Exploring coping strategies in physical education. A qualitative case study

Åsebø, Eli-Karin Sjåstad; Løvoll, Helga Synnevåg

doi:10.1080/17408989.2021.1976743

Cited by 3 publications

(2 citation statements)

References 34 publications

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“…Dai et al [5], Asebo et al [6], von Haaren-Mack et al [23] and Yin et al [24] highlight the importance of exploring the relationship between life satisfaction and problem-focused coping among physical culture teachers. Investigating this correlation provides valuable insights into their resilience and ability to effectively navigate the challenges associated with their profession.…”

Section: Discussionmentioning

confidence: 99%

“…Numerous studies have highlighted the importance of coping strategies in managing stress and enhancing well-being [1,2,3,4]. Specifically, research conducted by Dai [5], Asebo et al [6], Richards et al [7] and Schaefer et al [8] has emphasized the significance of exploring the relationship between life satisfaction and problem-focused coping among physical culture teachers.…”

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confidence: 99%

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Life satisfaction and problem-focused coping among future physical culture teachers

Kholodny,

Prystynskyi,

Biryukov

et al. 2023

Pedagogy of Health

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Background and Study Aim. Behavior adjustment, as an individual's response to threats, is an effective means of managing stress. Therefore, the aim of this study is to explore the correlation between life satisfaction and problem-focused coping strategies among future physical culture teachers. Materials and Methods. The study involved students (n=72, aged 18-21 years). The research was conducted during the 2022-2023 academic year in an online format. The following instruments were used: "Life Satisfaction Scale," "Coping Test," and "Coping Strategy Indicator." Pearson's correlation coefficient was employed to determine the relationships between variables. Results. The results indicate a moderate to low level of life satisfaction among the students. The adaptability of students' behavior was assessed based on the expression level of coping strategies (M±σ): problem-solving (23.5±6.8), seeking social support (26.7±7.5), and avoidance of problems (22.1±6.4). The findings suggest both positive and negative correlations between core coping strategies and life satisfaction among students. Conclusions. The findings of this research can contribute to the existing knowledge on the role of coping strategies in enhancing life satisfaction among physical culture teachers. By identifying effective coping mechanisms, educational institutions and professionals in the field can develop targeted interventions and support systems to promote the well-being and resilience of future teachers.

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Section: Discussionmentioning

confidence: 99%

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confidence: 99%

Life satisfaction and problem-focused coping among future physical culture teachers

Kholodny,

Prystynskyi,

Biryukov

et al. 2023

Pedagogy of Health

View full text Add to dashboard Cite

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Promoting mental health and well-being in physical education: a qualitative study on teachers and lecturers’ perceptions and practices in Malta

Gatt,

Makopoulou,

Cumming

2024

Sport, Education and Society

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How Lesbian, Gay, and Bisexual Teachers Experience Physical Education—A Systematic Review of Qualitative Studies

Müller

Böhlke

2023

Sexes

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Research on sexual diversity in physical education (PE) focuses primarily on students and rarely on teachers. Against this background, this study takes a look at teachers and explores the question of how lesbian, gay, and bisexual (LGB) teachers experience PE. Our study was conceived as a systematic literature review of qualitative studies published between 1990 and 2022. The processual study selection was carried out according to PRISMA. A total of nine studies were identified that met our inclusion criteria. We analyzed and compared the findings of these studies. On an overarching level, our analysis shows that the identified studies predominantly focus on the challenges and problems associated with the sexuality of LGB teachers. Furthermore, our analysis shows that the PE teachers interviewed in the studies perceive and anticipate school as a homophobic context. From the teachers’ perspective, PE is a special subject that they experience as particularly risky due to their sexuality. Against the backdrop of these experiences, many PE teachers use protective strategies, which mainly consist of hiding their own sexuality and ignoring the perceived homophobia. In the end, research implications are discussed, highlighting the need for ongoing research on LGB PE teachers.

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Exploring coping strategies in physical education. A qualitative case study

Cited by 3 publications

References 34 publications

Life satisfaction and problem-focused coping among future physical culture teachers

Life satisfaction and problem-focused coping among future physical culture teachers

Promoting mental health and well-being in physical education: a qualitative study on teachers and lecturers’ perceptions and practices in Malta

How Lesbian, Gay, and Bisexual Teachers Experience Physical Education—A Systematic Review of Qualitative Studies

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