High School Physical Education Research Articles

Effectiveness high intensity and sprint interval training on metabolic biomarkers, body composition, and physical fitness in adolescents: randomized controlled trial

ObjectiveThe aim of this study was to evaluate the effect of HIIT and SIT programmes on body composition, blood pressure, lipid profile, glucose, cardiorespiratory fitness, and strength of adolescents and to compare the effect between those different protocols.MethodsSixty adolescents were recruited from a high school and were randomly placed into three groups. SIT and HIIT undertook a training for 8 weeks, twice a week, for 12 min per session, during their Physical Education lessons. SIT group performed 6 sets of 60 s of work (90-95%HRmax) / 60 s of rest (50-55%HRmax), and HIIT group performed 3 sets of 2 min of work (80-85%HRmax) / 2 min of rest (50-55%HRmax).ResultsAfter adjustment by sex, both experimental groups exhibited a significant reduction in fat mass (p < 0.01), and trunk fat mass (p < 0.01), as well as a significant increase in lean mass (p = 0.01; <0.01), hand-grip strength (p < 0.01) and standing long jump (p = 0.05–0.04, respectively). In addition, HIIT showed a significant (p < 0.05) improvement in blood pressure, diastolic blood pressure, heart rate and VO2max, and a tendency toward a significant reduction in low density lipoprotein.ConclusionThe implementation of a HIIT protocol within high school Physical Education sessions, maintained for 8 weeks, at a rate of 3 sets of 2 min of work (80–85% RHR)/2 min of rest (50–55% RHR) generated adaptations such as improved fitness condition, changes in body composition, and improvements in blood parameters and blood pressure. However, the group of adolescents who performed SIT, shorter but more intense sets, did not experience as many benefits.

Physics card games to support knowledge organization: design considerations and teachers’ attitudes

Despite the positive effects of gamification on student motivation and learning outcomes, there are still widespread concerns that ‘playing games is merely fun’ and have no added value, thus making teachers hesitate about incorporating games into their teaching. This paper describes Phys-Cards games, designed as a summative hands-on activity that highlights physics concepts through a ‘contrast and compare’ task in a game context. The Phys-Cards games were presented in a national network of professional learning communities (PLCs) for high school physics teachers. The teachers first played the games and then reflected on their experiences after they implemented them in their classrooms. Surveys and an analysis of the teachers’ reflections indicated that they valued the Phys-Cards games and reported that the games contributed to students’ conceptual understanding and knowledge organization. However, teachers faced challenges such as team size and composition, how to best monitor different groups, and timing in the instructional sequence. In their discussions during the PLC meetings, the teachers identified the features of the games that best promotedmeaningful collaborative learning and suggested productive ways to incorporate the games into their teaching.

Japanese health and physical education teachers’ positioning in teaching Japanese language learners in high school physical education

