Middle School Students’ Perceptions of Physical Education: A Qualitative Look

2021 ◽  
Vol 40 (1) ◽  
pp. 30-38
Author(s):  
Sharon R. Phillips ◽  
Risto Marttinen ◽  
Kevin Mercier ◽  
Anne Gibbone
Keyword(s):  
Physical Education ◽  
Student Attitudes ◽  
Teaching And Learning ◽  
Physical Education Teachers ◽  
Fitness Testing ◽  
School Students ◽  
Grade Levels ◽  
Grade 5 ◽  
Students Attitudes ◽  
Group Interviews

Purpose: Existing research suggests that students’ attitudes toward physical education are positive through Grade 5, but become less positive as grade levels increase; this research is, however, missing student voice. The purpose of this study was to further understand why students’ attitudes have been shown to decrease. Methods: Twenty-six focus group interviews (students N = 65) were conducted over 2 years to discover what was influencing attitudes from fifth to eighth grade. Results: Three themes emerged: (a) curriculum leads to decreases in student attitudes (subthemes repetitive and boring, an overemphasis on competition, and fitness testing activities—what’s the purpose and why am I on display?), (b) social factors impact attitude: sweating and changing, and (c) physical education assumptions, the easy “A” (subthemes: perceptions of physical education teachers and the easy “A”). Conclusion: Allowing students to explain the reasons for decreases in attitudes contributes to improving the teaching and learning process.

scholarly journals The Effect of Elementary School Soccer Instruction Using Virtual Reality Technologies on Students’ Attitudes toward Physical Education and Flow in Class

2021 ◽  
Vol 13 (6) ◽  
pp. 3240
Author(s):  
Hyun Suk Lee ◽  
Junga Lee
Keyword(s):  
Virtual Reality ◽  
Elementary School ◽  
Physical Education ◽  
School Students ◽  
Virtual Reality Technology ◽  
Grade Levels ◽  
Attitudes Toward Physical Education ◽  
Sports Programs ◽  
Students Attitudes ◽  
Traditional Class

We analyzed the effects of an elementary school soccer class using virtual reality technology on students’ attitudes toward physical education class and the influence on class flow. The data from 113 elementary school students from Seoul and Gyeonggi-do were analyzed. Students were divided into groups that received either virtual reality or traditional classes (e.g., playing on a playground). Data were analyzed with three-way analyses of variance. Results revealed that students who participated in the virtual reality classes had more confidence, concentration, and experienced more flow (specifically, attention to PE class, integration of ability, challenge, and sense of control) than students who participated in the traditional class. This suggests that virtual reality technology positively affected students’ attitudes and flow. In subsequent research, it is necessary to develop and disseminate a variety of virtual reality sports programs and to conduct studies with students from various grade levels.

scholarly journals The attitudes of elementary school students towards physical education teachers

2019 ◽  
Vol 9 (2) ◽  
pp. 5-19
Author(s):  
Velimir Miličković ◽  
Veljko Vukićević ◽  
Stanko Zečević ◽  
Slobodan Vignjević
Keyword(s):  
Physical Education ◽  
Factor Structure ◽  
Student Attitudes ◽  
Assessment Scale ◽  
Physical Education Teachers ◽  
Physical Education Teacher ◽  
School Students ◽  
Education Teacher ◽  
Teacher Competences ◽  
Teachers Attitudes

The aim of the study was to determine the factor structure of the assessment scale of the Physical Education Teacher Attitude Questionnaire, as well as to ascertain the existence of gender, age, and differences in whether students practice some sport outside of school or not, in terms of attitudes toward different physical education teacher competences. A sample of 119 students of both genders, grades 5 through 8, was assigned a USF assessment scale, modeled on existing instruments for assessing student attitudes toward physical education and physical education teachers. The factor structure was determined by using factor analysis. The ANOVA results for gender differences indicate that there are no statistically significant differences in the attitudes of students towards the competences of physical education teachers. ANOVA results for differences between coaching students and non-coaches suggest that there are statistically significant differences between these groups of respondents regarding the factor of socio-emotional competence of teachers, in the sense that students who train a sport are more inclined towards the socio-emotional competences of teachers. The ANOVA results for age differences indicate that there are statistically significant differences between younger and older students, regarding both factors, in the sense that younger students are more inclined towards both the socio-emotional and professional competences of physical education teachers. Attitudes towards the teacher provide valuable information about what students think and feel about them, thus creating adequate conditions for effecting change and improving both teaching and relationships with students.

