Perspective Of Physical Education Research Articles

La construcción teórica del campo de la enseñanza deportiva desde la Globalización

Este trabajo es producto del proyecto de investigación: Los discursos de la enseñanza de los deportes desde la perspectiva de la educación física. Análisis sobre la construcción teórica en el campo desde el comienzo de la Globalización. Proyecto en el que se indagó de manera panorámica y epistemológica sobre la conformación de los discursos que se presentan en el campo de la enseñanza deportiva, en especial, a partir del comienzo de lo que se conoce como Globalización. Este trabajo forma parte del informe final que se presentó ante las autoridades correspondientes que evalúan y califican los proyectos de investigación en la Argentina. En este artículo se expone la manera en que esta lógica que emergió como un cambio político-comunicacional, llegó a condicionar también el campo de las prácticas deportivas y de su enseñanza.

Attempting inclusive practice: perspectives of physical educators and adapted physical educators

ABSTRACT Inclusive education has become a global area of study, yet research has highlighted challenges with inclusive practices among teachers in integrated physical education contexts. The purpose of this study was to examine physical education and adapted physical education teachers’ perspectives on how they attempt inclusive practice in integrated physical education. Using a qualitative description design, 78 teachers (30 physical education, 48 adapted physical education) responded to an open-ended survey item related to their inclusive practice. While the teachers believed that they did the best they could with their inclusive practices, which often relied on collaborative efforts to meet students’ needs, they highlighted challenges of inadequate support, unqualified staff, and integrating students with severe disabilities. To mitigate these challenges, teacher education can better prepare preservice PE and APE teachers to navigate the sociopolitics of working in public schools and to collaborate effectively with other personnel to meet the needs of students.

Tendências internacionais na Educação Física colombiana: algumas apropriações

Este artigo analisou a recepção, a partir dos anos 1970, de algumas perspectivas internacionais da Educação Física na Colômbia, representadas por nomes como Le Boulch, Parlebas, Cagigal, Kurt Meinel, etc. Metodologicamente, baseou-se no estudo sistemático das revistas “Educación Física y Deporte” e “Lúdica Pedagógica”, bem como na realização de 16 entrevistas com importantes personagens da Educação Física colombiana. Os resultados indicaram as apropriações realizadas, destacando seus impactos teóricos na área.

O ensino da ginástica na escola: um relato de experiência com a pedagogia histórico-crítica

O presente texto é um relato de experiência, resultante de uma prática pedagógica sistematizada da educação física escolar, eixo temático Ginástica, em uma escola conveniada da Secretaria Estadual de Educação (SEDUC) de Goiás. Para a construção e desenvolvimento da nossa proposta tomamos como referencial a pedagogia histórico-crítica e a perspectiva crítico-superadora da Educação Física. Destacamos as possibilidades e desafios do conteúdo Ginástica na prática pedagógica da Educação Física Escolar desenvolvida com alunos do 9º ano do Ensino Fundamental II, na qual o Festival de Ginástica se apresentou como uma possibilidade relevante para se trabalhar a ginástica nas aulas de Educação Física na escola. Podemos concluir que a ginástica proporcionou aprendizagens significativas para os alunos e esperamos que esta experiência possa auxiliar os professores a refletirem sobre este tema na escola.

A influência do Movimento Renovador em aulas de Educação Física no Rio de Janeiro

Como crítica à perspectiva da Educação Física Escolar voltada à aptidão física e ao desenvolvimento técnico-esportivo, a partir da década de 1980 surge o Movimento Renovador. Ao longo dos anos, essas propostas foram incorporadas aos cursos de formação e aos documentos oficiais de ensino. Era de se esperar que as aulas representassem as propostas desse movimento, mas paradoxalmente temos visto intervenções difusas e até aleatórias, muitas vezes representadas pelo “rola a bola”. Diante da necessidade de investir em práticas inovadoras e a fim de abolir o caráter de estudos que apenas promovem denúncias, este estudo buscou professores que, alinhados ao movimento renovador, procuram desenvolver aulas que se aproximam e representam tais propostas. Assim, buscou-se investigar a influência do movimento renovador na intervenção pedagógica de 3 professores de Educação Física da rede municipal de ensino do Rio de Janeiro. Utilizou-se uma ficha de observação sistemática composta por indicadores didático-metodológicos. Conclui que o grupo analisado parece ter superado o esporte como conteúdo hegemônico da Educação Física, além disso, os dados revelam possibilidades de contextualização dos conteúdos da cultura corporal valorizando a diversidade, identidade e patrimônio cultural dos estudantes como possibilidade de formação cidadã.

