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Purpose: This study explored how preservice physical education teachers (PPETs) perceive health-related fitness testing (HRFT) administered in a self-testing format with the aim to enhance their HRFT learning and better prepare them for future HRFT implementation. Methods: The study utilized a constructive phenomenological research design. A total of 11 PPETs participated in the study. Data were collected through a focus group interview, individual interviews, observation and field notes, and written assignments. Two researchers analyzed the data in NVivo 12. Results: Three findings were concluded from the data. First, the administration of self-testing engaged PPETs in active learning of HRFT. Second, PPETs reported positive attitudes toward self-testing when their needs for competence, autonomy, and relatedness were satisfied. Lastly, PPETs identified challenges and proposed suggestions for completing and administrating HRFT. Conclusions: Self-testing may be used as an alternative approach to preparing PPETs for HRFT. More research is needed to examine the effectiveness and reliability of self-testing in educational settings. [ABSTRACT FROM AUTHOR]

Purpose: This study aimed to examine the ways in which physical education teacher education (PETE) prepares preservice physical education teachers (PPETs) to select and implement appropriate assessments. Methods: PPETs (N = 14) enrolled in the secondary teaching methods course at two US universities participated in the study. Semi-structured interviews were completed to collect data concerning how assessment knowledge and skills were taught and learned. Constant content comparison method was used to analyze the data. Results: Two major themes with varying sub-themes emerged from the data: 'Scratching the surface of assessment with unclear learning objectives', and 'Perceiving the importance of assessment, but still not integrate it into instruction' Overall, assessment was not found to conjunctionally taught with instruction. School-based field experiences pertaining to assessment content and pedagogical knowledge were also weak. Conclusions: Minimum assessment knowledge and skills were taught in secondary methods courses with little field experience pertaining to assessment. Future research is needed on examining PETE program content and pedagogy courses to highlight the need for assessment instruction and transform our approaches to preparing PPETs. [ABSTRACT FROM AUTHOR]

This research investigated the self-efficacy, beliefs, and practices of generalist primary school teachers who undertook the Bachelor of Education with a specialism in PE between 2016 and 2019. Data were collected through a cross-sectional survey, and 80 valid responses were received. The findings suggest self-efficacy is high among these teachers, scoring 4.14 (±0.38 on a 5-point Likert scale). Results also indicated that the specialism positively developed content knowledge and teaching skills among this cohort. However, it was unclear if these teachers were being utilised effectively upon graduation to enhance the provision of PE in Irish primary schools. [ABSTRACT FROM AUTHOR]

Research suggests that progress in the physical education profession is slowed by a cycle of nonteaching and dominance of traditional methodologies. Socialization factors operate to preserve and perpetuate the status quo of the profession, which is rooted primarily in team sport content. Teacher education programs are challenged to persuade pre-service teachers to question their initial belief structures while also preparing them for the sociopolitical realities of schools. There is not, however, a formal mechanism through which to accomplish these goals, because current accreditation standards do not include an emphasis on socialization. As a result, the purpose of this article is to stimulate further discussion by reviewing relevant research related to socialization, describe evidence-based practices for overcoming these challenges, and propose an addition to the Society of Health and Physical Educators America (2017) standards for initial physical education teacher education to specifically focus attention on socialization issues. [ABSTRACT FROM AUTHOR]

This is the first systematic qualitative review to examine and organise the current body of research that addresses the practical application of critical pedagogy within Physical Education and Sport for Development. Following a rigorous systematic review process, this paper analyses critical pedagogy, social justice and social transformation through Freire's [(1972). Pedagogy of the oppressed. Penguin] concept of dialogical and anti-dialogical action. The themes generated through the analysis of Physical Education were (1) the challenge of teaching social justice through dialogue and negotiation in Physical Education, (2) the challenge of using critical pedagogy to inform about social justice in Physical Education Teacher Education and (3) the challenge of applying critical pedagogy in Physical Education Teacher Education. The themes that were generated through the analysis for Sport for Development were (1) challenging dominant approaches towards pedagogy in Sport for Development and (2) the challenge of designing professional development in Sport for Development. The internationally relevant results explore the challenges faced in the implementation of critical pedagogy in both Physical Education and Sport for Development and critically analyse the capacity for future applications of critical pedagogy within Sport for Development. Findings suggest that social transformation in Sport for Development is more likely to be realised through a critical shift in curriculum and professional development that embraces dialogue, reflection, negotiation and collaboration. Further to this, developing pedagogy within a culture of social justice will enable Sport for Development organisations to further challenge their own values, attitudes and beliefs whilst critically exploring the wider social implications of their practice. [ABSTRACT FROM AUTHOR]

Physical education (PE) researchers demonstrate the benefits of collaborative continuing professional development (CPD) through the cultivation of professional learning communities (PLCs). Furthermore, this body of research reflects teachers' empowerment as a current concern in the literature about PLCs. Although the importance of teachers' empowerment in PLCs is recognised, there is much to learn about the facilitator's actions to create spaces for empowerment. The purpose of this paper is to explore the facilitator's actions in supporting PE teachers' empowerment in a PLC. Action research framed this project in Brazil. Participants included six PE teachers, a facilitator, and a critical friend. Data sources included daily observations and reflections from weekly meetings with the teachers and the critical friend. Data were analysed using inductive and thematic methods. By engaging a Freirean view as a theoretical framework, it was understood that the teachers needed to empower themselves to survive in their reality, learn in order to be recognised at school, and act to change their micro-context. Accordingly, three themes represented the facilitator's actions to support teachers' empowerment: (a) creating a horizontal relationship with teachers through dialogue; (b) understanding and respecting teachers' learning and (c) struggling with teachers in their reality as an act of solidarity. These facilitator actions contributed primarily to building a democratic space where the teachers could name, critique and negotiate the barriers they faced. Although creating spaces for teachers' empowerment provided the opportunity for improving teachers' PE knowledge, these spaces fundamentally supported teachers in seeking better professional conditions, organising themselves as a community and pursuing social change. [ABSTRACT FROM AUTHOR]

Research commentary suggests the utilization of Tactical Games Models (TGMs) only exists in isolated instances, particularly where teachers demonstrate true fidelity to these models. In contrast, many academics have adopted TGMs into their courses. Consequently, the purpose of this study was to investigate reasons for this disparity. Participants were 44 academics and 80 physical education teachers. Results showed that academics provided a myriad of reasons why teachers may not use TGMs, although all agreed on the need for increased teacher professional development in TGMs. Physical education teachers' outlined that numerous competing versions of TGMs was confusing and they required more hands-on examples of TGMs. Results further highlighted disparities between academics and teachers' conceptual understanding and pedagogical applications of TGMs. There is a critical need to create improved connections between academics and physical education teachers, which could be achieved through the extended examination of the micropedagogies of teachers practice in TGMs. [ABSTRACT FROM AUTHOR]

