Pre-service teachers’ perception of values education in the South African physical education curriculum

Roux, Charl J.; Dasoo, Nazreen

doi:10.4102/sajce.v10i1.717

Cited by 10 publications

(14 citation statements)

References 24 publications

(44 reference statements)

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“…En este apartado podemos observar una amplia gama de objetivos, focalizados todos ellos obviamente en la QPE, pero abordados desde múltiples puntos de vista. Por un lado, nos encontramos por ejemplo con artículos que analizan la búsqueda de la calidad desde la valoración y el desempeño del profesor (Zeng, 2020;Roux & Dasoo, 2020;Martínez & Cháfer, 2019;Ho et al, 2018;Lara et al, 2018), o la propuesta de Gao & Zheng (2018), quienes basan su investigación en el proceso evaluativo y en analizar de qué manera se puede precisar éste para mejorar la calidad de la enseñanza de EF.…”

Section: Objetivo Y Principales Resultadosunclassified

“…Si seguimos el modelo de clasificación de continentes más empleado, el que establece que son 5 (África, América, Asia, Europa y Oceanía), podemos observar que en los últimos 5 años se ha llevado al menos un estudio en cada uno de los continentes. Sin embargo, si analizamos la prevalencia de este tipo de investigaciones, Asia y América son los continentes donde más investigación se ha llevado a cabo en este sentido, siendo China (Zeng, 2020;Roux & Dasoo, 2020) y Brasil (Frizzo & Souza, 2019;Ho et al, 2018;Lara, Starepravo, Miranda & Souza, 2018) los países punteros. Llama la atención que las investigaciones desarrolladas en el continente americano se han llevado fundamentalmente en América del Sur.…”

Section: Paísunclassified

“…Por su parte, las investigaciones de corte cualitativo emplearon diferentes métodos, desde la observación sistemática (Miller et al, 2017) hasta las entrevistas semiestructuradas http://revistas.udc.es/ 311 (Roux & Dasoo, 2020;Wilhelmsen & Sørensen, 2019) pasando por un estudio de caso (Martínez & Cháfer, 2019).…”

Section: Tipo De Investigaciónunclassified

See 2 more Smart Citations

¿Qué es y cómo se mide la calidad en Educación Física? Una revisión de literatura

2021

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La Educación Física de calidad (EFC) es un tema candente en la actualidad, sin embargo, sigue siendo difícil establecer una definición unísona de qué es y qué hay que hacer para alcanzarla en nuestras clases. En este sentido, varios son los autores que han investigado sobre cómo medir la calidad en Educación Física. El objetivo de este artículo es realizar una revisión bibliográfica de la literatura científica publicada en el periodo comprendido entre los años 2017-2021 en las bases de datos de Web of Science y Scopus. Se partió del diagrama de flujo de la metodología Preferred Reporting Items for Systematic Reviews and Meta-Analyses para analizar un número total de 14 artículos. Las conclusiones muestran un mayor uso de metodologías cuantitativas para medir la calidad en Educación Física, así como una priorización de la opinión/desempeño docente como factor determinante de la calidad.

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Section: Objetivo Y Principales Resultadosunclassified

Section: Paísunclassified

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¿Qué es y cómo se mide la calidad en Educación Física? Una revisión de literatura

2021

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“…Despite the many benefits of PE, Roux and Dasoo's (2020) study found that PE is frequently linked with the teaching of games and sports, with the primary goal being technique empowerment. Because of the favorable perception society has created around the capacity of these programs to generate change in knowledge, skills, and attitudes, participation in sports, PE, and other physical activities has been considered a method to achieve the personal and social development of its participants (Roux & Dasoo, 2020). However, due to the prevalence of anti-social, aggressive, and unhealthy behavior in and around sports and sportsrelated activities, simple participation is ineffective.…”

Section: Introductionmentioning

confidence: 99%

Post-COVID Heroes: Physical Education Teachers’ Role in Sports and Physical Activity in Jamaica

