Undergraduate Physical Education Research Articles

Impact of Occupational Socialization on South Korean Physical Education Teachers’ Interpretation and Delivery of the Hanaro Teaching Model

Purpose: To determine the impact of occupational socialization on eight South Korean teachers’ interpretation and delivery of the Hanaro Teaching (HT) model. Method: Data were collected through formal interviews, film of teachers employing HT, document analysis, reflective journaling, and the critical incident technique. They were analyzed using analytic induction and constant comparison. Findings: The teachers interpreted and delivered the HT model in four different ways. These were the full and full+ versions of the model, watered down, and taking a cafeteria approach. The organizational socialization phase was key in shaping how the teachers delivered the model. The teachers’ acculturation and professional socialization were mainly supplemental. Conclusions: The fact that seven of the teachers employed HT without any formal training suggests that the model was fairly easy to learn. Specific training in undergraduate physical education teacher education, however, could lead to more teachers employing the full and full+ versions of the model.

The Use of research findings by undergraduate physics education programs in Angola

The Use of research findings by undergraduate physics education programs in Angola

Data science education in undergraduate physics: Lessons learned from a community of practice

It is becoming increasingly important that physics educators equip their students with the skills to work with data effectively. However, many educators may lack the necessary training and expertise in data science to teach these skills. To address this gap, we created the Data Science Education Community of Practice (DSECOP), bringing together graduate students and physics educators from different institutions and backgrounds to share best practices and lessons learned from integrating data science into undergraduate physics education. In this article, we present insight and experiences from this community of practice, highlighting key strategies and challenges in incorporating data science into the introductory physics curriculum. Our goal is to provide guidance and inspiration to educators who seek to integrate data science into their teaching, helping to prepare the next generation of physicists for a data-driven world.

Research on the Implementation Path of Labor Education Courses in Applied Undergraduate Physical Education Majors: A Case Study of Swimming

Research on the Implementation Path of Labor Education Courses in Applied Undergraduate Physical Education Majors: A Case Study of Swimming

Development of an Interactive E-Module on the History of Quantum Physics Assisted by Flip PDF Professional

The rapid development of technology greatly affects the education system in Indonesia, especially in the use of Information Technology (IT) devices such as hardware and software in the teaching and learning process. This research focuses on developing interactive e-modules using the Flip PDF Professional application to improve students' quantum physics learning experience. This research problem addresses the difficulties faced by students in understanding quantum physics concepts, which leads to low academic achievement. This study aims to assess the feasibility and user satisfaction of the interactive e-module "History of Quantum Physics" developed with the help of the Flip PDF Professional application. The research method used is ADDIE (Analyse, Design, Development, Implementation, Evaluation) which involves validation by material experts and trials on physics education students at two universities. The results showed that the feasibility of interactive e-modules of quantum physics history by media and material experts obtained results that were feasible to be tested without revision with a percentage of 81.8%. So that the e-module can be tested on undergraduate and postgraduate physics education students. User satisfaction test results show that e-modules can be used as a support for quantum physics learning media with a satisfaction percentage of 91.33% or very satisfied.

Performance Analysis of Fifth-Semester Physics Education: Assessing an Online Pascal Compiler in the Department of Mathematics and Natural Sciences Education at University of Mataram

This study evaluates the integration of online Pascal compilers in undergraduate physics education at the University of Mataram, focusing on its impact on students' programming skills. Over one semester, three classes (A, B, and C) of physics education students from the Department of Mathematics and Natural Sciences Education (PMIPA), Faculty of Teacher Training and Education (FKIP), University of Mataram, participated in lectures, discussions, and practical exercises using the GDB Online Pascal Compiler. Course content included Pascal fundamentals, arrays, matrices, and applications in physics, evaluated through assignments, mid-semester, and final exams. Quantitative analysis of student performance data revealed significant differences in mean scores and variability among the classes, with Class A achieving the highest average score and Class C exhibiting the greatest variability. Statistical tests confirmed that performance data for all classes deviated significantly from normal distribution, necessitating non-parametric tests. The Mann-Whitney U test indicated no statistically significant differences in median scores between class A vs. class B, class A vs. class C, and class B vs. class C, suggesting consistent performance outcomes across classes post-course. These findings underscore the potential of the online Pascal compiler in enhancing students' programming skills within the context of physics education.

