall attitudes towards P.E. amongst 296 primary school (age 5 – 11) pupils (male = 150; female = 146) in an affluent U.K. primary school. Following completion of a simple questionnaire, 50% of pupils indicated a very positive attitude towards P.E. and just 1% indicated a very negative attitude towards the subject. A progressive focusing approach was used to examine individuals reporting negative attitudes towards P.E., with the aim of establishing how and why these attitudes had developed. Several factors were identified and those most regularly cited were: a lack of self-efficacy, a lack of perceived autonomy, family and peer factors and individual physical and personality factors. A set of ten guidelines was produced with the aim of promoting positive P.E. experiences for all pupils; these included a focus on enjoyment of P.E., development of an environment where pupils have a sense of autonomy and developing self-efficacy amongst all learners.

Physical education in Aotearoa New Zealand primary schools

Whilst globally there has been a great deal of discussion and rhetoric regarding the state of physical education at the primary level, there is a paucity of evidence regarding teachers’ perceptions of quality physical education in practice. Therefore, the purpose of this research was to explore and interpret primary school teachers’ perceptions of physical education in Aotearoa New Zealand (NZ) and identify the influence(s) of education, sport and health policies on these perceptions. This study utilized a mixed methods design, including a questionnaire of 487 classroom teachers from 133 different primary and intermediate schools in five regions (North Auckland, Auckland, Wellington, Canterbury and Southland) across NZ. The research team also interviewed 41 classroom teachers from across the five regions. Three themes were drawn from the teacher surveys and interviews: muddled thinking; teacher levels of confidence; and physical education or sport. The findings suggest that a number of policies and practices have strongly shaped what occurs ‘in the name’ of physical education in primary schools. These have created a ‘perfect storm’ for primary physical education in NZ and there is concern that the reality of what occurs in practice does not meet the expectations of the national curriculum. There is a need to re-shape the principles and ideals of current practice in primary physical education rather than accepting the historical sports, competition, fitness, fundamental sport skills and ‘Kiwisportification’ of physical education.

Erratum to: Teachers’ Perceptions of Physical Education in Aotearoa/New Zealand Primary Schools

Erratum to: Teachers’ Perceptions of Physical Education in Aotearoa/New Zealand Primary Schools

Teachers’ Perceptions of Physical Education in Aotearoa/New Zealand Primary Schools

This study examines practicing primary school teacher’s perceptions of the teaching of physical education in their schools. There has been some criticism of primary school physical education but until now this criticism has been largely based on a number of small studies involving limited numbers of teachers and schools. This study involved surveys of 487 teachers and in-depth individual interviews with 33 teachers located across six major regions of Aotearoa/New Zealand. The findings are presented in four themes: what does physical education look like; who teaches physical education; planning, assessment and reflection; and influences on the teaching of physical education. The study identified that what occurs in the physical education space in primary schools is often inconsistent and variable. The findings are discussed in relation to the requirements of the New Zealand Curriculum, the 2014 National Monitoring Study of Student Achievement report and previous research on primary school physical education. The article concludes by discussing future directions for the teaching physical education in light of these findings.

Investigation of Self-Reported Teaching Style Preferences and Perceptions of Physical Education and Sport Teacher Candidates.

The purpose of this study was to investigate self-reported teaching style preferences and perceptions of physical education and sport teacher candidates which studying Physical education and Sport Teacher department and teaching formation certificate programme Randomly selected two-hundred and thirty physical education teacher candidates studying in 3 different universities participated in the study. In order to collect data Turkish version of “Physical Education Teachers’ Perceptions of Teaching Styles-(PETPTS)” was used. Data were analyzed by using IBM SPSS (version 20.0). Descriptive statistics were presented. For statistical analysis, repeated measures anova was performed. According to analysis, while command style was the most preferred teaching styles of both physical education and sport teacher candidates, at the least was self-teaching styles. In addition to, Physical education teacher candidates were the highest command style perceptions while teaching formation certificate programme were the highest practice style in teaching style perception value. As a result of repeated measure of analysis, statistically significant interaction was found each sub-dimensions of using teaching style levels and teaching style perceptions As a result of this study, difference was not found at prefered teaching style and perception values of sport teacher candidates which studying Physical education and Sport Teacher department and teaching formation certificate programme. In cause of this situation, we can say that regardless of department of physical education and sport fundemantels, show similiar teaching styles. Also, teaching a new skill in physical education and sport result from, multiple teaching styles can be used interbedded. So that, teaching formation certificate programme does not change teaching styles of physical education and sport teacher candidates

