Secondary physical educators\u27 content negotiations

In light of growing concern over the relation between physical inactivity and a variety of biomedical and psychosocial conditions and the disjuncture between larger physical activity culture and secondary school physical education curriculum, the purpose of this study was to examine how middle school physical education teachers negotiated content and curricular decisions. A variety of theories guided this study, including Bourdieu\u27s theories of habitus and field (1977), teacher socialization theory (Lawson, 1983; 1988), teacher ideology (Apple, 2004), teacher emotion (Hargreaves, 1998; McCaughtry, 2004), curriculum as a political text (Pinar, Reynolds, Slattery, & Taubman, 2004), and range of critical and post-structural social theories (Ingram & Simon-Ingram, 1991; Wilber, 2001). This qualitative study was grounded in the interpretive tradition. Eight middle school teachers were observed and interviewed for five whole days over the span of one school year. The main finding from this study revealed that the complex interplay of teachers\u27 personal, institutional, and student factors, and the teachers\u27 consideration of these factors, coalesced in ways that resulted in the perpetuation of competitive sport as the dominant content of their curricula

This Sporting Life: Sports and Body Culture in Modern Japan

Yale CEAS Occasional Publication Series - Volume 1 Sports in Japan have long been embedded in community life, the educational system, the mass media, the corporate structures, and the nationalist sentiments of modern Japan. For over a century, they have been a crucial intersection of school pedagogy, corporate aims, media constructions, gender relations, and patriotic feelings. The chapters in this book highlight a wide range of sports, and together, they offer a significant window on to the ways that the sporting life animates the institutions of modern Japan.https://elischolar.library.yale.edu/ceas_publication_series/1000/thumbnail.jp

Research on the design and application of “MOOC + flipped classroom” for basketball courses in colleges and universities from the perspective of education modernization

BackgroundThe wave of education information based on the “Internet+” has swept the world, and the traditional teaching mode can no longer meet the new needs of education teaching, so the teaching mode of “MOOC+ flipped classroom” has attracted widespread attention educators.ObjectiveThis study explores the effect of “MOOC+ flipped classroom” on the teaching design and application of basketball courses in colleges and universities from the perspective of education modernization in order to promote the development of students’ core literacy and provide a more theoretical basis and practical support for the in-depth research and promotion of “MOOC+ flipped classroom” teaching mode.MethodsThis study adopts a quasi-experimental design to study the teaching of basketball courses in colleges and universities based on “MOOC +flipped classroom.” The experimental class adopted “MOOC+ flipped classroom” teaching (34 students), and the control group adopted traditional classroom teaching (30 students). Before and after the 16-week intervention, the student’s learning effects were measured by basketball skill level assessment, Cooperation Ability Scale for University Students, Utrecht Work Engagement Scale-student, and Self-regulated Learning Scale, and the data were analyzed by independent sample t-test and repeated-measures ANOVA.Conclusion(1) Compared with the traditional classroom teaching mode, the “MOOC+ flipped Classroom” teaching mode is innovative in terms of teaching philosophy, teaching resources, and teaching methods, which promotes the change of education informatization and further promotes the realization of education modernization. (2) The “MOOC+ flipped classroom”-based teaching design for basketball courses benefits students’ basketball skill level, study engagement, cooperation ability, and self-regulated learning ability, thus effectively promoting the students’ core literacy

A changing picture of health: health-related exercise policy and practice in physical education curricula in secondary schools in England and Wales

