Physical Education Teachers Research Articles

Impact of Occupational Burnout on the Professional Identity and Self-efficacy of Physical Education Teachers

Occupational burnout is a hot research topic in the field of education.This study targets physical education teachers, surveying 226 physical education teachers from 10 universities in Guangxi Province, China, to assess levels of occupational burnout, professional identity, and self-efficacy, drawing the following conclusions:(1) The overall level of occupational burnout among physical education teachers is "Evident", with dimension indicators ranked from highest to lowest as follows: Personal Accomplishment, Emotional Exhaustion, and Deindividualization. This indicates that occupational burnout is a significant and concerning issue among respondents, with emotional fatigue and moderate personal achievement being the main factors.(2) The analysis of the respondents' demographic characteristics indicates that there are significant differences in occupational burnout among physical education teachers of different professional titles.(3) The overall level of professional identity among physical education teachers is "Evident", with dimension indicators ranked from highest to lowest as follows: Norm identity, Continuous identity, and Emotional identity. This indicates that their professional roles significantly influence their self-perception and identity.(4) The analysis of the respondents' demographic characteristics indicates significant differences in professional identity among physical education teachers of different Ages, Educational backgrounds, Teaching experiences, Professional titles, and Marital statuses.(5) The overall level of self-efficacy among physical education teachers is "Evident", with dimension indicators ranked from highest to lowest as follows: Personal efficacy, Teaching efficacy. This indicates that respondents generally have a high level of self-efficacy, showing confidence in their personal and professional abilities.(6) The analysis of the respondents' demographic characteristics indicates significant differences in self-efficacy among physical education teachers of different Ages, Educational backgrounds, and Teaching experiences.(7) There is a significant positive correlation between the overall occupational burnout of physical education teachers and both personal efficacy and overall self-efficacy, indicating that higher levels of burnout are correlated with higher levels of self-efficacy in these dimensions.(8) There is a positive correlation between the overall occupational burnout of physical education teachers and all dimensions of professional identity, indicating that higher levels of burnout are associated with stronger professional identity in these areas.

Teaching Resource Recommendation of Online Sports Collaborative Learning Platform Based on Optimized K-means Algorithm

The online collaborative learning platform for physical education is an interactive and open physical education teaching mode. To improve students’ learning interest and efficiency, the online sports collaborative learning platform is designed. From the perspective of person-post matching, the role in the group is designed and the improved clustering algorithm is used to realize the grouping. The combination of the k-mean algorithm and the firefly algorithm is used to enhance the real-time and accuracy of learning resource recommendation. The outcomes demonstrated that the Firefly algorithm had obvious advantages in convergence speed and other aspects. Relative to the classical K-means algorithm and the Firefly algorithm, the average clustering accuracy of the presented algorithm was improved by 7.23 % as well as 2.18 %, and the average processing time was improved by 4.35 % and 2.26 %, respectively. In the dataset Iris, the average clustering accuracy and processing time were 91.29 and 8.65, respectively. The optimal, worst, and average values of the online collaborative learning platform on the ground of the firefly-optimized K-means algorithm were 0.3006, 3.2176, and 1.5234, respectively. The fusion algorithm proposed in this study can optimize the recommendation of teaching resources on sports online collaborative learning platforms, improve learners’ learning passion, learning efficiency, and satisfaction, and relieve teachers’ teaching pressure.

Challenges and Interventions of Physical Education Teachers in Assessing Students' Learning in the Online Modality

Despite the emergence of several studies on online learning in Physical Education (PE) research, little has been mentioned about the assessment of learning outcomes in PE. This qualitative research aimed to understand the challenges and intervention strategies of PE teachers in assessing learning outcomes in the online modality. Nine elementary PE teachers from the laboratory elementary schools in Baguio City, Philippines participated in a semi-structured interview. The findings revealed that elementary PE teachers were faced with challenges in assessing PE learning online, but made interventions to these challenges. Three themes surfaced to describe the challenges: challenges in viewing students’ output, challenges in trusting, and challenges in monitoring students. The two themes described the interventions as differentiating students’ requirements and collaborating with parents. In assessing the PE learning outcomes online, the participants found it difficult; however, they realized that finding ways to overcome these difficulties is part of what teachers should do. The findings offer valuable insights that can inform and guide PE teachers in effectively assessing students' learning outcomes in the online learning modality.

