School Physical Education Classes Research Articles

팬데믹 및 4차 산업혁명 시대의 지역사회체육과 학교체육 : 인성 함양의 전인적 체육 모색

Purpose: The purpose of this study is to find out what the role of physical education teacher need to be , how on-line home schooling and on-field self-learning need to be adapted, and what relationships between school physical education and the local community need to be pursued.<BR> Method: Ethnographic approach was adopted with three in-service physical education teachers, two previous Public Sport Club officials at KOC and two sport-related co llege professors. The participants were recruited based on the Snowballing way with the criteria of ‘10-year or more career’and ‘Willingness of participation in the study.’ School documents, observation of on-line school physical education classes and in-depth interviews were carried out to collect data. For the purpose of trustworthiness of the study, Data triangulation, Member check, Peer debriefing and Key informant were utilized.<BR> Results: The results of this study are as follows. Seven participants claimed together that physical education teacher in the pandemic and/or 4<SUP>th</SUP> industrial revolution era should 1) become a counselor, a facilitator, a guide and an advisor to help students spontaneously perform physical education classes on their own, 2) play a role of an administrator to build up relationships with the local community and government members, organize each student’s local on-field learning with his/her peers and 3) develop expertise for effective counseling and administration. Pre-service and in-service teacher education programs need to be aligned with the results. <BR> Conclusion: In summary, the findings in this study confirm that the physical education teacher education programs need to focus on nurturing counseling and administrative competencies to get prepared for the contemporary 4<SUP>th</SUP> industrial revolution society or another possible pandemic circumstance.

小学校体育授業における「フロアキックボール」教材の学習成果の検討：:児童のボールを蹴る・止める技能に着目して

小学校体育授業における「フロアキックボール」教材の学習成果の検討：:児童のボールを蹴る・止める技能に着目して

Covid-19 and the direction in which elementary school physical education classes progress

이 연구는 COVID-19로 인해 급격히 변화된 교육환경에서 초등교사가 느끼는 체육수업의 어려움과 이를 해결해나갈 수 있는 포스트 COVID-19 시대에 적합한 체육수업을 설계할 뿐만 아니라 초등체육수업이 나아갈 방향을 제시하고자 실시하였다. 연구 참여자는 I시에 근무하는 초등체육 교사(체육교육학 박사과정 3명, 체육교육학 석사 전공 초등교사 5명)이다. 수집된 자료는 연구문제에 따라 <COVID-19와 초등체육수업의 어려움>, <COVID-19와 초등체육수업의 방향>에 대해 심층적으로 살펴보기 위해 심층면담, 집단 면담, 선행연구 자료 분석 등을 통해 도출하였다. 연구결과는 다음과 같다. 먼저 COVID-19로 인한 체육수업의 어려움으로는 ‘체육수업 용·기구의 보급과 체육활동 공간의 제약’, ‘타 교과 대비 보편적인 만족도를 담보하지 못하는 체육수업’, ‘온라인 체육수업 소재의 제약’, ‘온라인 체육수업에서 발생하는 교사 피드백, 평가 결손’ 이 제기되었다. 그리고 COVID-19라는 상황에서 체육수업의 방향으로는 ‘체육수업에 필요한 용·기구 직접 만들어 활용’, ‘보편적인 만족도를 담보한 수업 공유’, ‘교수·학습·평가 방법의 확장적 개념으로 바라보기’, ‘다양한 온라인 플랫폼을 활용한 평가’ 가 구안되었다. 이번 사태를 계기로 교사들은 초등학교 체육수업에 대해 진지하게 고민하고 4차 산업 시대와 언제 또다시 겪을지 모르는 상황에 선제적으로 대비해야 한다고 몸소 느끼게 된 것이다.This study was conducted not only to design sports classes suitable for the rapidly changed educational environment due to Covid-19, but also to suggest the direction of elementary sports classes in the post-Corona era. The subjects of the study are a group of experts in elementary sports education(one professor majoring in physical education, three PhDs in physical education, and three elementary teachers majoring in physical education). The collected data were calculated through in-depth interviews, descriptive surveys, and prior research data analysis to explore the Covid 19 and the Crisis of Elementary Sports Classes and the Direction of Elementary Sports Classes according to the research questions. According to the research, the contents of online sports classes are restrictions on the dissemination and utilization of sports and equipment , exercise classes that do not guarantee universal satisfaction compared to other subjects , and difference between online sports contents and students activities . Next, in the situation of Covid 19, the directions for physical education classes were creative making and using the necessary equipment for physical education classes, sharing classes that guarantee universal satisfaction, “considering as an expansion concept of teaching, learning”, and presenting various activities for students. Covid 19 has led teachers to feel that they should seriously consider elementary school physical education classes and preemptively prepare for the fourth industrial era and the situation they may experience again.