The importance of indirect teaching behaviour and its educational effects in physical education

Background: Physical education teacher behaviour has been a subject of study in physical education including physical education teacher education for 30 years. However, the research on teacher behaviour has tended to focus on direct teaching behaviour (DTB) to demonstrate the benefits of effective teaching, centred on a technical understanding of the process of teacher behaviour. A holistic approach for teaching behaviour is needed in order to give students educational experiences.Aims: Drawing on the studies of implicit ways of teaching, the aim of this paper is to provide a new approach of researching teacher behaviour in order to understand the social and moral assumptions and to promote students' motivation to engage in physical activities that are embedded in the act of teaching in physical education through the identification of indirect teaching behaviour (ITB).Method: An ethnographically informed case study based on participant observation (eight months) was employed. The researcher observed students in two 8th-grade (13 years old) co-ed physical education classes in South Korea. Participant observation was supported by participant observer field notes, audio/video recordings of classes, questionnaires, and interviews.Findings: Through inductive analysis of the data, the multiple ITBs were identified including tone of voice and intonation, humour, facial expressions and gestures, dress code and setting an example, touch, encouragement, and care. ITB had a powerful influence on students' social and moral development in terms of reflecting on themselves by the teacher's positive modelling, cooperating with other friends and learning the intrinsic value of physical activities and sports. ITB was also found to impact the student's perceptions of physical education and their physical education teachers, which seems to encourage them to learn more about the lesson.Conclusions: An understanding of ITB will help broaden the perspectives on teaching methods used and studies conducted in physical education beyond the dominant approach of DTBs. Teachers need to reflect upon their behaviour in the physical education class, even if their teaching behaviours are regarded as trivial. Furthermore, the understanding of ITB can also play a pivotal role in encouraging pupils to enjoy the intrinsic value of physical education centred on moral values, and fostering a passion for physical activity that extends into participation for life. In this sense, this insight suggests that researchers re-examine the power of ITB in relation to teachers' professional competence. Teacher educators need to intentionally cultivate the character of teacher candidates in their professional preparation phase in addition to ITB-related studies in physical education.

A Retrospective Examination of LGBTQ Students’ Perceptions of Physical Education

Approximately twice as many self-identified LGBTQ high school students report being bullied on school property than their hetero-sexual peers (Centers for Disease Control and Prevention, 2019). Unfortunately, students who experience peer harassment are at an increased risk of depression and anxiety. Given that physical educa-tion is a context in which students should feel safe to explore health-enhancing behaviors, it is important to examine how LGBTQ students perceive this unique environment. Therefore, the purpose of this inves-tigation was to qualitatively explore LGBTQ college students’ percep-tions of high school physical education. Six undergraduate students identifying as LGBTQ consented to participate in the IRB-approved study. Participants were formally interviewed for 30 to 60 minutes us-ing a semi-structured interview guide grounded in a social-ecological framework (Espelage & Swearer, 2004). Results indicate that partici-pants remembered high school physical education as a toxic setting in which peer harassment was the norm. Participants also described that physical education teachers were ill equipped to address homophobic bullying, often ignoring its occurrence in both the gym and the locker room. The results of this investigation will hopefully illuminate the unique social-ecological reality that LGBTQ students face in the physi-cal education setting.

Sharing global voices: Perceptions of physical education and school sport worldwide

Sharing global voices: Perceptions of physical education and school sport worldwide

Worth A Thousand Words – How Drawings Provide Insight into Children-s Attitudes and Perceptions of Physical Education

Worth A Thousand Words – How Drawings Provide Insight into Children-s Attitudes and Perceptions of Physical Education

Implementing formative assessment in primary physical education: teacher perspectives and experiences

Background: Incorporating assessment as a regular practice can enhance teaching and learning in primary physical education. However, there is little evidence to suggest primary teachers use assessment strategies regularly in their physical education classes. Purpose: To explore the impact of incorporating assessment into primary teachers’ physical education practices on (a) their perspectives on assessment and (b) teaching and learning in primary physical education. Methodology: Primary teachers in Limerick (n = 2) and Dublin (n = 3) participated in initial focus group interviews exploring practices and understandings of assessment in physical education. Each teacher then planned and delivered a series of lessons where assessment was considered in relation to the learning intentions. Their experiences were captured using reflective journals (Limerick) and a mid-point focus group interview (Dublin). Both groups of teachers participated in a third focus group interview after lessons were completed. Qualitative analysis by both researchers involved individual coding of the data using the constant comparison method followed by conversations on alignment of findings. Trustworthiness of the data was addressed using peer debriefing techniques. Findings: The inclusion of assessment in physical education lessons provided structure and focus to the planning, teaching and learning processes and impacted positively on both teacher learning and the children's learning. The assessment strategies focused the learners, allowed for feedback related to assessment criteria and informed future planning. Challenges for the teachers included the amount of time needed to plan, difficulty in accessing sample assessments and differentiating assessments for different class levels and abilities. Conclusion: The use of assessment strategies enhanced the quality of teaching and learning in physical education and impacted positively on the teachers’ and learners’ perceptions of physical education. The importance of supporting teachers, through provision of information on assessment strategies and samples of assessment strategies aligned with content in physical education to enhance their everyday practice, is highlighted.

