Physical Education Teacher Training Research Articles

Formación de profesores: encuentros entre Colombia, Brasil y Chile

Objetivo: conocer las políticas públicas de formación docente en Colombia, Brasil y Chile. Metodología: enfoque cualitativo; método descriptivo/histórico/hermenéutico; estudio de caso múltiple; técnica análisis de contenido utilizando como instrumento la Fuente Documental. Resultados: se aclaran los diferentes procedimientos vinculados a las políticas públicas en el ámbito normativo y en el campo institucional (Universidades), los cuales inciden en la formación de los alumnos y también en las diferentes manifestaciones culturales de las comunidades educativas. Además, se comprende que la Política Docente de los entes gubernamentales responde a exigencias para la producción, siendo contrario en las Universidades que procuran cultivar una formación para la adaptabilidad, reflexión, crítica y construcción del conocimiento. Conclusiones: la formación de profesores en Educación Física en Colombia, Brasil y Chile tiene fuerte influencia de los contextos políticos y económicos, atendiendo a normalizaciones y desdoblamientos para dar respuesta a las exigencias y cambios del neoliberalismo y de la globalización. La formación se centra en el racionalismo técnico-mecanicista y diversificado, ya que se encargan de formar en el área tanto para aspectos educativos como para el campo extraescolar.

Physical Education Teacher Training in Fundamental Movement Skills Makes a Difference to Instruction and Assessment Practices

The purpose of this study was to investigate instruction and assessment of fundamental movement skills (FMSs) by Physical Education (PE) teachers of Year 7 girls. Of 168 secondary school PE teachers, many had received little FMSs professional development, and although most assessed student FMSs proficiency, the quality of assessment was variable. Neither years of experience nor confidence influenced the quality of assessment tools used; however, greater FMSs training improved assessment practice regularity. Teachers more recently out of preservice were more confident in demonstrating FMSs. The results suggest that FMSs education for teachers should be a priority inclusion in both the training of preservice teachers and the ongoing professional development of in-service teachers.

Service-Learning in Physical Education Teacher Training. Physical Education in the Modelo Prison, Barcelona

<span style="font-size: 11.0pt; line-height: 115%; font-family: 'Calibri','sans-serif'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: 'Times New Roman'; mso-ansi-language: ES; mso-fareast-language: ES; mso-bidi-language: AR-SA;">In </span><span style="font-family: Calibri, sans-serif; font-size: 11pt; line-height: 115%;">the Psychiatric Unit of the Modelo Prison, Barcelona, a physical education programme is carried out annually with the participation of University of Barcelona (UB) students. In this context, we carried out a study based on service-learning parameters. The aim of the study was twofold: to determine the impact on inmates of the physical education programme that was undertaken with university students; and to assess what university students’ learnt in the prison-based socio-educational intervention programme. This paper describes the context of the research and the methodological basis of service learning. The qualitative tools to gather the information were: two focus group;</span><span style="font-family: Calibri, sans-serif; font-size: 11pt; line-height: 115%;"> a semi-structured interview with a representative of the unit’s guards; and </span><span style="font-family: Calibri, sans-serif; font-size: 11pt; line-height: 115%;">the students’ field dairy. We present results that demonstrate the impact of the physical, sports activity on the socialisation of inmates, in terms of aspects such as communication and personal skills. The results also show the effect of the programme on the university students’ learning processes, particularly with regard to the contextualisation of learning.</span>

Three- to four-year-old children’s socioemotional competencies assessed by kindergarten teachers in general and physical education settings, and by parents at home

Early childhood education programs represent a valuable early learning opportunity for promoting the socioemotional skills. The aims of the study were to validate the socioemotional skills observation scale, to compare 3-4 year-old children’s socioemotional competencies in general kindergarten settings and in a PE session, separately by gender, and to compare 3-4 year-old children’s socioemotional competencies in general kindergarten settings and at home. The participants were 59 children (23 girls, 36 boys) from six communal kindergartens in Finland, their parents, and early educators. The data were analyzed using the confirmatory factor analysis and t-tests. The results showed that the construct of the socioemotional skills model was maintained as a three factor model comprising self- and social awareness, self-management, and relationship competencies. No differences in teacher-rated socioemotional competencies between general kindergarten settings and the PE session appeared. Girls scored higher in self- and social awareness. There were no gender differences in self-management and relationship skills in kindergarten settings, the PE session and home environment. Parent-rated self- and social awareness was significantly higher than teacher-rated in general kindergarten settings, whereas teacher-rated self-management and relationship skills in general kindergarten settings were higher than parent-rated. These results may benefit the basic and continuing training of both early educators and physical education teachers.

