Secondary School Physical Education Teachers Research Articles

Thoughts of Secondary School Physical Education Teachers on Sports Ethics

Gelecek nesilleri oluşturacak olan çocukların sporla tanıştıkları ilk yıllar spor etiğine ilişkin değerlerin benimsenmesindeki kritik yıllardır. Çocuklarda spora ilişkin etik değerlerin içselleştirilmesini sağlamada anahtar kişi okullarda görev yapmakta olan beden eğitimi öğretmenleridir. Bu çalışmanın amacı, ortaokulda görev yapmakta olan beden eğitimi öğretmenlerinin spor etiğine ilişkin görüşlerinin belirlenmesidir. Bu alana ilişkin yapılmış nicel araştırmalara ulaşılmış fakat nitel bir çalışmaya rastlanmamıştır. Beden eğitimi öğretmenlerinin spor etiğine ilişkin görüşlerini derinlemesine amaçlayan bu çalışma nitel bir çalışmadır. Çalışmanın verileri 2019/2020 eğitim-öğretim yılında Ankara, Sivas ve Düzce’de görev yapmakta olan gönüllü 14 beden eğitimi öğretmeni ile görüşülerek toplanmıştır. Elde edilen verilerin sonucunda ulaşılan bulgular “güvenli bir ders ortamı sağlayabilme”, “oyun ve yarışmalarda saygı ve dürüstlüğü geliştirebilme”, “çocukların spor gelişimine katkı sağlayabilme” ve “okullarda spor etiğinin geliştirilmesine ilişkin önerileri” olmak üzere dört temada toplanmıştır. Okullarda çocukların güvenli bir şekilde spor yapabilecekleri bir spor salonu olmasının gerekliliği ve önemi ulaşılan en genel sonuçtur.

Investigating stress, anxiety, social support and sex satisfaction on physical education and sports teachers during the COVID-19 pandemic

Academia was no exception to the widespread impact of Coronavirus Disease (COVID-19). There is only a small amount of research conducted with regard to the consequences of the Pandemic in Fiji. Thus, in order to gather a longitudinal dataset, a cross-sectional survey was conducted from February to August 2020. 300 physical education and sports teachers used Google Forms to complete an online survey. There are questions on the form about age, gender, marital status, and other daily activities. A similar survey was conducted to study the long-term psychological effects (coronavirus fear and fascination with COVID-19). The characteristics of society have been explored. Efforts have been made to use different sets of psychological data, showing the anticipated results. Sex, age, marital status, and family type are significantly affected by stress, anxiety, sexual satisfaction, and social support. There is a substantial difference between marital status, gender, and social support when it comes to the Pandemic. According to research findings, fifty per cent of secondary school physical education and sports teachers in Fiji may have been affected by the Pandemic. Considerations should be taken to keep teachers calm during a pandemic. Because of this, it is necessary to submit some practical recommendations in order to minimize the adverse effects of this problem.

Comparison of stress contributing factors based on teaching experience among secondary school physical education teachers in Selangor, Malaysia

Objective: This study identified stress contributing factors among secondary school physical education teachers and compared them based on teaching experience. Research Methodology: This study adopted a cross-sectional study design, and the data were obtained using the survey method. This study involved 258 physical education teachers within the secondary level of public schools. The questionnaire consisted of five constructs: career dilemma, career progression, misconceptions of career, work environment and work relationship. The teaching experience was divided into four categories of 1–5 years, 6–10 years, 11–15 years and 16 years above. Descriptive statistical analysis and one-way ANOVA were used to describe the findings. Findings: Three main contributing stressors among physical education teachers were career dilemma (mean [M] = 35.26, standard deviation [SD] = 5.17), development status (M = 34.77, SD = 4.48) and work relationship (M = 27.09, SD = 2.87). Factors contributing to stress based on teaching experience found that misconceptions of careers showed a significant result where F value (3, 254) = 3.95, p = 0.009 < 0.05. Tukey's post hoc analysis found that significant results were reported teaching experience between 1–5 and 6–10 years. Conclusions: It was evident that teaching experience had a major influence in determining the stress level among teachers. Teaching experience assisted teachers in decision-making, which leads to better handling of stressful situations. In addition, this study observed a misconception in a career as one of the contributing factors of stress experienced by the teachers with a teaching experience of 1–5 and 6–10 years who took part in this study.

