University Physical Education Teacher Research Articles

Intrincada construcción de identidad profesional y relaciones de poder: percepciones en docentes universitarios de Educación Física (Intricate construction of professional identity and power relations: perceptions in university Physical Education teachers)

Physical Education (PE) teachers, faced with the demands of a complex and changing society, warn that they are being placed before the educational system, as one of the main responsible for the crisis that university education is going through, events that disrupt the sense of professional identity forged during years of initial and in-service training. Aim. Understand the construction of representations of professional identity in a context of intersubjective positions of power based on interactive/reflective discourses among university PE teachers. Method. Qualitative, inductive, open coding, dynamic and interactive with support in Atlas.ti 8, for data analysis. Results. It is not possible to identify constructs-perceptions of professional identity, detached from a network, a field of very subtle arrangements and dissents that define positions, alliances, oppositions and intersubjective power relations among university PE teachers; Teachers go through tortuous experiences that prevent them from building their own identity; what exists is an attributed and pre-established identity; They associate their identity with “should be”, regulated-supervised by institutional-normative management and with ways of responding to the expectations and interests of others. Conclusion. In the current university management model, the teacher, in addition to assuming an attributed identity, linked to structural positions of dominance-subordination, experiences certain external pressures to abdicate his vocation and professional training in favor of the idea of ​​becoming a scientific and bureaucratic being. out of obligation. Institutional programs are needed to build university identity processes. Keywords: professional identity, university identity, university teaching, professional training, power relations, physical education teacher.

The influence of environmental factors on the job burnout of physical education teachers in tertiary education

This study takes environmental factors and individual factors as variables to explore the deep internal mechanism of the impact of a comprehensive environment on higher education physical education (PE) teachers’ job burnout. Little research has been done on how environmental factors affect the internal mechanism of college and university PE teachers’ job burnout through individual factors (e.g., professional pressure and teaching efficacy). In this study, the participants were 231 PE teachers from seven comprehensive universities, and four questionnaires were administered to measure the participants’ job burnout, perceived overall environment, teaching efficacy, and occupational stress. Research has found that environmental factors have a significant negative impact on occupational stress, and occupational stress plays an important mediating role between environment and occupational burnout. Research has shown that differences in external environments lead to varying levels of personal stress among college physical education teachers, which in turn affects their level of occupational burnout. The study concludes that a good social, working, and living environment helps to reduce the work pressure on PE teachers, improves their sense of teaching efficacy, and inhibits the occurrence of teachers’ job burnout.

Selected Teaching Competency for Physical Education Teachers under the Applied Talent Cultivation Background

Background and Aim: Nowadays, the deepening reform of the teaching mode of Universities is constantly developing with the improvement of demand, Skill-based talent training has become an inevitable requirement for universities to comply with the education reform. In recent years, sports professional training in management, teamwork, social interaction, and other aspects of comprehensive competency appear to be insufficient, which puts forward a higher demand for the teaching competency of university physical education teachers. Materials and Methods: Using IOC expert testing, 21 experts conducted three rounds of Delphi indicator screening, and the AHP analytic hierarchy process assigned weights to the indicators. The competency of physical education teachers in universities was finally obtained (3 first-level indicators, 12 second-level indicators, and 46 third-level indicators). Results: The final results were as follows: 1) In the first level indicators, professional knowledge is considered a fundamental factor for teaching physical education teachers in universities; 2) In the second level, subject-oriented knowledge was considered the most important core factor in the professional knowledge; The competency to organize and guide extracurricular activities was considered the most important core factor; Perceived attitudes toward careers was considered the most important core factor; and 3) In the third level indicators, basic theoretical knowledge of physical education, teaching experience and knowledge of lessons learned, knowledge of Sports Injury Prescription and Rehabilitation etc., which were considered the most important core factor. Conclusion: It is recommended that school leaders and physical education teachers in each University establish new teaching concepts, update their teaching philosophy, strengthen further training for physical education teachers in their schools, and aim at comprehensive development, to establish the high-quality teaching competence of physical education teachers’ universities.

INVESTIGAÇÃO SOBRE A SITUAÇÃO DO EXERCÍCIO FÍSICO DOS ESTUDANTES UNIVERSITÁRIOS NA FASE FINAL DA EPIDEMIA DO COVID-19

ABSTRACT Introduction The outbreak of COVID-19 has changed the traditional way of teaching physical education. Objective Investigate the current status of physical exercise in college students after the COVID-19 outbreak. Methods Students from 32 colleges were interviewed, totaling 1074 valid questionnaires. Results Under the influence of the COVID-19 epidemic, many students chose their exercise methods according to their needs and environmental conditions, spontaneously completing extracurricular physical training goals healthily in a safe environment. Exercising to improve physical fitness, strengthen immunity, and minimize disruption of the COVID-19 epidemic is a common concern among students. Conclusion Most students’ activities have changed significantly, and university physical education teachers should provide tailored guidance in exercise to ensure health and safety, in addition to promoting post-workout teaching based on current needs ensuring health and safety while promoting the benefits of physical education teaching in extra-class workouts. Level of evidence II; Therapeutic studies - investigation of treatment results.

