Entering the Field of Physical Education: The Journey of Fifteen First-Year Teachers

Ensign, Julene; Woods, Amelia Mays; Kulinna, Pamela Hodges

doi:10.1080/02701367.2017.1408951

Cited by 14 publications

(13 citation statements)

References 23 publications

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“…The performance of beginning physical educators is influenced by the diverse nature of each individual's unique first-year journey, and the art of learning to teach is highly dependent on the availability of adequate resources, support structures, internal motivation, the context of the learning environment, and other complex factors. Ensign et al (2018a) have identified enhancers, such as positive interactions with students and colleagues, and barriers, such as role conflict and problems with classroom management. By combining the theoretical perspectives of Bernstein and Bourdieu in their analysis, Aldous and Brown (2010) have further shown that it is crucial that the beginning PE teacher's habitus, based on early biography, teacher training, and experience of PE teaching is supported by the already established framing and performance codes of the school subject of PE.…”

Section: The Induction Phase Of Pe Teachingmentioning

confidence: 99%

“…Ensign et al (2018a) have identified enhancers, such as positive interactions with students and colleagues, and barriers, such as role conflict and problems with classroom management. By combining the theoretical perspectives of Bernstein and Bourdieu in their analysis, Aldous and Brown (2010) have further shown that it is crucial that the beginning PE teacher's habitus, based on early biography, teacher training, and experience of PE teaching is supported by the already established framing and performance codes of the school subject of PE.…”

Section: Introductionmentioning

confidence: 99%

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Enacting assessment for learning in the induction phase of physical education teaching

Tolgfors

Quennerstedt

Backman

et al. 2021

European Physical Education Review

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In many countries, assessment for learning (AfL) is recommended in both policy and research as a concept that should be integrated into the teaching of physical education (PE) in schools. AfL is also part of physical education teacher education (PETE) programs in several countries and, consequently, something future PE teachers are expected to practice in their teaching. In a previous study ( Tolgfors et al., 2021 ), we showed how AfL was transmitted and transformed between a university course and a school placement course within Swedish PETE. In the current study, we have more closely followed three of the preservice teachers who took part in our initial study into their first year of PE teaching. The purpose of this follow-up study is thus to explore how AfL is enacted in the induction phase of PE teaching. The more specific research question is: how is AfL enacted in beginning teachers’ PE practices under the contextual conditions provided at the schools where they are employed? The data were generated through Stimulated Recall interviews and follow-up interviews via the online meeting software Zoom. The analysis was based on Braun et al.’s (2011) contextual dimensions of policy enactment and Bernstein’s (1996) pedagogic device. Our findings illustrate how AfL is generally enacted through (1) progression and (2) “rich tasks.” However, the contextual dimensions of each school provide different conditions that either support or hinder the use of AfL in PE. AfL is accordingly enacted in different ways in the induction phase of PE teaching.

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Section: The Induction Phase Of Pe Teachingmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Enacting assessment for learning in the induction phase of physical education teaching

Tolgfors

Quennerstedt

Backman

et al. 2021

European Physical Education Review

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show abstract

“…Firstly, teachers' perceptions of poor pupil behaviour and the desire to manage such issues can result in whole-class progressive drills utilising reproductive teaching styles and closed questioning to ensure pupils stay busy, active and reduce discussion time (Curtner-Smith, Hastie and Kinchin 2008). Secondly, difficulties accommodating the variety of differing pupil abilities can also lead to the teacher-led approach of whole-class progressive drills (Ensign, Kulinna and Woods 2018). Such teacher controlled approaches are somewhat understandable given pupil responses are likely to be more observable in PE than other subjects and the obvious need to ensure safety in practical activities (Stidder and Hayes 2011;Templin, 1979).…”

Section: Influential Factors Upon Teachers' Pedagogical Practicesmentioning

confidence: 99%

Factors influencing a primary school teacher’s delivery of athletics

2021

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Addressing the research recommendations of the first UK primary school-based PE occupational socialization study (Jayantilal, K. and O'Leary, N. 2020. "The factors influencing two primary teachers' interpretation of Games." Education 3-13), this research examined how a female primary school teacher delivered athletics and those factors influencing such pedagogical practices. Data were collected from interviews and lesson observations and analysed using a thematic inductive approach and constant comparison. An 'educative' sporting perspective focusing on improving practical performance with a limited attempt to improve non-practical learning was evident alongside an emphasis on ensuring appropriate pupil behaviour. Factors influencing these practices were an influential work colleague, the challenging behaviour of the class and enforcement of the school behaviour policy. Recognising the powerful influence of the workplace, it was recommended that the teacher consider attending external courses, read relevant resources, attend a behavioural management course and take part in informal learning amongst colleagues.