Is there education in physical education? A narrative systematic review of research in physical education and learning

Over the past five decades uncertainty around the value, purpose, and educational relevance of Physical Education (PE) as a school subject has been cultivated amongst key stakeholders in the education community. Within an Australian context there is a paucity of evidence to demonstrate that learning occurs in PE. The aim of this narrative systematic review was to identify and appraise what research on learning has been conducted in Australia since the year 2000 in PE. Results indicated that targeted interventions in PE improved student Fundamental Movement Skills, physical activity levels, and favourably impacted affective outcomes, and that the PE teacher and their chosen pedagogical approaches exhibit most influence on student learning. There was a lack of evidence to demonstrate that authentic learning occurs in PE, highlighting the need for PE researchers, practitioners, and teachers to design and lead empirical and robust research on learning in PE.

Discontinuity, risk, patience, and appeal: existential aspects of practising in physical education

ABSTRACT Background For quite some time now, physical education (PE) scholars have expressed concerns about objectifying tendencies within the school subject of PE, calling for a fresh design that foregrounds students’ subjectivity and meaning-making, thereby acknowledging students as unique individuals rather than mere objects of educational interventions. Purpose In this study, we investigate teaching and learning in PE informed by The Practising Model (PM) (Aggerholm et al. 2018). The PM invites educators to be concerned with students’ subjectivity. As such, it represents a promising alternative to an objectifying and instrumental educational trajectory. However, this can also pose challenges for teachers and students. Therefore, we set out to answer the following research questions: (1) How can we understand the educational value of discontinuous experiences in practising, and (2) what are the implications for teachers? Theoretical perspectives Bollnow’s (1976) existential pedagogy provides the grounding for our investigation of discontinuous educational moments. Prange’s (2012) operational theory of education is included to interpret how teachers can bring forth and handle such moments, while Merleau-Ponty’s (2012) concept of sedimentation supports our analysis of students’ development. Methods Through an Interactive Action Research project, the first author of this article has followed a 10th-grade PE class at a Norwegian lower secondary school over two teaching units, each lasting for six weeks. Data material comprises observations of 21 PE sessions, three workshops between teachers and the first author, nine teacher interviews, 22 student interviews, and 21 student diaries. Data was analysed following Malterud’s (2012) framework for Systematic Text Condensation and produced two main themes: ‘I’m not the teacher who covers my students in bubble wrapping’ and ‘I have to work so hard with myself not to give up.’ Findings and discussions First, by discussing the teachers’ operational forms in pedagogy informed by the PM, we show how pointing as appeal, that is, appealing to, evoking, or (re)directing students’ attention, actions, or attitudes, enabled teachers to let go of control while still providing trust and responsible availability. This nurtured and supported students’ discontinuous experiences, allowing them to dwell on the challenge, endure the uncertainty, and continue their search for answers. The second main point concerns the students’ development of both new movement capabilities and a patient attitude. Practising constantly threw students back onto themselves, forcing them to face negativity, rethink the situation, take a stance, and continue from a different starting point. This contributed to the sedimentation of a new bodily attitude to the world. Consequently, we argued that an essential way in which practising contributed to continuous personal growth was through moments of discontinuity. Conclusion Overall, this study shows how practising can expand the classic pedagogy of continuity by providing the conditions for discontinuity as a subjective and existential element of education. This, we argue, can support students in discovering and developing new sides of themselves that hold significance both within and beyond the subject of PE.

Application of research on carbon neutral strategy of physical education teaching based on attention mechanism in digital energy transformation

Application of research on carbon neutral strategy of physical education teaching based on attention mechanism in digital energy transformation

The Influence of Kindergarten Environment on the Development of Preschool Children's Physical Fitness.

