psychosocial well-being. Aim of Present Study Our qualitative study explores adolescents’ and parents’ experiences within a multidimensional SBPAI based on self-determination theory that included an intervention in physical education, an extracurricular physical activity program, and meetings with parents
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A Self-Determined Exploration of Adolescents’ and Parents’ Experiences Derived From a Multidimensional School-Based Physical Activity Intervention
Roberto Ferriz, Alejandro Jiménez-Loaisa, David González-Cutre, María Romero-Elías, and Vicente J. Beltrán-Carrillo
Physical Education Teacher Experiences Through the Lens of a Pandemic: Putting a Spotlight on Teacher Beliefs, Practices, Emotional Fragility, and Well-Being
Kelly L. Simonton, Todd E. Layne, Boone Brown, and Keith Loupe
Over the last two decades, research on teachers and their emotional experiences tied to the labors of teaching have been explored due to high attrition rates and overall reports of low job satisfaction ( Schutz & Zembylas, 2009 ; Skaalvik & Skaalvik, 2011 ). This area of research is particularly
Perceptions of Overweight Students Concerning Their Experiences in Physical Education
Josh Trout and Kim C. Graber
The purpose of this investigation was to examine overweight students’ perceptions of and experiences in physical education. Specifically, the applicability of learned helplessness as a framework to understand their experiences was explored. Participants were seven female and five male high school students whose body mass index was at or higher than the gender- and age-specific 85th percentile based on Centers for Disease Control growth charts. Data collection included formal interviews with students and their parents. The primary findings indicate that students have mixed opinions concerning the benefits to be derived from physical education. Despite recognizing the relationship between lack of physical activity and obesity, many participants avoided participation because they had been traumatized to the extent of exhibiting symptoms consistent with learned helplessness. Participants demonstrated greater concern about visibility than they did about their performance, which suggests they might engage in physical activity if shielded from the view of peers.
The Systematic Development of Teaching Skills: A Sequence of Planned Pedagogical Experiences
Andrew C. Taggart
Clinical and field experiences in physical education teacher education programs have gradually been added to the student teaching experience to allow student teachers more opportunities to develop teaching skills. The quality of these experiences appears to depend largely on the many contextual variables the student teachers confront rather than the successful performance of the teaching skills being practiced. If beginning physical education teachers are to share in a pedagogy developed from research in classroom management, instructional time, and teaching strategies, and if teaching skills are to be developed specific to these areas, then repeated supervised practice in a variety of settings is needed. The teacher education program described contains a sequentially arranged pattern of nine clinical and field experiences culminating in the final student teaching experience. The essential features of the pedagogical experiences are detailed, emphasizing time engaged in practice teaching, teaching skill focus, supervisory/data collection focus, and pupil teacher ratio.
Early Career Experiences of Physical Education Teachers in Urban Schools
Sara Barnard Flory
The purpose of this study was to examine the early career experiences of three physical education (PE) teachers who taught in urban charter schools. Using cultural relevance theory, three early career PE teachers were observed and interviewed for approximately six weeks each. Data were analyzed using constant comparison. Two major themes emerged from the data: the mechanisms of school support, and achieving ‘insider’ versus ‘outsider’ status during teachers’ early careers. These findings highlight the challenges that early career PE teachers face in urban schools, and demonstrate how being a culturally relevant teacher can improve teaching in physical education.
Factors Affecting the Social Experiences of Students in Elementary Physical Education Classes
Joanne Suomi, Douglas Collier, and Lou Brown
There is a lack of research examining the social experiences of students with and without disabilities in regular physical education classes. Little is known, from the perspective of the student, about factors that affect his or her social experience while taking part in integrated physical education. This investigation examined the factors that have a positive and a negative effect on the social experiences of 12 elementary students who were thriving, struggling, or had disabilities in an integrated kindergarten and an integrated fourth-grade physical education class. This study utilized qualitative data collection methods that included observations and interviews with students and staff. Four factors were identified: (a) physical education teachers, (b) social substance of activities, (c) cultures, and (d) social skills of students. The physical education teacher factor was the only one found to have a positive influence on the social experiences of all students, whereas the other three factors differentially affected the social experiences among the 12 students.
