Secondary Physical Education Teachers Research Articles

Ability in physical education – No, I can’t discuss it! Insights from lower secondary physical education teachers in Western Australia

Ability has been positioned as a crucial concept in the construction of a subject that is inclusive of and meaningful for all students. Almost two decades since Evans ( 2004 ) called on the field to re-engage in discourse concerning ability, how ability is conceptualised by physical education (PE) teachers remains relatively unexplored. Furthermore, relatively little is known about how understandings of ability are enacted through curriculum, pedagogy and assessment in PE. This research explored these issues with lower secondary PE teachers in Western Australia through self-recorded audio responses to two research questions. Data from 38 participants revealed the struggles that PE teachers had in articulating meanings and representations of ability in PE in their curriculum, pedagogy and assessment practices. Findings illustrated a tendency for many teachers to privilege a performative view of ability and focus on the physical domain in discussing ability in PE. While some teachers made reference to skills and dispositions beyond this domain, data affirmed the dominance of narrow conceptualisations of ability in PE and pointed to limited understandings of how broad, fluid and inclusive notions of ability may be embedded in curriculum design, pedagogy and assessment practices. Summative assessment was the most frequent aspect of practice referred to in teachers’ explanations of how understanding of ability was expressed in their practice. The study points to the importance of professional learning and initial teacher education directing attention to ability as a focus for advancing equitable practices in PE and the need for further research exploring enactments of ability.

Examining the Knowledge and Training of Secondary School Physical Educators Providing Strength and Conditioning Programming

Purpose: The purpose was to examine secondary physical education teachers’ strength and conditioning (SC) knowledge and evaluate associations between SC teaching role, professional preparation, and development. Method: A knowledge survey was developed/validated and distributed to 2,189 middle/high school teachers, with 605 providing complete data. Results: Seventy-five percent of participants reported serving an SC-related teaching role, and mean SC knowledge was 6.77 correct out of 15 (45%). Participants with SC certification, who taught an SC unit/course, who supervised an SC sport program, and who taught in high school performed significantly better. Physical education teacher education preparation, including exercise physiology and weightlifting activity courses, was a significant predictor of SC knowledge. Professional development, such as SC online coursework, meeting with SC professionals, and reading SC publications, was also a significant predictor. Conclusion: To support physical education teachers’ SC knowledge, physical education teacher education programs should include SC-related course offerings, and school administrators should consider offering professional development to physical education teachers who serve in SC roles.

Development and Validation of the Teacher Motivation in Physical Education Questionnaire

Purpose: Grounded in the expectancy-value theory framework, the purpose of this study was to develop and identify the psychometric properties of the Teaching Motivation in Physical Education Questionnaire. Methods: The process included testing content validity with experts (n = 16), construct validity and measurement invariance using factor analysis, and convergent validity using structural equation modeling (SEM) in two physical education teacher samples (n = 373; n = 400). Results: Factor analysis identified a 17-item questionnaire measuring teachers’ expectancy, value, and cost beliefs. Measurement invariance testing revealed equivalence between male and female as well as primary and secondary physical education teachers. Correlational and structural equation modeling analyses showed the adaptive nature of expectancy and subjective task value beliefs along with the maladaptive nature of cost beliefs. Discussion/Conclusion: The Teaching Motivation in Physical Education Questionnaire provides a theoretically grounded approach to investigate physical education teachers’ motivation toward curriculum and instruction.

What Teachers Always Wanted to Say About Inclusive Physical Education but Were Afraid to Speak Out Loud . . . Microlinguistic Analysis as a Path to the Core of Interviews

Purpose: The aim of the qualitative study was to identify inclusion-related challenges and to specify the need for professional development of physical education (PE) teachers. To achieve this, the integrative basic procedure (IBP) is suggested as a suitable method. Methods: The methodological approach consisted of a combination of grounded theory methodology and IBP. The IBP is designed to reconstruct meaning beyond surface level of statements. The sample was comprised of 17 interviews with German primary and secondary PE teachers. Results: Reconstructions along the IBP revealed challenges in relation to teachers’ professional beliefs and abilities. Five crystallization points suggesting the need for professional development were identified: PE lesson design, teacher’s focus of attention, teaching ambition, performance concept, and attitudes. Conclusions: The methodological procedure places high demands on data and the expertise of researchers. Yet, it allows a deeper understanding of teaching requirements in inclusive PE and highlights areas for professional development.

A motivational training program for secondary physical education teachers based on the circumplex model: a study protocol of a randomised controlled trial.

