The experiences of Latina and Latino blind and visually impaired students in physical education: A retrospective study

Background In recent years, the number of Japanese Language Learner (JLL) students, or children who speak a language other than Japanese and require Japanese language instruction, has been rapidly increasing in Japanese schools. Successful inclusion of students who use Japanese as a second language in the classroom creates opportunities for all students to engage with multiple languages and learn new cultures, backgrounds, history, and aspects of diversity that help them strengthen their overall cognitive abilities [Sato, T., and S. R. Hodge. 2009. “Asian International Doctoral Students’ Experiences at Two American University: Assimilation, Accommodation, and Resistance.” Journal of Diversity in Higher Education 2(3): 136-148]. In particular, physical education (PE) is considered an academic subject that can be a powerful tool to promote peace, tolerance, and understanding by bringing people together across boundaries, cultures, and religions by promoting the concepts of teamwork, fairness, discipline, and respect for the opponent in a game or activity [Beutler, I. 2008. “Sport Serving Development and Peace: Achieving the Goals of the United Nations Through Sport.” Sport in Society 11 (4): 359–369]. The purpose of this study is to describe and explain Japanese high school health and physical education (HPE) teachers’ positioning of themselves and others, as shown through a storyline, when they teach and assist Japanese Language Learner (JLL) students in academic and social contexts. Participants and setting Seven HPE teachers participated in this study by sharing their thoughts, opinions, and experiences related to teaching JLL students in PE. The teachers had between 3 and 23 years of experience teaching PE, and 2–9 years of experience teaching JLL students in high school PE. Research design This study utilized a descriptive-qualitative design using an in-depth, semi-structured interview approach [Seidman, I. 2019. Interviewing as Qualitative Research: A Guide for Researchers in Education and the Social Sciences. 5th ed. New York: Teacher College Press]. A constant comparative analysis method was used to analyze the data. In this study, the process of constantly comparing data from several sources led to tentative categories that were compared to each other and to other data in order to construct categories. In this study, meaningful narrative phrases were those related to PE pedagogical content and teacher development. Findings Explainable by concepts in positioning theory [Harré, R., and L. van Langenhove. 1999. “The Dynamics of Social Episodes.” In Positioning Theory: Moral Contexts of Intentional Action, edited by R. Harré, and L. van Langenhove, 1–13. Oxford: Blackwell], three major interrelated and complex themes emerged from the data analysis: (a) teachers’ positioning in securing a safe learning environment for JLL students in PE, (b) teachers’ dilemma in assessing JLL students’ learning outcomes based on performance assessments and written exams in PE, and (c) teachers’ positioning in their responsibilities as both teacher and host parent. To enhance the quality of PE classes, school districts need clear and focused goals related to assessment and evaluation, instructional planning, and responsibilities involved in teaching JLL students.

The development of education in the digital era continues to be balanced according to the needs in the world of education as well as in learning physical education, sports and health. Awareness of the need for change following trends, this study examines the responses of physical education students to physical education learning in the digital era. The purpose of this study was to determine the perceptions of physical education students towards physical education learning in the digital era. Qualitative research methods using online questionnaires or google forms, subjects were physical education students of the FKIP Abulyatama University. The results of the study conducted by students generally already use sophisticated cellphones so that they already understand a lot about digital and often access various references for lectures. According to students, as a professional teacher, they must follow trends so that the teacher's obligations in educating students in the intellectual, social, and emotional fields can be carried out effectively. Teachers who improve themselves in digital resources make it easier for students to understand various things in the outside world. The digital era is an era of change in the 4.0 and 5.0 eras. In the digital era, there are also many innovations found in the field of education, especially in the fields of teaching and learning. In the learning process, there are many applications that can be downloaded as supporting materials. Professional teachers are also able to bring students to be valuable with innovations put forward by students through the guidance of their teachers. There needs to be further research or a community service activity in improving competence in the learning process in the digital era.