The aim of this research is to find out to what extent the special qualifications of physical education teachers and the physical environment of kindergartens influence the physical development of preschoolers. Forty-four kindergartens across Estonia participated in the study, half of which had a physical education teacher (PEt), whereas the remaining 22 kindergartens were taught by non-qualified kindergarten teachers (NoPEt). Six Eurofit fitness tests were used to assess the physical development of children (n = 704; aged 6-7 years old, with an average age of 6.55 ± 0.5 years). An analysis of variance was used to compare the mean values of the fitness test results of the two groups. Linear regression analysis was applied to clarify the influence of individual and environmental factors on children's fitness scores. In kindergartens where the position of a PEt had been created, the results of children's physical fitness were statistically significantly better, more specifically in handgrip strength (m = 12.0, 95% CI = 11.8-12.3 vs. m = 11.5, 95% CI = 11.2-11.7) and in speed tests (m = 23.0, 95% CI = 22.8-23.2 vs. m = 23.6, 95% CI = 23.3-23.8). According to the teacher interviews, these kindergartens also had more rooms and areas specially created for physical exercises. The study revealed that the physical development of children is, when controlling for other individual and environmental factors, influenced by the professional qualification of the PE teacher (95% CI = 0.06-0.56) as well as children's participation in sports training (95% CI = 0.29-0.83). These findings are important for preschool institutions and municipalities in designing the optimal physical environment for facilitating children's physical fitness.

Move Well, Feel Good: Feasibility and acceptability of a school-based motor competence intervention to promote positive mental health.

In response to the adverse impacts of the COVID-19 lockdown measures Move Well, Feel Good (MWFG) was developed as a school intervention using improvement of motor competence as a mechanism for promoting positive mental health. Study objectives were to evaluate the feasibility and acceptability of MWFG and to describe changes in child-level outcomes. Five northwest England primary schools were recruited. MWFG was delivered over 10-weeks through physical education (PE) lessons, which were supplemented by optional class-time, break-time, and home activities. The intervention focused on development of 9-10 year-old children's motor competence in locomotor, object control, and stability skills, and psychosocial skills. Feasibility was evaluated against nine pre-defined criteria using surveys, interviews (teachers), and focus groups (children). Pre- and post-intervention assessments of motor competence, mental health, prosocial behaviour, wellbeing, and 24-hour movement behaviours were also completed. The five recruited schools represented 83% of the target number, 108 children consented (54% of target) with teachers recruited in all schools (100% of target). Intervention dose was reflected by 76% of the 45 scheduled PE lessons being delivered, and adherence was strong (>85% of children attending ≥75% of lessons). Positive indicators of acceptability were provided by 86% of children, 83% of PE teachers, and 90% of class teachers. Data collection methods were deemed acceptable by 91% of children and 80% of class teachers, and children spoke positively about participating in the data collection. Child-level outcome data collection was completed by 65%-97% of children, with a 3%-35% attrition rate at post-intervention, depending on measure. Favourable changes in motor competence (+13.7%), mental health difficulties (-8.8%), and prosocial behaviour (+7.6%) were observed. MWFG is an acceptable and feasible motor competence intervention to promote positive mental health. Content and delivery modifications could inform progression to a pilot trial with a more robust design.

Sports Action Detection and Counting Algorithm Based on Pose Estimation and Its Application in Physical Education Teaching

Sports Action Detection and Counting Algorithm Based on Pose Estimation and Its Application in Physical Education Teaching

