High School Physical Education Students and Experiential Learning in the Community: A Classroom Assignment

Tapps, Tyler; Passmore, Tim; Lindenmeier, Donna; Kensinger, Weston S.

doi:10.1080/08924562.2014.858986

Cited by 5 publications

(5 citation statements)

References 5 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…These benefits are supported by literature about the advantages of experiential learning for understanding tolerance value [50]. There are three main benefits which students might have when they experience outdoor activities.…”

Section: The Teaching Methods For Tolerancementioning

confidence: 82%

“…Firstly, students can learn by sharing, dialogue, talking, discussing and watching what the local community does relating to the way of life [49]. Also, both students and teachers can utilize the life experience outside of the classroom [50,51]. Therefore, after visiting the community, students will perhaps have different positive feedback and perspective regarding people who are different from them.…”

Section: Teaching Tolerancementioning

confidence: 99%

See 1 more Smart Citation

Perceptions of Indonesian Citizenship Teachers on Teaching Tolerance in Schools through Citizenship Education

Casmana¹

2018

Proceedings of the Annual Civic Education Conference (ACEC 2018)

View full text Add to dashboard Cite

This study examines the teacher's perception of teaching tolerance within citizenship education in Indonesia. It seeks to identify the teachers' opinion about the purpose of teaching tolerance, and the content knowledge and the teaching method used by citizenship teachers to educate students to be more tolerant. It adopts a mixed method design by combining quantitative and qualitative methods. As such, 103 online questionnaires were collected, using Qualtrics software and using a snowball sampling technique. In addition, ten teachers were interviewed using online telephone interviews to get more details about the reasons for supporting teaching tolerance using a convenience sampling technique. Descriptive statistic, frequency distribution and cross tabulation analysis, using SPSS, and coding method on NVivo were used to analyse the results of this research. The results indicate that there are three main reasons for teaching tolerance, which are: to let students make interreligious and inter-ethnic friendships; to prevent disruptive or violent behaviour in class; and to reduce discrimination among students who are of different ethnic and religious backgrounds. In order to achieve these goals and effectively teach tolerance within citizen education, human rights, a sense of personal identity and a sense of community involvement are suggested as appropriate content. Five teaching methods were identified which might be used to transfer tolerance values. These are using a controversial issue, introducing a case study about prejudice and discrimination, reading literature, drama and visiting minority communities. The implication of this study suggests teachers should use these content knowledge and teaching methods when they teach tolerance.

show abstract

Section: The Teaching Methods For Tolerancementioning

confidence: 82%

Section: Teaching Tolerancementioning

confidence: 99%

Perceptions of Indonesian Citizenship Teachers on Teaching Tolerance in Schools through Citizenship Education

Casmana¹

2018

Proceedings of the Annual Civic Education Conference (ACEC 2018)

View full text Add to dashboard Cite

show abstract

“…The above table shows that among all the professed SHS Instructional approaches for Physical Education, Experiential Learning has the highest weighted mean rank. To give students in public and private high schools a valuable experience-based learning opportunity, experimentation could be an approach (Tapps, Passmore, Lindenmeier & Kensinger, 2014). Experiences gives a greater amount of knowledge to students most especially when they are problem based, inquiry based and sort of apprenticeship.…”

Section: E -Effectivementioning

confidence: 99%

Untitled

2021

IMRJ

View full text Add to dashboard Cite

The teachers have a very challenging job as are entrusted with so many responsibilities that range from the very simple to most complex. As being the focal figure in education, they must be competent and knowledgeable to impart the knowledge they could give to their students. Every day, teachers meet challenges as part of the work or mission that they are in. It is very necessary that they need to understand the inevitability to be motivated in doing their works well, to have motivated learners in the classroom. When students are motivated, then learning will easily take place. In this manner, this study sought to fulfill the objectives of distinguishing general effectuality of the instructional approaches used by the Senior High teachers in SDO Batangas Province as well as the instructional approaches favored by teachers and students to be the best and the most effective instructional approach suitable to the Senior High Learners in selected Content Areas common to all tracks offered in the division. Moreover, the researchers used mixed method correlational designs that examined the roundup among the instructional approaches commonly used by the Senior High teachers and the professed instructional approaches by the students that would ascertain the least effective to the most effective instructional approaches that would eventually be adopted by the whole teaching force. The study revealed that Experiential Learning Instructional approach commonly used by the Teachers is the most effective instructional approach and the least effective of all is Learning by Teaching. Also, the top three (3) instructional approaches that excelled and were discovered to be effective as professed by the students -respondents used in the selected content areas are Experiential Learning, Active Learning and Demonstration. Meanwhile, Integrating Technology, Learning by Teaching, Case Method and Lecture/ Discussion were the last in the list of Instructional approaches professed by the students. It was divulged in the study that there was no significant difference among the Instructional approaches used by the teachers and the Instructional approaches in different content areas. Lastly, a Teaching Stratagem Database, a website of instructional materials, would be proposed to mentor and coach teachers on the utilization of effective instructional approaches for these specific learners to enhance and develop the teachers' instructional approaches used in their respective classrooms.

show abstract

“…Therefore, it is necessary to create pedagogical environments and circumstances that promote students working collaboratively, cohesively, and constructively, through which positive outcomes can be encouraged and acquired [10]. Examples of those pedagogies include cooperative learning [11], experiential learning [12], and problembased learning [13].…”

Section: Introductionmentioning

confidence: 99%

Sport Education and Traditional Teaching: Influence on Students’ Empowerment and Self-Confidence in High School Physical Education Classes

et al. 2021

View full text Add to dashboard Cite

Physical Education (PE) is recognized for its value in developing personal and social development. However, the instructional approach adopted by the teacher may affect the achievement of positive outcomes. This study aimed to examine the effects of two different teaching approaches, Traditional Teaching (TT) and the Sport Education (SE) model, on students’ empowerment and self-confidence in high school PE classes. A total of 430 high-school students (66.7% male), aged 14–21 years (M = 16.22, SD = 1.03) enrolled in 10th, 11th and 12th grades, participated in this study. A pretest-posttest quasi-experimental design was used across 18 classes. Classes met two times a week during a period of 8 weeks for a total of 1080 min. The Psychological Empowerment Instrument was used to measure empowerment. Students’ self-confidence was measured with the self-confidence sub-scale of the Competitive State Anxiety Inventory-2. The findings of the research revealed that only SE was effective in improving high school students’ empowerment and self-confidence. In the TT group, no gains were found, even decreasing over time. These results reinforce the adequacy of SE in PE as a curricular model to be used by teachers, particularly for the development of students’ empowerment and self-confidence.

show abstract

High School Physical Education Students and Experiential Learning in the Community: A Classroom Assignment

Cited by 5 publications

References 5 publications

Perceptions of Indonesian Citizenship Teachers on Teaching Tolerance in Schools through Citizenship Education

Perceptions of Indonesian Citizenship Teachers on Teaching Tolerance in Schools through Citizenship Education

Untitled

Sport Education and Traditional Teaching: Influence on Students’ Empowerment and Self-Confidence in High School Physical Education Classes

Contact Info

Product

Resources

About