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Introduction: This study set out to understand the association between teaching practices, teacher confidence, competence, self-efficacy, and the resulting student outcomes. Methods: Data regarding teaching behaviours were collected via video recording and then evaluated using the MASTER Observation Tool. The information about demographics, self-reported teaching confidence, competence, self-efficacy, and student outcomes was collected using questionnaires. The association between teacher characteristics, and teacher and/or student outcome variables were tested using a one-way analysis of variance (ANOVA). Results: A total of ten primary schools were involved, including 597 children (age range: 10-12 years, grade 4-6) and 16 grade 4-6 PE teachers (with 16 PE classes). Most of the Physical Education (PE) lesson time was spent in training-form activities (60.2% ± 9.1), followed by instructional time (33.1%± 8.6%), reflection (3.4%± 2.3%), and warm-up (2.9% ± 2.0%). It was observed that teaching behaviours and student outcomes were significantly better in urban than rural areas. Smaller class sizes (21-30 children) were found to have more positive feedback than larger ones (41-50 children). PE teachers with more than 10 years of teaching experience reported more teaching competence and selfefficacy than teachers with less than 10 years of experience. PE teachers with class sizes of 21-30 children enjoyed significantly better scores in self-efficacy than classes with 41-50 children. They also scored more highly in confidence and competence than classes with 41-50 and 51-60 pupils. Conclusion: The current study confirmed that teachers dedicated a large proportion of lesson time to PE delivering training-form activities, followed by instructional time. Teaching behaviour and student outcomes were associated with location and class size, but not gender. The study contributes to our understanding of PE instruction in Chinese primary schools and offers preliminary evidence to improve future PE teaching strategies in the country. [ABSTRACT FROM AUTHOR]

Enjoyment in primary physical education (PE) is a key factor in increasing children's physical activity engagement in PE and leisure time. While existing PE research has largely focused on a motivational PE climate and meaningful experiences in PE, research on children's perceptions of enjoyable teaching practices (TPs) in PE is limited. Therefore, this study aimed to explore primary school children's perspectives on TPs that foster PE enjoyment. In addition, we observed to what extent these TPs were applied in daily PE practice. Four focus groups with 10- to 12-year-old children (12 boys, 12 girls) from four primary schools were formed and inductive analysis resulted in 32 child-identified TPs categorized into 10 dimensions. Thirty-one PE lessons taught by 19 different PE teachers (11 generalists, 8 PE specialists) were recorded and coded using the child-identified TPs. Teachers regularly performed a substantial number of these TPs during their PE lessons. However, TPs such as the use of cooperative learning, instructional methods to promote children's (social) learning process, an emphasis on children's individual improvements, and consciously grouping were rarely observed. Moreover, PE specialists showed TPs supporting exploratory learning and children's individual learning processes more frequently than generalists. In addition, PE specialists provided challenging, differentiated tasks with a creative use of equipment more often than generalists. Including children's perspectives contributes to a comprehensive understanding of PE enjoyment and TPs that can promote enjoyable PE experiences. Children's voices need to be heard continuously by PE teachers to ensure enjoyable PE experiences for all children. [ABSTRACT FROM AUTHOR]

The drop off in physical activity (PA) for children has led to an increased focus on their PA engagement, due to the poor health outcomes often linked to this decline. Subsequently, stakeholders, across a variety of fields, have problematised and intervened in activity settings to address this decline. Many of these studies acknowledge high levels of activity in the primary years and tend to prioritise their efforts on the adolescent years. An important limitation in these studies is that they greatly overlook how a decline might also be related to children's physical engagement in early childhood. To gain more insight on the role that early PA engagement may play in long-term PA participation, this paper examines early physical engagement through a focus on year one/ two students across three PA spaces – the home, the physical education (PE) class and the playground. Data was collected through a range of ethnographic and child-centred methods and examined using a Bourdieusian lens. This analysis shows that engagement in PA starts as a confluence between the physically active habitus, sport-focused PE and the sportised playground, which produces different patterns of engagement. This paper offers an in-depth examination of this process across the three spaces and identifies how these outcomes become habitualised over the course of primary school, which may play a role in affecting long-term participation. The paper concludes with a call for a more democratised approach to early primary PE, along with accompanying changes to the playground. [ABSTRACT FROM AUTHOR]

Physical activity seems to show positive effects on selective attention. Active breaks seem to be a strategy to implement in schools to improve the selective attention of schoolchildren. The current literature does not conclude with which type, duration and intensity of physical activity the greatest effects on attention are achieved. The aim of this study was to analyse the acute effects of active breaks on selective attention. It was carried out using a quantitative methodology and pre-post design with no control group. Seventy-five schoolchildren between 10 and 12 years of age participated, distributed among three experimental conditions. The d2 test was used before and after the break to measure selective attention. The first experimental group took a passive break based on reading, the second an active break based on moderate-intensity intervallic physical activity and the third group an active break based on high-intensity intervallic physical activity. The breaks took place inside the classrooms. A significant improvement was shown for the group that performed the high- intensity intervalic active rest compared to the other two groups. In conclusion, high-intensity active breaks could be a viable strategy to favour the improvement of selective attention. [ABSTRACT FROM AUTHOR]

Copyright of International Journal of Medicine & Science of Physical Activity & Sport / Revista Internacional de Medicina y Ciencias de la Actividad Física y del Deporte is the property of Revista Internacional de Medicina y Ciencias de la Actividad Fisica y del Deporte 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.)

To effectively implement ideological and political education within the physical education curriculum, it is proposed to analyze physical education in conjunction with ideological and political education. The influence of cheerleading on the physical and emotional health of 120 elementary school pupils were the research's focus. This paper investigates and intervenes in the six physical fitness indicators and the eight dimensions in the MHRSP primary school students' mental health scale and analyzes the effect and causes of integrating sports and ideological and political education to promote students' physical and psychological health. When determining the sample size of the experimental object, the following formula is used: N=t2P(l-P)/e2, where the accuracy percentage (E) is 0.5, the variation degree of the sample, the confidence (P) is 95%, the error is 10%, and the t-probability degree is constant 1.96; the total number is N=96,04. The results indicated no significant differences between elementary school students' six physical fitness indicators: height, weight, vital capacity, 1-minute sit-ups, 50mx8 round-trip running, and sitting forward flexion (p>0.05). Before and after the experiment, there were substantial differences between the experimental group and the control group. As an essential component of education and instruction, physical education curricula can not only improve students' physical health and cognitive abilities but also inspire students' enthusiasm for learning, which is favorable to enhance the mental health of primary school students. Simultaneously, promoting ideological and political courses and teaching higher vocational and physical education can help accomplish the pedagogical objective of "cultivating people by virtue." [ABSTRACT FROM AUTHOR]

Addressing the future recommendations of the first United Kingdom primary school-based Physical Education occupational socialisation study, this case study examined how a female primary school teacher delivered athletics and those factors influencing such pedagogical practices. Data were collected from interviews and lesson observations, analysed using a thematic inductive approach and constant comparison. An 'educative' sporting perspective focusing on improving practical performance with a limited attempt to improve non-practical learning was evident alongside an emphasis on ensuring appropriate pupil behaviour. Factors influencing these practices were an influential work colleague, challenging class behaviour and enforcement of school behaviour policy. Recognising the powerful influence of the workplace on the participant's practice, school policies could encourage primary school teachers to consider attending external courses, read relevant resources, attend behavioural management courses and informally learn amongst colleagues. Future research could explore primary teachers' delivery of other activities like dance and gymnastics. [ABSTRACT FROM AUTHOR]