The purpose of this study was to unpack the challenges and constraints encountered by preservice and novice teachers when implementing student-centred models, and to describe the methodological characteristics of research conducted on this topic between 2004 and 2020. The procedure had a three-step approach: (a) searching for publications in electronic databases; (b) selecting studies based on inclusion criteria; and (c) refining this selection to identify research-based papers. 29 articles were selected, most of which were from Europe and North America. The most researched model was Sport Education, and studies considering novice teachers were scarce. The predominant methodology across studies involved multiple qualitative data sources and inductive analysis. Our major finding was the identification of three themes reflecting distinct challenges to the implementation of student-centred models: (a) teacher-related challenges (i.e. pervasive beliefs, occupational socialization, managerial- and instruction-related); (b) student-related challenges (i.e. student resistance to engaged participation in student-centred models); and (c) external challenges (i.e. context- and environment-related). Physical education teacher education should invest in training preservice teachers to: (a) manage the dynamics of students' cooperative interactions and peer-assisted learning; (b) design developmentally appropriate small-sided games and problem-solving contexts, and (c) scaffold the gradual transfer of responsibility to students for their engagement in persistent learning team activities. Longer studies and the inclusion of student perspectives will be particularly valuable for future investigations. [ABSTRACT FROM AUTHOR]

There are two purposes of this study. The first is to examine our experiences as beginning teacher educators who taught using models-based practice (using the example of Cooperative Learning). The second is to consider the benefits of using collaborative self-study to foster deep understandings of teacher education practice. The findings highlight the challenges in adapting school teaching practices to the university setting, and the different types of knowledge required to teach about the “hows” and “whys” of a models-based approach. We conclude by acknowledging the benefits of systematic study of practice in helping to unpack the complexities and challenges of teaching about teaching. Our collaborative self-study enabled us to develop insights into the intertwined nature of self and practice, and the personal and professional value of our research leads us to encourage teacher educators to examine and share their challenges and understandings of teaching practice. [ABSTRACT FROM AUTHOR]

Background: Physical education (PE) can be considered the centrepiece of school physical literacy (PL) programs, but ineffective lessons or an absence of PE across the public primary school system has raised concern. This study aimed to evaluate the implementation, acceptability and impact of teacher delivery of PE as part of a multicomponent Physical Education Physical Literacy (PEPL) approach, designed to improve classroom teachers' provision of PE and PL opportunities within a cluster of suburban primary schools. Method: Within a pragmatic randomised cluster-based trial with mixed methods, a PEPL coach was appointed to seven schools for one school year, with another seven schools continuing their usual practice as the control group. The coach's role was to support and professionally develop classroom teachers to teach PE and to create opportunities that develop PL inside and outside the school environment. Focusing on Grade 5 teachers, the implementation, acceptability and teacher impact were assessed using direct observations of PE teaching style, a daily log kept by the coach and interviews with principals and teachers. Results: The PEPL coach visited each school on average once a week for the 33 available weeks of the school year. There were several positive effects for teachers and schools. With no classroom teacher initially taking PE or classroom physical activity breaks, all seven teachers regularly introduced a PE lesson and activity breaks into their weekly schedule. PE class instructional time increased (intervention; +4.8 vs. control; −3.5 min/lesson; β = 1.69; SE = 0.76; p =.05), with lessons of greater duration (intervention; +8.6 vs. control +1.9 min/lesson; β = 1.14, SE = 0.58, p =.05) and moderate and vigorous physical activity increased 5.7 min in intervention classes (p <.05). The PEPL coach introduced regular physical activities before and after school and linked the schools with a national sports coaching scheme. Interviews indicated that the PEPL approach was both valued and well-accepted by staff, that classroom teacher confidence to teach PE increased and that principals perceived a shift toward a school 'culture' of physical activity. Conclusions: Well-received by classroom teachers and principals, the PEPL approach resulted in classroom teachers introducing both PE and activity breaks into their weekly teaching program and schools were linked to external sport coaching programs. These effects suggest that the PEPL approach enhanced opportunities for the development of physical literacy in this suburban primary school setting. Trial registration: Australian New Zealand Clinical Trials Registry identifier: ACTRN12615000066583. [ABSTRACT FROM AUTHOR]

The purpose of this study was to design and validate the Basketball Offensive Game Performance Instrument (BOGPI) that assesses an individual player's offensive game performance competency in basketball. Twelve physical education teacher education (PETE) students playing two 10-minute, 3 vs. 3 basketball games were videotaped at end of a basketball unit in one physical education teaching methods course. Two investigators independently coded each player's offensive game behaviors with BOGPI. The interrater reliability of the BOGPI was 99% and the alpha reliability coefficient for the total scale of the BOGPI was .95. The content validity evidence of the BOGPI was established by six experienced experts' judgment. The results of this study indicate that the BOGPI is a theoretically sound and psychometrically supported measure that can be used by researchers and teacher educators to assess the preservice teachers' offensive game performance ability in basketball. [ABSTRACT FROM AUTHOR]

The focus of this article is how to ensure (beginning) teachers’ needs as practitioners are part of the discursive dialogue in physical education teacher education programs. We consider the relationship between ‘structure’ and ‘agency,’ teachers as ‘change agents’ and refer to ‘workplace learning’ as we examine the extent to which the social structure of the school and the teaching profession, and / or the capacity of the individual to act independently, ultimately determines a teacher's behaviour in reaction to teaching expectations. We are interested as physical education teacher education faculty in how we (1) strive to help pre-service teachers examine and reframe assumptions about themselves as teachers and change agents, and (2) examine taken-for-granted school practices and processes. We share ways that physical education teacher education programs could encourage pre-service teachers agency and the relationship between initial teacher education and induction. [ABSTRACT FROM PUBLISHER]

This study investigated 10th-grade students' views concerning the physical effects of an adventure-physical education curriculum and the potential of such a curriculum to enhance components of a multidimensional model of physical self-concept. Semistructured interviews were used to obtain students' views and participant observations were conducted to corroborate those views. Open coding was used to analyze the data. Students viewed adventure activities as an alternative way to be physically active that was more fun and motivating than traditional forms of exercise. Students expressed how the adventure activities helped them build strength and endurance particularly in their arms and legs. Students felt seven components (body fat, coordination, endurance/fitness, flexibility, physical activity, sports competence, and strength) of physical self-concept were relevant to adventure-physical education and two components (appearance and health) were not. Implications for designing activities and employing teaching strategies to enhance the physical self-concept and fitness of young people are discussed. [ABSTRACT FROM AUTHOR]

