School Physical Education Research Articles

Teachers’ Perspectives of Enacting Student Voice in Primary Physical Education

Purpose: Broadly speaking, student voice can be defined as initiatives that involve consultation of, feedback from, and engagement with students regarding their own education. This study’s aim was to explore teachers’ experiences and perceptions of enacting student voice in primary physical education. Method: Participants included six primary school health and physical education specialist teachers within Victoria, Australia. Data were collected via six rich and detailed one-on-one semistructured interviews. Results: Three main themes include: (a) “same-same but different” highlighting participants’ varying conceptualizations and enactment of student voice, (b) “language matters” emphasizing the importance of language used when discussing and implementing student voice, and (c) “barriers and challenges to implementation” capturing participants’ experience and limiting factors to the enactment of student voice practices. Discussion/Conclusion: Grounded in education for transformation and patterns of partnership theories, the discussion focuses on the disassociation between teachers’ perceived understanding and enactment and the implications for students resulting from the misalignment.

Effects of various extract drinks on endurance in long-distance running training

This paper briefly introduces plant extracts and their combinations with sports drinks. The research involved 40 sportsmen who are affiliated with the Track and Field Department of the School of Physical Education in South-Central Minzu University. This paper aimed to explore the influence of sports drinks enhanced with extracts of Codonopsis pilosula and Acanthopanax senticosus on the endurance levels of long-distance runners. The participants were divided into four groups: a placebo group, a group receiving only C. pilosula, a group receiving A. senticosus, and a composite group. Endurance performance indices for long-distance running were evaluated both before and after the training. Before training, the heart rate, blood lactate level, and maximum oxygen uptake of the placebo group were 159.53 ± 2.21 times/min, 9.7 ± 1.2 mmol/L, and 66.18 ± 2.35 mL/kg/min, respectively; the single Codonopsis pilosula group was 158.33 ± 2.24 times/min, 9.6 ± 1.1 mmol/L, and 65.87 ± 1.88 mL/kg/min, respectively; the single Acanthopanax senticosus group was 159.66 ± 3.67 times/min, 9.7 ±1.0 mmol/L, and 66.32 ± 1.47 mL/kg/min, respectively; the Codonopsis pilosulae and Acanthopanax senticosus composite group was 158.21 ± 1.28 times/min, 9.6 ± 0.9 mmol/L, and 66.87 ± 1.12 mL/kg/min, respectively. After training, the corresponding values of the placebo group were 162.53 ± 3.21 times/min, 9.6 ± 0.8 mmol/L, and 68.85 ± 3.25 mL/kg/min, respectively; the single Codonopsis pilosula group was 145.33 ± 2.25 times/min, 9.1 ± 0.5 mmol/L, and 73.69 ± 2.58 mL/kg/min, respectively; the single Acanthopanax senticosus group was 142.66 ± 3.69 times/min, 9.1 ± 0.8 mmol/L, and 73.84 ± 2.19 mL/kg/min, respectively; the composite group was 131.21 ± 1.36 times/min, 8.3 ± 0.3 mmol/L, and 77.19 ± 3.14 mL/kg/min, respectively. Sports drinks that include extracts of C. pilosula and A. senticosus significantly increased endurance levels. The concurrent use of C. pilosula and A. senticosus was more beneficial in enhancing endurance performance for long-distance running in comparison to using each extract individually.

Optimizing Water Rescue and Rescue Swimming for Elementary School Physical Education Teachers