Introduction. A person who actively participates in sports benefits not only from the function of corrective conditioning, but also from the benefits of seeing that there are working patterns between the different types of action that make that action possible. The aim of the work was to apply between an independent method and the obtained effect of teaching in an environment at 60 m in children aged 11-12. Materials and methods. The research covered forty-six primary schools. Blessed Edward Grzymała in Sadowne (n=16 children, n=30 boys), aged 11 and 12. In assessing the effectiveness of the user's actions, the Self-Efficacy Scale form was used to assess the effectiveness of actions. The subjects also performed an individual run over a distance of 60 m from a high start. Results. It has been noted that there is a significant relationship between the beneficial effect of the effective action and the results at the 60 m position in school children. With the connection of time to operate in the direction of 60m was visible. Conclusion. We recommend teachers of independent education on the Self-Efficacy Scale to evaluate viewership in comparison with school corrections in order to assess the effectiveness of their education process. [ABSTRACT FROM AUTHOR]

Generalist primary teachers teach physical education in many countries, and their preparation has been the subject of attention internationally. While they undertake field experiences as part of their preparation to teach, it is unclear how much of their teaching is focused on physical education. Reflective practice is recognised as a significant element of their preparation (Korthagen, 2014) with a view to improving practice. The focus of this study is on field experiences and reflective practice of a cohort of generalist primary pre-service teachers (PSTs) (N =25). This study is a qualitative descriptive study. Data analysed were written reflections chosen because they were considered a powerful professional learning tool. The reflections focused on a particular field experience that consisted of teaching physical education supported by their peers and teacher educators. Findings of the study reveal that the PSTs appreciated the learning environment provided by the field experience, characterised by dialogue, support and encouragement. They saw merit, relevancy and meaningfulness in the experience prior to embarking on it, where both anxiety and excitement were highlighted. While their learning focused on lesson planning, resource management and class organisation, they wrote of learning from observing their peers teaching, from co-teaching and from receiving feedback from teacher educators and peers. They identified the potential to build on this experience within their future evaluated experiences. The focus on physical education within a particular field experience is significant in building the confidence and competence of PSTs. [ABSTRACT FROM AUTHOR]

It is widely acknowledged that teachers' (de)motivating style (what they say, do and how they act) affects students' learning. Understanding what leads teachers to adopt a (de)motivating style is necessary to develop effective training programmes. The current study aimed to identify antecedents of teachers' motivating (i.e. need-supportive) and demotivating (i.e. need-thwarting) styles by (a) examining the relationships between five types of pressures and these styles and (b) investigating the mediating role of motivation. A total of 509 generalist primary school teachers completed a questionnaire about their perceived styles, perceived pressures from above (i.e. time constraints, pressure to display authority), below (i.e. perceptions of students' disengagement) and within (i.e. beliefs about the effectiveness of rewards, and the adherence to entity theory), and their autonomous and controlled motivations to teach physical education. Structural equation modelling showed that a need-supportive style was negatively predicted by students' disengagement and teachers' adherence to entity theory, and this relation was fully mediated by autonomous motivation. A need-thwarting style was positively predicted by pressure to display authority and beliefs about the effectiveness of rewards. Results showed that when pressures from below and from within are reduced, teachers adopt a more need-supportive style, because they are more likely to enjoy and value teaching. Conversely, when pressures from above and from within are prevalent, teachers are more likely to adopt a need-thwarting style. This study identified the pressures to be targeted when developing interventions which aim to modify teachers' (de)motivating styles which in turn could impact students' motivation and behaviours. [ABSTRACT FROM AUTHOR]

A wide variety of activities, instructional teaching styles and physical activity for health characterise PE practices today. However, for children, PE is about more than performing activities or being physically active for health. Children experience moving in the context of PE in varying and ambivalent ways, which indicates that qualitative aspects of movement (how to move) and the movement context (where to move and with whom) matter to them. To gain understanding of movement qualities in PE and PE as a movement context, this article explores what happens with and between children when they move in PE and how children's movements and interactions relate to the context in which they move. The analysis starts with observational material from four primary schools in western Norway and an affect theoretical perspective is used. Through an in-depth analysis of 10–11-year-old children playing a game of sheep and wolverines, the article demonstrates how multiple actions and multiple dimensions of movement emerge simultaneously and how children's own movements and the activity emerge and develop through reciprocal interactions. The activity framework forms how children move or is expected to move, while children's actual movements make the activity what it is. Playing together co-exists and alternates with playing alone and playing in multiple ways. The flux of the game involves both an opportunity for something different to the present moment to become and for the accumulation of permanent patterns. The findings indicate a need to further discuss and explore the balances and imbalances between the individuals and the collective and the individuals, descriptions, rules and instructions in the context of PE. [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 assessment of tactics is a subject of great interest in physical education and sport pedagogy. However, the lack of knowledge of the topic and the variety of assessment instruments make the assessment of tactics difficult. This study aimed to describe assessment in relation to tactical learning outcomes through an analysis of assessment instruments, based on variables that must be considered when using an instrument: (a) criteria definitions; (b) tactical levels; (c) indexes; (d) units of observation; (e) player/learner roles; and (f) institutional contexts. Hence, the following instruments were found: Game Performance Assessment Instrument, spatial location instruments, game performance evaluation tool, team sport assessment procedure, and system of tactical assessment in Soccer. Building on the review's purpose, the following issues were found. First, some studies reviewed used non-validated criteria. Second, not all studies considered the three tactical levels (match level, partial forefront level and primary level). Third, the majority of the studies used indexes that masked the results. Fourth, the individual unit of observation was widely used to assess global tactical learning outcomes. Fifth, many instruments were used in contexts for which they were not validated. According to these limitations, general recommendations are proposed. First, researchers should use validated instruments as long as the characteristics of the instruments are aligned with the nature of the study. Second, it is recommended when validating an instrument to consider the following general guidelines: (a) only use validated criteria descriptions; (b) include all three tactical levels; (c) do not use indexes; (d) use the team as the unit of observation; (e) assess both defender and attacker roles; (f) develop the instrument in the same institutional context as the study context; (g) include context variables if applicable. [ABSTRACT FROM AUTHOR]

This study examined proficiency levels in fundamental motor skills (FMS) in children within Key Stage 1 and 2 of the English school system. Four hundred and ninety-two children aged 6–9 Years old (245 boys, 247 girls) from school Years Two (n = 130), Three (n = 154) and Four (n = 208) participated in this study. FMS for the run, jump, throw and catch were assessed using the Test of Gross Motor Development – 2. The proportion of children who achieved mastery or near mastery of the skills was determined. For the whole sample, 18.5% (n = 91) did not achieve mastery in any of the four skills. A similar proportion (18.7%, n = 92) achieved mastery in all four of the FMS examined in this study. The proportion of children achieving mastery of all four skills was lower for Year Two children (0%) compared to children in years Three (24%) and Four (25%). More boys (25.7%) achieved mastery in all four of the FMS compared to girls (11.7%). Individual behavioural components in skill performance were also examined. The results of the present study highlight that less than one-fifth of children aged 6–9 years old have mastered the four key FMS identified by the physical education (PE) curriculum despite having the developmental potential to become fundamentally competent by six years of age. Fostering positive trajectories of FMS development presents a challenge for PE specialists given the association between FMS mastery in childhood and physical activity, weight status and health. [ABSTRACT FROM AUTHOR]

