Hiring Considerations and Training in Physical Education Pedagogy: Current Trends in Physical Activity Grades K–12

Price, Sarah

doi:10.1080/07303084.2015.998516

Cited by 3 publications

(6 citation statements)

References 5 publications

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“…Although there are mixed reviews about the efficacy of instructing physical education online, these suggestions could benefit those training online physical educators in the future as more school districts adopt online instruction [7,47]. First, students enrolled in the OLPETE methods course faced initial apprehension to the idea of transferring physical education online.…”

Section: Discussionmentioning

confidence: 99%

Training Online Physical Educators: A Phenomenological Case Study

Goad

Jones

2017

Education Research International

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Online physical education (OLPE) presents a unique set of challenges in translating traditional physical education to a digital space, all while meeting the same benchmarks, curriculum, and assessment standards of traditional courses. Currently, limited research exists investigating how physical educators are formally trained to deliver content online. Therefore, the purpose of this study was to describe the experiences and perceptions of students and instructor of a graduate-level OLPE teacher education (OLPETE) methods course. A phenomenographic research design was employed to examine the social phenomenon of one OLPETE methods course at a midwest midmajor college. Participants in this study were an instructor of OLPETE methods course and former students who had completed the course. Data for the case study were collected through semistructured interviews and inductive content analysis was employed to analyze the qualitative data. Results revealed four categories describing the lived experiences of those involved: (1) Modeling Online Instructional Practices, (2) Instructor and Student Interactions, (3) Transitioning Pedagogical and Content Knowledge Online, and (4) Navigating Instructional Tools and Technology.

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Section: Discussionmentioning

confidence: 99%

Training Online Physical Educators: A Phenomenological Case Study

Goad

Jones

2017

Education Research International

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“…However, not all disciplines have fully embraced online education. Hesitancy to support online education within the physical education profession has been evident where content primarily focuses on promoting healthy lifestyles through physical activity and the teaching of fundament motor skills and movement patterns Price, 2015;Rink, 2013). In physical education, movement is not simply an included part of the curriculum, but rather, movement is the curriculum (Rink, 2013).…”

Section: Extended Backgroundmentioning

confidence: 99%

“…It seems that the practitioner must balance instruction and training with just the right amount of personal attention and modern technology" (p. 1167). Future OLPE teachers will not only need to be fluent in physical education content knowledge and online pedagogy, but also the technology tools that allows them to effectively developed, deliver, and assess students in an online environment (Price, 2015;.…”

Section: Status Of Olpementioning

confidence: 99%

“…The SHAPE organization issued a position statement outlining guidelines ( Table. 3) for appropriate use of technology in 2009. Developing programs in OLPE that adhere to these guidelines and selecting the appropriate technology to facilitate student learning is an area in need of research (Price, 2015;Mosier, 2014;SHAPE, 2007). Research has been conducted examining current PETE undergraduate student training with technology and use in physical education.…”

Section: Instructional and Educational Technology In Olpe Innovativementioning

confidence: 99%

“…It has been suggested that the type of student successful in OLPE displays characteristics such as responsibility, autonomy, internal locus of control, time management and communication skills Ransdell, et al, 2008). For those students, they may find OLPE an attractive and effective option if it is geared toward individual physical activity and interests (Price, 2015). Although factors influencing student enrollment in OLPE may be wide ranging, there are a few early studies that offer some insight into students' decision to enroll, attitudes, and perceptions of OLPE.…”

Section: Students Enrolled In Olpementioning

confidence: 99%

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Predicting Student Success in Online Physical Education

Goad¹

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(i.e. study environment). Lastly, a direct binary logistic regression was performed to assess the impact of significant factors from the previous analysis on the likelihood that student would complete or not complete an online HRF course. Results: The model contained 6 independent variables (GPA, class standing, hours worked outside of school, achievement, organization and study environment). The full model containing all predictors was statistically significant (χ 2 (6, N=821) = 94.296, p<.001), indicating that the model was able to distinguish between students who completed and did not complete the online HRF course. Four of the independent variables made a unique statistically significant contribution to the model: (1) GPA, (2) Class Standing, (3) Hours Worked Outside of School and (4) Organization. The strongest predictor of a course completion were student who reported entering the course with a GPA of 2.6-4.0, recording an odds ratio of 3.96. This indicated that students who entered the course with a GPA above a 2.6 were almost 4 times more likely to complete an online HRF course than those who entered with a lower GPA, controlling for all other factors in the model. Conclusion: Upon course entry, students who did not complete the course generally reported a combination of the following factors: GPA below 2.6, worked more than 20 hours outside of school, underclassman class standing, and reported weak organizational beliefs. This analysis provides an initial understanding of the unique student characteristics affecting online HRF course completion. been invaluable. I would also like to thank my committee members, Dr. Eloise Elliott, Dr. Barbara Lublow, and Dr. David Daum for serving on my committee: thank you all of your guidance over the years. Without all of your supervision and constant help this dissertation would not have been possible.

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Reform in Physical Education Teacher Education (PETE): A Critical Inquiry for the Future

Konukman¹

2015

IntJSCS

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Physical Education Teacher Education (PETE) programs should connect to reality of school life with collaborative and innovative efforts to improve quality of school physical education programs. Undergraduate physical education programs in the United States have changed considerably during the past two decades. One of the main changes was the expansion of non-teaching majors (Zeigler, 1988). The reform of undergraduate physical education programs from single track to multiple was a result of changing employment patterns of students in the programs. Thus, physical education programs in the United States have begun to prepare students in different careers (McBride, 1984). On the other hand, There is an argument over subject matter of physical education being closely aligned to sport, games, and fitness activities that physical education should focus on sub-disciplines (i.e. biomechanics, exercise physiology) (Corbin & Eckert, 1990). Therefore, the purpose of this paper is to analyze these different approaches in reforming PETE programs with a critical inquiry for the future.

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Hiring Considerations and Training in Physical Education Pedagogy: Current Trends in Physical Activity Grades K–12

Cited by 3 publications

References 5 publications

Training Online Physical Educators: A Phenomenological Case Study

Training Online Physical Educators: A Phenomenological Case Study

Predicting Student Success in Online Physical Education

Reform in Physical Education Teacher Education (PETE): A Critical Inquiry for the Future

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