Physical Education Teachers Research Articles

Informatization of the professional training of future teachers of physical education in the conditions of distance education

The article shows the importance of the use of new information technologies in the process of professional training of future teachers of physical education at the current stage of the development of society in the conditions of distance learning. The main directions and tasks regarding the use of info-communication and multimedia learning tools in the professional training of students from the specialty 014 Secondary education are defined. (physical culture). The educational component "sports-pedagogical informatics" was introduced into the educational process, the curriculum and diagnostic technology for assessing success according to the modular rating system for this course were developed. It has been established that the implementation of such innovative tasks in full will make it possible to significantly optimize the professional training of future specialists in the conditions of distance learning and to quickly integrate into the European educational space. In addition, the main stages of the introduction of computer and multimedia tools into the educational process of future teachers of physical culture are determined. The justified need to introduce the educational component "Sports and pedagogical informatics" into the educational process of students from the specialty 014 Secondary education (physical culture). Carrying out such innovative tasks in full will make it possible to significantly optimize the professional training of students in the specialty 014 Secondary education (physical education) in the conditions of distance learning.

Improvement of physical culture and sports in communities during the war and post-war recovery

The article is devoted to the topical topic of improving the field of physical culture and sports at the local level during Russia's war against Ukraine and during the post-war reconstruction. Research methods of the theoretical level (analysis, synthesis, as well as comparison), systematization and generalization of data from information sources, as well as surveys of physical education instructors of rural communities and directors of the State Educational Institutions, who made up the expert group, were used. A total of 57 specialists were interviewed (physical culture instructors of rural united territorial communities and directors of youth sports schools). Received responses that determine their preferences for a number of possible actions. A comparison of the advantages of the two groups of the indicated specialists was carried out. Based on the analysis of five comparisons of the responses of the specialists of VFST "Kolos" and the directors of the State University of Education, the following general conclusions can be drawn: specialists of VFST "Kolos" usually show a more strategic and analytical approach, they tend to support initiatives, but at the same time analyze risks and problems more deeply. Their answers reflect both a positive assessment and a more critical view of the complexities. The directors of the State University of Higher Education demonstrate a more pragmatic and cautious approach. They generally support initiatives, but with less confidence and focus on practical implementation in wartime. The lack of hesitation and the greater number of answers "Rather agree" indicate their awareness of difficulties and readiness for compromise solutions.

The Relationship Between the Burpee Movement Program and Strength and Endurance Performance Measures in Active Young Adults: A Cross-Sectional Analysis.

This paper aimed to assess the motor performance in the Burpee Movement Program through the acceleration recorded by the Phyphox mobile app and define its relationship to strength and endurance parameters. Altogether, 15 students in physical education teaching completed the 3 × 3 min Burpee Movement Program, consisting of the repeated execution of a single burpee with maximum effort at regular intervals triggered by a sound signal. During the load phase, the intensity of the burpee and the fatigue index expressed in percentages were evaluated by means of the acceleration recorded through a mobile phone. In the second part of testing, we evaluated the performance parameters during a bench press and squat where the intensity was measured using a linear displacement transducer (Tendo Power Analyzer) and aerobic endurance was assessed with a 20 m shuttle run test (20 mSR). The average intensity of the burpee ranged from 3.12 to 11.12 ms-2. The fatigue index ranged from -21.95% (which represented an increase in performance) to 33.63% (which represented a decrease in performance). The performances in the bench presses ranged from 58 to 480 W and from 175 to 696 W during the squats. The distance in the 20 m shuttle run test (20 mSR) ranged from 540 to 2000 m. The intensity of the burpee showed a significant correlation to the performances achieved in the bench presses and squats r = 0.82 and 0.79. The fatigue index showed a significant correlation to the 20 m shuttle run test (20 mSR) r = -0.67. These findings indicate that in, our case, the results from the Burpee Movement Program are significantly associated with the participants' strength and endurance abilities. We recommend using BMP for the development of strength-endurance abilities, but further exploration is needed regarding the potential use of BMP as a diagnostic test.