Background: Physical activity (PA) levels in schools vary widely, and there is interest in studying how student PA accrual relates to school policy and environmental conditions. School PA policy research, however, is in its infancy and generalizable measurement tools do not exist. We developed and assessed reliability of items on the School Physical Activity Policy Assessment (S-PAPA), an instrument designed to assess school PA policy related to physical education (PE), recess, and other opportunities. Methods: To develop items, we perused associated literature, examined existing instruments, and consulted school policy makers. For test-retest reliability assessment, 31 elementary school PE teachers completed the survey twice, 14 days apart. Results: S-PAPA uses open-ended, dichotomous, multichotomous, and checklist formatting and has 3 modules: 1) Physical Education (47 items), 2) Recess (27 items), and 3) Other Before, During, and After School Programs (15 items). Responses to more than 95% of items were highly related between Times 1 and 2. Generally, physical education and recess items had fair to substantial levels of agreement, and items about other school PA programs had fair to perfect agreement. Conclusions: Test-retest results suggest S-PAPA items are reliable and useful in assessing PA policies in elementary schools. [ABSTRACT FROM AUTHOR]

Background: Implementing physical activity (PA) within academic curricula increases energy expenditure and enhances academic achievement in elementary students. The purposes of the study were to determine the extent teachers met the 20-minute PA policy, identify how teachers met the policy, and measure the level of intensity of PA provided. Methods: Four elementary schools (grades K-5; 68 classroom teachers) implemented a district-mandated 20-minute PA policy. Teachers recorded PA for 1 week in September 2010 and February 2011. A sample of 142 students (grades K-5) wore accelerometers to measure school day PA. Results: While 40% and 4% of teachers in September and February respectively met the policy all 5 days, 72.5% and 45.7% of teachers in September and February respectively implemented PA at least 3 days/week. Accelerometry results indicated curriculum-based lessons (CBL; 59.92 ± 20.38 min) or walk/run periods (51.56 ± 18.67 min) signiicantly increased school day MVPA (P < .05) above no additional activity (30.96 ± 22.57 min). Conclusions: Although the teachers did not meet the 20-minute policy every day, the increased amount of PA achieved each week through the teachers' efforts is a signiicant contributor to total daily PA levels of chil [ABSTRACT FROM AUTHOR]

Background: Oversimplified, reductionist approaches to operationalising Physical Literacy (PL) have been a barrier to the development of a complex, dynamic and embodied understanding of the individual Physical Literacy journey. Further, there has been no appropriate approach that might allow practitioners to integrate Physical Literacy in Physical Education (PE). Whilst popular approaches, such as Teaching Games for Understanding (TGfU) and Game Sense (GS), for operationalising learner-centred and problem-based learning, have gained professional traction in the last three decades, the development of a comprehensive theoretical basis to underpin pedagogical principles has been neglected - particularly in Physical Education. Pedagogical approaches grounded in play have gained popularity as a vehicle for Physical Literacy development in Physical Education. Despite the prominence of a Constraint-Led Approach (CLA) in sport pedagogy to assist in developing 'the intelligent, autonomous individual' in sport, application to Physical Education is limited. Purpose: In this article, we propose key pedagogical principles of a Constraints-Led Approach (CLA) in primary physical education, underpinned by the theoretical framework of Ecological Dynamics (ED). Driven by the challenge of designing affordance landscapes for learning, we present our reflections on a recently designed PE curriculum for primary schools, Boing, which could facilitate the development of movement capacities in play-based curricula designed to nurture the Physical Literacy journey for individuals. An articulation of support for the key theoretical ideas is provided in this paper. Design: This is achieved through reflections on the play-based curriculum (BOING) founded on the principles of Ecological Dynamics (ED) underpinning a Constraints-Led approach (CLA) to better serve the implementation of a Physical Literacy focussed Physical Education in a Primary school setting based on key principles for delivery. Findings: Summarising the findings, the we were able to highlight the importance of developing key principles for delivering a theoretically informed curriculum that elicits key principles of Physical Literacy. Whilst movement skills are key, these approaches are able to elicit the intended outcomes in learners of confidence, motivation and competence (Whitehead 2010, 2016). Conclusions: A CLA affords the theoretical design of play-based curricula beyond just play or sport towards purposeful, inclusive learning environments. Practitioners should look to underpin their practice with key theoretical ideas. This paper is of particular interest to those coaches and teachers tasked with designing practical environments for learning beyond the rhetoric of skill development in sport. [ABSTRACT FROM AUTHOR]

In the field of education, the international trend is to turn to criterion-referenced grading in the hope of achieving accountable and consistent grades. Despite a national criterion-referenced grading system emphasising knowledge as the only base for grading, Swedish physical education (PE) grades have been shown to value non-knowledge factors, such as students’ characteristics and behaviour. In 2011, a new national curriculum was implemented which attempts to deal with the problem by prescribing specific knowledge requirements with a clear progression as the only basis for different grades. The aim of the present study is to explore the impact of the new knowledge requirements on what teachers consider important when assigning grades. It is also to discuss what non-knowledge-related aspects (if any) teachers continue to look for and why these seem to remain resilient to the reform. The Repertory Grid technique was employed to interview the teachers before (2009) and after the implementation (2013). During the interviews, the grading of 45 students was discussed, which generated 125 constructs. After the implementation, there was a near doubling of knowledge constructs, half as many motivation constructs and an almost total elimination of constructs based on confidence and social skills. While motivational factors were still considered valuable for the award of a higher grade, clear criteria seemed to be important, but too limited for the teachers’ needs. In order to understand the persistence of motivational factors, we discuss the results in relation to Bernstein’s interrelated message systems of curriculum, pedagogy and assessment. We emphasise the need to discuss how valid grades can be achieved and, at the same time, give value to the regulative discourse in order to realise the overarching national goals of values and norms in education and PE. [ABSTRACT FROM AUTHOR]

Background: Young children from disadvantaged settings often present delays in fundamental motor skills (FMS). Young children can improve their FMS delays through developmentally appropriate motor skill intervention programming. However, it is unclear which pedagogical strategy is most effective for novice and expert instructors. Purpose: The purpose of this study was to examine the effects of a motor skill intervention delivered by expert and novice teachers via direct or indirect pedagogical strategy on the object control and locomotor skills of young children. Participants and setting: Participants included children (N = 109) aged 40–67 months (Mage = 54 months, SD = 7 months) enrolled in an early years center for children who are socioeconomically disadvantaged in the United States. Data collection: Children participated in one of five instructional conditions (expert-led direct, expert-led indirect, novice-led direct, novice-led indirect, and control). Expert and preservice physical education teachers implemented the Successful Kinesthetic Instruction for Preschoolers (SKIP) motor skill program twice weekly for 6 weeks (360 min of instruction). Children in all experimental conditions (n = 69) received ‘business as usual’ free play on nonintervention days. Children in the control condition (n = 40) received the ‘business as usual’ free play 5 days weekly throughout the entirety of the intervention. Children completed the Test of Gross Motor Development-2 during the pretest and the posttest. Data analysis: For object control and locomotor skills, we conducted two, separate, one-way ANOVAs at the pretest to determine condition differences. We then calculated two separate, five conditions × two times repeated-measures ANOVAs to determine the effects of SKIP on both object control and locomotor skills. Tukeypost hocanalyses confirmed posttest differences among the conditions. Findings: There were no significant differences among conditions at the pretest (locomotor,p = .347–.969; object control,p = .143–.918). For object control skills, there were significant main effects for time (F[1, 104] = 83.92,p < .001,η2 = .45) and condition (F[4, 104] = 6.39,p < .001,η2 = .20) as well as a significant time by condition interaction (F[4, 104] = 22.36,p < .001,η2 = .45). For locomotor skills, there was a significant main effect for time (F[1, 104] = 41.25,p < .001,η2 = .28) but not for condition (F[4, 104] = 2.20p < .074,η2 = .08). There was a significant time by condition interaction (F[1, 104] = 18.68,p < .001,η2 = .42). Experts, regardless of strategy, showed significantly greater improvements (p < .001) than novice and control conditions for locomotor skills. For object control skills, experts (all conditions) and novice-direct demonstrated significantly (p < .001) greater gains than the control and novice-indirect conditions. Conclusion: Young children from disadvantaged settings demonstrated developmental delays with FMS. Motor skill intervention was effective with remediating their delays. Novice teachers with limited physical education experience should begin teaching object control skills via direct instruction. Experts can choose either direct or indirect instructional strategies. Future research should investigate the implications of scaffolding locomotor skills and indirect pedagogical strategies for novice teachers. [ABSTRACT FROM PUBLISHER]

