Primary School Physical Education Teachers Research Articles

INOVATIVNI VYUKA FUTSALU PRO UCITELE TELESNE VYCHOVY NA ZAKLADNICH SKOLACH

The teaching of futsal in primary schools in the Czech Republic is poorly mapped and primary schools more often teach indoor football than futsal. The basis for this research was a questionnaire survey in which 31 primary school physical education teachers participated. This survey showed that 69.2 % of teachers do not conduct futsal drills, 61.5 % do not know the rules of futsal and 84 % of teachers spend a maximum of 4 hours on futsal. Therefore, this paper presents an innovative futsal teaching method for physical education teachers to discuss the basic issues and teaching methods. In order to test our assumptions about the effectiveness of innovative teaching, a research was conducted with two groups of 8th and 9th grade pupils from the Jižní Primary School in Žatec over a period of 8 weeks. 29 pupils (14.21±0.12 years of age) formed the research group and 28 (14.09±0.26 years of age) formed the control group. As part of the research, both groups underwent entry and exit tests verifying futsal skills. The research group followed a specialised futsal plan designed by us, the other group played indoor futsal once a week under the guidance of a teacher. In all tested areas, the research group showed a significant improvement in the exit tests compared to the control group. In practice, this means that students who have undergone specialized futsal training improve in all the important areas that are essential for futsal. A significant difference in the outcome tests is observed in shooting and ball handling. We have seen a big shift in the pupils’ movement skills through the beep test and thus we can observe an improvement in short term endurance. In the test of stepping on the ball for 1 min, there is a shift in the dexterity component.

Studi Tentang Kinerja Guru Penjasorkes Sekolah Dasar Negeri Se-Kecamatan Nguter Kabupaten Sukoharjo Tahun 2021

The purpose of this study was to determine the purpose of this study to determine the performance of Physical Education teachers in Public Elementary Schools in Nguter District, Sukoharjo Regency in 2021 seen from lesson planning, implementation of learning and implementation of learning evaluation. The research method uses a quantitative descriptive approach. Retrieval of research data using a questionnaire. This research data processing technique uses a rating scale to make it easier to process data from the results of respondents' answers. This study obtained results from the low average performance of Public Elementary School Penjasorkes teachers in Nguter District, Sukoharjo Regency in 2021. This can be seen from the results of respondents' answers, namely: indicator answers are always or a value of 4 on aspects of learning planning (43.14%), implementation of learning (59.47%) and implementation of learning evaluation (62.93%). The conclusion from the results of the research is that the performance of Primary School Physical Education teachers in Nguter Sub-district, Sukoharjo Regency in 2021 in terms of the implementation of learning is low, in terms of the aspect of learning planning it is low, and in terms of the implementation of the evaluation of learning it is moderate.

Retracted: Research on the Current Situation, Causes, and Countermeasures of Primary School Physical Education Teachers' Health Literacy.

[This retracts the article DOI: 10.1155/2022/7851028.].

Primary School PE Teachers Classroom Teaching Difficulties and Countermeasures

Physical education teachers are an important part of primary school teachers. As an important subject, physical education has a direct impact on the quality and level of physical education in China in terms of knowledge and skills. Therefore, physical education has received more and more attention. Physical education teachers are the key factors that determine the effectiveness of physical education. Through the investigation of the teaching situation of PE teachers in remote primary schools, it is found that most of them are part-time teachers. They are tired of teaching ideas, heavy teaching tasks and traditional teaching methods, which can not meet the needs of the rapid development of sports today. Through field investigation, this study explains the difficulties in the teaching of primary school physical education teachers, finds out the causes, and puts forward some feasible suggestions for these specific problems.

Research on the Current Situation, Causes, and Countermeasures of Primary School Physical Education Teachers' Health Literacy.

Under the background of healthy China, health education has been brought into the national education system. To improve the health literacy level of PE normal students in primary schools, this study studies the health literacy status of PE normal students in the “six-year junior middle school starting point system” using the methods of literature review, questionnaire survey, mathematical statistics, and so on. The results show that the health literacy level of “six-year junior high school starting point” PE normal students is close to that of national college students, but the health literacy is overall low. The success rate of health literacy of six-year physical education normal students from high to low is health skills, health knowledge, healthy lifestyle, and behavior; six-year physical education normal students have a high level of health skills, but a low level of healthy lifestyle and behavior. Countermeasures are put forward: optimizing the curriculum structure and strengthening health education; paying attention to health literacy and improving learning awareness; cultivating health awareness; maintaining the law of life, etc.