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“…Gu & Liu (2019), que confirmaron el importante rol que tiene la actitud de los estudiantes de cara a la EF a la hora de adquirir y fomentar comportamientos de vida activos. El punto común entre los estudios incluidos en esta categoría es que la EF debería inculcar el conocimiento, habilidades y actitudes para hacer posible la práctica de AF a lo largo de todo el ciclo vital (Ensign, Mays-Woods & Kulinna, 2018;Gaviria-Cortés & Castejón-Oliva, 2016;McEvoy et al, 2017;Sánchez-Oliva et al, 2014;Sutherland et al, 2015).…”

Section: Estudiantesunclassified

“…El profesorado novel analizado por Ensign et al (2018) coincidió en señalar, casi unánimemente, que el principal objetivo de la EF debe ser educar al alumnado para llevar a cabo un estilo de vida saludable a lo largo de todo el ciclo vital y dotar a estos de las habilidades necesarias para tal efecto. Loundsbery, Holt, Monnat, McKenzie & Funk (2014) llevaron a cabo un análisis para comparar la materia de EF con otros programas alternativos que se están aplicando en diferentes estados de los Estados Unidos, en concreto, el Junior Reserve Officer Training Corps (JROTC).…”

Section: Barnie Pleban and Lewis 2017unclassified

Propósitos de la Educación Física en Educación Secundaria: revisión bibliográfica (Purposes of Physical Education in Secondary Education: a bibliographic review)

Romero-Chouza

Ballesteros

Toja-Reboredo

et al. 2020

Retos

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El principal objetivo de este trabajo fue llevar a cabo una revisión de la literatura para conocer cuáles son los objetivos y finalidades de la asignatura de Educación Física (EF) en el currículo escolar de Educación Secundaria. Se llevó a cabo una revisión sistemática a través del proceso PRISMA desde el año 2014 hasta mayo del 2020 (inclusive) en las bases de datos Web of Science, Scopus, ERIC y SPORTDiscus, empleando los términos “physical education”, “purpose OR role” y “high school”. Se seleccionaron un total de 38 artículos que cumplen todos los requisitos requeridos para su inclusión. Los artículos para la revisión fueron seleccionados bajo los criterios: (a) escritos en español, inglés o portugués; (b) publicados en una peer-reviewed journal; (c) que incluyesen como participantes a alumnado entre 12 y 16 años, profesorado o progenitores. Los resultados mostraron que en la mayoría de los estudios el principal objetivo de la EF era la categoría referida a la promoción de estilos de vida saludable (20); también se encontraron un buen número de estudios relacionados con la promoción del gusto por las actividades físicas (10) y del aprendizaje relacionado con la salud y el deporte (9). Las categorías con menos presencia fueron la promoción de la aptitud física (5), fines educativos generales (5) y promover la catarsis (3). La aplicación de los conocimientos actuales en la formación inicial y continua de los docentes, además de los currículos educativos, permitiría alinear la práctica con los modelos ecológicos que promueven estilos de vida saludables y activos. Abstract. This paper aimed to carry out a literature review about the objectives and purposes of physical education (PE) in the school curricula of secondary educationIt was conducted a systematic review process using the PRISMA protocol from 2014 to May 2020 (included) in the databases Web of Science, Scopus, ERIC and SPORTDiscus, using the terms “physical education”, “purpose OR role” and “high school”. As a result, a total of 38 items were selected that met all the requirements for inclusion. The articles for the review were selected under the criteria: (a) written in Spanish, English, or Portuguese (b) published in a peer-reviewed journal (c) to include students between 12 and 16 years old, teachers or parents as participants. The results showed how most of the studies propose the category referred to the promotion of healthy lifestyles as the main objective of PE (20); there were also several studies related to the promotion of the like for physical activities (10) and promotion of health and sport-related learning (9). as well as the integral formation of the individual through PE, inside the general education aims category. The categories with less presence were the promotion of physical fitness (5), the general education aims (5) and category of promoting catharsis (3). The application of current knowledge in the initial and in-service training of teachers, in addition to educational curricula, would make it possible to align practice with ecological models that promote healthy and active lifestyles.

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Entering the Field of Physical Education: The Journey of Fifteen First-Year Teachers

Abstract: Implications indicate a need for purposeful physical education teacher education training to proactively address these barriers during professional preparation as well as the creation of additional support systems for beginning teachers.

Cited by 14 publications

References 23 publications

Enacting assessment for learning in the induction phase of physical education teaching

Enacting assessment for learning in the induction phase of physical education teaching

Factors influencing a primary school teacher’s delivery of athletics

Propósitos de la Educación Física en Educación Secundaria: revisión bibliográfica (Purposes of Physical Education in Secondary Education: a bibliographic review)

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