Background:The template for the current study was the project conducted by Rosenthal [1973. “An Ecological Study of Free Play in the Nursery School.” Doctoral diss., Wayne State University] where she investigated the attraction and holding power of various learning centres during free play in a naturalistic preschool setting. Rosenthal’s most significant conclusion was that the characteristics of individual settings were more significant predictors of free play than demographic variables. Purpose:The purpose of this study was to follow Rosenthal’s design within a physical education setting to answer three key questions; (i) across lessons, what is the extent and range of engagement across different activity stations, (ii) which activities have a stronger or weaker attractiveness in terms of enticing children to practice, and (iii) which activities have stronger or weaker holding power in terms of their capacity to sustain engagement? Participants and setting:The participants in this study were 12, four-year-old children (10 boys, 2 girls) who attended a daycare centre that serves mostly African American children. The children participated in a biweekly motor programme promoting motor-skill instruction over a ten-week period (∼600 minutes). The mastery motivational climate of the programme was based on achievement goal theory and included six to eight motor-skill stations designed to promote locomotor and object-control skills, core balance, spatial awareness, as well as leg and arm strength. Methods:All sessions were videotaped using two wall-mounted cameras located in the top corners of the play area. The total and percentage of time each child spent directly engaged ‘in’ each station was determined, as well as source (self, peer, or teacher) responsible for redirection of activity. Attraction power was measured as the number of different children who visited a station at least one time during a lesson, while holding power was measured as the mean time per focal child entry. Deductive analysis was then conducted by systematically looking for similarities or differences between each activity’s attraction/holding power and those elements suggested by Rosenthal that would lead to satiation or prolonged engagement. Findings:The data on initiation and termination showed that 86.1% of station entries were spontaneously instigated by the children themselves, where on average they visited 4.43 different stations per 30-minute session. The most attractive settings were characterized by having elements of novelty, authenticity, and appeared to match the skill of the children. There was a wide range of setting differences in holding power, extending from just a little under a minute’s average stay at kicking stations, to involvement lasting four times as long at jumping stations. Holding power was rooted in the extent to which the activity stations were built for success, had the potential for modification, and provided frequent indicators of progress. Conclusions:The major findings from this study would be that inter-setting variation is perhaps a more appropriate target for consideration in the design of learning tasks than is inter-individual variation, because settings are considerably more amenable to teacher control than are individual personalities. Implications for the design of tasks in physical education are included. [ABSTRACT FROM PUBLISHER]

This paper presents selected findings from a questionnaire completed by 509 primary school teachers in Scotland. Drawing on policy enactment theory, the paper focusses on teachers’ personal experiences of physical education and perceptions of the importance of physical education in their schools. More than half (56%) reported that physical education was either ‘very important’ or ‘important’, while almost 40% perceived it to be of ‘limited’ or ‘very limited importance’. ‘Staff’, ‘time’ and ‘subject status’ were the main themes they drew on to explain their responses. Our findings highlight the diverse nature of the physical education professional cultures in Scottish primary schools. From this, we propose that future initiatives to support change in primary physical education should, as a starting point, acknowledge these diverse professional cultures and move beyond the simplistic one-size-fits-all change projects that have been shown to have limited impact on practice. [ABSTRACT FROM AUTHOR]

Primary physical education (PE) lessons tend to be taught by one, or a combination of, three different groups: generalist classroom teachers, specialist primary PE teachers and so-called adults other than teachers, who are almost exclusively sports coaches. Drawing upon data gathered from one-to-one interviews with 36 subject leaders (SLs), this study sought answers to two main questions: ‘Who delivers primary PE nowadays?’ and ‘What are the consequences?’ The findings revealed that the most common model for the delivery of PE involved responsibility being shared between the generalist class teacher and either a sports coach or specialist PE teacher. The SLs recognised strengths and weaknesses in all of the three main approaches used. However, while they favoured the use of specialist teachers because of their subject knowledge and expertise, the more prosaic constraints of cost and flexibility meant that the use of coaches had become increasingly popular. Whether or not, the growth of coaches is de-professionalising the delivery of PE, it certainly appears to be exacerbating any existing tendency to turn primary PE into a pale imitation of the sport-biased curricular of secondary schools. Ironically, the apparent ‘threat’ to the status of PE in the primary curriculum (as well as the status of PE specialists) posed by the growth of coaches in curricular PE in primary schools may well be exaggerated by the Primary PE and Sport Premium which appears to have added momentum to a change of direction regarding staffing the subject—towards sports coaches and away from generalist classroom teachers and PE specialists. As the shift towards outsourcing PE to commercial sports coaches becomes increasingly commonplace, it seems appropriate to talk of transformation, rather than mere change, in the delivery of primary PE. [ABSTRACT FROM PUBLISHER]

Helping students develop their critical thinking potential may assist them in effectively developing motor skills. This study examined the effects of cooperative learning and concept-mapping interventions on students' critical thinking and skill learning during physical education. 170 fifth-grade students were assigned to a cooperative learning condition ( n = 54), a concept-mapping condition ( n = 57), and a control condition ( n = 59). The students were subsequently assessed in terms of their basketball skills and critical thinking skills. The results showed greater improvements of basketball skills improvements and critical thinking skills among the students in the cooperative learning condition and the concept-mapping condition than among those in the control condition. The results indicated that peer-cooperation and concept-mapping mediated the learning of motor skills and offered a learning environment that assisted critical thinking in the context of physical education. [ABSTRACT FROM AUTHOR]

Regarding physical education, significant changes could be detected in the educational policy with the introduction of the everyday physical education in Hungary. Thus the investigation of alteration in the field of Physical education and sport provides the main topic. Firstly, the appreciation of the fact was measured; on the other hand, we were searching the answer how the positive and negative attitudes toward everyday physical education appeared among the students (N=1153), concerning the aims of the National Curriculum 2012. Results show that the outstanding part of the students (95%) like PE lessons. Regarding gender differences in the appreciation, a significant difference can be pointed out as it is remarkably higher among boys (p=0,000). The role of PE teachers and their motivating effect can be seen in our study. [ABSTRACT FROM AUTHOR]

