Physical Education Teacher Training Research Articles

Problems and ways of increasing the effectiveness of training physical education teachers in higher educational institutions in the conditions of remote training

The article is devoted to the training of physical education teachers in higher educational institutions of Ukraine in the conditions of remote education. The topicality of the topic is due to external factors of the development of society, which dictate the most viable and effective format for obtaining an education. The purpose of the article is to determine the problems that arise due to the need to implement the remote format, to identify the features of its application in this area, and to search for ways to increase the effectiveness of the educational process.
 Necessary conditions for the introduction of training by means of open distance technologies were defined. Among them, the most significant: the possibility of using software that is adaptable to all existing operating systems, including those based on cloud technologies; ensuring the high speed of updating educational content through the creation of small modules; responsible use of educational content development tools that allow creating objects in device formats used in an integrated intellectual environment; development of diagnostic and testing methods to determine the competence of applicants before and after training; updating the content of educational programs for the formation of necessary competencies in response to the requests of employers and other interested parties; introduction of tools for self-diagnosis of the environment to ensure the stable functioning of all its elements.
 The authors see prospects for further research in the development of methods for adapting educational components to the distance learning format, monitoring the results of innovation implementation, determining regional needs, and creating joint educational programs with leading professional institutions of higher education in Europe and the United States.

Adaptation and Initial Validation of the Interpersonal Behaviors Questionnaire-Self with Spanish Physical Education Pre-Service Teachers.

Building upon Self-Determination Theory, the objective of this research was to gather validity and reliability evidence on the use of the Interpersonal Behaviors Questionnaire (IBQ-Self) in the Spanish physical education (PE) teacher training context. Participants were 419 pre-service PE teachers (48.45% women; Mage = 26.97; SD = 6.49) from eight public universities; all were enrolled in the Professional Master's program in Education. We found psychometric support for a 24-item six-factor correlated model of the IBQ-Self that was invariant across gender. There was also evidence for discriminant validity and reliability of this instrument. Criterion validity was provided by positive relationships found between need satisfaction and need-supportive behaviors, and between need frustration and need-thwarting behaviors. Overall, the IBQ-Self is a valid and reliable measure of Spanish pre-service PE teachers' perceptions of their own need-supportive and need-thwarting behaviors.

The effect of an in-service PE teacher training programme on the fitness levels of learners

Although physical education (PE) provides a school-based platform for the enhancement of learners’ physical health, implementation challenges can have a detrimental effect on learners’ motivation to participate in physical activities and their fitness levels. Within the framework of the Self-determination Theory (SDT), meeting learners’ basic psychological needs of autonomy, competence and relatedness in the PE class, can promote their fitness levels by enhancing their intrinsic motivation to be physically active. The purpose with this study was to investigate the effect of an in-service PE teacher training programme including needs-support teaching strategies on the physical and motor fitness levels of the learners of the participating teachers. Using a pre- and post-test experimental design, the fitness of 1 control and 4 experimental groups were assessed using standardised tests before and after the intervention programme. The intervention included implementing the needs-support teaching strategies acquired by the teachers during the once-off, 5-day teacher training programme, for 4 months while receiving continued support from the instructors of the course during those 4 months. The results show that the programme had a positive effect on the fitness levels of the learners in most of the tested fitness components, warranting the recommendation of SDT-based in-service training of PE teachers to support learners’ motivation towards physical activity and fitness.

Using Paralympic School Day as a Model for an Adapted Physical Education Professional Development for Physical Educators

The successful inclusion of children with disabilities into general physical education (PE) depends in large part on the attitudes and competence of general PE teachers. Unfortunately, many PE teachers’ undergraduate preparation is insufficient when it comes to including children with disabilities. In-service professional development can provide specific information about inclusion that can make up for the lack of training during undergraduate training. This paper presents a guide for the use of the Paralympic School Day (PSD) program, a disability awareness program targeting school-age children without disabilities, in the development of an in-service PE teacher training. It begins with a summary of PSD and contact theory, on which PSD is based. This is followed by specific information on the development of a PSD-focused in-service training that uses Paralympians and PSD activity stations to reduce prejudicial beliefs and help general PE teachers understand the importance of supporting students with disabilities in their programs.

