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 The purpose of this study was (1) to develop and to apply flipped learning strategies in Physical Education(PE) classes based on Sportscasting Model and (2) to examine the responses of students after PE lesson. Methods Participants were 10th high school students(N=216, male=115, female=101) in high school. Instruction strategies of flipped learning was developed after theoretical investigation, and the unit plans for curling and instructional materials were developed and applied. Open-ended questionnaires and in-depth interviews were used to collect the data. Qualitative content analysis combined with of structures in lesson was used to analyze the data. Results Results showed that (1) 11 instruction strategies of flipped learning were developed, (2) and the unit plan combining out-of class activities and in-class activities organically based on Sportscasting Model and instructional materials for unit of curling were developed and applied. In step of sportscasting, forcing relationship method-sportscasting based on the survey of students was developed and applied. (3) And 31 factors of Sportscasting Model and 15 factors of flipped learning were drawn from the analysis of questionnaires and interviews. Conclusion And to conclude, this research has a value of early study to develop and apply instruction strategies of flipped learning, the unit plan and instructional materials for combining Sportscasting Model with flipped learning organically. Discussions were provided in terms of the development of flipped learning applied in PE classes and responses of students.
Purpose The purpose of this study was (1) to develop and to apply the PE classes based on Sportscasting Model on Creativity and Character and (2) to analyze the effects of PE classes on Creativity and Character. Methods Participants were 10th high school students(N=172) who had not experienced PE classes on Sportsasting Model. Data were collected using An Integrated Creativity Test(Lee & Lew, 2012), open-ended questionnaires and in-depth interviews with students. The data were analyzed through paired samples t-test and qualitative content analysis. Results Results showed that (1) Table-tennis and volleyball lessons on Sportscasting Model were developed and applied, and (2) significant differences were observed in creative thinking and creative personality of students’ creativity scores after lessons. And 14 creativity factors and 10 character factors were drawn from the analysis of questionnaires and interviews. Conclusion And to conclude, Sportcasting Model is efficient in developing creativity and character. Discussions were provided in terms of the development and application of PE classes based on Sportsasting Model and the effectiveness of Sportscasting Model.
The purpose of this study was (1) to develop a archery lesson using forced connection method-sportcasting for cultivating collaborative problem-solving competencies, and (2) to apply and to examine the responses of students after physical education(PE) lesson. A archery lesson of Understanding-Performance-Appreciation step was developed according to LfPE(Lee, 2014) using backward curriculum design. Participants were tenth grade students (N=148) in a high school. Open-ended question used to collect the data. The analysis of data indicates that students expressed features in lessons. Six features are (a) 朋友信之, (b) 君子不器, (c) 能竭其力, (d) 觀其所由, (e) 溫故知新, (f) 思而不學. In-depth interviewers were carried out for further analysis of the answers to the questionnaires. The results are as follows. First, 朋友信之 means lesson cultivating collaborative problem solving competencies. Second, 君子不器 means pleasant and funny lesson. Third, 能竭其力 means lesson cultivating self management ability. Fourth, 觀其所由 means lesson cultivating appreciativeness for archery. Fifth, 溫故知新 means lesson improving the status of PE teacher and school. This study concluded that a archery lesson generated fun and interest for students. Implication for developing lesson using LfPE, utilize and transform forced connection method-sportcasting in PE were discussed.
The importance of a health problem is emphasized in youth. Unfortunately, healthy activity physical education is not well utilized and is not popularly being researched. In order to improve these problems, this study attempted to explore the validity and applicability of SPARK program by designing and practicing the SPARK based P.E. classes. This study employed a mixed method research method based on a qualitative research strategy. Physical activity and physical fitness level were measured by accelerometers and FITNESSGAM. Additionally, empirical data were collected and analyzed by both Photovoice technique and recording. Findings of this study were divided into designing and practicing perspectives. First of all, the PE classes based on SPARK program was designed by 2009 national physical education curriculum and studies associated with the SPARK program. Further, I attempted to specify teaching strategy for enhancing physical activity level, power of execution and motivation. Second, PE class which has higher physical activity level, more participation and achievement, and successful fulfillment were emerged as consequences. Based on the study results, I discussed the validity and applicability of Physical Fitness based SPARK program and proposed suggestions for future studies.
Purpose The purpose of this sequential mixed-method study is to compare the levels of Moderate to Vigorous Physical Activity (MVPA) between the students with intellectual disabilities and students without disabilities in different types of inclusive physical education classes and to understand why different levels of MVPA occur. Methods For this purpose, 17 students with intellectual disabilities and 102 students without disabilities participated in this study, and the levels of MVPA in inclusive physical education classes were accessed using thee dimensional accelerometers. The collected data were analyzed using independent sample t-test. To understand the different levels of MVPA identified in quantitative analysis, four teachers were interviewed. Results Results showed that different levels of MVPA were found in inclusive physical education classes, and this is because the students with intellectual disabilities had participation constraints and teachers did not have knowledge to deal with those constraints. Considering gender difference, only different levels of MVPA were found among male students, which could be stemmed from few opportunities of cooperative works between male students with intellectual disabilities and male students without disabilities. Considering types of inclusive physical education classes, significant different levels of MVPA were identified in tee ball classes. The reason for this could be that the rule of tee ball is too complicated and too many team tasks for the students with intellectual disabilities to understand and to execute. Conclusions Based on the results, practical teaching strategies to increase levels of MVPA of the students with intellectual disabilities are provided in the discussion section.
