Teaching values in physical education classes: the perception of Brazilian teachers

Freire, Elisabete dos Santos; Marques, Bruna Gabriela; Miranda, Maria Luíza de Jesus

doi:10.1080/13573322.2016.1213715

Cited by 14 publications

(7 citation statements)

References 34 publications

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“…The findings indicate that understanding the role of CTs in teaching values (e.g., respect, fair play, and teamwork) in PE lessons is critical for designing the lessons. Previous research demonstrates that the values, character, and conceptions of the teacher all have a significant impact on the formation of values among his or her students in sports and PE [ 68 ]. However, Jones [ 69 ] states that teachers understand values as something transmitted automatically and not as something that is consciously learned—these teachers do not realize the importance of planning their lessons to explicitly encourage learning values.…”

Section: Resultsmentioning

confidence: 99%

Exploring South Korean Elementary School Classroom Teachers’ Beliefs and Practices in Physical Education

Moon

Park²

2022

IJERPH

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Physical education (PE) is beneficial for the development of elementary school-age children through its promotion of different educational learning outcomes, which in turn affects the long-term development of physically active lifestyles. In many countries, PE is taught by classroom teachers (CTs), who are thought to be in a unique position to positively impact students’ learning. While a substantial body of studies examines the challenges that CTs encounter when teaching PE, less research has been directed towards gaining a comprehensive understanding of how CTs visualize PE and, in turn, how to promote various types of PE. The purpose of this study, therefore, was to explore elementary school CTs’ beliefs about and practices in PE in South Korea. To achieve the research goal, a semi-structured face-to face interview with six CTs was performed to collect the qualitative data source, using the ground theory as an analysis method. Three themes emerged from these interviews concerning the CTs’ beliefs in PE: (a) the importance of understanding students’ characteristics, (b) the importance of centering internal perceptions in PE method, and (c) the importance of meaningful experiences. The results also identified two themes for teaching practices in PE that corresponded to CTs’ beliefs: (a) crafting personalized instructional methods and (b) connecting PE experiences. This study lends important insights to future practices and research recommendations for CTs’ PE teaching and teacher education programs.

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Section: Resultsmentioning

confidence: 99%

Exploring South Korean Elementary School Classroom Teachers’ Beliefs and Practices in Physical Education

Moon

Park²

2022

IJERPH

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“…Selanjutnya, (Freire et al, 2018) menyebutkan bahwa nilai-nilai dalam pendidikan jasmani dapat tersampaikan dengan beberapa cara, seperti:…”

Section: Mencontohkan Perilaku Yang Baikunclassified

Peran Guru Dalam Mengajarkan Nilai Penjas Kepada Siswa

Khurrohman¹

2021

Preprint

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Pendidikan Jasmani merupakan salah satu mata pelajaran yang terstruktur dan sistematik untuk memperoleh pengetahuan, kepribadian, keterampilan melalui aktivitas fisik. Pendidikan jasmani juga berperan dalam upaya meningkatkan performa individu untuk mengarahkan ke peningkatan kualitas tubuh, watak atau sikap dan kepribadian menjadi lebih baik. Nilai-nilai penting terkandung dalam pendidikan jasmani yang berguna untuk kehidupan peserta didik nantinya di kehidupan masyarakat.Selanjutnya, diuraikan mengenai penjelasan dari olahraga dan pendidikan jasmani, tujuan pembelajaran pendidikan jasmani, nilai-nilai yang terkandung dalam pendidikan jasmani, dan peran guru untuk menerapkan nilai-nilai tersebut kepada peserta diidk. Keterlibatan masyarakat masih tergolong minimal dalam penerapan nilai-nilai pendidikan jasmani, maka dari itu guru memiliki peranan penting untuk semaksimal mungkin menerapkan nilai-nilai pendidikan jasmani melalui proses pembelajaran di sekolah.Kukuhnya landasan ilmiah dalam upaya kependidikan pada pendidikan jasmani menuntun kearah proses pembelajaran yang efektif demi pencapaian tujuan yang diharapkan. Hanya dengan landasan ilmiah yang kukuh baru akan terjamin prinsip akuntabilitas dalam pendidikan jasmani, dan atas dasar itu pula guru di bidang olahraga dapat mempertanggungjawabkan demi upaya penerapan nilai-nilai pendidikan jasmani kepada peserta didik untuk diterapkan dalam kehidupan bermasyarakat.

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“…In this sense, there are two main groups of opinions: some researchers claim that sports activities do not generate values organically, thus the transfer of values depends on the teaching methodology and the conditions in which it has been developed. [2][3][4][5] However, other researchers demand that sports activities naturally lead to the establishment of values (for example, social power, sportsmanship and fair play, expression of feelings, companionship, etc.). However, this can include both positive and negative values, such as violence, manipulation, cheating, etc.…”

Section: Introductionmentioning

confidence: 99%

Design of a Software System to Support Value Education in Sports Through Gamification Techniques

Menéndez-Ferreira

González-Pardo

Barquín

et al. 2019

Vietnam J. Comp. Sci.

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Nowadays, it is quite common to find violent acts in grassroot sports, such as football. Almost every week, it is possible to find news about team supporters fighting against each other, or football players arguing aggressively to the referee. And the worst part in this story is that most of these acts are watched by children. In order to alleviate this situation and create awareness of the necessity to create educational programs to prevent violence in sports, the European Union has funded several projects focused on this area. One of this project is called SAVEit project, and its goal is to create and develop innovative educational tools to promote values in grassroot sports. This paper presents the software architecture designed in SAVEit project to achieve this goal. This architecture is mainly composed of a Learning Management System, where coaches will learn about the values; a Team Management Site, where coaches can evaluate the values acquired by the children of the teams; and finally, a Video Game that using gamification techniques will keep the motivation of children during the learning process.

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Teaching values in physical education classes: the perception of Brazilian teachers

Cited by 14 publications

References 34 publications

Exploring South Korean Elementary School Classroom Teachers’ Beliefs and Practices in Physical Education

Exploring South Korean Elementary School Classroom Teachers’ Beliefs and Practices in Physical Education

Peran Guru Dalam Mengajarkan Nilai Penjas Kepada Siswa

Design of a Software System to Support Value Education in Sports Through Gamification Techniques

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