Views Of Physical Education Research Articles

Social and Emotional Learning in Finnish Physical Education Teacher Education

Purpose: Teachers’ social and emotional learning (SEL) skills play a central role in physical education to promote holistic youth development and physical activity. The purpose of this study was to explore what SEL skills Finnish physical education student teachers learned during their final study year at university and how they described the meaning of SEL in part of their teacherhood. Method: Data were collected from a questionnaire for four annual courses of Finnish physical education student teachers (n125) and written teaching philosophies (n12). Results: Students reported learning many different SEL skills during their final year. Most learning experiences were reported in self-awareness skills and relationships skills. SEL was also described as (a) a tool for better teaching, (b) a basis for human perception, and (c) changing the way they view their teacherhood. Discussion/Conclusion: The findings indicated that students place a high value on learning SEL skills and that SEL is central to their overall view of physical education.

Physical Education and Sports Teachers Perception of Values and Opinions on the Values of Physical Education and Sports Course

The purpose of this research is to examine perception of values and the views of physical education and sports teachers working at different levels of schools affiliated to the Ministry of National Education in Konya province. At this resarch interview methods, one of the qualitative resarch designs, was used. The research group consists of 33 (18 Male, 15 Female) physical education and sports teachers working at different levels in the province of Konya in the 2021-2022 Academic Year, which is determined by the maximum diversity sampling, one of the purposive sampling methods, which is one of the nonprobability sampling strategies. In the research, “Personal Information Form” developed by the researcher and semi-structured “Interview Form” were used as data collection tools. The data were evaluated by content analysis method. As a result of the research, physical education and sports teachers’ perception of value and their views on the values gained by physical education and sports course; it has been observed that values such as patriotism, sincerity, responsibility, helpfulness, self-confidence, discipline, sharing, being organized, sportsmanship, success, respect, leadership, solidarity, health, leisure time, goal setting, empathy, effort, hospitality, cooperation, stress management, sportsmanship and honesty have changed and developed in a positive way.

Abe Isoo and His 1905 US Baseball Tour: Japan’s First Overseas School Excursion for a Sporting Competition

On 4 April 1905, during the Russo-Japanese War, Abe Isoo (1865–1949), the father of baseball in Japan, Christian intellectual, and professor of economics and political science at Waseda University, took his baseball players to the USA to play against American students and local players in California. Amidst the war and growing anti-Japanese sentiment in California, Abe realized his decade-long dream of participating in international athletic competitions in anticipation of such games contributing to the resolution of international conflicts without weapons. His two primary goals were that his students would experience “systematic scientific” baseball on its home soil and that they would broaden their international perspective. The tour marked the first school excursion sent from Japan for an overseas sporting event and also initiated Japan into the arena of international sporting competitions. This paper focuses on Abe’s view of physical education as seen in his 1905 US tour (4 April–29 June 1905).

The Views of Physical Education and Sports Teaching Instructors on Education in the COVID-19 Period

This study was conducted to determine the views of academicians regarding “The Views of Physical Education and Sports Teaching Instructors on Education in the Covid-19 Period”. The study used the phenomenological design, which is among qualitative research designs. 
 
 The study group comprised 63 academicians carrying out duty in 21 different universities in Turkey during the 2019-2020 academic year. In line with the goal, the study was carried out with academicians who could contribute on voluntary basis. In order to determine the views of the academicians, a structured interview form was used. The interview form comprises four questions aiming to determine the necessity of distance education in the physical education area, which courses in the area can be given within the scope of distance education, possibility of teaching applied courses via distance education and problems they face in courses in the distance education process which has been put into effect compulsorily due to pandemic. 
 
 The interview form was presented to the opinion of two instructors in the educational sciences area who have carried out qualitative research and then expert opinion was received. The application was conducted by primarily reaching the aforementioned academicians via telephone interview between 1 June-27 July 2020 and conveying the questions via e-mail. The descriptive analysis technique was used in analysis of the data.
 
 In the study 79% of the academicians stressed that applied courses should not be taught via distance education, while 52% stated that all theoretical courses could be taught via distance education. Examining the views of the academicians on the problems they faced in courses in the distance education process; 55% stated that the problems were associated with the system, 36% efficiency of the course, 30% inadequate student participation in the course, 21% inadequate student feedback, 21% evaluation, 19% inexperience about distance education and 17% lack of internet and computer opportunities in hometowns of students. 
 
 Considering the findings of the study integratedly; it is believed that teaching applied courses via distance education is inadequate and inefficient. Also it is possible to state that it may not be appropriate to teach theoretical courses via distance education, except when necessary.