In most self-determination theory (SDT) research, improving (de)motivating teaching styles provides numerous benefits for students and teachers, although there is less evidence of the latter. Although the recent circumplex model provides a fine-grained picture of the different (de)motivating teaching styles (i.e., autonomy support, structure, control, and chaos) that physical education (PE) teachers can use in their lessons, no previous motivational training programs have been based on this model. Moreover, all SDT-training programs have been implemented through different group sessions, but individual sessions have not been delivered. This study outlines the protocol of a motivational training program, derived from the circumplex model, designed to enhance motivating teaching styles (and prevent or decrease demotivating teaching styles) among PE teachers. Consequently, this program seeks to improve motivational variables and influence (mal)adaptive outcomes in both teachers and students. A randomised controlled trial design with a mixed-method approach. At least 16 secondary PE teachers will be assigned to either an experimental group or a control group, together with some of their students. The training program comprises four face-to-face group sessions and two follow-up sessions (one individual and one group session). PE teachers will learn how to support autonomy and provide structure, as well as to be less controlling and chaotic towards students. Over approximately five months, teachers will implement these motivational strategies during their PE classes. Different (de)motivating teaching styles, motivational variables, and (mal)adaptive outcomes will be assessed in both PE teachers and their students at three distinct points: before the training program (T1), during the intervention (T2), and at the end of the intervention (T3). Additionally, two discussion groups involving all experimental PE teachers will be held (one following the training program and another at the end of the intervention). The results from this study could be useful for developing motivational training programs for in-service PE teachers. Clinical trial registration: ClinicalTrials.gov, identifier [NTC06479369].

Secondary School Physical Education Teachers’ Understanding and Practical Reflection of Competence-Based Curriculum Design

<p>十二年國民基本教育所欲培育的核心素養為各學科的重要依據，惟中學體育教師對素養導向課程概念常未能有效與其教學實踐有效連結。依此，本研究運用逆向式課程設計（backward design），採逆向發展的設計與課程校準，引導教師朝向情境化、脈絡化、整合式的學習經驗設計，協助體育教師建立素養導向課程的深入理解概念，作為後續支持中學體育教師專業發展與實踐之參考。本研究選取5位中學體育教師及1位體育師資培育教授為研究對象，組織4次實務社群會議。資料蒐集採半結構式訪談、參與觀察、持續比較和歸納分析資料。結果顯示：一、社群運作初期，教師感到教學與評量間的矛盾，評量仍著重於技能學習；二、社群運作中，教師將目標設定、學習評量以及學習內容來回校準，嘗試化解「既有現場教學經驗」與「探究學習」間的矛盾，但對於素養導向評量概念尚未純熟；三、社群運作結束後，教師給予逆向式課程設計正向的評價，但在教學實踐上仍有挑戰與困難。逆向式的課程設計有利於化解教師對於素養導向在知識概念與教學行動經驗間的衝突，在教師社群共備之下，持續進行專業教學對話與反思，成為素養導向體育教師增能培力之新策略。</p><p>The core competencies that 12-year Compulsory Education aims to develop are the basis of the curriculum development for each subject. Competence-based Physical Education （CBPE）curriculum, however, has not yet been popularized and implemented. The purpose of this study was to examine the backward design, and structure of the physical education unit intended to enhance physical education teachers’ understanding and practical application of competency-oriented curriculum design. Five secondary school physical education teachers and one physical education teacher education professor was selected for this study, and four learning communities were organized. Data were collected through semi-structured interviews, participant observation, continuous comparison, and inductive analysis. Results were as follows: (1) In the initial community, teachers identified a contradiction between teaching and assessment, although assessments still emphasized skill acquisition; (2) During the community operation, teachers worked towards aligning the curriculum with learning objectives, assessment methods, and learning content, aiming to address the tension between "field teaching experience" and "inquiry learning"; however, they were not yet familiar with the CBPE assessment concept; (3) After the community operation, teachers provided positive feedback on the backward design approach, but encountered challenges and difficulties in implementing it during their teaching practice. Through the co-planning mechanism of teacher learning communities, which encourages dialogue and reflection in Physical Education classes, becoming a competence-based physical education teacher becomes a new strategy for enhancing abilities and training.</p> <p> </p>

‘Even with the craziness, it worked’: PE teachers working in and with an Activist Approach