The aim of this research is to analyse the experiences of seven homosexual students (four boys and three girls) in Physical Education (PE). Their families are also involved in the study, looking in depth at how their children’s experiences have affected their daily lives throughout their adolescence. A qualitative approach is used, exploring the students’ and families’ perceptions from an analytic approach called ‘thinking with theory’ (Jackson & Mazzei, [2012]. Thinking with theory in qualitative research: Viewing data across multiple perspectives. Routledge), with which we try to highlight the networked functioning connections and tensions between some basic ideas of gender performativity theory and the data obtained from the experiences of the students and their families. The data collection instruments used are interviews with the participants and discussion groups with their families. The results show how the construction and reinforcement of gender roles and stereotypes in PE lead them to reject the subject in many cases. They show how, on many occasions, their role is relegated to the background, presenting certain fears and insecurities about taking the initiative in activities. In some cases, the relationship with their peers is clearly limited, receiving gestures of mockery and insults from others. The families admit to having suffered a lot at certain times during their children’s schooling. They explain that there is still a long way to go to achieve true acceptance and inclusion in PE .

BackgroundOn the basis of the integration constructs from self-determination theory (SDT) and achievement goal theory (AGT), this study aims to investigate the relationship among classroom motivational climate from four perspectives (i.e. autonomy support, relatedness support, task-involving climate and ego-involving climate), three psychological needs (i.e. autonomy, competence and relatedness), self-determined motivation and physical activity (PA) in secondary physical education (PE).MethodsParticipants consisted of 1186 Chinese students aged 11 to 16 years from three secondary schools in Shanghai. Accelerometers were utilized to measure moderate to vigorous physical activity (MVPA). Questionnaires were used to measure SDT variables (i.e. classroom motivational climate, perceived competence, autonomy, relatedness and self-determined motivation). Structural equation modelling (SEM) was adopted to analyse the hypothesised relationship.ResultsSEM analysis revealed that task-involving climate and autonomy support were positively associated with autonomy, relatedness and competence. Relatedness support was positively related with autonomy and relatedness, whereas ego-involving climate was only associated with competence. The three psychological needs positively affected self-determined motivation, and self-determined motivation positively affected the MVPA time of secondary school students in PE lessons.ConclusionThese findings support a model of motivation that integrates SDT and AGT, provides new insight into understanding MVPA in Chinese PE, and establishes a solid basis for intervention research.

ABSTRACTBackground: For years researchers have been engaged in revealing the impact of the hidden curriculum in physical education (PE) on students’ participation and non-participation. The hidden PE curriculum encompasses the knowledge, the relations, the assumptions, the norms and the beliefs that students unconsciously and unintentionally learn through the process of education. As the hidden curriculum reinforces particular values and attitudes among students in a very subtle and often unnoticed fashion, it limits students’ possibilities for becoming aware of, and thus reporting, how the tacit messages communicated through the hidden curriculum impact on their position of participation and non-participation. Thus, in this article, we argue that examining students’ silences, that is the things students do not voice, is significant for the understanding of the impact of the hidden curriculum on students’ participation and non-participation in PE.Purposes: In this article, we aim to develop insight into students’ silences in order to elucidate how aspects of the hidden curriculum serve to reinforce some students’ non-participation in PE. Much attention has been devoted to particular values and attitudes unintentionally transmitted by teachers in PE. However, in this article, we examine how the everyday exchanges between the students themselves may also convey a hidden set of meanings, that impact on students’ actual experiences of the PE curriculum, and thus mitigate the intended effects of students’ participation.Research design: The backdrop for this article is a single-case study carried out in a multi-ethnic and co-educational secondary school in Denmark from January to December 2014. The article draws on material collected through focus group interviews with 7th grade students (including participant-diagrams filled out by students) along with observations of their PE classes. The observations took place once a week throughout the whole calendar year.Findings: In the article, we point to students’ intentional silences that are highly reflective of the normative expectations negotiated within the peer group. In addition, we show that the pressures toward social conformity have a direct impact on the positions of non-participation intentionally taken up by some of the less socially respected students in PE. These students were highly aware that how they behaved in PE and what they voiced in the interviews might have consequences for their peer group connections within PE and for their social reputation among peers outside of PE. In addition, we add to the current literature on student silence by pointing to a category of non-privileged silences. These silences revealed that a minor group of students were not aware of or had not recognized their position as non-participants in PE. Moreover, they appeared unable to imagine that things could be different and to voice a desire for change.Conclusions: We argue that our findings reveal critical aspects of students’ non-participation that would be difficult to access if we did not listen to, hear and attempt to understand students’ silences. In order to extend the knowledge base on students’ participation and non-participation in PE, we hope that this article may also encourage other researchers to let students’ silences breathe and speak.