Factors that influenced the intensification of physical culture and sports in the press of Bukovina in the second half of the nineteenth - early ywentieth century

The article identifies and substantiates the factors that influenced the intensification of physical culture and sports in the press ofBukovinain the second half of the nineteenth – early twentieth century. It is recognized that the view of physical education in one of the territorial units of modernUkraine, and in the past – a separate crown land of the Austro-Hungarian Empire –Northern Bukovina(1849-1918) is timely. Physical education of children and youth, as well as the whole branch of physical culture and sports, in this period had a wide resonance, which is confirmed by numerous materials of Bukovinian periodicals. It is proved that the democratic principles of the Austro-Hungarian Empire, in particular to establish and publish the press in the state and native languages, to organize parties, public associations and other associations) contributed to the development of the press in Bukovina, expressed in increasing the number of publications and expanding the circle of subscribers and readers, the appearance of newspapers and magazines in different languages, including Ukrainian. The author emphasizes the experience of publishing periodicals inWestern Ukraineand the impact of this experience on health issues in the pages of Bukovinian newspapers and magazines. Factors of influence inherent inBukovinain the second half of the XIX – early XX centuries. administrative changes, development of physical culture and sports societies, editorial policy of the Ukrainian press of the region, which satisfied the social demands of readers. Factors of influence inherent inBukovinadentified administrative changes, the development of physical culture and sports societies, the editorial policy of the Ukrainian press of the region, which satisfied the social needs of readers. Factors of influence inherent inBukovinain the second half of the nineteenth – early twentieth century. identified administrative changes, the development of physical culture and sports societies, the editorial policy of the Ukrainian press of the region, which satisfied the social needs of readers.

The gender perspective in sports activities: towards a co-educational view of physical education

The gender perspective in sports activities: towards a co-educational view of physical education

FORMAÇÃO DE PROFESSORES EM EDUCAÇÃO FÍSICA E A EDUCAÇÃO DE JOVENS E ADULTOS

O artigo objetiva compartilhar estudos referentes à formação inicial de professores e professoras de Educação Física para atuação na Educação de Jovens e Adultos (EJA), através de ações acadêmicas desenvolvidas em duas universidades públicas federais. A discussão apresentada se origina das pesquisas dessas realidades que, a partir de distintas bases empíricas, considerando a educação de jovens e adultos como direito e devir e apoiadas em visão crítica da Educação Física, analisam esse fenômeno em dois recortes espaciais, no Sul e no Sudeste do Brasil. Nas considerações, aponta a importância e a responsabilidade das universidades para a concretização dessa prática pedagógica em uma modalidade que é expressão das desigualdades sociais e, complementarmente a isso, o necessário compromisso com uma formação de professores de Educação Física atenta às especificidades da EJA.

Students’ views on the purpose of physical education in upper secondary school. Physical education as a break in everyday school life – learning or just fun?

ABSTRACTPrevious research shows that students have a widespread understanding about the purpose of physical education (PE), including learning about movement, health and also PE as a break from other school subjects. The present study aims at examining more closely the break perspective in light of interview data from 26 students, whose statements in interviews that focused on PE in upper secondary school in Norway, reveal that the view of PE as a break from other school lessons is also a valid understanding among students when they are approaching the end of PE in their schooling. We have asked what kind of learning the students’ views on PE as a break from other school subject are, or may be, in light of the Norwegian curriculum in PE in upper secondary school and to changes in the 2012 curriculum, which aimed to reduce performance stress and too much hunt for good grades. We present two interpretations of the interview texts – PE as ‘the movement moment’ in everyday school life, and participating in fun activities together with good friends, and a third interpretation, which we describe as a relatively invisible view of knowledge goals among the students about training and lifestyle and critical awareness about sport cultures in the society. We argue that a view of PE as ‘a movement moment’ in everyday school life contributes to modifying the view on PE as a break from other school subjects and to seeing it as a relevant learning perspective. On the other hand, a modified break perspective should be merged with knowledge and critical lenses on training, health, lifestyle and sport cultures in society, so that the students’ views on the purpose of PE all in all contain important knowledge and reflections they should have, according to the Norwegian curriculum in PE.

