The Development of School Physical Education in the Cultivation of Lifelong Sports Consciousness

Ji, Kaijun; Ji, Kaibin; Li, Xueshan

doi:10.2991/erse.2013.43

Cited by 1 publication

(1 citation statement)

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“…All on-site classroom teaching demonstrators were selected from the base. High-quality lessons have attracted thousands of physical education teachers, experts, and scholars from all over the country to observe and communicate, and have received extensive media attention and reports [ 16 , 17 , 18 ]. Therefore, files of high-quality video obtained in classrooms, in which teachers were using the Chinese health physical education curriculum model at the 4th, 5th, and 6th National School Sports Federation (Physical Education) Congress, were selected for this study.…”

Section: Methodsmentioning

confidence: 99%

Analysis of Physical Education Classroom Teaching after Implementation of the Chinese Health Physical Education Curriculum Model: A Video-Based Assessment

Liu

Chen

et al. 2023

Behavioral Sciences

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This study assessed the Chinese health physical education curriculum model recently suggested to meet the recommended physical education curriculum reforms addressing the declining physical and mental health of students in China. We used video analyses of 41 physical education classroom teaching cases with a physical education classroom teaching behavior analysis system to provide quantitative and qualitative behavioral data. We established reference ranges for classroom teaching behavior indicators, summarized classroom teaching patterns, and assessed classroom discourse and the emotional climate. Notable findings included teachers in elementary schools using closed-ended questions, predictable responses, and general feedback significantly more often than teachers in senior high school, and ball sports instructors using demonstration and competition significantly more frequently than instructors in athletics. Overall, three teaching patterns were most commonly used—lecture, practice, and dialogue—with practice being dominant. Analysis of the top 50 most commonly spoken words by teachers identified five types of discourse—motivational, directive, specialized, transitional, and regulatory—with motivational words being most frequent. The classroom atmosphere was mainly positive. These findings provide evidence that the use of this curriculum model may bring positive changes to physical education classroom teaching methods in China and will inform subsequent innovative physical education classroom teaching practices.

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Section: Methodsmentioning

confidence: 99%