Permasalahan (1) Terdapat kasus tenggelam siswa pada saat pembelajaran pendidikan jasmani di Kota Semarang (2) 90% Guru pendidikan jasmani di Gunungpati belum memiliki pengetahuan dan keterampilan menghadapi kecelakaan di lingkungan kolam renang (3) Guru perlu mengupgrade pengetahuan terkait water rescue yang menjadi kewajiban guru agar tidak mengalami kecelakaan pada saat mengajar pendidikan jasmani (4) 90% mitra belum pernah belajar water rescue dan renang penyelamatan. Meskipun mitra ada yang pernah melakukan water rescue dan renang penyelamatan namun kegiatan tersebut dilakukan pada saat matakuliah di perguruan tinggi. (5) 90% guru kesulitan pada saat ada siswa yang panik dikolam. (6) 100% Guru menyetujui diadakannya pengabdian ini. (7) Dalam satu tahun frekuensi materi renang maksimal dilakukan 1 kali ada yang tidak melakukan sama sekali. Metode penyampaian meliputi pelatihan kelas, demonstrasi, case method dan praktik lapangan langsung kolam renang. Kegiatan ini dilakukan 2 sesi: sesi pertama paparan pengetahuan terkait materi dan sesi kedua adalah praktek lapangan. Pelatihan ini bertujuan untuk (1) meningkatkan pengetahuan dan keterampilan guru (2) meningkatkan profesionalisme guru dalam pembelajaran renang (3) guru mampu mencegah resiko kecelakaan di kolam renang (4) guru bisa melakukan renang penyelamatan. Kegiatan ini berlangsung lancar dan peserta aktif. Kegiatan dilaksanakan di kolam renang Universitas Negeri Semarang. Kegiatan dilaksanakan dua sesi. Sesi teori dan sesi praktek. Kegiatan diikuti oleh guru pendidikan jasmani Se Kecamatan Gunungpati.

COVID-19 상황의 초등 체육교과 표현 영역 관련 연구 탐색

This study aims to explore previous research on the expression area of elementary school physical education subjects in the COVID-19 situation. Accordingly, we consider the direction of research in the expression area of non-face-to-face classes that have replaced face-to-face classes. Moreover, this study anticipates the stabilization and sharing of various teaching methods by supplementing existing online classes at present and the smooth progression of expression area classes. This study is a literature review on the Korean Journal Citation Index (KCI), a system that analyzes citation relationships between papers by converting journal information, paper information, and references from academic organizations publishing academic journals registered (candidate) by the National Research Foundation of Korea into a database. Data were collected and analyzed from KCI. The findings are as follows. First, in expression research, various methods have been investigated to conduct classes appropriately by combining the advantages of existing face-to-face classes prior to the COVID-19 period and non-face-to-face classes using online devices during the COVID-19 era. Second, to ensure that classes in the area of expression run smoothly, research was conducted on restructuring and re-systemizing the curriculum so that online classes and physical activity-centered offline classes can run concurrently. Furthermore, research was conducted to develop teaching methods for online and offline expression areas, research content, and a platform to use teaching content. Such method will be disseminated for implementation.

The Ideals, Challenges, and Dynamics of the Korea School Physical Education Association in the 1960s Through the Oral Histories of Lee Jong-Taek

The Ideals, Challenges, and Dynamics of the Korea School Physical Education Association in the 1960s Through the Oral Histories of Lee Jong-Taek

Зміни у фізичній підготовленості учнів ліцею спортивного профілю

The article examines the indicators of motor abilities of 10th-grade pupils of the sport’s professional college lyceum. The number of respondents was 210 people, the average age of the representatives was 15.46 years. The aim of the study is to determine the level of physical fitness of 10th-grade lyceum pupils and to investigate its dynamics over three years. Research methods and organization. The research was conducted during 2020-2022 on the basis of the Kharkiv Professional College of Sports Lyceum. In order to analyze the level of development of basic motor skills, standard tests of the school physical education program were chosen to determine indicators of speed abilities, agility, strength, power speed abilities and endurance. One-dimensional statistical analysis according to the Student’s t-test was chosen to prove the regularities discovered in the process of research and hypothesis testing. Results. The results of the study showed that the average statistical indicators of physical fitness of 10th-grade students of the Kharkiv Professional College of Sports Lyceum of the 2020-2022 sets are better than the data available in the scientific and methodological periodicals of peers who study in common schools. The average results of the sports lyceum pupils in 60 meters running range from 8.5 to 8.4 s; the results of the 4x9 m shuttle run exercise are within 9.1-9.2 s; pull-up on a high bar 8.2-8.8 times, long jump are in the range from 219 to 222 cm; running 1500 m within 5.29-5.36 min. The results of the exercises correspond to a high level of competence for representatives of this age. Statistical analysis of the obtained data showed that pupils of the 2022 control group compared to representatives of 2020 demonstrated worse results in exercises designed to determine indicators of speed, agility and endurance (p<0.05); indicators of strength and speed-power abilities do not have statistically significant differences. Conclusion. Systematic purposeful sports engagements and an increased level of physical activity allows to ensure a high level of competence in performing standard motor tests. However, during the three years of the study, the indicators of speed, agility and endurance of sports lyceum pupils statistically decreased.

