Download or read book An Investigation Into Core PDHPE Curriculum Subjects and Preservice Teachers Levels of Teaching Self efficacy in the Physical Education Component written by Rhys Wood and published by . This book was released on 2003 with total page 252 pages. Available in PDF, EPUB and Kindle. Book excerpt: "This study investigates the correlation between core PDHPE curriculum subjects and the levels of teaching self-efficacy of 2003 2nd and 4th year Charles Sturt University (CSU) preservice primary teachers. The Physical Education Teaching Self-Efficacy Questionnaire was developed for the purposes of the study with a Factor analysis being completed on the instrument, which revealed three scales within the instrument all of which were highly reliable. A MANOVA was completed to investigate the effects of sex, year of study, age and specialisation on preservice teachers' PETSE. It was found that there was a significant effect of specialisation on levels of Physical Education Teaching Self Efficacy. It was found that those preservice teachers undertaking minor studies in Physical Education had higher levels of PETSE, more confidence in the various aspects of teaching Physical Education and felt the core PDHPE curriculum subjects adequately prepared them to teach Physical Education in the K-6 context. Furthermore, a One-Way ANOVA was completed to investigate the effects of campus location on the preservice teachers' PETSE. It was found that the campus that the preservice teachers attended had a significant effect on their confidence to teach the various aspects of Physical Education."--Abstract.
Download or read book Physical Education Teacher Self efficacy written by Adam M. Shute and published by . This book was released on 2005 with total page 202 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: The study was designed to determine the differences in the levels of self-efficacy among preservice physical education teachers with regard to self-efficacy and general teaching efficacy. Participants in the study were 80 preservice physical education teachers in their first (n = 20), second (n = 20), third (n = 20), and fourth (n = 20) year of study. The Physical Education Teacher Efficacy scale (Biddle & Goudas, 1998) was used to measure self-efficacy. A one-way independent groups Analysis of Variance (ANOVA) was computed comparing the mean total self-efficacy differences and general teaching efficacy differences among preservice physical educators. Fourth year preservice physical education teachers reported significantly (p ~ .00) higher scores than first, second, and third year preservice physical education teachers with regard to self-efficacy. No significant (p ~ .76) mean difference was found between the levels of preservice physical education teachers with regard to general teaching efficacy. Based on the results, the collection of experiences afforded by teacher education programs can positively affect the self-efficacy of preservice physical education teachers at the conclusion of their fourth year of training.
Download or read book A Survey Investigating the Self efficacy Levels of Wisconsin Adapted Physical Education Teachers written by Michael K. Haeuser and published by . This book was released on 1997 with total page 228 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: This study was designed to examine the effects of five variables, educational training in adapted physical education, years experience teaching adapted physical education, comprehensiveness of preservice training, comprehensiveness of professional development activity, and the primary setting of adapted physical education instruction, on the efficacy expectation and outcome expectation beliefs of adapted physical education teachers. Subjects included certified adapted physical education teachers from the state of Wisconsin (N = 227). A descriptive correlational research design was implemented and utilized the Adapted Physical Education Teacher Efficacy Scale, a revised version of the Teacher Efficacy Scale. Factor analysis confirmed The Adapted Physical Education Teacher Efficacy Scale to be capable with measuring self-efficacy from a multidimensional framework and provided support for Bandura's theory that self-efficacy is not a unidimensional construct. Dimensions of self-efficacy which resulted from the factor analysis included efficacy expectation beliefs (r = .76) and outcome expectation beliefs (r = .70). Multiple regression analysis indicated none of the five independent variables in the study explained a statistically significant amount of variance in the adapted physical education teachers' outcome expectation beliefs. Three variables, namely, comprehensiveness of professional development activity, comprehensiveness of preservice training and level of training in adapted physical education each explained a statistically significant proportion of variance in efficacy expectation beliefs when the effects of the other variables were held constant. The linear combination of scores on all five of the independent variables did not adequately explain an adapted physical education teacher's level of efficacy expectation or outcome expectation beliefs.