Perception of physical literacy among secondary school physical education teachers

Introduction: Physical literacy (PL) is important among children and teenagers. Studies have shown that children with high level of PL tend to be more active and not only is an active lifestyle linked to lower risk of metabolic disease, it's also associated with better academic results. Physical Education (PE) curriculum in school is aimed to develop PL among school children and PE teachers plays an important role in achieving that goal. Although PE teachers are models of people with good PL, PE teachers in schools does not necessarily take this into account. Aim: The purpose of this study was to identify the level of perception PL among PE teachers in Malaysia. Methods: This quantitative study involved secondary school PE teachers (N=100) from Miri, Sarawak. Physical literacy was measured using the Perceived Physical Literacy Instrument (PPLI). Results: This study found that the overall level of PL is high among PE teachers (M = 4.23 ± 0.39) with no significant difference between gender, location and teaching experience. However, PE teachers who majored in PE have a significantly higher PL compared to PE teachers who were not PE majors. Conclusions: The significantly higher PL among PE teachers who majored in PE shows that they may be more suitable to teach PE. Whenever possible, PE should be taught by subject-qualified teachers for PE to be effective in developing PL among students.

Effects of a Web-Based Autonomy-Supportive Intervention on Physical Education Teacher Outcomes

The current study tested the efficacy of a web-based autonomy-supportive intervention program on changes in physical education (PE) teachers’ self-reports of autonomy support, psychological need satisfaction, intrinsic motivation, and teaching efficacy for students’ engagement. In this study, 101 secondary school PE teachers and their 652 students were randomized either to a web-based autonomy-supportive experimental group or to the control group. Manipulation checks indicated that the intervention was effective as students perceived the experimental group PE teachers as more autonomy-supportive and less controlling compared to the control group at the one-month follow-up. In the main analysis, results of the path analysis demonstrated direct effects of the intervention on changes in teachers’ self-reported autonomy-supportive behaviour, and on teaching efficacy for students’ engagement. There were also significant direct effects from changes in autonomy-supportive behaviour on changes in psychological need satisfactions, from psychological need satisfaction on intrinsic motivation, and from intrinsic motivation on teaching efficacy for students’ engagement. Finally, the intervention had an indirect effect on changes in teaching efficacy for students’ engagement via changes in teachers’ autonomy-supportive behaviour, psychological need satisfaction, and intrinsic motivation. These findings provided insight on the effects of a web-based autonomy-supportive intervention for PE teachers on several teachers’ outcomes in the context of PE.

Spanish physical education teachers’ perceptions of talent development

Since Bailey and Morley (2006) developed a model of talent development (TD) in physical education (PE), several researchers have attempted to understand TD in the PE context. However, the definition of ‘talent’ in PE remains unclear. Currently, identifying refers to using a range of predefined criteria to recognise potential; providing to offering support for those identified; and developing to the process of defining, identifying, and providing talent in PE. This study aimed to examine secondary school PE teachers’ perceptions of TD processes in PE. A purposive sample of 20 Spanish PE teachers was interviewed (n = 17 males and 3 females). Through thematic analysis, five main themes were identified. Teachers associated talented students in PE with physical abilities. Teachers suggested several limiting factors in identifying and supporting talent within PE, including a lack of curricular guidelines, knowledge, and time. However, some teachers acknowledged that they were not equipped with strategies for TD in PE. Some teachers employed strategies to limit the abilities of talented students and balance the level of the class, while others found it difficult to develop talent in PE. Additionally, extracurricular activities were considered to play a key role in TD. Furthermore, teachers’ pedagogy might be biased when developing talented students in PE, as the difference between sports talent and PE talent is unclear. Our results reveal a need for professional development in TD for PE teachers.