ABSTRACT Background In recent years, the number of Japanese Language Learner (JLL) students, or children who speak a language other than Japanese and require Japanese language instruction, has been rapidly increasing in Japanese schools. Successful inclusion of students who use Japanese as a second language in the classroom creates opportunities for all students to engage with multiple languages and learn new cultures, backgrounds, history, and aspects of diversity that help them strengthen their overall cognitive abilities [Sato, T., and S. R. Hodge. 2009. “Asian International Doctoral Students’ Experiences at Two American University: Assimilation, Accommodation, and Resistance.” Journal of Diversity in Higher Education 2(3): 136-148]. In particular, physical education (PE) is considered an academic subject that can be a powerful tool to promote peace, tolerance, and understanding by bringing people together across boundaries, cultures, and religions by promoting the concepts of teamwork, fairness, discipline, and respect for the opponent in a game or activity [Beutler, I. 2008. “Sport Serving Development and Peace: Achieving the Goals of the United Nations Through Sport.” Sport in Society 11 (4): 359–369]. The purpose of this study is to describe and explain Japanese high school health and physical education (HPE) teachers’ positioning of themselves and others, as shown through a storyline, when they teach and assist Japanese Language Learner (JLL) students in academic and social contexts. Participants and setting Seven HPE teachers participated in this study by sharing their thoughts, opinions, and experiences related to teaching JLL students in PE. The teachers had between 3 and 23 years of experience teaching PE, and 2–9 years of experience teaching JLL students in high school PE. Research design This study utilized a descriptive-qualitative design using an in-depth, semi-structured interview approach [Seidman, I. 2019. Interviewing as Qualitative Research: A Guide for Researchers in Education and the Social Sciences. 5th ed. New York: Teacher College Press]. A constant comparative analysis method was used to analyze the data. In this study, the process of constantly comparing data from several sources led to tentative categories that were compared to each other and to other data in order to construct categories. In this study, meaningful narrative phrases were those related to PE pedagogical content and teacher development. Findings Explainable by concepts in positioning theory [Harré, R., and L. van Langenhove. 1999. “The Dynamics of Social Episodes.” In Positioning Theory: Moral Contexts of Intentional Action, edited by R. Harré, and L. van Langenhove, 1–13. Oxford: Blackwell], three major interrelated and complex themes emerged from the data analysis: (a) teachers’ positioning in securing a safe learning environment for JLL students in PE, (b) teachers’ dilemma in assessing JLL students’ learning outcomes based on performance assessments and written exams in PE, and (c) teachers’ positioning in their responsibilities as both teacher and host parent. To enhance the quality of PE classes, school districts need clear and focused goals related to assessment and evaluation, instructional planning, and responsibilities involved in teaching JLL students.

Japanese health and physical education teachers’ positioning in teaching Japanese language learners in high school physical education

ABSTRACT Background In recent years, the number of Japanese Language Learner (JLL) students, or children who speak a language other than Japanese and require Japanese language instruction, has been rapidly increasing in Japanese schools. Successful inclusion of students who use Japanese as a second language in the classroom creates opportunities for all students to engage with multiple languages and learn new cultures, backgrounds, history, and aspects of diversity that help them strengthen their overall cognitive abilities [Sato, T., and S. R. Hodge. 2009. “Asian International Doctoral Students’ Experiences at Two American University: Assimilation, Accommodation, and Resistance.” Journal of Diversity in Higher Education 2(3): 136-148]. In particular, physical education (PE) is considered an academic subject that can be a powerful tool to promote peace, tolerance, and understanding by bringing people together across boundaries, cultures, and religions by promoting the concepts of teamwork, fairness, discipline, and respect for the opponent in a game or activity [Beutler, I. 2008. “Sport Serving Development and Peace: Achieving the Goals of the United Nations Through Sport.” Sport in Society 11 (4): 359–369]. The purpose of this study is to describe and explain Japanese high school health and physical education (HPE) teachers’ positioning of themselves and others, as shown through a storyline, when they teach and assist Japanese Language Learner (JLL) students in academic and social contexts. Participants and setting Seven HPE teachers participated in this study by sharing their thoughts, opinions, and experiences related to teaching JLL students in PE. The teachers had between 3 and 23 years of experience teaching PE, and 2–9 years of experience teaching JLL students in high school PE. Research design This study utilized a descriptive-qualitative design using an in-depth, semi-structured interview approach [Seidman, I. 2019. Interviewing as Qualitative Research: A Guide for Researchers in Education and the Social Sciences. 5th ed. New York: Teacher College Press]. A constant comparative analysis method was used to analyze the data. In this study, the process of constantly comparing data from several sources led to tentative categories that were compared to each other and to other data in order to construct categories. In this study, meaningful narrative phrases were those related to PE pedagogical content and teacher development. Findings Explainable by concepts in positioning theory [Harré, R., and L. van Langenhove. 1999. “The Dynamics of Social Episodes.” In Positioning Theory: Moral Contexts of Intentional Action, edited by R. Harré, and L. van Langenhove, 1–13. Oxford: Blackwell], three major interrelated and complex themes emerged from the data analysis: (a) teachers’ positioning in securing a safe learning environment for JLL students in PE, (b) teachers’ dilemma in assessing JLL students’ learning outcomes based on performance assessments and written exams in PE, and (c) teachers’ positioning in their responsibilities as both teacher and host parent. To enhance the quality of PE classes, school districts need clear and focused goals related to assessment and evaluation, instructional planning, and responsibilities involved in teaching JLL students.