The purpose of this article is to find out the embodiment of the Pancasila student profile in physical education and non-physical education subjects in the form of embodied elements and methods or models used. This research design used PRISMA flow chart. The data source is obtained from google scholar within the last 3 years. Data collection techniques with the PICO Method. The result of the study is the realization of the profile of Pancasila students in Physical Education and Non-Physical Education subjects. The elements of the Pancasila student profile that have been realized in Physical Education subjects are Creative and Critical Thinking elements. Meanwhile, Non-Physical Education subjects have realized the 6 elements of the character profile of the study of pencasila. Learning methods that can improve and realize the profile of Pancasila students in Physical Education subjects are cooperative learning models with various types and PjBL. Meanwhile, Non-Physical Education subjects are learning models, namely: Cooperative, PjBL, Literature Studies, Dipresi Mosem, Discovery Learning. The implication of this research is the realization of the Pancasila student profile whose existence is very important in life and is proven to contribute to delivering students to successful learning.

The article examines the variety and expediency of fitness classes with students of various specialties, shows the impact of such classes on the state of health of students, as well as the peculiarities of conducting fitness classes. One of the problems of physical education in universities is insufficient interest of young people in physical education. There is a problem between the need to form a physically healthy specialist during training and the lack of motivation of students engaged in physical education and sports, the need to change the format of conducting physical education classes using new approaches and new technologies.
 The use of fitness technologies in the physical education of students will have a positive effect on their motivational sphere, which in turn will affect the improvement of indicators of physical and mental condition, academic performance and the formation of a healthy lifestyle of students. culture in the university, in the formation of a healthy lifestyle of students.
 The article examines the state of the issue in scientific and methodical literature, summarizes the experience of using fitness technologies in the educational process. The effectiveness of fitness technology programs in physical culture for students of various specialties at the university is shown.
 The introduction of elements of fitness technologies into educational classes increases students' interest in physical culture, stimulates their independent work. Planning classes with elements of fitness for young men can be based on sports and recreational fitness technologies (athletic gymnastics, crossfit, mixed programs, fitness yoga, specialized programs of athletic gymnastics, circular fitness training, adapted mixed programs). For girls of the main group, fitness yoga, athletic gymnastics, step aerobics, mixed programs can be chosen; for girls of the adaptive group – fitness yoga, billiards, pilates, athletic gymnastics.

PurposeThis research focused primarily on the impact of the SARS-CoV-2 Vaccine (VeroCell) on Chinese physical education (PE) students' health and physical activity (PA) performance.MethodsThis study used quantitative methods and phenomenological procedures to collect and analyze data. Survey techniques were the main method used for collecting data from Chinese university students, using a self-designed questionnaire with a Cronbach's alpha α value of 0.76. To ensure the quality of the study, confirmatory factor analyses (CFA) were conducted, and the internal consistency reliability of the instrument was measured (alpha coefficient = 0.82). The determined sample size was 490 and around 90% as the minimum sample size was determined with the help of a sample size calculator. The author using factor loadings with h2 and an independent-sample t-test analyzed the responses of the remaining valid participants (n = 443 with a response rate of 90.40).ResultsMost participants (around 94%) did not experience any adverse reactions that impacted their daily life activities, health, or performance during physical activity. However, about 30–40% of students felt lethargy, weakness, muscle pain, or swelling. Regarding the impact of the vaccine on daily life, there was no difference in the responses between participants who had only received one shot of the coronavirus disease 2019 (COVID-19) vaccine and those who had received two shots (p > 0.05 in most cases).ConclusionThe study concluded that the COVID-19 vaccine had no significant effect on PE students' daily activities, health, and PA performance. The results of this study could be used by policymakers to encourage people to get vaccinated and eradicate the isolation caused by COVID-19, which leads many people to develop various non-communicable diseases (NCDs).