Process of developing a cervical cancer education program for female university students in a Health and Physical Education teacher training course: an action research

BackgroundThe purpose of this study was to develop a cervical cancer education program for students and evaluate the process for female students of an HPE teacher education university who were training to become Japanese Health and Physical Education teachers.MethodsThis study used Action Research (AR) methodology. In developing program, we analyzed the description of the teaching material development process, the lectures, and the students’ report contents, which was the main activity in the program development. Thirty five third- and fourth-year students majoring in health promotion at a Health and Physical Education teacher education university, which trains Health and Physical Education teachers in Tokyo, Japan, participated in this study.ResultsAfter a review of the prototype version of the cervical cancer education material, six out of nine reviewers determined that it can be published. In the revised cervical cancer education materials, messages from students, university lecturers, and gynecologists have been added as a column in the section on 'how to prevent cervical cancer. Analysis of the contents of the texts (16,792 characters in total) of 35 student reports resulted in the generation of 51 codes, 3 categories, and 15 subcategories.ConclusionsThis study reflects the intentions of female university students to contribute their knowledge to the development of educational materials on cervical cancer, which, alongside the lectures, have deepened the knowledge and awareness of cervical cancer. Based on this, the teaching material development process, lectures by experts, and students’ mindset after learning about cervical cancer is reported in this study. There is a need for more educational programs on cervical cancer that are implemented through the education of female university students.

Readiness for the formation of students' health-preserving competence as a result of the training of future physical education teachers

The article reveals the actual problem of the readiness of future teachers of physical education for the formation of health-preserving competence in schoolchildren. A theoretical analysis of scientific works on the formation of health care knowledge and skills in students and the readiness of future teachers to solve the specified problem is presented. Through scientific research, aspects of the theoretical nature of the readiness of future physical culture specialists and the essence of the concept of "the readiness of the future physical culture teacher for the health-preserving activities of students" have been revealed and defined. The concepts of "professional training", "health-preserving competence" are analyzed, the need for the future teacher to possess health-preserving skills is noted. Guided by the analysis of various approaches to understanding the concept of readiness of the future teacher for health-preserving activities, a structure of readiness for the formation of health-preserving competence of schoolchildren is proposed. The characteristics of the main readiness components and ways of their implementation are given. Having carried out a theoretical analysis of modern approaches to the definition of the concept of the readiness of the future teacher of physical culture to the formation of health-preserving competence of students, it was concluded that the readiness of the future teacher is an integral quality of the future teacher, which is based on the understanding of health as a primary and important value of society and the system of motives for health care activities.

Using aerial acrobatics and pylon sports as a variable segment in the school physical education program

Secondary schools offer children a variety of opportunities to develop their physical qualities in physical education classes. Pylon sports and aerial acrobatics are not the last place among the currently popular types of physical activity. In order to apply such directions in schools, it is necessary to learn the point of teachers of professional disciplines. To do this, we decided to conduct a survey among physical education teachers of Ukraine regarding their attitude to classes in their educational institutions in these areas. The obtained results make it possible to identify obstacles and necessary changes in the education system in order to apply the latest approaches in physical education. Therefore, the purpose of our study is to determine the attitude of physical education teachers regarding the use of aerial acrobatics and pylon sports as a variable segment in the school program. Due to the conducted research, we were able to determine that the biggest obstacle to the application of these directions in schools is the lack of the necessary equipment and appropriate professional training of physical education teachers. In order to introduce these areas into the physical education of primary school students, according to the respondents, additional disciplines should be introduced for the training of physical education teachers, halls should be equipped with appropriate professional equipment, and optional classes should be organized in schools for those who wish to engage in these areas.

A Look at the Interconnection of Dimensions of Knowledge in Physical Education Teacher Training in Chile

