(Reinforcing) factors influencing a physical education teachers use of the direct instruction model teaching games

he purpose of this study was to explore how a physical education (PE) teacher employed the direct instruction model (DIM) teaching games in a United Kingdom secondary school. The research sought to identify how the teacher utilised the DIM and those factors that influenced his use of the model. Occupational socialization was used to identify the factors that encouraged his use of the DIM. Data were collected from interviews and lesson observations. Inductive data analysis showed that while the teacher presented a ‘full version’ of the DIM, his limited content knowledge impacted on the use of the model in teaching cricket. Factors influencing his use of the model were a sporting perspective, a Post Graduate Certificate in Education mentor and the ability and behaviour of the students. These factors reinforced his undergraduate learning and subsequent use of the DIM. It is suggested that the comparable backgrounds of many PE student teachers may make the DIM an apt model to learn in undergraduate and postgraduate PE courses. However, effective use of the model requires students to be taught and to possess in-depth content knowledge of the game(s)/activities being taught and learned

Laparoscopic pyeloplasty for ureteropelvic junction obstruction of the lower moiety in a completely duplicated collecting system: a case report

<p>Abstract</p> <p>Introduction</p> <p>There are only a few reports on laparoscopic pyeloplasty in kidney abnormalities and only one case for laparoscopic pyeloplasty in a duplicated system. Increasing experience in laparoscopic techniques allows proper treatment of such anomalies. However, its feasibility in difficult cases with altered kidney anatomy such as that of duplicated renal pelvis still needs to be addressed.</p> <p>Case presentation</p> <p>We present a case of a 22-year-old white Caucasian female patient with ureteropelvic junction obstruction of the lower ureter of a completely duplicated system that was managed with laparoscopic pyeloplasty. Crossing vessels were identified and transposed. The procedure was carried out successfully and the patient's symptoms subsided. Follow-up studies demonstrated complete resolution of the obstruction.</p> <p>Conclusion</p> <p>Since laparoscopic pyeloplasty is still an evolving procedure, its feasibility in complex cases of kidney anatomic abnormalities is herein further justified.</p

Resurgence of physical education and physical activity in the COVID-19 era: Policy inconsistencies, implications and future considerations

COVID-19 has already changed the world, not only because of the disease itself, but because of the long-term effects of the world’s reaction to the pandemic. Many countries worldwide have imposed large-scale or national closures of schools and sports facilities, and the practice of outdoor physical activity in public parks and playgrounds was not allowed, and these policy responses to reduce SARS-CoV-2 transmission have a direct impact on children and adolescents. Due to these measures, overall children’s physical activity has been reduced and sedentary behaviour has increased during the COVID-19 pandemic. This policy brief aims to discuss policy inconsistencies during lockdown and physical distancing measures imposed on children and adolescents [i.e., school closures, screen-based (in)activity, curricular Physical Education, hygiene measures, active school travel, sport facilities and physical activity], in relation to current recommendations for exercise during the pandemic, and Physical Education school re- entry considerations.</p

The impact of occupational socialization on physical education pre-service teachers’ beliefs about four important curricular outcomes: A cross-sectional study

Most national Physical Education (PE) curriculums worldwide are based on a variety of outcome goals. The most important are physical activity and fitness, self-actualization, motor skill development and social development. Capturing PE Teacher Education pre-service teachers’ beliefs toward these outcomes may offer a useful insight into the process of identifying and understanding prospective teachers’ decisions and actions. The aim of the current study was to compare PE pre-service teachers’ beliefs regarding four important outcome goals, according to year in university, athletic background and occupational orientation. A total of 483 undergraduate pre-service teachers from a Greek faculty of PE completed a previously validated four factor instrument. Significant differences were observed in the four outcome goals beliefs between pre-service teachers in different years of studies and between teaching and coaching oriented pre-service teachers. No differences were found between pre-service teachers with different athletic backgrounds. Findings suggested that sport participation per se did not affect outcome beliefs toward a specific direction and all pre-service teachers rated higher the physical activity and fitness goal. Participants with a teaching orientation rated higher three of the four outcome goals than their coaching oriented counterparts. Furthermore, third year field-based experiences had a positive impact on pre-service teachers’ beliefs, while the fourth year of studies and the coaching specializations contributed to a beliefs ‘washout effect’. Recommendations arise from previous and present findings regarding the faculty’s undergraduate programme and we propose that future studies build on this research by continuing to examine PE students’ and teachers’ beliefs more thoroughly. © The Author(s) 2015

Are pre-service teachers’ beliefs toward curricular outcomes challenged by teaching methods modules and school placement? Evidence from three Greek physical education faculties

Current research on physical education teacher education (PETE) has shown that pre-service teachers’ beliefs concerning the scope of physical education (PE) remain highly influential during their studies. However, undergraduate programmes seem to have a limited effect on pre-service teachers’ teaching priorities, and this situation is left unchallenged. Therefore, the aim of the present study was to examine the impact of two PE teaching methods modules, which included school placement experiences, over one academic year, on pre-service PE teachers’ belief systems towards four important curricular outcomes. A total of 373 undergraduate pre-service teachers (238 males, 135 females; mean = 21.02, standard deviation = 2.33 years) from three major Greek faculties of PE and sport science twice completed a previously validated four-factor instrument. The results indicated that pre-service teachers shared some similar beliefs about the outcome goals of PE, as they all classified physical activity and fitness as the most important one. The teaching methods modules had a positive impact on their beliefs, which were reinforced; however, their classification did not change over time. Both teaching- and coaching-oriented pre-service teachers classified the curricular outcomes in an identical way. Data suggested that PETE recruits prioritized the fitness learning outcomes, and this was in alignment with utilitarian approaches proposed recently in PE, which forward measurable PE learning outcomes. Also, participants preferred to hold and reinforce their personal belief structures and were not willing to change them, complying with faculty staff dispositions. Implications of these findings and recommendations for more effective school placement experiences are discussed. © The Author(s) 2019

A Scoping Review on Quality Physical Education Programmes and Their Outcomes on Primary-Level Pupils

A scoping review was carried out on the literature relating to the evaluation of the implementation of quality physical education (QPE) programmes and related outcomes on final-stage primary-level pupils’ attitudes towards physical education (ATPE), physical activity behaviour (PAB), mental wellbeing (MWB) and academic achievement (AA). The scoping review included studies published between 2000 and 2020 in the PubMed, Elsevier, SCOPUS and CINAHL databases and was completed in accordance with the PRISMA extension for scoping reviews’ guidelines. Based on the inclusion criteria, 15 out of 2869 studies were included in the review. A thematic analysis was used to inductively and deductively analyse the studies for common themes of features of QPE programmes in primary schools, arising from nine different countries, considering the four outcome dimensions (ATPE, PAB, MWB and AA). The common themes identified as features of QPE across all four dimensions were as follows: (1) government leadership; (2) PE curriculum; (3) school principal and leaders; (4) organisational management from leadership in school; (5) teachers; (6) parental involvement; and (7) community partnerships. Based on these findings, recommendations were made for an evaluation framework on QPE in primary education. © 2023 by the authors