The Development of Sport Culture Indicators for Sports Avenue

Background and Aim: China has officially entered a new era of reform, marking that the construction of university sports culture has also ushered in a new era and new challenges. Therefore, this research aims to develop the sports culture indicators for sports avenues. Materials and Methods: The expert group members of this study are mainly university physical education teachers in Xi’an, leaders of Xi' a Sports Bureau, and grass-roots front-line teachers. All the selected experts have a rich theoretical basis and practical experience in constructing campus sports culture. Five people were selected by IOC, 25 people were selected by Cronbach reliability test, 19 experts by Delphi method, and 122 people for empirical research. Hierarchical Analysis YAAHP6.0 software is used to calculate the weight and consistency of each index and data processing of Fuzzy Comprehensive Evaluation Method Matlab software is used to analyze the data. Results: The evaluation index system of university sports culture construction in Xi'an is constructed. The first-level indicators include sports spirit and culture, sports material culture, sports system culture, and sports behavior culture. The secondary index includes 9 aspects. There are 24 three-level indicators, covering all key aspects of the construction of campus sports culture. Conclusion: The evaluation index system proposed in this study is comprehensive, systematic, and scientific, which can provide effective tools for the evaluation and decision-making of the sports culture construction in Xi'an universities. The evaluation index system is scientific, systematic, and practical.

Middle school girls PE: pushed to compete or pushed aside

ABSTRACT Physical education (PE) class can be the first-time students experience structured physical activities, and competitive activities may comprise the majority of activities. If a student experiences success they may want to continue participation; however, after middle school, female participation declines sharply. The framework used in this study, the Theory of Planned Behaviour, guided the examination of the perceptions and experiences of middle school female students in competition in PE. Forty-six seventh- and eighth-grade students identifying as female, from four suburban northeastern school districts, participated in focus groups and were observed during competitive activities in PE. Informal interviews with the PE teacher were conducted. Two major themes emerged: (1) students had insight into organizing teams and skill development and (2) pushed to compete or pushed aside. This study suggests students identifying as female in middle school have well-developed perceptions based upon their experiences in PE and provide a strong indication that how teachers organize class and behaviour management influence these perceptions.

Has the explicit teaching of emotions a place in the secondary school curriculum? a small-scale PE-based study

ABSTRACT The secondary school curriculum largely aims to prepare students academically, often overlooking the holistic development of the learner. The benefits of socio-emotional learning (SEL) to student behaviour and academic attainment are gradually acknowledged and discussed, but teachers may find it hard to integrate SEL into their subject knowledge. This paper draws on the findings of a novel pilot project that aimed to integrate socioemotional-oriented teaching into the secondary school curriculum. It employs a lesson study (LS) approach to actively involve teacher trainees in curriculum development that introduces SEL in the context of physical education (PE). The project was conducted in partnership with one mainstream secondary school in the Southwest of England for a period of 2 months during the summer term 2021–2022. Two teacher trainees and one qualified PE teacher designed, evaluated, and planned a sequence of four research lessons focusing on integrating socioemotional-oriented teaching in PE. Data collection involved four focus groups and six in-depth evaluation interviews. Our findings provide insights into the tensions, challenges and significance of explicitly introducing socioemotional-oriented teaching into a secondary curriculum subject raising questions about the place of emotions in education. It also highlights the potential of a lesson study approach in empowering teachers’ involvement in curriculum development. Evidence suggests that teacher trainees might be more motivated to draw on SEL teaching when it is integrated in their subject topic. Practical implications for teacher training and professional development are discussed.

Enhancing Self-Esteem, Satisfaction, and Motor Skills through Gamification in Elementary Physical Education

Objectives. This study aimed to investigate the impact of gamification in physical education on enhancing the self-esteem, satisfaction, and motor skills of 7-9-year-old elementary school students. Materials and methods. This study employed a pre-experimental method using a one-group pretest-posttest design without a control group. The participants were 90 elementary school students aged 7-9 years in Salatiga City (Indonesia), selected through purposive sampling. The research instruments included self-esteem, sports satisfaction, and motor skills assessment tools that have been validated and tested for reliability. The gamified intervention was implemented in physical education instruction over eight weeks. The statistical analysis was conducted using descriptive statistics, prerequisite tests, analysis of variance (ANOVA), and paired samples t-tests. Results. The study’s findings indicate significant changes in the observed variables following the intervention, with a significance value (Sig) of 0.000 < 0.05. The calculated t-values for all three variables were more significant than the critical t-value of 1.990, with a significance level (Sig. 2-tailed) < 0.05. Therefore, this implies that gamification in elementary physical education instruction has a statistically significant positive impact on students’ self-esteem, satisfaction, and motor skills. Conclusions. The findings elucidate that the implementation of a gamification intervention has proven effective in enhancing students’ self-esteem, satisfaction with learning, and motor skills abilities. The practical implications of these findings underscore the importance of considering the integration of gamified process into instructional design as a strategy to enhance the quality of physical education learning in elementary schools.