Treinamento de resistência em escolares: Uma Revisão Integrativa

Diversos estudos têm discutido os benefícios e as estratégias de segurança para o treinamento de resistência em crianças e adolescentes, entretanto, a sua inserção nas aulas de educação física escolar ainda não é significativa. A análise das atuais evidências científicas sobre o treinamento de resistência em escolares pode ampliar a compreensão de sua ação pedagógica e possibilitar inserção deste conteúdo na escola. Nesse sentido, este estudo de revisão teve por objetivo sintetizar as evidências sobre o treinamento de resistência em escolares. As bases eletrônicas consultadas foram BVS, PUBMED e SCIELO, utilizando a combinação dos termos relativos ao treinamento de resistência, adolescentes e escola. O mapeamento resultou em 08 artigos, incluindo pesquisas de campo e revisões, publicados entre 2010 e 2020. Os resultados evidenciaram a melhora da aptidão física, da composição corporal e de variáveis bioquímicas, a redução de desvios posturais e do risco de lesões, bem como de doenças associadas ao sedentarismo, além de ampliar a motivação e a adesão dos escolares nas aulas de educação física. Estes resultados apontam que o treinamento de resistência, quando sob supervisão adequada, pode promover inúmeros benefícios e ampliar a motivação dos escolares.

Sport Education and Traditional Teaching: Influence on Students’ Empowerment and Self-Confidence in High School Physical Education Classes

Physical Education (PE) is recognized for its value in developing personal and social development. However, the instructional approach adopted by the teacher may affect the achievement of positive outcomes. This study aimed to examine the effects of two different teaching approaches, Traditional Teaching (TT) and the Sport Education (SE) model, on students’ empowerment and self-confidence in high school PE classes. A total of 430 high-school students (66.7% male), aged 14–21 years (M = 16.22, SD = 1.03) enrolled in 10th, 11th and 12th grades, participated in this study. A pretest-posttest quasi-experimental design was used across 18 classes. Classes met two times a week during a period of 8 weeks for a total of 1080 min. The Psychological Empowerment Instrument was used to measure empowerment. Students’ self-confidence was measured with the self-confidence sub-scale of the Competitive State Anxiety Inventory-2. The findings of the research revealed that only SE was effective in improving high school students’ empowerment and self-confidence. In the TT group, no gains were found, even decreasing over time. These results reinforce the adequacy of SE in PE as a curricular model to be used by teachers, particularly for the development of students’ empowerment and self-confidence.

Students' Difficulties in the Practice of Volleyball in School Physical Education: An Analysis Based on Tactical Principles

In Vietnam, physical education is mostly still taught in a traditional model. Volleyball is one of the most practiced sports in Physical Education classes. The study of this article was to explore students' difficulties in the practice of volleyball in school Physical Education (PE) classes, according to the tactical principles of the sport, and to compare them with teachers' understanding of the discipline. This qualitative study was developed in two stages: a) observation of 14 hours/class PE volleyball classes in two different schools and field diary records of students' difficulties during the game according to the tactical principles of the sport, and b) application of a Linkert scale with active PE teachers to classify such problems (Thomás A.P, et al 2020). In the first stage, the following situations were identified as difficulties, in decreasing order of occurrence in the observations: building the attack, occupying spaces on the court, looking for empty spaces, intending to contact the ball, and directing serves. In the teachers' view, however, difficulties in serves were indicated as students' main problem and, on the other hand, occupying court spaces as the action they performed more easily. On this basis, it is concluded that there are differences between the researcher's and the teachers' views, possibly related to teachers' initial coaching and previous experiences based on the traditional model, whose focus is not on the teaching of tactical principles.