TEACHERS OF PHYSICAL EDUCATION ON IMPROVING THE QUALITY OF TEACHING WITH CONTINUOUS ADJUSTMENTS TO THE CURRICULA

Basic objections which are now attributed to modern teaching, its quality and efficiency are related to the curricula. Inadequate, outdated, too extensive and unadapted curricula affect the process of planning, programming and implementation of teaching and the quality of the outcomes achieved. Their continuous changing, shaping and adapting to modern conditions of life, to the demands of immediate reality and the needs and abilities of students are the basic requirements for providing the quality of modern teaching and the imperative of modern pedagogy. Given the importance they have in ensuring the quality of the implementation of the development model of teaching and the quality and effectiveness of its outcomes, the paper will view this problem in terms of their adaptation to the needs and abilities of students. The main categories through which an adjustment of the curricula to the needs and abilities of students is considered are as follows: teaching strategies, teaching materials, and the content of materials. This paper presents and analyses the results of an empirical survey on the views of physical education (PE) teachers about the above mentioned segments to adapt curricula, as well as the recommendations resulting from their direct experience.

A Study on Kyuzo Takenoshita’s View of Physical Education

A Study on Kyuzo Takenoshita’s View of Physical Education

On the aesthetic potential of sports and physical education

Even though there is a general presence of aesthetics in school curricula in most of western countries, both at the level of terminology and at the level of choice and definition of contents, objectives and skills to be developed, the approach to sports and physical education potential for the development of aesthetic education of students still does not seem to be a reality in the agenda of this subject. Moreover, it is not transversal in terms of its different didactic contents. In order to explore its relevance, the aim of this work was to deepen how aesthetics is internal and central to sports experience, and which elements of sports and physical education lived experiences can be relevant in the promotion and development of the aesthetic sensibility of students. We propose the deepening of the subject through an hermeneutical qualitative research approach, confronting the content collected in 19 semi-structured interviews that enabled the thematic analysis of its content, and through it, the discussion of viewpoints of representative subjects among those that are the main players in the consideration of an aesthetic education through sport, namely physical education teachers and researchers in the context of aesthetics and sports sciences. With the information gathered and after its processing, we could conclude that there are aesthetic elements of sport's experience that should be taken into account in an aesthetic educational point of view of physical education, namely: complexity, diversity, playability, tension between drama and accuracy, overcoming experience, risk and vulnerability, unpredictable storylines and uncertainty, technique and effectiveness.

Portugues

This research investigated the insertion of history in the curriculum of undergraduate courses in Physical Education. The premise that guided this study is the idea (VIGOTISKI, 1988) that a historical study, one of the last development phase is used for an investigation of the current phenomenon. The problem did answer about what is the characterization of history as a field of scientific knowledge within the curriculum of undergraduate courses in Physical Education. The research objective was to identify the menus, curriculum subjects, teaching projects and the establishment of staff of the Higher Education Institutions (HEIs) the assumptions characterizing the mode of development of history, contemplated in the proposal for teacher education. This is a descriptive research through documentary and bibliographic analysis. Our analysis was based on documents obtained from a training institution of physical education teachers in the city of Goiânia GO / BR. There was a historian in the absence of formative development and treatment of the fragmented content to be historicized process. Considerations: a) the course ceases to gain quality in the overall training of the individual in that it points to a more specific area of training and at the expense of a more fruitful interdisciplinary practice with history; b) Given the professional profile of the IES intends to form and the possibilities of integration of history in Physical Education course that the legislation itself allows, there is a 'gap' to be explored especially in view of the critical human development; c) Resizing the view of Physical Education in relation to history may represent a step forward in consolidating Physical Education as an area of systematized knowledge precisely the appreciation of culture for humanity developed socially.

The body of the nation: government positions on physical education during the Brazilian monarchy.

In association with its nation building projects, the imperial government in Brazil under monarchic rule took some concrete actions based on proposals for physical education. The aim of this article is to investigate the meanings and significations attributed to this subject in the legislation and the annual reports issued by the Ministry of Business of the Empire (1831-1889), giving special attention to Rio de Janeiro. The approach to the subject in the sources researched demonstrates that the views of physical education took shape through a web of ideas that associated moral, health and civilization conceptions, in a bid to deal with the concrete circumstances of a newly independent peripheral nation with a bureaucratic structure in the process of formation.

Designing extra-curricular dance programs: UK physical education and dance teachers’ perspectives

Many girls do not engage in sufficient physical activity (PA). Dance is a popular form of PA among UKsecondary school-aged girls and extracurricular dance programs delivered by dance specialists may provide an alternative way to increase PA amongst girls aged 11 - 12. The purpose of this study was to explore the views of physical education and dance teachers on the structure, content and delivery of an extra-curricular dance-based PA intervention for adolescent girls. Methods: Semi-structured qualitative interviews were conducted with eleven physical education teachers and eleven dance teachers, and were analyzed using thematic analysis. Results: Themes identified addressed key logistical and content/delivery-based factors to be considered when designing a dance-based PA intervention. Logistical factors included optimizing participant recruitment and aligning external providers with school behavior management policies. Content/delivery factors focused on teacher-student rapport, facilitating dance competence, and balancing teacher and student-led time. Conclusions: This formative study highlighted that an extra-curricular dance-based PA intervention would be welcomed inUK schools. A number of considerations central to the design and delivery of such a program were identified from key user groups which can be used to inform the development of school-based dance (and non-dance) interventions aimed at increasing PA amongst adolescent girls.

