Physical Education Teacher Preparation Research Articles

An Exploration of Physical Education Teacher's Preparation Process for Educational Professions

An Exploration of Physical Education Teacher's Preparation Process for Educational Professions

Preservice Physical Education Teacher Preparation for Health-Related Fitness Testing: A Faculty Perspective

Purpose: This study aimed to examine how physical education teacher education (PETE) programs prepare preservice physical education teachers (PPETs) for implementing health-related fitness testing (HRFT) in K–12 schools from a faculty perspective. Methods: The study applied a phenomenological approach. Seven PETE faculty participated in this study. Data were collected through semistructured interviews, online surveys, and course documents. Constant content analysis was performed to generate themes. Results: The study discovered four themes: (a) required courses are the primary means for preparing PPETs to use HRFT, (b) cooperating teachers can negatively influence the faculty’s role in HRFT preparation, (c) PPETs explored the use of HRFT in PETE programs through peer teaching and testing activities, and (d) there was a lack of field-based experiences in local schools for HRFT preparation. Conclusion: PETE programs provided some courses to prepare PPETs for the HRFT implementation with the lack of time and field experience.

An Alternative Early Field Experience for Physical Education Teacher Preparation

Implementation of early field experiences is a required component in nearly all teacher education programs because of the first-hand training in real-world situations that complement classroom learning. It is through the experiences that pre-service teachers have the platform to develop and demonstrate their competency in content knowledge, pedagogical skills, and professional dispositions. However, the onset of COVID-19 pandemic made it impossible to set up in-person early field experiences. The purpose of this study was to (a) describe an alternative early field experience planned and implemented to accommodate COVID-19 restrictions, (b) document what the participants learned throughout the experience, and (c) provided university faculty with suggestions for virtual early field experiences. Nineteen students enrolled in a 200-level physical education teacher education activity class in the Spring of 2021 submitted 10 weekly reports after watching self-selected videos that were related to soccer and volleyball. The duration of each video submission was analyzed using descriptive statistics. Data analyzed using the standard interpretive methods revealed three main themes. To identify their content knowledge acquisition, the participants described historical facts, abridged rules and regulations, sport-specific skills, strength and conditioning exercises, and tactical moves and team strategies. They also made game-related observations on the players, teams, and officials. Lastly, entertainment value was highlighted as a result of the freedom to choose the videos they were interested in. Suggestions for incorporating this early field experience and future research directions were discussed.

PHYSICAL EDUCATION TEACHER EDUCATION IN TURKEY: A VISION FORWARD

Physical education in Turkey has a rich tradition evolving with the changing needs of the country for about 200 years. Much of the evolution has been a product of reflection on the history of physical education and an analysis of the current status of physical education. By examining these areas, pioneers of physical education in Turkey have been able to lead efforts through an ever-changing landscape of societal, personal, and educational needs of students. Considering the developing technological possibilities and the requirements of the age, it is essential to develop educational practices with innovative understanding in the field of physical education and teacher education programs today. The purpose of this paper is to provide a brief contextual overview of the history of physical education in Turkey, including teacher preparation as well as an overview of the current status of the field in schools. Building on this information, a vision forward for physical education teacher preparation will be provided leveraging the deep traditions of physical education planted in Turkey generations ago. In this context, the responsibilities of universities and other stakeholders in order to improve the physical education teacher education program will be explained with some examples and also recommendations will be provided.

Preservice Physical Education Teachers’ Perceived Physical Literacy and Teaching Efficacy

Physical education teacher education is a time when preservice teachers can reinforce their physical literacy (PL). Professional coursework within the teacher preparation program should also develop their teaching efficacy. In this regard, the purpose of this study was to examine the predictive relationship between preservice physical education teachers’ perceived PL and teaching efficacy. The findings revealed that the PL dimension of self-expression and communication with others was the most significant predictor of teaching efficacy in developing content knowledge, applying scientific knowledge to teaching, teaching students with special needs, and using technology. Furthermore, preservice teachers’ knowledge and understanding of PL predicted their teaching efficacy in accommodating skill level differences within instruction. These predictive relationships suggest that preservice teachers’ PL influences their efficacy to enact effective teaching behaviors and should remain an ongoing priority of physical education teacher preparation programming suggested by the United Nations Educational, Scientific and Cultural Organization.