The Fessler and Christensen (1992) teacher career cycle model provides the theoretical framework for this case study incorporating a narrative design nested within a larger research project examining six teachers' journey across the career cycle (Woods & Earls, 1995; Woods & Lynn, 2001). The current case study sought to gain a greater understanding of why one teacher, Patsy, was unable to negotiate environmental hurdles that are commonplace in physical education and how these factors were being negotiated as a classroom teacher. Data sources included: seven interviews with the participant, multiple interviews with her principals, spouse, and three former university teacher educators, field notes from live lesson observations, and related documents. An interpretative framework was used to understand the perceptions and meanings Patsy gave to her experiences and revealed that she reported being both positively and negatively affected by most of the personal and organizational environmental factors in the teacher career cycle model. Viewing Patsy's teaching career through the lens of the career cycle provides insight into areas of change necessary to motivate and retain quality physical education teachers. [ABSTRACT FROM AUTHOR]

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 reasons 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. [ABSTRACT FROM AUTHOR]

Studies of prospective physical education teachers' (PPETs') acculturation have been useful in terms of facilitating the development of effective physical education teacher education (PETE) programmes because they provide teacher education faculty with a description of incoming recruits' values and beliefs and an understanding of how these values and beliefs are shaped. Research exclusively focused on the acculturation of PPETs is, however, scarce. Research on pre-service and in-service physical education (PE) teachers that has included an acculturation component has mostly been completed in the United States. The purpose of this study, therefore, was to examine the acculturation of 10 German PPETs. The two research questions we attempted to answer were: (a) "What were the PPETs' values, beliefs, and perspectives regarding PE?" and (b) "What factors shaped these values, beliefs and perspectives?" Data were collected using three types of interviewing. Analysis involved coding and categorizing data with analytic induction and constant comparison and reducing them to meaningful themes. Findings revealed that eight PPETs had well-developed and comparatively sophisticated conservative teaching orientations primarily focused on teaching traditional German sports. Two PPETs had more progressive teaching orientations in that they favored teaching a wider range of content and were more focused on health-related fitness. The key subsidiary attractors to a career in PE for this group of PPETs were remaining connected to sport and working with young people. Three factors that shaped the PPETs' values and beliefs were similar to those revealed in previous research. These were family and friends, the apprenticeship of observation, and youth sport. The people and institutions that comprised these factors, however, operated in different modes within the German context. In addition, PPETs' career choices were solidified by their experiences of teaching, coaching, and officiating, and the type of teaching orientation they possessed reflected the timing of these choices. The study also revealed that the PPETs entered PETE with a solid foundation of beliefs, values and perspectives regarding PE on which faculty could build. Findings also suggested, however, that German PETE faculty may have to deconstruct their charges' conservative teaching orientations to some extent in order to create space in which to teach them new instructional models. The most important implication of this study for PETE in other countries is that the PPETs' teaching orientations resulted primarily from a system that did not pit curricular PE against extracurricular sport. [ABSTRACT FROM AUTHOR]

This study was designed to be an initial step toward a better understanding of how graduate teaching assistants teach their courses and the influences that shape their teaching decisions. The purposes included gaining insights into internal models that guided their teaching and describing the influence of an induction program on these internal models. A multi-case-study approach was employed to construct individual portraits. These portraits revealed that internal models were developed primarily from past experience as athletes, students, and teachers. Teaching could best be portrayed as a "pedagogy of contentment." That is, teaching assistants were generally satisfied with their own teaching and did not perceive a need for additional improvement. Reported satisfaction was based on their belief that they already knew the different strategies, methods, and routines for teaching their particular subject. [ABSTRACT FROM AUTHOR]

The ability to think about why and what one does is vital to intelligent practice, practice that is reflective rather than routine (Dewey, 1904/1965; Richert, 1991; Zeichner, 1987). This study describes how specific reflective pedagogical strategies influence preservice teachers to reflect on practice. Six junior physical education majors were assigned to one of two groups: the Level 1 reflective group (LI-RG) or the Level 2 reflective group (LII-RG). Participants in the LI-RG completed new reflective assignments while the participants in the LII-RG completed the course's regular reflective assignments. Data were collected through interviews, logs, and video commentaries and were analyzed using inductive analysis techniques. The reflective framework for teaching in physical education (RFTPE) was developed to describe the focus and levels of reflection by physical education teachers. The findings supported the positive influence of new pedagogical reflective strategies in promoting the reflective abilities of preservice teachers. [ABSTRACT FROM AUTHOR]

An introduction is presented in which the editor discusses various reports within the issue on topics including Chinese teachers' use of curriculum model Teaching Games for Understanding (TGfU), teaching methods for Physical Education classes and students' basketball offensive game performance.

Background: For beginning physical educators, navigating entry into the school environment can often be a capricious process. Lawson's (1983) theory of socialization illustrates the diverse variables that affect the highly volatile process of assimilation. The interplay of these variables in the socialization process directly influences the teaching environment and in turn, has the capacity to generate either positive or negative impacts on teaching performance (Rink, 2002). Purpose: This study examined the factors influencing the teaching performance of 13 physical educators during their influential entry-level year. Method: Using Rink's (2002) essential teaching tasks for effective instruction as a framework, data were collected through a series of systematic observations, questionnaires, surveys, and interviews. Constant comparative methods identified emergent themes, and paired with systematic observations of teaching provided a unique mixedmethods approach. Findings and conclusions: Academic Learning Time-Physical Education revealed a mean score of 36% motor-appropriate activity with significant differences among teacher genders, school setting, and observation point. Mean scores for Qualitative Measures of Teacher Performance Scale were 67.25 out of 100.00 with significant differences among school setting and school level. Scores on the Self-Evaluation of Teacher Effectiveness in Physical Education questionnaire indicated that participants believed they were 'usually' employing effective teaching methodologies. Themes included the prominence of management and discipline policies, the importance of developing a strong rapport with students, and the professional benefits of projecting a positive individual disposition. Implications signify the need for increasing the diversity of Physical Education Teacher Education experiences and developing additional support structures for beginning teachers. [ABSTRACT FROM AUTHOR]

