Evaluating the effectiveness of PESS Departments’ Undergraduate Programs in Greek Universities, in terms of their correlation with PE School Curriculum: Creation and implementation of a criteria-based instrument

Abstract

The purpose of this research is to evaluate the correlation between the undergraduate programs (Higher Education) offered by Departments of Physical Education and Sport Science (DPESS) and the Physical Education (PE) curriculum followed in Greek Primary (years 6-12) school and Middle (years 13-15) school. Specifically, we aimed to investigate whether the perspective PE teachers were adequately prepared to teach (after their graduation) the thirteen (13) main athletic subjects of the PE school curriculum. Fifteen (15) criteria were developed, in order to evaluate whether the athletic subjects offered by the departments, as described within their annual undergraduate catalogs, adequately prepare their graduates to teach PE in Primary and Middle school. Useful conclusions were drawn concerning: a) the mean values of the fifteen criteria, b) the Trigonometrically transformation of the Multidimensional Scaling solutions (MDS-T), which eventually included thirteen of the fifteen criteria, and c) other selected criteria of the fifteen criteria-based matrix.

The Role of International Organizations in Shaping the Educational Policy for Higher Education and the First Historically Identified Evaluation Efforts of the Greek Academy of Somatic Education, in the 20th Century

“…In the case of Greece, and despite the national legislation that had been processed since the above-mentioned scientific meeting took place in 1964 and up until the year 1982 when the NASE was upgraded to become a university department, no evidence has been found from primary sources to prove that the suggestions of this scientific meeting influenced the post 1964 operation of the Greek training institutions for PE teachers (Lamprou, 2012). concerned the following: i) an increase in the duration of the study program from three to four years, ii) the introduction of a specialization year in the study program, iii) the establishment of a decentralized branch of the NASE in the North of Greece (Thessaloniki), iv) operational and organizational changes (Lamprou, Mountakis, Papazoglou & Nomikos, 2017) and v) the upgrade of the Academies into university departments in Athens and Thessaloniki.…”