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Portrait of the Assessment Practices of Physical Education Teachers in Quebec: Reporting and Grading

David Bezeau and Audrey-Anne De Guise

Purpose: To gain a better understanding of the assessment practices currently implemented by Quebec physical education teachers regarding reporting and grading. Method: Exploratory mixed-methods study using semistructured interviews (n = 13), interviews to the double (n = 12), and a questionnaire (n = 164) with elementary and high school physical education teachers. Results: Participants use different strategies to report student performance. When grading, their strategy is to combine a mathematical approach with their professional judgment. They often consider all the marks taken during a learning and assessment situation and not only those taken at the end of it. Discussion/Conclusions: The main finding of this study is that teachers’ reporting and grading practices are subjective. We discuss how our results show the subjectivity in teachers’ practices and possible explanations for it, and then conclude by trying to understand how to make assessment in physical education more objective.

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Teaching a Physical Activity to a Young Child With Autism Using the Three-Tier Video Modeling Model: A Pilot Study

Shu-Chen Wang and Hui-Ting Wang

The Three-Tier Video Modeling intervention model was derived from the theory of Response to Intervention. This pilot study aimed to demonstrate the application of the Three-Tier Video Modeling model with a top-down approach in teaching physical activity to a 4-year-old boy with autism spectrum disorder and his typically developing peers. The study utilized a single case-changing conditions design and measured children’s performance in the target physical activity. The results showed that the boy with autism spectrum disorder acquired the target skill and consequently generalized it to the natural environment, and all peers mastered the skill after intervention. Teachers and parents also reported a more inclusive learning environment. The potential implications of this novel approach were discussed.

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Impact of Secondary Organizational Socialization on North American, Asian, and European Early Career Faculty Members’ Delivery of Physical Education Teacher Education

Meghan Dennis, Seungsoo Baek, Adam M. Wolecki, Wonhee Lee, Natalia D. Molska, R. Tanner Ryan, and Matthew D. Curtner-Smith

Purpose: To describe the impact of secondary organizational socialization on 10 early career faculty members’ (FMs) delivery of physical education teacher education (PETE). Method: The FMs worked in universities situated on three different continents. Data were collected with four qualitative techniques (formal interviews, written ideal PETE program, document analysis, and prerecorded film) and analyzed by using analytic induction and constant comparison. Findings: FMs delivered PETE that was a hybrid of the behavioristic, traditional/craft, critical-inquiry, and personalistic orientations to teacher education. The cultures and conditions in which FMs worked were mainly positive and favorable and aided them in delivering PETE. FMs coped with negative cultural elements and unfavorable conditions that constrained them through strategic compliance, strategic redefinition, or finding a new position. Conclusion: Findings were similar across continents and should help with efforts to improve the transition of neophyte FMs into the workplace.

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Perspectives on Inclusion in Physical Education From Faculty and Students at Three Physical Education Teacher Education Programs in Chile

Fabián Arroyo-Rojas and Samuel R. Hodge

Discourse about, and the preparation of teachers regarding, the inclusion of all students has been lacking in Latin America broadly, including Chile. The purpose of this study was to examine the perspectives of physical education teacher education (PETE) faculty members and undergraduate students on inclusion and social justice in Chile. Grounded in social constructionism, the research design of this qualitative inquiry was descriptive multiple case study. The 16 participants were PETE faculty—that is, two assistant professors and one adjunct faculty member (n = 3) and three heads of programs (n = 3)—as well as undergraduate students (n = 10) across three PETE programs in Chile. The primary data sources were 12 individual semistructured interviews with heads of the program and faculty and three focus group interviews with undergraduate students across programs. The qualitative data were analyzed using thematic analysis to draw on different themes capturing the perspectives on inclusion and social justice within the Chilean physical education curriculum. Findings were presented through themes and subthemes across PETE programs. Three major discussion themes are presented: (a) disability framed within a deficit model, (b) inclusion as an adapted pedagogical practice, and (c) inclusion as a rights-based model for equality of opportunities. We conclude, analytically, that a lack of critical critique of the deficit model of disability, adapted pedagogical practices alone, and sameness manifests forms of marginalization to students with disabilities in physical education.

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Physical Education Alternative Certification Programs: Learning Opportunities for Teacher Candidates

Jaehun Jung, Layne Case, Samuel W. Logan, and Joonkoo Yun

Purpose: This study investigated differences in (a) completion of teaching methods courses and (b) participation in professional development opportunities between alternatively and traditionally certified physical educators. Method: The sample included 1,850 physical educators (mean age: 42.7 years, male: 61.7%, female: 38.3%) from the 2017 to 2018 National Teacher and Principal Survey. Prevalence estimates of physical educators who (a) completed undergraduate or graduate teaching methods courses during their education and training and (b) participated in professional development were calculated. Results: The results of binary logistic regressions reveal that alternatively certified physical educators were less likely to complete various teaching methods courses before entering the teaching profession. In addition, there were no differences in participation in professional development except in instructional strategies for students with disabilities. Conclusion: Considering unprepared teachers tend to leave the profession early, alternative certification programs need to provide substantial levels of learning opportunities, including teaching methods courses.

