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Transcultural Impact of Learning to Teach Sport Education on Preservice Teachers’ Perceived Teaching Competence, Autonomy, and Academic Motivation

David Hortigüela-Alcalá, Antonio Calderón, and Gustavo González-Calvo

, Rovegno, & Curtner-Smith, 2004 ). The actual implementation of a model (or models)-based approach in schools will be possible if teacher educators and PETE programs propose a robust and innovative approach to learning how to teach using pedagogical models ( Fletcher & Casey, 2014 ). Currently, sport

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Sportspersonship Under Review: An Examination of Fair Play Attitudes Through the Contextualized Sport Alphabetization Model in Primary Physical Education

Manuel Jacob Sierra-Díaz, Sixto González-Víllora, and Javier Fernandez-Rio

effects or social injustice, which is, at times, the case in games and sport teaching in physical education (PE; Mujica-Johnson et al., 2018 ). According to Solmon ( 2021 ), sport-based PE syllabi should try to foster positive values, such as empathy or respect among classmates, moving away from the

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Generalization From Physical Education to Recess During an Elementary Sport Education Season

Shu Cheng, Rosalie Coolkens, Phillip Ward, and Peter Iserbyt

previous studies ( Cai et al., 2018 ). In the present study, a 12-lesson sport education ( Siedentop et al., 2019 ) season in parkour was implemented in physical education (i.e., the training setting). Sport education as a curricular model has led to higher student enjoyment and motivation for physical

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Relationships Between Students’ Emotional Experiences and Cognitive and Physical Achievement During a Middle School Hybrid Sport Education Tactical Model Season

Kelly L. Simonton, Tristan Wallhead, and Ben D. Kern

foundations of teaching and learning ( Casey & Kirk, 2021 ; Casey & McPhail, 2018 ). Two instructional models receiving considerable attention over the past three decades include the Sport Education (SE) model ( Siedentop et al., 2021 ) and the Tactical Games Approach (TGA; Mitchell et al., 2013 ). The TGA

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Influence of Occupational Socialization on Sport Pedagogy Doctoral Students’ Beliefs and Actions

Richard F. Jowers, Jamie J. Brunsdon, Jacob T. Peterson, Hayden L. Mitchell, and Matthew D. Curtner-Smith

]) and practicing sport pedagogy faculty think and act as they do regarding PE teaching and PETE ( Lee & Curtner-Smith, 2011 ; McLoughlin & Richards, 2017 ; Merrem & Curtner-Smith, 2018 ; Park & Curtner-Smith, 2018b ). Mirroring the research on teachers, the broad goal of this more recent research has

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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

organized sport clubs, as well as previous pedagogical experiences in their free time. The data were collected nine weeks after the PETE program started, which was a time when PPETs had not yet taken any pedagogical courses. Thus, their beliefs about PE upon entering the program were assumed to be intact

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Exploring Game Performance and Game Involvement: Effects of a Sport Education Season and a Combined Sport Education—Teaching Games for Understanding Unit

Eva Guijarro, Ann MacPhail, Natalia María Arias-Palencia, and Sixto González-Víllora

traditional teacher-centered approaches predominant in physical education ( Metzler, 2017 ). This article focuses on two models used for teaching sports: Sport Education (SE; Siedentop, 1994 ) and Teaching Games for Understanding (TGfU; Bunker & Thorpe, 1982 ). The SE is based on a democratic and inclusive

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Recycling and Resistance to Change in Physical Education: The Informal Recruitment of Physical Education Teachers in Schools

Michelle Elizabeth Flemons, Joanne Hill, Toni O’Donovan, and Angel Chater

toward sport ( Curtner-Smith, 2009 ; Ferry, 2018 ; O’Neil & Richards, 2018 ). The recycling of practice within PE contributes to debates surrounding the effectiveness of PE in its current, recycled form: a multiactivity, teacher-directed, sport-as-technique approach ( Kirk, 2010 ; Walsh, 2019 ). This

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Gestalt Psychological Principles in Developing Meaningful Understanding of Games and Sport in Physical Education

Shane Pill and Brendon Hyndman

teaching proposed for secondary physical education (PE) challenged the common “PE Method” ( Metzler, 2011 ) that led to a performative focus on sport-as-techniques ( Kirk, 2010 ) and students leaving their compulsory years of PE knowing little about gameplay ( Bunker & Thorpe, 1982 ). The teaching games

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Physical Activity and Fitness Markers of Male Campers Participating in a Fitness-Based Sport Education Season

Zachary Wahl-Alexander and Clay Camic

-wide goal setting regimens significantly improved camper step counts by over 1,500 steps per day ( Wilson et al., 2017 ). Within residential camps, Wahl-Alexander and Morehead ( 2017 ) implemented a widely used pedagogical model, Sport Education, in order to determine the influence intentional programming