Background: Generalist teachers’ confidence, competence and preparedness to teach Physical Education (PE) following Primary School Physical Education Teacher Education (PSPETE) has emerged as a research imperative. Yet little is known of teachers’ perceptions of such matters. For teacher educators responding to the deficient delivery of primary school PE by generalists, greater understanding of these perceptions would be valuable. Purpose: To offer an empirically founded description ofperceptions of preparedness to teach primary school PEthat firstly informs ongoing deliberations for how generalist teachers may be prepared and secondly generates new ideas for teacher education (TE) research, pedagogy and practice. Participants and setting: Participants (n = 400) were pre-service generalist teachers finishing units of study in PE within several Primary School Teaching degree programmes at one Australian university. The setting for this research was unique as subject specialisations were a feature of generalist TE programmes. Data collection: Transformative Learning Theory underpinned the development of the data collection instruments. A survey was administered to participants (n = 400). Survey items employed Likert scales and free-response questions to collect data related to experiences of school-based PE and learning-to-teach PE. Subsequently a purposive sample of participants (n = 19) with different levels of specialisation were interviewed to examine (a) conceptions of primary school PE; (b) feelings, thoughts and beliefs associated with teaching that conception of PE and (c) future intentions. Data analysis: Survey data were analysed with SPSS to report descriptive statistics pertaining to univariate frequency distribution of item variables together with association and strength of association when item variables were placed in cross-tabulation. Interview data were analysed using procedures described by Colaizzi to identify fundamental structures. The text-mining software, Leximancer, was used to identify theme clusters. Findings: Participants’ perceptions of preparedness to teach primary school PE conformed to two meaning-making structures of Transformative Learning Theory. Conceptualising ‘self’ in association with the subject was Habit of Mind whilst levels of preparedness was a Point of View. The composite of these structures was named a Professional Frame of Reference. To facilitate the reporting of these findings, the metaphor of a triple-folding lens was used to show ‘what’ transformed, namely, participants’ conceptions of primary school PE then associated roles and responsibilities. Conclusions: Perceptions of preparedness to teachare professional frames of reference. The triple-folding lens illustrates the multi-faceted dimensions of these frames. An additional outcome of the research is an empirically founded tool to underpin the design of a transformative pedagogy for PSPETE, a design whereby students’ preparedness to teach is associated with a re-envisioned, more informed conception of school PE. [ABSTRACT FROM PUBLISHER]

In Romania, the secondary effects of the lack of physical activity are becoming more visible now with high incidence in children and young people, and many social and economic difficulties affecting voluntary participation of young people in physical activities. One solution could be increasing the number of hours of physical education in the public educational system. The aim of this study was to determine the effect of increasing the number of hours of physical education under the current system of education in Romania, from two to five classes a week and placing movement games in their classes of students in primary level, physically and mentally healthy. Methods and subjects. Thus, using the experimental method, we chose the subjects as the pupils in two classes from primary level, as follows: first grade, as an experimental group - EG (n = 16, 10-B / 6-G ), age = 7 ± 0; height = 1.31 ± 0.03, weight = 30.125 ± 3.28; and second grade as a control group - CG (n = 16, 10-B / 6-F), age = 8 ± 0; height = 1.34 ± 0.07, weight = 33.68 ± 9.03. Before study, we tested both groups of students, initial test - IT, on the level of motor skills development time, using 5 different samples. Then I worked with EG differentiated as planned; ie, five hours a week, while the CG we used means and dosage, according to the current curriculum in Romania. Results. After three months were carried out final tests FT- and we present in this study the results for statistical indicators: mean - M, standard deviation - SD and coefficient of variation - CV, five of the samples - back extension / rep. (BE), - maintaining hang / sec. (MH), - lifting torso (crunch) / rep. (LT) - shutlle 5x5 / sec. (SH), and - long jump from standstill / cm (LJ), of randomly selected samples in the school curriculum. Thus we present here summarized results of the samples from IT: CG: BE: 6.06 ± 2.54, CV = 41.9%; MH: 6.18 ± 2.83, CV = 45.8%; LT: 27.31 ± 3.75, CV = 13.7%; and GE has the results: BE: 6.43 ± 2.27, CV = 35.4%; MH: 6.18 ± 3.22, CV = 52.2%; LT: 27.5 ± 4.22, CV = 15.4%; while the TF, the results were: CG: BE: 2.9 ± 8.75 CV = 33.3%; MH: 9 ± 3.14, CV = 34.9%; LT: 28.62 ± 2.68, CV = 9.4%; and EG it has the results: BE: 13.37 ± 2.94, CV = 22%; MH: 15.2 ± 3.3, CV = 21.8%; LT: 29.81 ± 0.54, CV = 1.8%. Conclusions. The results indicate that, after three months of five hours per week of physical education, the experimental group improved both quantitatively and qualitatively the parameters on all motric qualities, but in force the growth was more spectacular. [ABSTRACT FROM AUTHOR]

In March 2013 the government announced that it was to provide funding to improve provision of Physical Education and sport in primary schools in England. Entitled The Primary Physical Education and Sport Premium, this ring-fenced annual funding has been allocated to schools that are free to choose how the money is spent but are accountable for its use and must make their expenditure publicly available on their website. This case study located within the West Midlands region of England viewed 1848 primary school websites to find out how primary schools spent their first years’ Physical Education and Sport Premium funding. [ABSTRACT FROM PUBLISHER]

Schools implement Positive Behavior Intervention and Supports (PBIS) as a way of meeting students' needs in classrooms. PBIS focuses on tiered instruction. Tiered instruction is a teaching strategy in which the educator implements incremental changes that increase supports based on students' needs--academic or behavioral. Yet, tiered instruction is not implemented on a wide scale in physical education. This article discusses how PBIS creates a positive climate, and how it works well with autonomy-supportive environments. It includes a review of research in physical education using tiered instruction or similar strategies. It presents a conceptual model illustrating the use of PBIS to identify and prioritize needs/supports of those students with the most challenging behaviors, and highlighting aspects of physical education that are uniquely different from the regular classroom. [ABSTRACT FROM AUTHOR]

The initial process of motor learning/educating through the tailored contents in an adapted manner from the sport games constitutes at the level of training pupils from elementary education, a methodical issue which is approaches differently and often misunderstood by teachers who teach the physical education discipline. The article tries to show that is still considered- even at school level - that training means related to initiation lend to the method of analytic practice of the basic technical procedures (which also is at the origin of appropriation of game habits). However, at the small school ages, the nature of the individual has a higher need of free expression, as regards emotional manifestations, relational and especially motor skills. In this context, we recommend in the learning process the use of motor skills (including the contents of specific minihandball) of as many ludic activities, in which the child is conducted to objectives pursued in designed education -without feeling it. The experiment applied to two groups of subjects from primary schools revealed that physical activity undertaken as a game represents efficiency during training. There are two reasons underlying this statement: firstly, the strong desire and proper wellbeing of students created within it, but especially through changes in driving behaviors and technical / tactical behaviors outcome from training and the effect it has on students. Thus, the results achieved when evaluating bilateral game, averages have ranged between 7 during initial testing and 9.27 during final testing for Group Ex., respectively for Group C, the average values started from 6.3 during initial testing and to 7.55 during final testing. For the two technical-tactical trails the EX group students achieved average of between 7.88 during initial testing and 9.11 during final testing, and those in Group C 6.38 during initial testing and 7.61 during final testing.) [ABSTRACT FROM AUTHOR]

The purpose of this article was to provide an account of second-grade students and teachers, as well as a non-participant observer, after they participated in a season of Sport Education. For a total of 12 lessons, students participated in a season of developing throwing and catching and kicking skills. Interviews were conducted at the conclusion of the season to collect data from students and teachers regarding their experience. Field notes from the non-participant observer were also recorded. Although Sport Education is commonly introduced to students no earlier than the fourth grade, results revealed that there is the potential for introducing Sport Education to students as early as the second grade, a year in which the children typically turn eight years old. It is suggested that future studies of Sport Education with second-grade students could potentially enhance the learning experience of physical education students at the beginning of their school career. [ABSTRACT FROM PUBLISHER]

