Effective Teaching Physical Education

Background: Health and Physical Education (HPE) teachers are in a unique position to act as role models to their students. Purpose: To explore the expectations, beliefs and attitudes towards role modelling of health behaviours by pre-service teachers who were specialising in HPE, and those who were not. Study Design: Cross-sectional, Survey Design Method: N=637 pre-service teachers (who were in the first three weeks of their undergraduate Bachelor of Education course at three universities in Australia) completed self-report questionnaires asking about attitudes and beliefs toward role modelling of health behaviours. Comparison of attitudes and beliefs between those studying Health and Physical Education (HPE) and those studying other curriculum areas (classified as Bachelor of Education or non-HPE) were made. Results: We found both gender and degree-based differences in attitudes towards role modelling. Men were found to believe more so than women that HPE teachers should maintain a slim, athletic build which makes them appear as though they are fit and healthy. Male teacher education students who were not specialising in HPE were more likely than male HPE students to believe that Health and Physical Educators should maintain a 'slim, athletic appearance' and engage in regular physical activity. Conclusion: Pressure for HPE teachers to meet appearance and role modelling expectations may be coming more from men, and more from generalist teachers, as opposed to coming from within the profession. This research contributes to the debate regarding the fitness expectations of HPE teachers and has implications for physical education teacher education programs.

The purpose of this study was to understand students’ experiences through digital YouTube clips focusing on middle school competitive activities in physical education class. This study was guided by the transactional framework, which states that individuals and institutions, in this case students and competitive activities in physical education class, create certain transactions, and these transactions are shared. Twenty-six YouTube posts were examined. The data were analyzed using the constant comparative method to find patterns in the posting of students’ experiences of participating in these activities. Three major themes of the digital clips clearly emerged. These themes included (a) perceived skill level—the low-skilled student, the athlete, and the Olympian; (b) student demonstration of skills; and (c) teacher-directed experience. These findings suggest that students share transactions in both images and the spoken experiences they are having during competitive activities.

This paper looks at the first steps taken by a group of Maltese teachers participating in the EU funded FP7 project aimed at promoting inquiry-based learning (IBL) in Mathematics and Science classrooms across Europe, PRIMAS, by providing long-term professional development (PD) to teachers during the introduction and implementation of IBL in an examination-oriented culture. Data were obtained through teachers’ reflective journals and interviews. Difficulties encountered and ways of overcoming challenges are presented. The main difficulties encountered may be classified as systemic difficulties; barriers due to teachers’ personal beliefs and attitudes; and student-related difficulties. Peer support, support of school authorities, and long-term continued PD are needed to help teachers move away from traditional teaching and implement IBL strategies.

This paper focuses on the ongoing discussions and criticisms of the current phenomenon of Health and Physical Education (HPE) practices in primary schools in New Zealand. Particular attention has been placed on teachers’ ability to deliver the HPE curriculum, a range of reforms that have changed the face of HPE in New Zealand, and external providers that, in combination with teachers, school leaders and the government, are redesigning HPE in the New Zealand primary school. Concerned about the lack of support primary teachers have in HPE and how this is deteriorating the quality of students’ experience, I position myself with a number of assumptions about how best to address the issue of improving the quality of primary physical education. Entering the process of self-study has enabled me to challenge and reframe my assumptions, to further argue that transformation is complex and occurs not just through teachers in the school setting, but needs to be embedded in new practitioners during the initial process of teacher education. I propose that further evaluation and governmental and tertiary education intervention are very much needed, to examine the current human and financial resources, infrastructure and policies invested in the current HPE educational model in New Zealand.

This study examined the attitudes of upper elementary school students toward physical education. Fourth and fifth grade students (N = 1344) from 13 school districts, 17 schools, and five states completed an attitude instrument with scores that had been previously validated for a two factor model (affect and cognition) and a four factor model (affect and cognition with the subfactors of teacher and curriculum). For the four factor model, there was a difference between grades for both affect-curriculum and affect-teacher (F(1, 1340) = 6.25, p < .01, η p 2 = .005). Similarly, for the two factor model the affect variable was different between grades, indication that as students age their affect toward physical education decreases (F(1, 1341)= 48.65, p < .001, η p 2 = .035). This study suggests that upper elementary school students have an overall favorable attitude toward physical education, impacted by how they think and feel about the curriculum and teacher.