The effects of specific verbal praise by an experienced male physical education specialist on off-task behavior of three second-grade students were studied. A multiple baseline research design across subjects was used to assess the intervention, consisting of teacher praise aimed at the subjects’ class conduct and motor skill performance. To ensure that (a) the intervention would be implemented, and (b) that the praise would be contingent upon appropriate student conduct and skill performance, audio-cues were provided by way of prerecorded cues on microcassettes. Two boys and one girl in a second-grade class served as subjects. Off-task behavior and teacher praise data were collected from videotapes of 15 regular physical education classes. Results showed that the baseline levels of off-task levels were reduced significantly after introduction of the intervention for each subject. Specific verbal praise was effective in reducing off-task behavior of second-grade students in physical education.

Introduction: Anxiety and depression are disorders that may arise when an individual enters higher education, a pivotal moment in their professional career, leading to various changes in behavior and lifestyle and potential consequences such as specific routine alterations, reduced levels of physical activity, and limited free time for social life and leisure. The psychological challenges manifest across various spheres of the student's life: physical, social, emotional, cognitive, and academic performance. Objective: To describe the prevalence of anxiety and depression, the level of physical activity, and the quality of life among undergraduate students in physical education from a university in northeastern Brazil. Methods: A descriptive, cross-sectional study was conducted with 120 (22.3±4.4 years) undergraduate (56) and bachelor (64) students in physical education. The International Physical Activity Questionnaire, the Hospital Anxiety and Depression Scale Questionnaire, and the WHOQOL-bref Questionnaire were administered to one hundred and twenty students enrolled in the Physical Education course at the State University of Paraíba. Results: There is a prevalence of anxiety and depression among the students. Highly active or active students showed lower prevalence of anxiety and depression compared to irregularly active and sedentary ones. Regarding the students' quality of life, the social relationship domain presented a higher score while the physical domain had the lowest, however, all above 50% of the total score. Conclusion: Higher education students in undergraduate and bachelor's programs in physical education from a northeastern Brazilian university exhibit few anxious and depressive symptoms, high levels of physical activity, and good quality of life.

Under the new network environment, university student physical education enters the new wisdom development stage. The use of micro-class, multi-media and other intelligent teaching platforms will greatly enrich college students’ physical education resources, and optimize the learning process for students to provide interesting and image learning resources. This article explores the innovation requirement of college students’ physical education in the network environment first, and then through these several years’ teaching experiences, we can easily find the problems existing in the physical education of college students in such environment. At last, we can conclude three innovation paths of college students’ physical education under the network environment, such as improving the network teaching environment, purchasing high-quality network teaching platform for teachers to use, conducting training to enable teachers and students to use the platform proficiently, establishing online course resource package for students to choose, and investing more money to ensure network speed.

Background: Limited research has been conducted on student voice with students in physical education. Accessing and responding to student voice are relevant for researchers and physical education teachers to develop physical education programs that are meaningful and have a sense of purpose to the students themselves. It is through listening to student voices that researchers and teachers might learn how students navigate power structures, formulated by adults, which typically dominate physical education curricula and exclude students from the process of curricular decision-making and implementation and, ultimately, ownership of their own learning and movement experiences. Purpose: This study explored how secondary-school girls, through their voices, identified and critiqued their self-identified barriers to their engagement in and enjoyment of physical education and navigated these barriers and the unequal power relations they encountered to thrive or survive in physical education. Participants and setting: Participants were seven 9th and 10th grade girls in a coeducational physical education class in a rural high school located in the northeast region of the USA. Data collection: Data were collected from the following sources: (a) focus group interviews, (b) formal interviews with the adolescent girls, (c) descriptive field notes of the girls’ physical education classes, and (d) informal conversations with the physical education teachers. Data analysis: Data analysis was conducted simultaneously with the data collection process throughout this study. Field notes were word-processed into narratives and the focus group and formal interviews were transcribed verbatim. The transcriptions and field notes were coded using content analysis and the constant comparative method. Findings: Interpretations include the participants’ self-identified barriers to their engagement in and enjoyment of physical education and their critique of these self-identified barriers and how they navigated these barriers and the unequal power relations they encountered within physical education. Girls’ self-identified barriers included ‘Proving themselves to the boys,’ ‘Girls are supposed to do girly things and boys are supposed to do boy-ee things,’ and ‘There's a risk of being embarrassed.’ Through discourse and critical inquiry, the participants were able to voice their self-identified barriers and individual lived experiences. Although the participants experienced these barriers, they were able to embody their comfort and enjoyment by navigating their participation within particular contexts and situations to thrive or survive in physical education.