Analysis of Quantum Physics Lectures from the Perspective of the MBKM and OBE Based Higher Education Curriculum

Lecture analysis in the core courses of the study program contributes to the evaluation of the curriculum used. This field study was carried out to analyze Quantum Physics lectures from the perspective of a university curriculum based on Independent Learning Campus (MBKM) and Outcome-Based Education (OBE). Data collection techniques were carried out through observing the implementation of learning in the Quantum Physics course, interviews with lecturers teaching quantum physics courses, and reviewing curriculum tools in the form of curriculum books, semester lecture plans (RPS), and assessment documents. The instruments used refer to content standards, process standards and learning assessment standards listed in Permendikbud Number 3 of 2020, Permendikbudristek Number 56 of 2022, and Permendikbudristek Number 53 of 2023. The participants involved in this research were a lecturer and 29 students of the undergraduate physics education study program at one of the universities in Garut Regency. The lecturer in question is a lecturer who teaches quantum physics courses, while the students in question are final year students who are taking quantum physics courses in the odd semester of the 2023/2024 academic year. Data collection was carried out over the period October – November 2024. Data analysis was carried out qualitatively using a data triangulation approach. The results of data analysis show that in the Bachelor of Physics Education curriculum, the Quantum Physics course is in the group of upper-level compulsory courses with physics concept study material. From an MBKM perspective, this course can be converted to Program Pertukaran Mahasiswa (PMM) and Program Magang dan Studi Independen Bersertifikat (MSIB), but cannot be converted to the Teaching Campus Program. Conversion to the PMM program is carried out by taking courses in other study programs that have course learning outcomes that are related to quantum physics. Conversions to the MSIB program are carried out at companies or agencies related to the application of quantum physics concepts. From an OBE perspective, this course contributes to graduate learning outcomes in Specific Skills and supports the graduate's profile as a Physics Teacher. The special skill in question is being able to apply mathematical models in explaining physical phenomena in learning.

Collaborative Skill Improvement Analysis in Real Laboratories Based on Discovery Learning for Undergraduate Physics Education Major

The 21st-century competencies are needed as provisions for college graduates to face the era of society 5.0. These competencies include creative thinking skills, critical thinking, collaboration, and communication. The research aims to illustrate the influence of discovery learning on students’ collaboration skills during real laboratory activities. Discovery learning was chosen because the implementation of practicum activities was carried out in a real laboratory because it requires all the students to play an active role and be able to collaborate in carrying out practicum activities. This type of study uses one pretest-posttest design group. The subject of this study was 30 first-year students from two different classes who took the Basic Physics Practicum II course at the Department of Physics Education, UIN Sunan Gunung Djati Bandung. The implementation of practicum activities is carried out offline so that cooperation and collaboration between groups can be seen. Aspects of the indicator include positive dependence between members, individual responsibilities, group cooperation, and face-to-face interaction. Research data was processed statiscally using the help of SPSS software version 25. Analysis of research results showed that student collaboration skills were complete and appropriate in all indicators. Based on the analysis, an average N-Gain score of 53.2% was obtained with the category being in the criteria for improving collaboration skills. Keywords: collaborative skill, real laboratory, discovery learning

CSPAP Implementation During Student Teaching: Lessons Learned From the Field

In the United States, less than half of adolescents meet national recommendations for daily physical activity (PA). Schools are an integral intervention point for achievement of national PA youth guidelines. To help schools achieve PA guidelines, multicomponent Comprehensive School Physical Activity Programs (CSPAP) were developed. Each CSPAP component works synergistically to help students achieve 60 min of PA per school day. Physical educators are expected to implement CSPAP components in their schools, but little is known about the preservice physical education teacher (PPET) perception of CSPAP training experiences in teacher education. The purpose of this research study was to understand PPET perceptions of implementing a component of CSPAP at the elementary and secondary level during a student teaching course. Undergraduate (n = 5) and graduate (n = 4) physical education majors enrolled in a semester of student teaching were recruited. Data collection encompassed individual semistructured interviews at three distinct phases (N = 25): (a) pre–student teaching, (b) between student teaching school placements, and (c) post–student teaching. Data coding first revealed codes, then categories, and eventually four themes emerged, each with its own subthemes: (a) preparedness, (b) perceived challenges, (c) implementation, and (d) moving forward. Findings indicate PPETs developed confidence, achieved personal growth and self-actualization, perceived career benefit, and gained a desire for implementing CSPAP in the future. Additionally, implementing CSPAP components during student teaching can increase confidence and desire to implement CSPAP in the future. Further research needs to explore if CSPAP experiences during preservice training influence in-service teachers’ CSPAP involvement.