Trauma-sensitive Physical education teacher education

Trauma is an epidemic and a public health crisis affecting schools and institutions of higher education globally. Childhood trauma has detrimental impacts on the brain, learning, and socio-moral development into adulthood. Trauma is a mental health as well as an educational problem that poses a serious threat to the academic achievement of students. Public schools have made some progress to become more trauma-sensitive to help build resiliency in students impacted by trauma, but institutions of higher education are lagging in the area of trauma-sensitivity. Physical education teacher preparation programs need a paradigm shift to address trauma with the COVID-19 pandemic posing new challenges. Preparing preservice physical education teachers to be trauma-informed lays the foundation for future teachers to mitigate trauma in schools. Such an effort will align physical education teacher education with public schools in addressing trauma and closing the trauma-sensitivity loop.

Educação Física, formação de professores e inclusão

O presente artigo de reflexão trata da Educação Física e a sua importância para a inclusão de pessoas com deficiência na escola. Tem por objetivo compreender a Educação Física junto à educação inclusiva e ao processo de formação de professores no contexto da inclusão. É necessária uma melhor preparação dos professores de Educação Física para a educação inclusiva. A Educação Física no âmbito escolar possui um forte potencial para a inclusão de alunos independentemente do nível e do tipo de deficiência. A Educação Física tem uma função clara ao utilizar o jogo, a dança, o esporte, as lutas, as ginásticas, na promoção da aprendizagem dos gestos motores, através da vivência e experiência motora em qualquer conteúdo trabalhado. Desse modo, é essencial que a formação do professor de Educação Física o conduza a uma ação reflexiva e o estimule para o contexto social que a escola está inserida, despertando-os constantemente sobre a sua prática e, consequentemente, as contribuições na formação do aluno.

МОТИВАЦІЙНО-ЦІННІСНА СКЛАДОВА ПІДГОТОВКИ МАЙБУТНЬОГО ВЧИТЕЛЯ ФІЗИЧНОЇ КУЛЬТУРИ ДО ЗДІЙСНЕННЯ ЗДОРОВ'ЯЗБЕРЕЖУВАЛЬНОЇ ДІЯЛЬНОСТІ

У статті здійснено аналіз мотиваційно-ціннісної складової підготовки майбутнього вчителя фізичної культури фізичної культури до здійснення здоров'язбережувальної діяльності. Встановлено, що її характеризує: зрілість і ієрархія мотивів в здоровому способі життя на основі ціннісних орієнтацій, ставлення майбутніх фахівців до здорового способу життя і своєї майбутньої професії як цінності. Звідси мотивуючі діяльність фактори розділені на три групи: потреби, мотиви, ціннісні орієнтації (установки). Можна вважати, що потреби (як джерело мотивації), мотиви (як причини мотивації) і установки (як механізм мотивації), є елементами першого рівня ієрархічної структури мотиваційної готовності. Доведено, щосі інші елементи є похідними від них. Зокрема, до похідних віднесено волю, емоції, цінності, потреби.Показниками мотиваційно-ціннісної сфери обрано: мотиваційну переконаність та ціннісне ставлення до професійної діяльності (націленість на формування ціннісного ставлення до власного здоров’я учнів засобами фізичної культури; переконання в необхідності формування здорового способу життя учнів), усвідомлення соціальної значущості здоров'я та способу життя, необхідного для формування, збереження і зміцнення здоров'я особистості; ціннісне ставлення до здоров'я своїх вихованців і власного здоров'я, усвідомлення здоров'я як цінності, можливості реалізувати свої потреби в здоров'ї в конкретній діяльності, формування позитивного ставлення і ціннісно-смислових установок, переконання в необхідності здорової життєдіяльності для самовдосконалення, самоствердження, для реалізації життєвих і професійних цілей; емоційно-ціннісне ставлення до здорового способу життя; дієвість вольових зусиль для прояву здоров’ятворчості в практичній діяльності, формування якостей, що характеризують психоемоційну стійкість особистості: витримки, тактовності, доброзичливості, акуратності і старанності у зміцненні здоров'я.