SUJEITOS, SABERES E PRÁTICAS EM CIRCULAÇÃO NAS JORNADAS INTERNACIONAIS DE EDUCAÇÃO FÍSICA: TESSITURAS E MODELAGENS PEDAGÓGICAS (BELO HORIZONTE, 1957-1962)

Este artigo aborda, numa perspectiva histórica, o tema da formação de professores de Educação Física a partir dos métodos, conteúdos e sujeitos em circulação nas Jornadas Internacionais de Educação Física, realizadas na cidade de Belo Horizonte, entre 1957 e 1962. Com base em fontes documentais e depoimentos, identificou-se uma Educação Física de contornos moralizadores, afiançada por prescrições religiosas, realçando preceitos de uma educação integral e humanista.

University Students’ Attitudes Toward Physical Education Teaching

While there have been many studies into students’ attitudes toward Physical Education at the school level, far fewer studies have been conducted at the university level, especially in China. This study explored 949 students’ attitudes toward their university Physical Education experiences in four Chinese universities. An intercorrelated model of students’ attitudes toward Physical Education comprised of five dimensions, namely Physical Fitness, Self-Actualization and Social Development, Physical Education Curriculum, Physical Education Teachers, and Physical Education Teaching, was conceptually and empirically developed and tested using exploratory and confirmatory factor analysis. The overall findings suggested that the students had moderately positive attitudes toward Physical Education. More specifically, the findings indicated that students’ attitudes had a significantly positive moderate association with their current participation, a small association with their intended lifelong participation in physical activity outside school, and a significantly positive moderate association with their Physical Education academic achievement. Implications for Physical Education teacher training and curriculum modifications are discussed.

The influence of occupational socialisation upon the teaching of pupils experiencing social and emotional behavioural difficulties (SEBD) in physical education

Research within physical education (PE) utilising the occupational socialisation framework indicates that the childhood phase of socialisation is the most powerful phase of socialisation. However, for most teachers working with pupils experiencing special educational needs (SEN), the childhood phase often lacks direct experience of SEN and thus ceases to exist as a socialising force. Consequently, the higher education and workplace phases form a ‘salvaged’ phase upon which to base pedagogical approaches (Pugach). In light of this dichotomy, the aims of this case study were to (1) examine how one PE head of department (HOD) in a specialist social and emotional behavioural difficulties (SEBD) school taught year 9 pupils games; (2) identify factors that led to such instruction and (3) consider the influence of the three phases of occupational socialisation on her pedagogical approaches. Data collection methods consisted of formal and informal interviews and lesson observations. The data were inductively analysed, and themes were drawn from this process. Using a systematic learning approach, lessons were game orientated based around pupil decision-making and limited technical practice. Factors influencing this practice were her exploratory outdoor activity experiences and the nature of the pupils. In contrast to Pugach, this research indicates that the childhood phase of socialisation can provide an ‘apprenticeship of observation’ for those teaching PE to pupils experiencing SEBD. That such perceptions can be strongly held suggests that prior examination of the childhood biographies of those recruited to PE teacher training and/or PE teachers teaching pupils who experience SEBD appears warranted.

Výsledky pilotní studie dotazníku SE-PETE-D, který zjišťuje důvěru studentů učitelství tělesné výchovy v jejich kompetence k realizaci výuky integrované tělesné výchovy

The purpose of this work is the presentation of the questionnaire of the Self-Efficacy Scale for Physical Education Teacher Education Majors towards the Children with Disabilities (SE-PETE-D), which should be used in the future to identify self-efficacy of the students of the teacher training in physical education. At the same time will be also presented the results of a pilot study of standardization of this questionnaire in the conditions of the Czech environment. A key concept of questionnaire is self-efficacy. and introduced its the Canadian-American psychologist Albert Bandura (1997). Apilot study and comparison encompass bachelor students took part in the teaching of physical education, students of bachelor studies in adapted physical education and students of the follow-up master degree in adapted physical education. The results show that students of bachelor studies in adapted physical education have higher self-efficacy than students of bachelor studies in physical education.

La formación de maestros de educación física en el Uruguay (1921-1930): Julio J. Rodríguez

Este trabajo forma parte de un conjunto de indagaciones más amplias sobre las discursividades de la formación en las diversas modalidades que adquirió la preparación de docentes de educación física en Uruguay entre fines del siglo 19 y la primera mitad del siglo 20. Aquí se analiza en forma específica los modos de la educación del cuerpo y en especial, la educación física en el proyecto de formación de maestros de educación física o de plazas de deporte en los años 20, en el marco de la Comisión Nacional de Educación Física, a cargo de su director técnico, Julio J. Rodríguez. Se describen las tensiones y acoplamientos entre las discursividades normalista, tecnicista y profesionalista.

