Assessment for and of Learning in Physical Education

Newton, Angela; Bowler, Mark

doi:10.4324/9780429264436-9

Cited by 2 publications

(2 citation statements)

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“…Identifying where the students are, communicating their strengths and areas for development and agreeing the next steps required for improvement, are all essential elements of effective evaluation (Newton & Bowler, 2015). Further, the use of teacher questioning, combined with self-evaluations are important strategies for evaluating learning and in fostering a positive motivational environment (Newton & Bowler, 2015). Such evaluation strategies are more likely to enhance the knowledge and understanding, physical competence and confidence of the students, all key components of physical literacy (Whitehead, 2013).…”

Section: How the Recognition Structure Can Be Manipulated To Enhance Physical Literarymentioning

confidence: 99%

Applying the TARGET Pedagogical Principles in Physical Education to Enhance Students' Physical Literacy

Morgan

2018

Journal of Physical Education, Recreation & Dance

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A mastery motivational climate, emphasizing self-referenced and individualized learning in physical education (P.E.), is consistent with a personalized physical literacy disposition defined as; the knowledge and understanding, perceived competence, confidence and motivation to remain physically active throughout the life-course. The TARGET acronym (task, authority, recognition, grouping, evaluation and time) represents the pedagogical principles that promote a mastery motivational climate. The purpose of this article is to propose TARGET as a pedagogical framework to enhance physical literacy in P.E.

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Section: How the Recognition Structure Can Be Manipulated To Enhance Physical Literarymentioning

confidence: 99%

Applying the TARGET Pedagogical Principles in Physical Education to Enhance Students' Physical Literacy

Morgan

2018

Journal of Physical Education, Recreation & Dance

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“…Two such responsibilities that have been regularly cited as vital to a physical education teacher are planning and assessment. Specifically, Hind and Palmer (2007: 5) stated that “Planning is one of the most important responsibilities within a teacher's catalogue of challenging tasks.” As for assessment, several authors have suggested that effective assessment lies at the heart of effective teaching and learning in physical education (Carroll, 1994; Killian and Mays-Woods, 2021; Lund and Kirk, 2019; Newton and Bowler, 2020). With these suggestions in mind, it is important that regular consideration is given to these two responsibilities, and examination of how physical education teachers in specific regions and of specific demographics (e.g.…”

Section: Introductionmentioning

confidence: 99%

Planning and assessment practices among Spanish physical education teachers according to experience and teaching level

González-Rivera

Campos-Izquierdo

Hall

et al. 2023

European Physical Education Review

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The intent of this study was to determine the prevalence of formal lesson plan development as well as examine assessment practices (i.e. frequency of assessment; types of assessment tools most commonly utilized; aspects of physical education most commonly assessed) among physical education teachers in Spain. Furthermore, this study investigated relationships between physical educators’ (a) years of teaching experience and (b) teaching level (primary school vs. secondary school), with both their frequency of formal lesson planning and their assessment practices. The standardized and validated PROAFIDE questionnaire was completed by 499 physical educators presently teaching at either the primary or secondary school level. Results indicated that the vast majority of study participants utilize detailed written lesson plans and perform regular assessments. The percentage of use was found to rise among teachers with increased teaching experience, and among those who were teaching at secondary school. The most commonly used assessment instruments were found to be tests, specifically personally made tests and pre-existing batteries of tests (e.g. Eurofit Fitness Testing Battery). The least used assessment instrument was found to be homework. For all the various assessment tools, it was found that attitudinal aspects were assessed more commonly than physical, cognitive, technical, and tactical aspects. Future research needs to investigate the implications of regular planning and assessment, or lack thereof, on actual practice.

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Assessment for and of Learning in Physical Education

Cited by 2 publications

References 1 publication

Applying the TARGET Pedagogical Principles in Physical Education to Enhance Students' Physical Literacy

Applying the TARGET Pedagogical Principles in Physical Education to Enhance Students' Physical Literacy

Planning and assessment practices among Spanish physical education teachers according to experience and teaching level

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