Download or read book Middle School Girls Perceptions of Their Physical Education Classes and Teachers written by Joanna L. Parker and published by . This book was released on 2007 with total page 94 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Perceptions of Seventh and Eighth Grade Girls Toward Coeducational Physical Education Classes in Five Middle Schools in East Tennessee written by Shannon Clabo Sullivan and published by . This book was released on 2003 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine the participation, perceptions, and preferences of seventh- and eighth-grade girls in coeducational and gender-separated physical education classes in five schools in East Tennessee. The participants in this study were seventh- and eighth-grade girls attending public schools in two East Tennessee counties. Participants completed a questionnaire pertaining to their physical education classes. Although 465 students were invited to participate in this study, only 241 students returned the permission form. This resulted in a 50% response rate. The findings were descriptive in nature, although basic analyses were calculated to identify any relationships among the different variables. The literature review examined adolescents' activity patterns, adolescents' self-esteem, gender equity issues, coeducational physical education versus same-gender physical education, and physical educators and their roles. The study revealed that most seventh- and eighth-grade girls dressed out for physical education and participated in coeducational physical education classes. A majority of the seventh- and eighth-grade girls preferred having a female physical education teacher. Seventh- and eighth-grade girls' participation rates did not decrease in a coeducational class setting. There was not a significant relationship between the gender of the physical education teacher and seventh- and eighth-grade girls' participation in physical education activities. Seventh- and eighth-grade girls agreed their physical education teachers were fun, fair, and easy to talk to. Seventh- and eighth-grade girls also agreed that their physical education teachers explained things well and motivated them to do their best. Having boys in physical education classes was not a major factor for girls in dressing out for physical education classes or in their participation rates.
Download or read book The Behaviors and Perceptions of Teachers and Students in Middle School Physical Education as Mediated by Gender written by Ritchie Charles Gabbei and published by . This book was released on 2002 with total page 440 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Psychology of Teaching Physical Education written by Bonnie Blankenship and published by Taylor & Francis. This book was released on 2017-06-30 with total page 428 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book weaves together theory, research, and practical information related to the psychological aspects of physical education. Unlike other exercise/sport psychology books on the market, The Psychology of Teaching Physical Education is written especially for future and practicing physical educators and focuses on the psychological principles and strategies that are most relevant to them. The book covers the important topics of motivation, reinforcement, feedback, modeling, prosocial behaviors/moral development, and self-perception. In each chapter, narratives about real practicing teachers show how they apply the principles and theories of psychology to physical education, and particularly to actual situations that readers are likely to encounter professionally. Each chapter contains three main sections: following an opening scenario in which Blankenship captures the reader's attention with a real-life problem, the author then (1) highlights theories related to the subject matter of the chapter, (2) summarizes the research that has been conducted on the theories and the chapter topic, and (3) gives examples of practical applications of the theory and research to physical education. Throughout the chapter, as the theory, research, and application of the topic are discussed, Blankenship presents possible solutions to the challenge presented in the chapter-opening vignette. The classroom applications and real-world examples are relevant to many different physical education settings, including those at the elementary, middle, and high school levels, in both urban and rural schools representing various geographical regions of the country. These examples bring the theories to life and help readers envision how their own classes will benefit as they apply what theyÃve learned about the psychology of teaching physical education. Key Features of the Book A theory-to-research-to-practice approach. An author whose background in both sport psychology and physical education makes her uniquely qualified to write this book. Chapter-ending application exercises that encourage readers to go beyond rote memorization of concepts and principles to apply what they learned in various specific examples. Sample instructional models and guidelines to enable readers to incorporate concepts discussed in the chapter into their own classes. A comprehensive glossary.