The Relationship between Philosophical Tendencies and Teaching Style Preferences of Physical Education Teacher Candidates

The teaching methods employed by teachers are interconnected with their educational philosophy tendencies. Determining teacher candidates' teaching style preferences and philosophical orientations toward education, as well as studying their relationship, might provide insights about the classroom environment they will establish when they begin their teaching career in the future. To examine this connection, this study aimed to compare the educational philosophy tendencies of PE teacher candidates, their preferred teaching styles, and their value perceptions of styles based on gender and grade levels and to determine if there is a relationship between philosophical tendencies and teaching style preferences. The research included 242 PE teacher candidates. The study utilized the "Physical Education Teachers' Use of Teaching Styles and Perceptions of Styles Questionnaire" and "Educational Philosophy Tendencies Scale" for data collection. The data was analyzed using independent samples t-test, ANOVA, and Pearson correlation analysis. The research results revealed that among the educational philosophy tendencies of PE teacher candidates, there was only a difference in the essentialist philosophy of education according to gender, and there was no difference according to grade level. However, it was observed that the teaching style preferences of PE teacher candidates did not differ according to gender and grade level. The study revealed a correlation between the preferred teaching styles, the value perceptions of these styles, and the educational philosophy approaches of teacher candidates.

Examination of experienced coaches and physical education teachers' teaching methods and their perceptions regarding these methods-2023.

It is widely acknowledged that coaches and physical education teachers play an important role in supporting holistic development in children and ensuring optimal performance in the training processes carried out to acquire fundamental movements and sport-specific basic skills. However, there is a need for further information on how both groups utilize and value different teaching methods during the training. The present study aims to examine the perceptions of coaches and physical education teachers regarding the use and value of teaching methods. The "Coaches' Instructional Methods Utilization Scale" for coaches and the "Physical Education Teachers' Perception of Teaching Methods Scale" for physical education teachers were administered to 114 coaches and 115 physical education teachers voluntarily participating from three randomly selected provinces of Türkiye. The Cronbach Alpha values ranged between .89 and .93 for the "Coaches' Instructional Methods Utilization Scale" and between .90 and .96 for the "Physical Education Teachers' Perception of Teaching Methods Scale". Descriptive statistics were used in research, t-tests in binary comparisons, One-Way ANOVA in multiple comparisons, and Tukey's test in determining the source of differences. Similarities were observed in the most and least used methods by coaches and physical education teachers, as well as in their perceptions of the highest and lowest values for these methods. Additionally, coaches and physical education teachers exhibited similarities in their perceptions of value in terms of entertainment, learning, and motivation. It was observed that female physical education teachers had lower value perceptions among the levels of use of teaching methods and value perceptions according to gender. Comparing the usage levels and value perceptions of teaching methods by professional experience, significant differences were found in Exercise (B), Learner-Designed Individual Program (I), and Learner-initiated (J) methods for coaches, whereas no statistically significant difference was observed in value perceptions. Moreover, considering the physical education teachers, significant differences were found in Command (A), Self-Check (D), Guided Discovery (F), Problem-Solving: Single Solution (G) methods, and in value perceptions for the Exercise (B), Guided Discovery (F), Problem-Solving: Single Solution (G), Problem-Solving: Crating Different Paths (H), and Learner-initiated (J) values.