Background: Although a great deal of research has been undertaken from 1982 on TGfU, teachers consider its implementation to be complex and are reluctant to integrate it into their teaching practice. Furthermore, some TGfU literature does not suggest how it might be implemented and how problems might be overcome. On the other hand, a review of TGfU studies showed three shortcomings. First, most of them only compared TGfU with a technique-based approach in the school setting. Second, the studies did not follow the fidelity guidelines for models-based practice research and it is therefore difficult to contrast their results. Third, lesson design was not aligned on the principles of play. Thus, this study provide additional support for going forward from comparative studies in educational settings, and enacting an aligned TGfU unit of floorball contextualized in the principles of play. Purpose: To verify whether pupils improved in variables related to performance and adherence after the enactment of an aligned TGfU unit. Method: An eight lessons unit was designed, validated, and enacted using a mixed-methods quasi-experimental pre-test and post-test design. Participants were 41 pupils (23 boys and 18 girls; M = 11.73, SD = .66 years old) from two regular physical education classes with the same teacher. The teacher was trained in the TGfU approach. In pre-test and post-test assessments, data from decision-making, technical execution, cover, support, game performance, game involvement, enjoyment, perceived competence, and intention to be physically active were collected, using the Game Performance Assessment Instrument, two psychological scales, and two focus groups interviews with the pupils and the teacher. We analysed quantitative data using t-tests and qualitative data following an open and axial coding based on the preexisting categories. Results: Pupils improved in decision-making, technical execution, cover, support, game performance, game involvement, enjoyment, perceived competence, and intention to be physically active after implementation of the TGfU unit. The pupils and the teacher perceived improvement in all the variables analysed as a consequence of the intervention. Conclusion: After the implementation of the aligned TGfU floorball unit, pupils improved in the variables related to performance and adherence. Based on participants'key comments, four aspects appeared to be essential for the success of the unit: (a) the lesson design; (b) collaboration from planning to teaching the unit between the researcher and the teacher; (c) the inclusion of learning tasks linked with cover and support; and (d) the use of two reflective periods that helped pupils to understand and apply new knowledge. [ABSTRACT FROM AUTHOR]

Background: An emerging body of Physical Education scholarship is addressing the challenge of preparing Physical Education Teacher Education (PETE) students to enact a socio-critically informed Health Education [Leahy, D., and L. McCuaig. 2014. "Disrupting the Field: Teacher Education in Health Education." In Health Education: Critical Perspectives, edited by K. Fitzpatrick, and R. Tinning, 220-232. Oxon: Routledge]. Researchers have identified the tensions faced by PETE educators whose students typically adopt an uncritical acceptance of socially unjust practices concerning the 'healthy body' [Tinning, R., and T. Glasby. 2002. "Pedagogical Work and the 'Cult of the Body': Considering the Role of HPE in the Context of the 'New Public Health'." Sport, Education and Society 7 (2): 109-119]. Although scholars have advocated the usefulness of critical pedagogies as a means of inspiring PETE students' capacities to question 'taken-for-granteds' circulating within HPE, others such as Gore [1998. "On the Limits to Empowerment through Critical and Feminist Pedagogies." In Power/Knowledge/Pedagogy, edited by D. Carlson, and M. Apple, 271-288. Westview], have argued that radical pedagogues have failed to name the specific alternative practices they employ. Indeed, little has changed since Gore (1998) challenged the profession to 'translate their visions into practice' (274). Purpose: In response to Gore's challenge, this paper presents one contemporary PETE educator's proclaimed use of critical pedagogy as a strategy to confront social justice and socio-cultural issues within an Australian HPETE programme. This analysis exposes the 'hidden' curriculum and pedagogy of higher education classrooms where practice is not routinely revealed, let alone shared. Following this, the authors explore the extent to which these pedagogical approaches were enacted as intended, in accordance with the tenets of critical pedagogy and, importantly, what students made of these endeavours. Design and analysis: The ethnographic doctoral study took place within the context of a PETE programme delivered at a large, prestigious Australian university. The participating group of 44 specialist PETE students were enrolled in EDU39 Educating for Better Health, and were commencing the third year of their teacher training course. Drawing on qualitative interview data and student assessment tasks, this paper documents the rationale behind, and enactment of, four pedagogical strategies delivered within the health education courses of this PETE programme. Comparison of pre-teaching interview data with the researcher's observation notes, revealed the compromises that ensued within the realities of a complex teacher education learning space. Conclusion: In seeking to make sense of this 'pedagogical soup' [Tinning, R. 1995. "We Have Ways of Making You Think, or Do We? Reflection on 'Training' in Reflective Teaching." In Better Teaching in P. E.?: Think About It! Proceedings of the International Seminar on Training of Teachers in Reflective Practice in Physical Education, edited by C. Pare'. Quebec: Department des science de l'activite' physique, Universite' du Quebec a Trois-Rivieres], the paper argues that the approaches of social justice pedagogy offer a more nuanced rationale for, and appropriate alignment with, the pedagogical strategies employed. In light of this analysis, the authors suggest that challenging and disrupting PETE students' values and knowledges through critical pedagogies continues to be an unpredictable and dangerous project, but still poses a valuable strategy for productive, albeit it modest, pedagogical work. [ABSTRACT FROM AUTHOR]

Preservice physical education students typically receive one course devoted to adapted physical education (Piletic & Davis, 2010). Research has demonstrated this to be insufficient preparation for the successful inclusion of students with disabilities in physical education. Conversely, increasing preservice training in adapted physical education has shown to result in more favorable teacher attitudes to inclusion and higher levels of confidence in the teachers' ability to effectively include students with disabilities. The online environment may be an effective setting for future courses in adapted physical education, offering greater flexibility for the learner and instructor, possible time and money savings, and is not as dependent on resources such as space and specialists of adapted physical education. However, to ensure effectiveness of online courses, evidence-based design and implementation principles must be adhered to. The purpose of this article is to present six principles that may aid an instructor of an online adapted physical education class to (1) establish clear goals and expectations for learners, (2) offer multiple representations of course content, (3) provide frequent opportunities for active learning, (4) deliver frequent and constructive feedback, (5) provide flexibility and choice in satisfying course objectives, and (6) be an source of guidance and support. [ABSTRACT FROM AUTHOR]