‘It’s like being there, but not in the way'. Exploring the use of virtual reality tools to stimulate reflection in Norwegian physical education teacher education

ABSTRACT The ongoing discussion surrounding the incorporation of technology in education has persisted over time. While technology offers significant advantages, such as improved collaboration and access to quality educational materials, it also introduces complexities such as the digital divide and concerns about data privacy, awareness and appropriate use. VR presents opportunities for future teachers to practice decision-making skills in controlled environments, although its effectiveness varies depending on the context and user perceptions. Research indicates that 360° videos enhance reflexivity, support practice and improve observation skills and content knowledge. However, the impact of viewing these videos individually versus in groups remains inconclusive. This study aims to explore students’ perspectives on the use of primary school physical education (PE) 360° video recordings and VR technology to enhance reflexivity. To this end, the theory of practice architectures was reviewed to provide a framework for analysing how educational practices interact with wider contexts, while another theory, reflection, helps to examine students’ critical thinking and introspection. The study intervention involved fourth-year students at a Norwegian university, who observed 360° recordings of physical education lessons using VR technology. Data were generated through these observations, which included the 360° recordings and small group interviews, and were analysed using reflective thematic analysis. The results highlight the importance of group dynamics, and that the authenticity of VR experiences can foster motivation and reflection. These insights can inform the design of future educational approaches in physical education teacher education (PETE), emphasising the need for careful consideration of technological and pedagogical practices to support effective and innovative teaching and learning to enhance experience and teaching.

Empowering college physical education: AI-driven training, teaching, and intelligent information processing

The current status, methods utilized for Physical Education Training and Teaching System for College Students, and difficulties during information processing are all investigated in this comprehensive study. We compiled 130 empirical research on Artificial Intelligence-based Physical Education (AIPE) using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses are analysed. Research shows that AI may improve health tracking, individualized training, and analysis of sporting performance. There is a lot of promise in AIPE for individualized lessons, immediate feedback, varied classroom settings, and evaluation. The problems arise when dealing with technological dependability, privacy concerns, and the need for instructor assistance. These results give light on important questions for future AIPE. This research delves into the process of creating and launching an all-encompassing educational platform that makes use of AI and data processing methods. Our system’s goals include improving the quality of instruction, tailoring feedback to each student, and enhancing the overall learning experience. AI Algorithms powered by artificial intelligence help us shift through student test scores, identify knowledge gaps, and modify lessons appropriately. This makes sure that the curriculum meets each student’s needs. Practical exercises, quizzes, and assignments get immediate feedback through the system. It uses natural language processing (NLP) to analyse student answers, find misunderstandings, and provide help for fixing them. The system personalizes learning routes according to students’ choices, learning styles, and progress. It suggests further reading, interactive games, and group assignments. Through the automation of administrative activities, generation of analytics reports, and suggestion of pedagogical changes, the system aids instructors. It makes it easier for students and instructors to talk to one another. Data protection, overcoming AI biases, and getting teachers on board with tech-enhanced lessons are all obstacles. Future studies should aim to improve the system, confirm its efficacy, and encourage its implementation across educational institutions. Finally, there is great potential for improving higher education with an AI-based training and teaching system with strong data processing skills. Students and teachers may reap the advantages of a technologically enhanced, ever-changing learning environment.

Preservice physical education teachers’ perceptions of initial teacher education

The purpose of this study was to investigate preservice physical education teachers’ perceptions of initial teacher education and its impact on their professional lives and teachers’ identities at the end of their school placement. It was also the aim of this study to identify school placement contributing factors and key actors in the formation of professional identities. The sample was composed of 272 preservice teachers in their final year of the master's in teaching physical education at a Portuguese university. We collected data through a questionnaire that included closed- and open-ended questions regarding six aspects of the teaching profession and initial teacher education: agents of training; components of teacher education; roles of teachers; motivation for teaching; conceptions of teaching and learning; and changes experienced during this period. Quantitative data were statistically analysed for measures of central tendency, and the responses to the open-ended question were analysed through thematic content analysis. The findings revealed: that preservice teachers considered the cooperating teacher to be the most important agent of training; that the teaching practicum experience was the most important component of teacher education; that delivering universal values was an essential role of teachers; that they had an intrinsic motivation for teaching; that they perceived a constructivist approach to teaching; and that the most meaningful change they experienced during their education was an improvement in soft skills. With the results, we conclude that professional socialisation influenced how the participants performed as teachers.