Equoterapia e educação física: estudo de caso com praticante autista

Pessoas com algum tipo de deficiência realizam algum tipo de terapia para aprimoramento de suas capacidades e habilidades, normalmente com uma equipe multidisciplinar que envolve fisioterapeutas, profissionais de Educação Física, psicólogos, pedagogos, entre outros. A Equoterapia é um tratamento terapêutico que engloba o desenvolvimento psicomotor, o autoconhecimento educacional, comportamental, bem como a socialização, com atividades que associam o cavalgar do cavalo com dinâmicas e exercícios que estimulam o praticante a um potencial desenvolvimento. A atuação da Educação Física na reabilitação com essa terapia é ainda pouco explorada. Além disso, estudar um praticante que apresenta características do espectro autista, com algumas dificuldades na fala, movimentos estereotipados e problemas de convivência, inclusive com animais, torna-se um desafio adicional. Avaliar a intervenção na Equoterapia, em um estudo de caso com um garoto autista, a partir da perspectiva da Educação Física. Estudo de caso de quatro intervenções de Equoterapia, de um praticante de sexo masculino, com 6 anos de idade, com autismo, ótima expressão cognitiva, dificuldade na coordenação motora, variações de comportamento, movimentos estereotipados (como andar na ponta do pé e mexer a mão repetidamente) e a mãe o acompanha nas sessões. Foi realizada avaliação subjetiva semanal com a mãe e com Equoterapeuta responsável de aspectos relacionados a evolução do praticante. Houveram melhoras em aspectos do comportamento, ansiedade, força, medo, interação com animais, movimentos estereotipados e independência para ambas as avaliadoras. A presença da ludicidade, proporcionada pelo profissional de Educação Física parece ter sido fundamental para a evolução do praticante em curto espaço de tempo, mostrando um reforço positivo da atuação do profissional em Educação Física na Equoterapia.

Using a Game Sense Approach to Teach Buroinjin as an Aboriginal Game to Address Social Justice in Physical Education

Purpose: To explore a teacher educator professional learning opportunity within the context of a taught unit of work at a government primary school in Canberra, Australia’s national capital. The unit of work focus was a traditional Australian Aboriginal game taught using a Game Sense Approach to deliver a socially just version of quality physical education. Method: A qualitative self-study methodology was adopted where the participants were Author 1 and 49 Year 5 students (aged 10–11 years). Results: Game Sense Approach was found to be an effective professional learning opportunity for Author 1, while Author 2’s knowledge about Indigenous perspectives in physical education was extended. In addition, student participants valued the taught lessons, which highlighted issues of social justice. Discussion/Conclusion: It is possible for the self-study approach described here and seemingly incompatible epistemological approaches to work together to realize a socially just version of quality physical education that can inform physical education teaching beyond this study.