Caring Climate, Emotions, and Engagement in High School Physical Education

Purpose: This study evaluated relationships among students’ views of the caring climate, emotions, and engagement in high school physical education (PE) classes utilizing Control-Value Theory of Achievement Emotions. Method: Structural education modeling tested the direct and mediating roles of the caring climate and emotions on engagement in high school PE students (N = 638). Results: The caring climate predicted enjoyment (β = 0.45), boredom (β = −0.44), and shame (β = −0.31), while enjoyment (β = 0.71) and shame (β = 0.12) predicted student engagement, supporting Control-Value Theory of Achievement Emotions assumptions. However, caring climate also predicted student engagement directly, aligning with study hypotheses. Discussion/Conclusion: The findings suggest that a caring climate relates to student emotions and engagement in PE and supports the value of emotions in PE. This highlights the need for training high school PE teachers to facilitate a caring climate in the interest of maximizing optimal student emotions and engagement.

A study on cooperative learning in an elementary school physical education classes: Focusing on students’ dialogue

A study on cooperative learning in an elementary school physical education classes: Focusing on students’ dialogue

Study on successful experiences of elementary school students in physical education classes in Japan

This study seeks to clarify the structure and characteristics of learners’ successful experiences in elementary school physical education classes in Japan according to grade and sex. A questionnair...

Examination of issues related to basketball instruction in elementary school physical education classes:Focusing on faculty members during the first term and inexperienced teachers

Examination of issues related to basketball instruction in elementary school physical education classes:Focusing on faculty members during the first term and inexperienced teachers

HISTÓRIAS EM QUADRINHOS COMO RECURSO METODOLÓGICO: UMA POSSIBILIDADE NAS AULAS DE EDUCAÇÃO FÍSICA

Este estudo tem como objetivo descrever as consequências da implementação de três unidades de ensino utilizando histórias em quadrinhos como recurso metodológico nas aulas de Educação Física Escolar. É uma pesquisa descritiva, pautada em uma abordagem qualitativa, na qual unidades didáticas sobre lutas, ultimate frisbee e práticas corporais e saúde foram desenvolvidas em três turmas nos anos finais do ensino fundamental. Os resultados indicam que a estratégia de utilizar histórias em quadrinhos como recurso metodológico foi extremamente produtiva. Pontualmente, os alunos aprenderam sobre os temas estudados em comparação ao que sabiam anteriormente ao desenvolvimento das unidades didáticas. Especialmente os momentos de debates após a leitura das histórias em quadrinhos foram fundamentais na constituição dos conhecimentos conceituais. Na percepção dos alunos, é um recurso interessante e estimulante para estudar.

A closer look at the bodily-kinesthetic intelligence in Physical Education classes

This article poses a reflection on the pedagogical practices developed during Physical Education classes in school. Intending to move beyond a diagnostic analysis of what concerns this area of knowledge in the school routine, this study aims to present this curricular component highlighted as bodily-kinesthetic intelligence. The change to a comprehensive view of the mind has unveiled human cognition and has enabled the identification of different cognitive forces with contrasting styles. Based on a narrative review, specific to this theme, focusing on pedagogical practices experienced in Physical Education classes, the guidelines on this subject, were analyzed. The main purpose of changing this mindset is to improve intelligence manifestations, by stimulating the individual’s innate potentials through opportunities. The considerations highlighted in this analysis allow us to reveal significant points for this area. In light of the principles of the Theory of Multiple Intelligences, this study portrays the importance in the choice of content that is representative of the reality of the receivers, developed through various learning pathways during Physical Education classes in school. The establishment of theoretical principles presented by Howard Gardner greatly contributed to the educational field, with emphasis on teaching through various approaches, allowing Physical Education to interpret the students’ performance with a focus on their potentials.