How Extensively do Teachers Train Students' Metacognition Abilities in Physics Learning in High School?

Metacognition refers to the capacity to comprehend and regulate one's own cognitive processes. By cultivating students' metacognitive skills in physics education, they will acquire the ability to understand and govern their own thinking. This, in turn, will enhance the effectiveness of physics instruction by fostering student engagement and enabling them to rectify their own errors. However, previous studies have revealed a scarcity of physics teachers who integrate metacognitive training into their teaching practices. Thus, the aim of this research is to investigate the extent to which high school physics teachers in the Riau Islands Province engage in metacognitive training for their students. Employing a qualitative approach with a phenomenological method, data was collected through interviews conducted with physics teachers from local high schools. This study's participants are physics teachers in the Kepulauan Riau Province. There are a total of 25 physics teachers participating in the study. The sampling technique employed in this research is purposive sampling. During these interviews, the researchers posed open-ended questions to elicit insights into physics teachers' experiences with the cultivation of metacognitive skills in their students during physics lessons. According to the study's findings, physics teachers in the Riau Islands Province are indeed training their students in indicators of metacognitive abilities. However, we observed that some teachers remain unaware that the exercises they assign inherently serve as indicators of metacognitive skills. This lack of awareness is attributed to a deficient understanding among teachers regarding the nature of metacognition.

PHYSICS TEACHERS’ EPISTEMOLOGICAL BELIEFS: CORE AND PERIPHERAL DIMENSIONS

This study aims to examine physics teachers’ beliefs about knowledge, science, teaching and learning science to understand the relationship among four belief systems. Participants were 59 high school physics teachers, who were interviewed once through a semi-structured interview protocol. The interviews were transcribed and analyzed through constant comparative method to categorize teachers’ beliefs in different levels: traditional, transitional, and constructivist and quantify the nominal data for descriptive, correlational statistics, and structural equation modeling. The results indicated that teachers mostly held transitional beliefs about knowledge and science while their beliefs were constructivist on teaching and learning science. There was a significant relationship between beliefs about knowledge and science as core beliefs and between beliefs about teaching and learning science as peripheral beliefs, positive correlation was found between core and peripheral beliefs. These findings offer a report as a guide to address teachers’ beliefs through the design of future professional development programs.

Capabilities in Physical Education: A Comparative Analysis of School Heads’ and Teachers’ Perspectives

Background: Effective education delivery relies on PE teachers’ abilities. Research indicates that students’ school performance significantly depends on the quality of PE teaching. Objectives: This study focused on assessing instructional capabilities in physical education. Specifically, it examined how school heads and teachers evaluated teachers’ abilities in content knowledge, pedagogical skills, communication, and professionalism. Additionally, the study compared assessments between the two groups. Methods: The study employed a descriptive research design involving 98 physical education teachers and 59 school heads from the Division of Batangas City. Data collection utilized a researcher-made questionnaire and interviews. Statistical analysis involved weighted mean and independent t-tests for data interpretation. Results: The assessment revealed valuable insights regarding PE teachers’ instructional capabilities. Administrators acknowledged strengths in lesson introduction and accurate content delivery. However, areas for improvement included integrating key elements and promoting higher-order thinking skills. PE teachers felt confident introducing lessons but recognized a need to refine performance demonstrations. Administrators praised diverse teaching methods but suggested creating more challenging experiences. Communication skills were positive, with room for improvement in grammatical accuracy. PE teachers expressed dedication to student physical education but identified a need for more decisive leadership in school-based activities. The findings highlighted specific improvement needs while emphasizing contrasting perceptions between administrators and PE teachers. Conclusion: The assessment found that physical education (PE) teachers are capable in delivering junior high school PE. However, they need familiarity with emerging trends to enhance instruction. School heads and PE teachers have differing views on instructional capabilities, attributed to assessment sources: administrators rely on scheduled observations, while PE instructors use self-assessment and daily teaching experiences.

