Effective Pedagogical Practices in Synchronous Online Physical Education

2021 ◽  
Vol 92 (9) ◽  
pp. 63-68
Author(s):  
Hyeonho Yu ◽  
Taemin Ha
Keyword(s):  
Physical Education ◽  
Pedagogical Practices ◽  
Synchronous Online

Dancing Queer Tango: An Experience of Queer Pedagogy in PESTE

2021 ◽  
pp. 1-11
Author(s):  
Sofía Pereira-García ◽  
Elena López-Cañada ◽  
Agnes Elling-Machartzki
Keyword(s):  
At Risk ◽  
Physical Education ◽  
University Students ◽  
Tertiary Education ◽  
Pedagogical Practices ◽  
Gender Performances ◽  
New Interactions ◽  
Mainstream Students ◽  
Queer Pedagogy ◽  
Opening Up

Purpose: The lesbian, gay, bisexual, transgender/transsexual, and queer/questioning students normally occupy a marginalized and at-risk position in classes and especially in physical education. In this paper, the authors explore the ways in which queer tango can contribute to counteracting heteronormativity and opening up students to new interactions and identifications through the performance of different gender performances in Physical Education and Sport Tertiary Education. Method: A queer tango session was carried out with 111 university students (91 men and 19 women aged 19–22 years). Data were obtained from interviews, video records, and open questionnaires about the practice. Results: The findings reveal that the performance of dance roles that are contrary to the heteronormative order reinforced both heteronormativity and queer embodiments in Physical Education and Sport Tertiary Education. Conclusion: An isolated activity is not enough, and more queer pedagogical practices should be introduced in order to make meaningful changes to mainstream students’ ideology and behaviors.

Physical Education Teacher Educators’ Personal Perspectives Regarding Their Practice of Critical Pedagogy

2005 ◽  
Vol 24 (3) ◽  
pp. 243-264 ◽  
Author(s):  
Beatriz Muros Ruiz ◽  
Juan-Miguel Fernández-Balboa
Keyword(s):  
Physical Education ◽  
Critical Pedagogy ◽  
Teacher Educators ◽  
Pedagogical Practices ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
Limited Success ◽  
The Social ◽  
Definition Of

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.

scholarly journals Investigating the ‘integration of theory and practice’ in examination physical education

2018 ◽  
Vol 25 (4) ◽  
pp. 1036-1055 ◽  
Author(s):  
Andrew Jones ◽  
Dawn Penney
Keyword(s):  
Physical Education ◽  
Teacher Educators ◽  
Learning Opportunities ◽  
Curriculum Planning ◽  
Theory And Practice ◽  
Pedagogical Practices ◽  
Assessment Practices ◽  
Integrated Theory ◽  
Conceptual Clarity ◽  
Official Curriculum

This paper presents theoretical insights and empirical findings from research in Western Australia (WA) that explored the concept of ‘integrated theory and practice’ in the context of the introduction of a new examination physical education course. The lack of conceptual clarity associated with attempts to embed ‘integration’ into curriculum developments in examination physical education internationally provided a stimulus for this research. Focusing on a new Physical Education Studies course in WA, the research foregrounded the concept of policy enactment and used Arnold’s framework of learning in, through and about movement as a critical frame to investigate the specific notions of integration that were embedded in the official curriculum text and expressed in pedagogical practices in schools implementing the new course. The paper reports findings from the investigation of the pedagogic meanings that four teachers gave to ‘integrated theory and practice’. The data illustrate the varied meanings teachers gave to ‘integration’ and the differences consequently arising in their curriculum planning, teaching and assessment practices associated with the new Physical Education Studies course. Analysis of the data identified opportunistic, structured and investigative ‘integrated’ pedagogies. Data associated with each approach are presented and the expression of Arnold’s dimensions within each approach explored. Discussion pursues the conditions enabling different pedagogical practices to emerge from the new Physical Education Studies course and the learning opportunities provided to students by the different pedagogical approaches. The paper presents a case for further engagement with the pedagogical expression of Arnold’s framework by curriculum developers, researchers, teacher educators and teachers.

scholarly journals The Influence of Occupational Socialization on Novice Teachers’ Practical Knowledge, Confidence and Teaching in Physical Education

2017 ◽  
Vol 6 (1) ◽  
pp. 86 ◽  
Author(s):  
Jan-Erik Romar ◽  
Alexandra Frisk
Keyword(s):  
Teacher Education ◽  
Physical Education ◽  
Novice Teachers ◽  
Primary Schools ◽  
Teacher Education Program ◽  
Practical Knowledge ◽  
Pedagogical Practices ◽  
Second Phase ◽  
Occupational Socialization ◽  
Data Set

The purpose of this qualitative multiple-case study was to examine the influence of occupational socialization on three novice physical education teachers’ practical knowledge, confidence in teaching content and enacted pedagogical practices. This study involved three novice teachers who taught in Finnish primary schools. Data sources included nonparticipant lesson observations and semi-structured in-depth teacher interviews. The analysis occurred in two phases. Initially, we created a case narrative for each teacher with respect to the research questions through an inductive process that integrated the occupational socialization theory. For the second phase, a cross-case analysis was completed to provide a comprehensive and in-depth understanding of the data set. Each teacher’s occupational socialization experiences influenced their teaching confidence, planning practices and enacted pedagogical actions. In addition, the teacher education program experience extended their practical knowledge and was evident in their PE teaching. Therefore, in designing the pedagogical structure in teacher education, it is essential to consider pre-service teachers’ experiences about teaching, schooling, sport and physical education and thereby strengthen their knowledge and skills of how to teach physical education and provide students with quality learning experiences.