Supervisor Feedback: Perceptions From Physical Education Teacher Candidates

This study investigated physical education teacher candidate perceptions on feedback received from cooperating teachers and university supervisors during their student teaching experience. We used a basic qualitative research design (Merriam, 2009) to determine the perceptions of five teacher candidates from a public university in Puerto Rico. Teacher candidates completed daily reflections, weekly descriptive questionnaires, and in-depth interviews, which we used as sources of data. Three themes emerged from collected data: quality of supervision, feedback and evaluation, and satisfaction with relationship. Of particular interest, the teacher candidates in this study perceived cooperating teachers as not offering the needed feedback to improve their teaching performance in the classroom. Conversely, teacher candidates perceived the feedback from their university supervisors as helpful in developing and improving their teaching skills. Although the participants in this study acknowledged both their cooperating teachers and their university supervisors as mentors, the results indicate that the type of feedback received from each may be perceived as beneficial, neutral, and at times negative toward the student teaching experience. Recommendations for cooperating teachers, university supervisors, and student teachers will be discussed with the purpose to improve the physical education teacher preparation process. Subscribe to TPE

Research of professional preparation of physical education teachers for organizing sports events

Research of professional preparation of physical education teachers for organizing sports events

POTENCIALIDADES DA APRENDIZAGEM OBSERVACIONAL PARA O ENSINO INCLUSIVO EM EDUCAÇÃO FÍSICA

Compreender como futuros professores filtram, selecionam e utilizam a informação da aprendizagem para avaliar a própria capacidade, é importante para se promover estratégias formativas mais apropriadas. Este estudo investigou a autoeficácia docente de licenciandos em educação física para a inclusão de alunos com deficiência em aulas regulares na escola, a fonte da experiência vicária, e possíveis associações com a progressão no curso, número de disciplinas e percepção de preparação e de contribuição do curso para o ensino inclusivo. Participaram 188 licenciandos em educação física, que responderam a uma escala de autoeficácia para inclusão e de fontes de autoeficácia do professor. A autoeficácia para inclusão se mostrou associada à percepção de preparação para ensinar de maneira inclusiva, enquanto a experiência vicária, apesar de relacionar-se com a autoeficácia, não se associou à nenhuma das variáveis estudadas. Considera-se que o desenvolvimento de estratégias para ensinar educação física de forma inclusiva deveria ocorrer ao longo da formação professores. De outro lado, entendeu-se que a experiência vicária tem um potencial educativo e formativo ainda pouco explorado, principalmente em se tratando do ensino de maneira a promover a inclusão de alunos.

Cultural Humility in Physical Education Teacher Education: A Missing Piece in Developing a New Generation of Socially Just Physical Education Teachers

ABSTRACTThe increased pluralism in today’s United States society, including our public school student population, has called for physical education teacher education (PETE) programs to train teachers who can respond to the educational needs of students from diverse backgrounds. However, concerns have been raised with educator preparation programs’ ability to prepare teachers to address diversity in our schools. Therefore, the purpose of this article is to discuss the movement toward teaching for social justice in PETE with focus on preparing teachers for cultural diversity; this includes special attention to cultural humility as a missing component in physical education teacher preparation. We discuss the current state of diversity in PETE, leading to a discussion of social justice as a theme in teaching and teacher education in physical education. Next, we detail the underpinnings of social justice pedagogies in physical education and the need for infusing cultural humility in PETE.

Inglês

Introduction: The promotion of physical activity in school is characterized by improvements in the quality of life forstudents. In this context, the physical education teacher's has a fundamental role in school, and it is essential to act in thesecases. Training during the graduation course in physical education on how to act in emergency situations lead to act in differentsituations. Methodology: Bibliographic review by subject. Original and review articles were used between 2010-2018 obtainedfrom researches conducted in electronic databases and free-access scientific sites: (Scielo-Scientific Electronic Library Online,Periodicals Capes and PubMed), where the terms Education, Aid, Injuries, School, Emergency, Teacher,and Knowledge were used. Objective: To carry out a bibliographical review on the preparation of physical education teachers inthe school environment related to first aid. Conclusion: The school physical education teacher is not prepared to perform thenecessary first aid procedures. This unpreparedness results from the absence of continuing education on the subject aftergraduation that is pointed out as a means of keeping teachers up to date and prepared. Physical education teachers hasobligation to remain updating in first aid knowledge (e.g. training courses, congresses, lectures, among others). Furthermore, theinclusion of the content Basic Notions of First Aid in physical education classes is an interesting pedagogical tool.