Competencies of Junior High School Physical Education Sports and Health Teachers

The purpose of this study is to analyze the level of pedagogic and professional competence of Physical Education Teacher for Sports and HealthFirst High School in Payakumbuh City. This type of research is quantitative using descriptive methods. The population in this study amounted to 18 people. The sampling technique used total sampling, thus the number of samples in this study amounted to 18 Physical Education Teachers for Sports and Health Junior High School in Payakumbuh City. The data analysis technique used is the percentage. The results of the study obtained that; The level of teacher competence of Sports physical Education and health Junior High Schools in Payakumbuh City are in the less category (62.56), which consists of pedagogic competence in the less category (63.17%), and professional competence in the less category (61.94%).

Stepping Back, Stepping Up, and Stepping Forward: Exploring One Teacher’s Evolving Approach to Teaching Social and Emotional Learning in High School Physical Education

Purpose: Utilizing social constructivist learning theory and a conceptual framework for Social and Emotional Learning (SEL), this self-study explores how I as a teacher-researcher intentionally evolved my approach to teaching SEL in a high school Physical Education setting. Method: Data were collected over twenty 75-min lessons over 15 weeks. One critical friend interview, 20 postteaching reflections, 18 observations, and 22 journal entries were conducted. A deductive and inductive approach utilizing the Miles, Huberman, and Saldana Framework for Qualitative Data Analysis was implemented. Results: Findings demonstrate how aligning my teaching with a contemporary framework led to a more explicit and intentional focus on SEL within my already utilized repertoire of pedagogies. Discussion/Conclusion: Incorporating self-study structure as a teacher-researcher led me to understand how I evolved and felt better equipped to teach for targeted SEL competencies and skills to further compliment the teaching of core Physical Education content.

Outcomes of Implementing Step Game Approach-Based Sport Education Model in Junior High School Physical Education

<p>目的：Siedentop (1994) 發展的運動教育模式 (Sport Education, SE) 已成為體育課程的主流，但檢驗SE成效的研究多將重點放在認知與情意上 (如：動機、正向情緒等)，SE是否能有效提升學生運動技能尚未有較明確的結論。因此Mesquita等 (2005) 提出階段競賽法 (Step Game Approach, SGA) 融入運動教育模式，藉由每階段比賽或遊戲任務檢驗學生的運動技能表現，瞭解其在賽季前、中是否完整吸收了課堂上的知識，並在運動技能上有所提升。目前國內尚無任何檢驗SGA結合SE (SGA-SE) 教學策略成效之研究發表，因此本研究將採取準實驗設計，將SE-SGA實施於國中體育課中，以瞭解此教學策略對學生運動技能學習成效之影響與學生感受。方法：以新北市立某國中二年級，兩個班級共35位學生為研究對象，實驗組實施SGA-SE之教學，對照組接受SE之教學，進行7週共13節課的課程，兩組學生皆以GPAI運動表現評量進行前、後測，資料以二因子混合設計變異數分析進行統計考驗，並在介入後，對實驗組學生進行半結構式訪談。結果：實驗組學生之運動技能表現提升顯著優於對照組，且實驗組多數學生皆認為自己的排球技能有進步。結論：本研究率先於國內體育課情境檢驗實施SE-SGA之教學成效，發現SE-SGA對學生在運動技能表現上的提升優於單純實施SE教學法。建議未來研究可加入不同變項分析，進一步驗證國內、外研究之差異。也期盼此研究結果能作為往後體育教師在國內實施SGA-SE時之參考依據。</p> <p> </p><p>Purposes: The Sport Education (SE) model, developed by Siedentop (1994), has been widely applied in physical education (PE) across many countries. While SE outcomes have been extensively studied in terms of affective and cognitive dimensions, its impact on skill learning has remained inconclusive. To address this gap, Mesquita et al. (2005) proposed combining the Step Game-Approach (SGA) with the SE model (SE-SGA) to assess students’ skills through step-based games or tasks in PE. However, there has been no study examining the outcomes of SE-SGA-based PE in Taiwan. Therefore, this study aims to explore the effects of SE-SGA on students’ skill learning at middle school PE class, as well as students’ perceptions of SE-SGA-based PE class. Methods: The study involved 35 eighth-grade students from two classes in a middle school in New Taipei City. The experimental group (n = 19) received SE-SGA-based PE, while the control group (n = 16) received SE-based PE over a 7-week period, totaling 13 classes. Sports performance evaluation using the GPAI (Game Performance Assessment Instrument) was conducted before and after the intervention for both groups. The data were subjected to statistical analysis using a two-factor mixed design variance analysis. Additionally, semi-structured interviews were conducted with the experimental group after the intervention. Results: The results demonstrated a significant improvement in sports skills for students in the experimental group compared to their counterparts in the control group. Furthermore, a majority of the students in the experimental group expressed their belief that their sports skills had improved following the intervention. Conclusions: This study represents the inaugural exploration of the implementation of SE-SGA-based PE classes in Taiwan. The findings indicate that SE-SGA can significantly enhance students’ sports skills. In future research, it is recommended to consider multiple variables to better understand the distinctions among different cultures and populations when implementing SE-SGA-based PE. The outcomes of this study serve as a valuable reference for physical educators looking to implement SE-SGA and researchers interested in exploring its outcomes.</p> <p> </p>

