Physical Education Curriculum Research Articles

The Effect of the Use of Digital Technologies in Physical Education Lessons on Students' Physical Education Cultures and Attitudes towards the Lesson

Among the main objectives of the 'Primary School Physical Education Curriculum' is to raise individuals with knowledge, skills and behaviors integrated with values and competencies. In addition, one of the important goals of the Kazakh education system is to provide students with 21st century and related digital skills in all lessons. For this purpose, the current study examined the effect of digital technology and face-to-face teaching practices on students' lesson achievement, skills, attitudes, cultural awareness and value perceptions in primary school physical education lessons compared to traditional teaching. The study was conducted with a control group pre-test post-test design. A total of 60 students attending the 4th grade of primary school took part in the study. In the experimental group of the study, digital technologies supported face-to-face education and in the control group, traditional teaching practices were carried out. The research data were collected with 'Physical Education Lesson Acquisition Test', 'Physical Education Psychomotor Skills Test', 'Attitude Towards Physical Education Scale' and 'Cultural Awareness and Value Perception Scale in Physical Education' measurement tools. The experimental applications of the research lasted 8 weeks simultaneously in the control and experimental groups. According to the findings of the study, significant differences were found in favor of the experimental group in physical education lesson outcomes and attitudes. However, no significant difference was found between the groups in psychomotor skills and value perception.

Integration of Mental Health Promotion Strategies Within Physical Education Curricula

The present study investigated the incorporation of mental health promotion techniques within physical education curricula, as well as the influence of school policies in addressing the mental health needs of students. The sample predominantly comprised male physical education instructors between the ages of 31 and 40, who possessed 11 to 20 years of teaching experience. The results of the study indicated a uniform degree of integration among physical education instructors across various age and experience cohorts. This finding implies the significance of incorporating continuous mental health education within physical education curricula, however there were observed discrepancies across distinct domains. Significantly, the domain of social and emotional learning had comparatively lower scores, hence highlighting the necessity for focused enhancements in these specific aspects. Educators played a pivotal part in modifying their instructional approaches to cater to the mental health requirements of their students. The proponents placed significant emphasis on the principles of individualization, emotional management, and value-oriented pedagogy. The emergence of school policies also played a crucial role. The policies should prioritize the implementation of strategies, comprehensive staff training, the utilization of diverse educational techniques, active collaboration with parents, the provision of extracurricular activities, the availability of psychological counseling services, the integration of ideological perspectives, and the adoption of a student-centered approach.

Contributions of Tasks With Different Cognitive Load to High School Students’ In-Class Physical Activity

Purpose: Cognitive load theory focuses on providing appropriate cognitive engagement to facilitate knowledge learning. The purpose of this study was to determine the contributions of cognitive load on high school students’ in-class physical activity. Method: A stratified random sample of high school students (N = 150) who participated in a large curriculum intervention study provided the data. A path analysis and Hayes’ PROCESS analysis were used to test a correlation model and moderation effect from gender and race. Results: The results showed that the reasoning learning tasks directly contributed to their in-class physical activity (path coefficient = .54, p < .01) and the gender and race factors were not significant moderators (p > .05). Conclusion: The findings imply that high cognitive load tasks can facilitate in-class physical activity. The findings suggest the power of the concept-based physical education curriculum in providing productive learning opportunities to all students.

소규모 중학교 체육 공동교육과정 운영 사례 및 개선 방안 탐색

Purpose: The purpose of this study was to conduct an in-depth analysis of the operation cases ofa small middle school joint Physical Education curriculum, and to explore improvement methods basedon the analyzed cases.
 Methods: Four teachers and four students from two schools located in the J region and operatinga small middle school joint Physical Education curriculum were selected as the study subjects, and data such as operation-related data, observation log data based on participant and non-participant observations, in-depth group interview data and unofficial story data were collected, categorized,analyzed and interpreted.
 Results: As far as the small middle school joint Physical Education curricula are concerned, tennis competition activities and group activities per level were performed using facilities near the two schools to ensure all students’ participation and interest and to overcome the disadvantages of small middle schools. Individualized instruction and interactive instruction were performed through team teaching activities per group led by professional instructors to better improve the advantages of small middle schools. The improvement methods are as follows: First, joint curricula must be planned through avoluntary sense of community along with teachers’ dedication and philosophies shared by the members. Second, it is necessary to derive a process of expanding and elaborating the scope of joint curriculato share and improve the concerns regarding events and joint curriculums among small middle schools. Third, for joint curricula to have a smooth implementation, it is necessary to construct a detailed instruction plan taking into consideration the autonomy of curricula, efficient system securement, andstudents’ individual characteristics and differences.
 Conclusion: The results of this study suggest the need for legitimacy and substantial operation ofthe small middle school joint Physical Education curriculum.

