Work In Physical Education Research Articles

Correlation Matrix of Five Personality Traits and Conflict Management Styles Among Physical Education Teachers in Yazd-Iran

So far, no research has been done regarding the relationship between five personality traits and conflict management styles within the country. Thus,the purpose of this research was to consider the relationship between five personality traits and conflict management styles among teachers of physical education in Yazd. Methodology: Descriptive and correlation included 125 teachers of physical education working in districts 1 and two in Yazd. A number equal to sample study population was selected, but data from 105 subjects were analyzed. Research tools included Robbins' conflict management questionnaire. Analysis of the findings via descriptive and inferential statistics (KS test and correlation coefficient) revealed the highest average for adaptability (51% ± 3/8) and solution orientation (44%), most commonly used for coping with conflict. Results also showed that there was a significant relationship between adaptation with solution-oriented and control strategy; conscience with solution orientation and non-coping strategy, and openness to experience with the control strategy. However, no significant relationship was observed among other components and methods in terms of coping with personality conflicts.

Complexity theory: supporting curriculum and pedagogy developments in Scottish physical education

This paper describes how complexity theory principles relating to self-emergence and connectivity have been employed to inform our recent developmental work in Scottish physical education. We suggest that these complexity principles have purchase in postmodern times characterised by uncertainty, multiplicity and contradiction. We cite examples from the development and delivery of a developmental physical education programme in Scotland to assert that complex learning principles can be employed to structure curricular and pedagogical endeavours. These examples from practice highlight the ways in which a complexity-orientated learning approach extends beyond hierarchical, reductionist and behaviourist notions of learning, which have long held a strong foothold in the field of physical education. At the same time, we review critical questions that have been raised regarding the practicality of structuring educational practice with emerging theories, such as complexity theory.

The influence of student status on student interactions and experiences during a sport education unit

Background: Curriculum models that include group work and allow student decision-making and responsibility within physical education classes have become increasingly popular. Models such as Sport Education are likely to facilitate different and potentially better quality experiences for students. One of the underlying premises of Sport Education is that it requires social interaction among students during group activities because of the many roles and responsibilities involved. Elizabeth Cohen has extensively studied group work in classroom curriculum models. Although group work is widely viewed as a strategy for teaching that promotes learning, Cohen found disparities in participation and achievement of students during group work relative to student status. Aims: Given the proliferation of curriculum models utilizing group work in physical education and the research from classroom settings on the role of status in group work, the purpose of this study was to explore students' social interactions and their perspectives on what happened during a Sport Education unit. More specifically, we sought to explore the influence of student status, if any, on group interactions and decisions. Method: Because our intent was to study students' social interactions at a micro-level across an entire Sport Education unit, one focus team of five boys and five girls aged 11–12 years were selected from a physical education class of 80 students. The Sport Education unit consisted of 26 lessons of modified soccer taught by the physical education teacher. Qualitative methods of research were employed to explore students' experiences and perceptions while working in groups. Data collection included: a student questionnaire; videotapes and observations; group and individual interviews with students; informal interviews with the physical education teacher; informal interviews with the students' classroom teachers; student journals; and field notes. Analysis was completed by transcribing, labeling, and copying all data. Patton's methods of content analysis were applied to all data by coding and categorizing patterns in the data to produce more comprehensive themes. The credibility of the data was checked to minimize personal bias. Results: Students in this setting specifically defined status based on four characteristics: economic level, attractiveness, athletic involvement, and personality. It was evident that status did influence students' social interactions during group work in terms of whose opinions were acknowledged and which students were silenced. Student status also influenced decisions about playing time during the Sport Education unit based on skill level and gender of the students. Conclusions: As is evident from this study, it is important to understand the role status plays during group work, how to recognize the negative impacts of status, and how to prevent these problems when students are working in groups. Also, we should note that status is specific to the environment and defined by the student culture in which the group work is taking place. Curriculum models such as Sport Education provide us with a medium for addressing the influence of status during group work, as long as we recognize it and value its importance.

The Birth of an International Catholic Federation: a European Matter, 1905–11

This article seeks to investigate the circumstances surrounding the birth of an international Catholic sports federation during the Belle Epoque (1890–1914). Covering the mix of political and religious tendencies and the progressive institutionalization of the world of sport, this history of the Union Internationale des Oeuvres Catholiques d'Education Physique (the International Union for Catholic Physical Education Work) relies on the archives of French, Belgian and Italian federations, all three actively involved in its formation. The reference corpus is completed by the Vatican's archives, regional and national press coverage of events such as the competitions, and specialised sports papers. We will show that despite the unity sought by the Catholics faced with the broad secularization of Western society, the birth of this federation is a result of circumstances favourable to this assembly which are specific to each of the member countries. The competition of Nancy, originally scheduled for 1909 and eventually held in 1911, is particularly indicative of the sometimes paradoxical issues at stake at the time it was founded.

