Physical Education Curriculum Research Articles

Research on the Content and Implementation Strategy of Physical Education Teaching Evaluation in Junior High School under Core Literacy

The Physical Education and Health Curriculum Standard for Compulsory Education (2022 Edition) proposes to set the exercise load scientifically and cross-integrate physical education with various disciplines such as moral education, intellectual education, aesthetics and labour. Nowadays, China's education has entered the stage of connotative development, but there are still outstanding problems in teaching evaluation: influenced by the traditional concept of education, the selection function of the secondary school examination is over-expanded, the teaching evaluation is dominated by the outcome evaluation, focusing on intelligence and neglecting morality, and the only value orientation is scores and promotion, so that the students can't have a comprehensive development. The paper focuses on the core qualities of physical education, summarises the content of teaching evaluation under the core qualities of physical education, and puts forward the implementation strategy of physical education teaching evaluation. Aims to play teaching evaluation of sports teaching nurturing advantages, comprehensively promote the core literacy of junior high school students in the sports discipline high-quality development.

CONECTANDO RESISTÊNCIA E AFETOS COM A CONSTRUÇÃO DE UM GRAFITE NA EDUCAÇÃO INFANTIL

This article sought to narrate the daily development of a pedagogical activity using digital graffiti with Early Childhood Education students from a public school in Aparecida de Goiânia, during the transition from the Covid-19 pandemic to the post-pandemic period. The aim is to demonstrate how the practice of digital graffiti can be employed in Early Childhood Education to promote children’s creative expression and socio-emotional education. The methodology adopted was an exploratory, descriptive investigation based on the authors’ experiences and the adaptation of the Physical Education curriculum to incorporate digital graffiti activities. The sessions were structured in four stages, each inspired by songs and relevant artists from the Hip Hop movement, guiding reflections on the pandemic and the collective creation of digital graffiti. The main results include enhancing creative expression through digital graffiti and integrating digital technology into children’s educational processes. Additionally, the activity allowed participants to share experiences related to overcoming the pandemic period, strengthening their socio-emotional skills. It is concluded that digital graffiti can be used as an important curricular tool in Early Childhood Education, expanding interaction through play and paving the way for hybrid teaching models that combine innovative pedagogical practices in cyberculture.

Despite good intentions: The elusiveness of social justice in health and physical education curricula across different contexts

This paper draws on critical discourse analysis to examine how health and physical education (HPE) curricula from Sweden, Norway, South Africa, Australia, and New Zealand may influence possibilities for the enactment of social justice in schools. The findings highlight the presence of social justice intentions across the five curricula as related to embodied movement experiences, social cohesion, and activism. That said, the findings simultaneously suggest that the language used to orient teaching towards social justice objectives is often elusive. In this paper, we contend that despite the presence of social justice intentions in these five HPE curricula, the articulation and function of the language within the curriculum documents do not necessarily support the enactment of this in practice. To conclude, we therefore suggest that more work is needed to ensure that curricula and other supporting artefacts and resources can better support both teachers’ practice and students’ learning in raising awareness of, and addressing, social justice outcomes in HPE.

Effective Instruction and Curricular Models: What Do We Know About Student Learning Outcomes in Physical Education?

This essay aims to elucidate effective teaching through the utilization of instructional models in physical education. In this essay, Rink’s seven essential teaching tasks provide the foundational structure, complemented by an examination of four legitimate student outcomes in physical education: physical, cognitive, social, and affective domains. A literature review of 222 research studies on teaching effectiveness of nine instructional models reporting on teacher behaviors and student outcomes was coded following a four-step reliability coding process to establish a consensus on the articles included. This essay serves as a resource for comprehending the application of instructional models in physical education curricula, highlighting the need for continuous research into their efficacy and the replication of studies to validate outcomes across various educational settings. In addition, it highlights the importance of integrating K–16 teacher assessment data within these models to demonstrate the educational impact across learning domains.