Learning to Guide Elementary Education Majors in Teaching Physical Education: A Journey of Teacher and Student Socialization

ABSTRACT Professors in teacher education are positioned to be significant socializing agents to their students. In turn, teacher education faculty members undergo their own unique brand of socialization through association with faculty peers, students, and others. This self-study by a visiting faculty was improvement-oriented and influenced by a personal drive to be an effective instructor for students who were not majoring in physical education. I analyzed my journey via a range of data sources including: a reflective journal, critical friendship discussions, and student course ratings. These sources helped me view my teaching practice through my own lens and through the eyes of my students. Data analysis focused on identifying turning points and critical incidences that changed or challenged my thinking and/or practice. Two interrelated themes were developed: (a) A Journey from Seeking Role Model Status to a More Authentic Focus on Students; and (b) Navigating Mounting Internal Pressures. I discuss my results from a socialization lens. I found it particularly impactful to my self-study journey to have the support of a faculty team invested in my growth and development as a professional.

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).

Association between the environment for physical activity in public schools and childhood obesity: a view in the light of complex systems.

This article aims to analyse the relationship between physical activity (PA) environment at schools, sex, age, and obesity in children, using a network approach. This is a cross-sectional study, with 1,200 children (8.1±1.0 years old) from eight public schools in the same municipality. Weight and height measurements were assessed to calculate the Body Mass Index (BMI) and classified as healthier weight or overweight. To assess the PA environment at school, a interview with the school´s manager was conducted. The association between the PA environment at school and obesity was tested using a Network Analysis performed on the Jasp software. Positive associations between BMI and Physical Education classes (0.847), physical education teacher (0.349), break duration (0.564), and indoor sports court (0.662) were observed. Negative associations were seen with sex (-0.212) age (-0.387), extracurricular PA (-0.492), and playground (-0.557). Additionally, the centrality indicators highlighted extracurricular PA (1.789) as the variables with the highest betweenness values, and BMI with the highest closeness (2.239) and strength (1.230) values. Extracurricular PA and the presence of playgrounds in school´s environment are associated with healthier weight in low-income children.

THE SPECIAL IMPORTANCE OF THE PROFESSION OF PHYSICAL EDUCATION TEACHER

This article describes the positive and negative aspects of physical education teachers' specific professional activities, as well as problems and solutions in the profession. This study examines the issues of improving the system of training qualified pedagogical personnel in the field of physical education and sports in our republic, and developing the didactic skills of physical education teachers. The analysis shows that in the modern education system, physical education teachers are given more responsibility than before.

Examining the Relationship between Self-Efficacy and Cognitive Flexibility of Physical Education and Sports Teachers towards Inclusive Education

Introduction: While cognitive flexibility includes adapt to changes quickly and flexibly, self-efficacy is explained as the confidence one has in one’s abilities and competencies. Inclusive education is based on the idea that each student has access to all kinds of educational opportunities. In this context, the aim of the study is to examine the self-efficacy of physical education and sports teachers towards inclusive education and to determine the role of cognitive flexibility. Method: The population of the study consists of physical education and sports teachers working in public schools in Sakarya. A total of 157 (age = 40.83 ± 8.07) teachers, consisting of 120 males (76.4%) and 37 females (23.7%) recruited by convenience sampling, participated in the study designed with the relational screening model. "Teachers' Self-Efficacy Scale for the Education of Individuals with Special Needs," "Cognitive Flexibility Inventory," and the "Personal Information Form," developed by the researchers, were used as data collection tools. The data were analyzed in SPSS 22 using descriptive statistics, Pearson correlation, and regression analyses Findings: It was determined that there was a positive, moderately significant relationship between teachers' cognitive flexibility levels and their self-efficacy for the education of individuals with special needs (TSEISN) (p < .05) and that cognitive flexibility had significant predictive power in explaining TSEISN (p < .05). Additionally, although no statistically significant difference was found in the participants' TSEISN and cognitive flexibility scores according to their course taking status (p > .05), their mean scores were determined to be high. Discussion: It can be concluded that as teachers' cognitive flexibility increases, their self-efficacy towards individuals with special needs increases; in other words, the self-efficacy of teachers who can adapt to different environments and develop practical thinking skills is positively affected by these characteristics, and the self-efficacy levels of those who take courses for inclusive education are relatively high.