Professional practice competence of primary school physical education teachers

Background Physical education is frequently criticized for limited transfer of learning beyond school and for experiences that do not sufficiently reflect students’ lives and communities. Grounded in sociocultural learning theory, contextualized instruction has been proposed as a pedagogical framework that supports teachers in being intentional in how they draw on students’ identities and local resources. Silseth and Erstad ([2018]. ‘Connecting to the Outside: Cultural Resources Teachers Use When Contextualizing Instruction.’ Learning, Culture and Social Interaction 17: 56–68). offer five orientations for contextualized instruction: local community, everyday practices, personal issues, concrete objects, and knowledge from abroad. Purpose This research examines how a sample of four primary physical education teachers enact contextualized instruction. Methods A generic qualitative design was used to examine how four primary school physical education teachers (ages 5-13) in Canada enacted contextualized instruction. Following a professional development initiative focused on contextualized instruction, in which teachers developed a unit of work, data were generated from 20 non-participant observations and 8 semi-structured interviews gathered over seven months. Data were analyzed deductively using Silseth and Erstad’s (2018) five orientations of contextualized instruction and inductively through reflexive thematic analysis within each orientation. Findings Teachers most frequently enacted contextualized instruction by orienting their teaching practices toward students’ local community resources, everyday movement practices, and personal issues related to students’ interests and movement identities. Strategies included community mapping, photovoice tasks, partnerships with local organizations, and modifications to games using familiar or accessible equipment. Orientations involving concrete objects and knowledge from abroad were minimally evident. Discussion and Conclusion These findings suggest that contextualized instruction offers practical pedagogical pathways centred on and relevant to students’ lived realities, particularly through making explicit connections to local communities, everyday practices, and personal interests. In doing so, contextualized instruction acted as a guide for teachers to create personally relevant learning experiences and conditions for transferable engagement with physical activity beyond school.

BACKGROUND:Although many studies about confl ict handling and resolution have so far been conducted, only a limited number of them have delved into the sphere of physical education.The specifi c nature of work with physical education in certain situations intensifi es the occurrence of confl icts.The teacher as an expert in the educational process can, in such cases, provide a good example of how to handle a specifi c confl ict. OBJECTIVE:The study aimed to gather information about diff erences in the resolving of confl ict situations which arise during the physical education process between male and female physical education teachers in terms of which confl ict resolution strategy they selected and how consistently they applied them.METHODS: For this purpose 158 physical education teachers from randomly selected Slovenian primary schools were surveyed (78 men and 80 women, aged 28-60 years) in April 2010.Teachers at selected schools volunteered to take part in the study and their participation was anonymous.A questionnaire (Bežek, 2000;Štihec, Bežek, Videmšek, & Karpljuk, 2004) with 17 questions was used.The frequencies of responses were calculated.The F 2 test was applied at a 5% risk level (p ≤ 0.05) to verify whether there were any diff erences between male and female physical education teachers in terms of selecting a confl ict resolution strategy.RESULTS: It was established that teachers use various approaches to resolving confl ict situations.Most often they take an authoritarian approach ("insisting on one's own opinion").Statistically signifi cant diff erences were identifi ed between the results of the male and female physical education teachers in some pedagogical situations in terms of choosing a confl ict resolution strategy. CONCLUSIONS:The teachers mainly approach the resolving of confl ict situations by "insisting on their own opinion".In the course of resolving a confl ict, inconsistencies often occur but are mainly the consequence of the desire to ensure an effi cient and the fastest possible elimination of the confl ict behaviour.It was also established that in some cases the male physical education teachers diff ered from their female counterparts in terms of which confl ict resolution strategies they selected.In further research some other factors, such as the teacher's age, cultural environment, the teacher's target orientation, the teacher's emotional intelligence and leadership styles could be analysed.

