Development and Validity Evidence of a Questionnaire on Teachers’ Value Orientations in Physical Education

Drouet, Océane; Roure, Cédric; Escriva–Boulley, Géraldine; Pelletier, Denis; Lentillon‐Kaestner, Vanessa

doi:10.1080/1091367x.2021.1876067

Cited by 4 publications

(2 citation statements)

References 31 publications

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“…In addition, boxing routines should be combined with Sanshou practice, which plays a certain role in cultivating teamwork awareness and "dedication". At the same time, from the learning process of martial arts history and humanities, the character of martial arts has been internalized [16].…”

Section: Conductmentioning

confidence: 99%

Computer Wushu Sanda Teaching Mode of “Teaching by Competition and Training”

2022

Mobile Information Systems

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According to the teaching innovation goal of “cultivating comprehensive talents” in international education, various topics that need to be answered in the development of Wushu teaching are selected. Using the methods of literature review and theoretical logic analysis, this paper clearly puts forward the latest idea of establishing the core quality framework system of Chinese traditional national physical education curriculum. The main research results point out: First, the core quality system of Chinese traditional national sports curriculum is mainly composed of three levels of martial ethics quality, martial arts quality, and health quality, including six basic elements. Secondly, the cultivation of martial arts morality attaches great importance to stimulating students' interest in martial arts, and advocates that students internalize martial arts morality in martial arts practice and comprehensive teaching of historical and humanistic education. The training strategy of martial arts quality is to cultivate students' panoramic and in-depth martial arts sports ability; the training strategy of quality is not only to pay attention to the design and dissemination of “characteristic” localized health professional knowledge. In addition, it is necessary to realize the comprehensive shaping of health care behavior of school teachers in the process of integrating skills and life. Therefore, in view of the teaching concept and teaching quality, this paper proposes a Wushu Sanda teaching mode based on computer data analysis, which can guide students from different aspects and greatly promote the development of Wushu Sanda education.

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Section: Conductmentioning

confidence: 99%

Computer Wushu Sanda Teaching Mode of “Teaching by Competition and Training”

2022

Mobile Information Systems

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“…Finally, in complement to interviews, it would be interesting to assess the development of teaching priorities following the training and implementation of the Jigsaw method during various PE sequences, e.g., by using the OVEPS questionnaire, as in the study by Drouet et al [43].…”

Section: Limitations and Future Researchmentioning

confidence: 99%

Effect of the Jigsaw Method on Self-Reported Practices by Physical Education Teachers: A Textual Analysis

et al. 2023

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Jigsaw is a cooperative teaching method that is easy to implement and may engage teachers who use it. Previous studies have mainly focused on the effects of the Jigsaw method on students and rarely on teachers. The present study aimed to determine whether Jigsaw implementation influenced the discourses of physical education (PE) teachers related to their teaching practices. Six volunteer teachers used the Jigsaw method during three PE teaching sequences with various physical activities practiced, and semi-directive interviews were conducted before and after the Jigsaw implementation. Each interview was recorded and transcribed with the aim of performing textual analysis using Alceste2018®. The qualitative content analysis performed from the outputs of the automatic textual analysis led to determine the emergent themes in the interviewees’ discourses and the focuses used to address these themes, before and after the Jigsaw implementation. The themes in the discourses were found to be teacher-centered before the Jigsaw implementation (e.g., the guidelines and principles for teaching) and student-centered after the implementation (e.g., the student activity during learning). The focuses were found to vary accordingly (e.g., teachers’ intentions, before the implementation, and students’ characteristics, after the implementation). Such changes in the teachers’ discourse thus suggest that the Jigsaw method might be a useful tool for the development of teaching practices.

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