The Extent to Which Applications of Ergonomics are Employed to Improve Students' Skill and Psychological Performance from the Point of View of Teachers of Physical Education

The study aimed to identify the extent to which applications of ergonomics were employed to improve students' skill and psychological performance from the point of view of teachers of physical education, The researcher used the descriptive methodology, The study sample consisted of 55 teachers of physical education in the Third directorate of Amman, who were chosen in probability sampling method. After statistical analysis, the results of the study indicated that the extent to which applications of ergonomics were employed to improve students' skill and psychological performance from the point of view of the physical education teachers under study was at a high level in all fields, and there were no statistically significant differences in the extent to which the applications of ergonomics are employed to improve students' skill and psychological performance from the point of view of teachers of physical education due to the variables of experience and academic level. The researcher recommended the need to identify the extent to which the applications of ergonomics are employed to improve the level of skill and psychological performance of students from the point of view of teachers of physical education in other directorates of education, the need to include the concepts and applications of ergonomics in the courses of physical education at various levels of university education, and the need to include ergonomics in the curricula of physical education.

Comparing project-based learning with conventional models: Enhancing students’ enjoyment of physical education

Background Problems: The proliferation of diverse teaching methodologies underscores the evolving nature of pedagogical practices. Despite this trend, conventional instructional models persist in physical education and health curricula, with many educators continuing to employ traditional approaches. These conventional models limit student engagement and foster a sense of monotony within the learning environment. Conversely, effective physical education hinges on interactive communication, wherein student involvement and enjoyment serve as catalysts for positive motivation and enhanced learning outcomes. Research Objectives: The research aims to determine the enjoyment of students learning physical education using the project-based learning model. Methods: The experimental method was applied with a randomised control-group pretest-posttest design. The population consisted of 600 students from a junior school in Bandung City. The sample was selected using the simple random sampling technique. The enjoyment of student learning questionnaire, which has a reliability value of 0.942. Data were analysed for normality using the Kolmogorov-Smirnov test and homogeneity using the Levene test; after that, the paired test and independent sample t test were carried out. Findings/Results: The result shows that the project-based learning model provides a better influence than conventional learning, especially in the enjoyment of learning aspect, with t = 17.622 and sig = 0.000. Conclusion: The conclusions of this study indicate that employing a project-based learning paradigm centered on fostering enjoyment in the learning process represents a novel advancement in physical education curricula. Emphasising the role of enjoyment in learning, the project-based learning framework offers a fresh perspective on physical education programmes, enabling educators to facilitate more impactful instructional experiences compared to conventional methodologies.

The Alignment between The Official Physical Education Curriculum and The Taught Curriculum

Although the written physical education curriculum is the same throughout the country, the implementation phase in schools differs from each other. Hence the purpose of this study is to examine the implementation process of the 5th-grades physical education and sports curriculum (updated in 2018) in different school contexts. Case study pattern was used. The participants of the study are two physical education teachers in Eskisehir. The data collection process consisting of observations, interviews, and field notes was completed in the fall semester of the 2018-2019 academic year. As a result of the analysis, the implementation process of the curriculum sub-theme which is related to the main theme of "taught curriculum", were reached. In conclusion, it can be said that the implementation process in schools is mostly teacher-centered, including the teaching of sports techniques and evaluating the psychomotor domain. The game-based and student-centered structure of the updated program could not be implemented by the teachers in the study. Also, it can be stated that the sufficiency of physical education course materials and the suitability of the areas used in physical education lessons are important factors in the implementation process of the curriculum.

Research on the Application of National Traditional Sports Items in Xinjiang’s Physical Education

There are many advantages in national traditional sports. At present, China is intensifying the inheritance of national culture. National traditional sports are also directly related to China’s physical education curriculum. You can vaguely see each one in the current sports. The shadow of national traditional sports and the introduction of national traditional sports in the physical education classroom can greatly enrich the content of physical education classrooms. This article starts with Xinjiang’s local ethnic traditional sports, and investigates and analyzes the application of these sports in Xinjiang’s physical education. This research is expected to play a role in promoting the development and inheritance of Xinjiang sports culture, and promote more and more excellent ethnic traditional sports in Xinjiang to be used in the physical education.