Background: Crum proposes the term ‘movement culture’ as a means to best understand the relationships between PE and wider movement practices. Learning within movement culture is practical and embodied, and integral to the cultural and institutional contexts within which PE is situated.Purpose: Using visual data gathered from PE lessons within a UK primary school this paper aims to identify movement cultures across the observed PE lessons, and understand how these movement cultures are shaped and maintained by analysing how teachers and pupils' actions-in-on-going-events make the movement cultures something ‘in-common’.Participants, research design and data collection: A mixture of Year 5 and 6 PE lessons were video recorded within a primary school in the West Midlands. Careful attention was paid to the ethical considerations involved in the collection and storage of the data.Data analysis: By dissolving the dualism between an individual and their environment, Dewey and Bentley's (1949/1991) transactional theory of learning supports an analysis of action in context. Application of this theory enables the researcher to explore actions-in-on-going activities and understand how this action shapes the movement culture within which it occurs. In this process we did not use theory to deduce the participants' intensions or potential changes in their cognitive structures; rather it was the functions' actions constituted in the observed situation, which lead the analysis.Findings: The existence of a multi-activity idea of sampling different sports within this study of primary PE amounted to eating from a smorgasbord where the flavours of the dishes initially looked different, but actually tasted the same. Each dish was differentiated by the use of contrasting equipment, physical locations and named activities. In reality what was realised was a diluted, repetitive and overriding flavour of looks-like-sport. Pupils were tasked with actions which functioned to produce a stage managed show of controlled activity. This was supplemented by their compliance to strict behaviour codes and by attempting to make highly cooperative tasks and games work. This was aided by the adoption and acceptance of different roles. Succeeding within this movement culture demanded an implicit understanding of the need to coordinate actions with others cooperatively.Conclusions: The standout flavour within this smorgasbord involved gymnastics, where the removal of competition and provision of space for pupils to re-actualise their knowledge, created an interesting blend of pupil engagement, sustained physical activity, creativity, inclusion and cooperation. These interesting flavours may have been curtailed by a need to replicate movements acceptable to doing gymnastics-for-real and suggests that other forms of looks-like-sport may have the potential to elicit similar action. Continued investigation of the directions of actions-in-context-in-PE-settings would aid our understanding of the creation, nature and reproduction of learning experiences within this looks-like-sport movement culture. More specifically, analysis of the educational content and pedagogy of the recorded PE lessons within this school would support our understanding of how teachers and pupils negotiate the complex mix of educational, sport and health discourses that constitute the looks-like-sport movement culture. [ABSTRACT FROM PUBLISHER]

Within Aotearoa/New Zealand primary schools. External Providers (EPs) have steadily increased their influence on physical education. The purpose of this study was to explore and interpret classroom teachers' perspectives of EPs in their primary school. The research team obtained questionnaire responses from 487 classroom teachers from 133 different primary and intermediate schools in six regions across Aotearoa/New Zealand. In addition, 33 classroom teachers, selected from the six regions as a purposive sample [Patton, M. Q. (2002). Qualitative evaluation and research methods (3rd ed.). Newbury, CA: Sage], were interviewed. The research utilised a case-study design [Stake, R. E. (2005). Qualitative case studies. In N. Denzin & Y. Lincoln (Eds.), The sage handbook of qualitative research (3rd ed.). Thousand Oaks, CA: Sage] and incorporated a mixed-methods approach [Greene, J. C. (2007). Mixed methods in social inquiry. San Francisco, CA: Jossey-Bass]. Our findings support the belief that EPs are established as major providers of physical education and sport in the primary schools space. Teachers identified a large number of EPs (n = 638) active in their schools. A number of categories were drawn from the interviews: Prevalence of EPs, Expertise and professional development (PD), Valued programs, Evaluation and assessment of EP provided programs and Pedagogical limitations. The teachers valued the EPs for their expertise, PD and the opportunities for students to experience a wide range of sports. However, schools conducted little assessment or evaluation of the programs. Teachers expressed some criticisms around the pedagogical approaches used and the EPs' lack of knowledge of the curriculum. As a profession it is our responsibility to ensure that all students experience quality physical education programs and that EPs are working in ways that maximise the benefits for our students. [ABSTRACT FROM AUTHOR]

The primary objective of this study was to evaluate the efficacy of a pilot intervention using a game-centered approach for improvement of physical activity (PA) and physical education (PE) outcomes simultaneously, and if this had an impact on enjoyment of PE. A group-randomized controlled trial with a 7-week wait-list control group was conducted in one primary school in the Hunter Region, NSW, Australia. Participants (n = 107 students; mean age = 10.7 years, SD 0.87) were randomized by class group into the Professional Learning for Understanding Games Education (PLUNGE) pilot intervention (n = 52 students) or the control (n = 55) conditions. PLUNGE involved 6 × 60 min PE lessons based on game-centered curriculum delivered via an in-class teacher mentoring program. Students were assessed at baseline and 7-week follow-up for fundamental movement skills (FMS) of throw and catch, game play abilities of decision making, support and skill performance; in-class PA; and enjoyment of PA. Linear mixed models revealed significant group-by-time intervention effects (p < 0.05) for throw (effect size: d = 0.9) and catch (d = 0.4) FMS, decision making (d = 0.7) and support (d = 0.9) during game play, and in-class PA (d = 1.6). No significant intervention effects (p > 0.05) were observed for skills outcome during game play (d = −0.2) or student enjoyment (d = 0.1). Game-centered pedagogy delivered via a teacher professional learning program was efficacious in simultaneously improving students' FMS skills, in-class PA and their decision making and support skills in game play. [ABSTRACT FROM AUTHOR]

The aim of this study was to determine prevalence of obesity of children of primary school age from several randomly chosen primary schools in Belgrade, and to suggest preventive measures, which can be done, primarily during children's stay at school. The study points at the real need for creating programmed physical activities of students within the classes of Physical education. This is done with hope to provoke some activities of relevant institutions - from some Ministries, Faculty of Sport and Pre School and Primary School institutions.. Application of least general, and individual programmes which school could offer, will enable urgent prophylactic therapy - change of life style. In our country, there is an insufficient number of the research of these issues, so they need to be actualized. There are not clear national standards of growth and development of children, and this additionally makes the problem of monitoring more difficult. Struggle against obesity should be an inseparable part first of basic educational and pedagogical work which is very important in the process of development and identity of a child. Knowledge about the frequency of health problem at the level of children's population, which is particularly a vulnerable group, enables further evaluation of undertaken preventive measures and better control of illness. The research has been conceptualized and performed as the epidemiological section study. The research was realized in December 2013. Measuring morphological characteristics of children were done in standardized procedures. One of the most innovative ways of estimation and analysis of the body contents was used in realization (Body-impedance system), by using analysators of impendence. Laser anthrop meter of high precision was used in realization of estimation of longitude dimension. Results were stated with suitable standards according to age, which were taken form world most prestigious organizations, which deal with actual issues of children (WHO - World Health Organisation, NCHS - National Centre for Health Statistics in collaboration with the National Centre for Chronic Disease Prevention anđ Health Promotion ECOG-European Childhood Obesity Group). Comparing results of this research with results of similar research in the world, it can be assumed that children of primary school age in Belgrade are in greater percent overweight and obese in comparison to their peers in other parts of Serbia, an developed countries, particularly Europe and USA. Measurement results were processed by standard descriptive statistics (average, minimal and maximal values and standard deviations) with the aid of statistical programme SPSS/20. Calculating percentage values results was done by special applicative software. Results gained in this study differ in some variables, whereas in other variables they are complement with the results gained in different studies, so that special differences in values of the measured variables in comparison the common ones cannot be observed. Nevertheless, it is a warning sign that shows maximal results of BMI index. Given results and applied methodology in this research can be the basis for undertaking suitable preventive measures for solving this growing health problem of children. Within the activities at school, it is necessary to urgently start a unique, whole and long-lasting multidisciplinary programme of this aspect of health prot3ction of school population. This sort of programme should include promotional activities, obtaining prevention, education of different target groups (students, parents, teachers, class teachers, and media), obtaining and giving needed regular diagnostic and therapeutic services for obese children adolescents, and giving significance to Physical education classes. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to discuss some of the concerns that have been raised as a consequence of the shifting patterns of policy and practice in Primary physical education (PE) provision. The landscape of Primary school PE has, and continues to experience change both in England and internationally. The employment of external providers, notably sports coaches, has become the dominant discourse within Primary PE. This has been met with some level of apprehension from the PE academic community, who have expressed concern that coaches are not suitably qualified to deliver Primary PE, nor do they have the required knowledge, skills and understanding of the National Curriculum. However, some evidence would suggest there are positive benefits of having coaches delivering Primary PE. Either way, the evidence base appears fragmented and limited, or worse still, non-existent. What this paper attempts to do is provide a reasoned argument for is currently known, as well as offer recommendations for future research in this area. [ABSTRACT FROM AUTHOR]