This article explores gendered differences in how banter is socially constructed in secondary school physical education (PE) in England. Focusing on how boys and girls socially construct banter responds to gaps in the literature, which often positions banter as an inherently masculine form of communication. Ethnographic data from one state-funded secondary school were gathered through pupil focus groups, teacher interviews and observational fieldnotes. Figurational sociological concepts of figuration, power and gendered habitus are drawn upon when thematically examining banter as a form of communication found in peer relations used differently by different groups. During single-sex PE lessons, older girls were more likely to banter within small friendship groups in a cautious and selective manner, whereas older boys were more likely to banter openly and competitively between peers and teachers. Furthermore, girls’ and female PE teachers’ banter tended to be amicable, inoffensive and self-deprecating, whilst boys’ and male PE teachers’ banter tended to be more targeted, ribbing and inspired by seeking competitive advantages and sporting failures. These differences were partly informed by, and indicative of, boys’ and girls’ shared gender habituses and the impacts of these on their peer relations within broader figurations. These differences were also informed by, and indicative of, male PE teachers’ more tolerant attitudes towards and enthusiastic engagement in banter compared with their female colleagues. In this respect, PE teachers’ seemingly gendered habitus may contribute to and inform boys’ and girls’ exposure to, learning and embodiment of this communicative style within single-sex PE figurations. Given our focus, findings and theorising, future research should examine how banter is socially constructed in mixed-sex sporting settings, as well as the role of banter within girls’ friendship groups.

Purpose. Curriculum preferences of physical education (PE) teachers in primary schools differ, depending on educational policy, local guidelines, and particular needs of students (pupils); therefore, the survey objective was aimed at determining the curriculum preferences of PE teachers in primary schools in terms of differences in length of pedagogical practice. Material and methods. Curriculum preferences of PE teachers in primary schools (survey instrument) was conducted 6 months (January – June, 2022), through the purposive sampling of size (survey group) of 1 300 (100%) PE teachers in primary schools: (i) Pedagogical practice ≥10 years (n = 518, 39.84%); (ii) Pedagogical practice ˂10 years (n = 782, 60.16%). Descriptive (e.g., percentage frequency, arithmetic mean), inferential (e.g., Pearson's r, chi-square test) statistics were used to evaluate (e.g., analyze, compare) the data. Results. Significant differences (0.01, 0.05) between the pedagogical practice ≥10 years (n = 518, 39.84%) and ˂10 years (n = 782, 60.16%) of PE teachers (n = 1 300, 100%) were as follows: (i) Curriculum preferences of PE teachers (χ2(3) = 77.75, p = 9.35E-17); (ii) Demanding teaching activity in PE teachers (χ2(4) = 29.34; p = 6.65E-06); (iii) Undemanding teaching activity in PE teachers (χ2(4) = 30.10, p = 4.68E-06). No differences (p˃0.05), between the pedagogical practice ≥10 years (n = 518, 39.84%) and ˂10 years (n = 782, 60.16%) of PE teachers (n = 1 300, 100%), were as follows: (i) Popular teaching activity in PE teachers (χ2(4) = 6.82, p = 0.15); (ii) Unpopular teaching activity in PE teachers (χ2(4) = 8.78, p = 0.06). Conclusions. Curricular reform in Slovak primary schools allows PE teachers autonomy (partial) in selecting the educational content (course) in terms of meeting the specific needs of students and learning environment, in consultation with board of education (school board) in terms of meeting the particular needs of students and learning environment, recognizing the importance of PE teachers' autonomy and value of tailoring education.

The teaching of futsal in primary schools in the Czech Republic is poorly mapped and primary schools more often teach indoor football than futsal. The basis for this research was a questionnaire survey in which 31 primary school physical education teachers participated. This survey showed that 69.2 % of teachers do not conduct futsal drills, 61.5 % do not know the rules of futsal and 84 % of teachers spend a maximum of 4 hours on futsal. Therefore, this paper presents an innovative futsal teaching method for physical education teachers to discuss the basic issues and teaching methods. In order to test our assumptions about the effectiveness of innovative teaching, a research was conducted with two groups of 8th and 9th grade pupils from the Jižní Primary School in Žatec over a period of 8 weeks. 29 pupils (14.21±0.12 years of age) formed the research group and 28 (14.09±0.26 years of age) formed the control group. As part of the research, both groups underwent entry and exit tests verifying futsal skills. The research group followed a specialised futsal plan designed by us, the other group played indoor futsal once a week under the guidance of a teacher. In all tested areas, the research group showed a significant improvement in the exit tests compared to the control group. In practice, this means that students who have undergone specialized futsal training improve in all the important areas that are essential for futsal. A significant difference in the outcome tests is observed in shooting and ball handling. We have seen a big shift in the pupils’ movement skills through the beep test and thus we can observe an improvement in short term endurance. In the test of stepping on the ball for 1 min, there is a shift in the dexterity component.

