Physical Education Teachers

The purpose of this study was to give a prospective teacher some insight into evaluation criteria an employer might consider important in assessing personal qualities and professional qualifications. The study problem posed for solution was to determine the viewpoints held by Superintendents or Personnel Director, and Principals, in selected California counties, toward the screening process for selecting beginning high school Physical Education teachers; and, subsequently, to compare the viewpoints of the two respondent groups

The sport of powerlifting has extensive research within the areas of physical and physiological training and the impact these factors have on competitive performance, yet there is a lack of research examining the impact applied mental training has on meet performance. Over the course of this four-month sport psychology intervention, the case of Matt highlights the positive psychological, emotional, and competitive effects applied mental training can have on an elite powerlifter. Examining topics such as training burnout and staleness, competitive goal setting and self-talk, and in -competition arousal control and energy management, this study's results suggests the importance the growing field of applied sport and exercise psychology may play in the emerging sport of powerlifting. Though case study in nature, the qualitative reports and significant quantitative results of this case will hopefully reshape the way trainers, coaches, and athletes think about powerlifting meet preparation, on and off the platform.

En France, la formation des enfants et des adolescents par l'intermédiaire de l'enseignement scolaire maternel, élémentaire puis au collège et enfin au lycée reste une priorité nationale du Ministère de l'éducation nationale des gouvernements successifs au cours de la quasi-vingtaine d'années de ce XXIème siècle. Pour assumer leurs rôles dans l'éducation des jeunes citoyens, les institutions scolaires doivent organiser des conditions pédagogiques efficientes accompagnées par des dispositifs administratifs aidant. Un point important parmi les conditions pédagogiques réside dans la prise en compte de la place et du rôle des acteurs centraux que sont les enseignants. De là surgissent des questions relatives à la formation tant initiale que professionnelle des enseignants. Les questions actuelles ne sont cependant pas nouvelles. Elles sont récurrentes et nous pouvons les repérer, au moins, dès le XIXème sinon avant. Nous nous intéresserons ici plutôt aux questions liées à la formation des enseignants de l'école primaire qui scolarise les enfants de 3 ans à 11 ans. Au cours des 50 dernières années, les critères de recrutement liés à la formation initiale et ceux liés à la formation professionnelle ont subi d'importantes transformations allant dans le sens de l'élévation des niveaux d'exigence. Les institutions de formation professionnelle des enseignants ont subi de profondes modifications statutaires. Les référentiels de compétences et les missions des enseignants ont été l'objet de diverses reformulations. Nous tenterons d'identifier quelques défis majeurs actuels en les situant dans une perspective historique et d'expliciter les enjeux éducatifs en lien avec des enjeux de nature politique, économique et philosophique.

Título: Análisis observacional de la organización del comportamiento en la tarea en el aula utilizando complementariedad de análisis de datos Resumen: El objetivo de este estudio es analizar la organización de la actividad académica en el aula de clase. Cuatro técnicas de análisis de datos utilizadas en metodología observacional-detección de T-Patterns, análisis secuencial de retardos, análisis de tendencias, y análisis de coordenadas polares-han permitido estudiar como los escolares de Primaria distribuyen sus actividades en el aula. De forma específica, se pretendía detectar y explorar las relaciones entre las conductas relativas al trabajo académico y diferentes categorías de interacción social respecto al uso del tiempo en el contexto de la vida cotidiana en el aula. El estudio se llevó a cabo mediante el instrumento de observación SOC-IS, focalizado en la interacción social, y se utilizaron los programas informáticos THEME (versión 6, Edu), SDIS-GSEQ (versión 4.1.2), HOISAN (versión 1.6), y STATGRAPHICS (versión 16). Se describen los T-Patterns, patrones de conducta, tendencias y vectores obtenidos, sí como las implicaciones metodológicas de la estrategia propuesta. Palabras clave: Metodología observacional; interacción social; persistencia académica; detección de T-Patterns; análisis secuencial de retardos; análisis de tendencias; análisis de coordenadas polares.

Los Talleres de Acción Directa son una estrategia metodológica en la formación del profesorado. Los estudiantes plantean y aplican acciones educativas con alumnado de enseñanza primaria que acude a la Universidad. Los objetivos de la investigación son identificar las percepciones de los estudiantes de la asignatura de Educación Física Inclusiva sobre dicha metodología y valorar sus efectos en las actitudes inclusivas. Adopta un enfoque descriptivo-interpretativo, integrando una técnica cuantitativa, el cuestionario, y dos cualitativas, los informes de los estudiantes y el grupo de discusión. Los resultados muestran la percepción positiva en lo concerniente a las relaciones entre teoría y práctica, a la reflexión sobre su práctica y motivación, al desarrollo de actitudes de autoconfianza y a la superación de prejuicios y estereotipos.