Download or read book Middle School Students Perceptions of a Physical Education Program written by Karen L. Benedict and published by . This book was released on 2010 with total page 392 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Best practice, developmentally appropriate physical education is specifically designed to meet the unique needs of all students. It is particularly focused on attending to all learning domains and should be an integral component in students' schooling (Gallahue & Cleland, 2003; Graham, 1995). A need for physical education that is developmentally appropriate and reflects best practice is important for all students; it is even more significant for students with special needs (Winnick, 2005). Rising issues around childhood obesity further emphasize the vital need for this type of programming in physical education (United States Department of Health and Human Services Centers for Disease Control, 2008). In addition, a significant body of research points to a positive direct relationship between physical activity and learning, as well as, academic achievement (Blaydes-Madigan, 2003; DeKorp, 1998; Eastin, 2003). Middle school students are particularly at risk; individuals who are physically active during their adolescent years are more likely to be active adults (Dishman & Dunn, 1988; Kuh & Cooper, 1992). Further, Wallhead (2007) suggests it is important that students enjoy physical activity to continue to use motor skills on their own time. Unfortunately, student perceptions are rarely considered in physical education program development (Carlson, 1995; Graham, 1995; Krouscas, 1999). Therefore, under the umbrella of a socio-constructivist lens and through a qualitative analysis, the purpose of this study was to understand physical education from a middle school student perspective. This study required students to complete a critical incident survey, the Middle School Physical Education Critical Incident Survey (MSPECIS) (Krouscas, 1999). This study sought to answer the overarching question, based on student perceptions of their physical education experience, what modifications may be made in a physical education program to potentially enhance the satisfaction and activity level of middle school students? In order to answer the overarching question and the additional research questions, question one below was the initial course of action in framing the study and is addressed in the literature review. The study itself was not designed to answer question one. 1. How have social discourses and ideologies impacted physical education? 2. What is the significance of physical education these for middle school students? 3. How do these middle school students perceive their physical selves? 4. How do these middle school students perceive their physical education experience? Based on the data reviewed, most students are satisfied with their middle school physical education experience. Most students consider themselves to have an average body build, consider themselves in good physical condition and good at sports. These students do, however, offer some suggestions for making their experience more meaningful. They suggest competition, fun, friends, student voice and more time in physical education are important components. If used within the parameters of current laws, mandates and standards, it is hoped that the inclusion of student perception data into planning for physical education may lead to increased student engagement and satisfaction in physical education. In doing so, it may potentially promote increased health, wellness, and academic achievement."--Leaf iv.
Download or read book Girls Gender and Physical Education written by Kimberly L. Oliver and published by Routledge. This book was released on 2015-07-24 with total page 136 pages. Available in PDF, EPUB and Kindle. Book excerpt: In this powerfully argued and progressive study, Kimberly Oliver and David Kirk call for a radical reconstruction of the teaching of physical education for girls. Despite forty years of theorization and practical intervention, girls are still disengaging from physical education, dropping out of physical activity, and suffering negative consequences in terms of their health and well-being as a result. This book challenges the conventional narrative that girls are somehow to blame for this disengagement, and instead identifies important new ways of working with girls, developing a new pedagogical model for ‘girl-friendly’ physical education. The book locates our understanding of the experiences of girls in physical education in the broader context of young people’s multifaceted engagements with popular physical culture. Adopting an activist perspective, it outlines a programme of action informed by principled pragmatism and based on four critical elements: student-centred pedagogy; critical study of embodiment; inquiry-based physical education centred-in-action, and listening and responding to girls over time. It explores the implications of this new thinking for teaching, research, PETE and policy, and outlines a future agenda for work in this area. Offering a profound theoretical critique of contemporary research and practice, as well as a new programme of action, Girls, Gender and Physical Education is essential reading for all researchers, advanced students and practitioners with an interest in the issues of gender, equity and inclusion in physical education.
Download or read book Student Learning in Physical Education written by Stephen J. Silverman and published by Human Kinetics. This book was released on 2003 with total page 450 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume provides up-to-date research on the physical education curriculum, teaching and teacher-training, and shows physical educators how to apply this knowledge to their day-to-day practices.
Download or read book Exploring Female Students Perceptions of a Tailored Physical Education Program written by Leila Pfaeffli and published by . This book was released on 2009 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: A substantial number of adolescent girls are insufficiently active to achieve the health benefits and well-being associated with physical activity (PA). Physical education (PE) classes can provide part of the solution, yet most girls opt out of PE when it is no longer mandatory. Improvements in PE course content and learning environments can motivate adolescent girls to participate. Self-determination theory (SDT) provides a framework to examine the motivational processes of girls in PE. This qualitative case study explored female students' motivation towards physical activity in one elective PE 10-12 course tailored to meet their interests and needs. A secondary objective was to determine if the pre-requisites and outcomes of their motivation were consistent with the constructs of SDT. Emerging themes reflected the elements of SDT. The students expressed that their needs were supported by the teacher through the PE course content and learning environment. Many stated that they felt motivated because they now enjoyed PE. Positive outcomes included PA participation, positive affect towards PE and PA, meaningful learning, and a sense of well-being. This study provides physical educators with insight to improve physical activity motivation and participation of female students in elective PE.