Characteristics and Enlightenment of American Primary and Secondary School Physical Education Teachers

Characteristics and Enlightenment of American Primary and Secondary School Physical Education Teachers

Creation of an instructional model in a community of practice and its impact on relationships between members

ABSTRACT Background: Over the last two decades, communities of practice (CoPs) have been regarded as an effective approach for teachers’ professional learning within physical education (PE) literature. There has been increasing academic interest in the instructional model approach as a way to overcome the limitations of traditional PE pedagogies. However, despite PE teachers’ positive attitudes towards instructional models, they have been found to have some difficulties employing them. Fortunately, some studies have identified positive impacts of sharing the same instructional model in the CoP on teachers’ professional learning. Yet, while the improvement in teachers’ teaching practice, which could be regarded as the outcome of participating in a PE-CoP that shares the same instructional model, was identified in previous studies, a question of ‘which detailed aspects in terms of sharing the instructional model can contribute the outcome’ has not been answered. Furthermore, it is necessary to explore that how sharing the same instructional model is connected with other areas of the CoP at a theoretical level. This study examines a CoP created in 2003, in which a professor developed an instructional model and secondary school PE teachers implemented the model in their respective schools in South Korea. We chose this CoP as a case study because it lasted over 10 years, and members shared the same instructional model. Purpose: The purpose of this study was to explore aspects of sharing the same instructional model in the CoP and its impact on the relationships between members. Methods: Eight secondary school PE teachers and a professor participated in this study. Data were collected through 58 individual interviews with the teachers and the professor, a focus group with teachers, and 41 observations (37 PE lessons and 4 CoP meetings). A constructivist grounded theory approach was used to analyse the data. Findings: A shared instructional model created in the CoP effectively helped members to form a strong bond, which ensured the sustainability of the CoP. However, a limitation was that the professor, who originally developed the instructional model, was too heavily involved in decision-making, which weakened the teachers’ autonomous professional learning. Hierarchical relationships between the professor and teachers in the CoP were partly rooted in cultural aspects in South Korea. Although the PE teachers understood the importance and influence of the professor, they hoped that he would return to taking on a facilitator role. Conclusions: This study indicates that creating and cultivating a PE-CoP with a shared instructional model can help in making strong bonds among members and sustainability of the CoP. Two different roles of the professor and its impact on relationships between members and teachers’ autonomous professional learning was also discovered. However, further research is needed to explore the dynamics of teachers’ empowerment and the role of cultural aspects, which might influence the relationships among the CoP’s members.

Professional satisfaction of physical education teachers

ABSTRACT The purpose of this paper was to explore the job satisfaction of physical education teachers. A descriptive-interpretative methodology was applied to data from a questionnaire aimed at primary and secondary school physical education teachers who work in public, state-funded and private schools in Spain. The contributions of self-determination theory as a framework for studying teacher job satisfaction have been the foundation for substantiating and interpreting the research findings. In this sense, we have taken into account the basic psychological needs and motivations of teachers as triggers for their professional satisfaction. In line with most of the research reviewed, feelings of competence for the job, decision-making autonomy as well as relational and psychological aspects seem to play a determinant role in the development of professional satisfaction. As a recommendation, we note that teacher satisfaction improves when there is full support by education administrators, high performance standards, appreciation for teaching work and collegiality among peers.

Exploring social justice pedagogies in health and physical education through Critical Incident Technique methodology

In this paper, we describe and reflect on the Critical Incident Technique (CIT) methodology used to explore how secondary school health and physical education (HPE) teachers address social justice in their teaching practice. The paper is informed by data generated as part of an ongoing three-year international research project involving eight physical education teacher education (PETE) researchers from three different countries. One of the general aims of the project was to develop teaching strategies to assist HPE teachers to refine and develop their practices so that they may become more inclusive and engaging for all students, thus helping contribute to more equitable educational outcomes. The specific aim of this paper is twofold: to describe the methodological framework of the research project and, secondly, to reflect on the challenges encountered in the research process along with the limitations and further potential of this research approach. We argue that the use of CIT methodology has allowed us to document rich descriptions of examples of teaching for social justice and to identify teacher practices that resonate with critical perspectives, or what we have come to call ‘social justice pedagogies’. We conclude by asserting that our use of CIT methodology in this project serves as a political quest to reaffirm the social justice agenda in HPE practice through providing teachers with examples of social justice pedagogies. It is not an attempt to espouse a one-size-fits-all social justice model for HPE since social justice teaching strategies are enabled and constrained by the contexts in which they are practised.