Rowe

2022

BJSHS

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Background: The COVID-19 pandemic has greatly exacerbated Jamaica’s high physical inactivity rates, which means the country could potentially see increases in lifestyle diseases and deaths. Given the fact that physical literacy is not prevalent among the Jamaican population, physical education (PE) teachers must play a greater role in the postCOVID era to promote physical activity and sports involvement through school, community, and national initiatives. Purpose: The purpose of this study was to assess the perceived role of PE teachers in the development of sports and physical activity (PA) lifestyles in the post-COVID era in Jamaica. Methods: The research took the form of a descriptive quantitative survey that analyzed the experiences and perceptions of 47 PE teachers in Jamaica. The sampling method utilized a combined approach using purposive and snowball sampling techniques. Results: The results of the study indicated that PE teachers play an important role in teaching and developing the fundamental skills of students in preparation for transition into amateur and national competitions. PE teachers in the post-COVID era need to contribute more to students living a healthy lifestyle and becoming active for life. Conclusion: The results of this study have great implications for Jamaica’s physical inactivity levels and the continued development and maintenance of Jamaica’s dominance in sports in the international arena. Keywords: chronic lifestyle diseases, physical activity lifestyle, sports development.

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“…The belief is that values will evolve, become rooted and flourish. 12 One of the interests of physical educators should be in how social issues circumscribe and interfuse with their work 13 and that a values-based (VB) PE curriculum could emphasise the celebration of human diversity.…”

Section: Introductionmentioning

confidence: 99%

Values-based Physical Education for the intermediate schooling phase in a diverse South African context

Jones

Roux

2021

TDSA

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Participation in physical activity, Physical Education (PE) and sport has been recognised as a powerful learning tool for education, providing a universal language for contributing to valuable life principles. Values-based education implies that learners are educated about the aspects determining their behaviour. Values-based PE, physical activities and sport have the potential to transcend diversity and achieve cohesion, promote tolerance and trust and affirm respect between individuals and communities. The goal of PE can be to contribute to the acceptance of the infinite qualities of South Africa’s diversity and to claim the country’s diversity as a source of strength that forms a bond of a common set of values. There has been a global change in the interaction of learners with their environment; their lives are shaped by forces that do not necessarily assist them to learn and apply values. A PE programme infused with the values of Olympism and Ubuntuism can offer an investment in individual and societal improvement as the co-evolutionary interaction of these values and how they affect each learner can add to the celebration of human diversity. The question this study set out to answer was how can PE be used as a tool to teach values. Thus, the study aimed to inform the development of a values-based PE programme for the intermediate schooling phase. This qualitative study, from a constructivist paradigm, has enhanced the understanding of individuals’ cultures, beliefs and values, human experiences and situations. Purposeful sampling, of 10 intermediate phase teachers from five different public primary schools sought information-rich cases. The theoretical perspectives of the experiential learning theory were applied to teaching PE during in-service PE teacher training workshops. The process was documented by collecting data from multiple sources. Participatory action research was used, determining how data were collected, analysed and presented on an ongoing, cyclical basis. This study developed material for the intermediate phase PE curriculum that underpins the values of Olympism and Ubuntuism as core values, which were modelled by teachers and guided their work. The PE programme included key elements of and aligned with the study aims of the subject Life Skills. The outcomes of using PE as a tool to teach values propose recommendations to the Department of Basic Education of South Africa, to improve and implement a quality PE curriculum that is applicable to practice and that will optimise the chances of meeting National Curriculum Statement standards. Further research is recommended on the rest of the intermediate phase PE curriculum over the entire year, which includes other movement phenomena infused with values.

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Pre-service teachers’ perception of values education in the South African physical education curriculum

Cited by 10 publications

References 24 publications

¿Qué es y cómo se mide la calidad en Educación Física? Una revisión de literatura

¿Qué es y cómo se mide la calidad en Educación Física? Una revisión de literatura

Post-COVID Heroes: Physical Education Teachers’ Role in Sports and Physical Activity in Jamaica

Values-based Physical Education for the intermediate schooling phase in a diverse South African context

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