Role of AI physical education based on application of functional sports training

The physical health test of college students is an important part of the school physical education work and an important part of the school education evaluation system. It is an educational method that promotes the healthy development of students’ physical fitness and encourages students to actively take physical exercises. It is an individual evaluation standard for students’ physical fitness. It is also one of the necessary conditions for students to graduate. In order to improve the physique and health of college students, this article first introduces functional exercise tests to comprehensively measure the exercise capacity of the main muscle groups and joints of the human body, and integrate flexibility and strength qualities. Secondly, this article quantitatively studies the interaction law between the natural light environment comfort of sports training facilities and architectural design elements, and adopts appropriate dynamic optimization methods to improve the light environment quality of the sports space, thereby enhancing the visual comfort of the sports crowd in the stadium. Finally, the artificial intelligence technology is introduced, through the design of artificial intelligence system, intelligent data collection, and analysis. From the perspective of physical education, the functional exercise test based on artificial intelligence conforms to the essential meaning of the physical fitness test and helps to enhance the awareness of college students’ physical exercise. And the intelligent remote multimedia physical education system based on artificial intelligence makes the physical education process flexible, free from time and place restrictions, and can adopt different teaching strategies according to the different situations of students to implement personalized teaching.

Physical Education and health: perspectives for high school

Abstract This study aims to discuss the perspectives of Physical Education for high school regarding health. To this end, a literature review was developed, and a pedagogical work proposal was presented. The literature review sought theoretical subsidies, especially in documents that guide the practice of physical education in school environments, whereas the proposal was constructed from the dialectical pairs presented by Luiz Carlos Freitas (objectives x evaluation and content x methodology). In this study, a proposal was made so that Physical Education can contribute to the training of critical and independent subjects in relation to the opinions they assume. We believe that this proposition can encourage students to reflect on the body and health regarding contemporary precepts of the active and healthy lifestyle, providing an expanded look at body practices and life.

Contribuições do pós-colonialismo para o currículo cultural da Educação Física

Percepções apressadas afirmam que os problemas do colonialismo foram dissolvidos, finalizados, e que agora vivemos numa época livre de qualquer conflito ou tensão. O pensamento pós-colonial acena o contrário. Persiste um nítido reconhecimento que forças de dominação apenas se ressignificaram, marcando a passagem de uma configuração ou conjuntura histórica de poder para outra, assim, problemas de dependência, subdesenvolvimento e marginalização, situações bem características do período colonial, persistem de maneira vigorosa na pós-colonialidade. Num esforço para descolonizar o currículo da Educação Física, um grupo de docentes deixou-se inspirar pelos argumentos pós-colonialistas e desenvolveu experiências pedagógicas em escolas públicas de Ensino Fundamental. Os documentos que os professores produziram como forma de registro da prática pedagógica foram submetidos ao confronto com o referencial pós-colonial de Homi Bhabha e da perspectiva cultural da Educação Física. Os resultados evidenciam uma prática político-pedagógica a favor de quem sofreu, e ainda sofre, com a mão pesada do poder imperial colonial.

Perspectivas da educação física para a população idosa

OBJECTIVES: To characterize: i) the role of physical education in the elderly population; ii) the programs and physical exercise proposals that have been used in Brazil in the last 10 years; and iii) the perspectives of physical education in the elderly population. DESIGN: Literature review and abstracts of Annals since 2007 conducted in PubMed, MEDLINE, SciELO and Scholar-Google databases through the following descriptors: physical exercise, physical education, life expectancy, years of a healthy life, among others. Books with scientific content were also consulted. Afterward, a critical analysis was performed on the studies found in descriptive text. CONCLUSION: Physical education has recognized relevance in aging, and new perspectives are established in the political and social empowerment in health promotion in the elderly. Physical activity programs need to widen opportunities and evidence of effectiveness/effectiveness results.

Towards a pedagogy of love: exploring pre-service teachers’ and youth’s experiences of an activist sport pedagogical model