Effectiveness of Kinetic Games and Their Impact on Learning Some Basic Basketball Skills for Middle School Students

This study aims to identify the effectiveness of kinetic games and their impact on learning some basic basketball skills for middle school students. The hypotheses of this study suggest that there are statistically significant differences between the experimental and control groups in the post-tests, favoring the experimental group. The research problem was identified through monitoring and reviewing the teaching methods used in middle school physical education classes. It was found that most lessons lack variety in teaching methods and rely on traditional approaches, which do not cater to the individual differences among learners. Consequently, the learning outcomes among students vary, and mastery of skills is not achieved. This issue must be addressed, and solutions must be found. After thorough research and review, it was concluded that kinetic games are the best approach to solve this problem, as they are engaging and stimulating for learning skills. The experimental method was used for the experimental and control groups with pre-tests and post-tests, suitable for the sample and the research problem. The research population consisted of second-grade students at Al-Waseela Boys School, totaling 127 students divided into three sections (A, B, C). Section B was intentionally chosen (by lottery), comprising 42 students, from which 25 students were selected to form the experimental group, with 17 students excluded for statistical reasons. Section A represented the control group with 41 students, from which 25 were selected similarly. A pilot study sample consisted of 10 students from the research population but outside the main sample. After conducting the pilot study, the pre-tests were carried out, followed by the main experiment, which involved applying kinetic games to the experimental group for two months, with two educational units per week (Monday and Wednesday), totaling 16 units. After the main experiment, post-tests were analyzed statistically using SPSS software. The conclusion was that kinetic games play an effective role in learning some basic basketball skills for middle school students. Using kinetic games in skill learning is necessary due to their stimulating and engaging nature for learners

On the Impact of Multimedia Technology and the Integration of College Physical Education Curriculum on School Physical Education Teaching

On the Impact of Multimedia Technology and the Integration of College Physical Education Curriculum on School Physical Education Teaching

School-based physical activity during the COVID-19 pandemic

School closures and restrictions related to the COVID-19 pandemic changed opportunities for youth physical activity (PA). We sought to identify school and other contextual conditions associated with youth PA during the COVID-19 pandemic. Participants were 500 parents of children ages 6-10 years old and 500 parent-child dyads with children and adolescents ages 11-17 years old who completed a web-based questionnaire. Quotas and demographic matching were used to generate a sample that was representative of United States adults on key demographic characteristics. Multivariable linear regression was used to assess the association between days per week of at least 60 minutes of PA with school, family, and neighborhood characteristics, controlling for child age and gender. Youth engaged in more days per week of PA when they attended school in person (B=0.75, SE=0.22, p<0.001), participated in school physical education (PE) (B=0.83, SE=0.23, p<0.001), school sports (B=0.98, SE=0.25, p<0.001), and community sports (B=0.68, SE=0.23, p=0.003), and had parents that engaged in high versus low levels of PA, (B=1.22, SE=0.21, p<0.001). The COVID-19 pandemic negatively impacted youth PA, in part, due to restriction of school-based PA opportunities. During future pandemics or conditions that necessitate remote learning, attention to opportunities for PA outside of PE class may be important for equitable PA promotion.

Media and Digital Technologies in Physical Education Teaching: A Literature Review

The present work addresses a literature review carried out in the CAPES journal portal database, with the aim of analyzing what has been produced and published in the last five years on media and digital technologies in teaching Physical Education. The data from the 21 articles selected for analysis were ordered by particularities and characteristics (Bardin, 1977). The text was organized based on three categories of analysis, grouped by common themes, namely: teacher training (initial and continuing); pedagogical proposals and teaching practice; digital technologies, school physical education and emergency remote teaching. It is noteworthy that working with digital media and technologies demands specific methodologies, which take into account new ways of teaching and learning. A trend identified in the teaching of Physical Education was the predominance of digital electronic games. Most of the pedagogical proposals analyzed were dedicated to the perception and use of what are also called exergames. The need for investment in teacher training is also highlighted so that teachers can make good use of technologies and enable good teaching practices in Physical Education in schools.

