Secondary School Physical Education Research Articles

Representation of bodies with and without disabilities in secondary school physical education textbooks

The main aim of our study was to analyse, through a content analysis of the photographs, how bodies with and without disabilities are represented in secondary Spanish physical education (PE) textbooks. Only 10% of the photographs portray bodies with disabilities. Bodies with disabilities were fully engaged in adapted sports activities, while bodies without disabilities were engaged in a variety of physical activity domains. Our results showed a step back in the general construction of an environment that respects the construction of personal identity and reflects the new human rights-based approach to education. Taking into account that the visual representation in the education context plays an important role in the construction of difference, our research updates the dominant discourse about ability in the school setting. In conclusion, a critical evaluation of curriculum materials could help to promote discussions about alternative discourses on body diversity in schools and particularly in PE.

The relationship between participatory management and empowerment with organizational commitment in physical education teachers

The aim of this study was to investigate the relationship between participation and empowerment and organizational commitment in secondary school physical education teachers. The study population consisted of all physical education teachers in Bandar Abbas, who in 1393 was equal to 225; Because of the limited population size, the research was conducted by census method. Field data collection was done by direct reference to the research community. The questionnaire Moqimi participatory management, empowerment, Spreitzer (1995) and Allen and Meyer's Organizational Commitment. To test the hypotheses, Pearson correlation coefficient and multiple regressions were used. The results showed that between participative management and empowerment of physical education teachers have a significant relationship with organizational commitment. Between participative management and empowerment among physical education teachers there is a city of Bandar Abbas. Participation in goal setting and positive organizational commitment predicts that the cumulative effect (Beta=0.123, P<.01). Participation in decision making in a positive way to predict the organizational commitment and cumulative effect (Beta=0.379, P<.01). Also contributing to the positive transformation of organizational commitment and increased its forecasts (Beta=0.157, P<.01). Finally, participation in problem solving and positive organizational commitment predicts the cumulative effect (Beta=0.205, P<.01). Also feel significant and positive organizational commitment predicts that the cumulative effect(Beta=0.111, P<.01), Competence in a positive way to predict the organizational commitment and cumulative effect(Beta=0.117, P<.01), Also positively impact organizational commitment and increased its predicted path (Beta=0.157, P<.01), The feeling of self-determination for positive organizational commitment and increased its predicted path(Beta=0.167, P<.01), Finally feel confident in a positive way to predict the organizational commitment and cumulative effect(Beta=0.209, P<.01) Keywords: Participatory management; empowerment; organizational commitment; physical education teachers

Study on the item analysis of The Examination for appointing Secondary School Physical Education Teachers and its directivity

본 연구는 체육과 중등학교교사 임용후보자 선정경쟁시험 중 교과교육학 문항을 대상으로 선정하여 분석하였다. 분석틀은 표시과목 ｢체육｣의 교사 자격 기준과 평가 영역 및 평가 내용 요소에 제시된 4개 평가 영역(체육교육론, 체육교육과정 및 평가, 체육교수법, 체육교재론)과 그에 따른 20개 평가 내용 요소를 활용하였다. 문항은 제7차 교육과정이 적용된 2001학년도부터 2016학년도 까지 총 133문항을 대상으로 하였으며, 2001~2008년도는 1차 시험(서술·단답형), 2009~2013년도는 1차 시험(선택형), 2014~2016년도는 전공A,B(기입형 · 서술형 · 논술형) 문항을 분석대상으로 선정하였다. 2009~2013년도 논술 문항을 제외한 이유는 교과교육학과 교과내용학이 통합된 형태의 문제이기 때문이다. 이에 1차 시험과 전공 A,B 문항 중 교과교육학 출제문항을 내용 및 출제비율과 배점비율로 구분하여 분석하였다. 더불어 평가 영역 및 평가 내용 요소별 문항분석과 평가 내용 요소별 문항내용을 구체적으로 제시하여 출제 문항의 경향성을 체계적으로 분석했다. 연구결과는 첫째, 한국교육과정평가원에서 제시한 출제기준을 준수했으며, 학교 현장을 반영한 문제들로 구성되었다. 둘째, 출제 문항과 평가 내용 요소간의 편중성이 나타났다. 셋째, 평가 영역 및 평가 내용 요소별 비율의 비균형성이다. 넷째, 특정 평가 내용 요소의 반복적 출제 경향의 문제로 분석했다. 이를 토대로 ‘평가 영역 및 평가 내용 요소의 재구성’, ‘평가 내용 요소의 구체화’, ‘사회적 변화에 따른 학교체육정책 변화 추세의 반영’, ‘2015 개정 체육과 교육과정과의 연계성 도모’의 내용을 후속연구로 제안했다.