Download or read book The Effect of Student Teaching on Teacher Efficacy Among Preservice Physical Educators written by Ivy Teresa Collins Tagger and published by . This book was released on 2006 with total page 474 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Effects of Adapted Physical Education Teacher Preparation Experiences on Inclusion Self efficacy written by Rachel L. Smith and published by . This book was released on 2013 with total page 126 pages. Available in PDF, EPUB and Kindle. Book excerpt: During teacher preparation, preservice teacher candidates undergo a variety of professional development opportunities that allow them to gain knowledge and experience that will be useful in the teaching field. Many physical education (PE) teacher preparation programs provide an introduction to adapted physical education (APE) survey course to prepare general PE teachers to instruct students with disabilities in the PK-12 setting. This study examined the effects of an introduction to APE course with an accompanying clinical experience on the self-efficacy towards inclusion of students with disabilities. Self-efficacy data were gathered from a group of students (N = 49) enrolled in an introductory APE course during the 2011 - 2012 academic year using the Situational-Specific Self-Efficacy and Inclusion of Students with Disabilities in Physical Education survey (Block, et al 2010). Further, a subgroup of these participants (n = 16) underwent a one-on-one interview to further examine aspects of the clinical experience that most influenced their self-efficacy. Survey results showed that the introductory course with clinical experience significantly improved self-efficacy among preservice teachers (p
Download or read book Health and Physical Education for Elementary Classroom Teachers written by Evans, Retta R. and published by Human Kinetics. This book was released on 2016-02-23 with total page 240 pages. Available in PDF, EPUB and Kindle. Book excerpt: Health and Physical Education for Elementary Classroom Teachers will help teachers who might not have specialist training to deliver innovative health education and physical education lessons and concepts into their classrooms. It covers both subjects in one handy resource and is aligned with national health education, physical education, and state-specific academic standards.
Download or read book Self efficacy Towards Inclusion Among Physical Education Teachers with and Without an Undergraduate Adapted Physical Education Teaching Minor written by Thomas N. Triezenberg and published by . This book was released on 2014 with total page 132 pages. Available in PDF, EPUB and Kindle. Book excerpt: Research is limited on physical education (PE) for students with disabilities (SWD) who are homeschooled. Less is known about parental opinions regarding PE for them. This study gathered data about homeschooling curriculum requirements (i.e., PE) for SWD and data from parents regarding perceptions of the importance of PE in a homeschooling curricuhun. An online survey identified statutes regarding PE for homeschooled SWD and opinions about PE. A survey to parents who homeschool determined opinions about PE, how the service is provided, and its perceived importance. Results of the national survey found that 11 of 28 respondent states required subject areas for homeschooled students. Of those states, the required subjects were the same for students with and without disabilities, and PE was a required subject area for SWD in 6 states. The parent survey revealed PE was an important subject, PE was mostly provided by the parent or community-based services, and PE was somewhat important relative to other subjects. Both groups surveyed felt fundamental motor skills were the most important content area for homeschooled SWD, while team sports were least important. Further research is needed to determine how professionals can disseminate information to parents to improve PE experiences for homeschooled SWD.