Improving Engagement With Biomechanics: Student Perspectives and a Professional Development Initiative

Student engagement is an essential aspect of educational environments, and this is especially true for Science, Technology, Engineering, and Mathematics (STEM) disciplines, where student engagement declines in middle and high school years. Techniques for bolstering student engagement, such as hands-on learning, may be especially effective in the field of biomechanics since this discipline is rooted in STEM and has fundamental applications to everyday movement. To this end, this paper describes (1) the perceptions of student teachers in their first year of tertiary (undergraduate) education regarding the biomechanics content from their secondary (high school) education, and (2) a professional development initiative, in the form of a discipline-specific teacher training workshop, to enhance biomechanics resources for teachers via peer networking. The perception of student teachers in their first year of tertiary education in teaching indicated a positive relationship between perception of secondary school teaching quality and self-confidence with specific biomechanical concepts. Open responses focused on the need to cover concepts thoroughly, using practical activities where possible, and taking time to ensure understanding before progressing to more advanced concepts. The teacher training workshop provided secondary school Physical Education teachers with an opportunity to network nationally with other teachers across New Zealand, and internationally with university-based biomechanics researchers. Peer focus groups helped to design and refine sets of experiential learning activities that could be easily implemented in the classroom.

A Focus Group Approach: Exploring the Feasibility of a Mandatory, No-Credit Programme of Daily Structured Physical Activity in Secondary Schools in Trinidad and Tobago

This study explores a possible solution for the growing problem of obesity in teenage school children. It examines the feasibility of introducing, as a solution to the obesity problem, a mandatory, no-credit programme of daily structured physical activity (P.A.) into the secondary school curriculum at all levels. Qualitative methods were used to gain insights into the desirability and support for such a programme and the logistics of implementing it. In the first phase of the research a Focus Group discussion was held with six secondary school Physical Education (P.E.) teachers to examine their opinions on these aspects – desirability, support, and logistics for such a programme. This group also articulated their expectations for what support from P.E. teachers, the most likely school personnel to be responsible for such a course, they anticipated would be given to this type of daily structured physical activity programme in secondary schools. Two semi-structured interviews were conducted, one with a retired P.E Sports Officer, an Advocate who had been instrumental previously in helping to introduce the current ‘for-credit’ subject of Physical Education and Sport into the secondary school curriculum, and the other with two current curriculum officers in the Ministry of Education. Thematic Analysis was employed to extract and confirm themes and sub-themes from both the Focus Group and the semi-structured interviews. In this paper, for the Focus group, a consensus matrix is used to summarize the salient information, the level of agreement among the participants for a particular sentiment expressed by any one speaker in the group. Ten thematic areas, which broke down further into 17 sub-themes, were extracted from the Focus group discussion. Among these were the current general state of P.E./P.A. in schools, differences in structured versus unstructured P.A., the implications of launching a compulsory P.A. program, the roles of P.E., P.E. teachers, the government, and parents in fighting obesity in secondary school children, the success of old solutions, and possible new solutions. The Advocate provided important information on the challenges and barriers which existed at the time of the prior introduction of the formal examinable subject on Physical Education, including the belief that this subject had not lived up to expectations. The curriculum officers, on the other hand, provided technical details and advice on the necessary steps for implementation of the type of programme which is the basis of this study. All participants agreed that the formal, examination –assessed subject, Physical Education and Sport, introduced into Trinidad and Tobago’s secondary schools in 2003, had not enhanced the amount of student engagement in physical activity, even for those reading that subject. The participants were almost unanimous in their views that there was reason to be concerned about childhood and adolescent obesity in schools and that more physical activity was needed.