ABSTRACT Background As one pedagogical approach, an Activist Approach to teaching offers a structure for inquiry-oriented, learner-centered processes for context-specific educational endeavors (Oliver and Kirk [2015]. Girls, Gender, and Physical Education: An Activist Approach. New York: Routledge). With its four critical elements of student-centered pedagogy, attentiveness to issues of embodiment, inquiry-based learning centered in action, and listening and responding over time, this approach was developed to engage disengaged girls in PE. An Activist Approach has since expanded into coeducational PE, after-school sport and dance clubs, work with socially vulnerable youth, and teacher education programs. While increased interest exists with scholars learning to integrate an Activist Approach with youth in physical education and physical activity settings, little research exists with physical education teachers learning to use the approach in their own classrooms. Purpose This study’s purpose was to explore secondary physical education teachers’ perceptions of working in and with an Activist Approach. Methods This paper draws from a longitudinal study in PE professional development for physical education teachers learning to use an Activist Approach. Participants included six physical education teachers (three middle school and three high school) with 7–34 years of experience teaching across four school districts, plus four researchers. With the reflective and integrative process of an Activist Approach, data analysis took place in three levels as not only as a culminating review but also serving as a regular, ongoing feature to help build the programming workshop-to-workshop. Findings The first theme explores teachers’ perspectives working in an Activist Approach, highlighting their engagement in a community of learners and how they broadened their perspectives of content. The second theme examined teachers’ perspectives on their students working with an Activist Approach, demonstrating teachers’ recognition of increased student engagement and its intersection between incorporating student voice in the curriculum and developing relationships. Conclusion While we have known an Activist Approach allows us to meet the needs of those involved because of its commitments to the four critical elements, never could we have imagined a pandemic as the context within which we would find ourselves working. Nonetheless, an Activist Approach helped us create a professional development program that met teachers where they were in the moment and guided teachers in meeting students where they were in the moment. For these teachers, having opportunities to share with and hear from each other was critical to not feeling alone and helped them connect to their specific contexts, increasing their abilities to better hear their students’ needs.

중등 여성체육교사의 스포츠 리터러시 탐색

중등 여성체육교사의 스포츠 리터러시 탐색

중등 예비체육교사의 배움중심수업에 대한 메타포 분석

중등 예비체육교사의 배움중심수업에 대한 메타포 분석

The effect of job stress on secondary school physical education teachers' work engagement: The mediating role of self‐efficacy

AbstractThe objective of this study is to investigate how work stress affects work engagement and how self‐efficacy mediates among secondary school physical education teachers. The link between work stress, engagement, and self‐efficacy of secondary school physical education teachers was examined using questionnaires and linear regression analysis with a sample of 400 secondary school physical education instructors from 32 primary and secondary schools in China. The findings indicated that the relationship between work stress and engagement of secondary school physical education teachers was increasing and then decreasing. When work stress exceeds a certain range, work engagement will decrease with the increase, but conversely, appropriate work stress could effectively promote work engagement and reduced the impact of stress on job engagement.

Physical Education Curricular Elements in Blended Learning During the COVID-19 Pandemic

Purpose: To describe the curricular elements in blended physical education (PE) during the COVID-19 pandemic. Method: A survey of PE teachers was conducted regarding curricular elements related to content blocks, instruction, and assessment. A total of 174 Spanish secondary PE teachers (120 men and 54 women) participated in the survey. Results: For the nonface-to-face part, instruction relied mainly on challenge-based learning as an instructional strategy, the learning of the designed individual program as a teaching–learning style, health-based PE as a pedagogical model, and self-assessment as the most used assessment form. Discussion/Conclusion: The study describes an overview of the characteristics of the curricular elements used in the blended learning PE model in secondary education. Both the age of PE teachers and the socioeconomic level of the families are variables to consider.

중등 체육교사의 직업적 삶에 대한 넋두리

The purpose of this study is to shed light on the patterns and traces of secondary Physical Education teachers" tough lives by reflecting on the causes, factors, and reasons for their grumbles in their professional life or daily life. For this purpose, the investigator conducted a qualitative case study with five Physical Education teachers currently teaching at a middle or high school in Gyeonggi Province. The findings were as follows. First, the factors of secondary Physical Education teachers" grumbles in their professional life derived from their human relations with people they interacted with in school all the time including students, parents, colleagues, administrators, and staff in the administration office. They also experienced grumbles over heavy workloads, unfairness, civil affairs, and athletic club work. In addition, they also had grumbles over the limitations of the barriers in reality, the rigidity of the teaching profession, and social perceptions and reputations. And secondly, secondary Physical Education teachers had grumbles in their professional life to establish a living foundation for their professional life through emotional appeals such as protesting, reflecting, protecting, comforting, recovering, wishing, and finding hope.