The Centers for Disease Control have suggested that physical education plays a role in promoting healthy lifestyles. Prior research suggests a link between attitudes toward physical education and physical activity outside school. The current study provides additional evidence of construct validity through a validation across two instruments measuring attitudes toward physical education by investigating their psychometric properties with a sample of 6th grade students (N = 377). Confirmatory factor analysis results indicate that the four-factor model fit the data well for both instruments based on fit indices, and a multitrait-multimethod analysis provides evidence of convergent and discriminant validity. Cross validation of these instruments permits longitudinal investigations on the role of attitudes toward physical education and their impact on physical activity.

This study aimed to quantify the levels of nutrition knowledge of pre-service health and physical education teachers as well as their ability to provide suitable weight-based advice to overweight adolescents. The influence of degree progression, gender and their own food habits on knowledge and ability was also assessed. Pre-service health and physical educators (n=72) were surveyed at three consecutive points in their degree with a questionnaire designed to extract information on demographics, food habits, nutrition knowledge related to obesity and knowledge about obesity counselling. Degree progression resulted in improvements to nutrition knowledge, as expected. When surveyed just prior to degree completion, scores on repeated measures reflect inaccuracies in obesity- related nutrition knowledge and the propensity to advocate inappropriate weight-control advice to future overweight students. Females had higher levels of obesity-related nutrition knowledge than males. Gender was a...

The 1999 Queensland P-10 Health and Physical Education syllabus adopted a socio-cultural approach to learning, underpinned by social justice principles which include diversity, equity and supportive environments. This approach has afforded HPE even greater relevance in Catholic schools. Successful implementation of inclusion and equity within the syllabus requires teachers to have an understanding of various pedagogies and an awareness of when to choose the most appropriate.

This research has been designed within a constructionist paradigm. An interpretivist study was conducted employing symbolic interactionism. This qualitative, interpretive study is most appropriate as meanings were constructed. The case study methodology was chosen to construct meaning through capturing the context of each school. The sites for the three case studies involved: one small sized Brisbane Catholic Education (BCE) primary school (less than 200 students); one medium sized BCE primary school (200 - 400 students); and one large sized BCE primary school (over 400 students). The participants included teachers and students from the respective schools. The data gathering strategies used were; semi-structured and focus group interviews, reflective journal note taking, observations, questionnaire and document analysis.

The research revealed that school principals play a significant role in the implementation of the 1999 HPE syllabus and the social justice principles it entails, a role made more imperative by the absence of BCE HPE Curriculum Officers and systemic HPE professional development. The data generated in this small-scale sample suggests that the HPE key learning area requires further system level support and attention so that the social justice principles promoted in various national, state and systemic policies can be implemented successfully in all BCE primary schools.

This study, embedded within the Researching School Change in Technology Education (RSCTE) project in Queensland, Australia, aimed to gain insights into the intrinsic and extrinsic challenges experienced by teachers during the implementation of technology education within primary school settings. The official publication and launch of the Technology years 1–10 syllabus and associated curriculum materials by the Queensland Studies Authority during 2003 saw the first formal Technology curriculum for primary schools in Queensland. The Queensland Government announced that all Queensland schools were to aim for full implementation of this new Key Learning Area (KLA) by 2007. This presented a challenge for Queensland teachers as they began to understand this new KLA and subsequently, were required to implement technology education for the first time. Education Queensland released a number of different strategies that were designed to assist this implementation, including research partnerships with universities. Thus, the RSCTE project, a partnership project between Education Queensland and Griffith University included implementation research within schools. Through the identification of insights into intrinsic and extrinsic challenges, this study, while recognising the limitations of transferability beyond the case studies presented, provides suggestions to assist the implementation of technology education.