Development and maturation of school principals’ viewpoint of physical education's value to the academic mission

School principals are responsible for leadership toward meeting an academic mission predicated on student achievement in core subjects. Socialization experiences of principals relative to physical education (PE) may impact their perception of PE's academic value. Our purpose was to investigate the development and maturation of school principals’ perspective of the value of PE to their school’s academic mission. Eleven principals completed two in-depth interviews about their perception of PE's value to their school's academic mission. Interviews occurred prior to and following their PE teacher participating in extended professional development. Principals observed and assessed the teaching performance of their current PE teacher on two separate occasions between interviews. Occupational Socialization Theory guided inquiry and analysis. Principals’ positive and negative experiences during K-12 influenced their beliefs about the value of PE to the academic mission and were evident in performance expectations of their respective PE teacher. Professional training had little effect, but instructional leadership interactions with their PE teacher impacted principals’ beliefs about PE's value to the school’s academic mission. Positive changes in principal perceptions about the academic nature of PE were noted over the course of the study. Principal preparation programs offer little guidance in supporting PE. Opportunities to observe and reflect upon best practices with PE teachers may positively alter their beliefs. More guidance on evaluating teachers of specific content areas such as PE is warranted, and PE teachers may offset marginalization by engaging their principal about best practices that align with and support the school’s academic mission.

Beyond Games: Unspoken Challenges of Pre- Service Physical Education Teachers – A Pilot Study

Studies on teacher preparation highlight the importance of practical experiences such as internships in adequately preparing pre-service teachers for the demands of the profession. However, there has been a lack of focus on the specific difficulties encountered by pre-service physical education (PE) teachers during internships. This study utilized qualitative methods to examine the specific obstacles encountered by eight pre-service physical education teachers while completing their internships at private secondary schools in the northern region of the Philippines. Through thematic analysis of weekly reflective journals, four main themes were identified: personal well-being and emotional strain, classroom management and student interactions, instructional practices and pedagogical challenges, and school environment and institutional factors. The results emphasize the importance of integrating well-being strategies into PE teacher education programs, improving PE-specific classroom management training, and promoting stronger partnerships between universities and schools to offer consistent support, resources, and practical experiences for future teachers navigating the complexities of the PE teaching environment. These findings contribute to a deeper understanding of the experiences of pre-service PE teachers and provide practical suggestions for enhancing teacher preparation and support systems.

Physical Education, Sports and Educational Reforms: The Assistance Agreement Between the Argentine Republic and the Federal Republic of Germany (1961–1980)

Between 1961 and 1980, a group of bilateral actions were developed jointly the Argentine Republic (AR) and the Federal Republic of Germany (FRG) regarding physical education and sports. Based on these agreements, training and advice were provided for the reform of physical education teachers’ training and school physical education, the construction of infrastructure was encouraged, and sports medicine was promoted. This paper analyzes how the relationship between the FRG and the AR for the promotion of ‘sports science’ was shaped. The aim is to delve into the temporalities of the different topics and their processes of translation and approval by local actors. The analysis shows that the construction of this bilateral agenda took place in the interaction of the policies for physical education and sport of the AR and the FRG, resulting in translations and re-appropriations of the proposed programmes. In addition, the agenda was also structured by the relationship networks built for almost two decades. Understanding such nuances makes it possible to point out how these exchanges took place.

