‘It’s like it doesn’t really matter’: Are teachers accountable and equipped for teaching primary physical education?

McVeagh, H. E.; Smith, Matthew J.; Randall, Vicky

doi:10.1080/03004279.2020.1844777

Cited by 2 publications

(1 citation statement)

References 42 publications

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“…However, generalist teachers are often the main deliverers of elementary PE, with teacher competency reported as a persistent concern (Randall 2020). Low subject status of PE in elementary schools, inadequate teacher professional development, low teacher confidence and curriculum outsourcing further compound the potential of elementary PE to develop children's motor skills (Mcveagh, Smith, and Randall 2020). Hence, online interventions have the potential to be a valuable inclusion into elementary school settings to enhance curriculum delivery.…”

Section: Discussionmentioning

confidence: 99%

The influence of online physical activity interventions on children and young people’s engagement with physical activity: a systematic review

Goodyear

Skinner

McKeever

et al. 2021

Physical Education and Sport Pedagogy

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Background: Most children and young people (CYP) worldwide are classified as inactive because they fail to meet the World Health Organisation recommendations for physical activity. Online interventions that use devices like exergames, smartphones, social media, and wearables have the potential to improve physical activity engagement because of their extensive reach and opportunities for learning and use across contexts. Purpose: The objectives of this systematic review were to update the evidence-base on online physical activity interventions for CYP since 2015, analyse the outcomes associated with online interventions across physical, cognitive, social and affective domains, and assess the mechanisms (i.e. pedagogical strategies) of online interventions that resulted in outcomes related to physical activity. Methods: A systematic search of the literature was conducted across 4 databases (MEDLINE, PudMed, EBSCO and EMBASE) using key words related to online interventions, physical activity and CYP. The inclusion criteria were: CYP aged 5-18 years in the general population; use of an online-based medium to deliver an intervention related to physical activity; outcomes related to changes to physical activity, and in physical, cognitive, social and affective domains; and quantitative, qualitative and mixed methods studies. A modified version of the Quality Assessment Tool for Studies with Diverse Designs was used to assess study quality. A mixed methods approach was used to analyse and synthesise all evidence. Results: 26 papers were identified as meeting the inclusion criteria, including randomised control trials (n=8), non-randomised interventions (n=12), observational studies (n=3) and qualitative papers (n=3). The target population of most studies was children (<12 years) where data collection mostly took place in a school setting, in elementary schools, and in physical education lessons. The interventions reported on positive changes to CYP's physical activity behaviours, through increases in physical activity levels and emotions, attitudes and motivations toward physical activity. Gamification and personalisation were the main mechanisms of online interventions that elicited positive changes in behaviours. Conclusions: The studies in this review provide a convincing rationale for the use of online interventions to support CYP's engagement with physical activity, due to the positive effects on physical and affective outcomes. New evidence is provided on the key mechanisms of online ARTICLE HISTORY

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Section: Discussionmentioning

confidence: 99%

The influence of online physical activity interventions on children and young people’s engagement with physical activity: a systematic review

Goodyear

Skinner

McKeever

et al. 2021

Physical Education and Sport Pedagogy

View full text Add to dashboard Cite

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Evaluation of Stakeholder Opinions on Physical Education and Game Lesson Practices

Akkoyun,

Yalız Solmaz

2024

Avrasya Spor Bilimleri Ve Eğitim Dergisi

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In this study, it is aimed to evaluate the opinions of classroom teachers, parents and school administrators regarding the physical education and game lesson curriculum and practices. The research was carried out with a study group of 13 people in the 2021-2022 academic year. Interview technique, one of the qualitative research methods, was used in the study. After the data were transcribed, descriptive analysis and content analysis were performed. According to the results of the research, in general, there are contradictions between the importance given to the physical education and game lesson in words and the value given in practice. The research is important in terms of recognising the problems in physical education and game lesson practices and taking necessary measures. In order to solve the problems encountered, it is recommended that in-service training should be made widespread, training programmes should be reviewed, and cooperation of stakeholders should be ensured.

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‘It’s like it doesn’t really matter’: Are teachers accountable and equipped for teaching primary physical education?

Cited by 2 publications

References 42 publications

The influence of online physical activity interventions on children and young people’s engagement with physical activity: a systematic review

The influence of online physical activity interventions on children and young people’s engagement with physical activity: a systematic review

Evaluation of Stakeholder Opinions on Physical Education and Game Lesson Practices

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