The influence of consumerism on Spanish physical education teachers

Consumer culture and neoliberalism have significantly influenced contemporary globalised, Western(ised) and highly visual societies. These influences have also infiltrated physical education settings, contributing to market-driven surveillance of physical education teachers’ physical appearance. This paper examines the reflections of a group of physical education teachers working at the primary and secondary levels in Spain concerning subjectivities of bodies and professional practices. It draws on semi-structured interview data and the Foucauldian concepts of Panopticon and surveillance to explore the ways in which the participants were influenced by the market and neoliberalism. The results of the study invite us to reflect on how images and messages from media may promote certain expectations for physical education teachers concerning physical appearance, dress and sports supplements consumption. The findings have implications for teacher education and the preparation of physical education teachers to resist dominant discourses promoted by the media.

Implicit and explicit pedagogical practices related to sociocultural issues and social justice in physical education teacher education programs

ABSTRACTBackground: For many years, scholars in Physical Education Teacher Educator (PETE) have argued for the importance of educating pre-service teachers (PSTs) about equality (e.g. Evans, J. 1990. “Defining a Subject: The Rise and Rise of the New Physical Education?” British Journal of Sociology of Education 11: 155–169), sociocultural perspectives and issues (e.g. Cliff, K., J. Wright, and D. Clarke. 2009. “What Does a Sociocultural Perspective Mean in Health and Physical Education?” In Health and Physical Education: Issues for Curriculum in Australia and New Zealand, edited by M. Dinan-Thomson, 165–182. Melbourne: Oxford University Press; Flory, S. B., Tischler, A., and Sanders, S. 2014. Sociocultural issues in physical education: Case studies for teachers. New York: Rowman & Littlefield), and critical pedagogy (e.g. Fernandez-Balboa, J. M. 1997. “Physical Education Teacher Preparation in the Postmodern Era: Toward a Critical Pedagogy.” In Critical Postmodernism in Human Movement, Physical Education, and Sport, edited by J. M. Fernandez-Balboa, 121–138. Albany: State University of New York Press; Philpot, R (2015) Critical pedagogies in PETE: An Antipodean perspective. Journal of Teaching in Physical Education 34(2): 316–332). Despite this advocacy, we would argue that there are significant differences in how faculty teach about sociocultural issues, and for, social justice. The pedagogical actions through which PETEs do this work is the focus of this paper.Purpose: We investigated the pedagogical approaches and strategies used by PETE faculty to address and educate PSTs about social justice and sociocultural issues related to gender, race, sexuality, (dis)ability, socioeconomic status and religion in their individual PETE programs. In this study, we draw on transformational pedagogy (Ukpokodu, O. 2009. “Pedagogies that Foster Transformative Learning in a Multicultural Education Course: A Reflection.” Journal of Praxis in Multicultural Education 4 (1), Article 4; Ovens, A. 2017. “Transformative Aspirations and Realities in Physical Education Teacher Education (PETE).” In The Routledge Handbook of Physical Education Pedagogies, edited by C. Ennis, 295–306. New York: Taylor and Francis) as a framework for theorizing the data. Through this study, we highlight the pedagogical practices espoused as those that engender transformative learning.Data collection and analysis: Data for this interpretive qualitative research study was collected primarily through in-depth semi-structured interviews with over 70 PETEs who work in 48 PETE programs across Australia, Canada, England, Ireland New Zealand, Sweden, and the United States. Furthermore, an informational survey was used to gather demographic data of the participants. The participants, all current PETEs, had a wide range of professional experiences, which included the length of time in the profession, the type of institution employed, educational backgrounds and courses taught. Data analysis was completed using the processes of content analysis and the constant comparative method (Corbin, J., and A. Strauss. 2008. Basics of Qualitative Research. London: Sage).Findings: Three major themes represent the findings. In the first theme, ‘Intentional and Explicit Pedagogies,’ we provide descriptions of the approaches and strategies used by PETEs in this study that were planned in advance of the learning experiences. In the second theme, ‘Teachable Moments,’ we provide examples of how PETEs utilized ‘teachable moments’ in implicit and explicit ways to educate PSTs about sociocultural issues. The third theme, ‘Resistance and Constraints’ captures the individual challenges PETE faculty faced within their courses if, and when, they teach for equity and social justice. The findings suggest that social justice struggles to find an explicit presence within many PETE programs and that educating PSTs about sociocultural issues and social justice is lacking in many PETE programs.