Study on the Co-Development Path between the Ideological and Political Thinking of Physical Education Curriculum and the Consciousness of the Chinese Nation Community in the Frontier Minority Areas

Cast firmly the Chinese nation community consciousness, is to safeguard the fundamental interests of the ethnic groups is the inevitable requirement of realizing the great rejuvenation of the Chinese nation is the inevitable requirement of consolidating and developing equality unity mutual assistance harmonious socialist ethnic relations is the inevitable requirement of the party's ethnic work to open up new prospects. Yunnan is located in the southwest border of the motherland, is one of the most ethnic minority species and multi-ethnic cultural resources in the region. Yunnan border universities must integrate ideological and political education teaching resources, guide students to cast firmly the Chinese nation community consciousness, cultivate national feelings, enhance national confidence and pride, promote social common development. Based on this, this article will start from the perspective of ideological and political education in physical education courses, explore the mechanism of ideological and political education in physical education courses to cast firmly the Chinese nation community consciousness, discuss the strengthening of education on the national college students in Yunnan to cast firmly the national community consciousness, guide the youth of all ethnic groups to forge ahead, maintain national unity, build a beautiful home, which has practical significance for the high-quality, leapfrog development of Yunnan, and explore its practical path.

Research on the Current Situation of Physical Education Curriculum System in Higher Vocational Colleges in Chongqing

Research on the Current Situation of Physical Education Curriculum System in Higher Vocational Colleges in Chongqing

A Comparative Study on the Concept and Curriculum of Physical Education between China and the United States

In the context of globalization, it is valuable to examine the concepts and curriculum settings of physical education in China and the United States. These two countries, recognized as important sports powers in the field of education, offer insight into similarities and differences that can inform future research. By comparing their approaches, this study aims to provide valuable insights and suggestions. Through literature review and field research, this study found that there are certain differences in core values, teaching methods and evaluation systems, social impact and significance of physical education between China and the United States. Furthermore, there are variations in curriculum objectives, content, organization, implementation, evaluation, and improvement of physical education between China and the United States. This study concludes by offering relevant insights and suggestions for both countries, as well as acknowledging the limitations of the research and suggesting potential directions for future studies.

Elementary School Teachers’ Avoidance of Model-Based Physical Education Lessons: A Grounded Theory Approach

PURPOSE This study sought to explore elementary school (ES) teachers' avoidance of teaching model-based instruction (MBI) in physical education (PE) lessons.METHODS An open-ended questionnaire (n=93) and three focus group interviews (FGI ) were conducted with seven ES teachers. The collected data were analyzed using grounded theory analysis procedures (Strauss & Corbin, 1997).RESULTS Accordingly, we derived a grounded theory paradigm model composed of the core phenomenon (ES teacher’s avoidance of MBI in PE lessons), causal conditions (traditional difficulties of Elementary PE lessons, mismatch between MBI and ES teachers/PE lessons, lack of experience and teacher knowledge for/in MBI), contextual conditions (complex instructor organization, powerful trend of play), intervening conditions (value orientation for fun-focused PE, misunderstanding about PE curriculum), interactive strategies (focus on screening physical activities, preparing for PE lessons with YouTube rather than teacher guide book), and results (learner inclusive effects and de-curricularization).CONCLUSIONS ES teachers’ avoidance of MBI in PE lessons is a result of several reported problems with elementary PE lessons and is likely to be a recurring problem in the future. To encourage ES teachers’ MBI in PE lessons, efforts should be made to build practical knowledge of model use in pre- and in-service teacher education.