Deficiencies and sufficiencis of physical education and sport teacher training: Turkey's adaptation process with the European Union

Deficiencies and sufficiencis of physical education and sport teacher training: Turkey's adaptation process with the European Union

A PRÁTICA DOCENTE DO PROFESSOR DE EDUCAÇÃO FÍSICA ESCOLAR E A FORMAÇÃO DE ALUNOS CRÍTICO-REFLEXIVOS

This paper seeks to contribute to the discussion of practice and teacher training in physical education by proposing the issue of research on the following question: Professor of Physical Education through their teaching to graduate students seeking critical-reflexive? The objective of this investigation was to present a scenario of pedagogical practices considering three physical education teachers in the perspective of graduate students critical-reflexive.The methodology was based on qualitative approach to data collection we used semi-structured interviews with three teachers and twelve students of Physical Education Series Final Basic Education schools in three different school systems (municipal, state and private) in the municipality of Cacapava do Sul (RS). It may be noted that these teachers do not have a definite knowledge of the significance of critical-reflective teaching, as well as ways to know if this work is based education proposal.

HISTÓRIAS DE VIDA E EXPERIÊNCIAS DOCENTES NO ESTÁGIO SUPERVISIONADO DE LICENCIANDOS EM EDUCAÇÃO FÍSICA - MODALIDADE EAD

A partir de estudo de múltiplos casos, objetivamos investigar aspecto específico da formação de professores de Educação Física na modalidade a distância (EAD), que se refere ao estudo das histórias de vida na/com a Educação Física no ensino básico e as experiências docentes no primeiro estágio supervisionado de quatro acadêmicos do polo de apoio presencial de Piritiba/BA, do curso de licenciatura oferecido pela Universidade de Brasília/Universidade Aberta do Brasil. Compreendendo que na modalidade EAD a relação com o conhecimento se dá majoritariamente mediada pelas tecnologias digitais, interessou refletir como se deu e foi interpretada essa inserção inicial dos estagiários, como professores em formação, no âmbito da cultura escolar, num campo cuja especificidade são as práticas corporais. Pode-se perceber que as histórias de vida influenciam em boa medida na escolha das estratégias didáticas dos estagiários, assim como na forma como eles interpretam suas experiências docentes no estágio supervisionado.

A juventude rumo à docência: considerações acerca da formação profissional em educação física

Este artigo se insere no campo de debates concernido na formação acadêmico-profissional em Educação Física, em sua interface com o tema juventude, propondo-se a refletir sobre as formas pelas quais esta condição - de jovem - pode exercer influência sobre as significações atribuídas pelos sujeitos em formação inicial ao ser professor. Para alcançar essa meta, organiza-se de acordo com o seguinte itinerário de discussão: a) princípios básicos do fenômeno juventude; b) o atual cenário da educação superior brasileira, à luz de suas relações com o imaginário juvenil; c) nexos dessa conjuntura com a formação docente em Educação Física.

Student’s Dynamics of Didactic Competence during the “Internship of Preparation for Professional Life” in Physical Education and Sports. Evolution of Pre and Post Active Planning

This study encourages decision making in the field of university training of Physical Education and Sports teachers. It consists in observing and analysing the evolution of pre and post active planning of intern students and identifying their didactic competence during the internship period. Following a qualitative approach a corpus of seventy-two documents prepared by six intern students at the Higher Institute of Sports and Physical Education (ISSEP) in Kef was analyzed. The analysis of these document is based on “guiding questions” constructed from the normative didactic. The analysis of the data allowed inferences about the didactic competence observed. Case analysis and multi-case analysis revealed a static trend in the evolution of specific competence in planning. The appearance of recurrent difficulties in some specific competence reveals the thesis of a “survival strategy” developed by intern students. The in-depth analysis of the preparations also revealed an ineluctable effect of “pedagogy by objectives” on the logic and nature of planning and balance sheets of lessons developed. In addition, the study refutes the hypothesis of the suspected effect of the internal logic of sports activities on the nature of planning and unveils a “traditional” conception of teaching physical education.