Bu araştırma fiziksel etkinlik kartlarının ortaokul öğrencilerinin dikkat ve problem çözme becerilerine olan etkisini araştırmak amacı için yapılmıştır. Deneysel modele uygun olarak düzenlenen bu araştırmada şu sorulara cevap aranmıştır;1.Fiziksel etkinlik kartlarındaki oyunların öğrencilerin dikkat gelişiminde etkisi var mıdır?2.Fiziksel etkinlik kartlarınki oyunların öğrencilerin problem çözme becerilerine etkisi var mıdır?3.Beden eğitimi ve spor derslerini fiziksel etkinlik kartı eşliğinde işleyen öğrenciler ile normal müfredat dersi işleyen öğrencilerin dikkat ve problem çözme becerilerinde cinsiyete göre değişkenlik var mıdır?4.Beden eğitimi ve spor derslerini fiziksel etkinlik kartı eşliğinde işleyen öğrenciler ile normal müfredat dersi işleyen öğrencilerin dikkat ve problem çözme becerilerinde sınıflara göre fark var mıdır? Araştırmanın örneklemini; 2016-2017 eğitim ve öğretim yılında İstanbul Sultanbeyli Genç Osman ortaokulundaki öğrencilerinden basit seçkisiz yöntemi ile se...

The present study analyzes the relationship between teachers' beliefs about learning to read, teaching practices, and discourse. To carry out this study, we benefited from the collaboration of six teachers in kindergarten and the first levels of primary education. First, an attribution questionnaire was used to analyze beliefs about learning to read (Jiménez et al., 2015). Secondly, to study teaching practices, an observation tool was used (Suárez et al., 2018). Thirdly, in order to know the opinion of teachers about how to teach reading, we adapted the instrument to assess teaching perspectives elaborated by Clark and Yinger (1979). Finally, all the information was triangulated and analyzed using mixed methods. The results indicated that the relationship between beliefs, practices, and discourse is not always consistent. In all teachers, a relationship was found between some of their beliefs, practices, and discourse. At the level of beliefs, all teachers presented one predominant attributional profile, although to a lesser extent, their beliefs were also attributable to other learning theories. The results indicated that all the teachers carried out teaching practices associated with the different learning theories. Similarly to their discourse, all teachers showed diverse opinions about the learning processes involved in reading. These results indicate that teachers maintain eclectic approaches, both when they carry out activities in the classroom and when they think about learning to read.

The profession of physical education (PE) teacher involves a variety of risks. Most PE teachers or future teachers are aware of the risks associated with their students becoming injured. Sport law classes often discuss negligence, risk management, proper supervision, suitable equipment, appropriate instruction, proper matching of opponents, etc. The focus is primarily or exclusively on student safety. Rarely is the focus on the risks PE teachers face themselves. This article discusses the largely neglected topics of transportation, workplace violence, and slip/trip and falls, all of which are occupational hazards for PE teachers, potentially associated with serious injuries or death.

Çalışmanın amacı; öğretmenlerin mülteci öğrencilere ilişkin öğretim deneyimlerinin, çokkültürlü yeterlilik durumlarının ve tutumlarının incelenmesidir. Araştırmanın çalışma grubu, 2017-2018 eğitim öğretim yılında Sivas merkezde çalışan 107 sınıf ve branş öğretmenlerinden oluşmaktadır. Sivas merkezde bulunan ilkokul, ortaokul ve lise düzeyinde toplam 6 okul belirlenirken; mülteci öğrencilerin bulunma yoğunluğu dikkate alınmıştır. Çalışmada Akçaoğlu ve Arsal (2018) tarafından Türkçe uyarlaması yapılan, deneyim, tutum ve çokkültürlü yeterlik olmak üzere 3 alt boyut ve 25 maddeden oluşan “Çokkültürlü Yeterlik Ölçeği (ÇYÖ)” kullanılmıştır. Çalışmada öğretmenlerin mülteci öğrencilerle ilgili deneyim, yeterlik ve tutum düzeyleri belirlenirken; öğretmenlerin branş, cinsiyet ve kıdemlerine göre bu düzeylerin değişimi ortaya konulmuştur. Araştırmada öğretmenlerin ölçekten aldıkları puanların aritmetik ortalamalarına göre; öğretmenlerin eğitimde çokkültürlülüğe ilişkin yeterliklerinin düşük ol...

Marco teórico La Reforma Educacional chilena, obedece al cambio marcado y rápido de la cultura de la cual se seleccionan sus orientaciones y contenidos, y la incertidumbre que depara el futuro, sus requerimientos de valores, competencias y conocimientos. La sociedad globalizada y del conocimiento, tiene consecuencias sobre la definición de qué y del para qué aprenden los jóvenes en la institución escolar; por esto, el sistema escolar chileno inició en 1997 la implementación de un nuevo Currículum en el Primer Ciclo Básico, culminando el año 2002, alcanzando hasta los Cuartos Años Medios. Los Fundamentos de la Reforma Curricular, buscan dar respuesta a los nuevos requerimientos del medio: el impacto de las tecnologías de información, la globalización, y el impacto del conocimiento científico y tecnológico. (European Comissionn, 1996, en Cox, C., 2003). La conjunción de los factores mencionados, trae como consecuencia el desarrollo de personas competentes: flexibles, con capacidad para adaptarse a situaciones nuevas, capaces de utilizar la información, de

The sport of powerlifting has extensive research within the areas of physical and physiological training and the impact these factors have on competitive performance, yet there is a lack of research examining the impact applied mental training has on meet performance. Over the course of this four-month sport psychology intervention, the case of Matt highlights the positive psychological, emotional, and competitive effects applied mental training can have on an elite powerlifter. Examining topics such as training burnout and staleness, competitive goal setting and self-talk, and in-competition arousal control and energy management, this study's results suggests the importance the growing field of applied sport and exercise psychology may play in the emerging sport of powerlifting. Though case study in nature, the qualitative reports and significant quantitative results of this case will hopefully reshape the way trainers, coaches, and athletes think about powerlifting meet preparation, on and off the platform.