The massive fragmentation of knowledge that exists in the current field of physical education enables us to research pedagogical and disciplinary aspects in the educational processes of teachers in training, as this has significant implications for future educational practices. This study proposes to assess the dimensions of knowledge (conceptual, procedural and attitudinal) that stem from the learnings that emerge in physical education teacher training in terms of the disciplinary standards proposed by the Chilean Education Ministry for the Preservice Teacher Education. The study methodology was descriptive and inferential, and the cohort was cross-sectional. A total of 750 fourth- and fifth-year students in training from 13 Chilean universities participated. Of these, 619 subjects were considered: 54.6% (338) men and 45.4% (281) women between the ages of 21 and 25. The questionnaire used for data collection was the "Questionnaire on Conceptual, Procedural and Attitudinal Learning in Preservice Teacher Education in Physical Education" (CACPA-FIDEF), prepared as part of Fondecyt project No. 11190537. The main results indicate that there are no statistically significant differences in the three dimensions in terms of students' sex and type of schooling, with p values > 0.05. In conclusion, the study observed a weak conceptual management of the discipline in future teachers, revealing once again the need to seek out didactic alternatives that enable teachers in training to understand the importance of the conceptual dimension in their learning and teaching processes.

Features of the methods of conduct of physical education classes in special medical groups for diseases of the cardiovascular system

The theoretical justification of the importance of the methodology of conducting physical education classes in special medical groups for diseases of the cardiovascular system is provided. With the aim of a differentiated approach to the organization of physical culture classes, it was explained that all students of higher education institutions are divided into three medical groups according to their level of health and physical fitness – basic, preparatory and special medical. The special medical group has two levels of complexity – A and B. Based on the research, a methodology for conducting physical education classes in special medical groups for diseases of the cardiovascular system was developed and proposed. A list of non-recommended exercises for students with cardiovascular diseases in physical education classes in special medical groups is provided. At present, given the importance of this topic, there is an insufficient amount of research in the field of the method of applying therapeutic exercises during physical education classes in diseases of the cardiovascular system. The method of conducting physical education classes at the SMG for diseases of the cardiovascular system is an important component of improving the functional state of the sick student's body. Therapeutic exercises are used in various forms for all diseases of the cardiovascular system. They have a positive effect on the functions of the heart and blood vessels, their morphology. The level of theoretical and practical training of physical education teachers and the level of motivation of students with cardiovascular diseases are also important when working in special medical groups.

Teachers’ Views on the Implementation of the Values within the Scope of the Physical Education and Sports Curriculum

The purpose of today’s education programs is to equip students with values besides academic success. This study aims to determine the views of teachers on the implementation of the values within the scope of the physical education and sports curriculum. 19 physical education teachers with four years or more professional experience working in public schools in the 2021-2022 academic year were included in the study. The research was created according to a descriptive phenomenological design, which is one of the qualitative research methods. The qualitative data analysis program MAXQDA 2020 was used in the research, and the data were interpreted by dividing them into codes, categories and themes with the content analysis method. The meaning of the values in the curriculum as a concept, the practices in the process of teaching values to students, the views on the school lessons, the education of the teachers, the obstacles to teaching values to students, the situation of the family and the school, the primary and secondary values, and the views of the teachers on the teaching of values were revealed in the findings. The following data were obtained after the data analysis: physical education teachers and the lessons are very effective and important in teaching values to students, the value explanations in the curriculum are generally understandable but they are given in an unplanned manner in practice, the undergraduate and in-service trainings on values are insufficient and inefficient, and such factors as social media, family structure, and the location of the school affect the transfer of values; however, the teaching of values will be more effective and productivity will increase by consideration of teacher training by authorities, cooperation and teachers’ suggestions. Based on these results, recommendations have been presented regarding improving the quality and quantity of the undergraduate and in-service training of physical education teachers in terms of values education, writing the value expressions in the learning outcomes more clearly and preparing written and visual guides on how these values can be taught, and conducting values education with school-family cooperation.

Teaching skills in physical education teacher training: theoretical and factor models

Training in skills requires implementing reliable tools allowing them to prove their development during teacher training. This research is aimed at assessing the psychometric properties of a measuring tool implemented when training teaching skills for physical education teachers and at proving whether its internal structure fits in the theoretical models reviewed in the literature. The research included 1104 undergraduate students (59.78% male and 40.22% female) from Spanish higher education institutions. A factor and exploratory analysis from the Teaching Skills in Physical Education Teacher Training survey was carried out for a such purpose. The results showed a good fit to the three-correlated model and some discrepancies regarding the skills of the theoretical models suggested by the literature. Implications for the teaching practice and the student’s skill development are hereby discussed.