The Ability of Physical Education Teachers in Implementing Learning at Elementary Schools in Southwest Aceh Regency

Physical education teachers are responsible for preparing quality Learning Implementation Plans and implementing effective learning processes so that learning objectives are achieved. A good Learning Implementation Plan will make it easier for teachers to implement structured and directed learning. Physical education teachers face challenges in implementing effective learning processes. The physical education learning process must actively involve students and train their motor skills. However, in practice, physical education teachers often face difficulties in managing classes and making students actively engaged in learning. The approach used by the author in this study was a mixed-method approach (combined method) with an explanatory sequential design type. The research sample comprised nine physical education teachers working in elementary schools throughout Aceh Barat Daya Regency. The data collection techniques used by the researcher were observation and interview techniques. 1) Physical education teachers' ability to implement learning in elementary schools in Aceh Barat Daya Regency obtained the "Good" category with an average score of 6.5. Teachers can display personality aspects that include indicators of being charming, authoritative, firm, full of calling, and alert. In learning activities, teachers can carry out activities to open lessons, master materials, determine learning steps (activities), evaluate the process and learning outcomes, and close learning well. 2) The obstacles felt by physical education teachers in implementing the learning process at Elementary Schools in Southwest Aceh Regency are related to the limited availability of physical education learning facilities and infrastructure at schools. This has an impact on the less-than-optimal implementation of learning and evaluation activities. In addition, the limited time in learning activities, especially to evaluate the learning process of each student as a whole, so that teachers choose a fast and simple evaluation method. 1) The ability of physical education teachers to implement learning in Elementary Schools in Aceh Barat Daya Regency obtained the "Good" category. Teachers can display personality aspects and implement learning well. 2) The obstacles felt by physical education teachers in implementing the learning process at SD Negeri Aceh Barat Daya Regency are related to the limited availability of physical education learning facilities and infrastructure at the school and limited time in learning activities, especially to evaluate the learning process of each student as a whole.

Construction of Evaluation Index System of Specialized Teaching Effect of Physical Education in Universities

In the field of physical education, the specialized teaching of physical education in colleges and universities is gradually becoming the focus. This study aims to build an evaluation index system of specialized physical education teaching effect in colleges and universities, so as to accurately reflect the current actual situation of physical education teaching in colleges and universities. By clarifying the principles that should be followed in the construction of an evaluation index system and listening to experts' opinions, it is ensured that the constructed evaluation system can not only fully reflect the teaching effect, but also objectively evaluate the teaching quality. Finally, a comprehensive evaluation system is put forward and implemented, so that colleges and universities can more clearly understand the advantages and disadvantages of physical education, and then formulate targeted improvement measures. This will not only help to improve the quality of physical education in colleges and universities, but also improve students' physical literacy and physical and mental health.

Retraction Note: Design and application of optical communication technology based on machine learning algorithms in physical education teaching information management system

Retraction Note: Design and application of optical communication technology based on machine learning algorithms in physical education teaching information management system

Working Principles of Practice for Enacting Social Justice Pedagogies in Physical Education Teacher Education

Acknowledging the lack of literature on ‘how’ to teach about, through, and for social justice in physical education teacher education (PETE), the authors studied their own practice as teacher educators ‘doing’ social justice work. This article describes seven working principles of practice for enacting social justice pedagogies in PETE for those who want to incorporate social justice in their own programs.

“It Is Becoming Easier”: Lessons From an Undergraduate Physical Activity Champion

With the continued push by organizations such as the Centers for Disease Control and Prevention and the World Health Organization to build healthy K-12 campuses, it is important to find ways to prepare preservice physical education teachers to successfully contribute to these whole-school models. This article shares the first-hand experience of an undergraduate student who took on the role of physical activity champion at a university campus. The health and physical education program at the university became the first college campus to adopt the Daily Mile as a whole-campus physical activity initiative. The initiative was used to give an undergraduate student first-hand experience as a physical activity leader. This article shares the joys and challenges faced in this role and reflects on the usefulness of the process to prepare for a future role as a physical education teacher.