Conceptualising social justice and sociocultural issues within physical education teacher education: international perspectives

ABSTRACTBackground: Physical education (PE) and physical education teacher education (PETE) have a substantial literature base that advocates for students to develop a critical consciousness, appreciate multiple perspectives, and engage in actions to enhance social justice [Tinning, R. 2016. “Transformative Pedagogies and Physical Education.” In The Routledge Handbook of Physical Education Pedagogies, edited by C. Ennis, 281–294. New York: Routledge]. Analysing sociocultural issues, critically reflecting on beliefs, knowledge, biography, and values, and developing a sense of agency to enact change, have been recognised as an integral part of the PETE knowledge base for some time [Fernández-Balboa, J. M. 1997. “Physical Education Teacher Preparation in the Postmodern era: Toward a Critical Pedagogy.” In Critical Postmodernism in Human Movement, Physical Education, and Sport, edited by J. M. Fernández-Balboa, 121–138. Albany: State University of New York Press]. However, there remain differences in how social justice itself is conceptualised and enacted. Social justice is aligned heavily with critical and ‘post’ theories where taking action for justice, democracy, and power is central; but social justice is also found in humanist beliefs in student-centredness and equality and has been co-opted by neoliberal forces that promote individual responsibility. While a lack of consensus is not in itself a problem [Bialystok, L. 2014. “Politics Without “Brainwashing”: A Philosophical Defence of Social Justice Education.” Curriculum Inquiry 44 (3): 413–440], diverse definitions might contribute to confusion and lead to uncertainty over what and how to teach for social justice.Purpose: In order to work towards greater certainty around concepts of social justice in the PETE community, this project sought to map variations in definition and conceptualisation of social justice and sociocultural issues among physical education teacher educators (PETEs) and physical education and sport pedagogy (PESP) educators, as part of a wider project on social justice and sociocultural perspectives and practices in PETE.Methods: PETE and PESP faculty (n = 72) in North America, Europe, and Australasia engaged in an in-depth interview, during which they were asked how they define social justice and sociocultural issues. Additional information about participants’ social identity was collected. A constant comparative method of analysing participants’ definitions mapped a range of concepts building on the theoretical framework of neoliberal, humanist, critical, and ‘post’ approaches to social justice.Findings: The data demonstrate that there are a range of understandings about sociocultural issues and social justice. Most commonly, some participants articulated a humanist approach to social justice by encouraging their pre-service teachers (PSTs) to have awareness of equality of opportunity in relation to gender, sexuality, and/or racism. Less prevalent, but strongly stated by those who conceptualised social justice in these terms, was the importance to take action for democracy, empowerment, or critical reflection. The terms diversity and equality, framed in neoliberal and humanist discourses, were most commonly used within the United States (US), while critical pedagogy and alignment with critical and ‘post’ theories were more prevalent in Australia and New Zealand.Conclusion: Differences exist in the ways social justice is conceptualised in PETE. While this can be attributed to the influence of local issues, it is also reflective of what intellectual tools, such as humanism or critical theory, are available for problematising social issues. The range of non-critical concepts found raises concern that PSTs are not getting the tools to enact social justice or tackle sociocultural issues.