The health reforms of the 1990's were in part implemented to develop a more effective, efficient and responsive health system. The reforms were to see major changes introduced into public sector management with a growing emphasis on accountability and responsibility. Competition at all levels of the health sector was to produce more effective purchasing of services, better delivery, and quality health services. More proactive emphasis was to be placed on the Governments goal for Maori health to achieve more equitable health standards for Maori. The reforms saw a greater emphasis being placed on public health strategies including health promotion as an effective means to prevent poor health outcomes, thus improving standards of health including those for Maori.

Copyright is owned by the Author of the thesis. Permission is given for a copy to be downloaded by an individual for the purpose of research and private study only. The thesis may not be reproduced elsewhere without the permission of the Author. Tūpekepeke! Māori knowledge and practices in Health and Physical Education The perspectives, experiences and aspirations of secondary school teachers'. A thesis presented in partial fulfilment of the requirements for the degree of Masters of Arts in Māori Studies

Los Talleres de Acción Directa son una estrategia metodológica en la formación del profesorado. Los estudiantes plantean y aplican acciones educativas con alumnado de enseñanza primaria que acude a la Universidad. Los objetivos de la investigación son identificar las percepciones de los estudiantes de la asignatura de Educación Física Inclusiva sobre dicha metodología y valorar sus efectos en las actitudes inclusivas. Adopta un enfoque descriptivo-interpretativo, integrando una técnica cuantitativa, el cuestionario, y dos cualitativas, los informes de los estudiantes y el grupo de discusión. Los resultados muestran la percepción positiva en lo concerniente a las relaciones entre teoría y práctica, a la reflexión sobre su práctica y motivación, al desarrollo de actitudes de autoconfianza y a la superación de prejuicios y estereotipos.

Este artículo describe el proceso de diseño y validación de un cuestionario para conocer el grado y forma de incorporación de las competencias básicas en las programaciones de Educación Física, por parte del profesorado especialista en el área en los niveles de Educación Primaria y Secundaria. El cuestionario, que tiene por objetivo constatar la opinión del profesorado de Educación Física sobre la integración de las competencias básicas en sus programaciones, e identificar las estrategias utilizadas para su integración en las mismas, pertenece a la fase de diagnóstico del proyecto de investigación «Las competencias básicas en una Educación Física de calidad» del plan nacional I+D+I (2008-2011). El proceso de validación sobre la claridad de los enunciados y la pertinencia a las diferentes dimensiones estudiadas, se ha llevado a cabo por un jurado de 11 expertos en la temática de competencias, todos ellos profesores universitarios. Posteriormente se ha realizado una prueba piloto para...

El proyecto tendra una estructura de 14 pisos, mismo que se encontrara ubicado frente a la estacion dela Metrovia en la Avenida Carlos Julio Arosemena Km 1 ½, abarcara 22.800 m2 de construccion, donde se dispondra de las respectivas areas administrativas, academicas, laboratorios, parqueaderos y salones de uso multiple, dicho edificio se conectara con un puente peatonal que servira como via de acceso hacia el Aula Magna y el campus de la U.C.S.G. Se procedera inicialmente con la ejecucion de trabajos preliminares, para posterior replanteo de la obra y asi iniciar las actividades de excavaciones, rellenos, configuracion y armado de acero en vigas, columnas, losas; para continuar con el hormigonado de las estructuras de cada piso, este proceso tendra una secuencia desde su losa de cimentacion hasta pisos superiores, por otra parte tambien se debera elaborar estructuras en perfiles laminados en acero.

The attitudes of secondary school students towards physical education and sports lessons and their teachers were tried to be determined through metaphors in this study. In the study, in which the mixed research method was used, the convergent parallel design was adopted. In the research, “physical education teacher evaluation scale based on student opinions”, “physical education attitude scale for secondary education students” and the metaphor sentence created by the researchers were used as data collection tools. The study group consisted of 185 secondary school students. The obtained quantitative data were analyzed in the Jamovi 2.0.0 statistical software program. Independent sample t-test and Pearson correlation test were used in pairwise comparisons. When the data obtained were examined, significant differences were determined according to the physical education teacher (PEL) attitude, gender, sports background, PEL, and teacher love. In the mean scores of physical education teacher evaluation, there were differences according to gender, PEL, and teacher love. The findings of the qualitative data were analyzed with the content analysis method, and categories and themes were created. The metaphors for physical education and sports lessons were grouped under two categories, while the metaphors for the physical education and sports teacher were grouped under three categories.

Nathalie WALLIAN, Professeure, ICARE, EA 7389, Université de La Réunion 1998), our aim is to reveal distinctive features of the professional identity of PE teachers at a specific period. Our goal is thus to ask the following question: is it the same job?

