Public School Physical Education Research Articles

Additional Physical Education, Sport and Wellness Classes in the System of School Physical Education

The contemporary modernization and humanization of physical education implies radical changes in the stabilized traditions of physical education organization in public schools. According to authors, one of such ways, is the extension of conducting additional physical training classes. An attempt was made to observe the place of extracurricular physical-training classes in the public school physical education system. The researches show that through additional physical-training classes, it is possible to solve a number of pedagogical and social-psychological problems: to improve the health, to satisfy students’ physical and sport interests, to develop motor skills purposefully, to acquire knowledge and abilities to do physical exercises independently.

Development of a Fitness Surveillance System to Track and Evaluate Obesity in North Idaho.

Internationally 18% of youth are obese. Fitness testing can be used to establish fitness surveillance, which can inform policy and targeted interventions aimed at addressing obesity. The purpose of this study was to estimate the prevalence of overweight, obesity, and low fitness in Idaho school-aged youth through a pilot study. A convenience sample of 13 teachers from 11 north Idaho rural schools collected FitnessGram fitness data: body composition (body mass index [BMI]), aerobic capacity (Progressive Aerobic Cardiovascular Endurance Run [PACER] test), muscular endurance (curl up), strength (pushup), and flexibility (sit and reach). A total of 761 students (aged 9-18 years) from grades 3&5, 7, and 9 to 12 participated in the study. Approximately 24% of 3&5 and 22% of 7th, and 12% of 9 to 12th-grade students were categorized as Needs Improvement/Health Risk by FitnessGram standards for BMI. Similarly, approximately 25% of 3&5, and 22% of 7 and 9 to 12th-grade students were considered Needs Improvement/Health Risk for PACER. Results from fitness testing can provide school and public health representatives with a "needs assessment" of student health that can be used to help develop policies and practices to improve student health and wellbeing. This study provides a model for statewide annual fitness testing surveillance and reporting within K-12 public school physical education classrooms.

Examination of In-Service Trainings in Terms of Functionality and Meeting the Needs and Expectations of Physical Education Teachers

Teacher’s in-service training is considered a lifelong learning activity to gain the knowledge, skills, and competencies they will need throughout their careers and to enable them to perform their profession more effectively. The surveys reveal the existence of various problems in these in-service training activities. This study aims to examine the problems encountered in the in-service training conducted for physical education (PE) teachers and the level of meeting their needs and expectations. The research was carried out under a mixed method. 302 teachers (private n = 131; public n = 171) who work in Manisa and Izmir provinces constitute the sample group of the research. Quantitative data were obtained by using the “In-Service Training Evaluation Scale” developed by Uçar (2005). Qualitative interview forms developed by the researchers were used to obtain qualitative data. Data obtained from interviews with five private and five public school PE teachers were recorded and analyzed by the descriptive analysis method. While there was a significant difference in favor of male teachers in the “necessity of training” sub-dimension, no difference was found between the average scores obtained from the teachers according to the gender variable. According to the data obtained from the qualitative interviews, the public school teachers interviewed agree on the inadequacy of the training. Based on the data obtained, it is possible to say that in-service training activities offered to private school teachers are carried out more effectively. When the results obtained from quantitative and qualitative data are compared, it is understood that the training in public schools is far from meeting teacher needs and expectations. The ineffectiveness of training and the inadequacy of educators are among the main problems that arise in terms of public schools.

MEDIATING EFFECT OF TEACHER ATTITUDE ON THE RELATIONSHIP BETWEEN LEARNING ENVIRONMENT AND PERCEIVED WELLBEING OF PUBLIC SCHOOL TEACHERS

The aim of this study was to determine the mediating effect of teacher attitude towards a physical education learning environment and the perceived well-being of public school teachers. Utilizing quantitative, non-experimental design via correlational technique, data were obtained from 340 respondents of the study who are teachers in Physical Education in public schools (elementary and secondary) in Matanao, Bansalan and Magsaysay (MABAMA), Davao del Sur. The researcher utilized the total population technique and survey mode of data collection. The researcher also utilized the statistical tools mean, Pearson r, and for the mediation approach Medgraph using Sobel z-test. From the results of the study, it was found out that there is a high level of mean scores for all variables of learning environment, teacher attitude, and perceived well-being of public school teachers. Also, results revealed that there are significant relationships between learning environment and perceived well-being, between learning environment and teacher attitude, and between teacher attitude and perceived well-being of public school teachers. Further, it was revealed that there was a partial mediation on the effect of teacher attitude on the relationship between learning environment and perceived well-being of public school teachers. This implies that the learning environment conveys a good teacher attitude.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0906/a.php" alt="Hit counter" /></p>

Physical Educators’ Attitudes Toward the Teaching Profession and Perceptions of School Climate