The epistemology of practice in stricto sensu academic production on teacher training in Physical Education

RESUMO Esta pesquisa teve como objetivo compreender como as teorias que sustentam a chamada epistemologia da prática se fazem presentes no debate acadêmico sobre a formação de professores de Educação Física. Trata-se de uma pesquisa do tipo bibliográfica, que buscou investigar as produções acadêmicas stricto sensu, selecionadas no Catálogo de Teses e Dissertações da Capes, produzidas nos últimos dez anos e que versam sobre formação de professores de Educação Física. Apesar de identificarmos produções onde o caráter ideológico de tais teorias é questionado, a análise nos permitiu compreender que as teorias que sustentam a epistemologia da prática se fazem presentes na maior parte das produções acadêmicas, reforçando a finalidade pragmática sobre o trabalho docente.

Survey Research on Physical Education Teaching Satisfaction—Taking Adamson University as an Example

In order to improve the quality of physical education teaching in colleges and universities and the love of sports among college students, a survey and research on the satisfaction of physical education teaching among college students was conducted. Methods such as literature method, questionnaire survey method, interview method and mathematical statistics method were used to conduct questionnaire surveys and interviews with college students. Research results show that college students' satisfaction with physical education teaching is affected by many factors, including teaching content, teaching methods, teacher quality and teaching environment. Suggestions for improving physical education teaching in colleges and universities include optimizing the content of physical education and increasing the diversity and practicality of physical education content; secondly, flexibly using physical education teaching methods to increase the interactivity and participation of physical education; and thirdly, continuously improving physical education. Teacher quality specifically requires strengthening the professional training of physical education teachers and optimizing the age structure of physical education teachers; finally, improving the physical education teaching environment and providing safe and comfortable physical education teaching venues, facilities and sports equipment.

The teaching of martial arts in physical education teacher training: a perspective from the subject-object dialectic and teaching experience

RESUMO O objetivo do presente artigo é refletir a respeito dos lugares de objeto em que o conteúdo de lutas pode ocupar na experiência formativa de professores de Educação Física. Para este fim, este artigo traça um diálogo entre as noções de sujeito e objeto a partir da Filosofia de Theodor W. Adorno, no contexto da prática docente no ensino superior. Nessa perspectiva, a teoria crítica de Adorno contribui para a percepção da necessidade de pensamento e autonomia na formação de professores, observando que não é possível a concepção de um sujeito na prática sem a consideração da alteridade dos objetos em questão.

Training of Physical Education and Sports Teachers in Distance Learning

Training of Physical Education and Sports Teachers in Distance Learning

THE TRAINING SYSTEM OF A FOOTBALL COACH-LECTURER (HISTORICAL ASPECT)

The article focuses on historical background of the origin and development of a football coach-lecturer training system. It was logically ascertained that the system reveals to have durable timeline up from the end of the XIX c. until nowadays. All the crucial stages of the successful implementation of football into the educational system of Ukraine were deeply clarified.Actually, the profound interest in football as powerful means of physical education has been exposed in Western Ukraine since 1890. He was Oleksii Butovskyi, a head of training courses for physical education specialists in Cadet corps, who explored British football content and game instructions firstly in the domestic practice of physical education. The football training programme for pupils of 5–8 grades was initiated by Uzhhorod gymnasium gymnastics teacher I. Medretskyi, while E. Tsenar and H. Yordan as professors at Lviv teacher’s gymnasium presented the first programme of the football implementation in gymnasiums.The fact that training courses, produced and adopted in 1896 by Petr Lesgaft (Lesgaft Courses), became higher educational institution to master leaders and organizers in physical education was under in-depth analysis. It was also pointed out that foundation of the physical education faculties (PEF) within pedagogical institutions of higher education manifested a significant stage to solve the problem of training scientific-pedagogical staff. They actually started a regular training of physical education teachers as well as coaches-lecturers for educational institutions. The role of public organizations in training football coaches-lecturers under the up-to-date terms was thoroughly examined.

