Emotional connections and caring: ethical teachers of physical education

Wrench, Alison; Garrett, Robyne

doi:10.1080/13573322.2012.747434

Cited by 15 publications

(48 citation statements)

References 33 publications

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“…Anakanak juga menunjukkan kepedulian untuk tetap saling memotivasi dan mengingatkan, anak-anak lebih menurunkan sikap individualitasnya demi kebaikan kelompok (tim). Interaksi sosial seperti inilah yang diharapkan dalam setiap permainan dan olahraga yang akan dilakukan, anak akan menjadi lebih komunikatif dan peduli terhadap sesama (Wrench & Garrett, 2015), dan memiliki motivasi tinggi dalam mencapai tujuan (Solmon, 2015).…”

Section: Komunikasi Dalam Permainanunclassified

Children’s Social Skills Through Traditional Sport Games in Primary Schools

Irmansyah

Lumintuarso

Sugiyanto

et al. 2020

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Traditional society still perceives that physical education is ineffective in shaping children’s character and that physical education is still considered as only a playing activity without having significant effects to the development of children’s social skill. This research aims to help children shape their social skills through the traditional games provided by physical education teachers with their comprehensive playing activities. The method used in this research was a qualitative approach, by doing some observations and unstructured interviews to teachers and students. The format of the game used in this research was the modification of traditional games called ‘Gobak Sodor’ which is adapted to the multilateral development of children and the theory of sports education. The result of observation and interview shows that the modified traditional games ‘Gobak Sodor’ can help children to shape their social skills, such as personal and social responsibility, teamwork, communication and the care of each other in the game. It can be concluded that the social skills of children can not be created instantly. It requires time and continuous learning process. One of the approaches which can be used in forming children’s social skills is modified traditional sport games ‘Gobak Sodor’.

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Section: Komunikasi Dalam Permainanunclassified

Children’s Social Skills Through Traditional Sport Games in Primary Schools

Irmansyah

Lumintuarso

Sugiyanto

et al. 2020

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“…This subsequently generates problems in the actual treatment of inclusion in the classroom (Maher and Fitzgerald, 2020). It is necessary to work from the initial training of teachers to question the hegemonic practices associated with PE, establishing pedagogical lines that can respond to the needs of a new type of physical education (PE) teacher (Wrench and Garrett, 2015).…”

Section: Cooperative Learning As An Essential Element In the Initial mentioning

confidence: 99%

“Cooperative Learning Does Not Work for Me”: Analysis of Its Implementation in Future Physical Education Teachers

et al. 2020

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Cooperative learning (CL) is one of the pedagogical models that has had more application in the area of Physical Education (PE), being highly worked in the initial training of teachers. The aim of the study is to check to what extent future PE teachers are able to apply in the classroom the PE training they have received at university, deepening their fears, insecurities and problems when carrying it out. Thirteen future PE teachers (7 girls and 6 boys) aged 20.87 ± 1.43 participated and, after having been trained in CL in various subjects, applied it in the classroom during their internship. They were selected through purposeful non-probability sampling. A qualitative methodology was used, being the interviews, the teaching diaries and the seminars with the tutor the instruments of data collection used. Three categories of analysis were used: (a) initial expectations in the application of the CL; (b) problems encountered in its implementation; (c) reflection about its application in the future. The results showed how the future teachers did not see their expectations of success fulfilled, encountering resistance from both students and teachers in PE. Furthermore, they reflect the need to continue training in a model that has infinite nuances so that it can be implemented satisfactorily. It is necessary to continue researching a pedagogical model with so many possibilities in the area of PE and with so much transversality on a social level.

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“…These emotions result in different ways of behaving and acting that have an influence, in the context of classrooms, on continued participation in learning by students (Barker, Nyberg & Larsson, 2019). Subjective interpretations from a social context such as a classroom can contribute to positive emotions such as pleasure and excitement which facilitate learning or to negative emotions such as worry, nervousness, and shame among others, which disrupt learning (Fitzpatrick, 2018;Frydendal & Thing, 2019;Lodewyk & Muir, 2017;Simonton & Garn, 2018;Wrench & Garrett, 2015). In a nutshell, the symbolic interactionist theory argues that people behave and act the way they do because of the meanings they attach to communicative stimuli from a social context such as a classroom.…”

Section: Research Model and Hypotheses Formulationmentioning

confidence: 99%

Unlocking the Cultural Diversity Black Box: Application of Culturally Responsive Pedagogies in University Classrooms in Zimbabwe

Rudhumbu

2020

IJLTER

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The study investigated the mediating role of lecturers’ biographic factors and multicultural competences in the use of Culturally Responsive Pedagogies (CRPs) to effectively teach culturally diverse classrooms in universities. Studies show that culture has an influence on student learning and that if it is not effectively managed, it can affect how students learn. The study employed a quantitative approach that used structured questionnaires for data collection from a sample of 370 lecturers selected from six universities using a stratified random sampling strategy. Principal Component Analysis (PCA) was used for data purification. Data were analyzed using descriptive statistics, One-way ANOVA, multiple regression analysis, and correlation analysis. Results showed that verbal and non-verbal communication, cultural knowledge, classroom management, and student-teacher interaction significantly influenced the application of CRPs by university lecturers. It also emerged from the study that the application of CRPs has a significant effect on diversity management in universities. Results further showed that the use of CRPs by university lecturers is still work in progress due to a myriad of challenges they face chief among which is a lack of cultural competence skills. These results have implications to diversity management in university classrooms in particular as well as in universities in general.

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Emotional connections and caring: ethical teachers of physical education

Cited by 15 publications

References 33 publications

Children’s Social Skills Through Traditional Sport Games in Primary Schools

Children’s Social Skills Through Traditional Sport Games in Primary Schools

“Cooperative Learning Does Not Work for Me”: Analysis of Its Implementation in Future Physical Education Teachers

Unlocking the Cultural Diversity Black Box: Application of Culturally Responsive Pedagogies in University Classrooms in Zimbabwe

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