Download or read book Physical Education Teacher Education PETE Pre service Teachers Attitudes Values and Beliefs Surrounding Teaching Physical Education written by Janice Lynne Wallace and published by . This book was released on 2013 with total page 346 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teachers’ beliefs influence their perceptions and judgments about teaching and learning. Pre-service teachers (PSTs) often enter teacher preparation programs with preconceptions or beliefs that often affect their receptivity to teacher education. While there is widespread acceptance as to the importance of examining teacher belief structures, relatively few current studies have focused on the value orientations and self-efficacy beliefs of pre-service physical education teacher education (PETE) students. Purpose: The purpose of this study was to examine PSTs’ beliefs regarding teaching physical education on entry into to a PETE program and throughout various phases of the pedagogical sequence. Methods: The current study employed mixed-methodologies in an attempt to capture information from three different cohorts of PSTs at multiple time points within their PETE program. Data were collected during the semester using a demographic survey, the Value Orientation Inventory-2, the Physical Education Teaching Efficacy Scale (PETES), and semi-structured interviews. Data were analyzed inductively by data source and deductively when comparing all data sources. Profiles were created for each class cohort in an attempt to identify the value orientations, level of self-efficacy, change in value orientations and attitudes over a semester, and the change in self-efficacy over a semester. Results: Descriptive analysis of the VOI-2 survey showed cohort one and two were unsure of their value orientations while cohort three PSTs who were enrolled in the student teaching practicum exhibited a high priority for the Discipline Mastery value orientation. Repeated measures ANOVA of the PETES scale revealed significant differences over time for all cohorts but not between cohorts. Qualitative results revealed all three cohorts exhibited defined attitudes and perceptions of physical education and gained efficacy in teaching over the course of the semester. Discussion: This case study of PETE within a single program suggested that there are specific attractors and repellers for those who elect to major in physical education and these ideas affect their beliefs. Accordingly, targeted recruitment strategies should be employed to entice the most qualified individuals into this profession. Findings suggested that PSTs perceived secondary physical education as non-academic and therefore teacher educators need to question their effectiveness of altering PSTs’ apprenticeship of observation and associated subjective warrants, despite evidence of some evolution. Teacher educators also need to address the tensions between focusing on sport-oriented content or health-oriented content, as the teacher and coaching role conflict continues to plague future teachers.
Download or read book Analysis of Teaching and Learning in Physical Education written by Mary Lou Veal and published by Jones & Bartlett Publishers. This book was released on 2010-07-20 with total page 135 pages. Available in PDF, EPUB and Kindle. Book excerpt: Analysis of Teaching and Learning in Physical Education presents research-based “best practices” for teaching physical education in order to help pre-service and practicing teachers improve their skills through analysis and reflection. The text begins with an informal analysis of teaching and then quickly moves into systematic strategies for analyzing student and teacher behaviors and interactions. Based on William Anderson’s groundbreaking work, Analysis of Teaching Physical Education (1980), this text is designed to help physical education teachers meet NASPE’s Standards for Advanced Programs in Teacher Education.
Download or read book An Examination of Elementary Physical Education Teachers2 Perceived Self efficacy Toward Teaching Children with Orthopedic Impairments in Montana written by Patricia A Holman and published by . This book was released on 2011 with total page 141 pages. Available in PDF, EPUB and Kindle. Book excerpt: An examination of elementary physical education teachers' perceived self-efficacy toward teaching children with orthopedic impairments in Montana: Do teachers feel competent? The purpose of this study was to explore elementary physical educators' self-efficacy beliefs toward teaching children with orthopedic impairments in general physical education class and identify adapted physical education teacher training needs in Montana. The method for this study is based on the Physical Educators' Self-Efficacy Toward Including Students with Disabilities - Autism (PESEISD-A) (Talliaferro et al, 2010) electronic survey instrument and Bandura's (2006) guidelines. A modification of the PESEISD-A instrument was utilized to examine physical educators' self-efficacy toward teaching students with orthopedic impairments (PESEISD-OI) with elementary physical educators in Montana (N=83). Findings indicated that the lowest levels of self-efficacy were in regards to assessing motor skills, modifying equipment and activities, and teachers with higher levels of self-efficacy perceived less challenges toward teaching students with orthopedic impairments. Teachers who taught in towns of 20,000 - 50,000 in population were significantly less efficacious than teachers in all other size towns, whereas participants in small rural towns (less than 2,500 in population) were the most efficacious. Additionally, teachers who earned undergraduate and graduate credits in adapted physical education and those with coursework in both special education and adapted physical education were positively correlated with perceived self-efficacy toward teaching students with orthopedic impairments. Finally, a significant positive relationship was found between teachers' perceived self-efficacy in self-efficacy beliefs based on their perception of their undergraduate teacher preparation. This study provides useful data for higher education in regards to pre-service teacher preparation coursework and practicum experiences. Furthermore, this information will assist the Montana Office of Public Instruction in identifying professional development opportunities to ensure that all children with disabilities receive "free and appropriate" education designed to meet their unique needs in a successful, inclusive environment.