Active displacement and sustainable development objectives applied to education

The United Nations (UN) 2030 Agenda for Sustainable Development was unanimously adopted in September 2015. It presents 17 Sustainable Development Goals (SDGs) to eradicate poverty and protect the Earth, as well as ensure peace and prosperity. Among them, the 4th, which refers to education to improve the quality of life (QL) of people, is the basis of this article relating it to the 3rd on health and well-being, and the 11th which tries to make cities and human settlements sustainable. The objective is to demonstrate that active travel, mainly on foot and in cities, is a different, important and necessary form of Physical Activity (PA) that can be accessed through education. The training of Physical Education (PE) teachers in basic education is essential to achieve this objective. This paper presents the rationale for the practical application of active travel and contains a literature review that provides different city and author perspectives that reinforce the proposal. The research experience of the HUM653 Group, "Innovation in PA", adds educational innovation and leisure time management to the proposed objective, linking PA with teacher training, culture, the environment, and information and communication technologies (ICT) through activity designs, gymkhanas and GPS circuits, and the QL.

Метод кейс-стаді у формуванні професійних компетенцій майбутніх вчителів фізичної культури

This article analyzes the case-study method as a modern technology of professionally oriented teaching of future teachers of physical culture. The case study method helps students present themselves in real life situations, rather than just solve a complex problem. Objective. To characterize the content and possibilities of applying the case method in the process of professional training of future physical education teachers. Methods.To achieve this goal, methods of theoretical analysis of the scientific literature on the content, objectives, structure of case technologies; classification of case-types depending on the educational purpose are used, questionnaire. Results. The interconnection of case studies with other methods of teaching and professional training is substantiated. The obtained results of the questionnaire showed a high level of interest of higher education seekers in the proposed method and a high level of their readiness to solve pedagogical situations. The use of the case method in the conditions of professional training creates the necessary prerequisites both for the development of the competence of students of higher education and for the formation of the ability to make collective and individual decisions of a professional nature. Conclusion. The conclusion is that the auditorium work organization based on the case-study method stimulates future teachers of physical culture interest and increases their preparation quality

Design and validation of a questionnaire to assess the Pedagogical Content Knowledge of Colombian Physical Education students in the practicum

Background and Study Aim. In the training of Physical Education teachers, the practicum is considered a final stage of the training. The practicum implies an amalgamation and connection of the different knowledge acquired at the University and that, when contrasted with the real classroom practice, plays a fundamental role in the future professional development. The purpose of this study was to design and validate a questionnaire to measure the Pedagogical Content Knowledge of the Physical Education teacher trainee in the context of the practicum.
 Material and Methods. The participants were 146 practicum students of the Bachelor's degree program in Physical Education from four Colombian universities (115 men, 31 women, with an average age of 25.7 + 5.2 years). A non-experimental descriptive cross-sectional study was conducted in two phases, the first one: content validity and the second phase related to the analysis of psychometric properties.
 Results. A Content Validity Ratio of .92 was presented, which indicates a very high content validity based on Lawshe's model and with a sample of 10 expert judges in the field. In the exploratory factor analysis by the principal component analysis method and varimax rotation, 7 dimensions were proposed, with 36 items explaining 66.78 of the total variance of the instrument. The internal consistency was very satisfactory (α=.9).
 Conclusions. The questionnaire provides a valid, trustable, and specific instrument, which allows identifying the knowledge that a Physical Education practice student has about pedagogy, context, evaluation, teaching strategies, students, experience, and content. Furthermore, understanding this type of knowledge is a precondition that can allow improving the curricular designs of Physical Education degree programs.

Mario and Sonic at the Olympic Games: Effect of Gamification on Future Physical Education Teachers

Gamification is a new methodological tool in the field of physical education and sports sciences, which seeks to generate a formative change in educational centers and in the training of future teachers. The aim of the research was to analyze the effect of gamification on motivation, basic psychological needs and cooperative learning of prospective physical education teachers. The sample consisted of 102 future teachers in the specific area of physical education and sport. Three measuring instruments were used: Motivational Situation Scale, Cooperative Learning Questionnaire and Basic Psychological Needs in Physical Education Scale. The significance level (p < 0.05) was determined according to the variables described. The results were analyzed with the Kruskal–Wallis test for the variables age and study group and the Mann–Whitney U-test for gender. The results show high values for basic psychological needs, motivation and cooperative learning. In the case of cooperative learning, gamification has a different behavior according to gender. By degree, gamification does not affect the degree of study in the same way. In conclusion, the results of the present study support the use of gamification in the training of future physical education teachers, as it is associated with increased levels of students’ intrinsic and self-determined motivation, basic psychological needs and cooperative learning.