California Secondary School Physical Education Teachers’ Attitudes Toward the Mandated Use of the Fitnessgram

2007 ◽  
Vol 26 (2) ◽  
pp. 161-176 ◽  
Author(s):  
Robert H. Ferguson ◽  
Xiaofen D. Keating ◽  
Dwan M. Bridges ◽  
Jianmin Guan ◽  
Li Chen
Keyword(s):  
Physical Education ◽  
Secondary School ◽  
Physical Education Teachers ◽  
Fitness Testing ◽  
Test Results ◽  
Fitness Test ◽  
Grade Levels ◽  
Positive Attitudes ◽  
Fitness Tests ◽  
Teachers Attitudes

This study aimed to determine how California secondary physical education teachers perceive the state mandated youth fitness testing for the 5th, 7th, and 9th grades using Fitnessgram. The participants were secondary school physical education teachers (N = 323). A previously validated attitudinal instrument (Keating & Silverman, 2004a) was used to collect the data. The means and standard deviations for each attitude subdomain and the overall attitudes were computed. MANOVA and ANOVA were employed to test the differences in attitudes by demographic and profession-related variables. Teachers’ overall attitudes toward the Fitnessgram were slightly higher than a neutral attitude, indicating slightly positive attitudes on a 7-point Likert scale (M = 4.47, SD = 1.06). The mean scores for the attitude subdomain of cognitive (i.e., usefulness of fitness test results) and the affective (i.e., enjoyment of implementing fitness tests, and enjoyment of using fitness test results) components were 4.25 (SD = 1.38), 4.90 (SD = 1.15), and 4.39 (SD = 1.17), respectively. The data from the study suggested that teachers marginally agreed that the test results were useful and that they somewhat enjoyed implementing the test. Class size and student grade levels taught were important profession-related variables to consider regarding teacher attitudes toward the Fitnessgram.

scholarly journals EXPLORING CHANGES IN PRIMARY STUDENTS’ ATTITUDES TOWARDS SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS (STEM) ACROSS GENDERS AND GRADE LEVELS

2019 ◽  
Vol 18 (3) ◽  
pp. 466-480 ◽  
Author(s):  
Shao-Na Zhou ◽  
Hui Zeng ◽  
Shao-Rui Xu ◽  
Lu-Chang Chen ◽  
Hua Xiao
Keyword(s):  
Student Attitudes ◽  
Primary Students ◽  
School Students ◽  
Grade Levels ◽  
Integrated Stem ◽  
Science Technology ◽  
Attitudes Towards Science ◽  
Post Test ◽  
Students Attitudes ◽  
And Mathematics

Primary education is an essential stage and has an important impact on students’ learning attitudes throughout the coming school years. The research explored the attitudes towards science, technology, engineering and mathematics among students through all grade levels in primary school. The Project-based Integrated STEM Program was proposed to study the changes of primary students’ attitudes towards STEM. An assessment of S-STEM which consists of the STEM subscale and the 21st century skills subscale was utilized for both pre-test and post-test. The results showed that primary students exhibited little different attitudes on the S-STEM in the pre-test, regardless of gender and grade level. As evident from the comparison between the pre-test and post-test, the Project-based Integrated STEM Program had a positive effect on student attitudes towards STEM. It is encouraging if there are more STEM-related programs implemented at all educational stages covering the primary level. Keywords: gender differences, grade levels, project-based integrated STEM program, school students, STEM education.

scholarly journals Analysis of Secondary School Students' Attitudes and Self-Efficacy Perceptions towards Physical Education and The Sports Course

2020 ◽  
Vol 10 (6) ◽  
pp. 14
Author(s):  
Gökhan Arıkan
Keyword(s):  
Physical Education ◽  
Secondary School ◽  
Self Efficacy ◽  
School Level ◽  
Physical Education Teachers ◽  
School Students ◽  
Self Sufficiency ◽  
Significant Difference ◽  
Two Factors ◽  
Students Attitudes

This study aimed to analyze attitudes and self-sufficiency perceptions of students from different license of sports and students with no sports branches at the secondary school level towards the physical education and sports course. Education should not be based solely on the increased or widespread use of written sources, images, and technological tools and equipment. It is a process in which students are involved in social, mental, and sports activities. However, great emphasis is given to physical education and sports, which have a direct and indirect effect on their physical, mental, emotional and social development, within educational activities. The study included 255 students (120 female, 135 male) studying at two different secondary schools in Şanlıurfa (Vatan secondary school with a sports facility and Ziyaeddin Akbulut secondary school without a sports facility) during the 2019-2020 academic year, and the Physical Education Predisposition Scale was used in the study. The scale is comprised of 11 items. It consists of two factors, namely 'Attitude' (6 items) and 'Self-Efficacy' (5 items). A significant difference between these schools was found based on the findings obtained from this scale. When the results were examined according to the gender variable, it was found that there was a significant difference between male students and female students in terms of the total scale dimension. Again, a significant result in favor of males was found in terms of self-efficacy dimension scores. In terms of sports branches, a significant difference was found between students who are licensed athletes and those who are not. However, no statistical difference was found when examined in terms of the family profession group. According to the attitude dimension results, there was a significant difference between students engaged in basketball and students engaged in handball as well as students without a branch and students engaged in handball. According to the results of the self-efficacy dimension, there was a significant difference between students without a branch and students engaged in basketball as well as those without a license and those engaged in handball. According to our findings, it is thought that the significant difference between the license is related to the reflection of the attitudes of physical education teachers in schools onto the students.