Perceived differences and preferred norms: Dutch physical educators constructing gendered ethnicity

ABSTRACTMany physical education (PE) teachers have been challenged by the shift from teaching in primarily ethnic homogenous contexts to multi-ethnic (ME) classes. Teachers in secondary schools often experience difficulty in class management in such classes. This difficulty may limit their ability to create a positive student–teacher relationship and may result in practices of inclusion, exclusion and marginalisation. The purpose of this paper was to explore how Dutch PE teachers construct their relationship with their students and manage differences in ME classes. Using video stimulation, we interviewed 11 Dutch secondary school PE teachers about their teaching and managing of ME classes. Findings showed that these teachers tended to target a specific group of boys in their teaching and class management. In addition, their class management seemed to be based on an invisible norm about appropriate student behaviour.

Teaching dance in physical education using exergames

This article explores the different ways in which a dance exergame can be used to teach dance in upper secondary school physical education. Particular attention is paid to the learning processes that students are involved in when the dance game is used as a teaching resource. A socio-cultural perspective on learning constitutes the analytical framework. The study demonstrates three different uses: instructor, facilitator and inspirer. In relation to these uses the students are involved in the following learning processes: learning by imitating, repeating, communicating, negotiating, instructing, modelling and using metaphors. It is argued that dance exergames can be used pedagogically to teach dance because they focus on the moves and steps and allow the teacher to focus on observing, supporting, assigning tasks and providing feedback.

‘Disable them all’: SENCO and LSA conceptualisations of inclusion in physical education

ABSTRACTThere is a propensity for academics and policy makers in Britain to use the terms integration and inclusion synonymously, possibly resulting in diverse interpretations of the inclusion principles laid out in the new National Curriculum. Much of the research available relating to conceptualisations of inclusion in physical education (PE) is from the perspective of teachers. Moreover, PE as a relatively unique learning environment is often neglected in much of the research that does analyse educational inclusion. In this paper, the key theoretical tools of cultural studies, in particular the concept of cultural hegemony, are used to analyse how special educational needs coordinators (SENCOs) and learning support assistants (LSAs) conceptualise inclusion in mainstream secondary school PE in Britain. Semi-structured, individual interviews explored SENCO (n = 12) and LSA (n = 12) educational ideologies and experiences of SEN and inclusion in PE. Open, axial and selective coding was undertaken to systematically analyse (textual) data. The research found that most conceptualisations reflected a social ideology because they focused on how educational arrangements can be made to ensure that pupils with SEN have comparable learning experiences to their age peers. Emphasis was placed on the power and influence of PE teachers, and the importance of identifying the specific needs and capabilities of pupils with SEN, as ways of ensuring that an inclusive culture can develop and is maintained in PE. The paper concludes by arguing that PE teachers and LSAs need access to PE-specific and up-to-date guidance and learning targets so that they can use the influence they have over the norms and values of PE to cultivate an inclusive culture in that subject.

Lived Experiences of a Hong Kong Physical Education Teacher: Ethnographical and Phenomenological Approaches

This study employed ethnographical and phenomenological methods to explore the lived experiences and career of a Hong Kong secondary school physical education (PE) teacher (Wharton) in order to embody his versatile roles through phenomenological description of a lived body itself and the lived world. The central research question is “How does a male secondary school PE teacher manage his work life and the embodiment of his professional roles?” Data collection techniques were in-depth interviewing, participant observation and field notes, participant’s reflection documentation and visual elicitation. Concepts of “play to learn,” “professional development” and “political empowerment” were used to examine Wharton’s lived experiences and career. Themes such as Static Gestalt, Dynamic Gestalt, Style Gestalt and Reversibility Gestalt were identified. This study may inform literature on sociological perspectives and the life histories of PE teachers and applicable to other teachers as they adapt to environmental changes in other settings.