ABSTRACTIntroduction: Several studies demonstrate the benefits of socially critical work in physical education and sport which value the importance of taking action intended for democracy, empowerment and critical reflection [Devis-devis, Jose. 2006. “Socially Critical Research Perspectives in Physical Education.” In The Handbook of Physical Education, edited by David Kirk, Doune MacDavid, and Mary O’Sullivan, Vol. 9, 37–58. London: Sage]. An ‘ethic of care’ has been proposed as a moral basis for socio-critical work, describing caring or love as being the basis for pedagogic dialogue and commitment to young people [Rovegno, Inez, and David Kirk. 1995. “Articulations and Silences in Socially Critical Work on Physical Education: Toward a Broader Agenda.” Quest (Grand Rapids, Mich) 47 (4): 447–474]. Although we have a body of research on socially critical pedagogy in physical education and sport that highlights the importance of an ethic of care (e.g. Ennis, Catherine D. 1999. “Creating a Culturally Relevant Curriculum for Disengaged Girls.” Sport, Education and Society 4: 31–49; Hellison, Don. 1978. Beyond Balls and Bats. Washington: American Alliance for Health Physical], there is little research that aims to explore teachers’ and youth’s experiences in living this kind of pedagogy.Purpose: The aim of this study was to explore both pre-service teachers’ and youth’s experiences of an activist sport pedagogical model for working with youth from socially vulnerable backgrounds and to interrogate the way in which a pedagogy of love emerged.Participants and settings: Participatory action research framed this 3-semester study (18 months). Participants included 10 pre-service-teachers (PSTs), 90 youths and a researcher (the lead author).Data collection/analysis: Data collected included: (a) lead researcher observations collected as field notes; (b) collaborative PSTs group meetings; (c) PSTs’ reflective diaries after each teaching episode; (d) PSTs and youth generated artefacts; and (e) PSTs and youth focus groups and interviews. Data analysis involved induction and constant comparison.Findings: A pedagogy of love emerged when we implemented the activist sport pedagogical model across three semesters in a socially vulnerable context with pre-service teachers and youth. First, a pedagogy of love involved repeatedly challenging inequities. Second, it valued solidarity thereby cultivating a learning community. Finally, it fostered hope and imagination in all participants in order to persevere despite barriers.Implications: We suggest that the activist sport approach could be considered a holistic approach in which teacher/coach and youth interact affectively [Hellison, Don. 1978. Beyond Balls and Bats. Washington: American Alliance for Health Physical] and showed profound commitment to humanity, conscientization and pedagogic dialogue [Freire, Paulo. 2005. Teachers as Cultural Workers: Letters to Those Who Dare Teach. Boulder, CO: Westview Press].

The Status of Physical Activity Opportunities in Idaho Schools

Recent literature indicates that low percentages of Idaho adolescents report being physically active on a daily basis. Research examines school PA, however, little focuses on Comprehensive School Physical Activity Programs (CSPAPs) from the perspectives of physical educators. This study explored Idaho physical educators’ perceptions and implementation of CSPAPs. Physical educators (n = 268) were invited to complete an online survey; 108 surveys were completed (40% response rate). Close-ended responses were analyzed with descriptive statistics, and open-ended responses were analyzed into coherent categories. Teachers reported that they provided quality physical education, PA opportunities before and after school, opportunities during school, and family and community events and that they have staff involved in PA. Teachers provided PA opportunities for all levels of ability and to promote overall wellness. A majority of respondents indicated specific challenges to implementing a CSPAP at their schools: time allotted in job descriptions, outside commitments, compensation, resources, facilities, and equipment. Few teachers reported having CSPAP professional development, but many expressed interest in the opportunity. Most teachers felt supported by stakeholders and felt CSPAP is important, but few implemented all CSPAP components due to perceptions of challenges. Research should examine professional development opportunities and strategies that can increase Idaho PA opportunities. Subscribe to TPE

Shooter's Touch: Skill Mastery in Basketball through Skill-Appropriate Progressions

Developing the ability to shoot a basketball takes more than just chunking up a few shots in the gym each day. What many people do not realize is the number of hours of practice involved in becoming proficient. Go to any local gymnasium and you will find young players thrusting the ball toward the rim from behind the 3-point line with little or no technique. In many cases, their parents, coaches and friends are supportive of their inappropriate methodology as long as the occasional shot goes in. However, from a coaching education or physical education perspective, this is an ineffective method of developing the skill of shooting. This article discusses ways to help coaches and parents teach appropriate technique for developing shooter's touch through skill mastery. Included is a list of progressive stations that can be measured by an adult or the player as they progress from one shooting spot to another. In addition, task extensions are added for additional advancement of the shooter's skills beyond spot shooting.