Investigating the Acceptance of Meta-Universe Technology for Football Course Training among University Physical Education Teachers: A UTAUT2 and TTF Model Approach

This academic paper explores the integration of artificial intelligence (AI) and virtual reality (VR) in the sports industry, specifically in the context of improving the quality of football teaching in universities. The growing impact of the metaverse concept on science and technology necessitates the utilization of AI as a critical technology in virtual worlds. Furthermore, the success of AI in various fields, coupled with the advancements in information technology, underscores the inevitability of integrating AI and sports. As traditional sports undergo a quality revolution, the integration of AI and virtual reality becomes increasingly crucial. Therefore, this study focuses on the use of VR to enhance the quality of football teaching at the university level.Virtual reality, characterized by its immersive, interactive, and imaginative features, is deemed suitable for constructing physical education courses. This paper explores the strategies for improving the quality of university football courses within the context of the mobile Internet era. By combining physical education with virtual reality technology, the effects of virtual reality-based physical education curriculum and the factors influencing the willingness of physical education teachers to adopt virtual reality technology are examined. To enhance the interpretation of acceptance intentions, this study integrates the Unified Theory of Acceptance and Use of Technology 2 (UTAUT2) model with the Task-Technology Fit Theory (TTF), resulting in a novel conceptual framework. Moreover, quantitative research based on collected data is conducted. The findings demonstrate that performance expectation, promotion conditions, hedonic motivation, price value, and individual innovation ability serve as significant predictors of acceptance intentions towards virtual reality technology.

A Fuzzy Neural Network-Based Evaluation Method for Physical Education Teaching Management in Colleges.

A novel Fuzzy Neural Network (FNN) teaching quality assessment model of physical education (PE) is presented at colleges and universities to enhance the validity of PE teaching quality evaluation. It is being done to enhance the accuracy of quality evaluations of PE instruction. In the first phase, out of 4 aspects of teaching material, teaching method, teaching attitude, and teaching effect, a multi-index assessment process of university physical education teacher performance based on the analytic hierarchy process (AHP) is created. The effectiveness of college PE instructors is assessed using this approach. The FNN model is used to develop a teaching quality assessment model for college PE courses. The FNN's parameter is the score data, and the FNN's output vector is equipped with better college PE (excellent, good, average, and low). In terms of assessing the instructional excellence of PE courses in colleges and universities, FNN has been proven to have superior classification accuracy, specificity, sensitivity, and F1 score when compared to other methods. When compared to other countries, this is the case. The proposed approaches resulted in a score of 96% for accuracy, 95% for specificity, 90% for sensitivity, and an F1 score of 94% for performance. The effectiveness of the proposed approach is shown by comparing the outcomes to those of standard physical education teaching strategies.

PETE Faculty’s Perspectives of edTPA: The Range of Change

Purpose: The purpose of this study was to explore the extent of changes taking place within the context, structure, and culture of university physical education teacher education programs facilitating high-stakes educative Teacher Performance Assessment policy. Method: Utilizing a multiple-case study design framed by analytical dualism, eight physical education teacher education faculty from eight different programs who had direct involvement in the high-stakes educative Teacher Performance Assessment process were investigated. Data from semi-structured individual interviews, focus group interviews, and documents were interpretively analyzed. Results: Faculty reacted in three distinct ways to the process of change: prevailers, conceders, or exceeders. The process appeared to be based upon an implementation continuum from isolation to internalization. Discussion/Conclusions: University programs have a responsibility to prepare effective physical education teachers who use the best practices for teaching. It is imperative for physical education teacher education faculty to reflect upon the impetus and impact of changes made to their programs.

National Biomechanics Day: A Novel and Collaborative Recruitment Tool

As student enrollment numbers continue to drop within university Physical Education Teacher Education (PETE) programs across the country, the importance of recruiting high school students into the fields of physical education has never been greater. The PETE and exercise science programs at a university in the Pacific Northwest collaborated using National Biomechanics Day as a recruitment tool to promote biomechanics (as a field of study) and highlight both PETE and exercise science degree programs to high school students.