Teacher-Led Change in Secondary School Physical Education

How and why meaningful curriculum or program changes happen in physical education is important, but not well understood, especially at the secondary school level. In this longitudinal case study, we examined teacher-initiated changes in a high school physical education program. Data were collected through prolonged engagement over 5 years and included interviews with teachers and students, documents from the physical education department, field notes, survey responses, and presentation notes. A broad range of change forces, including a standards-based assessment program, was assessed using qualitative methods. Consistencies and inconsistencies between Fullan’s theoretical framework on changes in education and what occurred in this physical education program are identified. Ways that change was aligned with Fullan’s phases of change (Initiation, Implementation, and Institutionalization) were also considered. Results suggest that aspects of Fullan’s framework are aligned with systematic changes in physical education. Teachers, as passionate, committed change agents, were essential for positive change. Elements of bottom-up and top-down educational reform were present in varying degrees. The effect of external change agents and funding, however, was noticeably absent.

Teachers' stories: physical education teachers' constructions and experiences of masculinity within secondary school physical education

ABSTRACTPhysical education (PE) and sport have traditionally been identified by scholars as a key mechanism for the production and reproduction of a culturally esteemed ideal of masculinity, premised upon being stoic, strong, competitive, sexist and homophobic. Yet, more recent research reflects a change in valued masculinity as a response to declining cultural homohysteria. As such, this preliminary study looks to establish how PE teachers understand and construct masculinities within the educational environment. Through in-depth interviews, we find participants recognised many elements of softer masculinities, described in inclusive masculinities literature, as being performed by contemporary teenagers. This includes being emotionally open, embracing a more effeminate taste in dress and being increasingly physically tactile. However, we also found that the PE teachers have a cohort variance in their masculine values, with those socialised in sport through the 1980s showing the most orthodox and oppressive views.

‘It's not like you are less of a man just because you don't play rugby'—boys' problematisation of gender during secondary school physical education lessons in New Zealand

ABSTRACTDespite clear messages from current physical education (PE) curricula about the importance of adopting socially critical perspectives, dominant discourses of gender relating to physical activity, bodies and health are being reproduced within this school subject. By drawing on interview data from a larger ethnographic account of boys’ PE, this paper aims to contribute to our understanding of boys’ experiences of gendered discourses in PE, particularly by acknowledging boys not only as docile or disciplined bodies but also as active subjects in negotiating power relations. In the analysis of the data, particular emphasis is placed on whether the boys recognise the influence of gendered discourses and power relations in PE, how they act upon this knowledge and how they understand themselves as gendered subjects through these particular discourses/power relations. Using Foucault's (1985. The use of pleasure: The history of sexuality, vol. 2. London: Penguin Books) framework related to the ‘modes of subjectivation’, this paper explores boys’ problematisation of dominant discourses of gender and power relations in PE. In summary, these boys perform gendered selves within the context of PE, via negotiation of gendered discourses and power relations that contribute to an alternative discourse of PE which creates spaces and opportunities for the production of more ethical and diverse masculinities.

Setting and within-class ability grouping

Within the United Kingdom and internationally, the practice of separating pupils by ability endures as a characteristic feature of mathematics and science classrooms. Although there is extensive international research literature on ability grouping within classroom-based subjects, limited research exists in the context of physical education (PE). The purpose of this paper is to explore ability grouping in PE in North East of England schools. Specifically, the paper examined the prevalence of setting and within-class ability grouping in PE, the contexts of its use, how sets and within-class ability grouping were established, and the rationales used to justify decisions about setting and within-class ability grouping in the subject. Data were collected via a web-based survey. The electronic survey was sent to 194 PE Heads of Department from North East of England schools catering for pupils in Key Stage 3 (ages 11–14) and/or Key Stage 4 (ages 14–16). The results indicated that setting is embedded in the organisational and pedagogical practices of PE in many secondary schools. Ability also served as a basis upon which to organise pupils within mixed-ability and setted PE lessons. A variety of other factors, including friendship and behaviour, were also reported as factors influencing grouping of pupils in PE lessons. Our discussion directs attention to issues arising for policy and practice in PE and points to the merits of further exploration and analysis of between-class and within-class grouping practices in the subject.

