You are looking at 21 - 30 of 1,711 items for :

  • Journal of Teaching in Physical Education x
  • Refine by Access: All Content x
Clear All
Restricted access

The Effect of Content Knowledge on Content Development, Task Adaptations, and Children’s Task Performance in Elementary School

Peter Iserbyt, Anke Mous, Charlotte Vandenlindenloof, and Kian Vanluyten

Purpose: We investigated the effect of a content knowledge workshop on a teacher’s content development in terms of selected task types, task adaptations, and in turn children’s task performance during a six-lesson crawl swimming unit in elementary school. Methods: One physical education teacher taught two 6-lesson units of the front crawl before (comparison) and after (experimental) the workshop to different children (n = 88). Task types, task adaptations, and task performance were collected live by trained observers. Results: The number of tasks taught increased from 48 to 61 after the workshop. Informing tasks decreased 28% (p = .005) and applying tasks increased 11% (p = .039). Task adaptations increased from 123 to 211 (p = .021). A significantly higher proportion of tasks was correctly performed by more children in the experimental group. Discussion/Conclusion: The content knowledge workshop caused a substantial shift in the teacher’s content development, which resulted in more children correctly performing the tasks.

Restricted access

Uncovering What’s Really Important: Using Drawings to Enhance the Dialogue With Students About Physical Education Experiences

Peter A. Hastie, Antonio Calderón, Sheri J. Brock, Claire Mowling, and Ann MacPhail

Purpose: To present a case for using drawings as a valuable way of incorporating student voice in research on physical education. Presented in the form of a “primer,” the paper examines theoretical and practical aspects of drawing research. Sections: The paper is presented in three parts. The first introduces drawings as a valuable participatory visual method, explaining what they are and why study them. Second, a brief history is provided of the use of drawings in classroom and physical education research. The third section provides key points to consider when administering a drawing project and analyzing drawings. Key Messages: Drawings have the potential to make the invisible visible. That is, what is missing in a drawing may be as impactful as other objects that are present. In addition, to maximize the value of drawings, students should be asked to describe their drawings (either through an accompanying interview, or draw, and write), as possible elements might emerge that were not visible, or to assist with clarification of all elements of the drawing.

Restricted access

Two Preservice Teachers’ Adaptive Competence in Lesson Planning Across Two High School Placements

Toon Dehandschutter, Hans van der Mars, Phillip Ward, and Peter Iserbyt

Purpose: To investigate the adaptive competence of two physical education preservice teachers (PSTs) across two high school placements. Methods: Two PSTs each taught four 6-lesson frisbee units across two different high schools. Feedback on lesson plans prior to teaching, guided reflection-on-action, and repeated teaching was used to support adaptations to six core teaching practices. PSTs made three iterations of each lesson plan. Results: PSTs made 589 adaptations across the core teaching practices of management (28%), task presentation (16%), content development (16%), active supervision (16%), goals and assessment (7%), and rules and routines (3%). Between 16% and 30% of adaptations were made in the last iteration. The number of adaptations decreased from the first to the second school placement and from Lessons 1 to 6. Conclusion: Feedback on lesson plans, guided reflection-on-action, and repeated teaching aided PSTs’ development of adaptive competence during school placements.

Restricted access

An In Situ Exploration of Practicing Rugby Coaches’ Cognitions, Higher Psychological Functions, and Actions Using Think Aloud Protocol

Simon Quick and John Lyle

Psychology-based research has been a characteristic of empirical inquiry in sport coaching for over 50 years, and cognitive function is widely accepted as a fundamental component of sport coaching expertise. Within the academic literature, much empirical research on coaches’ cognitions has tended to adopt retrospective approaches, such as postsession interviews or stimulated recall, thus capturing participant recall after the incident, training session, or competition. Methods such as these that rely on participants’ retrospective recall are prone to memory decay, reordering of accounts, and confirmation bias. The aim of this research was to collect a different type of data to what is generated with retrospective approaches and, rather, capture coaching cognitions in situ using think aloud protocol. The data captured were broken down into meaning units and analyzed using a reflexive thematic analysis. Situated in the practice of six experienced rugby coaches, findings revealed that think aloud protocol generated rich data. However, engaging think aloud protocol was problematic as the site of inquiry was confounded by multiple social interactions and required coaches to provide frequent instruction and feedback. The interaction between cognition and action is conceptualized by the tentative offering of a conceptual model that includes cognitive triggers and thresholds. The implications of these findings can help academics and coach developers to understand the complexity of capturing coaches’ in situ thinking within dynamic social environments.