A Qualitative Exploration of Effective Creative/Convergence Type of Class in Middle and High School Physical Education Classes

The purpose of this research was to examine the courses and experiences of middle and high school physical education teachers based on their field experience, suggestions, and school educational environment and to explore in-depth to reflect learner-centered creative/ convergence type of education in physical education classes. To achieve the purpose of the research, four physical education teachers were selected as research participants, and after conducting in-depth interviews, inductive category analysis procedures among qualitative research methods were used to derive the meaning analysis and results of the data. For learner-centered creative/convergence type of classes, first, individual competencies of field teachers will have to be developed first. Second, there will have to be a solution to the problem of conflict of interest between teachers and teachers. Third, there should be case education, organizing, systematizing, and refined models for creative/convergence type of education. Fourth, there should be a realistic and direct approach and support, not an expression as an abstract language. The goals of the physical education subject matter include important parts that represent the direction that physical education should pursue and the learning reach that learners should achieve. Therefore, if education content is presented to solve problems more specifically and creatively, more suitable results will be produced for fostering creative/convergence type of talent.

Relações étnico-raciais e Educação Física escolar: uma revisão integrativa de teses e dissertações

O objetivo deste estudo foi compreender como a temática das relações étnico raciais tem sido estudada na educação física escolar. Para isso, realizou-se uma revisão integrativa de teses e dissertações nas bases de dados da CAPES e da BDTD. A amostra totalizou 25 estudos que puderam ser organizados em três grandes grupos: formação; identificação/investigação e intervenção/proposição que apontaram para um crescimento no interesse em pesquisar à temática. Por fim, pudemos concluir que, mesmo havendo interesse por parte dos pesquisadores em, há uma necessidade da oferta de formações para que se consiga a ampliação das discussões no sentido da busca de estratégias mais concretas de inserções dessa temática nas aulas de educação física escolar.

Examining self-Confidence and self-Perceived competence in Canadian pre-service teachers (PSTs): the role of biographies in physical education teacher education (PETE)

ABSTRACT This research examines the impact of the biographies of generalist elementary school pre-service teachers (PSTs) on their experiences of Canadian physical education teacher education (PETE), and how these biographies shape self-confidence and self-perceived competence as physical educators. The phenomenological case study took place in a Canadian university faculty of education involving 112 PSTs taking a mandatory 36 h methods course in PETE. Research indicates that the majority of elementary school physical education (PE) classes in Canada are taught predominantly by non-specialist classroom teachers (Fletcher & Mandigo, 2013. The primary schoolteacher and physical education: a review of research and implications for Irish physical education. Irish Educational Studies, 31(3), 363–376. doi:10.1080/03323315.2012.710063; Freak & Miller, 2017. Magnifying pre-service generalist teachers’ perceptions of preparedness to teach primary school physical education. Physical Education and Sport Pedagogy, 22(1), 51–70. doi:10.1080/17408989.2015.1112775; Fletcher, Mandigo & Kosnik, 2013. Elementary classroom teachers and physical education change in teacher-related factors during pre-service teacher education. Physical Education and Sport Pedagogy, 18(2), 169–183. doi:10.1080/17408989.2011.649723). While generalist teachers may be required to teach PE, they often cite negative attitudes towards the subject based on their past personal experiences as students. These biographies can have a significant impact on how beginning PE teachers approach practice (Hyndman, B. P., & Pill, S.; (2016). The Influences on Teaching Perspectives of Australian Physical Education Teacher Education Students: The First-Year Influences on Teaching Perspectives Exploratory (FIT-PE) Study. Australian Journal of Teacher Education, 41(5), 99–118. doi:10.14221/ajte.2016v41n5.7; Hyndman, B. P. (2017). Perceived social-ecological barriers of generalist pre-service teachers towards teaching physical education: Findings from the GET-PE study. Australian Journal of Teacher Education, 42(7), 26–46. doi:10.14221/ajte.2017v42n7.3; Wrench, A. (2017). Spaces and physical education pre-service teachers’ narrative identities. Sport, Education and Society, 22(7), 825–838. doi:10.1080/13573322.2015.1094046; Ladwig et al, 2018). Results indicated that PSTs who had negative experiences in PE also stated that they had significant fear in teaching PE, while PSTs who had positive past experiences indicated that they had greater self-confidence and self-perceived competence. Findings indicated that a non-competitive, inclusive pedagogical approach had a positive effect on supporting PSTs to develop greater self-confidence and self-perceived competence.