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Objectives. Intervention in sport training of junior handball players aged 11-12 years old with a program developed to drive psihomotric components. Analysis and interpretation of data recorded in the experiment, reorientation and completing tests and system drives in the sight of good development of the basic experiment. Methods of research. The research was based on an ameliorative experiment which took into account the psihomotric development of junior handball players aged 11 to 12 years. Selected athletes to achieve research were established in the experimental group and the control group. The women handball players, composing the experiment group represents team from No.1 School Sports Club in Constanta(n = 18) - and control group was represented by School Sports Club team from Medgidia (n = 18) Received 21.03.2015 / Accepted 13.04.2015ocycle included 33 preparatory periods, 5 pre-competitive periods and 5 competitive periods.. Results. Comparative analysis of indexes registered to the dribble among poles test on 20m., between the experimental and control group indicates that the proposed and applied program to experiment group is superior and the differences in averages of both groups are superior to final testing for the experimental group to significance p<0.0005. As we have seen in the control group, the passing behind the back and over the shoulder tests, are toughest and have even lower materiality threshold of p <0.005 in the first test and p <0.01 for passing over the shoulder, but in favor of the experiment group. Conclusions. Comparative analysis between the experimental and control group revealed that the difference between the average initial testing to final testing is in favor for the experimental group for all indicators investigated, with strong statistical significance. Experimental group has qualified for the finals, played the final for the nationals and won the silver medal. [ABSTRACT FROM AUTHOR]

Objective. The aim of this study is to provide a theoretical, conceptual and practical analysis, regarding speed as a motor skill for visually impaired pupils. Methods. In this study we used as method the differentiated instruction. Through the use of differentiated instruction in physical education lesson for students with visual impairments, we intend to demonstrate if progress can be made in terms of speed development. The study addresses to visually impaired subjects, enrolled in special schools, among which we find both blind and visual impairment pupils. The classes we refer to are part of secondary school, a 7th grade and 8th grades. An initial testing was conducted, which targeted reaction speed assessment, repetition speed of arms, and running speed. For speed's first form of manifestation we used the stopwatch test, for repetition speed we used Plate Tapping from Eurofit Battery of assessments, and for running speed we used 5 X 5 Shuttle Run Test from the National School System of Evaluation in Physical Education and Sport. Results. After applying the assessments evaluation, value I and II groups were established for each grade involved in the experiment. After completing the instruction program, the pupils were again evaluated, using the tests from the initial testing. Conclusions. The analysis of the results showed an improvement in terms of speed for the visually impaired pupils, using the differentiated instruction. [ABSTRACT FROM AUTHOR]

This paper aims to understand how pupils and teachers actions-in-context constitute being-a-pupil and being-a-teacher within a primary school physical education (PE) movement culture. Dewey and Bentley's theory of transaction, which views organism-in-environment-as-a-whole, enables the researcher to explore how actions-in-ongoing activities constitute and negotiate PE movement culture. Video footage from seven primary school PE lessons from a school in the West Midlands in the UK was analysed by focusing upon the ends-in-view of actions as they appeared through the educational content (what) and pedagogy (how) of the recorded PE experiences. Findings indicated that the movement culture within the school was a monoculture of looks-like-sport characterised by the privileging of the functional coordination of cooperative action. Three themes of pupils' and teachers' negotiation of the movement culture emergedU-turning, Knowing the game and Moving into and out of games.This movement culture required teachers to ensure pupils looked busy and reproduced cooperative looks-like-sport actions. In fulfilling this role, they struggled to negotiate between their knowledge of sport-for-real and directing pupils towards educational ends-in-view within games activities. Simply being good at sports was not a prerequisite for pupils' success in this movement culture. In order to re-actualise their knowledge of sport, pupils were required to negotiate the teacher's ‘how’ and ‘what’ by exploring what constituted cooperative actions within the spatial and social dimensions of the activities they were set. These findings suggest that if PE is to be more than just the reproduction of codified sport, careful adjustment and consideration of ends-in-view is of great importance. Without regard for the latter there is potential to create significant complexity for both teachers and pupils beyond that required by learning and performing sport. [ABSTRACT FROM PUBLISHER]

The purpose of this study is to provide an authentic and legitimate voice to the physical education (PE) specialist teacher in the primary school and to give an insight into professional knowledge. An autoethnographic approach has been used to invite readers to enter my world of the primary PE specialist teacher and observe and respond to its social and cultural practices. Teacher professionalism as a cultural practice is defined, perceived and enacted in different ways over the three years I spent as a primary PE specialist teacher. The places and spaces in which primary PE operates are investigated using the conceptual framework of Relph’s Place and Placelessness. I found myself both in and out of places and spaces that raised questions about the role of the primary PE specialist teacher, the issue of non-contact time in Queensland schools, the influence of performance cultures and the possibility (or not) for enacting an activist democratic professionalism. [ABSTRACT FROM AUTHOR]

There has been some exploration of the conceptualisation of teachers as change agents within educational change literature. While this body of work does consider how teachers understand, harness and influence the process of curriculum change, within the policy rhetoric and educational change literature there is limited reference made to how the change agent role is translated into practice. To illustrate the complex nature of the change process this paper explores the experiences of generalist primary teachers at the ‘chalk face’ as they initiate physical education curriculum change within their school contexts. This paper reports on the findings of a study investigating how five Scottish primary teachers with a postgraduate qualification in primary physical education construed and took forward curriculum change. A qualitative and interpretivist approach to the research was taken to analyse how the knowledge and skills the teachers gained from the professional development they had undertaken contributed to their agency to initiate curriculum change within their school contexts. Drawing on the work of Fullan, the concept of change agentry is used to analyse the experiences of the individual teachers as they exercised their agency to enact curriculum change. The paper concludes by reflecting on the findings of the study to suggest factors that may support and constrain teachers acting as change agents. [ABSTRACT FROM AUTHOR]

With career-long professional learning increasingly seen as a significant element of teacher education, this paper proposes that there is a need to acknowledge the complex nature of the professional learning process. The paper explores lessons learnt from over a decade of professional learning efforts by the Developmental Physical Education Group at The University of Edinburgh. With the group's traditional initial continuing professional development efforts having limited impact on teachers' practice, the paper considers how more recent efforts have refocused on a longer term, participative and situated approach that appears to be having significantly more influence on teachers as professional learners. [ABSTRACT FROM PUBLISHER]

The purpose of this study is to determine the effect of two physical education (PE) instructional climates (mastery, performance) on the percentage of time students spent in a) moderate-to-vigorous physical activity (MVPA) and b) management tasks during PE in 2nd-grade students. Forty-eight 2nd graders (mastery, n = 23; performance, n = 25) participated in a daily, school-based five-week PE intervention. All students also participated in typical PE during a baseline phase, thereby serving as their own control group. The System for Observing Fitness Instruction Time (SOFIT) was used to describe the lesson context and students’ physical activity for each PE session. Students spent an average of 36.9%, 9.9%, and 23.5% of class time in management tasks during typical PE, mastery, and performance climates, respectively. The mastery climate spent significantly less time in management compared to the performance climate and typical PE (p < 0.001). Results indicated that students engaged in significantly more MVPA during the mastery (68%) and performance (67%) climates compared to typical PE (49.7%) across 24 lessons (p < 0.05). Results suggest that a mastery climate can decrease the percentage of time spent in management tasks and that a structured intervention can increase MVPA in 2nd-grade students. [ABSTRACT FROM PUBLISHER]