Reflective practice among pre-service teachers: the role of portfolios

ABSTRACT Background In Belgium, and elsewhere, the use of portfolios as a reflective practice for pre-service primary and secondary teachers has long been established in higher education. Reflective thinking is recognised as an effective process for examining daily practices, awakening students to the key elements of their profession, and fostering lifelong learning. With the emergence of the competency-based approach to employability, the link between portfolio-based reflective practice and the development of students’ employability competences remains to be explored. Purpose The aim of this study was to examine how portfolios, as a reflective practice, can promote pre-service physical education (PE) teachers’ reflective thinking and their employability competences, and to consider the support that might need to be offered to help pre-service teachers better reflect on their employability competences. Method Qualitative research was conducted through semi-structured interviews with 16 pre-service PE teachers in one Belgian university. Thematic analysis, based on a dual deductive and inductive coding approach, was undertaken to discover patterns in the data. To investigate the role of portfolio-based reflective practice for reflection and employability, co-occurrences between the identified codes were examined. Findings Analysis of the interview data showed that students used the portfolio as a reflective practice. The portfolio experience appeared to foster employability competences, particularly expertise, lifelong learning, social competences and efficacy beliefs. In addition, the portfolio enabled students to explore their beliefs and knowledge and to validate their assumptions and beliefs. The support of peers and tutors was crucial during this experience. Conclusion Course designers may wish to improve portfolio use by thoughtfully incorporating all phases of reflective practice, encouraging students not only to reflect on their competence development but also to take meaningful action. Organising portfolios in a way that prompts students to draw on prior knowledge, beliefs, and experiences, while facilitating with key stakeholders, such as peers and teachers, could further support their professional development.

‘I have normalised being treated differently’. Analysis of the experiences of foreign students in Physical Education

ABSTRACT Purpose The aim of the study is to analyse the experiences of 7 students (4 girls and 3 boys) from different continents (Africa, Asia and South America) in Physical Education, in order to know to what extent, they have perceived racism. Their guardians also participated. All the students have experienced their compulsory schooling in Spain. Methods The research is framed under the theory of culturally relevant pedagogy. A qualitative approach is used in which three categories of analysis are established: (a) Perception of social discrimination; (b) Effect on self-esteem and emotional implications; (c) Learning limitations in Physical Education. Interviews with students and focus groups with guardians, where the data collection techniques are/were used. Findings & conclusions The results show how students have suffered covert racism in the classroom, specifically in Physical Education, observed in a diversity of behaviours and actions linked to the colour of their skin, their accent, their physical features and even their body odour. This, despite their subliminal acceptance of it, has generated frustration, powerlessness and diminished self-esteem, as well as a bad relationship with the subject. Guardians recognize the experience of these forms of discrimination and emphasize that racism still exists in society and in schools, and that there is a lack of mechanisms and procedures to eradicate it. It is essential to continue researching how to approach a teaching of Physical Education that moves away from any type of discrimination, but this article is already a first step in giving a voice to those who suffer from it.

Domain Transfer-Based Hypergraph Convolutional Network for Posture Anomaly Detection in Physical Education Teaching

Human skeleton-based posture anomaly detection has been widely applied in the field of physical education teaching. The existing spatio-temporal graph convolutional networks (ST-GCN) can fully utilize the local and global information of the human skeleton for action recognition, but the entire model requires a large amount of computation and the modeling of high-order relationships between joint points of the human skeleton is insufficient. To this end, this paper proposes a novel domain adaptive hypergraph convolutional network for basketball posture anomaly analysis by exploiting 2D skeleton information. First, we designed an effective hypergraph convolution feature extraction network to improve the high-order dependency modeling. To further improve the performance of the hypergraph convolutional network, we introduce domain adaptive learning technology to supervise the feature extraction learning of the target domain (2D skeleton) through the source domain (3D skeleton). At last, we construct a basketball action teaching analysis dataset for model evaluation. We conducted a large number of comparative experiments on the public dataset NTU RGB+D and our self-built dataset. All the results showed that our proposed hypergraph convolutional model effectively extracts features of 2D human skeletons, and by introducing domain adaptive learning, the performance of basketball anomaly detection is further improved.