Formative and shared evaluation in school physical education: "a systematic review of recent experiences / publications / studies in Latin America

La evaluación en educación escolar representa gran desafío por las múltiples variables que intervienen en dicho proceso. En la asignatura de Educación Física el modelo tradicional de evaluación-calificación, orientado al rendimiento predomina, aunque se ha ido transformando a través de los años. El objetivo de la presente investigación es conocer y analizar los estudios existentes sobre evaluación formativa y compartida en Educación Física Escolar en países latinoamericanos. Utilizando el Protocolo PRISMA, se realizó una revisión sistémica de las bases de datos Dialnet, Scielo y Sportdiscuss. Los manuscritos seleccionados en el estudio son principalmente desarrollados en Brasil y los resultados se dividen en temas como: a) la construcción y utilización de instrumentos, b) la reflexión sobre la evaluación y c) la acción evaluativa en la clase de Educación Física.

Teachers' awareness of equitable physical education lessons: multiple intelligences

Study Purpose. This study aims to determine the level of awareness of elementary school physical education teachers regarding multiple intelligences in the learning process. Methods. This research is quantitative and descriptive. A purposive sampling system was used in this study, involving 57 teachers in the Special Region of Yogyakarta. The instrument is a questionnaire comprising 31 closed statements with a 5-point Likert scale response. Data analysis was performed using descriptive statistical tests. Questionnaire results were analyzed with interval scores. The analysis results were obtained regarding the awareness of elementary school physical education teachers in the Special Region of Yogyakarta regarding multiple intelligences in learning. The results explain that the teacher's mean score for all statements (1-31) is 4.00, categorized as high. Results. The three types of intelligence with the highest scores can be seen in the teacher's awareness of bodily-kinesthetic, interpersonal, and naturalist intelligence, with averages of 4.61, 4.37, and 4.25, respectively, all categorized as very high. Visual-spatial intelligence receives the lowest score, averaging 3.42 (high). The second lowest is musical intelligence, with an average value of 3.56. Other intelligences in the high category include logical-mathematical (4.00), verbal-linguistic (3.84), and intrapersonal (3.91). Conclusions. The findings of this study can be used by the curriculum sector, school principals, and other related organizations to facilitate physical education teachers, especially in integrating visual-spatial and musical intelligence, in training the integration of multiple intelligences in the learning process. Based on the findings of this study, further research into integrating multiple intelligences in physical education is encouraged.

Impact of a model-based paralympic sports project in physical education on primary school pupils’ attitudes, self-efficacy, and intentions toward inclusion of peers with physical disabilities

ABSTRACT Purpose Decreased involvement in physical education (PE) among children with disabilities can result from negative attitudes toward peers with impairment. School-based paralympic sports programs may improve students’ views about people with disabilities. The present study aimed to determine whether a model-based paralympic sports project in PE would have a favourable impact on primary school students’ attitudes, self-efficacy, and intentions toward including peers with physical disabilities in PE, ultimately improving their prosocial behaviour, while considering their previous experience with disability, according to the theory of planned behaviour. Methods Participants included 105 fifth-grade pupils of a primary school (mean age 11.0 ± 0.2 yrs) who were randomly assigned to a control (33 boys, 29 girls) or an experimental (25 boys, 18 girls) group. The intervention consisted of 8 PE lessons developed during 8 consecutive weeks: it incorporated sport-based youth development principles and affective learning into PE according to the Teaching Personal and Social Responsibility model (TPSR). The educational intervention focused on paralympic boccia and sitting volley (adapted to pupils’ skill level), comprised information, multimedia material, and the simulation of physical impairments, and used active learning strategies. Pre and post intervention, participants responded to a questionnaire investigating sociodemographic information, their attitudes, self-efficacy, and intention toward inclusion of peers with physical disability in PE, and their prosocial behaviour. A RM-MANOVA was conducted to investigate group × time, and group × familiarity × time interaction effects, on all the variables. A path analysis was conducted to test antecedents of intention and of prosocial behaviour. Results Results revealed a group × time effect (p < .001) with intervention group reporting significant improvements in all the measures. The intervention efficacy was enhanced by a significant effect of familiarity with disability (group × familiarity × time), with experimental group pupils familiar with interacting with a peer with disability reporting greater improvements in all the investigated variables (p < .001). Conclusions The integration of the TPSR model within a Paralympic sports program in PE showed positive effects on pupils’ psychological dimensions, contributing to the field of inclusive education. These findings could support primary school PE teachers in implementing TPSR-based paralympic sports projects in PE. Further, paralympic sports could assist in educating students to develop and perform appropriate behaviours towards their peers with disability, to facilitate their mutual development and learning.