Development and Initial Validation of the Chinese Version of Psychological Needs Thwarting Scale in Physical Education

The current study presents the development process and initial validation of a measure designed for assessing psychological needs thwarting (frustration) in a secondary school physical education context (Psychological Needs Thwarting Scale in Physical Education, PNTSPE). Secondary school students (grades 7–9) from Hong Kong (N = 1258) were invited to participate in three studies. In Study 1, item generation and initial content validity of the PNTSPE were achieved. In Study 2, the factorial structure of the measure was tested using exploratory and confirmatory factor analysis. Internal consistency reliabilities of the subscales were also examined. In Study 3, the reliability and validity of the scores derived from the PNTSPE were further examined in an independent sample. Overall, the findings from the three studies provided initial psychometric evidence for the PNTSPE and suggested that the PNTSPE could be used as a valid and reliable measure to assess Hong Kong secondary school students’ psychological needs thwarting in physical education.

Physical Education Teacher Training in Fundamental Movement Skills Makes a Difference to Instruction and Assessment Practices

The purpose of this study was to investigate instruction and assessment of fundamental movement skills (FMSs) by Physical Education (PE) teachers of Year 7 girls. Of 168 secondary school PE teachers, many had received little FMSs professional development, and although most assessed student FMSs proficiency, the quality of assessment was variable. Neither years of experience nor confidence influenced the quality of assessment tools used; however, greater FMSs training improved assessment practice regularity. Teachers more recently out of preservice were more confident in demonstrating FMSs. The results suggest that FMSs education for teachers should be a priority inclusion in both the training of preservice teachers and the ongoing professional development of in-service teachers.

El «Cuaderno de Bitácora» de Educación Física. Elemento central dentro de una propuesta de metaevaluación (The Logbook of Physical Education. Key element inside a meta-assessment proposal)

El estado actual de conocimientos pedagógicos aplicados a la Educación Física demanda nuevas formas de desarrollar todo el proceso de enseñanza-aprendizaje. Desde nuestro punto de vista, éste debe estar presidido por la claridad y la objetividad, y el alumnado debe ser partícipe de él. Presentamos una propuesta práctica de metaevaluación para la materia de Educación Física dentro de la Educación Secundaria Obligatoria, cuyo eje central denominamos: «Cuaderno de Bitácora». El objetivo de este planteamiento fue convertir al alumnado en gestor de su propio proceso de desarrollo y aprendizaje, incluida la evaluación. A través de este cuaderno, el proceso de enseñanza-aprendizaje «sobrepasa las paredes del aula» para convertirse en una herramienta que el alumnado usa dentro y fuera de la escuela. Las valoraciones efectuadas por el alumnado de la aplicación práctica de esta propuesta han sido muy positivas, ya que da «voz y voto» al verdadero protagonista de todo el proceso educativo: el alumno/a.Abstract: Current pedagogical knowledge applied to Physical Education demands new ways of conducting the whole teaching-learning process. From our point of view, this should be based on clarity and objectivity, and students should be part of it. We introduce a practical proposal of metha-assessment for Physical Education in secondary schools. The central element is called: «Logbook». Our goal was to make students principal actors of their own learning and development process, including assessment. Thanks to the use of this notebook, the teaching-learning process «exceeds the class’ walls» to become a tool that students can use in and out of school. Students’ responses after the application of this approach have been very positive, because it gives «voice» to the real main character of the whole educational process: the student.

Investigating the Role of Physical Education in Physical Activity Promotion: An Italian Multicenter Study.