Efeitos dos ambientes escolares e dos recursos disponibilizados às aulas de educação física na proficiência motora de crianças em um município no Sul de Minas Gerais

O objetivo deste estudo foi verificar se o ambiente escolar e as aulas de Educação Física modificam o desempenho motor de crianças dos anos iniciais do ensino fundamental, de escolas da rede pública (EPb) e da rede particular (EPa) em um município ao Sul de Minas Gerais. O estudo contou com a participação de 100 crianças, de ambos os sexos, na faixa etária de seis a nove anos, de duas instituições educativas, sendo uma privada e a outra pública. O ambiente escolar e as crianças foram avaliadas pontualmente, por meio de três instrumentos: a) teste para avaliar as habilidades motoras fundamentais (TGMD-2); b) protocolo de observações das aulas de educação física para avaliar a sua qualidade; c) lista de checagem para avaliar a infraestrutura, os recursos materiais e conteúdos trabalhados pelo professor. Para análise dos dados foi utilizado o “ANOVA two-way” com variáveis independentes e o teste de covariância “ANCOVA” e os resultados mostraram que os estudantes da EPa apresentaram proficiência motora melhor quando comparado aos da EPb. A análise de covariância evidenciou que o ambiente escolar está relacionado ao processo de desenvolvimento de habilidades motoras fundamentais, porém, a prática pedagógica do professor não interferiu significativamente na referida aprendizagem das crianças.

Effects of gender, activity type, class location and class composition on physical activity levels experienced during physical education classes in British secondary schools: a pilot cross-sectional study

BackgroundPupils in secondary schools do not meet the targets for physical activity levels during physical education (PE) sessions, and there is a lack of data on the vigorous physical activity domain (VPA) in PE known to be positively associated with cardio metabolic health While PE session intensity depends on a variety of factors, the large majority of studies investigating these factors have not taken into account the nested structure of this type of data set. Therefore, the aim of this study was to investigate the relationship between various factors (gender, activity type, class location and class composition) and various activity levels during PE classes in secondary schools, using a multi-level statistical approach.MethodsYear eight (12–13 years old) adolescents (201 boys and 106 girls) from six schools were fitted with accelerometers during one PE session each, to determine the percentage (%) of the PE session time spent in sedentary (SPA), light (LPA), moderate (MPA), vigorous (VPA) and moderate-to-vigorous (MVPA) intensity levels. Two- and three-level (pupils, n = 307; classes, n = 13, schools, n = 6) mixed-effect models were used to assess the relationship between accelerometer-measured physical activity levels (% of class time spent in various activity levels) and gender, activity type, class location and composition.ResultsParticipants engaged in MVPA and VPA for 30.7 ± 1.2% and 11.5 ± 0.8% of PE classes, respectively. Overall, no significant association between gender or class composition and PA was shown. A significant relationship between activity type and PA was observed, with Artistic classes significantly less active than Fitness classes for VPA (5.4 ± 4.5 vs. 12.5 ± 7.1%, p = 0.043, d:1.19). We also found a significant association between class location and PA, with significantly less time spent in SPA (24.8 ± 4.8% vs. 30.0 ± 3.4%, p = 0.042, d:0.77) and significantly more time spent in VPA (12.4 ± 3.7% vs. 7.6 ± 2.0%, p = 0.022, d:1.93) and MVPA (32.3 ± 6.7% vs.24.8 ± 3.8%, p = 0.024, d:1.33) in outdoors vs. indoors classes.ConclusionsThe results suggest that class location and activity type could be associated with the intensity of PA in PE. It is essential to take into account the clustered nature of this type of data in similar studies if the sample size allows it.