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.

The effects of a professional development programme on primary school teachers’ perceptions of physical education

The impact of a professional development programme on primary school teachers’ perceptions of physical education was investigated. Primary school teachers from five local education authorities in England provided data for the study via pre‐course audits, course evaluations immediately following the programme, and focus groups and individual interviews up to 18 months after the programme. The programme was considered by the teachers to have positively affected their perceptions of physical education (in terms of their confidence in, knowledge of and enthusiasm for the subject) and, in turn, improved their practice (particularly in terms of content ideas and inclusion). Key limitations of the programme were identified as insufficient attention to specific pedagogical issues (such as medium to long‐term planning and assessment) and the absence of follow‐up support. In conclusion, the programme positively contributed to teachers’ perceptions of physical education; however, beyond this, its impact was limited by a range of factors.

Lifestyle And Physical Education

Lifestyle And Physical Education In order to improve the influence of Physical Education within schools on the creation of a healthy lifestyle, it is essential to analyze students' opinions in regard to this subject and its teachers. The aim of this research was to establish lifestyle typologies and to find out if these are correlated with the perception of Physical Education and its teachers. The participants in this research consisted of 745 teenagers belonging to three different rural environments. In order to establish typologies related to the use of spare time, a cluster analysis was carried out. Then, the relation between lifestyle and the evaluation of Physical Education was determined by means of the Chi-square test. The results show the existence of two lifestyle typologies. The group with a healthier lifestyle is the one that rates Physical Education and its teachers more positively.

Psychometric Characteristics of the Physical Education Activities Scale

Measuring adolescent perceptions of physical education (PE) activities is necessary in understanding determinants of school PE activity participation. The purpose of this study was to test initial estimates of reliability and validity of a new scale assessing high school adolescent perceptions of school PE activity with the Physical Education Activities Scale (PEAS). The 41-item visual analog scale consisted of 6 subscales: Self-Efficacy, PE Enjoyment, Personal Factors Influencing PE Participation, Behavioral Control, Barriers, and Subjective Norms that were tested on a sample (N = 90) interurban high school adolescents Grades 9-12. Cronbach's alpha coefficient of the total PEAS was alpha = .89, and for the subscales alpha ranged from .57-.81. Using known-groups analysis with male vs. female data, initial estimates of construct validity were supported with t tests for the total scale showing boys scoring significantly higher than girls for the total scale (t = -3.26, df = 88, p = .002) and for 5 of the 6 subscales: Self-Efficacy (t = -2.65, df = 88, p = .01); PE Enjoyment (t = -3.05, df = 88, p = .003); Personal Factors Influencing PE Participation (t = -2.66, df = 88, p = .009); Behavioral Control (t = -2.20, df = 88, p = .03), and Barriers (t = -3.41, df = 88, p = .001). There was not a gender difference for the subjective norms subscale. Evidence indicated that the PEAS was sensitive enough to distinguish between female and male perceptions in the expected direction on factors that influence PE activity participation. The PEAS demonstrated acceptable reliability and validity evidence in measuring adolescents' perception of school PE activities.

‘To participate or not to participate?’—status and perception of physical education among Muslim Arab-Israeli secondary school pupils

It is widely reported that physical education (PE) is less popular among girls than boys. This is sometimes accounted for with reference to puberty-related physical changes associated with growing awareness of gender stereotypes. When it comes to societies which are conservative regarding women's role, such as the Muslim Arab-Israeli society, a more complicated picture emerges regarding participation of girls in PE class. The goals of the present study were to examine the participation rates in PE class among a sample of high-school Muslim Arab-Israeli pupils, to identify factors that shape their perceptions towards PE and to build models predicting participation in PE class. The findings revealed that the probability of girls’ participation in PE class is related to a PE-supporting family and to the personality and professionalism of the PE teacher. The models are discussed in the context of how to assimilate PE among girls despite a cultural environment that disapproves it.