Nathalie WALLIAN, Professeure, ICARE, EA 7389, Université de La Réunion 1998), our aim is to reveal distinctive features of the professional identity of PE teachers at a specific period. Our goal is thus to ask the following question: is it the same job?

This study aimed to investigate the relationship between school administrators' in-house communication and conflict management strategies based on physical education teachers' perceptions. The study sample consisted of 130 physical education teachers employed at state schools in Bartin provincial center who volunteered to take part in the study in a 2014-2015 academic year. "Interpersonal Communication Skills Scale" and "Conflict Management Strategies Scale" were implemented by teachers. Kolmogorov-Smirnov test was used in the study to analyze whether the data displayed a normal distribution. Since the data did were not distributed normally according to teachers' ages and seniorities (p=.000<α = 0,05), non-parametric tests were used in the analysis. Descriptive statistics, Mann-Whitney U test and Spearman-Rho were used in data analysis. The margin of error was taken as 0.05. The study shows that physical education teachers prefer avoidance strategy (χ=2,44±,494), controlled strategy (χ=2,42±,623) and solution-oriented strategy (χ=2,35±,473) respectively. As a result, the high-level relationship was identified between school administrators' interpersonal communication skills and conflict management strategies based on physical education teachers' perceptions while no statistically significant difference was determined in interpersonal communication skills and conflict management strategies subscale scores based on teachers' seniority and age.

Objectives: Grounded in Self-Determination Theory, this study examined whether physical education (PE) teachers' psychological need satisfaction experienced during continuous professional development (CPD) on need-supportive teaching predicted changes in their effectiveness and feasibility beliefs regarding the proposed teaching approach, as well as their intentions to apply this approach and subsequent changes in their self-reported in-class behaviors. Methods: Prior to the training, a sample of 80 PE teachers (57.5% men, Mage = 42.70 ± 10.15 years) reported on their effectiveness and feasibility beliefs regarding autonomy-supportive and structuring teaching strategies and their in-class application of these strategies. Immediately following the training, these beliefs were assessed again and participants reported on their psychological need satisfaction experienced during the training and their intentions to apply the proposed strategies. Finally, two weeks after the training, participants' self-reported in-class application of the teaching strategies was measured for the second time. Results: Psychological need satisfaction experienced during the training related to a change in effectiveness and feasibility beliefs regarding autonomy support and structure, and to teachers' intentions to apply the proposed strategies as reported immediately after receiving the training. In addition, teachers' intentions related to a change in their self-reported in-class application of structuring, but not autonomy-supportive, teaching strategies. Conclusions: Experiences of psychological need satisfaction during CPD can help to increase the likelihood that teachers become more convinced about the effectiveness and feasibility of the proposed change and can produce greater intentions toward change, which may relate to actual (albeit) selfreported behavior change.

IntroductionScientific literature contains mainly systematic reviews focused on substantial aspects, but there are also approaches that have combined both substantial and methodological aspects, which is our preferred option since it undeniably adds value. The aims of this study were: (1) to carry out a systematic review of the literatura on T-Pattern analysis (TPA), and (2) to explore the possible contribution of mixed methods research to the integration of qualitative and quantitative elements on a synthesis level.MethodsBased on PRISMA guidelines, searches were carried out in the Scopus, PsycINFO, and Web of Science databases. The general search syntax was: “THEME” AND (“T-Patterns” OR “T Patterns”) carried out in title, keywords and abstract. In addition, we included empirical articles on THEME and T-Patterns collected in other sources based on citations in several empirical works and consultations with different authors. This selection process resulted in 125 primary documents ...

Marco teórico La Reforma Educacional chilena, obedece al cambio marcado y rápido de la cultura de la cual se seleccionan sus orientaciones y contenidos, y la incertidumbre que depara el futuro, sus requerimientos de valores, competencias y conocimientos. La sociedad globalizada y del conocimiento, tiene consecuencias sobre la definición de qué y del para qué aprenden los jóvenes en la institución escolar; por esto, el sistema escolar chileno inició en 1997 la implementación de un nuevo Currículum en el Primer Ciclo Básico, culminando el año 2002, alcanzando hasta los Cuartos Años Medios. Los Fundamentos de la Reforma Curricular, buscan dar respuesta a los nuevos requerimientos del medio: el impacto de las tecnologías de información, la globalización, y el impacto del conocimiento científico y tecnológico. (European Comissionn, 1996, en Cox, C., 2003). La conjunción de los factores mencionados, trae como consecuencia el desarrollo de personas competentes: flexibles, con capacidad para adaptarse a situaciones nuevas, capaces de utilizar la información, de

