Empowering teachers to implement innovative content in physical education through continuous professional development

Braga, Luciana; Jones, Emily; Bulger, Sean M.; Elliott, Eloise

doi:10.1080/13664530.2016.1235608

Cited by 19 publications

(13 citation statements)

References 23 publications

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“…PE teachers implemented the curriculum in the two middle schools within the county across the regularly scheduled 225 minutes of PE each week. Full description and outcomes of the curriculum design implementation process were published elsewhere and are beyond the scope of this study (Braga, Elliott, Jones, & Bulger, 2015; Braga, Jones, Bulger, & Elliott, 2017).…”

Section: Methodsmentioning

confidence: 99%

“…The sessions were tailored for the content delivered and the audience, and the structure of each session included a combination of introducing evidence-based practices, structured group work and feedback opportunities, consultation with content experts, and peer instruction and information sharing. University faculty and regional consultants with expertise in designated content areas provided professional development sessions (Braga et al, 2017). School-level personnel including a project director, physical educators, classroom teachers, AmeriCorp volunteers, and/or interscholastic coaches coordinated and delivered the extended PA opportunities to students.…”

Section: Methodsmentioning

confidence: 99%

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Initial Findings of a Multicomponent School Health Intervention in Rural Appalachia: The Greenbrier CHOICES Project

et al. 2020

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Background. Schools are an important setting for health promotion because they afford children and adolescents numerous opportunities to accumulate the recommended physical activity (PA) minutes and make other health-related decisions, including healthy eating. Unfortunately, there is little evidence of coordinated school-based health interventions in rural Appalachia. The Greenbrier Children’s Health Opportunities Involving Coordinated Efforts in Schools Project was a federally funded, 3-year, multicomponent school-based health intervention focused on PA, healthy eating, and weight management. Aims. The purpose of this study was to evaluate the impact of Greenbrier Children’s Health Opportunities Involving Coordinated Efforts in Schools on adolescent PA, dietary behaviors, and weight status. Method. Measures of PA, dietary behaviors, and body mass index were collected across 14 data points throughout the intervention (including a baseline in Year 1). Results. Participants included 4,633 randomly selected middle school students ( M = 2,289, F = 2,344) across the intervention. Baseline to Year 3 findings revealed a 12.8 percentage point increase in students achieving 60 minutes of daily PA. There were no significant differences in either dietary behavior or body mass index. Discussion. Findings provide evidence of the positive impact comprehensive school-based health interventions can have on middle school student health-related behaviors. Conclusion. Schools remain an ideal setting for health promotion. Initiatives targeting more than one level of influence on health-related behaviors are more likely to succeed.

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Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Initial Findings of a Multicomponent School Health Intervention in Rural Appalachia: The Greenbrier CHOICES Project

et al. 2020

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“…Empowerment in this study is conceptualized as teachers' abilities of taking charge of their personal and professional development and growth and of solving their own problems. Empowerment process involves modifying the environment, building intrinsic motivation and making resources available (Braga, et al, 2016). The restructured working environment empowers a participant to exchange ideas with their peers, enables an individual to assume high level of responsibility and to have a sense of ownership of the development process.…”

Section: Teacher Empowermentmentioning

confidence: 99%

“…It also allows proper planning of activities. For example, allocation of resources for professional development allows participation of teachers in workshops and other training programmes (Braga et al, 2016).…”

Section: Teacher Empowermentmentioning

confidence: 99%

Analyzing the Relationship Between Investment and Financial Performance of Industrial Companies Listed on the Amman Financial Market During the Period 2005–2018

2020

JESD

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The study explores professional Development and empowerment among secondary schools teachers. Qualitative approach was employed to gather information on teachers' empowerment, professional development, and factors limiting professional development. The target population was secondary school teachers, Head of Secondary Schools and Educational Officials in Mkuranga District, Pwani region. The study sample size was 52 respondents. Data were collected through in depth interview, questionnaire, non-participant observation, and documentary review. Content analysis was used to analyse data. The study findings show that observation visits and qualification programme were the main types of professional development among teachers. Teachers' empowerment was found in the improvement of classroom teaching, handling of students' matters, self-efficacy, status, and problem solving. Inability in innovative teaching practices was found among teachers. Structural factors such as inadequate support for professional development, inadequate resources, teaching workloads, and cultural factors such as learning culture, collaboration culture, and trust between teachers were some of the constraints to professional development among teachers. The government and Non State actors should support teacher professional development programmes in order to empower teachers and to ensure quality in students' educational achievement and performance.

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“…However, in all variety of pedagogical innovations, this process was found out the insufficient readiness of teachers to this activity. Therefore it is necessary to hold special scientifically-based events devoted to the continuous professional development of physical culture teachers [27,28]. It will expand their opportunities concerning the introduction of the innovative content.…”

mentioning

confidence: 99%

The influence of cheerleading exercises on the demonstration of strength and endurance of 15-17-year-olds girls

et al. 2018

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Empowering teachers to implement innovative content in physical education through continuous professional development

Cited by 19 publications

References 23 publications

Initial Findings of a Multicomponent School Health Intervention in Rural Appalachia: The Greenbrier CHOICES Project

Initial Findings of a Multicomponent School Health Intervention in Rural Appalachia: The Greenbrier CHOICES Project

Analyzing the Relationship Between Investment and Financial Performance of Industrial Companies Listed on the Amman Financial Market During the Period 2005–2018

The influence of cheerleading exercises on the demonstration of strength and endurance of 15-17-year-olds girls

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