Current teachers' perceptions and students' perspectives regarding activities modalities, instructional settings during primary school physical education classes in China: a cross-sectional observational study.

This study set out to understand the association between teaching practices, teacher confidence, competence, self-efficacy, and the resulting student outcomes. Data regarding teaching behaviours were collected via video recording and then evaluated using the MASTER Observation Tool. The information about demographics, self-reported teaching confidence, competence, self-efficacy, and student outcomes was collected using questionnaires. The association between teacher characteristics, and teacher and/or student outcome variables were tested using a one-way analysis of variance (ANOVA). A total of ten primary schools were involved, including 597 children (age range: 10-12 years, grade 4-6) and 16 grade 4-6 PE teachers (with 16 PE classes). Most of the Physical Education (PE) lesson time was spent in training-form activities (60.2% ± 9.1), followed by instructional time (33.1% ± 8.6%), reflection (3.4% ± 2.3%), and warm-up (2.9% ± 2.0 %). It was observed that teaching behaviours and student outcomes were significantly better in urban than rural areas. Smaller class sizes (21-30 children) were found to have more positive feedback than larger ones (41-50 children). PE teachers with more than 10 years of teaching experience reported more teaching competence and self-efficacy than teachers with less than 10 years of experience. PE teachers with class sizes of 21-30 children enjoyed significantly better scores in self-efficacy than classes with 41-50 children. They also scored more highly in confidence and competence than classes with 41-50 and 51-60 pupils. The current study confirmed that teachers dedicated a large proportion of lesson time to PE delivering training-form activities, followed by instructional time. Teaching behaviour and student outcomes were associated with location and class size, but not gender. The study contributes to our understanding of PE instruction in Chinese primary schools and offers preliminary evidence to improve future PE teaching strategies in the country.

Teachers’ Experiences with the Use of Virtual Laboratories in the Teaching of Physics in Rwandan Secondary Schools: A Survey Design

Laboratory experimentation providing students with hands-on experiences can greatly enhance the teaching and learning of physics. However, traditional hands-on laboratories are very expensive, limiting the possibilities for practical activities. In addition, limited time for laboratory practices prevents teachers and students from conducting laboratory activities properly. A possible solution to these limitations could be the use of virtual laboratories (VLs). The present study was conducted to explore the availability of teaching resources to support experimental work, the use of these resources including VLs and the challenges teachers face in using VLs. An online survey with 107 secondary school physics teachers was used to collect data. The study is framed by the Concerns-Based Adoption Model for teacher use of curriculum innovations. Regarding VLs, a mere 6% of teachers reported regular use, revealing a significant gap in adoption. Challenges identified included a lack of awareness, limited information and communications technology tools and insufficient supporting resources. Cross-item analysis revealed that only 25% of 107 teachers reported having a well-equiped physics laboratory, 45% work without a physics laboratory but with science kits or improvised materials, while 30% have no access to a physics laboratory, science kits or improvised local materials. Thus, for teachers without access to a physics laboratory, science kits or improvised local materials, VLs represent a crucial opportunity to provide learners with a complete laboratory experience. The study recommends tailoring continuing professional development support to address teachers’ concerns regarding the use of VLs. This includes enhancing awareness and providing information for teachers without access to well-equipped physics laboratories, while addressing management concerns for those with or without such resources.