This research investigates Australian Government Primary School Principal perceptions of how health and physical education (HPE) is implemented. Principals of primary schools in the state of Victoria (Australia) were deliberately chosen as participants as they are key school leaders who have a high degree of autonomy and power to improve the quality of teaching. The Victorian state Government Department of Education and Early Childhood Development (DEECD) first listed outcome for children 0–8 years is: ‘children have the best start to life to achieve optimal health, development and wellbeing’. Hence, this research offers pertinent results and recommendations in achieving this outcome. The data were gathered using ex-post facto surveys completed by 138 principal participants from a cross section of schools. The key findings were that principals: (1) strongly desire to have specialist HPE teachers in their schools; and (2) want HPE specialist teachers who are interested in and want to be working with primary aged children. Furthermore, there was strong interest in HPE specialists who are able, willing and qualified to teach as generalist classroom teachers. [ABSTRACT FROM AUTHOR]

The main objective of this study was the evaluation of physical education teaching in higher grades of primary school through the attitudes of subject teachers. The sample consisted of 89 primary school teachers from the Osijek-Baranja County in the Republic of Croatia. A questionnaire was designed so as to assess the attitudes of preparation, teaching diversity and outcomes of teaching by using three subsets of variables (total of 42 items). A satisfactory reliability (Cronbach (a) 0.79 to 0.82, and the ICC - intra-class correlation coefficient from 0.68 to 0.73 were obtained. Differences in the teachers' estimates were made with two sets of classification variables (demographic characteristics and evaluation of working conditions). Descriptive statistics, response percentages and the ANOVA univariate test of difference were applied. The results indicate that the majority of teachers regularly prepare and successfully adapt their teaching to pupils' abilities. They commonly use kinesiology methods and organization of work in their teaching. They rarely use modern teaching methods. They evaluate the prescribed programming system as complex and they apply it differently. High marks which students receive in physical education are not in accordance with the level of achievement, and they evaluate their efforts highly. Differences in the teachers' attitudes relate to the preparation segments and the methodological diversity, while these differences are less pronounced in the area of assessing teaching outcomes. Osnovni cilj ovoga rada bio je vrednovanje nastave tjelesne i zdravstvene kulture u višim razredima osnovne škole na temelju stavova predmetnih učitelja. Uzorak ispitanika obuhvatio je 89 učitelja osnovnih škola Osječko-baranjske županije u Republici Hrvatskoj. Konstruiran je upitnik kojim su s tri podskupa varijabli (ukupno 42 čestice) procijenjeni stavovi o pripremanju, metodičkoj raznolikosti i ishodima nastave. Dobivena je zadovoljavajuća pouzdanost (Cronbach (a) od 0,79 do 0,82 te ICC - intraklasni koeficijent korelacije od 0,68 do 0,73. Razlike u procjenama učitelja učinjene su s dva seta klasifikacijskih varijabli (demografska obilježja, procjena uvjeta rada). Primijenjeni su deskriptivna statistika, postoci odgovora i univarijatni testovi razlika ANOVA. Rezultati ukazuju na to da se većina učitelja redovito priprema i uspješno prilagođuje nastavu mogućnostima učenika. U nastavi se najčešće koriste kineziološke metode i organizaciju rada. Rjeđe se primjenjuju suvremene metode poučavanja. Propisani sustav programiranja ocjenjuju složenim i različito ga primjenjuju. Visoke ocjene učenika iz tjelesne i zdravstvene kulture nisu u skladu s razinom postignuća i najviše se ocjenjuje učeničko zalaganje. Razlike u stavovima učitelja najviše se odnose na segmente pripremanja i metodičke raznolikosti, a manje su izražene u području procjene ishoda nastave. [ABSTRACT FROM AUTHOR]

Shaping exercises as natural movements of certain body parts, performed in their basic form with a special aim to certain muscle groups, are being applied mostly in the introductory part of a directed activity or in a preparation part of the Physical Education class, while the ones can be used in the basic-the main part of the activity. The subject of our research in this paper is the class structure of Physical Education class administered to the youngest ones (application of shaping exercises, their choice, manner of the teachers' education some specifics of the Physical Education teaching, usage of requisites in exercise performing and didactical- methodological approaches). Research subjects were also experience features attained through: qualification structure of teachers, material side of pre-school institutions, connection and cooperation with the Local Government, influence of the parents whose children could be included into the educational work of these institutions, so as to ascribe greater significance of body exercise as a motor activity. On a sample of 48 subjects teachers completing a survey, comprising suitable questions, we have obtained the results-suggestions and opinions to be shown entirely, in Tables with calculated percentage values, applying a descriptive method. [ABSTRACT FROM AUTHOR]

Successful realization of physical education instruction, beside valid curricula and material conditions for classes, requires also professionally educated teaching staff. In the long term history of this kind of instruction in Serbia, great efforts were put to open relevant institutions, to educate physical education teachers. Education of physical education teachers in Serbia has a long tradition. This year three important anniversaries should be properly marked: 105 years from the establishment and work of the School of Gymnastics in Belgrade (1908); 85 years from the completed ,,One-year course for gymnastics teachers" in Belgrade (1928); 75 years of the Faculty of Sport and Physical Education (1938-2013). The analysis of the period since the establishment of the first educational institution in the field of physical culture indicates that the School of Gymnastics in Belgrade (1908) represents an institutional beginning of the teachers' education and the Faculty of Sport and Physical Education in Belgrade (1938) is the institution with uninterrupted 75- year tradition in education of the physical culture professionals. [ABSTRACT FROM AUTHOR]

Bad posture of our children is not insignificant aesthetic drawback that disappears by time. This is a serious health disorder, which often leads to a permanent reduction of capability in career and in life. Postural disorders and spinal deformities are among the most common diseases in the period of childhood and adolescence. During long period of time, the problem with postural disorders and spinal deformities took alarming proportions. The reason for such situation is reduced physical activity, long standing in front of the computer from early childhood , bad posture at school, heavy backpacks, improper diet, increased number of traumatic injuries , congenital spinal anomalie, decreased sports hours, etc. Undetected and untreated in time, they can lead toward adverse changes in posture and body. Current therapeutic issues that must be solved are voluminous and complex. With the beginning of school year for children remains fever time for games and entertainment, and sports remain meager physical education classes. Unfortunately, the problems of postural disorders and spinal deformities were definitely ignored after the reform in the health system. Disorganization and lack of school doctors to monitor various medical problems in children and adolescents was unfavorable for frequent postural problems. [ABSTRACT FROM AUTHOR]

There is a consensus among numerous sports experts that speed, as the basic motor ability, has enormous significance for success in many sports. Regardless o f the fact that it remains significantly influenced by genetic factors (90-95%), its development is connected with the motion structures and dynamic characteristics o f the numerous sports disciplines, hence it shows in a combination with strength, coordination, flexibility, endurance and accuracy. Speed is mostly manifested as reaction speed, start speed, stop speed, maximum speed, speed-endurance and agility. Each o f the mentioned parts o f speed manifestation can be improved by certain methods with maximum willpower and functionality o f nervous-muscular systems. The paper provides a detailed description o f several basic methods o f developing speed in children involved in sports, such as plyometric, repetition and alternating workouts method. All these methods and modes o f work are applicable in schools, and have given good results in practice provided that they have been timely and persistently applied. [ABSTRACT FROM AUTHOR]