THE EVALUATION OF MOTOR COMPETENCE IN TYPICALLY DEVELOPING CHILDREN: AN INTEGRATIVE REVIEW

The development of motor competence (MC) is essential in childhood. In this respect, previous studies have found several positive associations of the MC with physical activity, cardiorespiratory fitness, physical fitness, and perceived physical competence, as well as an inverse association with weight status. The lack of MC during this stage might, therefore, compromise the future adoption of active and healthier lifestyles. This review aimed at listing and examining the different instruments that have been used to evaluate MC in typically developing children, pointing the weakness and strengths from the perspective of Physical Education (PE) teachers. A systematic search of six electronic databases was conducted. Research designs included cross-sectional, longitudinal or experimental/quasi-experimental. Forty-two articles were identified according to the inclusion criteria. A preference for quantitative measures (27 studies) was verified comparatively to a more qualitative approach (7 studies), although eight studies used both measures. Additionally, we have found that 34 studies used standardized protocol tests and eight studies used protocols developed by the authors. In general the protocols exhibited some strong points, however several presented weaknesses that can limit their application in PE classes, such as the excessive amount of time required, the large number of tasks, the ceiling or floor effects, and the fact that not all MC components are simultaneously evaluated. Different instruments and methodologies have been used to evaluate MC. Finally, a quantitative standardized protocol test is suggested, with proper reliability and validity, which can be used by physical education professionals.

Compatibility and Complementarity of Classroom Ecology and Didactique Research Perspectives in Physical Education

ABSTRACTA large diversity of theoretical frameworks exists in the physical education literature. This article focuses on two of those frameworks to examine their compatibility and their complementarity. The classroom ecology paradigm concentrates on the balance between three task systems, two vectors, and programs of actions proposed by the physical education teacher and negotiated by students. The didactique research program studies the teaching and learning processes using the concepts of didactic contract and didactic milieu that focus on how the knowledge content emerges within teacher and students’ joint action. The article underlines the complementarity and the compatibility of the two frameworks when analyzing teaching and learning in physical education. It argues that the gray areas left by the classroom ecology paradigm could be filled with the insights of the didactique research program. A concise example of how the two frameworks have already been utilized is presented.

<b>スポーツの教育環境の在り方に関する研究 </b>

This study considered the concept of educational environments—both social and material—in sport. It addresses some environmental issues of sport and examines the conditions necessary for solving those issues. In the social aspects discussed, a child’s participation in sport is considered as a lesson under adult control. However, as a discipline, there has been little discussion of a sport’s material aspect in physical education. The “paradigm change” in school education lies in the background of this issue, that is, as a new perspective for the child as a learning existence in the social view of education. This argument of sport environment, based on the paradigm change in sports education, reflects the overall tendency of education. Therefore, there is a greater need for a material environment providing learning opportunities for children. Such a discussion on the educational environment in sports is extremely difficult when using a single approach—the physical education perspective; therefore, it is necessary to use various approaches from the field of research.

Teaching Practices and Student Action in Physical Education Classes: Perspectives for Teacher Education

This research is part of an educational framework for analyzing teaching practices. It attempts to understand teachers’ practices in physical education. For this matter, it relies on the theoretical framework of didactic joint action. Using “ordinary didactics” Schubauer-Leoni & Leutenegger, (2002), as a method of observation, we describe the teaching practices of two non-specialized teachers during two gymnastics units in two senior classes. The subject of our research is to joint didactic action in two didactic school systems: the first one is public while the second is private. In other terms, this research attempts the analysis of what the preselected teachers and students say and do while interacting. It attempts to identify teaching conditions that enable students to teach themselves, i.e. practice autonomous learning. The results put in evidence some generic characteristics of the topo-genetic process that may favor task transformation behavior among students in the context of each school system. The results open new perspectives of physical education for teacher education.