College Physical Education Course Management System Based on Internet of Things

With the continuous development of the Internet of Things technology, the latest information technology represented by the network, digital, and intelligence is changing people’s work, learning, and lifestyle and bringing new development space to education. The physical education curriculum management system in colleges and universities brings convenience to teachers and students, facilitates the centralized management of students by teachers, ensures the safety of students in physical education classes, and reduces the risk of injury to students in physical education classes. The innovative construction of college physical education curriculum is a systematic project, which aims to deepen educational reform, improve the physical condition of students, and enable students to experience advanced teaching methods. At the same time, university physical education teachers have a degree of higher education, provide information, and promote interaction with students. This improves the quality and ability of teachers and students themselves. The paper proposes related research on the design of college physical education curriculum management system based on the Internet of Things. Through the use of Internet of Things wireless channel technology and UWB indoor positioning technology, combined with the impact of the Internet of Things on cognition, the arrangement of physical education courses and student positioning and sign-in are designed, and the results of the system test are found. Compared with the previous system,. this system has improved the positioning and sign-in accuracy of physical education courses by 5–10%, and the efficiency of physical education courses has also increased by 2–5%.

A Multilevel Analysis of Organizational Support on the Relationship between Person-Environment Fit and Performance of University Physical Education Teachers.

Limited research has evaluated the performance of physical education (PE) teachers. This study aimed to use person-environment fit and organizational support to evaluate PE teachers’ work performance using multilevel analysis. The relationship between person-environment fit and performance of university physical education teachers (at the person-level) and a cross-level effect on performance of university physical education teachers of perceived organizational support (at the school-level) and a moderator effect of organizational support were examined. A total of 447 PE teachers recruited from 55 universities in Taiwan were invited to participate in this survey, with a return rate of 65.74%. Using hierarchical linear modeling, the study found that person-job fit, person-organization fit, and person-supervisor fit at individual level have positive impacts on the performance of university PE teachers. As for cross-level effect, organizational support has positive impacts on the performance of university physical education teachers. However, organizational support at school level had no significant moderating effects on the relationship between person-environment fit and the performance of university physical education teachers. The implications of the findings for both university PE teachers and administrators and suggestions for future research are discussed.

DANCE AND CHOREOGRAPHY COMPETENCE OF UNIVERSITY PHYSICAL EDUCATION TEACHERS

The research determined the Physical Education (PE) Teachers’ dance and choreography competence among government owned higher education institutions (HEIs) in Eastern Visayas Region, Philippines. These competences include subject matter, pedagogy, assessment, guidance, classroom management for dance competence, dance techniques, leadership, creativity and discipline on choreography competence. The study also examined the degree of association between the level of dance and choreography competences among PE Teachers, and investigated the problems encountered by the PE Teachers in doing dance choreography. A descriptive survey research design was used as the main data gathering tool. A Focus Group Discussion (FGD) was also conducted to triangulate the validity and reliability of the generated information. The study was implemented in ten HEIs with forty university PE Teachers as research respondents. Findings revealed that PE Teachers in the study area are very competent in dance. They know what they are teaching, know how to teach, evaluate, guide students and has classroom management. The same hold true for PE Teachers dance choreography competence. They can discipline their students and know the dance technique of the dance type they teach. They possess the knowledge and the skills along the courses they teach. The finding also indicated a significant direct relationship between dance and choreography competences among tertiary PE Teachers. The most common problem encountered by PE Teachers in doing choreography is on the attitude of the dancers while least common problem pertains to the age of the students where older students are hesitant than the younger ones when told to perform. Notwithstanding the various encountered problems, PE Teachers are still very competent and resourceful with lots of initiatives on how to deliver their tasks in teaching dance choreography. They possess love and passion toward their jobs and willing to pursue what needs to be accomplished. Article visualizations:

Physical Education Teachers’ Relationship with University as Scientific, Educational and Social Institution

Research background and hypothesis. Academic environment necessitates university teachers to carry out three essential professional functions: scientific, educational and social, and to gain such professional self-perception which is desirable for the individuals themselves and are also rooted in the cultural perception of the academic community and matches the expectations of modern society. Research aim was to reveal the relationship between university physical education teachers and the university as scientific, educational and social institution.Research methods. The study employed a non-standardized questionnaire drawing upon the survey of L. Paterson et al. (2003) about the expression of democratic intellect in Scotland and England. The attitudes of the research participants were interpreted using nonparametric statistical methods.Research results. Educational activities remained the major priority of professional activities at the beginning of professional careers. The lower priority was ascribed to scientific and social functions.Discussion and conclusions. Physical education teachers carried out three essential professional functions: scientific, educational and social giving the major priority to the educational function: preparation of textbooks, course books, worksheets, courses, vocational events, updating their professional knowledge. Physical education teachers are also oriented towards applied research which is related to scientific function at the university – preparation of doctors of science.Keywords: higher education, academic profile, professional functions of teachers.