Mapping Physical Literacy in Czech Future Physical Education Teachers – a Time Trend Study

Abstract To facilitate the dissemination of physical literacy (PL), prioritizing its integration in the education of future physical education (PE) teachers is imperative. This study focuses on assessing the PL levels of university students enrolled in PE programs who have participated in a dedicated workshop on PL to understand its significance and its attributes. Utilizing the Czech version of the PLAYself questionnaire administered in a pencil-and-paper format, data were collected from 350 participants between 2017 and 2023, excluding the year 2020 due to the COVID-19 pandemic. Analysis revealed varying levels of confidence among students regarding physical activity (PA) across different environments, with outdoor activities garnering the highest confidence (71.5%) and activities on ice demonstrating the lowest (52.9%). While most students recognize the importance of being physically active for their health and well-being (96%), there exists a conscious acknowledgement of the necessity to refine movement skills, despite innate abilities (74.7%). Interestingly, students exhibit lower confidence levels within group settings, with only 32.8% perceiving themselves as the most proficient in PA among peers. Furthermore, the perceived importance of PL surpasses that of literacy and numeracy, particularly within family, school, and peer contexts. A minority of students (13.7%) feel inadequately physically fit to engage in desired PAs. These findings underscore the significance of bolstering students’ confidence in PA participation, as it correlates positively with their future academic performance. This study emphasizes the pivotal role of education in fostering a culture of PL among future educators and their influence on shaping the PL of subsequent generations.

Impact of goal orientation on moral competence development in youth

The study had two aims. The first was to investigate correlation between specific types of goal orientation as a predictor of prosocial and antisocial functioning and level of moral competences. The second, was to verify whether goal orientation has an impact on the development of moral competences of students participating in a pedagogical intervention based on non-linear pedagogy. Task and Ego Orientation in Sport Questionnaire and Moral Competence Test were used to assess 468 secondary school students aged 15 in goal orientation and moral competences level. There was no correlation between the level of task and ego orientation and the level of moral competence. Under the influence of pedagogical experiment students with high level of task orientation achieved a statistically significantly higher change in the level of moral competences (η2 = 0.04). Study suggests that high level of task orientation is more susceptible to the development of moral competencies. Also, employing a non-linear pedagogy model in physical education, provides a conducive environment for the development of moral competences and should be implemented in the training of future physical education teachers.

Interpreting, translating, and embedding school curriculum in physical education teacher education: the need for collective action within and across the teacher education continuum

ABSTRACT Olson, J. K. [1977. “Teacher Education and Curriculum Change: Reexamining the Relationship.” Curriculum Inquiry 7 (1): 61–66]. https://doi.org/10.1080/03626784.1977.11076205. argued how in the wave of curriculum development, the role of teachers, and therefore initial teacher education (ITE), had been neglected and as such, they provided a vision for a revised form of ITE. We contend that almost 50 years on, the ITE community is yet to fulfil this vision for ITE. We explore this argument through the recent wave of physical education curriculum policy development, particularly the introduction of Leaving Certificate Physical Education (LCPE), and the processes of interpretation, translation, and embedding curriculum into ITE. We were guided by the research question: How are physical education teacher educators embedding curriculum into their Physical Education Teacher Education (PETE) programmes to best prepare pre-service teachers (PSTs) to teach such curriculum? Seventeen physical education teacher educators across three ITE institutes were interviewed on the processes of embedding LCPE into their respective programmes. Findings discuss the necessity for PETE programme reconfiguration, the (mis)alignment between PETE and current realities of PSTs, schools, and society, and highlight the need for advocacy and sharing across PETE. This paper advocates for teacher educators to be positioned as policy actors, pedagogical possibilities in PETE, and the need for different stakeholders to work (and learn) together.