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Fei Wu, Ashley Phelps, Michael Hodges, Xin Zhang, Xiaofen D. Keating, and Yiqiong Zhang

physical education in the United States and many other western countries influenced by the United Kingdom, teaching methods courses are often the only pedagogical knowledge emphasized courses offered ( Phelps & Keating, 2020 ; Oliver et al., 2013 ; Standal & Moe, 2013 ; , Rink et al., 1994 ). Several

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TO OUR READERS: An error appeared in the following article: Wu, F., Phelps, A., Hodges, M., Zhang, X., Keating, X.D., & Zhang, Y. (2022). Preparing preservice teachers via teaching methods courses: A literature review. Journal of Teaching in Physical Education , 41 (2), 322–331. https

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Peter F. Bodary and M. Melissa Gross

Although the use of active-learning strategies in the classroom is effective, it is underutilized due to resistance to change from the traditional classroom, a limited evidence base for optimizing engaged learning, and limited support for faculty to overhaul their course structure. Despite these barriers, engaged learning is highly relevant, as the expected job skills of graduates continue to grow and are biased away from rote memorization and toward critical thinking and communication skills. The STEM (science, technology, engineering, and math) disciplines continue to accrue evidence demonstrating that different engaged-learning formats provide for better learning and preparation for careers. This article describes 2 innovative course formats the authors have used to increase student engagement and enhance competence in the areas of critical thinking, evidence gathering, and scientific communication. Furthermore, the authors discuss what they have learned while applying these teaching approaches to the development of new courses and the enhancement of established courses.

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Beatriz Muros Ruiz and Juan-Miguel Fernández-Balboa

Many researchers and theoretical scholars have questioned the social-transformative claims of critical pedagogy (CP) in physical education. Most of these criticisms center on its application in physical education teacher education (PETE). Our knowledge of the perspectives and practices of physical education teacher educators (PETEs) who claim to practice CP, however, is still tentative at best; consequently, the reason for its limited success are still largely unknown. To shed some light on this issue, 17 PETEs who claimed to practice critical pedagogy were interviewed at length regarding their definition of CP, including its principles and purposes, and their pedagogical practices. The results show that more than half of the PETEs did not fully understand the main principles and purposes of CP as presented in the literature, and that many of their methods were incongruent with these principles and purposes. This lack of understanding of CP might be an important factor contributing to its limited success in PETE. In view of this, caution and critical reflection are recommended when engaging in this type of pedagogy. Some implications for PETE are provided as well.

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Erika M. Pliner, April A. Dukes, Kurt E. Beschorner, and Arash Mahboobin

will quantify student engagement by teaching method (lecture, classroom activities, and laboratory tours). Findings from this work will characterize the effects of student-specific content on student engagement and provide insight on student engagement across teaching methods. Methods Participants

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Matthew A. Grant, Gordon A. Bloom, and Jordan S. Lefebvre

& Murphy, 2008 ). Of interest were three key findings: (a) trust and respect was quickly experienced by participants, (b) equity within the relationship created collegiality, and (c) technology barriers limited effective teaching methods. Establishment of Trust and Respect Mentees quickly experienced

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Chad M. Killian, Christopher J. Kinder, and Amelia Mays Woods

using technology. The convenience of online instruction may also be appealing to physical educators who wish to offer blended or fully online courses as electives for high school students who have completed district requirements. Teaching methods have recently emerged that combine online

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Qiao Zhu, Hejun Shen, and Ang Chen

preservice physical education teachers’ value orientations. The Value Orientations Value orientations refer to beliefs of educational priorities from which teachers engage in content selection, teaching methods adoption, learning goal conceptualization, and assessment decision at both philosophical and

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Utku Berberoğlu and Özlem Ülger

with motor control exercises may drop as much as 30%. 23 , 24 Another critical problem with MCE is that these exercises have no standard teaching method or curriculum. Reviews have reported that some studies do not follow motor learning principles or the same methods of teaching. 10 , 25 Exercise

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Motohide Miyahara and Alena Wafer

The teaching process and outcome in a skill theme program and a movement concepts program were described and analyzed in seven children with developmental coordination disorder. It was hypothesized that the skill theme program would improve targeted skills and perceived physical competence, whereas the movement concepts program would improve self-esteem and creativity. The seven children were taught individually by the same student teachers twice a week for a period of five weeks in one of the teaching methods. After a vacation, the teachers changed their teaching strategies and taught the same children using the alternative method. Although the hypothesis was generally supported, the children’s response to and progress in the programs varied. Possible factors influencing the variation were discussed.