High School Physical Educators' and Sport Coaches' Knowledge of Resistance Training Principles and Methods

The purpose of this study was to determine the level of knowledge that current and preservice high school (HS) physical educators and sport coaches possess regarding the principles and methods involved in youth resistance training (RT) and to determine if that knowledge was acceptable based on a predetermined criterion (passing score). A panel of 10 experts in RT or sport pedagogy used a Delphi technique to create a 90-question assessment (examination) that was administered to 287 HS physical educators and sport coaches and 140 university physical education teacher education (PETE) students. An analysis of the results revealed that neither group demonstrated the minimal knowledge necessary to design, implement, and supervise RT programs based on a passing score of 75%: HS physical educators/coaches, mean = 59.30, SD = 14.30, 95% confidence interval (CI) = 57.64-60.96], t(286) = -18.61, p = 0.000; university PETE students, mean = 56.61, SD = 16.59, 95% CI = 53.84-59.38, t(139) = -13.12, p = 0.000. The pass rate for physical educators and sport coaches was 14.3% and for university PETE students it was 20.7%. The results of this study indicate that both current and preservice physical educators and sport coaches need additional education and training specific to the design and implementation of RT programs for HS students. Given that school districts typically require their educators attend in-service training programs, it may be advisable to develop an in-service program that allows both current and preservice HS physical educators and sport coaches to earn an RT certification that specifically addresses the unique physical and psychosocial needs of school-aged youth.

Physical Fitness Levels of University Physical Education Teacher Education Majors

There is growing concern over overweight and obesity among college students. New accreditation standards are attempting to ensure that physical education teacher education (PETE) majors maintain healthy fitness standards for graduation. Meeting these standards would prepare the students to be a positive role model by exhibiting a healthy lifestyle to the younger children in their classroom. PURPOSE: To provide descriptive data on the current fitness levels of PETE majors and assess associations between fitness and student lifestyle factors. METHODS: Seventy-nine PETE majors (22.5+3.8 years of age) at Towson University completed the FITNESSGRAM fitness tests, including aerobic (PACER test), muscular strength and endurance (curl-up and push-up), flexibility (sit-and-reach), and body mass index. Students were categorized according to their results as unacceptable, acceptable, or target using the categories provided by the program. A questionnaire was administered about basic lifestyle factors. RESULTS: The percentage of students who were in the acceptable and target range for the aerobic, curl-up, push-up, flexibility, and BMI categories were 55.7%, 96.2%, 89.9%, 82.3% and 79.5% respectively. Gender was associated with pushup category (p=0.007; r=-0.3), females tending to have better muscular fitness than males. BMI was related to aerobic fitness (p=0.004; r=-0.33), number of hours worked in a job outside of school (p=0.03; r=0.24), and gender (p=0.018; r=-0.33). There was no relationship between any fitness results and grade level, residential status, or hours of sleep per night. CONCLUSION: Emphasis in university physical education teacher education programs may need to be placed on increasing the aerobic fitness level of their student majors. Consideration needs to be taken for those who work outside of school in trying to find strategies to increase their overall health.

A Survey on the Adoption and Training of University Physical Education Teacher

A Survey on the Adoption and Training of University Physical Education Teacher

Study on the Teaching Ability of University Physical Education Teachers

Study on the Teaching Ability of University Physical Education Teachers

The Occupational Socialization of a First-Year Physical Education Teacher with a Teaching Orientation

The research reported in this paper examined how one American university's physical education teacher education (PETE) program influenced the perspectives and practices of a first-year high school teacher named Ed (a pseudonym). In addition, it explored how this influence was mediated by Ed's biography and entry into the workforce. Lawson's [(1983) Journal of Teaching in Physical Education, 2, pp. 3-16; (1983) Journal of Teaching in Physical Education, 3, pp. 3-15] hypotheses on physical education teacher socialization guided data collection and analysis. Data were collected though journal writing, formal and informal interviews, and document analysis. They were analyzed using constant comparison and analytic induction. Key findings were that features of Ed's biography led to the formation of a teaching orientation which, in turn, facilitated his full induction by his PETE program. Consequently, on entering the workforce, Ed was determined to teach as he had been trained even in the face of some serious situational constraints.

Prospective PETE Students, PETE Student Teachers, and Clinical Model Teachers in a University Teacher Education Program

The purpose of this study was to compare conceptions of teaching of different groups of individuals associated with a university physical education teacher education (PETE) program. These individuals were 6 prospective PETE students, 4 PETE student teachers, and 4 cooperating teachers in the physical education department’s Clinical Model Program. The intent was to assess subjects’ conceptions, values, and beliefs about teaching relative to the seven categories of the knowledge base identified by Shulman (1987). Data were collected through use of a structured interview with frequent probes. Results revealed that teaching conceptions of prospective PETE students differed considerably from those of the other two groups. In addition, conceptions of student teachers and clinical model teachers more closely resembled those aspects emphasized in the teacher education program. Results of this exploratory study suggest questions for future research.