Resumen. La presente investigación aborda uno de los temas más emergentes de la educación física actual: el camino a seguir para conseguir una educación física emocional. El estudio toma como marco teórico de referencia la praxiología motriz y las principales aportaciones teóricas de la educación emocional. La vivencia de juegos motores, clasificados en cuatro dominios de acción motriz (psicomotor, cooperación, oposición y cooperación-oposición), así como el hecho que se experimenten con competición o sin competición, genera diferentes emociones a los alumnos. El objeto de estudio fue estudiar los efectos de juegos motores de distintos dominios de acción motriz sobre la intensidad de emociones positivas, negativas y ambiguas. Entre los resultados más destacados se observó que los juegos cooperativos sin competición suscitaron las emociones positivas más intensas. Los resultados obtenidos nos permiten, en las conclusiones, proporcionar orientaciones para ayudar a los profesionales de la educación física a tomar decisiones acertadas y fundamentadas, para saber qué juegos son más adecuados de proponer en cada momento y poder programar con rigor su intervención educativa. Palabras clave: praxiología motriz, dominios de acción motriz, conciencia emocional, cooperación y educación emocional.

espanolEl objetivo del articulo fue hacer visible la evidencia empirica sobre la regulacion emocional dentro de un proyecto educativo moderno en Educacion fisica. Las conductas motrices y las emociones no pueden ser consideradas como elementos separados para su analisis y aplicacion educativa. La perspectiva sistemica de la conducta motriz integra la Educacion emocional en su seno, ya que lo emocional es parte fundamental de la accion motriz. Por ello una adecuada comprension de la regulacion de las emociones del alumnado por parte del docente, permite un planteamiento pertinente y coherente de su proyecto pedagogico. EnglishThe aim of the article was to make visible the empirical evidence on emotional regulation within a modern educational project in physical education. Motor behaviors and emotions cannot be considered as separate elements for analysis and educational application. The emotional education is part of the systemic perspective of motor behavior, because the emotion is ...

The study was conducted to examine the relationship between the fear of COVID-19 and the hygiene behaviors of municipal employees. The descriptive and cross-sectional this study was conducted on 283 individuals who were employees of the municipality of the southwestern region of Turkey. The COVID-19 Fear Scale and the COVID-19 Hygiene Scale were used for data collection. It was found that the COVID-19 Fear Scale total score was determined to be 21.15±6.31, and the COVID-19 Hygiene Scale score was determined to be 105.04±19.76. A positive and moderate statistically significant correlation was found between the scales (r=0.389; p&lt;.050). The most important variables affecting COVID-19 hygiene behavior were fear in the first place (Beta=0.30), education level (Beta=0.27), and COVID-19 status of individuals (Beta=0.13 at the second place). The mean score of the COVID-19 Fear Scale was higher in married individuals, those with low education levels, those with chronic diseases, and thos...

Es necesario abordar el estudio de las situaciones no-habituales en el seno del diseño de juegos con el propósito de enriquecer las relaciones de los jugadores al jugar. El presente trabajo muestra estas situaciones en el desarrollo estratégico de un juego motor de tríada el laberinto, visto como juego deportivo. Las principales aportaciones consistieron en: i) promover decisiones novedosas en un juego triádico, con situaciones paradójicas, superando la inercia lúdica cultural; ii) fomentar el diseño novedoso mediante un procedimiento estructurado. Para ello se postulan dos enfoques con ingredientes complementarios: a) principios de juego y conductas tácticas, y b) roles y relaciones con jugadores, espacio y tiempo. La emergencia de procesos creativos precisa de entornos reglados para generar adaptaciones de los jugadores. En este sentido, la tríada es un entorno altamente condicionado por la complejidad estratégica, enmarcada en situaciones no habituales. Para asegurar estas situac...

Los Talleres de Acción Directa son una estrategia metodológica en la formación del profesorado. Los estudiantes plantean y aplican acciones educativas con alumnado de enseñanza primaria que acude a la Universidad. Los objetivos de la investigación son identificar las percepciones de los estudiantes de la asignatura de Educación Física Inclusiva sobre dicha metodología y valorar sus efectos en las actitudes inclusivas. Adopta un enfoque descriptivo-interpretativo, integrando una técnica cuantitativa, el cuestionario, y dos cualitativas, los informes de los estudiantes y el grupo de discusión. Los resultados muestran la percepción positiva en lo concerniente a las relaciones entre teoría y práctica, a la reflexión sobre su práctica y motivación, al desarrollo de actitudes de autoconfianza y a la superación de prejuicios y estereotipos.

This study aims to determine the level of understanding of the teachers in physical education, sports, and health in Muara Padang sub-District about 2013 Curriculum Learning. The research method used in this research is quantitative descriptive. The sample in this study is elementary school teachers in Line 20, Muara Padang sub-district, Banyuasin district with a total of 34 teachers. This study uses 3 indicators, namely understanding the PJOK learning syllabus in the 2013 curriculum, understanding the principles of preparing RPP in learning PJOK in the 2013 curriculum, and understanding the methods in learning PJOK in the 2013 curriculum. The PJOK learning syllabus in the 2013 curriculum got an average score of 54.8 with a percentage of 35.3% and was included in the high category, then for the level of understanding of PJOK teachers in understanding the principles of preparing RPP in learning PJOK in the 2013 curriculum, they received an average value of 43.16 with a percentage of 29.43% and included in the high category, then the level of understanding of PJOK teachers in understanding the methods of learning PJOK in the 2013 curriculum got an average score of 43.04 with a percentage of 38.23% and entered in the high category.