Relationship between inter-city air pollution levels and physical fitness parameters among sixth-grade Mongolian primary school boys, China, 2013–2016

ObjectivesAdverse health effects due to air pollution have recently been recognized as a serious social problem in China. In this study, we investigated inter-city relationships between air pollution and physical fitness levels among Mongolian elementary school boys in five cities of the Inner Mongolia Autonomous Region (IMAR), China. Study designRetrospective cross-sectional cohort study. MethodsPhysical fitness measurements of 1443 male Mongolian sixth-grade children were obtained from an existing dataset from the year 2013–2016, and correlations were calculated between these measurements and the percentage of good air quality days for five different cities: Hohhot, Baotou, Chifeng, Bayannur, and Xilinhot. ResultsSignificant differences in the percentage of good air quality days from 2013 to 2016 were observed among the five cities studied. Statistical analysis showed a significantly positive correlation between good days and students’ vital capacity, and a significantly negative correlation between good days and 50 ​m ​× ​8 shuttle run time for the students included in this study. Differences in the extent of air pollution among the study cities might account for differences in lung function and cardiovascular endurance levels in these Mongolian children. ConclusionsThere is an urgent need for policy intervention to reduce air pollution levels in the IMAR. It is necessary to improve school physical education classes and physical training considering the current air pollution situation. Future research needs to replicate school year survey results from other cities, include longitudinal studies, and clarify the relationship between air pollution, physical exercise, and overall health.

School-Based Exercise Intervention Improves Blood Pressure and Parameters of Arterial Stiffness in Children: A Randomized Controlled Trial.

To evaluate the effectiveness of a school-based exercise intervention on endurance performance (EP), blood pressure (BP), and arterial stiffness in children. A total of 105 students (mean age = 8.2 [0.6]y; 51% girls; body mass index = 17.8 [3.0]kg/m2) were randomized to the intervention group (IG, n = 51) and control group (CG, n = 54). During a 37-week experimental period, the IG received an exercise intervention (2 × 45min/wk) in addition to their regular school physical education class (3 × 45min/wk). EP, peripheral and central BP, pulse pressure, augmentation pressure, augmentation index, and aortic pulse wave velocity were assessed. Following the intervention, significant changes (P < .05) in EP, peripheral and central systolic BP, pulse pressure, augmentation pressure, augmentation index, and aortic pulse wave velocity were found in the IG. Children in the CG displayed significant changes in peripheral and central diastolic BP. An analysis of the baseline-to-post changes revealed significant between-group differences in EP (P < .001), pulse pressure (P = .028), augmentation pressure (P = .007), and aortic pulse wave velocity (P = .037) that favored the IG and in peripheral and central diastolic BP that favored the CG. The school-based exercise intervention had beneficial effects not only on EP but also on different hemodynamic parameters.

Effect of sex, grade and school on enjoyment of physical education

The present study aimed to verify the unique effects of sex, grade and school, as well as interactive effects (sex vs grade), on enjoyment of Physical Education. The sample was composed of 301 students (140 males and 161 females). The Brazilian version of Physical Education Teaching Processes Questionnaire was applied in the classroom. The results generally indicated that sex, grade and school have a unique significant effect in the on enjoyment of Physical Education. Furthermore, interactive effects (sex vs grade) were noticed. Boys who attend less advanced grades tend to report higher levels of enjoyment in school Physical Education. A school Physical Education class that respects the interests and needs of students and which is concerned with motivating its students to succeed in Physical Education at school may encourage them to be physically active outside of school.