Download or read book Effects of Adapted Physical Education Teacher Preparation Experiences on Inclusion Self efficacy written by Stephanie E. Groff and published by . This book was released on 2011 with total page 58 pages. Available in PDF, EPUB and Kindle. Book excerpt: In order for preservice physical education teachers to be confident working with students with disabilities, they need exposure to situations with these children. This study examined the effects of teacher preparation composed of an adapted physical education (APE) course combined with a clinical experience on the self-efficacy towards inclusion of students with disabilites.
Download or read book Vorl ufige Richtlinien f r die Haushalts und Wirtschaftsf hrung bei den Oberpostdirektionen VorlRichtl Haushalt OPDn written by and published by . This book was released on 1967 with total page 56 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Preliminary Findings from the Evaluation of Project ESCAPE 25 Alive written by Christopher Michael Ledingham and published by . This book was released on 2010 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This study was conducted as part of the evaluation process of a federally funded physical activity initiative undertaken by a large urban school district. The purpose of this study was two-fold: (1) to provide evidence of effectiveness of Project ESCAPE 25- Alive, an innovative physical activity promotion initiative; and (2) to examine the relationships among a number of factors related to observed changes in the health promoting physical activity levels of high school students. The sample for the evaluation process consisted of 26 high school physical education teachers and their respective students enrolled in physical education class. Each teacher was observed three times while teaching physical education. Observations resulted in objective measures of the level and duration of physical activity in the classroom. Each teacher also was asked to complete a survey designed to measure his or her intent to adopt the Project ESCAPE 25-Alive program into their class curriculum. Finally, teachers were asked to complete a survey designed to measure self-efficacy related to teaching physical education. The data from the class observations suggested that initially, physical education teachers conducted what could only be called sedentary class activities. However, activity levels did appear to improve over time. When the correlation between the levels of program adoption, teacher self-efficacy, and observed physical activity level were examined, only one significant association was found. The one positive significant correlation that was found was between the teacher adoption scores and the class observation scores obtained during the second observation. While there were almost no significant correlations in this study, the study had merit. Over time the observed health promoting physical activity in physical education classes increased. This suggested that Project ESCAPE 25-Alive positively impacted the way physical education classes were run in the school district. With continued observation and training of teachers, the levels of health promoting physical activity were expected to continue to rise.
Download or read book How Meaningful Physical Education Experiences Influence Pre Service Teachers Beliefs About Teaching written by Caitlin Price and published by . This book was released on 2018 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The first purpose of this research was to explore how pre-service physical education teachers find and make meaning from their own physical activity experiences. The second purpose was to investigate the extent to which understanding their own meaning-making shapes pre-service teachers' beliefs about teaching physical education. Researchers have developed insights into ways that young people make meaning through physical activity - for example, by participating in experiences that are fun, involve social interaction, provide challenge, and develop motor competence (Kretchmar, 2006) but less is known about ways teachers learn to foster these experiences. Through the method of photo-elicitation and two semi-structured interviews, pre-service teachers uncovered the source of meaningful situations they experienced as physical activity participants which informed their pre-service teachers' pedagogical practice. A renewed focus on meaning-making carries the potential to shift the focus of current physical education programs away from mere fitness or skill development and toward the intrinsic motivational elements that are more likely to lead to lifelong participation.