‘It is a case of changing your thought processes, the way you actually teach’: implementing a complex professional learning agenda in Scottish physical education

Background: It has been proposed that twenty-first century physical education needs to be reorientated and restructured to meet the lifelong learning needs of pupils from diverse socio-cultural, emotional, and developmental backgrounds. It follows that quality physical education (PE) Continuing Professional Development (CPD) opportunities for practising professionals are needed to support these aims. In Scotland, professional and policy-making groups have specifically called for at least 120 minutes of quality physical education to be delivered each week by appropriately trained staff. Purpose: This paper highlights three phases of PE CPD beginning in 2001 that have been structured to include teaching professionals working in Scottish primary schools. We illustrate how collaborative learning communities emerged through the PE CPD. While emphasising the merits of collaborative learning principles, we also describe how these learning communities operated as complex educational systems. We specifically discuss how these communities were linked in a ‘nested’ relationship with local schools and local authorities. We also discuss how learning communities self-organised and innovated in relation to the instigation of ‘turbulent’ practices and knowledges. Findings: The study follows ten practitioners who participated in Basic Moves PE CPD programmes over the past 10 years in Scotland. During the initial phase (2001–2004), the participants were enthused about the reflective and collaborative learning model that was used in regular workshops and courses. These members felt that this approach to PE CPD improved on traditional one-day and generic courses. In Basic Moves PE CPD courses, administrators provoked critical and even uncomfortable discussions in order to challenge teachers' pre-existing views of physical education. Consequently, the group organised and emerged as a ‘community of practice’. Many of the study participants continued to work together and even became Basic Moves PE CPD instructors themselves. However, as the programme increased in popularity and expanded to a national level in 2004, the PE CPD followed an ‘empty vessel’ model, whereby new participants were given course material over a short duration in a few centralised workshops. Feedback suggested that this ‘top down’ approach would not facilitate the emergence of learning communities, as many of those involved in local PE delivery became isolated and felt marginalised in their practice. Subsequent discussions led to the development of learning communities that were supported in local communities by former and current participants. These ‘tutor networks’ reflected the complex relationships that existed between pupils, teachers, headteachers, PE specialists, local authority managers and policy makers. Conclusion: Our analysis suggests that the PE practitioners in our study worked alongside a range of educational stakeholders within a broader ‘nested system’ that was constantly evolving and changing. Accordingly, we argue that contemporary PE CPD must challenge practitioners to become critical and innovative learners in the context of dynamic learning communities. This version of PE CPD requires sustained support at the local level and directly involves PE practitioners, their peers, and local authority leadership in the planning and operational phases.

Japanese and English School Students' Views of Physical Education: A comparative study

This study examines the views of students (7-18 years) related to Physical Education (PE), based on a sample of 2,300 students in Japan (N=1266) and England (N=1034). The study gathered data related to feelings towards PE, self-perception of ability, views of its importance relative to other subjects, and understanding of the outcomes of participation. Reflecting earlier work, this study found most students enjoy and value PE; younger students of both countries are most likely to be positive about PE and more confident about their ability. Despite substantial agreement between the two groups, significant differences were found between responses relating to self-competence, and the importance attached to PE in relation to other subjects. Since PE is an integral feature of young people's introduction to life-long physical activity, evidence related to their views of the subject should be a matter of interest to policymakers and practitioners.

Possible Pythagorean Influences on Plato's Views of Physical Education in the Republic

Abstract This study examined the relationship between the Pythagoreans and Plato in order to further illuminate the derivations of Plato's views of physical education. Concepts from Pythagorean and Platonic writings were examined. A search for historical connections between Plato and the Pythagoreans was made. Possible Pythagorean influences on specific Platonic concepts of physical education were suggested. General concepts in The Republic which appear to be influenced by Pythagoreanism were the theories of soul, forms, harmony, justice, and simplicity. Related to these concepts, but more inherent to physical education specifically, the following concepts were thought to be of Pythagorean origin: that the pre-eminent objective of physical education was character training, that the body was inferior to the soul and needed physical education primarily to prepare it for service to the soul, that simplicity of diet and regimen was to be maintained for an adequate physical education program, and that particip...

On the View of Physical Education in Present USSR

On the View of Physical Education in Present USSR