Examination of Physical Education and Sports Teacher Training Curriculums in German Universities

Examination of Physical Education and Sports Teacher Training Curriculums in German Universities

武术课课程思政的内在机理与教育理念研究

The Wushu curriculum is a course based on the Wushu sports program, and it has played an important role in the history of Chinese education. The study uses literature and logical analysis to systematically elaborate the value and connotation of “Kecheng-Sizheng”, on the basis of which the inner mechanism and educational Philosophy of “Kecheng-Sizheng” for Wushu are explored. This study believes Wushu is not only a traditional national sports event with its own cultural identity, but also a school physical education curriculum with oriental cultural characteristics, which provides rich educational materials and ideological and political elements for the implementation of “Kecheng-Sizheng” for Wushu. In the new era, Wushu adhere to the educational philosophy of “cultivating people with moral integrity and putting people first”, which not only reflects the organic unity of “preaching” and “teaching skills”, but also realizes the organic unity of “building morals” and “nurturing people”. Studying the intrinsic mechanism and educational philosophy of “Kecheng-Sizheng” for Wushu is conducive to the collaborative educational effect of Wushu and ideological and political courses, and continuously solve educational development problems.

Interdisciplinary Case-Based Teaching Promoting the Integration of Physical Education and Health Curriculum in China

Against the backdrop of quality education, integrating physical education and health courses in China has been regarded as essential to fostering students' comprehensive development. This study explores leveraging interdisciplinary case-based teaching to promote the in-depth integration and fusion of physical education and health courses in China. The research systematically reviews the theoretical foundations of integrating physical education and health courses, interdisciplinary teaching, and case-based teaching methods in China. The study summarizes the comprehensive cases for conducting interdisciplinary case-based teaching while also pointing out the challenges in the implementation process, such as teachers' professional development lag, deficiencies in the evaluation system, and the scarcity of high-quality case resources. Finally, the study proposes strategies and recommendations in management, teacher development, and evaluation for promoting integrating physical education and health courses through interdisciplinary case-based teaching. This research provides a new practical path for optimizing physical education and health courses in China. It offers valuable insights for the integration of other disciplines, possessing both theoretical value and practical significance.

Innovative Pathways to Holistic Health : Creative Approaches to Health Education , Sanitation ,Hygiene and Wellness in Physical Education

Creative techniques enhance engagement and comprehension in Physical Education classes, fostering a dynamic learning environment. Through innovative methods like gamification, role – playing, and interactive demonstrations, students activity participate, leading to better relation of health education concepts and promoting lifelong healthy behaviours. This article delves into creative and effective approaches for integrating health education, sanitation, hygiene and overall well-being into physical education curriculum. Through innovative teaching methods, interactive activities, and experiential learning, educators can empower students to prioritize their health and cultivate lifelong habits for a healthier future.

Exploring challenges of promoting physical activity outcomes in Fiji’s physical education curricula: past, present, and future

ABSTRACT This paper explores the development and challenges of physical education (PE) in Fiji, encompassing its historical milestones, present state and future prospects, and outlines potential directions for strengthening the implementation of PE as a subject within Fiji’s educational system. Although the first teacher training program was established in 1874, the formal teaching of PE only commenced in the 1970s and has remained a subject of low status ever since. Sadly, Fiji ranks among the top ten countries worldwide in terms of the prevalence of non-communicable diseases, which raises concerns for the country’s future population. In both local and global contexts, PE has historically focused on learning the skills and strategies of physical activity (PA) to enable increasingly strong and independent leisure interests (Siedentop, D., & Van der Mars, H. (2023). Introduction to physical education, fitness, and sport. Human Kinetics). However, due to progressively sedentary lifestyles, there has been a shift from regular PA, leading to increased pressure placed on the subject of PE to address the issue. Consequently, this paper explores the various challenges faced by the marginalised subject, including teacher competency and skills, the PE curriculum, and female participation. Furthermore, the paper explores the possibility of PE becoming an examinable subject and provides recommendations for future directions and policy implementation.