African American Teacher Candidates’ Experiences in Teaching Secondary Physical Education
Takahiro Sato and Samuel Russell Hodge
The purpose of this study was to describe and explain the teaching experiences of African American physical education teacher candidates in secondary physical education programs at urban schools. The research design was explanatory multiple-case study situated in positioning theory (Harré & van Langenhove, 1999). The participants were seven African American physical education teacher candidates. The data sources were interviews, self-reflective journal logs, and e-portfolios. The data were analyzed using a constant comparative method (Boeije, 2010). The thematic findings were: (a) tacit positioning (unconscious and unintentional), (b) self–other discourse, and (c) reflective positioning. The study’s findings offer additional empirical evidence that physical education teacher education programs must do more to better prepare teacher candidates for working in urban schools with greater cultural competency and higher self-efficacy.
Relationships among Dispositional Ability Conceptions, Intrinsic Motivation, Perceived Competence, Experience, and Performance
Weidong Li, Amelia M. Lee, and Melinda A. Solmon
This study was designed to explore the relationships among individuals’ dispositional ability conceptions, intrinsic motivation, experience, perceived competence, persistence, and performance. Participants practiced a novel task, completed surveys before instruction and after practicing the task, and completed a skill test. The results indicated that participants with higher levels of entity ability conceptions were likely to exert less effort and be less intrinsically motivated during practice. Participants with more experience were likely to feel more competent before and after practice. Perceived competence, incremental ability conceptions, and performance were positive predictors of intrinsic motivation. The results suggest that providing students opportunities to experience a variety of activities and creating an environment in which students can feel competent, believe in the efficacy of effort, and experience success could foster intrinsic motivation to actively engage in activities.
Teaching Experience and Training in the Sports Skill Analysis Process
Sandy K. Beveridge and Sandy K. Gangstead
This study investigated the effects of teaching experience and instruction on visual retention and knowledge of selected sports skills. Prior to and after 30 hours of instruction, 31 experienced teachers and 29 undergraduates were administered the Utah Skills Analysis Test (USKAT) to assess both visual retention of performance and knowledge of correct motor patterns. Before instruction, teachers performed slightly better than undergraduates on the perceptual portion of USKAT, whereas there were no significant differences on the knowledge portion. A repeated measures analysis indicated significant treatment effects across groups on both perceptual and knowledge measures, with undergraduates exhibiting greater pretest to posttest gains than teachers on both dependent variables. A one-way ANOVA conducted on gain score data of subjects blocked into high, medium, and low functional performance levels based upon pretreatment scores revealed significant differences in perceptual performance between the blocks. It was concluded that (a) both teachers and undergraduates demonstrated the ability to improve performance in qualitative skills analysis, (b) undergraduates appear more responsive to specific instructional protocol than experienced teachers, and (c) entry level performance may influence the impact of the protocol on sport skill analysis performance.
Becoming a Better Teacher: An Analysis of the Student Teaching Experience
Paul G. Schempp
An analysis of student teaching was made to determine how student teachers defined becoming a better teacher based on their actual teaching experiences in the gymnasium. Specifically, two definitions were derived from experiences the subjects identified as indicative of either progress or no progress in becoming a better teacher. A critical incident technique was employed to collect and analyze data from 20 student teachers. Data were collected in the second, sixth, and ninth weeks of a 10-week experience. Reliability of data was established by comparing exact agreements between the investigator and five impartial judges. The results of this study suggested the student teachers defined a better teacher through experiences in which a teacher-planned lesson activity was felt to have worked due to the entire class responding to the teacher’s efforts with appropriate social behavior. Incidents not indicative of a better teacher were those whereby the student teachers felt an activity they tried did not work, resulting in wasted time and inappropriate social behavior by the entire class. Further, it was found these definitions did not change throughout the student teaching experience.