Purpose The purpose of this study was to examine students’ perceptions of girls’ participation in physical education(PE) in elementary schools and examine the impacts of a girl-friendly integrated program on children’s participation in PE classes. Methods The participants were 10 fifth graders (5 girls and 5 boys) and their teacher in an elementary school. Data which were collected from in-depth interviews with students, students’ journal entries, field observation, and teacher’s reflective journal entries were analyzed inductively. Results Findings revealed that boys perceived girls’ participation as passive, possessing a low level of skills, and staying at the peripheral position. Meanwhile girls expressed their desire to demonstrate their strengths in PE classes and were afraid of boys’ criticism regarding their lack of skills. There were also misconceptions and misunderstanding on girls’ PE participation between boys and girls. In order to resolve these issues, a girls-friendly integrative program was designed. based on the four guiding principles drawn from students’ perception: (1) from ignorance to interest, (2) from misunderstanding to understanding, (3) from sport skills to sport values, and (4) from competition to cooperation. The program integrated boys and girls for promoting active interaction and also integrated competence, knowledge, and dispositions to accommodate students’ various ways of PE participation. Findings revealed that the program had: (1) diversified students’ perceptions of PE participation, (2) promoted students’ diverse and active participation, and (3) established classroom atmosphere which emphasized positive values.
PURPOSE This study sought to explore elementary school (ES) teachers' avoidance of teaching model-based instruction (MBI) in physical education (PE) lessons. METHODS An open-ended questionnaire (n=93) and three focus group interviews (FGI ) were conducted with seven ES teachers. The collected data were analyzed using grounded theory analysis procedures (Strauss & Corbin, 1997). RESULTS Accordingly, we derived a grounded theory paradigm model composed of the core phenomenon (ES teacher’s avoidance of MBI in PE lessons), causal conditions (traditional difficulties of Elementary PE lessons, mismatch between MBI and ES teachers/PE lessons, lack of experience and teacher knowledge for/in MBI), contextual conditions (complex instructor organization, powerful trend of play), intervening conditions (value orientation for fun-focused PE, misunderstanding about PE curriculum), interactive strategies (focus on screening physical activities, preparing for PE lessons with YouTube rather than teacher guide book), and results (learner inclusive effects and de-curricularization). CONCLUSIONS ES teachers’ avoidance of MBI in PE lessons is a result of several reported problems with elementary PE lessons and is likely to be a recurring problem in the future. To encourage ES teachers’ MBI in PE lessons, efforts should be made to build practical knowledge of model use in pre- and in-service teacher education.
PURPOSE This study analyzed research on physical activities for elementary school students 1st and 2nd-graders to explore teachers’ perceptions and instructional practices in physical activity classes. METHODS Twelve studies published in academic journals conducted between 2000 to 2022 were selected for analysis. RESULTS The research articles were categorized into three domains: perception of physical activity in lower grades, operational features, and factors influencing practices from a didactic perspective. Challenges identified include dilemmas between curriculum documents and actual practice, a lack of practical teaching expertise, and a teaching culture discouraging physical activity in lower grades. Operational patterns were restructured into “avoidance-style classes,” “ad-hoc classes,” “textbook-dependent classes,” and “textbook-reorganization classes.” Factors influencing physical education for early elementary students included “teacher support factors,” “environmental factors,” and “administrative factors.” CONCLUSIONS In conclusion, this study advocates for policies that systematically improve perception, administration, and support classes for activating physical activities in lower elementary school students. The findings suggest the need for strategies such as adapting integrated curricula, creating training programs and educational materials, ongoing professional development activities for teachers, and specific research focused on physical activities for lower grade elementary students.
Purpose The purposes of this study were to examine the influence of a formal sports mentoring program on mentors(pre-service PE teachers), and to identify main factors affecting educational growth of the pre-service teachers. Methods Data were generated in this study using: In-depth interviews, mentoring observations, and document resources from 4 mentors and their mentees as research participants. The collected data were inductively analyzed as an iterative process of working back and forth between the data and the categories(Miles & Huberman, 1994). Results The key findings of this study are as follows. First, mentors developed pre-service teachers’ practical knowledge including teaching knowledge, environment knowledge, student knowledge within teaching contexts. Furthermore, they practiced mentee-centered education through sports mentoring not only by mentees but also for mentees. Second, with respect to the factors impacting mentors’ educational growth, there were two main factors; the systematic structure of a program and mentors’ reflexivity. Mentors improved practical knowledge through the circular ‘experiential learning’ phases the sports mentoring program provided. In addition, mentor had valuable opportunities to learn how to care mentees by reflecting on positive and negative influences deriving from interactions with their mentees. Conclusion Potential benefits were embedded in inherent nature of sport and the unique structure of mentoring. sports mentoring can provide experience of learner-friendly teaching distinct from classes of lecture type. It is necessary to be reconsidered as pre-service PE teacher education program with opportunities of other teaching practice.
Purpose and Methods The purpose of this study is to clarify the concepts of ‘youth sport policy’ and policy areas as an alternative to school physical education concept and to provide a core conceptual framework for the development and implementation of youth sports policy in the future. Results The notion of youth sport policy is a process of seeking rational decision-making and optimal alternatives to solve the social problems associated with sports participation of youth in elementary school(aged 6 years) to high school(aged 18 years). The concept of 'youth sport' can reflect modern culture rather than 'school physical education' and it can be seen as more future oriented for lifelong participation in sports. The areas of youth sport policy are classified into physical education, school sport, and community sport. Physical education refer to the physical education classes operated by the Ministry of Education, and the school sport refers to the sports activities that take place throughout the school. Community sport is sports activities that are carried out outside the school by the choice of youth, which is the area where cooperation between the public sector and the private sector is needed. Conclusion In conclusion, healthy and active life for youth is required to establish cooperative governance of related organizations in order to ensure proper linkage between youth sport policy areas. Through this, it is necessary to solve the social problems of youth and promote their lifelong enjoyment of sport more consistently, efficiently and effectively.