Association Between Physical Fitness, Body Fat, BMI, and Physical Activity Level with Learning Outcomes in Elementary School Students

The main problem in achieving learning outcomes in physical subjects at the primary school level is very complex. This study aimed to investigate the relationship between physical fitness, body fat, BMI, and physical activity levels with physical education learning outcome in elementary school students. A cross-sectional study was conducted to answer the research questions. This study involved 27 students (Aged 10.820.79) from elementary schools in Malang City, Indonesia. Instruments to determine physical fitness include endurance (PACER Test), flexibility (V sit and reach), and strength (sit-ups and squat thrust), the Indonesian Physical Fitness Test was used to determine body fat and Body Mass Index (BMI), and Physical Activity Questionnaire for Children (PAQ-C) was used to determine physical activity levels. The research result showed that physical fitness, body fat, BMI, and physical activity level were closely related to learning outcomes (R of 0.821), but only physical fitness influences physical fitness (Sig. < 0.05), while body fat, BMI, and physical activity level had no effect. In conclusion, students with good physical fitness tend to get good learning outcomes, so the physical education curriculum must accommodate physical activities that can increase the physical fitness level of students. Future research on academic success factors needs to be investigated, especially schools need to promote movement-based activities to support academic success.

How Important is Tennis Teaching in Primary and Secondary Schools? The Opinion of Teachers of Physical Education in Greece

In many countries around the world, tennis is taught in schools. Is Greece ready to introduce the teaching of tennis in both primary and secondary education? Physical education teachers from all over the country answered this question after first attending a seminar that would help them teach the sport of tennis in their schools. Our research had two objectives. The first objective was to evaluate the seminar by the physical education teachers, and the second objective was to find out if they think tennis can be added to the physical education curriculum at school. The results of our study for the first purpose, which was to evaluate the seminar they attended, showed that physical education teachers were very positive in their response, with a percentage of 51.3% agreed and a completely agreed percentage of 43.2%. For the second objective, if they think tennis can be added to the physical education curriculum at school, the answers showed us a high percentage of 53,4% “Agree” and 34,9% “Strongly agree.” The results of our study showed in all the responses that physical education teachers “Agree” to all the questions with a percentage of 52.3% and “Strongly agree” with a percentage of 39.1%. Only 7% selected “Neither agree nor disagree,” 0.5% selected “Disagree,” and 1.1% selected “Strongly disagree.” This showed us that almost everyone was positive about both the seminar project and the teaching of tennis in the school. So, we believe that ways should be found to implement the project, which has only profit to offer to both students and teachers.

A STUDY ON INTERDISCIPLINARY COOPERATIVE TEACHING OF PHYSICAL EDUCATION TEACHERS IN THE CONTEXT OF PHYSICAL EDUCATION AND HEALTH CURRICULUM INTEGRATION

Integrating physical education and health curriculum has become a prevalent trend, aiming to promote students overall well-being. This research investigates the interdisciplinary cooperative teaching practices of physical education teachers in this integrated curriculum context, exploring the application of health assessment tools and methods and the formulation of individualized exercise plans. Utilizing a mixed-methods approach, the study combines qualitative and quantitative data collection and analysis techniques involving physical education teachers, health professionals, and students from selected schools. The findings reveal the current status of curriculum integration, highlighting challenges and opportunities, and delve into the utilization of health assessment tools for physical fitness, physiological health, and psychological well-being evaluations. Case studies and best practices elucidate the process of developing individualized exercise plans based on these comprehensive health assessments. The research proposes strategies for effective interdisciplinary cooperative teaching, offers recommendations for the appropriate selection and application of health assessment tools and personalized exercise plans, and discusses limitations and future research directions. This study contributes to the growing knowledge of curriculum integration and interdisciplinary collaboration in physical and health education, informing educational policymakers, curriculum designers, and practitioners in promoting holistic student development. KEYWORDS: Sports and Health Curriculu, Integration, Physical Education Teachers, Interdisciplinary