Exploration of Physical Education Teaching Design and Student Ability and Character Cultivation Based on Positive Psychological Influence

Physical education is an educational process that cultivates people. In happy, lively, and rich physical education classroom, students can achieve significant development in moral character, intelligence, physical fitness, skills, interpersonal communication, and other aspects. Design of physical education curriculum teaching based on positive psychological influence applies positive psychological influence in the process of physical education teaching and constructs a correlation model between teaching content of physical education curriculum and the cultivation of students' quality, ability, and personality quality. Embed positive psychological influencing factors into the content of the physical education teaching section, use scientific process control theory for sports training to monitor and personalize student health data (optimal heart rate), and design innovative physical education curriculum teaching plans. Organic integration of physical education teaching content with the cultivation of students' abilities and personality qualities, followed by the design, process organization, and implementation of physical education teaching, is an innovative path for the future development of physical education teaching.

Opinions of the Top Managers of the Ministry of National Education on the Implementation of Physical Education Policies in Schools

"World Physical Education Summit" was held in Berlin in 1999. In the summit, participants from more than 80 countries have determined the policies and reforms for the common solution of all problems related to physical education teaching. At the end of the Berlin Summit, the policies and reforms related to physical education have reconsidered and regulated in many countries. As it is well known, the firstly responsible agency in teaching physical education policies in Turkey is the Ministry of National Education (MEB). Therefore, in this study, it is aimed to reveal the views of the top level managers of the MEB. In this study, phenomenology design which is one of the qualitative research methods has been used. The study group of the research consists of 11 senior managers working in the Ministry of National Education. The data have been analyzed using the semi-structured interview technique and content analysis method. According to the findings of the research, MEB senior managers have listed the components of a quality physical education program as teachers, school administrators, equipment and physical conditions (facility, hall, etc.). They have stated that the biggest obstacles for the physical education curriculum to reach the desired goals are the inadequacy of tools and equipment in schools, the unsuitability of physical conditions, and the fact that the same types of schools do not have the physical conditions at similar standard. They considered the goals and strategies in the development and implementation of physical education curriculum as physical and academic collaborations.

Physical Education and Gender Differences in Physical Activity, Sedentary Behavior Related to Academic Success of Science-Related Courses for Children in the State of Qatar

Background: This cross-sectional study examined gender differences in physical activity (PA), body mass index, sedentary behavior (SB), and academic performance (AP) in school-aged children in Qatar. Methods: Fifty-two schoolchildren (age: 11.9 ± 0.6 years) were assigned to gender-adjusted groups (female; n = 29). AP was calculated using the grade point averages (GPA) in Mathematics, Science, and Arabic. Additionally, the Short Form of the International Physical Activity Questionnaire (IPAQ) was utilized. Results: Four parameters (peak height velocity [PHV], science, Arabic, vigorous PA) showed relevant gender effects (p < 0.05 and ηp2 > 0.10). The largest gender effect was calculated for PHV (p < 0.001, ηp2 = 0.45). PHV was markedly higher for males (1.65 ± 0.90) than for females (0.36 ± 0.37). Females showed a higher performance level in science (82.9 ± 8.61 vs. 77.0 ± 8.76) and Arabic (80.9 ± 8.25 vs. 73.0 ± 8.22). A significant gender difference (p = 0.002, ηp2 = 0.18) was evident for vigorous MET-minutes/week (males: 1318 ± 932 vs. females: 646 ± 525). In conclusion, males exhibited the greatest amount of moderate and vigorous PA. Females spent the greatest time sitting. Arabic was different by gender, and science AP was dependent upon gender. Conclusions: These data suggest subjects in middle school are sensitive to gender, but not necessarily influenced by PA or SB at this age. Encouraging a school-based program and an after-school health club characterized by gender sensitive strategies consisting of a health class and physical education curriculum support the unique needs, interests of academic performance, and motor skills to improving health related fitness for girls compared to boys.

