Teaching Methodology Instruments in Physical Education: A Systematic Review

Leo, Francisco M.; Flores-Cidoncha, Ana; Bravo, Iván Ramírez; López-Gajardo, Miguel Á.; González, Juan José Pulido

doi:10.1080/1091367x.2023.2197887

Cited by 2 publications

(2 citation statements)

References 83 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Many teachers may still resort to traditional lecture-based instruction, resulting in unremarkable physical education academic experiences for students due to poor instruction and traditional practices (Hardman & Routen, 2014). Many students' express dissatisfaction with the repetitive nature of physical education (PE) classes, perceiving them as boring and uninteresting due to the lack of novel activities introduced throughout their academic journey (Leo et al, 2023).…”

Section: Introductionmentioning

confidence: 99%

“…Existing research on PE instruction primarily focuses on teacher evaluation and student outcomes, neglecting the crucial role of school leadership (Leo et al, 2023). While some studies acknowledge principal involvement in educational assessment (Williams, 2022), there's a scarcity of research exploring the comparative perspectives of school principals and teachers regarding PE instruction.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Capabilities in Physical Education: A Comparative Analysis of School Heads’ and Teachers’ Perspectives

Mendoza,

Calabia

2024

Phys. Educ. Sport. Stud. Res.

View full text Add to dashboard Cite

Background: Effective education delivery relies on PE teachers’ abilities. Research indicates that students’ school performance significantly depends on the quality of PE teaching. Objectives: This study focused on assessing instructional capabilities in physical education. Specifically, it examined how school heads and teachers evaluated teachers’ abilities in content knowledge, pedagogical skills, communication, and professionalism. Additionally, the study compared assessments between the two groups. Methods: The study employed a descriptive research design involving 98 physical education teachers and 59 school heads from the Division of Batangas City. Data collection utilized a researcher-made questionnaire and interviews. Statistical analysis involved weighted mean and independent t-tests for data interpretation. Results: The assessment revealed valuable insights regarding PE teachers’ instructional capabilities. Administrators acknowledged strengths in lesson introduction and accurate content delivery. However, areas for improvement included integrating key elements and promoting higher-order thinking skills. PE teachers felt confident introducing lessons but recognized a need to refine performance demonstrations. Administrators praised diverse teaching methods but suggested creating more challenging experiences. Communication skills were positive, with room for improvement in grammatical accuracy. PE teachers expressed dedication to student physical education but identified a need for more decisive leadership in school-based activities. The findings highlighted specific improvement needs while emphasizing contrasting perceptions between administrators and PE teachers. Conclusion: The assessment found that physical education (PE) teachers are capable in delivering junior high school PE. However, they need familiarity with emerging trends to enhance instruction. School heads and PE teachers have differing views on instructional capabilities, attributed to assessment sources: administrators rely on scheduled observations, while PE instructors use self-assessment and daily teaching experiences.

show abstract

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Capabilities in Physical Education: A Comparative Analysis of School Heads’ and Teachers’ Perspectives

Mendoza,

Calabia

2024

Phys. Educ. Sport. Stud. Res.

View full text Add to dashboard Cite

show abstract

Initial Validation of the Teaching Methods Scale in Physical Education

Leo,

Moreno,

Llanos-Muñoz

et al. 2024

Journal of Teaching in Physical Education

View full text Add to dashboard Cite

Purpose: Drawing on current theoretical perspectives on teaching methods (i.e., constructivism, cognitivism, or behaviorism), the present research developed a scale to assess students’ perceptions of teaching methods in physical education. Method: Four studies were conducted to design and analyze the psychometric properties of this scale: (a) to create the scale through a think-aloud protocol (n = 4) and an expert panel (n = 4), (b) to test the initial factor structure (nStudy 2 = 465), (c) to reevaluate the psychometric structure with an expert panel and a cross-sectional study (nStudy 3 = 1,420), and (d) to confirm the scale structure and test concurrent validity and factorial invariance (nStudy 4 = 1,208). Results: These conjoint efforts identified a four-factor structure underlying the teaching methods in physical education (constructivist, cognitivist, behaviorist, and laissez-faire methods) and provided preliminary evidence for its validity and reliability. Conclusion: The teaching methods in physical education enables researchers to systematically examine students’ perceptions of teaching methods in the PE class.

show abstract

Teaching Methodology Instruments in Physical Education: A Systematic Review

Cited by 2 publications

References 83 publications

Capabilities in Physical Education: A Comparative Analysis of School Heads’ and Teachers’ Perspectives

Capabilities in Physical Education: A Comparative Analysis of School Heads’ and Teachers’ Perspectives

Initial Validation of the Teaching Methods Scale in Physical Education

Contact Info

Product

Resources

About