A Developing Competency of High-School Physical Education Teacher Model in Eastern Guangdong Province

Background and Aim: With the development of the comprehensive reform of China's new college entrance examination, Guangdong province has proposed higher requirements for high school physical education teachers. The objectives of this research were: (1) To explore the components of competence of high school physical education teachers. (2) To construct the competency model of high school physical education teachers in eastern Guangdong. and (3) To propose the guidelines for developing competency of high school physical education teachers in eastern Guangdong. Materials and Methods: This research was divided into three Phases: (1) Exploring the components of high school physical education teachers' competence. In this Phase, the literature, the in-depth interview of 15 experts, and the Delphi method of two rounds of consultation with 17 experts were adopted. (2) Questionnaire distribution and collection. The questionnaire was adopted. There were 1526 high school physical education teachers in Eastern Guangdong, and the sample size for this research was 308 according to Krejcie and Morgan's (1970) sampling table. (3) Data analysis: Descriptive Statistical Analysis, Exploratory Factor Analysis, and Confirmatory Analysis in mathematical statistics were used to analyze the collected data. Data analysis includes mean value, standard deviation analysis, and content analysis. Result: (1) The competency model of high school physical education teachers in eastern Guangdong consisted of 9 dimensions and 38 variables. Namely, The RIC had six variables, IGC had four variables, TOS had five variables, SK had six variables, PC had five variables, IR had three variables, PQ had three variables, TSR had three variables, and PD had three variables. (2) 38 guidelines for developing competency of high school physical education teachers in eastern Guangdong were proposed from 9 dimensions. Conclusion: (1) The competency model of high school physical education teachers in eastern Guangdong was composed of 9 dimensions and 38 variables. (2) There were 38 guidelines for developing competency of high school physical education teachers in eastern Guangdong.

The Effectiveness of Physical Education Classes Through Collaborative Learning Methods for the Physical Development of 11th-Grade Students in Vietnam

Abstract Introduction. Collaborative Learning (CL) is a group learning method that involves mutual support and assistance among individual students to achieve learning goals. The purpose of this study is to assess the effectiveness of a 14-week Physical Education (PE) class using the CL method in enhancing the physical development of 11th-grade students. Material and Methods. Eighty healthy students were randomly selected and divided into two groups: the experimental group with 40 students applying the CL method in PE classes, and the control group with 40 students studying PE using conventional methods. In this study, five fitness tests were used such as a 30-s sit-up test, a 30-m sprint test, a 4 × 10-m shuttle run test, a standing long jump test, and a 5-min running field test. Results. After 14 weeks of experimentation, independent t-test results indicated a significant difference in the mean values between the experimental and control groups at the threshold of p < 0.05. Paired t-test results for the mean values before and after the experiment in both groups also showed a difference, with the physical fitness growth rate of the experimental group being higher than that of the control group. Particularly, the control group exhibited a post-experiment value that had a negative significance. Conclusions. This demonstrates that the experimental results serve as an illustration, confirming the effectiveness of the CL method in high school PE classes. Teachers should enhance the use of CL in the future to achieve higher learning goals.