Teachers’ attitudes and enthusiasm about teaching are characteristics of effective teachers, and these characteristics affect student achievement. This study compared self-reported perspectives of secondary public school physical education (PE) teachers to all other secondary public school teachers regarding (a) attitudes toward the profession of teaching, (b) perceptions of their school climate and working environment, (c) job satisfaction, and (d) general characteristics and job responsibilities. Data were collected from a nationally representative sample of public school teachers in the United States. This study used descriptive statistics to describe secondary teachers’ perceptions of school climate, general characteristics, and attitudes toward teaching. Compared to teachers of other subjects, physical educators reported more job responsibilities outside of teaching and leadership roles in the school community. PE teachers also reported more positive levels of teacher satisfaction, professional support, and attitudes toward teaching. Based on these findings, recommendations related to physical educators’ attitudes and perceptions are provided.

Significance of High-Quality Physical Education Teachers

This study investigated the extent to which public school K–12 staff in the United States teaching physical education were certified in physical education and had an academic major in physical education during the 2015–2016 school year. Data were collected from a nationally representative sample of public school teachers in the United States. Descriptive statistics were used in the description of physical education teachers’ certification and academic major. These characteristics were investigated with regard to school grade level, census region, urbanicity, and newly hired. Results showed that over 30% of public high school physical education teachers did not have an undergraduate or graduate degree in physical education. Nearly 20% of physical education teachers were not certified in physical education. Furthermore, less than 70% of physical education teachers had both characteristics of a qualified teacher. Results from this study show the need for an increase in the percentage of high-quality physical education teachers who have both teaching certification and an academic major in physical education, which would positively impact public health in the United States. Subscribe to TPE

Physical Education Teacher Ability to Utilize Technology for Conducting Distance Learning in New Normal Period

The purpose of this study was to determine the ability of physical education teachers elementary to utilize technology in distance learning during the new normal period. The method used is descriptive research. The subjects in this study were 22 public elementary school physical education teachers in a sub-district in the city of Bandung. The instrument used was Quality matter 2014. The results showed that the ability of physical education teachers in elementary schools was based on the use of technology in distance learning during the new normal period in the fair category.

La relación del método con el objeto de enseñanza en la escuela uruguaya ¿actividades acuáticas y/o natación?

Background: Throughout history, the teaching of water activities in our country has gone through various methodologies. Issue that in several cases was and is usually explained in a restricted way, mainly depending on the physical contexts where they develop and in them, attending to issues related to the number of students and teachers, available materials, and infrastructure, leaving aside teaching, and the different methodological ways to implement it. Objectives: This qualitative study set out to know and understand the methodologies used by teachers who teach aquatic activities in physical education in public schools, in the eastern area of Montevideo, Uruguay. Method: The research used two procedures: first, it made twelve non-participant observations of the classes of four teachers in the pool (three each), second, four semi-structured and in-depth interviews were conducted (one with each teacher). Results: The conclusions of the study reveal how teachers conceive of teaching, almost synonymously, swimming and aquatic activities, showing the same ways of teaching when it comes to a different object of study. Regarding the methodological, the observed panorama is quite homogeneous, characterized by analytical proposals, typical of traditional methods for teaching the sport of swimming. It is also observed, the majority use of descriptive and explanatory techniques, where decision-making is closer to the teacher than to the student. Conclusions: The conclusions reveal how teachers conceive of teaching, almost synonymously, swimming and aquatic activities, showing the same ways of teaching when it comes to a different object of study.

Innovation in physical education: Teachers’ perspectives on readiness for wearable technology integration

The purpose of this article is to explore physical education teachers' perspectives on their readiness to use and integrate wearable technology as an innovation in physical education. The article presents a case study grounded on an analytic induction logic with a constructivist epistemology and involves semi-structured interviews with 38 public school physical education teachers. Based on a thematic analysis of interview data, the study identifies eight themes on attitudinal shifts, adequate capabilities, convenient use, injury prevention, effective exercises, non-sedentary behavior, and system access. These themes reflect the technological and organizational conditions that enable physical education teachers’ readiness to use and integrate wearable technology in physical education. The article concludes with discussions on theoretical and practical implications of the research, limitations and future directions.

The Degree Of Applying The Thinking Skills In Teaching Physical Education In Public Schools In Palestine From The Perspectives Of Teachers Of Physical Education Themselves

This study aimed to identify the degree of applying the thinking skills in teaching physical education in public schools in Palestine from the perspectives of teachers of physical education themselves. The study found that the degree of applying the thinking skills in the field of thinking during the event received the highest degree of approval from the point of view of the teachers of physical education, followed by the field of thinking of the event in the second place. The field of reflective thinking in general received a high degree of approval, with a percentage of 73.3%. The study also focused on the preparation of teachers with a high awareness in the use of reflective thinking skills, and the need to prepare training programs for students in the field of reflective thinking to help them solve their problems No compound skills.