Psychometric properties of the Cognitive and Metacognitive Learning Strategies Scales among preservice physical education teachers: A bifactor analysis

Although widely used to measure self-regulated learning strategies, the Motivated Strategies for Learning Questionnaire has not yielded satisfactory construct validity across empirical studies. This study examined its psychometric properties by focusing on one of its subscales, the Cognitive and Metacognitive Learning Strategies Scales, among 419 preservice physical education teachers ( M age = 23.05 years, SD = 4.28) from five physical education teacher preparation programmes in the southwestern United States of America. The participants responded to the 31-item Cognitive and Metacognitive Learning Strategies Scales, which assessed five categories of learning strategies: rehearsal, elaboration, organization, critical thinking, and metacognitive self-regulation. Each item was on a seven-point Likert scale. Initial confirmatory factor analysis did not support the original five-factor model. Following exploratory factor analysis identified three latent factors. Subsequent bifactor exploratory factor analysis revealed one general factor and two group factors, and following bifactor confirmatory factor analysis confirmed that this structure had an acceptable model fit, χ2 (353) = 731.327, p <.001; Root Mean Square Error of Approximation = .053; Comparative Fit Index = .907; Standardized Root Mean Square Residual = .047. A respecified bifactor model with 18 items resulted in a good fit, χ2 (120) = 161.384, p <.001; Root Mean Square Error of Approximation = .030; Comparative Fit Index = .980; Standardized Root Mean Square Residual = .034. Score reliability for the general factor Omega Hierarchical = .825; for the two group factors, Omega Scales = .211 and .238, respectively. Implications for future research and practice are discussed.

Physical Education Teachers’ Use of Mosston and Ashworth’s Teaching Styles: A Literature Review

This systematic review explored the use of Mosston and Ashworth's teaching styles from an international perspective. I searched all relevant peer-reviewed journals listed in ERIC, SPORTDiscus, and ISI Web of Science. This search yielded 15 potentially relevant studies published from 2000 to December 2016. Thirteen of these studies met the inclusion criteria established for this review and involved 3,465 participants from 15 countries. The results indicated that the reproduction teaching styles were used more often than the production teaching styles. The use of the command, practice, and inclusion styles dominated in the classrooms across 15 countries. Of the six production teaching styles, only the guided discovery and the convergent discovery styles were sometimes used, while the remaining four were seldom used. The results are discussed in light of Spectrum theory and with respect to the physical education teacher preparation programs of those countries.Subscribe to TPE

Reflexões sobre o lugar da escola na formação de professores de Educação Física

Propomos neste ensaio refletir sobre o lugar da escola na formação dos professores de Educação Física, partindo do princípio que sem conhecer de fato a escola, o cotidiano escolar, não há possibilidade de compreensão de suas reais necessidades. As reflexões mostram que a escola ocupa pouco espaço na formação de professores de Educação Física, mas percebem-se mudanças substanciais nas leis e na oferta de projetos e programas que permitem articulação entre as agências formadoras e a escola para inserir os licenciandos no contexto escolar desde os primeiros períodos do curso, realidade que possibilita um processo formativo vivencial no próprio contexto escolar.

The Effectiveness of (Think-Pair-Share) Strategy in Learning Forehand Drive Skill in Table Tennis for Beginners

The research aims at knowing the effectiveness of applying (think-pair-share) strategy to learn forehand drive skill in table tennis for beginners (9-12) years. Experimental approach was the approved approach in this paper, Study has been applied to (40) children as a sample (the sample was taken from Smoha Youth Center were selected in deliberate manner, they were divided into two equal groups each of them is (20) child, one of the two samples subjected to (think- pair- share) strategy and called the experimental group, the other sample subjected to traditional method in learning forehand drive skill in table tennis and called the control group. Researchers used the Statistical processors (SMA, Standard Deviation,) T) test for the significance of differences, Upper and lower quadrants, the correlation coefficient, Ratio improvement, Convolution coefficient, Splaying coefficient). the study obtained results has shown that, using either (Think-pair-share) suggested strategy or the traditional method leaves a positive impact in learning forehead drive in table tennis for children (9-12) years, (Think-pair-share) suggested strategy is more positive than the traditional method in learning forehand drive in table tennis for children (9-12) years. The two researchers recommended the following: To apply (Think-pair-share) strategy to teach the forehand drives in table tennis for children (9-12) years. To apply (Think-pair-share) strategy to teach the other skills of table tennis for the children (9-12) years. Interest in the preparation of physical education teachers to use different methods, strategies and modern teaching methods to make the educational environment more positive in helping to accelerate learning process for children