The study examined the influence of gender on job satisfaction of teachers in Ile-Ife Osun State. The study adopted a survey research design. The population consisted of all public and private secondary school teachers in IIe-Ife, Osun State. The sample size for the study comprised 200 teachers randomly selected from ten secondary schools in four Local Government Areas (LGAs) in the state. The instrument used for the study was a 45 items scale titled Teachers’ Job Satisfaction scale (TJSS), which was patterned after the Likert format where 4=Strongly Agree, 3=Agree, 2=Disagree and 1=Strongly Disagree. The instrument had two sections A and B. Section A contains items on demographic information while section B contains 45 items which was self-developed to ascertain the level of Teachers’ Job Satisfaction. The instrument was validated by tests and measurement experts, Cronbach’s Alpha and split-half reliability test was used to determine it reliability which resulted to 0.80 and 0.89 r...

Marco teórico La Reforma Educacional chilena, obedece al cambio marcado y rápido de la cultura de la cual se seleccionan sus orientaciones y contenidos, y la incertidumbre que depara el futuro, sus requerimientos de valores, competencias y conocimientos. La sociedad globalizada y del conocimiento, tiene consecuencias sobre la definición de qué y del para qué aprenden los jóvenes en la institución escolar; por esto, el sistema escolar chileno inició en 1997 la implementación de un nuevo Currículum en el Primer Ciclo Básico, culminando el año 2002, alcanzando hasta los Cuartos Años Medios. Los Fundamentos de la Reforma Curricular, buscan dar respuesta a los nuevos requerimientos del medio: el impacto de las tecnologías de información, la globalización, y el impacto del conocimiento científico y tecnológico. (European Comissionn, 1996, en Cox, C., 2003). La conjunción de los factores mencionados, trae como consecuencia el desarrollo de personas competentes: flexibles, con capacidad para adaptarse a situaciones nuevas, capaces de utilizar la información, de

O estudo objetivou analisar a implicacao de um curso de formacao profissional de professores de Educacao Fisica na compreensao de licenciandos sobre a docencia em contextos educacionais inclusivos. Discentes de uma universidade paranaense responderam a tres perguntas abertas – duas relacionadas a situacoes-problema sobre intervencao profissional em contextos educacionais inclusivos. No que diz respeito ao entendimento sobre inclusao escolar os resultados apontam superficialidade em 39% das respostas e conhecimentos basicos em 61% das respostas. Indicam ainda que 61% dos participantes nao expressam conhecimentos suficientes para incluir alunos com necessidades especiais nas aulas de Educacao Fisica. Observa-se contradicao entre ordenamento legal e processo formativo oferecido.

The audibility of teachers and peers is an essential factor in determining the academic performance of school children. However, acoustic conditions in physical education settings are less than optimal and have been viewed as "hostile listening environments" that undermine the learning of children in school. While typical classroom teachers are faced with many voice concerns, gymnasiums with poor acoustics, covered areas, and outdoor teaching environments can be more challenging to the voices of physical education teachers. They often rely on shouting instructions over noises and hope their students will hear and understand. This article reviews current acoustic research in classrooms and in physical education settings and future actions designed to improve sound issues and their related policies.

as atitudes em relação às pessoas com as necessidades especiais representam um dos mais importantes fatores para o sucesso da escola inclusiva. Para avaliar as atitudes do professor quanto à inclusão de portadores de paralisia cerebral (PPC), um questionário com uma escala de atitude foi aplicado em 68 professores de ensino fundamental. Foi evidenciada discordância com relação à inclusão de PPC na escola. A análise fatorial levou a seis fatores que podem explicar tais atitudes: como ensinar PPC em classes normais; sentimentos e emoções de professores na presença de PPC; contato com os PPC; o tipo de educação mais adequado para os PPC; rendimento escolar da sala de aula com a presença de um PPC; e preconceito na sala de aula. Dissonância entre as dimensões afetiva, cognitiva e denotativa das atitudes dos professores foi constatada, a discordância e a dissonância evidenciadas podem representar barreiras quanto à inclusão escolar de PPC.

this article gives the development of mechanisms for the professional training of future teachers of physical culture. The lack of relationship between professional education, research and practical activities leads to the fact that scientific developments in the field of physical culture and sports are not embodied in new forms and technologies of education. This study in the article does not exhaust all aspects of the problem under consideration related to the modernization of one of the areas of higher education. - training of teachers of physical culture.

RESUMOO texto aborda a construção da Atividade Física Adaptada (AFA) como área de conhecimento, abordando seu desenvolvimento, objetos de estudos, métodos e resultados alcançados. Estudos epistemológicos definem a AFA como um campo de conhecimentos cross-disciplinar, com foco em três pontos: 1) Adaptação; 2) Diferenças Individuais; 3) Atividade Física. Há predominância pelo design quantitativo com crescimento nos estudos qualitativos. No campo da educação física adaptada, a inclusão começa a ser defendida como melhoria da qualidade de ensino para todos e não apenas para alunos com deficiência. Há necessidade de reflexão sobre o acesso e o impacto das pesquisas na prática profissional.Palavras-chave: Pesquisa. Atividade Física Adaptada. Educação Física Adaptada.  Research on Adapted Physical Activity:study objects and methodologies.ABSTRACTThe text covers the construction of Adapted Physical Activity(APA) as na área of knowledge,addressing its development, subjects, methods and resul...