The Degree Of Applying The Thinking Skills In Teaching Physical Education In Public Schools In Palestine From The Perspectives Of Teachers Of Physical Education Themselves

This study aimed to identify the degree of applying the thinking skills in teaching physical education in public schools in Palestine from the perspectives of teachers of physical education themselves. The study found that the degree of applying the thinking skills in the field of thinking during the event received the highest degree of approval from the point of view of the teachers of physical education, followed by the field of thinking of the event in the second place. The field of reflective thinking in general received a high degree of approval, with a percentage of 73.3%. The study also focused on the preparation of teachers with a high awareness in the use of reflective thinking skills, and the need to prepare training programs for students in the field of reflective thinking to help them solve their problems No compound skills.

Teaching conceptions on the use of digital technologies as a teaching resource in physical education in public schools of Minas Gerais, Brazil

It is observed that the technologies have invaded the classrooms, providing increasingly attractive teaching methods. Technologies have challenged school institutions to keep up with this new reality. In some cases, the technologies offered aim, to a certain extent, to meet some educational needs of students and soften deficiencies in classroom teaching. The arrival of digital technologies in classrooms brings great advances, but also brings many uncertainties and insecurities, giving rise to new tensions, new possibilities and new challenges. With today's technologies, the school environment can transform into a meaningful, face-to-face and digital learning environment, making students more active, motivating them to learn and search all the time. The present work aims to present the advantages and disadvantages of these digital methods, as well as to demonstrate the applicability of these technologies in the current daily life of school institutions. It also presents some important aspects about the use of technologies in the learning process, discussing how the use of virtual simulations software can contribute to the teaching of Physics. To obtain data from the students, a questionnaire with seven questions was used.

Physical education teachers' and principals' perspectives on the use of FitnessGram.

Objectives:FitnessGram is commonly used to measure physical fitness and improve physical activity and health in youth. However, little is known about its use for informing physical activity and health promotion policy within schools and school districts, especially from the perspective of key decision-makers like principals. Therefore, this study examined physical education teachers’ and principals’ perceptions of FitnessGram use and its relationship with school and district efforts to promote physical activity.Methods:Principal and physical education teacher surveys were developed, converted to an online format, and then emailed along with a project description and instructions to all Delaware public and charter school physical education teachers (N = 183) and principals (N = 193) with a valid email.Results:Completed surveys were received from 35.5% of the teachers and 21.2% of the principals. All teachers and 95.1% of the principals reported their school used FitnessGram the past academic year. FitnessGram was significantly more likely to be used if FitnessGram results better aligned with school/district policies (r = 0.39) and were considered important in the school’s decision-making process (r = 0.53). Significantly more principals than teachers said that FitnessGram results were important in their school’s decision-making process and that FitnessGram results were used to inform policy-/decision-making.Conclusion:Use of FitnessGram was correlated with how well it related to school/district policy. Unfortunately, most of the physical education teachers and principals did not think FitnessGram was adequately integrated into the policy-/decision-making process.

SYSTEM OF PHYSICAL EDUCATION IN BUKOVINIA (XIX - XX CENTURY) AND POSSIBILITIES OF ITS USE AT THE MODERN STAGE

The article deals with the aspects and factors that influenced the development of students’ physical education of public schools in Bukovina, and the peculiarities of education development of teachers’ physical education. The purpose of the article: analysis and generalisation of the historical stages of the system of physical education in Bukovina and the possibilities of its use at the present stage of development of school physical education. To achieve the objectives of research, we have used the method of obtaining retrospective information, namely the theoretical analysis of materials of periodicals, articles of modern periodicals, classification of archival documents, chronological methods. Obtained during the search data provided us with the opportunity to distinguish four stages of students’ physical education development of public schools in Bukovina during investigated period. It is important to note that these stages relied predominantly on the ways of organizing physical education in the land; which at the appointed time was part of the Austro-Hungarian monarchy, - legal, scientific and methodological, material and technical basis. An important contribution of modern pedagogical Ukraine science development could be the synthesis of Bukovina educators’ achievements in the second half of the nineteenth and first decades of the twentieth century. In conditions of complex political, economic, socio-cultural transformations in the empire Bukovinian teachers advocated and developed the priority directions of education. During the studied period on the obtained results it is possible to distinguish four stages students’ development of physical education in public schools of Bukovina. Noteworthy that these stages mainly relied on the ways of organizing physical education in the province. The history of public school in Bukovina certify that the educational-structural innovations took place on the European continent of the studied age and relied on local traditions did not always find support in Bukovinians.