The Development of Physical Education Curriculum Martial Arts Sports for the Nine Years Compulsory Education Stage of Guangdong Province

Background and Aim: Based on the lack of existing teaching materials. The objective of this research was to construct the Wushu physical education curriculum in the nine-year compulsory education stage. Materials and Methods: This study is a survey study. The population samples of this study are five nine-year compulsory education schools in Guangdong Province, namely Bayi Experimental School in Guangzhou, Xiaode School in Baoan District, Shenzhen, Zhongte Wenwu School in Zhuhai, Affiliated School of Foshan No. 4 Middle School, and Shantou Jinhua Overseas Chinese Pilot School. There are 369 students, 21 teachers, and 23 experts in the field of martial arts. Results: 1) The selection of martial arts teaching content in the teacher's book of the Cantonese Education Edition is better than that of the People's Education Edition, but there are still lack of martial arts etiquette content, lack of boxing characteristics, too single theoretical content, insufficient evaluation content and content system issues still need to be improved; 2) During the implementation of teaching, there are problems such as the teaching content in the teacher's book cannot meet the needs of the class hours, the difficulty of the teaching content is not appropriate, and the sequence of the teaching content is not properly arranged, which leads to certain influences on the selection of the actual teaching content by teachers; 3) In the actual teaching implementation, teachers should make full use of lesson preparation resources in the setting of teaching content, deeply understand the new curriculum standards; they should fully analyze the academic situation, and consider the sensitive period of students' physical fitness and students' psychology. The characteristics and learning basis; should fully reflect the integrity of the content, rationally set the theoretical content, and appropriately increase the traditional boxing types, to make the teaching content system more complete. Conclusion: In the first stage of the level, the study of theoretical knowledge such as martial arts is added. The second stage of the level emphasizes the connection between the past and the next. For the consolidation and improvement of the content of the previous stage, the practice of prescribed routines is added to strengthen the basic skills exercises. Level three adds to the learning of martial arts equipment. The fourth stage of the level enriches the theoretical knowledge and increases the practice of characteristic boxing and equipment at the level of movement technology.

Construction of an Evaluation Index System for The Implementation of The New Curriculum Standards (2022 Edition) Of Physical Education and Health Curriculum for Middle Schools in Guangdong Province

Background and Aim: As a trailblazer in China's reform and development, Guangdong Province conducted research on the quality evaluation index system for implementing PE and health curriculum during the early stages of new curriculum standards implementation, which holds significant practical implications for advancing curriculum reform and development. The aim of this study is twofold: (1) To establish a comprehensive quality evaluation index system for the implementation of the new curriculum standard (2022 edition) for PE and health in middle schools in Guangdong Province; (2) To develop a high-quality implementation and development strategy for the new curriculum standard of PE and health. Materials and Methods: The primary research tool employed in this study is an expert questionnaire survey. The subjects of the study were selected using a stratified sampling method, which included experts in school PE curriculum and teaching theory, teaching and research personnel, as well as school PE team leaders. Drawing upon qualitative interview results, CIPP model theory, and relevant literature policies, a preliminary evaluation index system was established. This evaluation index system was constructed using the Delphi method and encompasses summarized content along with development suggestions. Results: The study presents the construction of a quality evaluation system for the implementation of PE and health curriculum in middle schools in Guangdong Province, consisting of four primary indicators, twelve secondary indicators, and forty-seven tertiary indicators. Additionally, it reveals that under the new curriculum standards for the 2022 edition, the macro-level evaluation system for assessing the implementation quality encompasses four aspects: curriculum background, resources, implementation process, and outcomes. Conclusion: The quality evaluation index system for the implementation of PE and health curriculum in middle schools in Guangdong Province is both reasonable and feasible, making it an effective tool for managing and evaluating such curricula. Furthermore, this system can serve as a valuable reference point for future curriculum reform and development.

