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Chapter 4: Pete Women’s Experiences of Being Mentored into Post-Secondary Faculty Positions
Patt Dodds
Chapter 4: A Comparison of Personal Attributes and Experiences among Physically Active and Inactive Children
Darla M. Castelli and Heather E. Erwin
What Preservice Physical Education Teachers See in an Unguided Field Experience: A Follow-Up Study
Kate R. Barrett, Pamela C. Allison, and Rick Bell
This study is a follow up to one conducted in 1982 (Bell, Barrett, & Allison, 1985) and examines what a group of eight preservice physical education majors reported seeing in a 15-min games lesson with fifth-grade students at the end of their professional preparation. As in the previous study, an analytic inductive strategy was employed to categorize the data at two levels of specificity. Results indicated that as individuals the preservice teachers recorded statements about the teacher, the students, and the lesson in combination, whereas in the 1982 study, they recorded statements about the students only or the students and the teacher. Level 2 analysis showed 66.1% of the reported statements were about the movement response of the children. This was in sharp contrast to the earlier study in which the preservice teachers made only 10% such statements. The percentage of statements recorded for the subcategory teaching techniques was fairly consistent across the two studies: 21.9% in the current study and 25.9% in the earlier one. Relatively few statements were made in any of the other categories. Preservice teachers at the end of their professional preparation report more observations (224 in contrast with 89), but questions remain why the observations exclude statements about the personal characteristics of students, classroom climate, and lesson elements.
Physical Education Teachers’ Perspectives and Experiences When Teaching FMS to Early Adolescent Girls
Natalie J. Lander, Lisa Hanna, Helen Brown, Amanda Telford, Philip J. Morgan, Jo Salmon, and Lisa M. Barnett
Purpose:
Competence in fundamental movement skills (FMSs) is positively associated with physical activity, fitness, and healthy weight status. However, adolescent girls exhibit very low levels of fundamental movement skill (FMS) proficiency.
Method:
In the current study, interviews were carried out with physical education teachers to investigate their perspectives of: (i) the importance and relevance of teaching FMSs to Year 7 girls, and (ii) the factors influencing effective FMS instruction.
Results:
There were two major findings in the data: Year 7 was perceived to be a critical period to instruct girls in FMSs; and current teaching practices were perceived to be suboptimal for effective FMS instruction.
Conclusion:
Apparent deficits in current FMS teaching practice may be improved with more comprehensive teacher training (both during physical education teacher education (PETE) and in in-service professional development) in pedagogical strategies, curriculum interpretation, and meaningful assessment.
Professional Development and Teacher Perceptions of Experiences Teaching Health-Related Fitness Knowledge
Michael Hodges, Pamela Hodges Kulinna, Chong Lee, and Ja Youn Kwon
Students of all ages have documented a deficiency in health-related fitness knowledge (HRFK). However, improving students HRFK may require a change in teacher practices and professional development (PD).
Purpose:
This study, framed by Guskey’s Model of Teacher Change (GMTC; Guskey, 2002), sought to assist teachers’ HRFK instruction as part of their physical education curriculum and practices. Initially, researchers examined: (a) teachers’ perceptions of health-related fitness knowledge instruction, followed by, (b) selected teachers’ perceptions of the professional development (PD) methods and the approach to teaching HRFK.
Method:
Semistructured interviews were conducted among elementary physical education teachers’ (N = 9) in one suburban school district. A randomly selected smaller group of teachers (n = 5), had PD on Knowledge in Action Lesson Segments (KIALS), an approach to teaching HRFK. Teachers were asked to implement KIALS into their fifth grade physical education classes and interviewed two additional times.
Results:
Three themes emerged from the data: (a) HRFK is critical but I can’t get to it; (b) If you show it, they will implement it; and (c) Knowledge in Action gets the job done.
Conclusion:
PD procedures in this study and KIALS were seen as favorable. Results paralleled GMTC principles, as researchers confirmed quality PD, and observations of positive student outcomes further reinforced teachers’ beliefs. Teachers also expressed a willingness to continue using KIALS after the completion of this study, concluding achievement of the final fourth principal of the change process. Findings suggested that KIALS, if presented with similar PD will be well-received by teachers supporting their efforts to improve student HRFK outcomes.
Socializing Influences in the Careers of South Korean Female Physical Educators
Okseon Lee, Kevin Andrew Richards, Yeri Hong, and Youngjoon Kim
physical educators are recruited (e.g., McCullick et al., 2012 ) and are prepared for their roles through teacher education (e.g., Curtner-Smith & Sofo, 2004 ), as well as their experiences working in schools that do not always value their subject area (e.g., Gaudreault et al., 2018 ). Despite the
Providing Support to First-Year Graduate Teaching Assistants: What Do They Really Need?
Sheri J. Brock, Brenna Cosgrove Miller, Nikki Hollett, Jessica R. Grimes, and Michele Moore
support existing programs, creating a win–win scenario ( Brock et al., 2016 ). Hiring GTAs controls costs and benefits GTAs by funding their education while they are gaining teaching experience as many aspire to a future in academia ( Boman, 2013 ; Parker et al., 2015 ). Brock et al. ( 2018 , p. 348
Senior Physical Education Teacher Education Majors’ Reflections on Teaching at a Youth Development Center
Cory E. Dixon, Peter A. Hastie, and Jared A. Russell
-Billings, 1995 ). Academic success refers to intellectual growth initiated by classroom instruction and learning experiences. Cultural competence involves the recognition and appreciation of one’s own culture while learning about, accepting, and appreciating others’ cultures. Finally, critical consciousness is
Student Voice in Primary Physical Education: A 30-Year Scoping Review of Literature
Cassandra Iannucci and Melissa Parker
Notions of involving students as active agents within teaching and learning has a long-standing history dating back to the work of Dewey in the early 20th century. In 1902, Dewey juxtaposed children’s learning experiences and their reality, indicating that a child’s experiences in the world are far
The Impact of Mentoring Youth Placed At-Risk on the Socialization of Preservice Physical Educators
Karen Lux Gaudreault, Denis Schulz, Victoria N. Shiver, and Theresa Allgaier
The socialization of teachers involves influences by multiple factors within and across contextually bound social constructs that affect learning experiences and teaching skills ( Richards, 2015 ). Over the last four decades, scholars have investigated how physical educators come to choose the