Teachers’ use of teaching games for understanding in Central Spain

ABSTRACTBackground: A recurrent theme posited by academics is the lack of widespread utilization of Teaching Games for Understanding (TGfU) by physical education (PE) teachers in schools, particularly in the form it was initially described. Using TGfU in practice is challenging for many teachers impacting its adoption.Purpose: The objective of this study was to investigate which features of the TGfU model primary and secondary school physical education (PE) teachers in Central Spain perceive they have incorporated into their games teaching practice.Participants: 199 PE teachers from Central Spain (52 females, 147 males) participated in this study (Mage = 40.16 years ± 8.26). 64.8% (n = 129) and 35.2% (n = 70) worked in primary (PS) and secondary schools (SS), respectively.Research design: A survey research design was used. Teachers completed an online survey to identify specific features of TGfU they perceived they used in their PE games teaching practice.Data analysis: Descriptive analyses of the survey data were conducted, alongside interpretative analyses using MANOVA and logistic regression.Findings: Central Spanish PE teachers reported not using the ‘full version’ of the TGfU model. The teachers believed using five of the six main features of TGfU worked best to achieve student learning in their current teaching context: (a) games as a pedagogical method, which promotes interaction between the teaching of technical skills and tactical awareness; (b) game modification; (c) questioning; (d) organization of lessons, units and the broader curriculum using tactical complexity; and, (e) use of thematic approach to games teaching. Results from logistic regression analyses indicated that the strongest predictors of whether Central Spanish PE teachers were likely to be teaching games in PE through TGfU were their use of tactical complexity as a way to organize their curriculum content progressions and the use of questioning. Finally, SS teachers incorporated the key features of TGfU into their games teaching practice more than PS teachers.Conclusions: Results of this study highlight the notion that Central Spanish PE teachers perceive the utility and quality of key features of TGfU differently, resulting in various pragmatic forms of TGfU in school PE.

Physical Education Teachers’ Behaviors and Intentions of Integrating STEM Education in Teaching

Integrating science, technology, engineering, and mathematics (STEM) education in physical education (PE) has received increased attention. PE teachers’ past behaviors and behavioral intentions of integrating STEM education in their teaching were investigated in this cross-sectional survey via the lens of the theory of planned behavior (TPB). Primary and secondary school PE teachers (n = 165) completed a survey that measured their behaviors and intentions surrounding STEM. The results indicated that only 19.4% of the PE teachers sometimes or often integrated STEM education in their teaching. Attitudes, subjective norms, and perceived behavior control positively predicted PE teachers’ behavioral intentions, which was consistent with the TPB. These findings support the utility of TPB in understanding PE teachers’ intentions to integrate STEM education in PE classrooms. The findings also provide the first evidence-based data for policymakers to promote STEM education in PE.Subscribe to TPE

Physical education teachers organizational trust and organizational investigation of awareness levels

The aim of this study, primary and secondary education school physical education teachers who work in organizational trust and organizational awareness is intended to determine the relationships between the levels. Relating to organizational awareness organizational confidence with variable teacher perceptions; gender, mourning, education, seniority, making this institution operating time and graduate's has changed has been identified according to the variable. The research universe, 2016-2017 in the academic year under the Ministry of national education, Ankara province, Mamak County official primary and secondary education schools and teachers in these schools. The sample of the survey in the Mamak district 158 physical education teacher. Research as a tool for data collection "personal information form", "the scale of Organizational Trust in schools", and "Organizational Awareness Scale in schools". Research results and the results are as follows; Physical education teachers perceptions of organizational trust and all of its dimensions with dimensions of organizational awareness in schools and at the level of the child has been found quite agree. According to the variable gender physical education teachers perceptions regarding openness and trust in organizational communication environment showing statistically significant difference in the size of mourning and physical education teachers according to their seniority variable organizational trust administrator perceptions regarding trust in size have shown statistically significant differences. Physical education teachers perceptions of organizational trust-related education, the premises at run time, and working with the Manager of the institution according to the duration variable did not show statistically significant difference. Graduate education of physical education teachers according to the variable do the perceptions of organizational trust in all child dimension was found statistically significant. Teacher awareness, organizational awareness in schools administrator awareness and perceptions of organizational trust with positive way meaningful relationships. Regression analysis as a result of the size of the trust and openness to the administrator, the teacher is raising significant awareness and openness in schools the size of organizational awareness significantly as a result of the upgrade.