중도탈락 운동선수의 새로운 진로 경험에 대한 자문화기술지

This study describes the importance of basic academic skills of elite sports athletes and the improvement and realization of student athlete policies by describing secondary physical education teachers’ student athlete days, new career exploration and preparation process, and result experiences as secondary physical education teachers through self-cultural descriptions. It aims to find out how. As a research method, I tried to interpret it based on the retrospective memory of ‘I’ as a researcher and research participant as a self-cultural description and the result experience as a secondary physical education teacher. The results of this study are presented as follows. First, it was found that student-athletes’ academic disregard and lack of basic academic ability began when they were part of the school sports team and learned their culture. Second, college athletes who felt uncertain about the future decided to drop out, and thereafter, there is difficulty in exploring and challenging new career paths. Third, the dysfunction of elite sports is being repeated in schools. As a conclusion, first, the minimum educational attainment system needs to be reformed and objectivity for subjects secured, and the minimum educational attainment system to be improved for the issue of equity arising from differences in levels and evaluation methods of each school. Second, it is necessary to study the change in perception that student athletes, parents, and school sports departments are policy beneficiaries, and the selection criteria for student athletes to belong to school sports teams. Third, it is necessary to meaningfully apply the minimum grade system for the college entrance exam and the minimum academic level standard so that studies and sports can be combined.

체육교사의 프로젝트 학습에 대한 인식 분석

Objectives The purpose of this study was to examine the perception and experience of physical education teachers for project based learning, and to derive implications for revitalizing physical education classes to which project based learning is applied.
 Methods To this end, a survey was conducted targeting 198 secondary school physical education teachers nationwide, and a total of 182 data were collected and frequency analysis was conducted.
 Results Results of the study First, physical education teachers recognized that project based learning was necessary in physical education classes. Based on high awareness and interest in project based learning, it was found that the necessity was recognized and expectations were high. Second, physical education teachers recognized that project based learning had a large impact on physical education classes. Only 39.4% of PE teachers had experience of project based learning in PE class, and although it was found that the experience was concentrated in the area of expression with strong creative elements, they recognized the effectiveness and strength of project learning. Third, physical education teachers recognized that the realization of project based learning in physical education classes was sufficiently possible. For this purpose, it was recognized that it was necessary to systematically plan lessons and strengthen organizational competence of physical education teachers through teacher training and teacher learning community.
 Conclusions Based on the above results, the following implications were obtained. First, project based learning is a learning method necessary for realizing learner-centered physical education classes linked to real life. Second, physical education classes applying project based learningcan realize a balanced holistic education of body, intelligence, and personality. Third, the possibility of realization in the field should be expanded by strengthening the competency of physical education teachers for project based learning.

Occupational Sun Exposure Among Physical Education Teachers in Primary and Secondary Schools in Andalusia, Spain.

Chronic sun exposure and sunburns are the main preventable causes of skin cancer. Due to the nature of their work, physical education teachers are at high risk for occupational skin cancer. This descriptive, cross-sectional study analyzes primary and secondary physical education teachers in Andalusia, Spain. All participants were invited to monitor their ultraviolet (UV) radiation exposure using individual biologic dosimeters and record their photoprotection practices over 3 workdays. The teachers spent an average of 2.7h outdoors and the mean personal UV radiation exposure was 309.9J/m2 per day, a value three times higher than international recommendations. Based on the photoprotection diary, it was determined that classes held outdoors were not scheduled outside the hours with the highest UV index and that the percentage of participants who followed the photoprotective practices of remaining in the shade or wearing a hat during outdoor lessons were less than 20% and 60%, respectively. The results on sun exposure and photoprotection practices show a need for organizational and educational intervention strategies to mitigate sun exposure and increase compliance with photoprotection measures to reduce skin cancer risk among these workers and promote early diagnosis of the disease.

A Study on the Problems and Paths of Post-Service Education for Rural Secondary School Physical Education Teachers in China in the New Era——Based on a Survey in LY, HN

In order to promote the realization of the "four-in-one" goal of school physical education in the new era, promote the professional development of rural secondary school physical education teachers, and improve the quality of rural secondary school physical education teachers, the state promulgated the Opinions of Teacher Team Construction in the New Era and the Action Plan for Revitalizing Teacher Education (2018-2022) to guide the development of rural secondary school physical education teachers. -2022) to guide the development of physical education teachers in rural secondary schools. Through the literature method, questionnaire survey method and mathematical statistics method, the post-service education of rural secondary school physical education teachers in China was studied, and the results found that the problems of post-service education of rural secondary school physical education teachers were manifested as follows: rural secondary school physical education teachers lack awareness of post-service education, the content of post-service education of rural secondary school physical education teachers lags behind and is not updated in time, the lack of diversified training methods for post-service education of rural secondary school physical education teachers The path of post-vocational education for rural secondary school physical education teachers is proposed: physical education teachers change their concepts and have a comprehensive understanding of post-vocational education in the new era, update the content of post-vocational education for rural secondary school physical education teachers, integrate traditional Chinese sports, implement diversified post-vocational education training methods, optimize the evaluation of post-vocational education, and establish a credit bank for post-vocational education training.