scholarly journals Contributions of physical education teachers’ competences to students’ learning achievements

2020 ◽  
Vol 8 (1) ◽  
Author(s):  
M. Hamid Anwar ◽  
Hari Amirullah Rachman ◽  
Joko Purwanto ◽  
Sudardiyono Sudardiyono
Keyword(s):  
Elementary School ◽  
Physical Education ◽  
Teaching And Learning ◽  
Group Discussion ◽  
Average Score ◽  
Physical Education Teachers ◽  
Teacher Competence ◽  
School Students ◽  
Qualitative Descriptive ◽  
Competence Test

This study aims to determine whether the competences of Physical Education (PE) teachers make contributions to the quality of learning achievements of elementary school students. It was qualitative descriptive research using a reflective explorative approach. The subject of this study was the result of competence test of PE teachers in Yogyakarta Special Region in 2016. The study involved 60 PE teachers who were subjected to have an FGD (Forum Group Discussion) in some stages. The results show that the average score obtained by elementary school PE teachers in their Teacher Competence Test (TCT) stage II in 2016 was 61.79 for the pedagogical competences, and 60.07 for the professional competences. These results could exceed the national average score of 53.7. Based on the interviews with several teachers, the results of the competence tests had not indicated that PE elementary school teachers could improve the students’ learning quality. The teachers focused more on their preparations to take the TCT as a part of the assignments to the Learning Teacher program they participated in. This study also reveals that the TCT scores did not make a significant contribution to the students’ learning achievements in PE subject. Furthermore, TCT was considered by the teachers as a goal and not as an instrument to improve their competences in the teaching and learning processes.

scholarly journals Effects of Middle School Physical Education Curriculum on Student Attitudes

2009 ◽  
Vol 15 (1) ◽  
pp. 12-20
Author(s):  
David David BARNEY ◽  
Joe Joe DEUTSCH
Keyword(s):  
Physical Activity ◽  
Middle School ◽  
Physical Education ◽  
Middle School Students ◽  
Student Attitudes ◽  
Team Sports ◽  
Education Curriculum ◽  
Physical Education Class ◽  
School Students ◽  
Students Attitudes

LANGUAGE NOTE | Document text in English; abstract also in Chinese. Middle school physical education can serve as an important tool in shaping students opinions and behaviors regarding lifelong physical activity. The curriculum in middle school physical education is one component that can positively or negatively affect a students’ attitude toward physical activity throughout their life. The purpose of this study was to investigate the middle school physical education curriculum and its effect on middle school students' attitudes and perceptions towards their physical education class. It was found that middle school students do like the curriculum they participate in, mainly consisting of team sports. 中學體育在塑造學生的觀點和行為，可能擔當一個關於終身體育活動的重要工具。中學體育課程能夠正面地或間接地影響學生對體育活動的態度，以及他們日常生活行為的一個組分。本項研究的目的將調查中學體育課程及它的作用，如何影響中學生的日常行為及對體育的態度。結果中學生整體上喜歡體育課程，尤其是隊際體育項目。

#SayHerName: Black Women Physical Education Teachers of the Year

2021 ◽  
pp. 1-10
Author(s):  
Tara B. Blackshear
Keyword(s):  
Black Women ◽  
Physical Education ◽  
Critical Race Theory ◽  
Role Models ◽  
Culturally Responsive ◽  
Physical Education Teachers ◽  
Physical Educators ◽  
Teachers Of The Year ◽  
Women's Voices ◽  
Group Interviews

Purpose: Black women are devalued in many aspects of American culture—physical education (PE) is no exception. Platforms to celebrate Black women’s excellence in PE are scarce. Drawing on Black feminist thought and critical race theory, the purpose of this article is to describe and explain the experiences of Black women physical educators who earned PE Teacher of the Year. Participants: Two Black women share their experiences as physical educators and PE Teachers of the Year. Methods: Qualitative narrative inquiry consisting of semistructured, virtual group interviews was employed. Results: Four core themes were identified: (a) invisibility, (b) superwoman syndrome, (c) affirming role models, and (d) culturally responsive pedagogies. Discussion/Conclusion: Elevating Black women’s voices in PE requires a deconstruction of limited exposure opportunities. Normalizing Black excellence in PE acknowledges that Black women’s intersectionalities create enormous challenges yet foster students’ success. Black women physical educators benefit students and society.

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