Teachers have a major role in the process of education. The fulfillment of the tasks and responsibilities put on the shoulders of the teacher depends on the satisfaction the teacher gets from his or her profession.Determining the factors which are influential on the teachers’ job satisfaction, such as the profession and its characteristics, working conditions, social relationships, economic conditions, administration and inspection and social requirements, thus finding out the factors causing job dissatisfaction and helping teachers in working more efficiently and attaining job satisfaction are vitally important in terms of properly raising the future generations as well. The aim of the present study is to find out the job satisfaction levels of Formative Physical Education Teachers.The universe of the research comprised the Formative Physical Education Teachers participating in the in-service training courses of the Turkish National Education Ministry which participants from 81 pro...

Introduction: The aim of research was to present a paradigm model to develop the
professional ethics of schools’ physical education teachers.
Methods: This research was executed by qualitative method with systematic grounded
theory (GT) approach. The population included the experienced professors in the field of
study research who wereselected by using the snowball sampling method. The tools and
methods for collecting the data were personal semi-structured interviews; and the interviews
continued till the theoretical saturation point (13 interviews). To analyze the data, the
systematic approach with three main steps of open coding, axial coding and selective coding
was applied.
Results: During the open coding process, in total, 506 conceptual codes were obtained
without considering the overlaps. In the next step, 74 common concepts formed 16
categories on the basis of overlaps and similarities. At last, in the axial and selective coding
stages, the paradigm model of professional ethics among the physical education teachers was
explained and outlines focusing on the central category of personal and organizational
development were drawn.
Conclusions: Investigating the situation, status and offering of professional ethics
indicators in education system and its teachers can help the policy-makers, managers and
planners to make the appropriate decisions for filling the gap between the current status and
desired status of teachers’ professional ethics. Within this path and in the present study,
causative conditions, strategies, grounds, intervening conditions and the consequences were
explained separately.

Es necesario abordar el estudio de las situaciones no-habituales en el seno del diseño de juegos con el propósito de enriquecer las relaciones de los jugadores al jugar. El presente trabajo muestra estas situaciones en el desarrollo estratégico de un juego motor de tríada el laberinto, visto como juego deportivo. Las principales aportaciones consistieron en: i) promover decisiones novedosas en un juego triádico, con situaciones paradójicas, superando la inercia lúdica cultural; ii) fomentar el diseño novedoso mediante un procedimiento estructurado. Para ello se postulan dos enfoques con ingredientes complementarios: a) principios de juego y conductas tácticas, y b) roles y relaciones con jugadores, espacio y tiempo. La emergencia de procesos creativos precisa de entornos reglados para generar adaptaciones de los jugadores. En este sentido, la tríada es un entorno altamente condicionado por la complejidad estratégica, enmarcada en situaciones no habituales. Para asegurar estas situac...

espanolLa ambivalencia de la triada motriz aporta un patron de relacion social que pone en entredicho el orden establecido en los juegos. Se parte del problema de que la practica de los pocos juegos motores de triada no siempre consigue en el alumnado vivenciar la paradoja desde el punto de vista decisional, debido a la rapidez de las acciones y a ser consciente el jugador de su accion de coalianza. El juego ‘pelota aliada’ regula la situacion paradojica y la hace evidente para los jugadores; ademas, lo hace reequilibrando el antagonismo respecto a la solidaridad a favor de esta ultima. Se analiza la comunicacion motriz del juego propuesto, y se justifica por que hay una falta de enfoque respecto al problema de la ambivalencia, senalando soluciones. La aportacion del juego ‘pelota aliada’ guarda ventajas pedagogicas, como ayudar a hacer consciente en la practica la situacion paradojica mediante la regla; desde el punto de vista curricular, muestra su aportacion diferencial respecto ...

Background: According to Self-Determination Theory, teachers and sport coaches can differ in the motivating style they rely upon to motivate young people. When endorsing an autonomy-supportive motivating style, instructors try to identify, vitalize, and nurture youngsters' inner motivational resources. In contrast, instructors with a dominant controlling motivating style rather pressure youngsters to think, feel, or behave in prescribed ways. While the dimensions of autonomy support and control can be conceptually differentiated, in reality both dimensions may co-occur to different degrees. Purpose: The present study investigates to what extent perceived autonomy support and control can be combined and which motivating style then yields the most optimal pattern of outcomes. Research design: Multi-Study with Cross-Sectional Design. Findings: In two studies, conducted among elite athletes (N = 202; M age = 15.63; SD = 1.70) and students in physical education (N = 647; M age = 13.27; SD = 0.68) reporting on their instructor's motivating style, cluster analyses systematically pointed towards the extraction of four motivating profiles. Two of these groups were characterized by the dominant presence of either autonomy support (i.e. high-autonomy support) or control (i.e. high control), while the two dimensions were found to be equally present in the two remaining groups (i.e. high-high or low-low). Results revealed that the high-autonomy support group showed to the most optimal pattern of outcomes (e.g. need satisfaction, autonomous motivation), while the high-control group yielded the least optimal pattern of outcomes. Results further showed that perceiving one's instructor as high on control is detrimental (e.g. higher need frustration, amotivation) even when the instructor is additionally perceived to be autonomy-supportive. Finally, it appeared better to be relatively uninvolved than to be perceived as exclusively high on control. Conclusions: When coaches or teachers are perceived to be high on autonomy support and low on control, this is likely to benefit youngsters' motivation and well-being. Also, while some instructors, particularly those who are functioning in a more competitive context where pressure is considered more normative, may endorse the belief that the combination of autonomy support and control yields the most effective cocktail to motivate young people (e.g. using competitive and game-based activities to make it fun, while treating 'the losers' with ARTICLE HISTORY

