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.
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African American Teacher Candidates’ Experiences in Teaching Secondary Physical Education
Takahiro Sato and Samuel Russell Hodge
Novice Physical Education Teachers Learning to Teach
Dominique Banville
Support, or lack thereof, is often cited as the main reason for teachers to leave the profession early on (Ingersoll, 2003). Feiman-Nemser (2001) identifies five Central Tasks associated with Learning to Teach (CTLT) that could focus the support novice teachers need during their induction years: learning the teaching context (TC), designing responsive instructional program (IP), creating a classroom learning community (CC), enacting a beginning repertoire (BR) and developing their professional identity (PI). The purpose of the study is to examine the CTLT that novice physical education teachers use in their first and second years of their teaching career. Twenty-one physical education teachers accepted the study parameters to be observed and interviewed during their first year of teaching, and 15 teachers continued the data collection into their second year. Interviews revealed that these teachers focused mainly on BR and TC. Little focus was given to IP, CC, and PI. Results indicate the need for effective mentoring and continuous support through their induction years on BR and TC, but also expand novice teachers’ focus to address the additional categories.
Exploring the Effects of a Context Personalization Approach in Physical Education on Students’ Interests and Perceived Competence
Cédric Roure and Denis Pasco
by students’ individual interest rather than based on environmental features (i.e., SI). In physical education (PE), empirical evidence has been accumulated on SI and its motivational functions. Accordingly, various factors have been found to trigger and maintain students’ SI such as the use of video
Student Perceptions of Instructional Choices in Middle School Physical Education
Bulent Agbuga, Ping Xiang, Ron E. McBride, and Xiaoxia Su
Purpose:
Framed within self-determination theory, this study examined relationships among perceived instructional choices (cognitive, organizational, and procedural), autonomy need satisfaction, and engagement (behavioral, cognitive, and emotional) among Turkish students in middle school physical education.
Methods:
Participants consisted of 246 (124 boys, 122 girls) middle school students enrolled in physical education classes at four public schools in the west Turkey. Questionnaires were used to collect the data.
Results:
Perceived cognitive, organizational and procedural choices were found all important to students’ autonomy need satisfaction and/or engagement. Autonomy need satisfaction fully or partially mediated the relationships between perceived instructional choices and engagement.
Discussion/Conclusion:
The study provides empirical data that instructional choices supported student autonomy need satisfaction, and were related to student engagement in middle school physical education.
Upper Elementary School Student Attitudes Toward Physical Education
Sharon R. Phillips and Stephen Silverman
This study examined the attitudes of upper elementary school students toward physical education. Fourth and fifth grade students (N = 1344) from 13 school districts, 17 schools, and five states completed an attitude instrument with scores that had been previously validated for a two factor model (affect and cognition) and a four factor model (affect and cognition with the subfactors of teacher and curriculum). For the four factor model, there was a difference between grades for both affect-curriculum and affect-teacher (F(1, 1340) = 6.25, p < .01, ηp 2 = .005). Similarly, for the two factor model the affect variable was different between grades, indication that as students age their affect toward physical education decreases (F(1, 1341)= 48.65, p < .001, ηp 2 = .035). This study suggests that upper elementary school students have an overall favorable attitude toward physical education, impacted by how they think and feel about the curriculum and teacher.
Physical Education Teachers’ and Teacher Candidates’ Attitudes Toward Cultural Pluralism
Luis Columna, John T. Foley, and Rebecca K. Lytle
The purpose of this study was to analyze both male and female physical education teacher attitudes toward cultural pluralism and diversity. Participants (N = 433) were adapted physical education specialists, physical education generalists, and teacher candidates. The research method was a descriptive cross-sectional survey (Fraenkel & Wallen, 1990). Data were collected using a modified version of the Pluralism and Diversity Attitude Assessment survey (Stanley, 1997). Mann-Whitney U tests showed no significant differences in attitude scores between teachers and teacher candidates. However, women’s attitude scores were significantly higher than men’s. Further Friedman’s ANOVA test showed statistical differences on the survey’s constructs for gender and professional status. Post hoc analysis indicated that the groups scored significantly higher on the construct, Value Cultural Pluralism than Implement Cultural Pluralism. This means teachers generally valued cultural diversity, but struggled to implement culturally responsive pedagogy. In conclusion, physical educators may need better preparation to ensure cultural competence.
Models Based Practices in Physical Education: A Sociocritical Reflection
Dillon Landi, Katie Fitzpatrick, and Hayley McGlashan
In this paper, we reflect on models-based practices in physical education using a sociocritical lens. Drawing links between neoliberal moves in education, and critical approaches to the body and physicality, we take a view that models are useful tools that are worth integrating into physical education, but we are apprehensive to suggest they should redefine the purpose of physical education. In arguing this, we attempt to understand the particular effects of certain models on practice and students. We draw on the theoretical concepts of Deleuze, in particular his notion of ‘striated’ space to analyze SPARK-PE, HOPE, and Sport Education. We assert that some models can be useful tools for thinking about instruction, but models-based-practices are no substitute for a thoughtful and thorough physical education program.
The Role of the Type of Sport in the Effects of the Jigsaw Method on Students’ Motivation and Moderate to Vigorous Physical Activity in Physical Education
Océane Cochon Drouet, Vanessa Lentillon-Kaestner, Cédric Roure, and Nicolas Margas
Based on the principle of cooperative learning, the Jigsaw classroom ( Aronson, 1978 ) is a popular method ( Roseth et al., 2019 ) that is easy to implement in academic disciplines and in physical education (PE; e.g., Drouet et al., 2020 ; Escalié et al., 2018 ). This cooperative method was
A Retrospective Study on Students’ Perceived Experiences in Physical Education: Exploring Beliefs, Emotions, and Physical Activity Outcomes
Kelly L. Simonton, Nicholas Washburn, Laura F. Prior, Victoria N. Shiver, Sean Fullerton, and Karen L. Gaudreault
Important goals associated with quality experiences in physical education (PE) include increased physical activity (PA) behavior ( Sallis et al., 2012 ), positive attitudes about PA ( Mercier et al., 2017 ), and increased self-confidence ( Garn et al., 2012 ). These goals can result from meeting PE
Physical Education Lessons and Physical Activity Intentions Within Spanish Secondary Schools: A Self-Determination Perspective
David Sanchez-Oliva, Pedro Antonio Sanchez-Miguel, Francisco Miguel Leo, Florence-Emilie Kinnafick, and Tomás García-Calvo
Grounded in Self-Determination Theory, the purpose of this study was to analyze how motivational processes within Physical Education classes can predict intention to participate in sport or physical activity outside of the school curriculum. Participants included 1,692 Spanish students aged 12–16 years (M = 13.34; SD = .76) who participated in Physical Education lessons at 32 secondary schools. Structural equation modeling was used for analysis, and showed that perception of basic psychological need (BPN) support from teachers predicted autonomous and controlled motivation through BPN satisfaction. Furthermore, autonomous motivation positively predicted enjoyment, perceived importance of Physical Education, and intention to participate in sport or physical activity outside of school. Controlled motivation negatively predicted enjoyment, and amotivation positively predicted boredom. Finally, enjoyment and perceived importance of Physical Education positively predicted intention to participate in sport or physical activity outside of what was required in school. Results emphasize the importance of school based Physical Education to promote sport and physical activity participation among adolescents.