The role of the cultural environment in the development of physical literacy and physical activity of Iranian children

BackgroundThe investigation of physical literacy (PL) and physical activity (PA) should be done in an ecological context because the socio-cultural situation can encourage or inhibit children’s activity. The present study aimed to study the role of the cultural environment in the development of PL and PA in Iranian children.MethodsThe statistical population consisted of Iranian children aged 8 to 12, of whom 270 students were recruited by cluster sampling from six provinces. They complete the Canadian Assessment of Physical Literacy 2 (CAPL-2) and the International Physical Activity Survey. To examine the cultural environment, the components of geographic location (west, south, central, east, and northwest), place of residence (downtown, suburban, and village), and gender (boys and girls) were used. A multivariate ANOVA analysis was used to analyze the data.ResultsFrom the geographic location, the findings showed that students inhabit in the west and east of Iran have significantly higher scores than their counterparts living in the central, south, and northwest at PA and PL (P < 0.001). From the place of residence, we observed a higher level of PA and PL in children living in the village than in those living in the suburbs and downtown (P < 0.001). In terms of gender, boys have higher PL and PA scores (P < 0.001).ConclusionThe findings demonstrate that socio-cultural factors, geographic location, place of residence, and gender have different impacts on children’s PL and physical activity. Therefore, we suggest using ecologically appropriate decentralized planning in a physical education curriculum.

O.4.6-7 The role of external providers for Physical Education and extracurricular physical activity in Irish primary schools

Abstract Purpose In Irish primary schools, Physical Education (PE) is taught by generalist teachers. While PE is critical in developing essential skills for lifelong physical activity (PA) participation, studies show teacher confidence and competence to teach PE is low due to negative personal experiences and insufficient training. Many schools utilise external providers to supplement PE provision and provide extracurricular PA. However, this provision is largely unregulated, without clear distinction between the two. This study aims to examine the role of external providers for PE and PA in Irish primary schools. Methods An online survey for principals and teachers was developed and validated using a modified Delphi technique. It included 57 questions examining current practices for PE provision schools. A link to the survey was emailed to all Irish primary schools and shared on social media. SPSS version 27 was used for data analysis. Results Of the 513 respondents, 81.7% were female, 17.9% male and 0.4% didn’t say. A majority (82%) regularly use external providers for extracurricular PA, which takes place mostly during the school day (89%). Although intended as activity not related to PE provision, it is used by teachers as the only PE provided either sometimes (45.5%) or all of the time (21.6%). External providers teach specific strands of the PE curriculum in 52.9% of schools, with Games being the strand most provided. While this provision is taking place, most teachers stay with their class and assist (61.9%). Conclusion Results show external providers are extensively used in Irish primary schools to supplement PE provision rather than solely providing extracurricular PA. Games being the most commonly delivered strand by external providers is reflective of the number of sports coaches providing this service to schools. Teachers using extracurricular PA as their PE can be problematic as external providers often lack suitable qualifications and provision may not align with PE curriculum guidelines. Support is needed for schools to provide good quality PE and approaches such as regulating the use of external providers or engaging specialist PE teachers to support delivery should be examined in order to improve PE in Irish primary schools.

Effects of School Physical Education on the Exercise Habits of Children and Adolescents: An Empirical Analysis Using China Health and Nutrition Survey Data.

Since 2002, the Chinese Ministry of Education has conducted reform in the physical education (PE) curriculums of schools in China, with a focus on shifting from sports skills to regular participation in physical activity (PA) and promoting health. The aim of the study, therefore, is to examine the effects of school PE on the exercise habits of children and adolescents in China over time. Data based on 5941 observations of 3708 individuals aged 6 to 17 were collected from the China Health and Nutrition Survey (CHNS) for the period 2004 to 2015. The data were analyzed using the fixed-effect Logit model and the random-effect Tobit model. The likelihood of exercising outside of school is 20.2% higher for students who have school PE than those who do not. Our study found that increasing the duration of PE at school by 100%, increases the duration of out-of-school PA by 22.3%. The variety of the types of sports schools offer encourages students to participate in out-of-school physical activity. The likelihood of students exercising outside of school increases by 5.6% when 1 more exercise type is provided in school PE. In addition, soccer, basketball, badminton, and volleyball education increases students' participation in after-school exercises. Soccer and basketball education, in particular, improves the duration of after-school PA. To form exercise habits in children and adolescents, we encourage the promotion of a variety of physical activities in schools, especially team sports such as soccer and basketball.