This study examined the relationship between locus of control and happiness for male physical and non-physical education teachers in Yazd province. A total of 260 teachers (physical education 53 people, non-PE 207) by random sampling, and finally 258 questionnaires were examined. In this study, Pearson correlation method for carrying out the Questionnaire of resources Rotter (short form) and Oxford were used. The results showed a positive relationship between locus of control and happiness (001/0 P =). There is a significant. The findings showed Components of mental health, life satisfaction, self-efficacy and positive role in the happiness of the highest physical and non-physical education teachers have. In addition, the comparative study between the two groups in terms of locus of control, physical education teachers from internal locus of control than non-PE teachers, respectively. Keywords : Happiness, locus of control, physical education teachers, physical education Dbyrghr DOI : 10.7176/RHSS/9-12-13 Publication date :June 30 th 2019

The attitudes of physical education (PE) teachers toward inclusion are critical to the successful provision of inclusive teaching for students with disabilities. Therefore, the purpose of this study was to investigate the attitudes of Saudi Arabian PE teachers toward the inclusion of students with disabilities in PE classes and the effect of sociodemographic variables (e.g., gender and length of teaching experience) on their attitudes toward inclusion. A total of 1,314 PE teachers (M age = 41.09, SD = 9.40, females = 42.8%) completed the Arabic version of the Sentiments, Attitudes, and Concerns about Inclusive Education-Revised Scale (SACIE-R). Analyses found that, in general, PE teachers had moderately positive attitudes toward the inclusion of students with disabilities in PE lessons. A significant difference was found between the two genders in their attitudes toward inclusion. Specifically, female PE teachers demonstrated more positive attitudes toward inclusion than males. Multiple linear regression analysis, meanwhile, showed that the length of teaching experience and the experience of teaching a student with a disability were significant predictors of participants' attitudes toward inclusion. Our findings highlighted the importance of reconsidering the quality of PE teachers' experiences and interactions with students with disabilities as a means to improving their attitudes, which in turn would translate into successful inclusion.

This study examines EFL teacher interpersonal communication of gender differences in classroom interactions at Muhammadiyah High School in the composition of three different class models: (a) composition of sex-mixed learning group (male and female students in a classroom); (b) composition of singled – learning group specifically for women (only female students in a classroom); and (c) singled-learning group special particularly for men (only male students in a classroom). The pattern of classroom interaction from male and female teachers and students is largely influenced by culture or tradition and by the composition of the class gender. For example, male and female EFL teachers initiated a comparable number of interactions across all learning group composition models, but female teachers started more interactions for all learning group compositions and male teachers started fewer interactions in sex-mixed-type classrooms and specifically for female students singled learning group (student – women’s classroom) while in student – male specific classroom, male teachers had a lot of open-minded interaction. Also, in mixed gender classrooms, both groups of female and male students indicated opened interactions with female teachers and male teachers, while female students learning group interact with female teachers smoothly and openly while male teachers, they maintained excessive interaction, and for male class students, they were very active and opened to interacting both with female teachers and male teachers.

Language and gender have a strong connection, especially in a social context. This study examines register in Arabic by looking at the language used by male and female teachers who utilize the YouTube media platform to provide basic Arabic tutorials. From these videos, the language characteristics of male and female Arabic language teachers can be observed, in terms of gender. In general, this study investigates the registers of male and female Arabic language teachers. Specifically, it elaborates on the significant differences between the language used by male and female Arabic language teachers based on a register analysis. The research question is thus divided into two: (1) what is the typical character of male teachers and female teachers of Arabic on YouTube channels; (2) how do male and female Arabic teachers use register on YouTube channels. The method used in this research can be divided into three stages. The first stage was the data collection, which was carried out by viewing and observing Arabic language learning videos uploaded onto YouTube channels by male and female teachers. The second stage was the data analysis, which used the model of Miles and Huberman, consisting of data reduction, data display and data conclusion. The final stage was the reporting of the results, using illustrative quotes in the form of descriptions and narratives related to the language registers of male and female teachers in terms of a sociolinguistic study. The gender-based language characteristics can be identified from aspects of gesture, word choice, greeting pronunciation and the mention of personal names. This research contributes to the development of the study of language learning in terms of gender based on an online social media platform.

