The purpose of this study was to find out what experiences pre-service physical education teachers have before, during and after student teaching along with teacher educational meanings in the experiences. The subjects of this study were 7 senior students in department of physical education of B university located in A city. The data were collected through daily records of student teaching and in-depth interview(group and individual). The collected data were analyzed using the methods of Smith & Kinsella(2009) and Spradley(1980). The analysis showed expectation for learning(knowledge, skills, behavior) and realization(feeling, stimulation, awareness) before student teaching, fight and compromise with 'me'(body, spirit, life), 'you'(teacher, student) and 'it'(instruction, environment, episode) during student teaching, and regret of 'instruction'(plan, execution, evaluation), 'relationship'(forming, maintaining, improving) and 'role'(teacher, attitude, sense of calling) after student teaching. These characteristics were discussed in 4 aspects of educational meanings including seeking essence, seeking forms, seeking roles and seeking status. Lastly, the study suggested unification of student teaching contents, introduction of exclusive teacher system for student teaching, establishment of evaluation system for student teaching program and development of field ability strengthening program available to connect with student teaching in physical education.
Purpose This study has four objectives. First, the study attempted to see if trainee teachers in PE experienced a higher level of burnout as their experience as trainee teacher accumulated. Second, the current study explored whether female trainee teachers experienced a higher level of burnout than their male counterpart. Third, the study examined whether self-efficacy of trainee teachers had a significant causal relationship on the level of burnout. Forth, the study looked into the possible moderating effect of motivation in the relationship between burnout and intention to change their career path. Methods The data for the study were collected from 112 trainee PE teachers of middle and high schools in Seoul and its vicinity. The data were analyzed with the SPSS statistical package. Results First, the trainee teachers’ level of burnout increased between 2nd week and 4th week and the increase was statistically significant except in the sub-dimension of depersonalization. Second, female trainee teachers showed a higher level of emotional exhaustion than their male counterpart. However, male trainee teachers showed a higher level of diminished personal accomplishment than their female counterpart. Depersonalization did not show any statistical mean difference between male and female groups. Among the four teacher self-efficacy sub-dimensions, only teaching competence showed statistically significant negative influence on emotional exhaustion. Lastly, trainee teachers’ level of motivation worked as a significant moderator in the relationship between emotional exhaustion and intention to change their career path.
Researchers and teachers in physical education have emphasized sportsmenship in sport education setting. However, how to teach sportsmenship in physical education is not proposed yet. The purpose of this study was (1) to develop an instructional program for teaching and learning sportsmanship and (2) to examine its effects on sportsmenship. Participants were 7th middle school students(N=95). Data were collected using Sportsmanship Test(Park, 2014), open-ended questionnaire and in-depth interviews with students. The data were analyzed through paired samples t-test and qualitative content analysis. Results showed that significant difference was observed in students' sportsmanship test scores after instruction. Analysis of interview data showed that students experience the value of utmost effort, respect for opponents, respect for teammates, acknowledging results, respect for judgment, and valuable lessons related to character education. Implications for sportsmanship education using instructional program were discussed.
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.
Drawing on the studies of implicit ways of teaching (Choi, 2002; Fenstermacher, 1990; Hasen, 2001; Oakeshott, 1989; van Manen, 1991), the aim of this study is to examine the educational effects of indirect teaching behavior (ITB), a new approach of researching teacher behavior, in order to better understand well-rounded education in the field of physical education. An ethnographically informed case study based on participant observation (eight months, 8th grade two co-ed physical education classes) was employed to produce a thick description of the ITB. Participant observation was supported by video recordings of classes, photos of students, questionnaires and interview, and teacher's self-report. Through inductive analysis of the data, we found that ITB had a powerful influence on forming a positive classroom atmosphere in relation to fun, active and moral. The positive atmosphere played a pivotal role in encouraging students' social and moral development including respecting their teacher, cooperating with other friends, learning the intrinsic value of physical education, and reflecting themselves. An understanding of ITB will help expand the way in which educators view teaching methods and studies in physical education beyond the dominant approach to techniques-oriented teaching in that ITB can be seen as essential content for holistic development of students. In this sense, this paper suggested that researchers and teacher educators need to re-examine the power of ITB in regard to teacher's professional competence in physical education and teacher education (PETE). For future research of ITB, it is necessary to explore what and how key personal and social-cultural factors impact teachers' ITB as is currently being conducted in the realm of teaching.