Background: Educational scholars emphasize that in order to gain a better understanding of the complexity of teaching, greater attention needs to be paid to teachers’ views and perceptions of the challenges and barriers of teaching. Purpose: The purpose of this study was to describe preschool teachers’ views and perceptions of the main challenges of teaching physical education. The major question addressed was: what are the main challenges that preschool teachers face in teaching physical education, and based on their experiences what suggestions do the preschool teachers make in reference to early childhood physical education? Data collection and analysis: Four experienced early childhood educators from Cyprus volunteered to participate in this study. Data were collected through formal interviews and were analyzed inductively via individual-case and cross-case analysis. Findings: The findings suggest that the four early childhood teachers believed that the main aim of physical education, in the early years, is to provide children with opportunities to develop their psychomotor, cognitive, and social skills. Although the participants consider physical education to be an important subject in the school curriculum, they admitted that it has been undermined to a great extent and is viewed as a marginal subject. Findings from the study suggest that the four early childhood educators faced common barriers, deficiencies, and constraints, relative to the teaching resources. Finally, the participants called for meaningful professional development programs. Implications of these findings for educators are discussed. [ABSTRACT FROM PUBLISHER]

This paper seeks to address two key questions: (1) how could a pedagogically driven approach to the use of DigiTech in health and physical education (HPE) benefit young people’s learning and (2) what steps are required to develop new DigiTech pedagogies? The paper is a response to the largely pessimistic views presented in this journal by Gard, Lupton and Williamson about the role of technology in HPE. In this paper, we argue that while we need to be aware of the risks, we also need to explore the opportunities for digital technologies (DigiTech) to shape HPE in new and positive ways. Specifically, we argue that a focus on pedagogy is largely missing from earlier discussions. In mapping the evidence-base on DigiTech against a three-dimensional categorisation of pedagogy – in the form of learners and learning, teachers and teaching, and knowledge and context [Armour, K. M. (Ed.). (2011).Sport pedagogy: An introduction for coaching and teaching sport. Harlow: Prentice Hall] – we are able to demonstrate the value of a pedagogically informed debate on this topic. The paper concludes by arguing for a ‘profession-wide’ debate to co-construct, trial and evaluate new ways in which we should – and should not – use DigiTech to optimise young people’s learning in HPE. [ABSTRACT FROM PUBLISHER]

Copyright of Physical Culture / Fizicka Kultura is the property of University of Belgrade - Faculty of Sport & Physical Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The author reflects on the dilemmas facing physical education teachers when using game-centered approaches (GCAs) in teaching physical education. Topics include an overview of the dilemmas, aspects of the dilemmas which have been uncovered in research on GCAs, and suggestions for practitioners wanting to overcome such dilemmas.

The purpose of this paper is to provide information for a better understand of teaching styles and learning intentions may improve student learning. Another focus is identifying the advantages and disadvantages of the command, practice, reciprocal, task, guided discovery, problem solving and exploration styles of teaching, as well as knowing the differences between teacher-centered and student-centered styles of teaching. A last factor discussed is being aware of the variety of teaching style inventories available for use. [ABSTRACT FROM AUTHOR]

Alternative instructional and curricular models are regarded as more comprehensive and suitable approaches to providing quality physical education (Kulinna 2008; Lund and Tannehill 2010; McKenzie and Kahan 2008; Metzler 2011; Quay and Peters 2008). The purpose of this study was to describe the impact of the Early Steps Physical Education Curriculum (ESPEC) on the professional lives of early educators and what impact they thought it had on their students’ lives. This study, which was a part of a larger research project, was undertaken to deepen our knowledge of early childhood educators’ perspectives and experiences of physical education. In purpose of this study, the participants were four Cypriot preschool teachers who were responsible for teaching physical education to those students participating in the Early Steps’ Project and were trained in how to implement the ESPEC. Data were collected through formal interviews and analysed inductively via individual-case and cross-case analysis (Patton 2001). Results indicated that all participants enriched both their content and pedagogical knowledge. According to them, the implementation of the model facilitated their ability to design and deliver more meaningful experiences to their students. All four teachers pointed out that their participation in the programme helped their interpersonal relationships with the other early educators in their schools. According to these teachers, the ESPEC model benefited students. Findings indicated that the children's level of interest and enthusiasm during physical education lessons increased. In addition, the participants stated that during the implementation of the programme their students learned to communicate and cooperate with each other in a more meaningful way. Implications for preparing early childhood educators to teach quality physical education are discussed in light of the results. [ABSTRACT FROM PUBLISHER]

Copyright of Educação Física em Revista is the property of Educacao Fisica em Revista and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This author examines the discrepancy between the known benefits of physical activity and the startling statistics of obesity in children between the ages of 12 and 17. She queries if it is time to look at educators as contributing to this problem and questions if our current teaching styles and curriculum are working for students. In addition, the author explores the question if by allowing our students autonomy, will this equate to engagement and motivation to continue to participate in physical activities? Through a discussion of her personal experiences and a literature review focusing on the areas of autonomy, engagement and motivation, the author shares input into how and why some students experience physical education in a negative manner, and some things that educators can do to improve student engagement and motivation. Her argument demonstrates that an autonomous, student-centered teaching approach will positively affect student engagement, which in turn causes motivation and a desire to participate in life-long physical activity. [ABSTRACT FROM AUTHOR]

Investigating the reasons for pre-service teachers (PSTs) whom choose to undertake a physical education teacher education (PETE) programme can inform teacher educators on how best to define teaching tasks, organize knowledge relevant to student learning and shape the perceptions of PSTs about teaching and learning (Calderhead, 1987). In this study, Lortie's (1975) attractors and facilitators to the teaching profession frame the examination of the influences, interests and dispositions that motivate PSTs to enrol in a PETE programme. We conducted semi-structured interviews with a sample of 10 PSTs, at the beginning of the first semester and the end of the second semester, within their first year in a 4-year PETE programme: We frequently recorded that significant others and interest in sport influenced their choice to enrol in a PETE programme. [ABSTRACT FROM PUBLISHER]