Merdeka Curriculum: Perceptions of Physical Education Teachers, Sports and Health

This research aims to determine the perceptions of physical education teachers, sports and health towards learning media in state high schools throughout the city of Bengkulu. This type of research is descriptive research with a qualitative approach using survey methods. The research subjects were 20 Public High School Physical Education teachers in Bengkulu City using purposive sampling. Using questionnaire, interview and documentation data collection techniques. Data analysis used in this research is data reduction, data display, conclusions/verification. The results of the questionnaire for 20 respondents got an average score of 74% in the good category and from the results of the interviews they got an average score of 62% so that teachers' perceptions of Merdeka learning in public high schools throughout the city of Bengkulu were in the good category.

Teaching a Successful Badminton Unit: Skills and Strategies for Secondary Physical Education

Lifetime participation in physical activity is a major goal of physical education. For this reason, teachers should focus on instructional units that provide students with knowledge and skills in content areas that can be used throughout their adult lives. Examples of lifetime activities include outdoor recreational activities, cycling, water sports, winter sports, racquet sports, golf, fitness pursuits, and some team sports. One lifetime activity physical educators could consider teaching is badminton. This article provides middle and high school physical education teachers with the basic but necessary information to teach an effective badminton unit.

The Practical Research of “Problem Chain” in High School Physics Teaching

The Practical Research of “Problem Chain” in High School Physics Teaching

Students’ Perspectives of Social and Emotional Learning in a High School Physical Education Program

Purpose: This study aimed to explore students’ perspectives and experiences of social and emotional learning (SEL) during physical education high school classes. Method: Using a case study design, focus group and individual interviews were implemented with 42 students. Based on the Collaborative for Academic, Social, and Emotional Learning’s SEL framework, deductive and inductive qualitative data analysis was conducted. The trustworthiness of this study was enhanced through peer debriefing process with various strategies. Result: Four themes were generated from the data analysis: Think about it more in depth, You can say how you feel, Care and support, and Different levels of buy-in. Discussion/Conclusion: Students’ SEL experiences in this study were overall aligned with the Collaborative for Academic, Social, and Emotional Learning’s SEL competencies and framework. This study suggests that more research is needed to better understand students’ SEL experiences holistically.

High School Physics Teaching Model Based on Psychological Theories

High School Physics Teaching Model Based on Psychological Theories

An Effective Strategy of High School Physics Teaching Reform under the Background of New College Entrance Examination

An Effective Strategy of High School Physics Teaching Reform under the Background of New College Entrance Examination

Portrait of the Assessment Practices of Physical Education Teachers in Quebec: Reporting and Grading

Purpose: To gain a better understanding of the assessment practices currently implemented by Quebec physical education teachers regarding reporting and grading. Method: Exploratory mixed-methods study using semistructured interviews (n = 13), interviews to the double (n = 12), and a questionnaire (n = 164) with elementary and high school physical education teachers. Results: Participants use different strategies to report student performance. When grading, their strategy is to combine a mathematical approach with their professional judgment. They often consider all the marks taken during a learning and assessment situation and not only those taken at the end of it. Discussion/Conclusions: The main finding of this study is that teachers’ reporting and grading practices are subjective. We discuss how our results show the subjectivity in teachers’ practices and possible explanations for it, and then conclude by trying to understand how to make assessment in physical education more objective.

Assessing Student Ratings of Developmental Experiences in a High School Physical Education Leadership Program

Purpose: Although physical education (PE) leadership programs are widespread, little research has examined the PE leaders’ perceptions of these experiences. The purpose of this study was to assess student ratings of developmental experiences in a PE leadership program compared with ratings of the typical PE student experience. Method: A matched case-control study design was used to assess high school students’ (n = 186) subscale scores on the Youth Experience Survey 2.0. Data were analyzed using matched-pairs t tests, and Cohen’s d was used as a measure of effect size. Results: As hypothesized, PE leaders reported significantly higher levels of positive experiences and no significant differences on negative experiences. Discussion/Conclusions: Little is known about what happens in most PE leadership programs. Results presented here support claims that PE can support meaningful leadership development. Implications for practice and research are discussed.