Purpose The purpose of this study was to understand learning experiences deeply and to prepare practical teaching strategies by reflecting the voices of the field. Methods For this, I used the logic and techniques of 'the grounded theory'. In particular, I used ‘the grounded theory paradigm model', which enables a holistic and systematic analysis of specific experiences to explore learning experiences and teaching strategies. I selected 10 male and female students who participated in art and physical activities as research participants. I collected data through literature review, in-depth interviews, and expert meetings, and analyzed using open coding, axial coding, and selective coding. Results First, I explored “the learning experience of art and physical activities in free-semester system", according to the elements of grounded theory paradigm model. It is composed of the ’causal condition’, ‘contextual condition’, ‘central phenomenon’, ‘interventional condition’, ‘interaction strategy’, and ‘results’. Second, based on this, I conducted "the teaching strategies for art and physical activities in free-semester system". These are composed of 'expansion strategy', 'diversity strategy', 'spontaneity strategy', and 'immersion strategy'. Conclusions The results of this study suggest that art and physical activities in free-semester system are leading to a positive change extended from the planned goals. In addition, various variables are structurally intertwined, and thus, it is considered that more strategic and systematic efforts are required in various dimensions for the successful application.
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 purpose of this study is to explore the physical activity promotion plans for female student by revising and supplementing the SPARK program which is actively applied as a P.E physical activity improvement program recently. Methods To achieve this, this study followed the custom of action research and apprehended problem in female students' physical activity in SPARK soccer program(first action and examination), problem solving plan(replanning), execution and evaluation of replanned SPARK soccer program (second action and evaluation). The collection and analysis of data was conducted by sequential explanation strategy. Specifically, the study utilized 3 dimensional accelerometer to measure the physical activity in P.E class, and collected data which could apprehend the experience of students by utilizing qualitative study tools(observation, class note, interview). To analyze the collected data, the study utilized mixed-methods study analysis method developed by Greene(2007). Results The study results are as follows. As for the result of first action(October~November 2014), SPARK program increases the entire physical activity in P.E class, but the female students' activity was relatively lower than male students'. The reasons for lower physical activity of female students' were unmotivated class, burdensome class, alienated class. These were specified into teaching strategy to replan and execute the second action (May~June 2015). Compared to first action, the second action showed positive physical activity, and the MVPA of female students' showed statistical difference (<.01). As for the result of qualitative analysis, the positive grounds of second action are 1) motivative resource like "necessity", 2)hard but meaningful learning activity, and 3)kind P.E teacher. Conclusions In conclusion, the implementation of a soccer class with a modified supplement to the SPARK program can enhance physical activity of female middle school 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.
The aim of this study is to examine the directions of Physical Education Teacher Education (PETE) programs in Korea through the historical changes of each one PETE institute in England and Korea from the 1970s to 2010s based on academicisation. Document analysis and grounded theory were used to analyse historical sources and interviews. I identify four findings. First, the amounts of hours in curricula in both PETE courses have been reduced. Second, discipline knowledge in England was a first priority in the 1970s but has urgently reduced since the 1980s because of the growth and adoption of sport pedagogy. In Korea, discipline knowledge has still kept as a first priority for 40 years. However, professional knowledge in Korea has increased to enhance PETE since the middle of 2000s. Third, teaching experiences in England has increased by nearly double from 15 weeks to 32 weeks. In Korea, student have, and continue to participate in only four weeks of teaching experience. Fourth, education studies in England abolished in the 1990s. In Korea, they urgently increased in 2009. I conclude by confirming the need to study a structure and content of units of discipline knowledge and professional knowledge. I propose a system for selection of majors in the Department of Physical Education.