The area of study grew out of the author's experiences during her practical in Warwickshire and Coventry schools, and from her concerns as a pre-service teacher about class control, pupils' responses to her reprimands and the pupils' subsequent behaviour. The purpose of the study was to investigate the nature and extent of pupil misbehaviour incidents in secondary school mixed-sex physical education lessons, and the responses of experienced male and female physical education teachers to those incidents. Ten schools were randomly selected from forty-five co-educational secondary schools within a twenty-five mile radius of an East Midlands University. Coders, working in pairs and trained in the data-collecting procedures, observed 119 mixed-sex physical education lessons in fourteen activities, and they recorded 593 pupil misbehaviour incidents. The number of intact classes observed. in each school ranged from ten to fourteen with the length of the lesson ranging from twenty-five to seventy minutes and the class size ranging from sixteen to thirty-one pupils. The number of teachers involved in each school varied from two to four and, of the observed lessons, sixty-two were taught by male teachers and fifty-seven by female teachers. The majority of pupil misbehaviour incidents occurred during teachers' instructions and generally involved one pupil or a group of pupils, although a ripple effect was sometime evident. Although they usually involved one pupil or a group of pupils, a greater number of pupils were affected by the incidents. The incidents were mainly teacher-owned and the teachers usually dealt with them in fifteen seconds or less. There was no significant difference in the frequency of pupil misbehaviour incidents between morning and afternoon classes but males committed significantly more misbehaviour incidents. The teachers' responses were mainly verbal with the vast majority being made in public and in a controlled and fun manner. The teachers' focus was on the pupils' behaviour, and, in taking a final action against misbehaving pupils, teachers tended to allow them to remain in the class. Male teachers had more disruption between pupils but less attentional incidents than female teachers, and in their responses to pupil misbehaviour incidents they were less verbal, more private and more controlled and firm.

Health communication is of paramount importance in promoting physical activity participation and reducing sedentary behavior. However, limited research has been conducted on the health communication competence (HCC) of physical education (PE) teachers. Thus, this study aims to investigate the factors and mechanism influencing the development of HCC among PE teachers base on Ecological System Theory (EST). The interview method was first used to collect influencing factors and form theoretical models. An online survey questionnaire was used to collect data from 394 PE teachers in primary and secondary schools in China. The data were randomly divided into two subsamples and subjected to exploratory (n = 184) and confirmatory factor analyses (n = 210). The hypothesis was verified using a structural equation model approach. (1) The formation of HCC among PE teachers is influenced by multiple factors, including social factors (0.396), school factors (0.379), and individual factors (0.210), encompassing a total of 13 sub-factors. (2) Physical education teachers’ HCC is primarily shaped by external factors, and aligns with the EST’s hierarchy. This study could help PE teachers identify the factors and mechanism that affect the formation of their HCC. As primary influencing factors, the government and relevant stakeholders should clarify the specific roles and provide policy support for PE teachers when formulating health-related policies.

Introduction: Musculoskeletal Disorders (MDs) largely contribute to occupational diseases in the workplace. Prevention from these disorders requires their evaluation in different occupations. This study aimed to compare the MDs of the neck between the teachers of Physical Education (PE) and those of the other majors in the high schools of Tehran City, Iran. Methods: The study sample included 180 teachers of mathematics, PE, and the religion and lifestyle in the high schools of Tehran (with the Mean±SD age of 42.11±6.65 years, and the Mean±SD weight of 72.28±12.98 kg). The participants were selected from 19 districts of the Tehran Departments of Education using multistage cluster sampling. The standard Nordic questionnaire was administered to investigate MDs among the teachers. The obtained data were analyzed with the Chi-square test to compare the MDs of the neck between the three groups of teachers. Results: A significant relationship was observed between the neck problems of the female (P=0.016) and male (P=0.017) PE teachers and the other teachers. Moreover, the neck problems were associated with the teaching experience (P=0.024) and teaching major (P=0.004). Conclusion: Based on the results, it seems that regular exercise can reduce the developing risk of MDs in the neck. Thus, this study recommends the performance of regular exercise and the correction of job-related postures to all teachers.