The nature of Physical Education (PE) is grounded in movements, games and sports; this lends itself to a high rate of interaction between PE teachers and students. As such, PE teachers need to be aware and comply with their professional code of ethics and conduct (PCEC) in their relationship with students during theory and practical lessons as well as during interschool competititons and outside school contexts. The idea of PE teachers' compliance with PCEC in Tanzania has not been widely investigated, so this study is rare and important to the field. The purpose of the study was to determine the perception of students on PE teachers' compliance with PCEC in Tanzania. The study utilized descriptive survey design and was conducted in secondary schools and teachers’ colleges that had PE and sport programs. Purposive sampling was adopted to select PE students and data were collected through a questionnaire. Participants were 720 students who were either studying PE or participating in school sports. It was concluded that PE students perceive their teachers as having a high level of compliance with the PCEC and their perception is influenced by their level of education. It was recommended that there is a need to improve and sustain PE programmes in schools and colleges, emphasize training in the codes for teachers, and moral education for students. There is also a need to improve teacher-student-relationship and school-community partnerships through sports. Further study should be conducted to determine unethical behavior in teacher-student relationships in the context of school sport.

At present, there are problems in teaching and teachers in colleges and universities, and college physical education and health care students do not get effective exercise, and their physical fitness indexes have decreased and mental health problems have appeared. In this paper, the effect of fitness exercise prescription on the mental health of college physical education students is the research goal, and the purpose and requirements of exercise for the students are analyzed by using questionnaires and experimental research. The effect of different exercise prescriptions on the mental health of physical education and health care students was studied. The results showed that fitness exercise prescriptions had positive effects on the mental health, physical health and hobbies of college physical education and health care students. This study provides theoretical data to support the influence of fitness exercise prescription on the mental health of college physical education and health care students.

Aim: to determine how the motivations and backgrounds of students in Physical Education and recreation in the Physical Education and Recreation Study Program. Material and methods. The method used in this research is a survey method with data collection techniques by distributing questionnaires to all students who are studying in the Lampung University Recreational Physical Education Study Program. The instrument used in this study was a questionnaire consisting of questions about student motivation to enter Lampung University Physical Education Study and additional questions about student backgrounds, school origins and data about students' parents. The shape of the instrument is in the form of multiple choice with a variety of choices, this gives the opportunity for students to choose according to the actual situation. The research sample was determined by census, namely all undergraduate students of Physical Education and Research, Lampung University consisting of 66 undergraduate students who were currently actively attending lectures. Results. From the results of the study, it can be seen that the motivation to enter FKIP in the Penjaskesrek study program, Lampung University was more through the Academic PMDK compared to admissions through SPMB and PMDK Achievement and Talent. Of these, some students who enter the Physical Education study program are motivated because they want to become teachers, join ABRI or train. From this situation it is hoped that their interest will grow in fostering sports that are of interest and from them it is hoped that success in increasing sports achievements both at the regional and national levels. The number of students admitted to the Physical Education and Recreation study program amounted to 72 people, but only 66 students returned the questionnaire, which means more than 50% so that this research can be said to have represented the Physical Education and Recreation students. Conclusions. Received, that of the 66 students of the Physical Education and Recreation study program, 27 people or 40% were accepted through SNMPTN, 23 people or 34.84% were accepted through the SBMPTN, 14 students or 21.21% were accepted through Mandiri and 2 people or 3.03% were accepted via PMPAT.