Dependence of results of physical training and sports system working of the Volgograd region on factors influencing it

The results of the systematic analyses of the physical training and sport activity of the VolgoНаучно-теоретический журнал «Ученые записки», No 4(38) – 2008 год 6 grad region are presented in the article. According to the statistic forms No1 P.E. and No2 P.E., also the results of the economical and social development of the region have been set in the dependence of the results of the system of physical education and sport working in the Volgograd region from all the main factors, which influence on it's functionality: the number of the groups of physical education, sporting equipment, the working stuff, the financial service, the agitation and propaganda, the level and the quality of people's lives, climate and geographical, national and cultural, and ethnical peculiarities of the region.

Dualing with gender: teachers’ work, careers and leadership in physical education

The discursive practices of physical education reflect not only the expectations and constraints of discourses in the wider society, educational organizations and bureaucracies, but also the pervasive influences of working with and within sport. Within physical education, and specifically in the lives, work and careers of physical education teachers, in what ways are gender dualisms breaking down and in what ways are powerful gendered discourses still influential? This paper will outline results from research on teachers’ work, careers and leadership in physical education, with a particular focus on gendered patterns. A mixed methods research design was used with 556 female and male participants in the quantitative phase and 17 participants in the qualitative phase. Some of the results challenged gender dualistic ways of thinking about physical education teachers’ work, careers and leadership while other results indicated ways in which powerful dominant discourses still shape gendered patterns.

Editorial: health, the body, and identity work in health and physical education

The title of this special edition reflects some of the thematic concerns that need interrogation as we build and develop a critical understanding of the complex relationships between society, schoo...

Sport Education: Promoting Team Affiliation through Physical Education

The development of feelings of identity, the sense of belonging to a team, and the growth of social skills are experiences that sport, if properly conducted, is well placed to offer (Siedentop, 1994). Evidence suggests that some characteristics of traditional, multiactivity forms of physical education work against realizing these goals (Locke, 1992). Siedentop’s Sport Education (SE) model is one attempt to overcome this shortcoming by recasting units as seasons and maintaining persisting groups as teams throughout the season. Extended units intended to foster team affiliation while promoting affective and social development are common objectives in physical education. We report on a 16-week SE unit that includes over 70 Year-5 students (9- to 10-year-olds) from one UK school. Our findings show that the opportunity to become affiliated with a team was an attractive feature of the pupils’ physical education experience and that, under the framework of SE, there was an obvious investment made by the Year-5 Forest Gate students in relation to their sense of identity and involvement as members of a persisting group.

The Relationship between Subject-Matter Expertise and Accountability in Instructional Tasks

The ecological model was used to examine the relationship between subject matter expertise and the conduct of a teacher’s instructional task system. Nine teachers were studied when teaching activities with which they self-reported as having higher or lower levels of subject matter expertise. The findings suggest that higher levels of expertise by teachers in certain areas result in two specific changes in the academic work of physical education. The first is a provision of more tasks, and particularly more extending tasks, while the second is an accountability focus centered more so on the quality of the performance than a level of participation or effort.

Women’s Place in the History of Sport Psychology

Women and women’s issues have a place in sport psychology today, but women have no place in most histories of the field. Some women sport psychologists, particularly Dorothy Harris, were instrumental in the development of sport psychology as a subdiscipline in the 1960s and 1970s. Re-searching the historical foundations reveals that the notable contributions of Harris and other women sport psychologists have roots in earlier work in both psychology and physical education. Pioneering women psychologists conducted research and challenged sexist assumptions and practices since psychology’s earliest days. At the same time, prominent women leaders developed women-oriented programs and contributed to the professional literature in physical education. Women and women’s issues have a place in sport psychology today, but too often that is an “other” or special interest place. By taking steps to re-place women in history and by engendering current research and practice, sport and exercise psychology will be a stronger science and profession.

Articulations and Silences in Socially Critical Work on Physical Education: Toward a Broader Agenda

This paper proposes that socially critical work has, thus far, articulated a theoretical base for curriculum development and theorizing that is too narrow. First, a brief, selective overview of the history of socially critical work in physical education provides an outline of its achievements. Second, in addition to an ethic of justice and emancipation, which currently serves as the underlying moral basis for much socially critical theorizing, this paper proposes that an ethic of care and responsibility be included and given equal weight. In addition, socially critical work must pay more attention to how children learn, develop, and experience physical education. Finally, three programs are described to stimulate thinking about theory. These programs illustrate and provide precedents for aspects of the broader agenda proposed here.

The role of proletarianization in physical education teacher attrition.