Background: The development of intelligent, thinking performers as a central theme in physical education curriculum documents worldwide has highlighted the need for an evolution of teaching styles from the dominant reproductive approach. This has prompted an Australian university to change the content and delivery of a games unit within their physical education teacher education (PETE) course and adopt a productive student-centred approach that is compatible with current curriculum directives. The significance of prospective physical educators' biographies on their receptiveness to this pedagogical innovation was studied. Purpose: To investigate whether past school and sporting experiences are powerful influences on Australian PETE recruits' initial perspectives about effective physical education teaching practice and their receptiveness to an alternative pedagogical approach. Participants and setting: A total of 49 first year pre-service PETE students volunteered to take part in the study and were grouped according to their highest level of representation in games, either school/club, regional, or state/national. Students experienced the constraints-led approach during an eight-week games unit informed by nonlinear pedagogy and underpinned by motor learning theory. Data collection and Analysis: Prior to the commencement of the unit, participants completed a mixed response questionnaire aimed at gathering data about their physical education and sporting background. The data were summarised using descriptive statistics. Before and after taking part in the games unit, participants also completed a questionnaire, responding with their opinion of the importance of each sub-component of the traditional, reproductive style for an effective games teaching session. This resulted in a ‘traditional reproductive games teaching’ belief score. For each sub-component, participants were invited to respond in more detail to justify their opinions. A one-way between-groups analysis of variance, Tukey's HSD Post Hoc Test and a two-tailed, paired-samplest-test were used to analyse the quantitative data. Content analysis was used to analyse the qualitative data. Findings: The traditional, reproductive approach was the most frequently reported teaching approach used by the physical education teachers and sports coaches of participants in all groups. Prior to the commencement of the alternative games unit, participants in each representative level group held very strong beliefs in this reproductive approach, responding that an effective games teaching session should consist of a visual demonstration of the ‘ideal’ performance model, repetitive practice of the model using isolated drills with corrective feedback by the teacher, before the playing of the actual game. After experiencing the alternative games unit, there were statistically significant differences in the traditional reproductive games teaching belief mean scores for each group. This combined with participants' qualitative responses indicated receptiveness to the alternative pedagogy. Conclusions: The results of this present study show that, contrary to the mixed success found in previous research undertaken in North America, in Australia, we found strong evidence to show that it is possible for PETE educators to change beliefs in order to overcome the constraint of acculturation. Participation in the alternative games unit provided PETE students with the knowledge, understanding and belief in an alternative approach to teaching games compatible with curriculum documents. [ABSTRACT FROM PUBLISHER]

A feature of academic literature on physical education teacher education (PETE) is the expectation that it can and should impact upon student teachers' beliefs and prospective practices in some significant ways. This is despite research over the last 20 years or more alluding to the apparent failure of PETE to ‘shake or stir’ (Evanset al., 1996) what might be termed the (typically conservative and conventional) pre-dispositions of student and early career PE teachers. In this article, we examine the perceptions of PE student teachers in Norway in order to ascertain just what it is that makes them so resistant to change and, for that matter, such infertile ground for sowing the seeds of reflexivity. The study involved semi-structured interviews with 41 PE student teachers from the three routes through teacher education available at Nord University College (Nord UC). Among the main themes identified in the data were the PE students' perceptions of: the purposes (and ostensible benefits) of school PE and PETE as well as the nature of PETE itself (including subsidiary themes of sporting and teaching skills, other ‘competencies’, school placements, mentoring and mentors, PETEs' (physical education teacher educators) teaching styles and the students teachers' relationships with the PETEs). The article concludes that, as far as the students at Nord UC were concerned, the significance of PETE revolved around the programme's efficacy in developing the sporting skills and teaching techniques they viewed as central to their preparation for teaching. The minimal impact of the more theoretical aspects of PETE appeared to be partly attributable to the students' perceptions of PE as synonymous with sport in schools and partly to their particularly pragmatic orientations towards PETE. In this vein, the students viewed experience as the most important, most legitimate ‘evidence’ on which to base their beliefs and practices and were resistant to the ‘theory’ of teacher education, rationalising their tendencies to select the evidence that suited them. [ABSTRACT FROM PUBLISHER]

The article presents a review of research on teaching in physical education pedagogy for the period of 2012-13. Topics discussed include effectiveness of teaching methods, physical activity levels of students, issues of social justice, research on physical activity of students and research on attitude and motivation. It also discusses research on bullying behavior of students and use of technology in physical education.

Background: Many critical curriculum theorists in physical education have advocated a model- or models-based approach to teaching in the subject. This paper explores the literature base around models-based practice (MBP) and asks if this multi-models approach to curriculum planning has the potential to be the great white hope of pedagogical change or, if in fact, it is a white elephant that should be reconsidered or abandoned. Purpose: To review the literature around pedagogical and curricular change in physical education that relates to teachers experience of models-based practice. This review of research on teachers’ perceptions and use of MBP was undertaken in an effort to ascertain the ways in which practitioners’ interpreted this type of change in practice. Data collection: Papers were selected by searching EBSCO databases with the identifiers “Instructional Models”, “Sport Education”, “Teaching Games for Understanding” and their hybrids,  “Cooperative learning”, “Teaching Personal and Social Responsibility”, “Personalised System of Instruction” “Peer Teaching Model” and “Inquiry Teaching.”  These were chosen as they match the seven innovative models in Metzler's (2010) compendium of instructional models. Further articles were obtained through the citations and references in the original documents. Data analysis: Analysis of the 45 papers followed a systematic process of inductive analysis and constant comparison. The categories, which emerged from the analysis, were based upon the researcher's perceptions of findings and revealed five key findings/themes; (i) change for teachers, (ii) difficultly and time, (iii) diversification in the teacher's role, (iv) evidence of effectiveness and (iv) university/teacher collaboration. Findings: While changes in attitude, positive feelings, efficacy, enthusiasm and vigour were reported by teachers, there was also an acknowledgement that they lacked experience in using MBP which made them feel like they were ‘beginning teachers’ again. For some the conceptual shift was too much and they deliberately returned to their old pedagogies. For others, the change occurred slowly but gradually over the course of the intervention. When professional learning was part of the relationship between the teachers and researchers, then these returns to old practices was not reported. However, it was acknowledged that to engage with MBP required greater effort on behalf of the teacher and that to feel comfortable could take upwards of two years. Change was a difficult undertaking, but when ‘evidence’ of success was used to support the teachers’ learning then they felt more confident in their decisions. The biggest factor in engendering change was the sustained support offered through collaborative partnerships between schools and universities. These supportive relationships allowed the teachers to continually reconsider their practice with the help of experienced colleagues. Conclusions: While MBP has begun to help practitioners to change and develop their pedagogies and curriculum, we are still a way away from understanding the impact of changing to a models-based approach. Research needs to be focused beyond the initial use of the model(s) and one needs to explore the longitudinal impact of adopting a multi-model curriculum. Furthermore, advocates of MBP need to explore the pedagogical and curricular ramifications on teachers of the long-term adoption of a models-based approach. [ABSTRACT FROM PUBLISHER]