Purpose The aim of this study was to examine how middles school students in physical education class perceived relations between parental and teacher’s autonomy support, enjoyment, self-efficacy, academic effort, and P · E class flow. This study also investigate the mediating effects of enjoyment, self-efficacy, and academic effort on the relations between parental autonomy support and P · E class flow and between teacher’s autonomy support and P · E class flow. Methods For this study, 323 middle school students completed surveys to measure their perceptions of parental and teacher’s autonomy support, enjoyment, self-efficacy, academic effort, and P · E class flow. SPSS 24.0 was used to calculate descriptive statistics, reliability, and correlations. Amos 22.0 was utilized for confirmatory factor analysis, convergent validity, discriminant validity, and structural equation modeling. Additionally, 2000 bootstrap samples were requested for the mediation effect analysis. Results First, parental autonomy support was positively predictive of enjoyment and self-efficacy. Second, teacher’s autonomy support positively influenced enjoyment and self-efficacy. Third, enjoyment and self-efficacy positively affected academic effort. Forth, academic effort was positively related to P · E class flow. Fifth, there were partial mediating effects of enjoyment, self-efficacy, and academic effort on the relationship between parental autonomy support and P · E class flow. Lastly, there were partial mediating effects of enjoyment, self-efficacy, and academic effort on the relationship between teacher’s autonomy support and P · E class flow. Conclusions The study found that teachers' autonomy support was stronger predictive of student’s P · E class flow in physical education class than parent's autonomy support was. The finding is meaningful in that it is worth providing and utilizing practical knowledge from an educational perspective.
Purpose The purpose of this study was to investigate characteristics of levels of physical activity in considering gender and different types of competition-oriented physical activity classes using three-dimensional accelerometers. Methods A total of 981 students(505 male students, 476 female students) in six different types of physical education classes were participated in this study. All of the six different types of physical education classes were competition-oriented classes, and levels of physical activity were accessed by three-dimensional accelerometers. Data were analyzed using t-test and ANOVA. Results First, descriptive analyses of participation time of levels of physical activity showed that MVPA of physical education classes is 10.26 mins (22.89%) on average, and, MVPA showed differently in different types of physical education classes in the order of T ball(14.61 mins), flying disk(12.61 mins), soccer(10.78 mins), volley ball(10.56 mins), basketball(9.64 mins), and table tennis(5.73 mins). Second, female students showed significantly lower levels of MVPA in all the different types of physical education classes. Third, post-hoc analyses showed that significantly higher levels of MVPA were found in T ball physical education classes and significantly lower levels of MVPA were found in table tennis physical education classes, compared to other types of physical education classes. Conclusions MVPA in physical education classes is not satisfied with recommended MVPA, and MVPA in Korean physical education classes is lower than MVPA in same types of physical education classes in other countries. In addition, significant mean differences of MVPA are found between male and female students, and new sports physical education classes show higher levels of MVPA compared to classic sports physical education classes. These results indicate that competition oriented physical education classes widely used in Korea need to find ways to increase MVPA and to overcome different levels of MVPA between male and female students.
Recently, there have been diverse types of physical activities supported by government policy in S. Korea. However, these activities may not be effective if they do not reach to moderate to vigorous level. This study designed school physical education system based on SPARK program, which include traditional physical education, sports club based physical activity, after school physical activity, and Saturday physical activity, to evaluate its effectiveness associated with physical fitness and empirical meanings of physical activity. This study employed a mixed method research paradigm for better understanding. Among various mixed method paradigm stances, this study employed "blending strategy" for complementary analysis. First of all, the effectiveness in health condition was evaluated by quantitative data. Specifically, physical fitness and lifestyle were analyzed by Helmas, IPAQ, and Accelerometer respectively. Second, empirical meanings of physical activity were analyzed by both Photovoice and in-depth interview which are qualitative research method. The result of this study first showed that a specially designed school physical activity program based on the SPARK contributed to improve students' physical fitness and lifestyle as well, however, there were important differences between male and female students. Second, physical achievement, alteration of spatiotemporal meaning, and change of societal relationship emerged as important themes. Further, these themes showed that they played an important role to maintain students' motivation in physical activity and consequently physical activity promotion was invigorated in school. Based on these results, we synthesized investment factors and process factors and outcome factors respectively. Finally, we suggested alternative teaching methods and suggestions for following research to overcome gender issues.
Purpose Philosophical inquiries into physical education and sport pedagogy(PESP) have not been active until lately. A renewed interested has grown as scholars in UK and European countries have begun philosophical analysis since 2000. This study purports to review the philosophical studies in PESP during the last 50 years, and to forecast the future of SP in Korea based on its strength and weakness. Methods Literature review is adopted as the main method, as the philosophical study requires the conceptual analysis on the ideas. The past research, current main studies and future prospects are analyzed according to the three layers of the professional, the theoretical, and the personal dimensions. Results First, in the professional dimension, the philosophical inquiry by the SP philosophers and the educational inquiry by the sport philosophers are identified. Second, in the theoretical dimension, the exploration on the nature of research in PESP, the suggestions of PE models, the examination of teaching-learning in PE, the promotion of teacher/coach education and professional development, and the analysis of PE curriculum issues and policies are actively produced. Third, in the personal dimension, the practitioner research by PE teacher/professor/coach and the self-study of sport coaches have are begun to be conducted. Conclusions For the prospect of PESP in Korea, it can be said that study in the first dimension would not be bright, where as those of the second and the third would be very good for the near future.