Implementation of a values training program in physical education and sport: perspectives from teachers, coaches, students, and athletes

Background: Past research has shown that under the right conditions, youth can learn values through physical education and sport (PES). Although some programs have been developed using PES as a means to foster positive development, a limited amount of research has specifically addressed how stakeholders believe this type of material can be promoted.Purpose: The purpose of the current study was to investigate the perspectives of physical education (PE) teachers, sport coaches, PE students, and athletes from a Singaporean school taking part in an instructional program designed to teach values through PES. The study was guided by the four research questions: (a) What were the perceived benefits of the values training program? (b) How did the participants believe that PE students and athletes were able to transfer the values learned in PES to daily applications? (c) What did the participants believe were factors that facilitated and/or hindered the transfer of values? and (d) What do the participants believe could improve future values training programs?Participants: A total of 38 participants (3 PE teachers, 3 sport coaches, 16 PE students, and 16 athletes) were purposefully selected for the present study. The PE teachers and sport coaches ranged in age from 26 to 38 years (M = 32; SD = 2.2), had an average of 7 years of teaching experience (SD = 1.6), and had an average of 2.5 years of coaching experience (SD = 1.2). The PE students and athletes ranged in age from 10 to 12 years (M = 11.7; SD = 0.99).Data collection: Individual in-depth interviews were conducted with PE teachers and sport coaches while focus-group interviews were used for PE students and athletes.Data analysis: The interview transcripts were analyzed using a thematic analysis that was driven by both the data and the research questions.Findings: The results revealed that: (a) PE teachers and sport coaches believed that the training program helped them acquire pedagogical strategies and increased their motivation for teaching values, (b) PE students and athletes believed that they were able to apply some of the values learnt through PES in non-sport settings, (c) purposefully designed activities by PE teachers and sport coaches facilitated the transfer of values, and (d) time constraints were the key challenge that hindered the learning and transfer of values.Conclusion: The current study indicated that for PES to be a context conducive to the learning of values, adult leaders must be trained appropriately, guided by established theories, such as Kolb's theory of experiential learning. PE teachers and sport coaches indicated how they believe that they have benefited from the training program by being better equipped to teach values through PES. Nevertheless, more interventions and more theory-based research are needed to ensure that PES is deliberately designed to provide youth with opportunities to improve as sportspersons and also citizens.

유학에서의 천리(踐履)와 체육학에서의 앎(知)에 대한 연구

If it is said that human beings seek affluence and happiness in their life through thought promptedby their desire for knowledge, from the perspective of physica leducation, happiness is sought throughknowledge(knowledge is expressed as an action(行) combined with a healthy body and superior abilitiesthat obtained from continuous physical activities. While the essence of knowledge(知) is doing philosophy ,the essence of action(行) is doing physical education for pursut iof health. Therefore, physical education is acertain study for embodied knowledge and physical practice(行), which is why knowledge(知) and action(行)as separated concepts cannot satisfy the completed value containing both ``doing philosophy`` and ``doingphysical education`` and the utmost value is knowledge compatibel with an action. This is seen in a Confucia nconception, unity of knowledge and practice(知行合一), and excellence emphasized by Aristotle. Thus, trueknowledge would be wisdom(智), that is, knowledge(知) combined with action(行). Ceaseless efforts to attainknowledge is phrased as a study(工夫). The first meaning is interpreted as simple knowledge(知), that is, beingskilled and familiar through indirect experience, and the second is interpreted as talents or skills that is embodiedand manifested naturally through physical action(行). The last means life(生) as a process of true practicethat opens the journey of life through learning and exceelnl t body that were gained from knowledge(知 )and action(行). To this end, as Confucianism emphasized persona pl ractice(躬行) and continuous explorationof body(體究) for the realization of the good knowledge(致良知), in physical education, the ideal processof knowledge would be unity of knowledge and practice(行知合一) that searches for practical knowledgethrough procedural knowledge incarnated by the body. In other words, the ultimate end of Confucianism andphysical education is to attain wisdom(智) that comes from practicing(行) knowledge(知).