The experiences and understandings of the K-13 curriculum implementation of Indonesian teachers of Adapted Physical Education (APE)

The purpose of this study was to illuminate the experiences and understandings of adaptive physical education (APE) teachers in their implementation of the newly introduced K-13 curriculum in special needs schools (SLB) in Indonesia. This research is a replication of previous research (Sigid XXABSTRACT Setiawan, 2018) conducted with primary school physical education (PE) teachers. Twenty-six APE teachers aged 28-39 years (X = 34.04, SD = 3.46) who worked with various disabilities in SLB were involved as participants. Data collected were observations, interviews, and documentation working within a phenomenological framework. Results indicated that teachers’ experiences of the K-13 implementation were focused on (1) the acquisition of basic knowledge and competence, (2) the adoption of the scientific approach, (3) the use of authentic assessment, and (4) awareness of the supporting and inhibiting factors. The understandings arising from these experiences were that: (1) the required knowledge of APE SLB teachers could be found within the supporting government publications; (2) the scientific approach placed systematic student problem solving at its core, and; (3) authentic assessment involves a comprehensive focus on the learning and development of skills, attitudes and knowledge. A comparison of these findings with those of the primary teacher study showed that some of the additional understandings revealed by the Adapted PE teachers reflected some of the specific demands and challenges facing teachers in the context of special needs education. This research should serve as a reference for novice teachers in emphasizing that good K-13 curriculum learning at all levels must involve preparation for its implementation and its assessment. Recommendations for the value of ongoing research of this nature with a broader cohort of teachers are made.

Understanding the teaching style of physical education teacher in primary school through audio visual media

The problem of the research was how to use Audio Visual for teaching style of physical education teacher in primary school. The aim of this research was to make physical education teachers understand teaching style which was socialized through learning media of visual audio. The research method used to reveal how the process of selecting the teaching style of the primary school education teacher was quantitative method by using survey approach obtained through questionnaire instrument and observation Participants in this study were primary school physical education teachers which were amounted to 31 people with age range 35-50 years. The results obtained from this study of the 11 teaching styles of teachers, there were 6 teaching styles used by physical education teachers in primary schools. There were command style, the practice style, and reciprocal style, the convergent discovery style, and the learner initiated style. Collection of teaching style was very essential to be conducted by primary school physical education teacher.

Observation of Communication by Physical Education Teachers: Detecting Patterns in Verbal Behavior.

The aim of this study was to analyze the verbal behavior of primary school physical education teachers in a natural classroom setting in order to investigate patterns in social constructivist communication strategies before and after participation in a training program designed to familiarize teachers with these strategies. The participants were three experienced physical education teachers interacting separately with 65 students over a series of classes. Written informed consent was obtained from all the students' parents or legal guardians. An indirect observation tool (ADDEF) was designed specifically for the study within the theoretical framework, and consisted of a combined field format, with three dimensions, and category systems. Each dimension formed the basis for building a subsequent system of exhaustive and mutually exclusive categories. Twenty-nine sessions, grouped into two separate modules, were coded using the Atlas.ti 7 program, and a total of 1991 units (messages containing constructivist discursive strategies) were recorded. Analysis of intraobserver reliability showed almost perfect agreement. Lag sequential analysis, which is a powerful statistical technique based on the calculation of conditional and unconditional probabilities in prospective and retrospective lags, was performed in GSEQ5 software to search for verbal behavior patterns before and after the training program. At both time points, we detected a pattern formed by requests for information combined with the incorporation of students' contributions into the teachers' discourse and re-elaborations of answers. In the post-training phase, we detected new and stronger patterns in certain sessions, indicating that programs combining theoretical and practical knowledge can effectively increase teachers' repertoire of discursive strategies and ultimately promote active engagement in learning. This has important implications for the evaluation and development of teacher effectiveness in practice and formal education programs.

Exploring play in school recess and physical education classes

The purpose of this study was to explore children’s play during recess and in physical education (PE) classes from the perspective of Huizinga’s theory of play. Specifically, this study investigated how primary school PE teachers used the concept of play, how it was understood by student participants, and how the participants engaged in the different phases of play during recess. Two groups of Year 3 children from two different schools participated in the study. Observations and unstructured group and individual interviews were used to collect data. The results reveal that PE teachers used the concept of play to propose activities, therefore employing play as a pedagogical tool. Participants engaged in some short breaks during the different parts of the PE class, during which they engaged in a ludic mode of play. Finally, the players communicated with each other in different ways while playing in a ludic mode during recess, using verbal and non-verbal communication and a combination of both. The results suggest that PE teachers need to determine which approaches to play are more appropriate to use in their classes.

Diversified professionalism of physical education teachers in the Asian context of Hong Kong

This study investigates the socialization and professional experiences of primary school physical education teachers (PSPETs) in the Asian context of Hong Kong. A qualitative research design is adopted. The researcher used semi-structured interviews, supplemented by documentary sources (diaries) for conducting data collection. Eleven PSPETs participated in this study. Data were analysed through open axial and selective coding. The concepts of organizational sensitivity, sources of satisfaction, dealing with influential persons or critical incidents, status of the profession, educational reform as a trend, and versatile roles are revealed in the theory of ‘Diversified Professionalism’. The substantive theory thus contributes to an increased appreciation of the PSPETs’ work and to the literature on physical education teachers’ professionalization and professionalism.