Download or read book Exploring Female Students Perceptions of a Tailored Physical Education Program written by and published by . This book was released on 2008 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: A substantial number of adolescent girls are insufficiently active to achieve the health benefits and well-being associated with physical activity (PA). Physical education (PE) classes can provide part of the solution, yet most girls opt out of PE when it is no longer mandatory. Improvements in PE course content and learning environments can motivate adolescent girls to participate. Self-determination theory (SDT) provides a framework to examine the motivational processes of girls in PE. This qualitative case study explored female students' motivation towards physical activity in one elective PE 10-12 course tailored to meet their interests and needs. A secondary objective was to determine if the pre-requisites and outcomes of their motivation were consistent with the constructs of SDT. Emerging themes reflected the elements of SDT. The students expressed that their needs were supported by the teacher through the PE course content and learning environment. Many stated that they felt motivated because they now enjoyed PE. Positive outcomes included PA participation, positive affect towards PE and PA, meaningful learning, and a sense of well-being. This study provides physical educators with insight to improve physical activity motivation and participation of female students in elective PE.
Download or read book Adolescent Girls Perceptions of Their Physical Activity Behaviors and Social Environment written by Karen J. Murphy and published by . This book was released on 2010 with total page 164 pages. Available in PDF, EPUB and Kindle. Book excerpt: "The purpose of this study was to explore how social relationships and environmental settings impact physical activity attitudes and behaviors for adolescent girls. Guided by a social ecological framework and following a phenomenological interpretive tradition, focus group interviews were conducted with 32 adolescent girls (17 African American, 15 Caucasian) between the ages of 11 and 13 who attended public middle schools. Adolescent girls indicated that parents and peers play a significant role in shaping their physical activity behaviors as does the physical and social environments in which they live. Themes that emerged from the analyses of data include (a) differing conceptualizations of physical activity, (b) parents and peers as facilitators of activity, (c) lack of girls' active space in school and neighborhood environments, and (d) policy restrictions on girls' access to physical activity time. African American girls reported conceiving of physical activity as unstructured play, often outside, where as White girls indicated they considered physical activity to be closely related to adult-directed, organized sport. Girls described a desire to engage in more physical activities with the mothers and other female relatives. A lack of playground space at school and unsafe community environments hindered the amount of activity in which girls engaged. Educational policies that prevent middle school girls from participating in school sport programs, as well as restricting recess and lunch periods to inside spaces impeded access to desired physical activity outlets by middle school girls in this study. Findings support previous research and extend understanding of girls' perceptions of physical activity by allowing girls to voice their opinions and concerns."--Abstract from author supplied metadata.
Download or read book Gender and Elementary School Physical Education written by Katherine Baker and published by . This book was released on 2007 with total page 324 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Middle School Girls Perceptions of Fairness and Inclusion in Physical Education written by Dené E. Ehrhart and published by . This book was released on 2004 with total page 144 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Middle School Students Perceptions of Enjoyment in Physical Education and Its Relationship to Participation in Physical Activity Outside the School written by Shima Younes-Alhourani and published by . This book was released on 2015 with total page 176 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Middle School Students Perceptions of Skill Level and Their Effects on Participation in Physical Education written by Mara Manson and published by . This book was released on 2003 with total page 316 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Middle and Junior High School Physical Education Teachers Perceptions of Coeducation Classes Versus Single Sex Classes in Physical Education written by Michelle L. Dunham and published by . This book was released on 1998 with total page 156 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Young People in Canada written by William Francis Boyce and published by Canadian Museum of Civilization/Musee Canadien Des Civilisations. This book was released on 2004 with total page 160 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Girls Gender and Physical Education written by Kimberly L. Oliver and published by Routledge. This book was released on 2015-07-24 with total page 114 pages. Available in PDF, EPUB and Kindle. Book excerpt: In this powerfully argued and progressive study, Kimberly Oliver and David Kirk call for a radical reconstruction of the teaching of physical education for girls. Despite forty years of theorization and practical intervention, girls are still disengaging from physical education, dropping out of physical activity, and suffering negative consequences in terms of their health and well-being as a result. This book challenges the conventional narrative that girls are somehow to blame for this disengagement, and instead identifies important new ways of working with girls, developing a new pedagogical model for ‘girl-friendly’ physical education. The book locates our understanding of the experiences of girls in physical education in the broader context of young people’s multifaceted engagements with popular physical culture. Adopting an activist perspective, it outlines a programme of action informed by principled pragmatism and based on four critical elements: student-centred pedagogy; critical study of embodiment; inquiry-based physical education centred-in-action, and listening and responding to girls over time. It explores the implications of this new thinking for teaching, research, PETE and policy, and outlines a future agenda for work in this area. Offering a profound theoretical critique of contemporary research and practice, as well as a new programme of action, Girls, Gender and Physical Education is essential reading for all researchers, advanced students and practitioners with an interest in the issues of gender, equity and inclusion in physical education.