This study, embedded within the Researching School Change in Technology Education (RSCTE) project in Queensland, Australia, aimed to gain insights into the intrinsic and extrinsic challenges experienced by teachers during the implementation of technology education within primary school settings. The official publication and launch of the Technology years 1–10 syllabus and associated curriculum materials by the Queensland Studies Authority during 2003 saw the first formal Technology curriculum for primary schools in Queensland. The Queensland Government announced that all Queensland schools were to aim for full implementation of this new Key Learning Area (KLA) by 2007. This presented a challenge for Queensland teachers as they began to understand this new KLA and subsequently, were required to implement technology education for the first time. Education Queensland released a number of different strategies that were designed to assist this implementation, including research partnerships with universities. Thus, the RSCTE project, a partnership project between Education Queensland and Griffith University included implementation research within schools. Through the identification of insights into intrinsic and extrinsic challenges, this study, while recognising the limitations of transferability beyond the case studies presented, provides suggestions to assist the implementation of technology education.

During 2003, a Years 1-10 Technology Syllabus and associated curriculum materials developed by the Queensland Studies Authority (QSA) were provided to schools. Subsequent expectation is that Education Queensland schools should have Technology curriculum programs for full implementation by the start of the 2007 school year. A component of the Education Queensland strategy is a partnership approach involving research being undertaken by Universities of the implementation processes being developed by Innovator Schools during 2004. Innovator Schools are perceived as being sites for 'harvesting corporate knowledge' to inform Education Queensland's collective understanding of implementation issues relating to this new Technology Key Learning Area in Queensland schools. This paper reports the findings gained through this initiative through case studies of teachers from three Gold Coast schools working in a research partnership with Griffith University. Reported successes, difficulties and suggestions to inform Technology implementation are provided.

"With growing concern over the ‘obesity epidemic’ in children, schools have become the front line of defence in the ‘war against obesity’. However there is a growing body of evidence of unintended harm associated with school-based health education programs framed as ‘obesity prevention’, including body dissatisfaction, eating and physical activity disorders and size-based bullying, harassment, violence and discrimination. An alternative paradigm known as Health at Every Size (HAES) aims to avoid such unintended negative consequences and to promote holistic health and well being. A HAES focused curriculum unit was designed and implemented at a school in Queensland, Australia. The impact of the project on students and teachers was evaluated. This paper reports on the results of classroom  observations and individual semi-structured interviews, which were used to collect qualitative data about the impact on teachers. There was a substantial and positive impact on teachers’ knowledge, attitudes, beliefs and teaching skills. The HAES paradigm enabled teachers to design and implement a curriculum unit consistent with the holistic, ecological (social) model of health and syllabus requirements, and have a positive impact on student learning and teaching practice."

While a sociocultural perspective is a relatively recent curriculum change in health and physical education (HPE), it can be seen to have emerged out of curriculum critique and dissatisfaction that began as early as the 1980s and gathered momentum throughout the 1990s. As a perspective through which to interpret health and physical education content and issues, it has important implications both for the work of HPE teachers and for how these teachers are prepared through pre-service teacher education programs. Firstly, because its sociological and cultural studies underpinnings represent a significant departure from the predominantly medico-scientific, biophysical and psychological foundations of HPE, and secondly, because its attention to social and cultural influences on health put it in opposition to notions which locate responsibility for health almost solely in the individual and their decisions.

In this chapter we begin by drawing on the voices of practicing teachers and HPE literature to offer a definition of a sociocultural perspective. We reflect on its emergence and consider the relationship between a sociocultural perspective and associated curriculum changes such as critical pedagogy and critical inquiry. Syllabus documents from Australia and New Zealand are used to highlight the often contested nature of a sociocultural perspective within official curriculum documents. The latter part of the chapter draws on recent research from two classrooms to consider what a sociocultural perspective might look like in practice. While HPE research from the previous two decades suggests a number of likely tensions (for example, because of its status as an apparatus of health promotion within the New Public Health framework, HPE has tended to be privilege discourses of personal responsibility for health, whereas a sociocultural perspective requires consideration of the social and cultural environments and circumstances in which individuals act), there has been little research to date which has explicitly examined a sociocultural perspective as a curriculum change in practice. In this next section we present findings from recently completed PhD research that sought to address this issue (Cliff 2007). This research was conducted in the Australian State of New South Wales (NSW) and used the implementation of the newly re-written Personal Development, Health and Physical Education syllabus for students in years 7-10 (ages 12-16) (Board of Studies 2003) as the setting. While this work draws attention to a range of discursive and institutional elements that constrain a sociocultural perspective, it also argues that a sociocultural perspective is a curriculum change that can be widely taken up – though it may require a rethinking of the purposes and pedagogy of HPE.