Do This, Not That: Important Pedagogies for Secondary School Physical Education Teachers

This article discusses five strategies that have been frequently taught to teachers, but less frequently implemented by teachers, and that impact student learning, namely: teaching skills in games contexts, using small-sided games, starting lessons immediately, teaching beyond the standards, and teaching skills and games in an incremental manner. Using these pedagogical strategies can transform physical education lessons and improve student learning in significant way.

Self-reported teaching styles of Australian senior physical education teachers

The main purpose of this paper was to present the findings of research completed on the reported teaching styles (based on the work of Mosston and Ashworth 2002) that 110 teachers of Queensland Senior Physical Education believed they used, and to establish how often they believed they used them. Participants included 110 secondary school physical education teachers of years 11 and 12 in the Australian state of Queensland. Data were collected using an adaption of the Kulinna et al. (Measurement in Physical Education and Exercise Science, 7(1): 25–41, 2003) and the Cothran et al. (Research Quarterly for Exercise and Sport, 76(2) 193–201, 2005) instrument which required participants to read 11 scenarios describing the teaching styles from the Spectrum of Teaching Styles introduced by Mosstion and Ashworth above. The teachers in this study reported using a range of styles from both the reproduction and production clusters. The findings of this study indicate that numerous factors may influence teachers' reported use of teaching styles, and that further research is necessary to confirm if teachers are able to accurately report on the teaching styles they use.

중등 경력 체육교사의 교육과정 PPTs 및 형성 배경 탐색

중등 경력 체육교사의 교육과정 PPTs 및 형성 배경 탐색

Physical Education Meets Teacher Evaluation: Supporting Physical Educators in Formal Assessment of Student Learning Outcomes

Few physical educators engage in formal assessment of student learning outcomes. Recent trends in high-stakes teacher evaluation make formal assessment of learning progress/outcomes by physical educators a teaching function, central to a “well-rounded education” through recent federal legislation. This project targeted the following research questions: (a) Can physical educators increase their use of formal-formative assessment of student learning out-comes as a consequence of a professional development intervention that includes on-site coaching support? and (b) Can physical educators reliably collect formal-formative assessment data on student learning? Seven (4 females, 3 males; experience range: 4–15 years) licensed secondary school physical education teachers volunteered as participants. The intervention included professional development (PD) workshops, ongoing on-site coaching support, and prompt-ing. A multiple baseline design (MBD) across subjects determined the efficacy of the intervention on teachers’ use of formal-formative assessment practices. Postcheck follow-up observations were made during the following school year. Data were collected via the vali-dated Systematic Observation of Formal Assessment of Students by Teachers (SOFAST). The reliability of teachers’ use of formal assessment was established with a second trained observer simul-taneously collecting identical data on the same aspects of student performance as the teacher. Data were plotted graphically across sessions and assessed with standard visual analysis criteria, which demonstrated the functional relationship between the intervention and teachers’ use of formal-formative assessment of student out-comes. Standard interobserver agreement calculations determined the reliability of the teachers’ assessments of students’ MVPA levels versus outside observers’ via the total interval method. All seven teachers increased their use of formal assessment of student per-formance and shifted focus of the assessment toward subject-matter performance. Their formal assessment observations were found to be reliable. Experienced secondary school physical education teachers can successfully and reliably employ formal-formative assessment of student performance outcomes. Subscribe to TPE

An internet-supported school physical activity intervention in low socioeconomic status communities: results from the Activity and Motivation in Physical Education (AMPED) cluster randomised controlled trial

ObjectiveQuality physical education (PE) is the cornerstone of comprehensive school physical activity (PA) promotion programmes. We tested the efficacy of a teacher professional learning intervention, delivered partially via the internet,...