Collaborative learning communities (CLCs) are recognised for their potential to support Physical Education (PE) teachers’ professional development. Recent writings suggest that the integration of on-and-off line learning opportunities within CLCs can further promote teachers’ networking. The aim of the present study was to use a social network framework for tracking changes that technology use brought in already existing paths of bonds and ties within a CLC. There were five participants (two teacher educators; three PE teachers) in study, using participatory action research (PAR) to implement a games-centred approach in primary PE. Data collection included the game framework, instructional templates and lesson plans, face-to-face and virtual meetings (ZOOM and WhatsApp), message texts, semi-structured interviews and notes on each participant’s PAR cycle (planning, acting and reflecting). Data from the meetings were gathered in two ways: (a) for face-to-face meetings, research memos were compiled at the end of each meeting, (b) for ZOOM, meetings were recorded and transcribed, and (c) WhatsApp conversations were gathered and exported verbatim to a Word document. Data analysis followed an inductive approach of open and axial coding. Overall results indicated three themes: (1) digital media as contexts of a common identity negotiation; (2) digital media as spaces for virtual connectivity and praxis; and (3) digital media as support systems for content-based learning. The use of digital tools can help sustain PE teacher pedagogical growth when e-networking bonds, ties, boundaries and path lengths serve to facilitate the breaking down of authority and the establishment of shared power and inclusion.

The Objectives of this paper are to describe the realization of language styles used by male and female teacher and the reasons of the using those language styles. The subjects were the teachers of SMP Negeri Pancur batu, they were four English teachers, consits of two male teachers and two female teachers. It was qualitative explanative research designs. The researcher observed the teachers while teaching in order to get the teachers language styles taking place during their teaching in the classroom related to the theory of Tannen, who divides the way of communication into six categories; pairs a contrasting use of language by males and females, they are: status versus support, independence versus intimacy, advice versus understanding, information versus feeling, orders versus proposal and conflict versus compromise. .The results of the data analysis showed that the. The language styles of the male and female teacher were different in the way of communication. The realization of language styles by the teachers’ way of speaking mostly occur in male teachers’ is orders which is 13 utterances (38.2%), then followed by advice which is 11 utterances (32.4%), then continued by information 6 utterences (20,6%) and then conflict 2 utterances (5,9%) and the last is status 1 utterances (2.9%). Female teachers’ way in communication was mostly realized by orders which is 10 utterances (29.4%), then followed by feeling which is 8 utterances (23.5%), and then continued by understanding which is 7 utternces (20.6%), and then support which is 5 utterances (14.7%), and the last is proposal which is 4 utterances (11.8%). Besides, it can be seen that eventhough Tannen (1992) suggested the orders were categorized for male way’s of speaking , but based on this study, orders were found in the female teachers’ way of speaking. There were 29.4% the utterances realized by orders although that criteria is not classified to female. In fact, those way of speaking were the most used in the female teachers. According to the male and female teachers all the ways of communication are expressed to encourage the students to reach the lesson competencies well.Keywords:English Teachers, Language Styles, Way of communication,

Purpose: This study described professional development (PD) among public school physical education (PE) teachers and compared PE teachers to teachers of other subjects. Method: Data were collected from a nationally representative sample of public school teachers in the United States. Descriptive statistics were used to describe teachers’ support for PD and the types of PD activities in which they participated. Also, types of professional support received among newly hired teachers and their perceptions of professional preparation were described. Results: PE teachers reported fewer PD activities compared to teachers of other subjects. They were also less likely to receive release time from teaching and to be financially compensated for PD activities. Newly hired PE teachers, compared to other newly hired teachers, reported higher levels of professional support. Discussion: Based on the results of this study, recommendations are provided concerning support for PD among PE teachers and newly hired PE teachers.Subscribe to TPE