Download or read book Physical Education NCATE Guidelines written by and published by . This book was released on 1987 with total page 151 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this monograph is to familiarize physical education teacher educators with the process and content associated with a National Council for the Accreditation of Teacher Education (NCATE) review of undergraduate physical education teacher education programs. A framework was developed that reflects the state of the art in terms of teacher preparation in physical education, soundly based in the literature concerning teacher education in physical education, and acceptable to a majority of teacher education professionals. Generalized guidelines were developed that reflect three inter-related components of physical education teacher education--the study of physical education teaching speciality, physical education as a profession, and pedagogical elements of physical education. The first section of the monograph is an instructional manual for NCATE evaluations at the undergraduate and graduate levels, and advanced programs. Section two presents guidelines and standards for undergraduate academic courses in physical education. (JD)
Download or read book Teaching and Learning in Physical Education Class Settings written by Howard Zhenhao Zeng and published by LAP Lambert Academic Publishing. This book was released on 2010-04 with total page 96 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book included seven chapters of an observational study from a physical education teacher education (PETE) program; it involved teaching and learning activities of 45 PE teachers and their students from a university and three high schools. Ninety lessons were videotaped and analyzed using a systematic observation system. Results showed that the three levels of teachers spent about 50% of class time on instructing and managing, wherein their students spent nearly 50% of class time on motor related activities. The Specialist Teachers (STs) provided more Feedback information and their students engaged in more Cognitive Engaged activities than those of Inservice Teachers (ITs) and Preservice Teachers (PTs). The students taught by the ITs engaged in more Motor Engaged activities than those taught by the STs and the PTs. The PTs employed more Informing and Praise teaching behaviors than those of the ITs and STs. The results of this study provided a set of new data and meaningful recommendations for the future operation of PETE programs. The discussions have positive impacts on the teaching effectiveness of the three levels' PE classes.
Download or read book The Essentials of Teaching Physical Education written by Stephen A. Mitchell and published by Human Kinetics. This book was released on 2021-05-11 with total page 264 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Essentials of Teaching Physical Education, Second Edition, offers what every future physical educator wants: the opportunity to hit the ground running on day one of their career, ready to deliver an effective program. In this new edition, future K-12 physical educators will find an accessible and effective approach to delivering vital content to students. The book takes a standards-based approach that is fully integrated with SHAPE America assessments, and its teaching for learning approach to curriculum development takes the guesswork out of translating the text’s information into action. The Essentials of Teaching Physical Education is fully updated from its successful first edition and is augmented by new material. A new chapter on social-emotional learning and trauma-informed practices helps prepare readers in areas that are crucial in today’s educational landscape. A new special element, Critical Perspective on Teaching and Learning, helps future and current teachers understand the importance of critical analysis and equity issues in all aspects of teaching and learning, including the learning context, the student body, the curriculum, and what and how content is taught. This new edition also features expanded instructor ancillaries. This comprehensive text covers what future teachers need to know about teaching K-12 physical education, offering a flexible, individualized approach to enhance student learning and acquisition of skills. As readers work their way through the text, they can acquire the following: A strong working knowledge of standards and standards-based learning outcomes that will help students achieve those outcomes The ability to plan for learning in both the short and long term The management and teaching skills they need to ensure an equitable environment that fosters student learning in the psychomotor, cognitive, and affective domains for all students The means to assess student learning and program effectiveness To assist students using the text, the second edition of The Essentials of Teaching Physical Education has related online learning activities delivered through HKPropel. This includes supplemental activities for each chapter and key figures from the text. With advice, tips, and success stories from top physical educators, The Essentials of Teaching Physical Education offers readers an inside look at how to motivate students while focusing on what teachers really need to know to succeed. It delivers practical and essential information and guidance on the most relevant topics for today’s physical educators, including physical literacy, accountability, social justice, social-emotional learning, and trauma-informed practices. Everything a physical educator needs to know to succeed is found here, delivered in a straightforward and highly readable manner. Note: A code for accessing HKPropel is not included with this ebook but may be purchased separately.
