Proxemic Behaviour in Pre-service Teacher Training in Physical Education

Dieste, Sonia Asún; J.L, Aparicio-Herguedas.; Fraile-Aranda, Antonio; Romero-Martín, Ma Rosario

doi:10.5672/apunts.2014-0983.es.(2020/3).141.05

Cited by 4 publications

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“…Michael and Webster [75] propose a shared assessment instrument for Pickleball content (Pickleball Assessment of Skill and Tactics (PAST)), while Flynn, Duell, Dehaven, and Heidorn [64] present a program called Kick, Stroke, and Swim (KSS) for teaching swimming, giving practical ideas for assessing learning in a shared way. As for the eleven research articles included in the review, six of them have a qualitative approach, using various data collection instruments such as questionnaires [76][77][78], semi-structured interviews [78,79], self-reports, and reflective journals [79,80] or video-recording [81]. Three articles use a quantitative methodology through the application of tests [28], observation forms [82], and self-reports whose data were treated quantitatively in a two-arm randomized trial design [83].…”

Section: Type Of Papermentioning

confidence: 99%

Peer Assessment in Physical Education: A Systematic Review of the Last Five Years

et al. 2020

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Purpose: A systematic review of the use of peer assessment in Physical Education in the last five years (2016–2020). Method: Four databases were used to select those articles that included information on peer assessment in Physical Education in the different educational stages. According to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, including the PICO (participants, intervention, comparators, and outcomes) strategy, after the exclusion criteria, 13 articles were fully assessed based on seven criteria: (1) year and author; (2) country; (3) educational stage; (4) type of paper; (5) purpose; (6) content; and (7) outcomes. Results: the results show that the research was geographically dispersed, although Spain and the USA had half of the articles reviewed. The research was carried out at all educational stages, although a greater focus was observed in higher education than in primary and secondary education. Quantitative, qualitative, and mixed research was almost equally represented, and dealt mainly with sports and games. Regarding the goals of the studies, a diversity of research so great that it produced a lack of continuity and coherence in the literature on the subject was found. The research results on the use of peer assessment showed an increase in the level of motivation, perceived teaching confidence and competence, and teaching self-efficacy. More research is needed on the benefits of the use of peer assessment on the self-regulation of learning and the critical thinking of students.

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Section: Type Of Papermentioning

confidence: 99%

Peer Assessment in Physical Education: A Systematic Review of the Last Five Years

et al. 2020

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“…The studies were heterogeneous in terms of design. Five papers exclusively used qualitative research [29][30][31]33,37]. Of these five studies, the works by Aarskon [29] and Macken, MacPhail, and Calderon [31] are worthy of mention regarding the wide range of qualitative instruments used.…”

Section: Methods and Type Of Researchmentioning

confidence: 99%

“…Europe, with twelve studies [27,[29][30][31][32][33][34][35][36][37][38][39][40], and America [41], with one, were the only continents to be represented in the systematic review on self-assessment in physical education. In the case of Europe, Spain was the country with the most articles on the subject, with a total of five [30,33,35,37,40]. Other countries were represented on this continent such as Ukraine [38,39], Belgium [36], France [34], Norway [29], and Portugal [32].…”

Section: Countrymentioning

confidence: 99%

“…In this category, it is worth noting that secondary and higher education (with seven and six studies, respectively) were the only educational stages addressed in articles on self-assessment in physical education. In the case of Spain, four [30,33,35,40] of its five articles focused on a university setting and only one [37] on secondary education. The two articles from Ukraine were also directed towards university teaching.…”

Section: Educational Stagementioning

confidence: 99%

“…A second large group of studies addressed very specific content and sports. Two studies on gymnastics ( [33,34] and corporal expression [30,35] were found, respectively. One study aimed "To design, implement and observe the motor response to a volleyball didactic unit based on nonlinear pedagogy principles" [37], and another dealt with aspects related to physical condition and health but in a very specific way.…”

Section: Purpose and Contentmentioning

confidence: 99%

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Systematic Review of Self-Assessment in Physical Education

Otero-Saborido

Torreblanca-Martínez

González-Jurado

2021

IJERPH

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Self-assessment is among the most impactful processes in student learning. Since no review of this process was found in the field of physical education (PE), the objective of this work was to perform a systematic review of the literature published over the last five years on the self-assessment of PE students in formal education contexts. The review was conducted in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) standards. Inclusion and exclusion criteria were established to select the articles. A total of three researchers independently applied the above criteria and obtained a total of thirteen studies. After synthesising the results by category, we found that: a majority of the studies were conducted in Europe; all 13 studies covered the educational stages of either secondary or higher education; an even number of qualitative and quantitative approaches were distributed among the studies; some studies focused on specific sports or contents, while others were applicable to any subject; and, finally, depending on the research design adopted, the results described self-assessment strategy processes, improvements in learning, drew descriptive portraits of students regarding health, or reflected students’ positive perceptions of self-assessment. It is necessary to conduct further studies on PE students’ self-assessment, especially in primary education.

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Professional competence(s) of physical education teachers: terms, traditions, modelling and perspectives

Baumgartner

2022

Ger J Exerc Sport Res

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The effectiveness of (physical education [PE]) teachers on students’ school performance (as well as the effectiveness of PE teacher education [PETE]) has been studied within different research paradigms. The evidence shows that the quality of students’ school performance is strongly dependent on the (PE) teacher and the quality of their teaching. Consequently, research into the effectiveness of PE teachers and the effectiveness of PETE has become a central subject of PE research. In this regard, there has been a competence-orientated shift in research on the effectiveness of PE teachers and PETE over the past 15 years. Focusing on competence-oriented PE teacher research, it becomes apparent that this is in a consolidation phase and that the advantages of the competence construct is not fully understood. In addition, the term ‘competence’ is used differently within PE teacher research. Accordingly, this theoretical article aims to clarify the concepts within competence-oriented PE teacher research, to present the different competence-oriented PE teacher research traditions, and to generate a typology and topology model of Professional Competence of Physical Education Teachers (Compe-PET model). The model assumes that the improvement of real-world performance is achieved through the following three developmental components: (1) the qualitative improvement of the aspects of competency (e.g., professional knowledge); (2) the improvement of the situated perception, interpretation, and decision-making skills (P-I-D); (3) through the deliberative practice of implementation of the quality criteria in one’s own teaching practice. Results are discussed with implications focusing on PETE and PE teacher research.

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Proxemic Behaviour in Pre-service Teacher Training in Physical Education

Abstract: La comunicación que se establece dentro de un aula de enseñanza está promovida tanto por el profesor que ofrece la formación educativa como por el alumno que la recibe. La interacción educativa profesoralumno fomenta ciertas conductas en la 21

Cited by 4 publications

References 0 publications

Peer Assessment in Physical Education: A Systematic Review of the Last Five Years

Peer Assessment in Physical Education: A Systematic Review of the Last Five Years

Systematic Review of Self-Assessment in Physical Education

Professional competence(s) of physical education teachers: terms, traditions, modelling and perspectives

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