Physical education (PE) can be considered an instrument for active lifestyle promotion, and PE teachers can motivate youths to continue their studies in the field of Movement Sciences (MS). To evaluate the role of PE in higher secondary school in promoting physical activity (PA) and MS careers, previous PE experiences and current PA practice were investigated in a sample of Italian freshmen enrolled in different university degree courses. A total of 7033 questionnaires were completed by students from 14 universities (41.3% males, mean age 20 ± 2.76 years). Recreation seemed to be the principal aim (42.2%) pursued during PE lessons, which are based mainly on practical activities (51.7%). Of all respondents, 67.2% were satisfied with the PE received during higher secondary school, and 51.6% participated in extracurricular PA. Current practice of PA was reported by 58.1% of the sample. Extracurricular activities were associated with choice of MS curricula (odds ratio: 2.15; 95% confidence interval, 1.85-2.50) and with current practice of PA (odds ratio: 1.68, 95% confidence interval, 1.51-1.87). Geographical differences concerning lessons organization and satisfaction were registered (P < .01). To enhance its role in health promotion, PE teaching should be improved by increasing the time allocated to PE and by strengthening the provision of school-based extracurricular PA.

El buceo en la Enseñanza Secundaria: una propuesta práctica

La presente comunicación propone el buceo como una propuesta práctica dentro del área de Educación Física en Educación Secundaria Obligatoria. Para la práctica del buceo la Región de Murcia ofrece múltiples posibilidades debido a la riqueza marina que posee. Se pretende ofrecer a los alumnos la posibilidad de iniciarse en esta actividad para contribuir a consolidar la práctica deportiva en el tiempo libre y de ocio. Todo esto sin olvidar la importancia de la conservación y mejora del medio natural. El diseño de la propuesta práctica se ha realizado teniendo en cuenta la legislación vigente y la realidad educativa.

Identifying Physical Education Teachers' Perceived Competence and Necessity Regarding Implementation of Alternative Assessment Methods and Their Frequency of Use

This study aimed at finding out secondary school physical education teachers' overall perception and perceived competence regarding implementing of alternative assessment methods along with frequency of using them. Study participants were comprised of 142 physical education teachers from state schools in Trabzon province during the 2012-2013 education–instruction year. "Teacher Competency" questionnaire developed by Bano?lu (2008) was used. The five-item scale is comprised of four parts. Part one includes demographic data about participants, part two is about "teachers' overall perceptions regarding implementation of alternative assessment methods" (not necessary-quite necessary), part three includes "teachers' perceived competence regarding alternative assessment methods" (unsatisfactory-very satisfactory), and the last part is about "frequency of teachers' using alternative assessment methods (neverquite often)". Data analysis was done at significance level of 0.05 by using "SPSS for WINDOVS 20". in data analysis, frequency, percentage and arithmetic mean were calculated from participants' responses in all of the three parts. Arithmetic mean range was calculated with the logic of 5 columns and 4 ranges. Value of each range was found as 4/5=0,8. Arithmetic mean for teachers' overall perceptions regarding using of alternative assessment methods was found as X= 3.17. According to teachers, alternative assessment methods are moderately necessary as seen from range values obtained from the questionnaire. Portfolio (x=26.1) was found to be the leading alternative assessment method teachers consider not necessary. It was followed by(x=20.4) concept maps. As for the methods considered rarely necessary; performance task (x=17.6) and peer assessment (x=12.7) were found. Under moderately necessary methods, project (x=22.5) and group assessment (x=26.1) were found. Check list (x=49.3) and self assessment (x=43) were listed as necessary methods. Lastly, quite necessary methods were reported as rubric (x=21.1) and check lists (x=14.8). It was understood that mostly teachers regard themselves competent about alternative assessment methods (x=3.53). They find themselves incompetent mainly in relation with concept maps (3.16) and portfolios (x=3.30). The teachers regard themselves competent about check lists, rubric, project, performance tasks, peer assessment, self assessment and group assessment (3.42-4.22). The study revealed that teachers mostly use alternative assessment methods at moderate level (x=3.06). Performance task was found the most frequently used method (x=3.41). It could be inferred from range degrees in questionnaires that according to overall mean of frequency of teachers' using alternative assessment methods (x=3.06), the frequency is low (2,62-3.41). Thus, it could be suggested "frequency of teachers' using alternative assessment methods is mostly not at desired level".