Current approaches to the training of teachers for organization of extracurricular activities in physical education

The paper discusses the current approaches for professional training of future physical education teachers for extracurricular activities. The study used the results of a questionnaire survey of 690 university students in Ukraine. Russian and Ukrainian scientific publications about the varieties of forms of extracurricular activities were analyzed. Based on the literature date and results of the survey some features of future physical education teachers training were clarified. The relevance and appropriateness of selected research problem was proved.

Rebuilding physical education in the Western occupation zones of Germany, 1945–1949

After the Second World War, the British, American and French believed education could be used to promote democracy in Germany. The Western powers faced particular difficulties with the field of physical education because of the strong Nazi influence in this area during the Third Reich. The premier pre-war physical education teacher training institute was located in the Soviet sector of Berlin. To help solve that problem as well as the dearth of qualified physical education teachers in post-war Germany, the Western Allies wanted to create a new institution for physical education. This article places the creation of the Deutsche Sporthochschule in Cologne within broader Allied education plans and goals for the occupation of Germany.

The Establishment and Development of the Initial Physical Education Teacher's Training Programme for Women in Oman

Being an Islamic county, the cultural practices in the pre-1970 era in Oman prohibited full participation of girls and women in life and education which changed drastically in the post-1970 era. This positive change led to the establishment of physical education in schools and other institutes of higher education as well as promoted educational aims for girls, where they had rights in education equal to men. The impact of modernisation, socio-economic development, feminisation and Omanisation in post-1970 Oman is crucial in the following study since the introduction of the Initial Teaching Training Physical Education Programme for Women (ITTPEPFW) is a result of these series of change. An evaluation of a programme in physical education teacher training for women cannot be understood outside the overall context of the society in which it belongs. Therefore, this review will consider key Omani influences such as the geographical, historical, socio-cultural and religious factors unique to the Sultanate on female education in Oman.

EXAMING CURRENT PROVISION, PRACTICE AND EXPERIENCE OF INITIAL TEACHER TRAINING PROVIDERS IN IRELAND PREPARING PRE SERVICE TEACHERS FOR THE INCLUSION OF STUDENTS WITH SPECIAL EDUCATION NEEDS IN PHYSICAL EDUCATION CLASSES

Research from an international perspective in relation to the preparation of pre service teachers in physical education and special educational needs indicates that initial teacher training providers are inconsistent in the amount of time spent addressing the issue and the nature of curricular content (Vickerman, 2007). In Ireland, research of Meegan and MacPhail (2005) and Crawford (2011) indicates that physical education teachers do not feel adequately prepared to accommodate students with Special Educational Needs (SEN) in physical education classes. This study examined initial teacher training provision in Ireland in the training of pre service physical education teachers in SEN. The methodology used was qualitative and included questionnaires and interviews (n=4). Findings indicated that time allocation (semester long modules), working with children with disabilities in mainstream settings (school or leisure centre based), lack of collaboration with other PETE providers (n=4) and a need for continued professional development were themes in need of address. Using a combined approach where the recently designed European Inclusive Physical Education Training (Kudlacěk, Jesina, & Flanagan, 2010) model is infused through the undergraduate degree programme is proposed. Further, the accommodation of hands on experience for undergraduates in mainstream settings and the establishment of inter institutional communities of practice, with a national disability research initiative, is essential to ensure quality adapted physical activity training can be accommodated throughout Ireland.

Esporte e a formação de professores na prevenção de violências e mediação de conflitos escolares

This article reports on the partnership between the Group of Studies and Research in School Physical Education and Teacher Training (Gepefe/UEPG/CNPq) affiliated with the Graduate Program in Education (UEPG/PR), and the Nucleus of Studies and Teacher Training in Peace and Coexistence Education (NEP/UEPG). This partnership has contributed to the creation of the research line ‘Physical Education, Sport and Education for Peace: conceptual, methodological and teacher training dimensions’ in Gepefe. The goal of this article is to present more specific ideas for a convergence between the educational perspectives in sport and school physical education, mediated by the issue of teacher training. When considering aspects present in the discussion on the education for peace (coexistence, conflict, violence and peace), we find specifics to consider actions in teacher training. This process emerges as Brazil is experiencing a special moment in sports, with international events planned for the coming years, thereby expanding the need for thematic reflections regarding violence and coexistence in sports. This leads to reflections on the fundamental role of sports education in forming values of coexistence and debating teacher training in physical education for that reality.

Training of Physical Education Teachers for Equal Access to Education

Abstract This paper stated the situation of equal access to education in China after the explanation of equal access to education. From equal access to education point of view, the paper analyzed the imbalance between the qualities of PE teachers and the knowledge students need. The main point that the equal access to education and quality of the PE teacher need to be improved has been presents.