As the quality of education provisions continues to come under scrutiny, so too have the conditions for teachers' work. The purpose of this study was to ascertain what were the dissatisfactions for beginning physical education teachers in Australian schools. Qualitative data were collected using interviews, journals, photographs, and field notes. Data yielded five main categories underpinning teacher dissatisfaction: (a) lack of status, (b) repetitive nature of physical education work, (c) limited decision making, (d) personal and professional surveillance, and (e) unprofessional staffroom culture. The construct of proletarianization was employed to explain the patterns that shape teachers' occupational socialization and underpin teachers' decisions to leave the profession.

Curriculum Work in Physical Education: Beyond the Objectives Approach?

Objectives are widely used in physical education curriculum work, though the effectiveness of their use varies. Specific and behavioral objectives continue to be advocated by physical education curriculum writers despite many wide-ranging criticisms. A particular criticism is that objectives trivialize educational processes and celebrate convergent learning outcomes. In this essay, a range of advocacies on how best to approach physical education curriculum work is reviewed. A number of limitations of the objectives approach are identified. These limitations are highlighted through a review of literature and through a case study, which examines some of the practical consequences of institutionalizing an objectives approach. It is suggested that the notion of curriculum work as craft presents an alternative to the use of objectives. Curriculum work as craft involves systematic and reflective processes promoting individuality and personal involvement in teaching and learning. This approach also creates the possibility of divergent learning outcomes.

What undergraduate physical education majors learn during a field experience.

Early field experiences and student teaching have a significant impact on the development of prospective teachers' perceptions of teaching and themselves as teachers (Dodds, 1989). The purpose of this study was to describe what happened to physical education majors during a secondary physical education methodology course that included two field experiences in which the undergraduates taught at least one lesson a day. The four research questions that guided the study were (a) What issues did the majors attend to as significant incidents from their teaching, and did these issues change during their field experiences? (b) What were the characteristics of field experience lessons they perceived as successful? (c) What were the characteristics of field experience lessons they perceived as unsuccessful? and (d) What were the physical education majors' conceptions of teaching? Participants in the study were 39 junior-year physical education teacher education majors. Data were collected using the critical incident technique (Flanagan, 1954) and an open-ended, written questionnaire that was designed to encourage the majors to reflect on various aspects of their teaching experience. The questionnaire and critical incidents were analyzed using an inductive analytical procedure and a series of categories developed from several readings of students' writings. The teacher preparation program affected how these trainees defined and evaluated their teaching experiences. In contrast to some of the earlier work in physical education, the results indicated pupil learning, quality lesson planning to ensure pupil learning, and efficient lesson management were major characteristics of successful lessons for these trainees. The trainees presented "theories of knowledge" that emphasized technical concepts of teaching with little attention to the social or ethical dimensions of their work or the content knowledge of their field. Additional research is needed to examine appropriate programmatic efforts to help preservice teachers reflect not only on teaching, learning, and schooling as a technical enterprise but also as a moral and ethical enterprise.

Group Work and Reflective Practicums in Physical Therapy Education: Models for Professional Behavior Development

Group Work and Reflective Practicums in Physical Therapy Education: Models for Professional Behavior Development

Teaching Attitude as Related to Academic Grades and Athletic Ability of Prospective Physical Education Teachers

The relationship between teaching attitude ns measured by the Minnesota Teacher Attitude inventory and grade-point averages In health and physical education, professional education, and total college courses was studied by computing Pearson Product-Moment correlation coefficients. Teaching attitude of athletes was compared to teaching attitude of nonathletes by use of the t test of significance. It was concluded that there Is no significant relationship between teaching attitude and grade-point average In health and physical education, professional education, and total college work. Also, there is no significant difference In the teaching attitude of those who have experienced success in athletics and those who have not.

LIGHT APPARATUS WORK FOR USE IN PHYSIOTHERAPY

Although the physical educationist deals with the normal person while the physiotherapist treats the abnormal and the subnormal, there is much physical education material which is of definite service to the physiotherapist. This is particularly true of physical education work with light apparatus. The use of hoops, rods, balls and forms involves some degree of skill. In attempting to develop this skill, the patient's mind is involved with the problem of manipulating the apparatus. Often he becomes so absorbed that he forgets his ailment or disability completely and thus, by losing himself in the activity, he finds himself fitter than he was before. Once some degree of efficiency has been attained, there is the thrill of achievement and a keen sense of satisfaction in having accomplished something which he had not been able to do previously.

Measurement in the Continuous Selection and Counseling of Students in a College of Physical Education and Social Work

Measurement in the Continuous Selection and Counseling of Students in a College of Physical Education and Social Work

Measurement in the Continuous Selection and Counseling of Students in a Col Lege of Physical Education and Social Work

Measurement in the Continuous Selection and Counseling of Students in a Col Lege of Physical Education and Social Work

A New Field for Creative Work in Physical Education

A New Field for Creative Work in Physical Education