The career trajectory of physical education teachers in Hong Kong

This study investigates the career trajectory of primary school physical education teachers (PSPETs) in Hong Kong. It is focused on the problems arising from apparent overload and the multiple roles of physical education teachers’ career development in Hong Kong brought about by education and curriculum reforms. The specific research question is, “What are PSPETs’ career aims and how do they describe and conceptualize their career trajectories?” A qualitative research design is adopted to gain an in-depth understanding of the meaning that participants make of their career life. The researchers used semi-structured interviews, supplemented by documentary sources (diaries) for conducting data collection. Through purposive sampling methods (snowball sampling), 11 Hong Kong PSPETs participated in this study. Data were analyzed through three major types of coding, namely: open coding, axial coding and selective coding. The results revealed that PSPETs share both similarities and differences through their career development processes. The meaning and interpretation of “assimilation” varies among the PSPETs. Their capacity for assimilation acts as the core factor in exploring the PSPETs’ career trajectories. The concepts of (a) characteristics of the organization, (b) self-orientation of career, (c) other obligations, and (d) career aspirations are clustered into the Assimilating (Career trajectory) category, which describes PSPETs’ career aims and conceptualizations of their career trajectory. PSPETs have diversified in and adapted to all aspects of their career life within a continuing, evolving scenario of education reforms. The influences and relationships that they perceived were clearly implicated in their career choice and path. PSPETs in this study revealed that disadvantages can be overcome by adapting to the diverse nature of their job and by overcoming the otherwise limited scope of their work, meaning PSPETs can assimilate more closely into the culture and context of the organization.

The effect of team pentathlon on ten- to eleven-year-old childrens' engagement in physical activity

Background: To promote regular physical activity (PA) among children and adolescents, authors recommend that physical education (PE) teachers offer their students programmes that would allow them to be physically active outside PE classes. However, such programmes are rarely rigorously assessed and it is recommended that further studies be undertaken to better understand characteristics of interventions that render children and adolescents more physically active. Aims: The purposes of this study were (a) to examine the effectiveness of a PA intervention, the team pentathlon, and (b) to examine whether the impact of team pentathlon was different for boys and girls. Method: Four primary school PE teachers and eight 5th grade elementary classes (two for each PE teacher: one experimental and one control) took part in the study. Overall, 86 students (44 girls; 42 boys) experienced team pentathlon in addition to their regular PE classes whereas 82 students (41 girls; 41 boys) simply attended their regular PE classes. The research design included: (a) a 3-week baseline measure of the physical activity volume (PAV) for both the experimental group (EG) and the control group (CG); (b) the implementation of a 5-week intervention programme and weekly PAV measures for the EG (weeks 4 to 8) and periodic PAV measures for the CG (weeks 4, 6 and 8); (c) a 2-week recess for both groups (weeks 9 and 10); (d) PAV measures for both groups during weeks 11 and 12. PAV was computed in terms of pentathlon hours (PH), meaning the actual number of activity hours reported by students, corrected according to the intensity (energy cost) of the practiced physical activities. A repeated measures ANOVA was performed to see if there was a difference between the experimental and control groups, between boys and girls and between the four repeated measures. Non-parametric analyses were performed to see if there was any significant difference between reported volumes of physical activity for each PE teacher's classes. Results: Overall the results showed that control students' level of activity remained stable while experimental students were significantly more physically active at the time of the pentathlon implementation as well as three weeks after the end of the intervention programme. In both experimental and control groups, girls accumulated less pentathlon hours each week than boys. Results also showed that the regular practice of PA, outside of PE classes, varied between schools, both in control and experimental conditions. At times, the weekly volume of physical activity also varied greatly among students from the same classes. Conclusion: Team pentathlon brought about a greater volume of physical exercise among ten- and eleven-year-old children. Although girls reported a slightly larger raw volume of physical activity per week than boys, they accumulated lower pentathlon hour values due to their choice of less intense activities. Finally, the results also showed that regular PA, outside PE classes, may vary from one school to another or even among students from the same class.

Effects of Class Size and Equipment Availability on Student Involvement in Physical Education

AbstractThis study examined the effects of two different environmental conditions upon the classroom behaviors of teachers and students. Three primary school physical education teachers were videotaped teaching introductory soccer lessons to year 5 and 6 students. Class sizes were 12, 24, and 44; equipment availability was either unlimited or limited to two balls and four markers. The “academic learning time-physical education” instrument was used to measure teachers’ time allocations to subject matter and student involvement. Students in the double-sized class conditions spent significantly more time in nonacademic tasks and in game/scrimmage motor activities, whereas more time in the half-sized class condition was spent in skill practice. Student involvement showed significantly more motor-appropriate activity and more cognitive and less organizational activity in classes where there were unlimited amounts of equipment available, irrespective of class size. These data are interpreted as demonstrating th...