Outdoor Education as a Service-Learning Project

Students benefit from exploring nature and participating in outdoor activities that challenge them emotionally and physically. The purpose of this article is to describe an outdoor education class with 21 undergraduate physical education teacher education (PETE) students and the benefits of participating in this experience. The second purpose is to discuss the outcomes from participating in an outdoor education unit and the service-learning requirement that was included in teaching a Lifetime Activities course. Finally, the article provides resources, tips and suggestions for planning and implementing a similar experience in other programs.

Research on the Reform of Physical Education Undergraduate Cultivation Mode Based on the Concept of OBE Education

Research on the Reform of Physical Education Undergraduate Cultivation Mode Based on the Concept of OBE Education

The dHOTLearn Model to Improve Critical Thinking Skills of Physics Education Program Undergraduate

The main purpose of this study is to develop a dHOTLearn model based on the physics learning web (PLW), which is intended to improve the critical thinking skills (CTS) of physics education students as well as to optimize the MBKM program at the university level. The research results that the quality dHOTLearn model based on PLW by expert judgments can be used for improving the CTS of physics education program undergraduate. To increase CTS, lecturers prepare structured and rigorous teaching and learning activities utilizing the dHOTLearn paradigm based on PLW. Creating an effective learning environment and learning media to support each action done by lecturers and students at every point in the syntax of the dHOTLearn model based on PLW evaluates the effectiveness of using this learning model. More study can be done to test the feasibility and usefulness of the dHOTLearn model based on PLW for improving the CTS of undergraduate physics education programs.

Exploring the Educational Landscape: The Impact of Post-Covid Online Learning on Physics Education Undergraduates' Academic Engagement and Achievement

Covid-19 is a pandemic that can change the culture of the learning process, which Covid-19 pandemic brought transformation and new habits, and these new habits had to be adjusted based on the rules and regulations that apply in the country. Globally, Covid-19 made educators have to quickly adapt to new teaching methods, and students faced difficulties with internet access, digital literacy, and maintaining motivation in a remote environment. However, around 2021, in quartile 3 to be precise, in Indonesia changes have occurred again to adapt to new habits, namely the post-Covid-19 recovery period, where the education system has again transformed from online learning habits to offline learning. This study aims to find out how interest in studying and learning outcomes affect undergraduate students of physics education in the post-COVID-19 era. The research method is carried out quantitatively, which consists of filling out a questionnaire for interest in studying which consists of five aspects; (1) Exploration; (2) Curiosity; (3) Boredom; (4) Attention; and (5) Enjoyment. This study used two groups namely pre covid-19 and post covid-19 with a total of 67 samples used, then processing of learning outcomes data prerequisite tests such as normality and homogeneity tests were carried out then hypothesis testing using independent sample t-test and Cohen's D Effect Size to know the how big the difference between two groups, then a deep interview is conducted to know deeply. This research found results in which undergraduate physics education students in the post-COVID-19 era experienced low interest in studying and learning outcomes due to the shock culture and the influence of student organizations which they thought were more interesting than academic activities.

Exploration of Students' Skills in Describing Physics Problems: The Effect of STEM-Project-Based Learning

The difficulty students face in describing problems from posed physics-related questions is an indicator that is rarely studied. This research explores students' abilities in describing electrical circuit problems based on implementing STEM-Project Based Learning (STEM-PBL). This study employed a mixed-methods approach with an explanatory model. The subjects were 35 undergraduate Physics Education students at the University of Jambi enrolled in the Electromagnetism course. Data collection was carried out through tests and interviews. The test instrument used five reasoned multiple-choice questions, while the interview instrument used open-ended questions based on the problems identified from the test results. The study's findings revealed an effect size of 2.1 (medium category) and an N-Gain of 0.5 (medium category). Thus, STEM-PBL influences students' ability to describe problems. Future research should investigate the influence of other variables, such as educational background and learning motivation, on the effectiveness of STEM-PBL in developing students' problem-description skills further.

The Impact of Service-Learning on the Prosocial and Professional Competencies in Undergraduate Physical Education Students and Its Effect on Fitness in Recipients.

