Integrating Technology in Physical Education Teacher Education: A Socialization Perspective

Gawrisch, Daniel P.; Richards, K. Andrew R.; Killian, Chad M.

doi:10.1080/00336297.2019.1685554

Cited by 47 publications

(32 citation statements)

References 46 publications

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“…These barriers can alter habitual behaviour, which is crucial for students to self-enact their behaviour 40 in unusual circumstances like a lockdown. Not all teachers have been exposed to technology for PE, 41 highlighting a gap in professional development 42 and the untrained way of teaching and learning may have influenced longer school hours. The PE department with sports clubs has important roles in promoting lifelong and leisure-time PA. 43 Going forward, the education and sports sector should identify and recommend high-quality, age-appropriate PA or PE apps, and aim to establish school-day routines conducive to encouraging PA through routine, for example, active breaks, or through learning, for example, online PE classes.…”

Section: Discussionmentioning

confidence: 99%

Barriers and facilitators to changes in adolescent physical activity during COVID-19

Cooper

McHale

et al. 2020

BMJ Open Sport Exerc Med

114

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ObjectivesCOVID-19 restrictions reduced adolescents’ opportunities for physical activity (PA). The purpose of this study was to examine how adolescent PA changed during school closures, to identify the key barriers and facilitators for these changes during lockdown and to use this information to understand how to manage future crises’ situations positively to prevent physical inactivity.MethodsIrish adolescents (N=1214; ages 12–18 years) participated in an online cross-sectional study during April 2020, including items on PA level, changes in PA and reasons for change in an open-ended format. Numeric analyses were through multiple binary logistic regressions, stratified by changes in PA during lockdown and inductive analysis of open coding of text responses.ResultsAdolescents reported they did less PA (50%), no change (30%) or did more PA during lockdown (20%). Adolescents who did less PA were more likely to be overweight (OR=1.8, CI=1.2–2.7) or obese (OR=2.2, CI=1.2–4.0) and less likely to have strong prior PA habits (OR=0.4, CI=0.2–0.6). The most cited barriers to PA were coronavirus, club training cancelled and time. Strong associations for doing more PA included participation in strengthening exercises at least three times in the past 7 days (OR=1.7, CI=1.3–2.4); facilitators were more time, coronavirus and no school.ConclusionCOVID-19 restrictions were both a barrier to and an opportunity for PA. Parents, schools, public health, communities and industries must collaborate to prevent physical inactivity at times of crisis, especially for vulnerable groups.

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Section: Discussionmentioning

confidence: 99%

Barriers and facilitators to changes in adolescent physical activity during COVID-19

Cooper

McHale

et al. 2020

BMJ Open Sport Exerc Med

114

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“…Even video games provide constant feedback with students and help motivate them, replace a sedentary lifestyle with an active game, and can contribute to social interaction (Tang, 2017). Gawrisch et al (2019) suggest a four-stage approach to teachers' preliminary education; accumulate knowledge, use modeling, experiment and collaborate with mentors, create and implement innovations. Other authors offer their options for the breakdown of the stages of the learning process (Pei & Yang, 2019).…”

Section: Literature Reviewmentioning

confidence: 99%

Professional Readiness and Efficiency of Future Physical Education Teachers

Botagariev¹,

Khakimova²,

Andrushchishin³

et al. 2021

INT J INSTRUCTION

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At the present stage of education development, the requirements for professional training of future specialists are increasing. The purpose of this study is to determine the efficiency of the developed experimental program for the formation of professional readiness of future physical education teachers. Using the methods of mathematical statistics, a comparative analysis has been carried out of the efficiency of the developed program for assessing the professional readiness of physical education teachers. The study involved 49 future teachers of physical education. Also the experimental group was trained using an innovative training program developed by the authors. The sample size was determined by the standard size of the study group at Kazakhstan universities and the participants of both groups were volunteers from the stream of the 2nd year of study at one of the Kazakhstan universities. According to the results of the training, a survey was conducted, the results of which were subjected to mathematical analysis. According to the intellectual and creative componenta relatively average level is revealed of all antonymic pairs, except responsible-irresponsible.

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“…Some papers exploring digital technology in PETE issue a call to action to effectively prepare PETE graduates to use technology to enhance teaching and learning (Krause, O'Neil, and Jones 2019). Others propose a conceptual framework for helping PSTs develop technological pedagogical content knowledge (Gawrisch, Richards, and Killian 2019). There is, however, a lack of practical experiences focused on blended learning.…”

mentioning

confidence: 99%

An integrated blended learning approach for physical education teacher education programmes: teacher educators’ and pre-service teachers’ experiences

Calderón

Scanlon

MacPhail

et al. 2020

Physical Education and Sport Pedagogy

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Integrating Technology in Physical Education Teacher Education: A Socialization Perspective

Cited by 47 publications

References 46 publications

Barriers and facilitators to changes in adolescent physical activity during COVID-19

Barriers and facilitators to changes in adolescent physical activity during COVID-19

Professional Readiness and Efficiency of Future Physical Education Teachers

An integrated blended learning approach for physical education teacher education programmes: teacher educators’ and pre-service teachers’ experiences

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