Physical education in secondary schools located in low-income communities: Physical activity levels, lesson context and teacher interaction.

Physical education (PE) plays an important role in contributing to students' physical activity (PA); however, moderate-to-vigorous PA (MVPA) within PE is lower than recommended. Little is known about the PA levels of students from disadvantaged schools within PE. This study aimed to describe: (i) the PA levels of students from disadvantaged secondary schools during PE lessons, (ii) the lesson context and teacher interactions occurring during PE, and (iii) the associations between teacher, school or PE lesson characteristics with student physical activity levels in PE. Cross-sectional study of 100 Grade 7 PE lessons across 10 secondary schools. System for observing fitness instruction time (SOFIT) was used to assess student PA, lesson context, and teacher interaction. Teacher and school characteristics were collected via survey. Mean proportion of lesson time was used to describe PA, lesson context and teacher interaction. Associations between each outcome variable and each characteristic were examined using 2-sample t-tests, ANOVAs and linear regression. Thirty-nine percent of PE lesson was spent in MVPA, and less than 10% spent in VA. Lessons in schools in urban areas included significantly more MVPA than rural areas (P=0.04). Male teachers and more experienced teachers conducted lessons with significantly more VA than female and less experienced teachers (P=0.04 and 0.02). MVPA was also higher in lessons conducted by more experienced teachers. PA during PE lessons within disadvantaged secondary schools is below international recommendations. Male teachers, more experienced teachers and schools in urban regions teach more active lessons.

Планування навчального процесу з фізичної культури з урахуванням динаміки фізичного стану школярів 13–14 років

Purpose: to justify planning of educational process for physical culture taking into consideration the dynamics of the physical condition of 13–14 years school children during the school year. Material and Methods: assessment of the physical condition of schoolchildren 13–14 years old during the school year was carried out with the help of pedagogical methods and rapid – assessment of the level of physical health of children. 62 students from the 7-th classes of secondary school № 5 of the Kremenets city, including 32 boys and 30 girls were selected. Results: the dynamics of the physical condition of schoolchildren during the school year detected. Periodization of physical preparation of middle school students which will contribute studying of the sequence content of the teaching material in variable modules during the year, and plan appropriate physical load of students physical fitness proposed. Conclusions: modified approach to the planning of the learning process of physical education in secondary schools is based on the division of the school year into periods with clearly defined orientation: retracting, preparatory, basic, retracting, basic, interjacent.

Linking secondary school physical education with community sport and recreation for girls: a process evaluation.

BackgroundThe purpose of this study was to undertake a process evaluation to examine the reach, adoption and implementation of a school-community linked physical activity (PA) program for girls aged 12 – 15 years (School Years 7 – 9) using the RE-AIM framework.MethodsVarious approaches were used to assess 'reach’, 'adoption’ and implementation: (a) a school environment survey of intervention schools (n = 6); (b) teacher feedback regarding the professional development component (91.1% response rate) and lesson implementation (60.8% response rate); and (c) post-intervention focus group interviews with physical education (PE) teachers (n = 29), students (n = 125), coaches (n = 13) and instructors (n = 8) regarding program experiences.ResultsReach and Adoption: Seven schools (n = 1491 Year 7–9 female student enrolment; 70% adoption rate), five tennis clubs, eight football clubs and five leisure centres participated in the program during 2011. Implementation: Program design and professional development opportunities (training, resource manual and opportunities to work with coaches and instructors during PE classes) supported implementation and student engagement in PA. However, there was a lack of individual and organisational readiness to adopt program principles. For some deliverers there were deeply embedded ideologies that were not aligned with the Game Sense teaching approach upon which the program was based. Further, cognitive components of the program such as self-management were not widely adopted as other components of the program tended to be prioritised.ConclusionThe program design and resources supported the success of the program, however, some aspects were not implemented as intended, which may have affected the likelihood of achieving further positive outcomes. Barriers to program implementation were identified and should be considered when designing school-community linked interventions. In particular, future programs should seek to assess and adjust for organizational readiness within the study design. For example, shared commitment and abilities of program deliverers to implement the program needs to be determined to support program implementation.Trial registrationACTRN12614000446662. April 30th 2014.