Education is a key component of the student's transformation towards the creation of a more sustainable future. Among the methodological adaptations in teaching-learning processes, Service-Learning (SL) stands out as a meaningful academic experience to respond to social needs by developing committed citizens to transform society. The aim of the present study was to analyze the impact of this SL program on prosocial competence and satisfaction levels in university students, enhance physical fitness and analyze the reflections of the recipients. Moreover, the reflections on SL of the students and the migrants were analyzed. A mixed-methods design was performed. Forty-five students of Physical Activity and Sport Sciences provided a service to a migrant group that consisted of physical fitness training. The instruments implemented were the Prosocial and Civic Competence, the Impact of Service-Learning During Initial Training of Physical Activity and Sports and the reflective diary. The recipients participated in a physical fitness assessment and in a group discussion. The results show that SL in PAH contributes to pedagogical, communication, wellbeing and intercultural competences and also improves their prosocial and civic attitudes. Moreover, the recipients could enhance their physical fitness and their social interaction.

Creating and Implementing Diverse Physical Education Curriculum Programs for Undergraduate Physical Education Teaching Majors

Creating and Implementing Diverse Physical Education Curriculum Programs for Undergraduate Physical Education Teaching Majors

UNFOLDING THE BARRIERS TO TEACHING AND LEARNING WITH TECHNOLOGY AMONG UNDERGRADUATE PRE-SERVICE TEACHERS

The main purpose of this study is to determine the main barriers to learning PE with Coach’s Eye mobile application (TechSmith Corp.) and mobile device. We used an Interpretive Phenomenological Analysis (IPA) approach and found that undergraduate Physical Education (PE) pre-service teachers feared failure when learning sports skills with technology after completing the intervention for six weeks. Despite the intervention group improving their sports skills more than the control group, they also reported a higher tendency of bias when learning sports skills with technology. The participants also highlighted reduced practice time and added responsibilities as a hindrance to this method’s adoption. Our work answers the questions regarding participants’ perceived barriers, technological literacy towards learning sports skills, and motivation to embrace teaching and learning with technology. We also suggested the potential benefits of learning PE with technology for students and educators which warranted future studies to find solutions to mitigate pre-service PE teachers’ concerns about using technology in their teaching sessions. Additionally, future studies are needed to expand our understanding of learning with technology in other sports categories (e.g., invasion, target), the context of learning, and the cognitive ability of various populations.

Practicality and Effectiveness of the Physics Independent Learning (PIL) Model Toolkit in Online Tutorials to Improve Physics Independent Learning Skills and Physics Problem-Solving Skills

This study aims to analyze the practicality and effectiveness of the PIL model tool in online tutorials to improve self-learning and problem-solving skills in DL physics students in introductory quantum physics courses. This type of research is educational development research with a sample of 75 undergraduate physics education students at Universitas Terbuka in Indonesia. This research was carried out in three stages, namely preliminary and development studies, limited trials, and extensive trials. The results showed that tutors could carry out all stages of online tutorial activities using the PIL model very well with the percentage of implementation of syntax, social systems, and reaction principles. There was an increase in students' problem-solving abilities and independent learning abilities in each class after taking PIL with high N-gain categories. It can be concluded that the PIL model set is valid, practical, and effectively applied to improve problem solving skills and students' independent skills in learning Introduction to Quantum Physics.

AMONGST THE FIELD, INTERESTS, AND PRODUCTIONS

This study aims to map the themes addressed in graduation projects of the undergraduate Physical Education course of a higher education institution in the Tocantins state. It is a documental research of historical nature with a sample constituted of twenty-six papers developed by the two first entering classes. The results were organized based on three specific subfields: biodynamic, sociocultural, and pedagogical. We conclude that the needs and challenges of the graduation projects transcend the particularities of the school context, as demonstrated in the productions analyzed, being that course responsible, as well as all other undergraduate courses, for promoting the proper interlocutions between the academic and the professional fields.

Facilitating culturally responsive teaching in PETE alumni: a mixed methods analysis

ABSTRACT This study examines the culturally responsive teaching self-efficacy (CRTSE) of graduates from an undergraduate Physical Education Teacher Education (PETE) program focused on social justice issues. We examined experiences that facilitated CRT and the areas alumni felt most efficacious. Graduates (n = 43) of a PETE program completed the CRTSE Scale via Qualtrics, and 13 with urban teaching experience completed 45–60 min interviews. Data was analysed using descriptive statistics, comparative data analysis, and reflexive thematic analysis [Braun, V., & Clarke, V. (2013). Successful qualitative research: A practical guide for beginners. Sage]. Two major themes were identified from the data: (1) positive clinical experiences within urban schools, and (2) the ability to build relationships within their school communities through respect and trust. Future considerations for clinical experiences, as well as opportunities for teacher candidates to confront their own biases are discussed. As schools become increasingly diverse, PETE programs need to consistently review and revise curricula and experiences to meet culturally diverse students’ needs.