Competition is an integral aspect of many physical education lessons, and one of the central characteristics of units and lessons adopting the Sport Education model. Pedagogy has a key, yet under-researched, role to play in supporting students to develop social and emotional skills that will enable them to cope with situations in which they encounter failure in physical education and sport. This paper reports on research undertaken in a Singaporean primary school that explored the modification of the Sport Education model and utilization of pedagogical strategies to respond to students' limited skills and abilities to handle failure in the context of physical education. The study adopted a qualitative approach and used questionnaires, focus group discussions and structured observations to collect quantitative and qualitative data from students participating in the modified Sport Education unit. The discussion of findings focusses on the effects of confidence-building strategies on the students' emotional resilience in relation to failure and the pedagogical skills needed to facilitate this learning process. [ABSTRACT FROM AUTHOR]

Purpose. Hybrid learning is becoming one of the important applications by integrating e-learning and traditional face- to-face instruction together. The purpose of this study was to determine the effectiveness of a hybrid learning approach on student's satisfaction with faculty of physical education. Methods: A forty first year university students were equally randomly assigned into two teaching method groups: traditional lecture instruction (TLI) and hybrid lecture instruction (HLI). Each group Received of instruction program for eight weeks, three days in the week. At the beginning and the end of this study students completed a 17-item multiple choice of basketball test. And students' satisfaction scale, T test analysis, was conducted to determine the effect of method groups (TLI, HLI) and measures (pre-test, post-test) on basketball test. Results: The results revealed that significant Differences in mean ratings of basketball performance and student's satisfaction between the two teaching groups for the second group. Conclusions: The findings indicated that HLI approach might be a superior option for undergraduate students with learning of basketball course. [ABSTRACT FROM AUTHOR]

Background: The Physical Education (PE) curriculum has already been reformed in most countries across the world. Problem solving, lifelong learning, and health issues have become major concerns of PE curricula. With the innovation of PE curricula, a variety of teaching approaches based on the constructivism learning theory have been designed and tested. Bunker and Thorpe, in an attempt to shift from the teacher-centred and skill-based learning to a student-centred approach, initially developed teaching games for understanding (TGfU), which links tactics and skills within a game context. This approach has attracted increasing attention from researchers and PE teachers, with a large body of literature examining the attitude of PE teachers and their implementation of TGfU. However, the differences in the perspective of TGfU among pre-service teachers, cooperating teachers, and university supervisors remain unexplored. Purpose: The present study aimed to examine the views, learning experiences, and understandings of pre-service PE teachers, cooperating teachers, and university supervisors of TGfU in Hong Kong. Context: Comprehensive PE curriculum reformation programmes were conducted in Hong Kong in 2002 and 2007 to promote student generic skills. The new PE curriculum has challenged teachers to introduce new strategies that promote students' generic skills, such as TGfU. Participants and settings: Ten pre-service teachers and their mentors, including nine cooperating teachers and three university supervisors were involved in the present study, which was conducted during the teaching practicum of pre-service teachers. Data collection: A semi-structured interview was conducted with each participant. Data analysis: Interview data were analysed through deductive content analysis to identify meaningful pieces of information comprising the comprehensive text segment. Findings: Three groups of teachers have positive views on TGfU although the reason behind their positive views varies. On the other hand, the three groups of teachers had learning experience of TGfU, but the university supervisors appeared to be the most proactive group because they seek more approaches in learning TGfU. In terms of the understanding of TGfU, although the three groups of teachers demonstrated constructivist views regarding TGfU, cooperating teachers had more consideration for student skill level and skill development compared with university supervisors and pre-service teachers. [ABSTRACT FROM AUTHOR]

The aim of this research is to highlight the efficiency of a new approach for stimulating learning for Physical Education and Sports specialties. Material and methods.This paper is a study ascertained and performed on 30 students of the Faculty of Sports Movement and Health Sciences during the seminar hours. This study was carried out from February to April 2013 and was based on an item-based protocol regarding the application practices of the theoretical knowledge. The intervention protocol involved during the 14 seminar hours, which are divided into a 30-minute theoretical part and a 60-minute practical part, regarded aspects related to an initial and final evaluation of 8 items. Among the 8 items to be followed during lessons it was aimed to form the students' competences regarding the analysis and argumentation capacity for using methods and means at a certain moment during the educational teaching process. The protocol for monitoring the teaching capacity of the seminar activity for the university discipline Specialty Didactics - Physical Education and Sports comprises 8 items with 2-3 answers each. The protocol, as an assessment instrument, was applied at the beginning of the activity during the 2nd seminar and at the end of the 13th seminar, and as a work instrument, it was used during all the seminars. Every item was granted 3 points for a correct answer, 2 points for a partially correct answer and 0 points for an incorrect answer, the student being allowed to choose only one variant. Results.The results, gathered according to the application of the protocol both during the initial and final evaluation, were analyzed and processed. The indicators are represented by: arithmetic mean, maximum and minimum value, standard deviation and progression. The arithmetic progression was between 2.40 points and 0.30 points for each item and 7 points in general. Conclusions.The conclusions highlighted the fact that the means of the score recorded in the final evaluation of the 8 items are higher than the initial means, that the score of the maximum values in the final evaluations are equal to or higher than those in the initial evaluation, and that the score of the minimum values in the final evaluation are equal to or higher than those in the initial evalua, but also the fact that the value of the progression for the 8 items is between 2.40 and 0.30 points. It was confirmed the hypothesis, according to which if, on a sample of 20 students, we intervene with an approach for stimulating the participation in the formation of professional competences, they will manage to better learn the technique to use methods, means and action strategies. It also underlines the efficiency of the protocol- based intervention. The recorded progress also emphasize the formation of a critical process of reflection in the activity of students' formation. [ABSTRACT FROM AUTHOR]

The purpose of this study was two-fold: (1) to analyse the psychometric properties of the Spanish version of the first part of the "Tool for Assessing Responsibility-based Education (TARE)" that we have called instrumento de observación de las estrategias de los profesores para enseñar responsabilidad; (2) to analyse the strategies used by 4 physical education teachers in their classes. The results revealed, on the one hand, that the validity and reliability of the Spanish version of the TARE were satisfactory. On the other hand, the four teachers showed strategies that fostered respect and gave all the students opportunities for success. Additionally, differences in teachers' strategies for giving students choices and voices were found. Nevertheless, teachers did not use many strategies for fostering students' autonomy and leadership. Thus, all teachers showed low use of strategies for fostering students' role in assessing their own learning and transferring to other contexts. [ABSTRACT FROM AUTHOR]