Secondary school physical education teachers and football coaches’ opinions on the role of games in learning football-specific tactical relationships

Secondary school physical education teachers and football coaches’ opinions on the role of games in learning football-specific tactical relationships

Analysis of the Factors Influencing Inclusive Education Competency of Primary and Secondary Physical Education Teachers in China

Teachers’ inclusive education competency is an important factor influencing the realization of high-quality inclusive education. This study investigated the current situation of the inclusive education competency of primary and secondary school physical education teachers and analyzed its influencing factors. There were 286 physical education teachers who participated in the study, including 228 males and 58 females by answering Questionnaire on the Professional Competency of Teachers in Compulsory Education. We found the professional attitude dimension score regarding the inclusive education competency of physical education teachers was significantly higher than that of professional knowledge, professional skills and capacity of acquiring support, whereas the score of professional knowledge dimension was significantly lower than that of professional skills and capacity of acquiring support, and the score of professional skills dimension was higher than that of the capacity of acquiring support dimension. There was no significant difference in the inclusive education competency of physical education teachers in terms of gender, school district and study section, whereas there were significant differences in terms of teaching age, whether children with or without disabilities were taught, and the cumulative length of training related to inclusive education. The inclusive education competency of physical education teachers needed to be further improved.

Job Disengagement Among Physical Education Teachers: Insights From a Cross-sectional Web-Based Survey With Path Modeling Analysis.

Physical education teachers often experience stress and job disengagement. This study's aims were as follows: (1) to adapt in the Arabic language and test the reliability and the validity of the work-family conflict (WFC) and family-work conflict (FWC) scales, (2) to develop and assess the psychometric properties of work disengagement among physical education teachers, and (3) to evaluate an explanatory model by presenting the mediating role of perceived stress as a major influencing factor in work disengagement and job satisfaction. A total of 303 primary and secondary school physical education teachers, comprising 165 (54.5%) men and 138 (45.5%) women participated voluntarily in our study. The measuring instruments are the Work Disengagement Scale, the Perceived Stress Scale, the WFC scale, the FWC scale, and the 9-item Teacher of Physical Education Job Satisfaction Inventory. The Arabic language versions of the WFC and FWC scales had reasonably adequate psychometric properties, which were justified by confirmatory factor analyses and by the measurement of reliability, convergent, and discriminant validity through the measurement model using SmartPLS software. Similarly, the structural model established with SmartPLS confirmed strong links of the concepts of FWC, WFC, the job satisfaction questionnaire, and perceived stress with work disengagement among teachers of physical education. There is a growing interest in helping teachers cope with the daily pressures of work and family. A positive organizational context is a context with clear values regarding work priorities, which constitutes the basis of a feeling of shared responsibility and professional support. Good conditions can act as protective factors reducing work stress and positively influencing personal well-being, work attitudes, work commitment, and professional efficiency. Additional research on teachers is needed to examine the relationship between perceived work stress and the role of families, along with the extent to which this association can have a significant impact on teachers' commitment to work.

Analysis of Secondary Physical Education Teacher Recruitment Examination: Focused on Sport Biomechanics Questions from 2016 through 2022

PURPOSE This study aimed to analyze the sport biomechanics questions in the ‘Secondary Physical Education Teacher Recruitment 1st Exams’ and find the orientation for future exams. METHODS Twenty-one sports biomechanics questions (49 detailed questions) in the last 7 years (2016-2022) were classified into four types (evaluation content factors, classification of educational goal, sports application or not, classroom connection, and including calculation) and analyzed. RESULTS The recruitment exams had the following characteristics. First, only approximately 22.4% of the questions were related to the secondary physical educational field. Second, only 34% were sports-applied questions. In addition, according to Bloom's classification of educational evaluation, 36.7% of knowledge-level questions, 40.8% comprehension-level questions, and 22.4% application-level questions were accounted for. Finally, the questions tended to be considerably biased towards specific items (kinetics and kinematics understanding and application of linear and angular motion). CONCLUSIONS Sport biomechanics questions in the ‘Secondary Physical Education Teacher Recruitment 1st Exams’ should be based on questions that are likely to occur in the field of secondary physical education, to occur in real sports situations, and to be asked by students. Additionally, rather than asking for simple knowledge or comprehension, the proportion of questions in the application level should be increased.