The effect of maturation on children's experience of physical education: Lessons learned from academy sport

Students’ experiences of physical education (PE) are considered important for lifelong attitudes towards physical activity. Sex-related differences and the individualised tempo in anthropometric growth because of biological maturation lead to secondary school students within chronological age-ordered classes possessing vast differences in anthropometric and physical characteristics, which may negatively impact the PE experience for late- or early-maturing children. Therefore, the purpose of this review was to (i) critically discuss the influence of maturation on developmental factors related to PE and (ii) provide key stakeholders with guidance on how to manage this period of development more effectively and propose solutions to alleviate the confounding influence of biological maturity currently being implemented within sporting contexts. Secondary school children of different maturation status are often categorised using arbitrary, chronological age-ordered bandings, resulting in groups of children exhibiting large within-group variations in physical, behavioural, emotional, and educational development. This heterogeneity may lead to sub-optimal learning environments, which are confounded by complex and often negative developmental consequences for children who are at either extreme (late- or early-maturing) of the maturation continuum. This is particularly important within PE, where engagement, enjoyment, and resultant lifelong physical activity attitudes are influenced by perceived competence and relatedness, and where these needs may be thwarted because of considerable maturity-related variations. This paper posits that it is time for key stakeholders within child education to explore new ways to supplement current teaching practices and consider occasionally grouping children by maturation status (i.e. bio-banding) within secondary school PE to enhance students’ experiences.

Context, Input, Process, Product (CIPP) Model Evaluation of the Sports, Health and Physical Education Learning Program at Senior High School 1 Tanjungpandan, Indonesia

The aims of this study was evaluate the sports, health and physical education learning program at Senior High School 1 Tanjungpandan, Belitung Regency based on the aspects of context, input, process, and product model. The subjects of this evaluation were school principals, sports, health and physical education teachers, and students at Senior High School 1 Tanjungpandan, Belitung Regency. The sampling technique used was purposive sampling, with the criteria: respondents who are willing to be the sample and fill out a questionnaire from the researcher. The sample consisted of 1 school principal, 3 sports, health and physical education teachers, and 30 students with details of 10 students in class X, 10 students in class XI, and 10 students in class XII. Data collection techniques using observation, interviews, questionnaires, and documentation. The data were analyzed with descriptive quantitative and qualitative analysis. The results showed that the evaluation of the sports, health and physical education learning program at Senior High School 1 Tanjungpandan, Belitung Regency was 2.47 (poor). Based on each evaluation component, the following conclusions were obtained. (1) Context evaluation of the sports, health and physical education learning program at Senior High School 1 Tanjungpandan, Belitung Regency, at 2.70 was good. (2) The input for the evaluation of the sports, health and physical education learning program at Senior High School 1 Tanjungpandan, Belitung Regency, was 2.41 (poor). (3) The evaluation process for the sports, health and physical education learning program at Senior High School 1 Tanjungpandan, Belitung Regency, was 2.35(poor). (4) Product evaluation of the sports, health and physical education learning program at Senior High School 1 Tanjungpandan, Belitung Regency was 2.29 (poor).

The Integration of Spiritual Curriculum into Primary School Physical Education in Relation to Transformational Teaching Approaches

The Integration of Spiritual Curriculum into Primary School Physical Education in Relation to Transformational Teaching Approaches

Quality of Work Life and Its Role in Developing the Performance of School Physical Education Teachers in the Sultanate of Oman.

Quality of Work Life and Its Role in Developing the Performance of School Physical Education Teachers in the Sultanate of Oman.

Preliminary Program Evaluation of Pocket PE 3-5™, A User-Friendly Digital Application for Teacher Skills Training and Physical Education Activities for Third- to Fifth-Grade Elementary Students.

In the United States, many classroom teachers also teach physical education (PE). However, there is a dearth of evidence- and standard-based PE programs designed to support classroom teachers to deliver PE effectively in schools. The purpose of this study was to establish proof-of-concept for the Pocket PE 3-5 digital app in school settings with 10 third- to fifth-grade classroom teachers. We assessed fidelity of program implementation, measured via observations of PE quality. Students used wrist-worn heart rate monitors during Pocket PE 3-5 lessons to measure time spent in moderate to vigorous physical activity. Program feasibility was primarily assessed through teacher-reported surveys of usability, satisfaction, and acceptability and exit interviews. Mean PE observation scores were 18.6 (SD = 1.5) on a scale of 5 to 20. On average, students spent 56.7% (SD = 13.1%) of class time engaging in moderate to vigorous physical activity. Mean survey scores, reported on a 5-point scale, were 4.5 (SD = 0.6) for acceptability, 4.8 (SD = 0.4) for usability, and 4.7 (SD = 0.7) for satisfaction. Teachers liked how easy the app was to use but mentioned some technological challenges. This program evaluation study established the proof-of-concept for the Pocket PE 3-5 elementary school PE program.