scholarly journals A closer look at the bodily-kinesthetic intelligence in Physical Education classes

2020 ◽  
Vol 22 (3) ◽  
pp. 683-698
Author(s):  
Vilma Lení Nista-Piccolo
Keyword(s):  
Physical Education ◽  
Pedagogical Practices ◽  
Human Cognition ◽  
Howard Gardner ◽  
Diagnostic Analysis ◽  
Comprehensive View ◽  
Theory Of Multiple Intelligences ◽  
Learning Pathways ◽  
The Mind ◽  
Educational Field

This article poses a reflection on the pedagogical practices developed during Physical Education classes in school. Intending to move beyond a diagnostic analysis of what concerns this area of knowledge in the school routine, this study aims to present this curricular component highlighted as bodily-kinesthetic intelligence. The change to a comprehensive view of the mind has unveiled human cognition and has enabled the identification of different cognitive forces with contrasting styles. Based on a narrative review, specific to this theme, focusing on pedagogical practices experienced in Physical Education classes, the guidelines on this subject, were analyzed. The main purpose of changing this mindset is to improve intelligence manifestations, by stimulating the individual’s innate potentials through opportunities. The considerations highlighted in this analysis allow us to reveal significant points for this area. In light of the principles of the Theory of Multiple Intelligences, this study portrays the importance in the choice of content that is representative of the reality of the receivers, developed through various learning pathways during Physical Education classes in school. The establishment of theoretical principles presented by Howard Gardner greatly contributed to the educational field, with emphasis on teaching through various approaches, allowing Physical Education to interpret the students’ performance with a focus on their potentials.

scholarly journals Inclusion of Children With Disabilities in Physical Education in Zimbabwean Primary Schools

SAGE Open ◽  
2019 ◽  
Vol 9 (1) ◽  
pp. 215824401882038 ◽  
Author(s):  
Tawanda Majoko
Keyword(s):  
Physical Education ◽  
Social Relationships ◽  
Primary Schools ◽  
Children With Disabilities ◽  
Document Analysis ◽  
Pedagogical Practices ◽  
Comparative Approach ◽  
Observation Data ◽  
Individual Interviews ◽  
Regular Classrooms

Since Zimbabwe adopted inclusion in 1994 in alignment with the world, the number of children with disabilities educated in regular schools has significantly increased. Teachers experience diverse challenges when including children with disabilities in physical education (PE) in regular classrooms. This qualitative study carried out individual interviews, document analysis and nonparticipant observations with 24 Zimbabwean primary school teachers to explore pedagogical practices for including children with disabilities in PE in regular classrooms. A comparative approach of organizing individual interviews, document analysis and observation data with continual adjustment was used throughout the analysis. Although participants had individual and institutional concerns, including inadequate preparation and resources, about the inclusion of children with disabilities in PE in regular classrooms, they had positive dispositions toward it. Knowing individual children, having positive social relationships with children, fostering positive social relationships among children, supporting collaborative structures and cultures, and utilizing adapted instruction facilitated the inclusion of children with disabilities in PE in regular classrooms. Individual and institutional capacity building, including comprehensive preservice and in-service teacher training and the passage and enforcement of specific policies and legislation on inclusion, could enhance the inclusion of children with disabilities in PE in regular classrooms. This study serves as a baseline for future studies on the subject.

scholarly journals Factors influencing a physical education teacher’s pedagogical games practices with pupils experiencing social, emotional and mental health issues

2019 ◽  
Vol 26 (2) ◽  
pp. 305-321
Author(s):  
Nick O’Leary ◽  
Carl Longmore ◽  
Richard Medcalf
Keyword(s):  
Mental Health ◽  
Physical Education ◽  
Social Behaviour ◽  
Pedagogical Practices ◽  
Learning Approaches ◽  
Health Issues ◽  
Social Emotional ◽  
High Performing ◽  
Mental Health Issues ◽  
The Impact

Recognizing the limited research examining physical education teachers’ pedagogical practices for pupils experiencing social, emotional and behavioural issues, this case study sought to examine how a male teacher with a high performing sports background taught games to such pupils and identify those factors that led to such practices. Occupational socialization was used to explore how childhood experiences of physical education and high performance sport, higher education and the workplace influenced his teaching and learning approaches in a special school setting. Data were collected by conducting three semi-structured interviews, eight videoed lesson observations and a self-reflective journal. Inductive data analysis identified that the twin aims of developing life skills and transferability of such skills beyond physical education were said to be achieved by developing pupils’ emotional resilience and encouraging appropriate social behaviour. The influence of the teacher’s family, his high performing sporting background, the needs of the pupils and the school’s policies impacted on developing such resilience and social behaviour. Two suggestions are offered as a result of these findings. Firstly, prior examination of childhood values should be undertaken for those wishing to teach physical education to pupils experiencing social, emotional and mental health issues. Secondly, given this study contradicts research findings that teachers with high performing sport backgrounds emphasize the development of pupils’ practical performance, research examining the impact of such sportspersons on physical education pedagogy in different educational settings appears warranted.

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