Most physical education intervention studies on the positive effect of sports on self-concept development have attempted to increase schoolchildren’s self-concept without taking the veridicality of the self-concept into account. The present study investigated whether a 10-week intervention in physical education would lead to an increase not only in the general level of self-concept of endurance and self-concept of strength but also in its veridicality in those who had previously under- or overestimated their abilities. A total of 464 primary schoolchildren (246 boys, 218 girls, Mage= 11.9) either participated in the intervention or served as controls. The intervention group received endurance and strength training during physical education lessons carried out with a consistent individualized teacher frame of reference (iTFR). Results showed that this specific intervention was associated with increases not only in the general level of self-concept but also in its veridicality in under- and overestimators. Results are discussed in terms of didactic methods to promote functional self-concepts in physical education. [ABSTRACT FROM AUTHOR]

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Fitness for Life classes, in which a primary goal is for students to acquire health-related fitness knowledge, consist of a lecture session and an activity session. Unfortunately, devoting class time to a lecture reduces the time students are engaged in physical activity (PA). A potential solution to helping students develop cognitive skills without sacrificing their PA time consists of assigning homework to address the material that would otherwise be covered in a lecture. The purpose of this study was to compare the learning outcomes (pre- and posttest scores) of classroom instruction and homework assignments on students' cognitive knowledge acquisition in PE. Three student teachers were randomly assigned to lecture, homework, or lecture-homework groups. Physical education (PE) students (N = 178) in grades 9-12 and enrolled in Fitness for Life classes participated. Results indicated each school had a statistical increase in score from pre- to posttest. Actual score increases from pre- to posttest by school were not significantly different. Results of the study suggest that in lieu of conducting lectures, teachers can assign homework to allow for more PA time during class without sacrificing other curricular objectives. [ABSTRACT FROM AUTHOR]

Techniques based in applied behavior analysis (ABA) have been shown to be useful across a variety of settings to improve numerous behaviors. Specifically within physical activity settings, several studies have examined the effect of interventions based in ABA on a variety of motor skills, but the overall effects of these interventions are unknown. Therefore, the purposes of the study were to use meta-analysis techniques to examine the effect of ABA-based interventions on motor skill acquisition in physical education and sport settings and to identify whether moderating variables influenced the overall effect. A search of electronic databases as well as a manual search of reference lists was conducted to identify studies that utilized ABA-based interventions in physical activity settings to improve motor skills. Studies that were conducted using single-subject design, used a behavioral intervention, and included a dependent variable that measured correct and incorrect trials of a motor skill were selected for inclusion in the meta-analysis. From the 22 studies that fit the inclusion criteria, necessary data were extracted and 188 effect sizes (ES) were calculated using the odds ratio formula. Moderator analyses on gender, age, ABA principle(s) used in the intervention, setting, and type of skill were also conducted. The overall ES log odds ratio (ESLOR) was 1.49, indicating ABA interventions had a large effect on participants' skill acquisition. Additionally, it was found all five moderator variables influenced the impact of the behavioral interventions on motor skills. Practitioners should note ABA-based instructional methods can positively influence the motor skill acquisition of their students and athletes. [ABSTRACT FROM AUTHOR]

The two-pronged purpose of this study is to examine factors determining the teaching behaviour of pre-service physical education (PE) teachers towards a constructivist approach, likewise referred to as teaching games for understanding (TGfU). Theory of planned behaviour (TPB) was applied to guide the formulation of research purpose and design. Six pre-service teachers participated in this study. Data collection consisted of documentation, systematic observation and interviews. These data were analysed using descriptive statistics and content analysis. Findings indicated that TGfU implementation by pre-service teachers is problematic. Three groups of TPB factors, including attitude (i.e. attitude towards TGfU), social norm (i.e. cooperating teachers, university supervisors, schoolteachers and pupils), and perceived behaviour control (i.e. space, class duration, equipment, TGfU conceptual understanding, technical level of pupils and classroom discipline) were identified to determine intention of pre-service teachers to adopt TGfU and subsequent TGfU teaching behaviour. Among these factors, perceived behaviour control was the most significant predictor. [ABSTRACT FROM PUBLISHER]

The aim of the study was to record students’ recording accuracy when they practised with the reciprocal and the self-check styles in physical education and examine whether recording accuracy contributed to students’ performance. Participants were 48 fifth- and sixth-grade students who were randomly assigned to 3 experimental groups (reciprocal style, self-check style, sequential use of the reciprocal and the self-check styles). The results showed that students were moderately accurate in peer- and self-recording with a tendency to overestimate their performance. No difference among the 3 experimental groups in recording accuracy was found. Students who received more accurate feedback outperformed in the chest pass test those who received less accurate feedback. The results are discussed with reference to the use of the reciprocal and the self-check styles and the development of self-regulated learning in physical education. [ABSTRACT FROM PUBLISHER]

This article is part of a research project designed to compile information on the state of the art in educational research on physical education, recreation and sports in Antioquia between 1998 and 2009. Specifically, it analyzes the production of knowledge on teaching and didactics applied to the aforementioned fields and, in that respect, it attempts to identify what concerns the pedagogic concepts and models, and the didactic approaches found in the educational research reviewed for the study, The findings point to the coexistence of a wealth of theoretical and methodological approaches bereft of pedagogic debate. This, in turn, reflects a scientific gap in the academic community. [ABSTRACT FROM AUTHOR]

For the past nine years, within the Club for synchronized and artistic swimming "Sirens" in Nis, there is also a school for non-swimmers training "The Little Mermaid". The program of the school is diverse and includes work with girls in on land and in water. Within the training in water there are programs: training the non-swimmers and training for the acquisition of basic titles in synchronized swimming. The training program applicable to non-swimmers is organized toward learning the elements of all four swimming techniques jumps and turns, through games and developing positive attitudes about water. Girls' training program for the acquisition of basic titles in synchronized swimming include learning of the basic position and the elements of synchronized swimming for final exam and obtaining a title. [ABSTRACT FROM AUTHOR]

Music and movement are the elements that are of great importance and role in teaching physical education. These elements are an inseparable part of the dance, traditional games, and rhythmic gymnastics. According to the influence they have on the development of psychological and physical abilities of students, they have an important and prominent place in the general curriculum and especially in the physical education curriculum. In addition to the mandatory hours of dance within physical education, there are more sports activities (school dance section), where students come to class voluntarily. The objective of the existence of these activities is to raise the general cultural level, the impact on the aesthetic tastes, developing dance preferences, solidarity and belonging sense development, respecting their abilities and skills of each others. Dance club is intended to include students from the fifth to the eighth grade with a variety of content, and with the same aim, to promote the movement and play with children's creativity and to connect with other school subjects. Physical education shows its great contribution and importance of education in the educational work of the school through this kind of cultural and public affairs. [ABSTRACT FROM AUTHOR]