This thesis documents and explores health-related exercise (HRE) policy and practice within selected secondary schools in England and Wales, and examines the impact of the National Curriculum for Physical Education (NCPE) revisions (DfEE/QCA and Welsh Assembly, 1999) on the status and expression of HRE in the curriculum. It also considers the factors affecting teachers’ approaches to change and their consequent decisions and behaviours. Specifically, the research makes comparisons between the policy and practice in schools at the time of data collection (2000) and that reported by Harris (1997). The methodology incorporated both qualitative and quantitative approaches. Case studies were completed in 2001 in five strategically selected mixed sex state schools, three of which were located in one Local Education Authority (LEA) in England and two of which were in one LEA in Wales. One of the English schools was a specialist sports college (SSC). Case study data analysis focused on the status and expression of health within each school, with particular attention to HRE policy and practice prior to and following the National Curriculum revisions. This analysis also explored the factors influencing the delivery of HRE in each department. The case study element of the research included the lesson observation of a unit of work on health-related aspects of PE in one school from the English LEA. This allowed an examination of the translation of school level policy into practice. A survey of all the secondary schools in the two case study LEAs in 2001 elicited questionnaire responses from 67.5% of heads of PE departments (PE HoDs). Analysis employed the Statistical Package for Social Scientists (SPSS). The findings revealed that delivery of HRE in case study schools was based on a fitness for sports performance perspective, utilising fitness testing and training. This was despite many teachers reporting a philosophy for physical education that reflected a fitness for life perspective with pupils adopting active lifestyles as its goal. Case study schools reported that the NCPE had influenced HRE delivery, however, limited change had resulted from the 1999 revisions

Understanding early-career physical educators’ theories of practice amidst curriculum change

This thesis explores early career physical education (PE) teachers\u27 theorisation of their practice. Their articulations evidenced affect and effect as key drivers of their practice, with a focus on the learner as an individual beyond curriculum outcomes. Findings reveal PE as an important space for relational and affective learning

Watching the games: Critical media literacy and students’ abilities to identify and critique the politics of sports

Sport can be the source of fitter, healthier and better lifestyles. However, sport can also be a vehicle for the reproduction of problematic notions of gender, race, nationality, industry, et cetera. If people who consume and participate in sport are unequipped to identify and question these issues, they will continue reproducing these conceptions uncritically. As a proponent of Critical Media Literacy (CML), through this dissertation I encourage educators to teach students the skills and knowledge to recognize and critically assess these and other problematic discourses in sports media. In this dissertation, I set out to discover if adolescents possess these skills and knowledge. Two main questions drive this research: First, what type of knowledge do the participants have about the socio-cultural, political and economic implications of sport in our societies? And second, can the participants identify socio-political issues (e.g. gender, race, nationality, political economy) in sports media texts as they consume them? To answer these questions, I first attempted a study with youth and later I recruited 20 first year university students to participate in a 90 minute session where I showed them three sports clips and asked them to complete a short qualitative questionnaire and partake in a focus group discussion. Using Qualitative Content Analysis (QCA), I examined both the questionnaires and the transcripts from the discussions leading to a critical analysis. I found that the participants had a limited knowledge of the general and critical media issues we discussed. Though the students demonstrated some understanding of the way the sports media operates, they consistently drew from stereotypes and common sense tropes when analyzing issues of race, nationality and gender in sports. I also found that students were generally unable to identify and/or critique problematic representations present in the videos. There were only 5.6% of instances where the participants questioned these problems in the clips. Most of the time (86.23%) the participants were either unaware of the issues or saw them as normal and saw no need to resist or critique. These findings support the idea that students would benefit from receiving a critical media literacy education that teaches them to identify and question hegemonic discourses in sports media

How students at a Christian university understand the university\u27s faith committment

Faith commitment is central to the identity and mission of institutions identifying themselves specifically as Christian Universities. Therefore, their effectiveness in communicating that faith commitment to their students is essential to their success. This project explored how students at one such university gained their understanding of their university’s faith commitment. Its exploratory intent and deliberate focus on the student perspective merited an inductive approach and research methods reflecting a qualitative paradigm. Data were collected at one university using multiple student focus groups. Ultimately, this data shaped a valuable ”insider” perspective on how myriad encounters with university people, programs, and policies shaped students’ individual understanding of the university’s faith commitment. Focus group discussions proved rich and revealed students’ awareness of the university’s faith commitment, appreciation for its distinctiveness, and affirmation of its intentions to make this commitment apparent to campus constituents. Students consistently described the university’s faith commitment as both central to its identity and significant in their own decisions to enroll and persist. They proved attentive to its expression in diverse contexts and encounters