Restricted access

Effects of Physical Education on Preschool Children’s Physical Activity Levels and Motor, Cognitive, and Social Competences: A Systematic Review

Nagore Martinez-Merino and Markel Rico-González

The aim of this review was to systematically summarize the literature about physical education (PE) programs and their effects on preschool children’s physical activity levels and motor, cognitive, and social competences. A systematic search of relevant articles was carried out using four electronic databases up until February 16, 2022. The main findings were that the inclusion of PE in early childhood is a suitable alternative for improving development in three main areas. For motor competence, specific fundamental motor skill programs are a key opportunity to improve preschool children’s ability. Physical activity levels may be improved considering structured and regular PE programs (two to three classes per week). Regarding cognitive competence, PE classes are effective for improving creativity, attention, and mental abilities, and also, for reducing the symptoms of attention-deficit/hyperactivity disorder. Finally, group-based activities are the most suitable alternative for boosting social competence in preschool children with or without motor disabilities. Improving these competences and physical activity levels in preschool is necessary for the children’s health and holistic development; the educators’ daily decisions have key importance.

Restricted access

“Know Your Kids, Understand Yourself, and Find a Way”: One Elementary School Physical Education Teacher’s Efforts at Employing Character Education

Jamie Jacob Brunsdon

Background: Research concerning the philosophy of character education has been largely inadequate and anticlimactic. Purpose: Informed by a combination of emergent, novel, and nontraditional techniques, the purpose of this study is to describe one elementary school physical education teacher’s efforts at employing character education. Method: The participant was Paris, a White, abled-bodied female with 41 years’ experience. Utilizing an exploratory case study design, data were collected with eight interpretive techniques and analyzed using thematic methods. Findings: Paris employed a “content-based approach” to teaching character education and taught the moral content of human flourishing, virtue, and practical wisdom via jump rope, rock climbing, and parachute-based physical education content. Her character pedagogies of affect were explicit and implicit in nature and shaped around the skills themes, multiskill, and multiactivity pedagogical models. The factors influencing Paris’ efforts were identified. Conclusion: This study contributes to the affective literature from a theoretical, methodological, and practical perspective.

Restricted access

Experiences, Attitudes, and Perceived Competence Regarding Sustainable Development Among Physical Education and Health Teachers in Sweden

Petter Wiklander, Andreas Fröberg, and Suzanne Lundvall

Purpose: Literature suggest that physical education and health (PEH) may contribute to the sustainable development (SD) agenda, yet little is known how PEH teachers relate SD to their teaching practices. This paper explores Swedish upper secondary PEH teachers’ experiences and perceived competence regarding teaching SD as part of PEH. Method: An online questionnaire was used to examine SD competence. Data from 702 PEH teachers were analyzed descriptively and inferentially. Results: PEH teachers perceive higher competence regarding the social dimension of SD compared to the economic and environmental dimensions. Female teachers and those with more than 15 years teaching experiences reported the highest perceived competence. Seventy percent of the respondents perceived that they lacked competence to teach SD. Discussion/Conclusion: PEH teachers struggle to relate SD to PEH practice and call for support to increase their competence in terms of how to conceptualize and transform SD into PEH teaching practice.

Free access

Erratum. A Qualitative Examination of Online Practices During the COVID-19 Pandemic and Observational Preferences Within Physical Education

Journal of Teaching in Physical Education

Restricted access

The Role of Cost in Predicting Learning Outcomes in Physical Education: An Expectancy–Value–Cost Model

Bo Shen, Benzheng Li, and Jin Bo

Purpose: While the expectancy–value theory recognizes the significance of cost as an essential component, it has garnered minimal attention in physical education. Utilizing two separate datasets, we explored the degree to which the inclusion of cost in an expectancy–value–cost model could augment its predictive capability. Method: Study 1 utilized a cross-sectional data set (N = 144) to investigate the predictive roles of expectancy belief, task value, and cost on behavioral and emotional engagement. Study 2 employed a longitudinal data set (N = 251) to assess how these variables influenced the hypothetical choice of attending physical education and cardiorespiratory fitness. Results: Cost played a significant role in explaining additional variance, surpassing what could be predicted through expectancy and value. Specifically, cost emerged as a crucial factor in predicting emotional engagement, hypothetical choice, and cardiorespiratory fitness. Conclusion: Incorporating cost as an independent construct can yield valuable supplementary insights into the determinants of students’ learning.

Restricted access

“PE Is More Than Playing Kick Ball the Entire Hour”: Using Standards-Based Grading to Elevate Physical Education’s Status Among Preservice Physical Educators

Matt Townsley and Scott W.T. McNamara

Purpose: This study sought to examine how preservice physical educators conceptualize and intend to use standards-based grading (SBG) after receiving a 1-hr workshop on implementing SBG into a physical education (PE) setting. Method s: Using a qualitative descriptive approach, the researchers utilized class reflection assignments, a perceptions survey, and interviews with 10 undergraduate physical educators at a Midwestern university. Findings: The SBG workshop positively influenced participants’ views of the importance of PE, enhanced their attitudes toward organized and meaningful instructional planning, and shaped participants’ perceived norms and level of control when implementing SBG in their future classrooms. Discussion/Conclusion: SBG provides a means for preservice physical educators to validate their field and area of study and to visualize the interconnectedness of teaching, learning, and assessment within PE.