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Utilizing Sport Education During Off-Season High School Golf Team Preparation: A Case Study

Todd Layne, Kelly Simonton, Peter Hastie, and Jamie Brunsdon

Purpose: Limited research has examined the Sport Education instructional model and its use with high school athletic teams. The purpose of this study was to see if the model could be utilized as an effective approach to preparing and training youth golf athletes in a motivating way, specifically in the off-season. Method: Participants (N = 9) were placed on teams for a total of eight practice sessions. A mixed-method analysis via survey analysis of motivational basic needs, emotions, and competencies, and focus group interviews occurred. Results: Interviews revealed that the Sport Education format enhanced enjoyment and group connection. Survey data indicated that autonomy support from instructor, enjoyment, and all three motivational needs (i.e., competence, relatedness, autonomy) trended upward. Shame, anger, and anxiety trended down. Discussion/Conclusion: The Sport Education model provides a unique opportunity for coaches to create a learning environment that is friendly, fun, and supportive of player development.

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Volume 43 (2024): Issue 2 (Apr 2024)

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A Grassroots Initiative to Engage Classroom Teachers in Increasing Physical Activity

Karie L. Orendorff, Christopher B. Merica, and Cate A. Egan

Purpose: Classroom-based physical activity (PA) provides students the opportunity to achieve PA recommendations. However, limited research has examined grassroots efforts for classroom-based PA. The purpose of this study was to share the story of a grassroots initiative to increase PA during school, titled the 150 Project. Methods: Narrative inquiry was used to draw on participants shared experiences to bring the story into existence. Individual interviews were conducted (n = 4, project developers; n = 9, elementary classroom teachers). Interview data were coded to reveal connections and relationships between the participants’ stories to form a narrative. Results: The narrative is told by explaining (a) challenge (achieve PA recommendations), (b) action steps (project design), (c) outcomes (student, teacher, and school), and (d) moral of the story (need valid data and increased advocacy for during-school PA). Discussion/Conclusion: The 150 Project successfully trained classroom teachers to increase PA and advocate for PE, but the project is unsustainable without additional support systems.

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A Survey of New York State Physical Educators’ Use of Game-Based Approaches in K–12 Physical Education

Clancy M. Seymour, Mark Garrison, Jeffrey R. Lindauer, and Stephen Harvey

Background/Purpose: The purpose of this study was to investigate physical educators’ self-reported use, understanding, and confidence with game-based approaches (GBAs) in their K–12 physical education programs. Method: A survey of New York State physical education professionals was conducted that yielded quantitative data on how they used game-based approaches. Data were analyzed using Observation Oriented Modeling (version 5.4.2022), a tool well suited for survey data, especially teachers’ reports of game-based lesson sequences. Results: Physical educators reported both awareness and confidence with various GBAs spending most physical education game-based lessons teaching invasion games with emphasis on the psychomotor domain. Respondents’ typical game lesson sequences did not match model GBA lesson sequences. Conclusions: Findings from this study indicate respondents do not use GBAs for their game-based lessons. Beyond teacher preparation, intentional professional development should address conceptual, pedagogical, cultural, and political obstacles, and may help practitioners become more pedagogically fluent with GBAs.

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Beliefs of German Prospective Physical Education Teachers: A Qualitative Examination Through the Lens of Teaching Quality

Sophie Engelhardt and Julia Hapke

Purpose: Prospective physical education teachers (PPETs) acquire beliefs during acculturation, which is the time before teacher education begins. Beliefs are based on shared experiences and influential in PPETs’ professional development. We examined German PPETs’ shared beliefs through the lens of teaching quality, comprising classroom management, student support, and cognitive activation. Method: Three focus group discussions were conducted, in which 13 German PPETs were instructed to work on shared lesson planning. The data were analyzed using reflexive thematic analysis. Findings: The PPETs believed that physical education should enable students’ participation in sports. Therefore, classroom management was reflected as “managing a physical education class as a prerequisite for the complexity of teaching.” Student support was reflected as “providing easy access to sports for all students.” Cognitive activation was reflected as “disregarding cognitive activation in favor of transmissive teaching.” The PPETs drew on their own physical education experiences as former students. Conclusion: Longitudinal studies focusing on cognitive activation are recommended.