The primary schoolteacher and physical education: a review of research and implications for Irish physical education

Fletcher, Tim; Mandigo, James L.

doi:10.1080/03323315.2012.710063

Cited by 41 publications

(34 citation statements)

References 42 publications

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“…Such teaching styles are effective for teaching basic techniques, given they encourage pupils to remember and replicate what has been taught (Mosston and Ashworth 2002). This reinforces the argument that whilst generalist teachers regularly use innovative pedagogical strategies in core curriculum subjects (Blair and Capel 2011), upon entering the PE environment they appear to almost instinctively succumb to reproductive approaches (Fletcher and Mandigo 2012;Griggs 2010). In contrast, David, who required children to think in order to solve tactical problems, employed productive teaching styles (problem-solving and guided discovery).…”

Section: Discussionsupporting

confidence: 74%

The factors influencing two primary teachers’ interpretation of games

Jayantilal

O’Leary

2020

Education 3-13

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Research studies investigating the occupational socialization of primary teachers delivering physical education has been conspicuous by its absence (O'Leary, N. 2019. "Teacher socialization in physical education: new perspectives." Sport, Education and Society 24 (6): 668-671). Using Lawson's, H. (1986. "Occupational socialization and the design of teacher education programs." Journal of Teaching in Physical Education 5 (2): 107-116) theoretical framework, this study examined two primary teachers' interpretation of games and the socialising factors influencing their pedagogical games practices. Data were collected using semistructured interviews and analysed inductively. Three themes appeared around both teachers' games perspectives: an emphasis on technical learning, a differing use in teaching styles and a contrasting focus on strategical and tactical understanding. A variety of factors influenced these beliefs: negative childhood experiences of physical education, an innovative higher education degree, a continuous professional development course, a physical education planning scheme and the needs of the pupils. It was recommended that practitioners could engage in continuous professional development that develops their strategical and tactical subject knowledge. Furthermore, to complement such courses, teachers could pursue informal learning and utilise communities of practices. Finally, teachers could undertake action research.

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Section: Discussionsupporting

confidence: 74%

The factors influencing two primary teachers’ interpretation of games

Jayantilal

O’Leary

2020

Education 3-13

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“…This is of note, given that the control groups in these studies received the same time in PE or "dose" as the intervention group and both intervention and control groups had PE specialists deliver the respective programs. Given the issues identified in primary school PE internationally, including the constraints of a "crowded curriculum" [60][61][62][63] , further strategies to integrate FMS learning beyond the school may have merit. This was a successful strategy used in 4 studies in the after-school setting 35,37,42,45 and by using supplementary home-based FMS tasks.…”

Section: Fms Intervention Characteristics and Pedagogical Approachesmentioning

confidence: 99%

Fundamental Movement Skill Interventions in Youth: A Systematic Review and Meta-analysis

et al. 2013

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BACKGROUND: Fundamental movement skill (FMS) proficiency is positively associated with physical activity and fitness levels. The objective of this study was to systematically review evidence for the benefits of FMS interventions targeting youth. METHODS:A search with no date restrictions was conducted across 7 databases. Studies included any school-, home-, or community-based intervention for typically developing youth with clear intent to improve FMS proficiency and that reported statistical analysis of FMS competence at both preintervention and at least 1 other postintervention time point. Study designs included randomized controlled trials (RCTs) using experimental and quasi-experimental designs and single group pre-post trials. Risk of bias was independently assessed by 2 reviewers.RESULTS: Twenty-two articles (6 RCTs, 13 quasi-experimental trials, 3 pre-post trials) describing 19 interventions were included. All but 1 intervention were evaluated in primary/elementary schools. All studies reported significant intervention effects for $1 FMS. Metaanalyses revealed large effect sizes for overall gross motor proficiency (standardized mean difference [SMD] = 1.42, 95% confidence interval [CI] 0.68-2.16, Z = 3.77, P , .0002) and locomotor skill competency (SMD = 1.42, 95% CI 0.56-2.27, Z = 3.25, P = .001). A medium effect size for object control skill competency was observed (SMD = 0.63, 95% CI 0.28-0.98, Z = 3.53, P = .0004). Many studies scored poorly for risk of bias items.

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“…Given the complexity of teachers' work, the available research on classroom teachers who teach physical education (PE) has presented an interesting landscape. In most European countries, PE is predominantly taught by classroom teachers at the elementary grades (K-6;Hardman, 2005;Tsangaridou, 2012), and the majority of these teachers do not always provide quality PE learning experiences for their students (Fletcher & Mandigo, 2012;Tsangaridou, 2016). Scholars have identified institutional factors outside of teachers' control contributing to this issue, such as time constraints, provision of initial teacher education (TE) and professional development opportunities, financial and human resources, and class sizes (Carse, Jess, & Keay, 2018;Fletcher, Mandigo, & Kosnik, 2013).…”

mentioning

confidence: 99%

The Influence of a Methods Course in Physical Education on Preservice Classroom Teachers’ Acquisition of Practical Knowledge

Romar

Ferry

2020

Journal of Teaching in Physical Education

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Purpose: This study was framed with an explorative approach in which preservice classroom teachers (PCTs) participated in physical education learning activities. The purpose was to investigate the construction of their practical knowledge. Methods: Data collection was integrated into a methods course and included a written text assignment in which 28 PCTs described significant didactical milestones (practical knowledge) that will guide their future teaching in physical education. The qualitative analysis of the didactical milestones involved identifying the content of and arguments for their milestones and categorizing them based on common themes and categories. Results: The results showed that the content of the PCTs’ practical knowledge was mainly pedagogical and focused most often on instructional strategies; the reasons were related to students and their learning processes. Conclusion: By exploring and understanding PCTs’ learning of practical knowledge, teacher educators can help to bridge the gap between theory at university and the practice of teaching.

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The primary schoolteacher and physical education: a review of research and implications for Irish physical education

Cited by 41 publications

References 42 publications

The factors influencing two primary teachers’ interpretation of games

The factors influencing two primary teachers’ interpretation of games

Fundamental Movement Skill Interventions in Youth: A Systematic Review and Meta-analysis

The Influence of a Methods Course in Physical Education on Preservice Classroom Teachers’ Acquisition of Practical Knowledge

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