O.4.6-10 Move! – A national monitoring system for health-related fitness and motor competence of Finnish school-aged children and adolescents

Abstract Purpose The Move! system was launched in 2016 and it aims to provide systematic feedback to students on their physical performance, and to collect annual nationwide data on physical performance from 5th and 8th grade students (11–15 years old). The physical performance in the Move! system has been operationalized to include components of health-related fitness and motor competence, which are ideally needed during adolescence and later in life. Project description The Move! is included in the national core curriculum for physical education (PE) and is therefore targeted for all students. Move! measurements include 20m shuttle run (endurance), 5-leaps (strength of the lower body, locomotor skills, stability skills), throwing-catching combination (object control skills), curl-up (endurance of abdominal muscles), push-up (endurance of upper body muscles), and flexibility tests. The Move! results are used extensively. In schools, PE teachers give immediate feedback to students during and after test sessions. In addition, teachers can utilize Move! data when designing PE programs and lessons. Students’ results are sent home, and parents are encouraged to discuss the results and their implications with their children. Students and their parents are directed to the Move! web pages, where they are provided with more information about the tests along with guidance on how to develop different elements of physical performance. The results are also utilized in healthcare as school nurses and doctors consider students’ physical performance information along with other health data. Through a database, it is possible to follow students’ physical performance development. The data can also be used in informed decision-making at national and local levels. Conclusions The Move! system annually reaches a vast majority of Finnish grade 5 and 8 students (&amp;gt;100 000), schools (&amp;gt;2000), and municipalities (&amp;gt;95 %). The system ties together school PE, health care, and data-informed decision-making, and can be seen as a pedagogical innovation enhancing Finnish students’ health-related fitness, physical activity, and overall well-being.

USE OF TRADITIONAL RECREATIONAL GAMES IN PHYSICAL EDUCATION CLASSES IN ELEMENTARY SCHOOL CLASSES IN THE EARLY YEARS

This work intends to approach aspects related to traditional recreational games, in the early years of elementary school. In the first part we will show how games can help in the physical, social, cognitive and learning development of students. Afterwards, we will deal with the case study methodology, conducting a survey with eight professors. We bring as a proposal how recreational games should be incorporated into physical education curricula.

How to Include Elements of Aesthetic Education in Physical Education Programs

This study investigates the practice of introducing aesthetic elements into physical education curriculum, as well as educators' and students' perceptions of it. We employed questionnaires and interviews with physical education teachers and students as our target groups. We discovered that incorporating aesthetic components into physical education classes might increase students' enthusiasm in learning and aesthetic appreciation. However, practice varies across schools and teachers, and both educators and students want a deeper and broader application of aesthetic elements in the PE curriculum. We propose that teacher education emphasize the use of aesthetic education in physical education, and that schools and educational policymakers give more resources and support for aesthetic education. Future study should focus on how aesthetic education aspects can be more effectively integrated into physical education programs, as well as how the effectiveness of such integration can be measured.

The application of big data technology in the integration of non-foreign heritage into the construction of college sports curriculum thinking and politics

Abstract This paper firstly takes the non-heritage Taijiquan course SiM to the physical education course SiM as the theoretical starting point to enrich and expand the theoretical connotation of the physical education course SiM. Secondly, a sorting algorithm is used to sort the recall set by the interaction data of students and the physical education curriculum Civics elements to determine the final display order of the recall elements. A ranking model incorporating students’ long-term and short-term behaviors is proposed to model the sequence of students’ long-term and short-term behaviors separately. Finally, the long-term behavioral features of students are extracted using the self-attention mechanism, and the short-term behaviors of students and the extracted long-term behavioral features are modeled in sequences by GRU units, respectively, to explore the interesting Civics elements of students fully. The results show that the initial eigenvalues of the public factors 1-5 of the integration of non-heritage Taijiquan culture into the thought politics construction of college physical education courses are all greater than 1, which meets the factor extraction criteria. At the same time, the cumulative variance values of the five public factors of the Civic and Political elements can explain 88.378% of the whole index, which meets the criteria of exploratory factor analysis. In this paper, the integration of non-heritage Taijiquan into the construction of Civic college's physical education curriculum provides the enlightenment of the times for the re-conceptualization of traditional Chinese culture and realizes the collaborative team innovation with cross-border integration.