Dematerializing physical education in public schools: an indication of permanence

Abstract AIMS The objective of this study was to identify and analyze the most recurrent difficulties reported by Physical Education teachers of state and municipalized schools of the state of Sao Paulo, Brazil. METHODS The sample involved 13 cities (12 - Mogi-Mirim Region and 1 - Sao Paulo city), totaling 73 Physical Education teachers. Its research used a descriptive and exploratory methods and a questionnaire by instrument. The answers were analyzed using content analysis (Bardin, 2011). RESULTS As a result, the most reported difficulty, from both samples, was the lack, in quantity and in quality, of materials. Other difficulties were reported, like: inadequate physical space, indiscipline and demotivation of students. CONCLUSION We conclude that the material problem is a permanent difficulty in this discipline at school.

Professional Development Activities and Support Among Physical Education Teachers in the United States

Purpose: This study described professional development (PD) among public school physical education (PE) teachers and compared PE teachers to teachers of other subjects. Method: Data were collected from a nationally representative sample of public school teachers in the United States. Descriptive statistics were used to describe teachers’ support for PD and the types of PD activities in which they participated. Also, types of professional support received among newly hired teachers and their perceptions of professional preparation were described. Results: PE teachers reported fewer PD activities compared to teachers of other subjects. They were also less likely to receive release time from teaching and to be financially compensated for PD activities. Newly hired PE teachers, compared to other newly hired teachers, reported higher levels of professional support. Discussion: Based on the results of this study, recommendations are provided concerning support for PD among PE teachers and newly hired PE teachers.Subscribe to TPE

On the range of legal obligation to be required for teachers in public school physical education swimming class

On the range of legal obligation to be required for teachers in public school physical education swimming class

Now That We're “Well Rounded,” Let's Commit to Quality Physical Education Assessment

With the authorization of the Every Student Succeeds Act (ESSA) in December 2015, the role of physical education in public schools has the potential to change significantly. It is imperative that physical education be supported by assessment-driven evidence in order to reach and speak to legislators, national boards, school administrators, educators and the students themselves. However, with only 32.7 percent of states requiring student assessments that directly relate to state physical education standards, there is currently little accountability for physical educators, programs and students to meet the requirements of comprehensive, skills-based physical education. To increase the perceived value of physical education and justify its importance as a part of students' well-rounded education, physical educators need to examine the means by which they define, measure and report student achievement in the physical education setting, and commit to developing and implementing quality assessment.

OONDescriptive and executive profile comparison in physical education lesson on public and non-public institutes from trainer and principals’ view

Abstract. The object of this study is to compare descriptive and applicable profile of physical education lesson in public and un-public institutes from teachers and principals view in Mashhad city. Current study is descriptive one and has been done by measurement method. Statistical society includes all teachers of boy public and un-public schools in which among them we have selected 163 persons (91 teachers and 72 principals) randomly from success and semi-success district as research sample. We have used of principal and teachers special questionnaires in gathering information in which has been set by physical education management views. Questionnaire stability through testing study and cronbach alpha is 0.83, 0.91 for teachers and principals. Research findings analysis has been done by descriptive static and kolmogrove- smirnove test and k- skother by the aid of SPSS software and version 15 in meaningful level of (p 0.51), (p>0.01), (p>0.00), (p>0.036), (p>0.35), (p>0.53), respectively. in current study, meaningful level and the amount of using cooperative lesson design by physical education teachers in public schools is higher than un-public one but we have evaluated their success in attracting talented students to sport community, too. by looking other studies, it has been clear low level of physical educations’ educational level is mental disturbance of researchers and responsible. Current research findings showed the amount of teachers education in physical education in public schools is better than un public one.(75.9 % bachlor degree and higher) in this regard, education level and teachers expert and having sport space and facilities related are important factors in improving physical education lesson from principals view.

Evaluación del aprendizaje en educación física: relación entre las prácticas evaluativas de los docentes y enfoques de aprendizaje

El presente artículo muestra el resultado de una investigación que indagó sobre las prácticas evaluativas de los docentes de educación física, de los colegios públicos de la localidad de Suba en la ciudad de Bogotá, y la relación de estas prácticas con los enfoques superficial y profundo de aprendizaje. Está organizado en dos apartados, el primero presenta una caracterización de las prácticas evaluativas, y el segundo establece la relación de estas prácticas, con los enfoques superficial y profundo de aprendizaje. Este artículo deriva de una investigación con enfoque metodológico mixto, la muestra estuvo conformada por 68 docentes, como instrumento de recolección de información se aplicó una encuesta y su análisis se realizó utilizando el software estadístico R. Los resultados muestran el objeto, las finalidades, los procedimientos y los modos en que los docentes desarrollan su práctica evaluativa en educación física, y evidencian una tendencia hacia la promoción de aprendizaje profundo.