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Ferry, Matthew; McCaughtry, Nate – Journal of Teaching in Physical Education, 2015
Throughout history there have been debates as to what content knowledge (CK) is of most value for physical education (PE). Much recent conversation has circulated around the hope that time spent in PE supports students' regular participation in physical activity (PA). Researchers' use of the term PA, however, often stresses the similarities while…
Descriptors: Pedagogical Content Knowledge, Secondary School Teachers, Physical Education Teachers, Physical Activities
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Zach, Sima; Stein, Hanan; Nabel-Heller, Noa – Journal of Teaching in Physical Education, 2015
This article explored how 45 novice physical education teachers perceived success, and how success affected their motivation to continue teaching. Self-determination theory (SDT) was used to interpret the teachers' written reports, and focus group discussions were held concerning their success. Satisfaction with the competence, relatedness, and…
Descriptors: Physical Education Teachers, Beginning Teachers, Teacher Motivation, Self Determination
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Wright, Steven; Grenier, Michelle A.; Channell, Kathy – Journal of Teaching in Physical Education, 2015
The purpose of this descriptive study was to analyze university supervision from the perspective of student teachers (STs), and to examine postlesson conference discourse between STs and university supervisors (USs) to determine if STs perspectives on supervisory models aligned with what actually occurred. Determining STs expectations and desires…
Descriptors: Student Teacher Supervisors, Supervision, Student Teacher Attitudes, Student Teachers
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Chatzipanteli, Athanasia; Digelidis, Nikolaos; Papaioannou, Athanasios G. – Journal of Teaching in Physical Education, 2015
The aim of the study was to investigate the influence of student-activated teaching styles through a specific intervention program on students' self-regulation, lesson satisfaction, and motivation. Six hundred and one 7th grade students (318 boys and 283 girls), aged 13 years were randomly assigned to an experimental group and a comparison group.…
Descriptors: Teaching Styles, Intervention, Self Control, Satisfaction
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Banville, Dominique – Journal of Teaching in Physical Education, 2015
Support, or lack thereof, is often cited as the main reason for teachers to leave the profession early on (Ingersoll, 2003). Feiman-Nemser (2001) identifies five Central Tasks associated with Learning to Teach (CTLT) that could focus the support novice teachers need during their induction years: learning the teaching context (TC), designing…
Descriptors: Physical Education Teachers, Novices, Beginning Teacher Induction, Interviews
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Perlman, Dana – Journal of Teaching in Physical Education, 2015
The purpose of this study was to examine the influence of an intervention grounded in Self-Determination Theory on preservice teachers' instructional behaviors and the motivational responses of their students. A total of 62 preservice physical education teachers enrolled in a secondary physical education content and methods course were randomly…
Descriptors: Teaching Methods, Self Determination, Preservice Teachers, Teaching Skills
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Miller, Andrew – Journal of Teaching in Physical Education, 2015
The purpose of this systematic review was to investigate the weight of scientific evidence regarding student outcomes (physical, cognitive and affective) of a Game Centered Approach (GCA) when the quality of a study was taken into account in the interpretation of collective findings. A systematic search of five electronic databases (Sports…
Descriptors: Teaching Methods, Literature Reviews, Educational Games, Children
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Kim, Insook; Lee, Yun Soo; Ward, Phillip; Li, Weidong – Journal of Teaching in Physical Education, 2015
Despite increasing policy emphasis on improving teacher quality, little is known about how teachers acquire their movement content knowledge in physical education teacher education (PETE). To address this question we examined: (a) movement content courses designed to teach K-12 physical education content in the PETE curriculum, (b) the purpose of…
Descriptors: Movement Education, Teacher Education, Pedagogical Content Knowledge, Physical Education Teachers
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Gordon, Barrie; Doyle, Stephanie – Journal of Teaching in Physical Education, 2015
The transfer of learning from the gym to other areas of participants' lives has always been a core component of the Teaching Personal and Social Responsibility Model. The degree to which transfer of learning is successfully facilitated in the reality of Teaching Personal and Social Responsibility Model-based teaching and coaching is, however,…
Descriptors: Transfer of Training, Social Responsibility, Physical Education, Athletic Coaches
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Flory, Sara B. – Journal of Teaching in Physical Education, 2015
The purpose of this study was to examine the early career experiences of three physical education (PE) teachers who taught in urban charter schools. Using cultural relevance theory, three early career PE teachers were observed and interviewed for approximately six weeks each. Data were analyzed using constant comparison. Two major themes emerged…
Descriptors: Physical Education Teachers, Beginning Teachers, Teaching Experience, Urban Teaching
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Zhang, Tao; Thomas, Katherine; Weiller, Karen H. – Journal of Teaching in Physical Education, 2015
The purpose of this study was to investigate the associations among predisposing (perceived competence and enjoyment), reinforcing (social environments), enabling factors (motor skills, fitness, physical environments) and physical activity among 288 children, and to identify the age and gender differences among participants. The children completed…
Descriptors: Physical Education, Competence, Social Environment, Reinforcement
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Lander, Natalie Jayne; Barnett, Lisa M.; Brown, Helen; Telford, Amanda – Journal of Teaching in Physical Education, 2015
The purpose of this study was to investigate instruction and assessment of fundamental movement skills (FMSs) by Physical Education (PE) teachers of Year 7 girls. Of 168 secondary school PE teachers, many had received little FMSs professional development, and although most assessed student FMSs proficiency, the quality of assessment was variable.…
Descriptors: Physical Education, Psychomotor Skills, Grade 7, Females
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Kobel, Susanne; Kettner, Sarah; Erkelenz, Nanette; Kesztyus, Dorothea; Steinacker, Jurgen M. – Journal of Teaching in Physical Education, 2015
Physical Education (PE) can foster regular physical activity (PA) in children. However, children engage in insufficient moderate to vigorous PA (MVPA) during PE. This study objectively investigated MVPA of children during a single, compared with double PE-period. In 294 children (7.1 ± 0.7 years) PA was objectively assessed. PE periods were…
Descriptors: Physical Education, Physical Activities, Young Children, Primary Education
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Legrain, Pascal; Gillet, Nicolas; Gernigon, Christophe; Lafreniere, Marc-André – Journal of Teaching in Physical Education, 2015
The purpose of this study was to test an integrative model regarding the impact of information and communication technology (ICT) on achievement in physical education. Pupils' perceptions of autonomy-support from teacher, satisfaction of basic psychological needs, and self-determined motivation were considered to mediate the impact of ICT on…
Descriptors: Information Technology, Physical Education, Student Attitudes, Personal Autonomy
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Ward, Phillip; Graber, Kim C.; van der Mars, Hans – Journal of Teaching in Physical Education, 2015
Peer review is an important mechanism for advancing knowledge in a manner deemed as acceptable by the research community. It can also serve the function of providing guidance to an author(s) to improve the likelihood that manuscripts will be accepted in peer reviewed journals. There is, however, little assistance for new or existing reviewers of…
Descriptors: Physical Education, Peer Evaluation, Writing for Publication, Periodicals
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