Gendered pedagogy in senior secondary physical education curriculum enactment

ABSTRACT Arnold’s dimensions of movement (1979) and Wilcox’s embodied ways of knowing (2009) informed case study research which explored the influence of gender(ed) movement-based pedagogy and associated equity issues in Victorian Certificate of Education (VCE) Physical Education (PE). VCE PE teachers from three schools provided documentation (course, unit, lesson plans, resources, assessment materials) and semi-structured interviews to investigate how teachers used movement and the role gender plays in influencing decisions and approaches relating to movement-based pedagogy. Gender discourses were evident in teachers’ decisions regarding the types of movement experiences included in VCE PE, pedagogical approaches and assessment contexts. Issues of safety were linked to gendered assumptions about learners. Movement is a central tenet of senior secondary PE, yet movement-based pedagogy needs to be more responsive to the needs of all students to ensure equity in students’ movement and learning experiences and to positively reflect gender diversity of student cohorts.

About the values: curricular analysis of physical education at secondary schools in different countries

Education in general and Physical Education (PE) is a time and space where the dimensions of knowledge are taught and learned, as well as issues of human behavior and relationship, both individually and collectively. We are talking about human values and virtues. PE as a curricular subject is undoubtedly a place where values can be taught and lived. The aim of this theoretical curricular study was to analyze the secondary school curricula of six different countries: Brazil, Costa Rica, Guatemala, Spain, Portugal, England. These countries were deliberately chosen according to a basic criterion i) being from different continents, ii) the PE curriculum must be a National public policy, iii) different languages (Spanish, English, Portuguese) and iv) access to the curriculum document to carry out the analysis. We assumed that countries with different cultures, languages, traditions, politics, religions - traditional and new religions - could present different or the same values/axiological perspectives. The results showed that the values most taught in PE classes are respect, tolerance, fair play, teamwork and cooperation - values common to all countries. There seems to be a common feature of what is human (regardless of the region of the globe). There are desirable values that are inscribed in human being, in living individually and together. Keywords: Human Values, Physical Education, High School, Curriculum Assessment

Exploring Cross-Cultural Differences in Fundamental Motor Skills Proficiency Between Polish and Latvian Children

Abstract Introduction. Fundamental motor skills (FMS) are a critical component of success in various sports and lifelong physical activity (PA). This study aimed to evaluate and compare the FMS proficiency levels of 7-9-year-old children from Poland and Latvia, providing insights into the current state of motor competence in these populations. Material and Methods. A cross-sectional study design was utilized, incorporating a sample of 163 boys and girls. The FUS test (Fundamental Motor Skills in Sport), a comprehensive, qualitative, and process-oriented assessment tool was used to assess FMS. The FUS test encompassed a range of movement tasks, including hurdles, jumping rope, forward roll, ball bouncing, ball throwing and catching, and kicking and stopping a ball that allows for a thorough evaluation of FMS proficiency. Results. The study revealed alarmingly low FMS proficiency levels in both countries, with 93.3% of students displaying ‘insufficient FMS proficiency’. The Mann-Whitney U test showed that Latvian boys outperformed their Polish peers in jumping rope and forward roll (p &lt; 0.05), while Polish boys exhibited superior results in kicking and stopping a ball (p &lt; 0.05). In contrast, Polish girls achieved significantly higher scores in hurdles and kicking and stopping a ball (p &lt; 0.05) compared to Latvian girls, who scored higher in jumping rope (p &lt; 0.05). Conclusions. These findings highlight the urgent need for effective, evidence-based interventions to improve motor competence in both countries, emphasizing the importance of incorporating FMS development into physical education curricula and promoting regular PA for children.

The Influence of Tennis Course on the Holistic Well-being of Tertiary Students in a University in China

This study aimed to explore the influence of tennis course in the students' interest and participation in sport on their overall health and well-being. The findings indicated that male students tend to be more interested in sports, especially sports like tennis. And participation in sports like tennis can have a positive impact on a student’s overall health, including physical health, emotional health, social health, and possibly even mental health. Therefore, several recommendations are hereby offered including promoting gender-equitable sport participation, strengthening the physical education curriculum, supporting mental health, providing competition opportunities and encouraging recreational sport. These recommendations can help schools and educational institutions take a more active role in nurturing the overall well-being and development of their students.