The present study examined whether physical education teachers working in primary and secondary schools experience the same burnout levels. Four hundred and thirty seven full-time Greek physical education teachers from primary and secondary public schools filled in the "educator's" version of Maslach Burnout Inventory. Two hundred and seven where teaching in primary schools and 230 in secondary. Multivariate analysis of variance showed that physical education teachers working in the primary schools reported significantly and meaningfully higher levels on the core burnout dimension, namely emotional exhaustion" in comparison to their colleagues in the secondary schools. Moreover, the strength of association among the three burnout components was more prominent in primary physical educators than in secondary. The paper shows that the education level in which physical education teachers are working represents an important job characteristic that influences burnout levels and should be taken into consideration when this syndrome is examined, at least within the Greek educational system.

Esta pesquisa teve como objetivo investigar a produção científica internacional de autores brasileiros acerca das mudanças climáticas na área de Negócios, Gestão e Contabilidade. Utilizou-se a base de dados da Scopus como fonte para a coleta das informações. Diante disso, a pesquisa registrou 74 artigos relacionados ao tema mudanças climáticas &quot;climate change&quot;, dos quais foram analisados, por meio do software VOSViewer® e da análise de conteúdo, os principais autores, filiações, periódicos mais citados, redes de coautoria e interação das palavras mais citadas (no resumo, no título e nas palavras-chave), nas quais formaram três clusters, que permitiram identificar as principais temáticas abordadas. Os resultados da pesquisa apontaram que existe baixa interação entre os pesquisadores do tema, demonstrando dispersão a despeito da produção científica sobre mudanças climáticas. Os principais temas relacionados à pesquisa sobre &quot;climate change&quot; na literatura são: (i) a...

Muñoz-Arroyave (2018): Reflection-on-action learning through traditional games. The case of la pelota sentada (sitting ball) / Aprendizaje basado en la reflexión sobre la acción a través de los juegos tradicionales. El caso de la pelota sentada, Cultura y Educación,

O objetivo deste estudo foi revisar e analisar criticamente a estruturação da literatura, publicada em periódicos científicos nacionais e internacionais, em torno da formação de licenciados em Educação Física. Para este fim adotou-se a revisão crítica da literatura, baseada na análise interpretativa de estudos de síntese e análise do objeto de estudo. Após a análise crítica das obras selecionadas, consideramos que, apesar da existência de diferentes metodologias de formação docente, a viabilização de um projeto que preconiza a reflexão, depende de políticas públicas e iniciativas privadas comprometidas com esse fim, incluindo desde a tomada de consciência da função individual até a coletiva, caracterizando dessa forma, mais do que a formação de professores, sistemas educacionais reflexivos. Para tanto, é indispensável que sejam realizadas pesquisas complementares multidisciplinares.

Studies related to reasons why teachers stay are far less frequent than those reporting reasons to leave. This study assessed the factors that satisfied PE teachers and the motivators to stay in PE teaching. Physical educator stayers (N = 139) responded to a 'PE Teachers' Career Intentions Questionnaire', 'Basic Satisfaction Needs at Work Scale' and an open-ended question to ascertain retention motivators. Basic needs satisfaction for competence, autonomy and relatedness support, along with satisfaction for 'professional interaction', 'participation in decision-making', 'organisation of teaching', and 'respect' predicted retention. PE teachers gain work-related motivation from their expertise, the opportunity to implement ideas collaboratively, but also the sense of efficacy to control their pedagogy and student outcomes of focus. Supportive policy and actions; not just the absence of career-thwarting stimuli, appear vital for teacher self-efficacy, leading to career fulfillment. Quality mentoring programs may serve to enhance PE teacher satisfaction and are worthy of further investigation.

The purpose of this study was to investigate Australian physical education (PE) teachers’ career intentions and factors influencing their intentions. A sample ( N = 234) of Western Australian PE teachers responded to a questionnaire determining PE teachers’ work and the primary motivators for intention to leave the profession. Half (51.3%) of the respondents wanted a change from their current PE teacher job and 39.8% were intending to leave PE teaching. The most frequent reasons for wanting to leave PE related to: non-use of expertise, workload, school administration, and lack of opportunities for personal and professional development. Consideration should be given to mediation strategies that serve to elevate physical educators’ needs satisfaction for teaching autonomy, competence and relatedness. Personal and professional advancement in schools to help maintain all teachers, particularly experienced teachers, appears warranted. PE teachers’ workload is considerable and worthy of r...