Task planning for sports learning by physical education teachers in the pre-service phase.
Identifieur interne : 000462 ( Main/Exploration ); précédent : 000461; suivant : 000463Task planning for sports learning by physical education teachers in the pre-service phase.
Auteurs : Sebastián Feu [Espagne] ; Javier García-Rubio [Chili] ; María De Gracia Gamero [Espagne] ; Sergio J. Ibá Ez [Espagne]Source :
- PloS one [ 1932-6203 ] ; 2019.
Descripteurs français
- KwdFr :
- MESH :
- méthodes : Éducation physique et entraînement physique.
- organisation et administration : Enseignants, Enseignement.
- psychologie : Étudiants.
- Apprentissage, Femelle, Humains, Jeune adulte, Mâle.
English descriptors
- KwdEn :
- MESH :
- methods : Physical Education and Training.
- organization & administration : School Teachers, Teaching.
- psychology : Students.
- Female, Humans, Learning, Male, Young Adult.
Abstract
Planning the learning task is one of the principal actions that a teacher should engage in, and it is important to know how teachers in the pre-service phase plan learning and communication tasks and the feedback that they use in the classroom. The aim of the present study was twofold: i) to characterize the learning tasks designed by the pre-service physical education teachers; and ii) to identify the relationships between the variables that define the learning tasks and the phases into which a session is structured in Physical Education Teacher Education (PETE) in the pre-service phase. The sample comprised 695 learning tasks designed by fourteen pre-service phase teachers. The independent variable was the lesson structure and the dependent variables were the learning means, the game situation, the game phase, the space where the students practice, the use of the ball in the task, and the kind of feedback provided in the learning tasks. The high predominance of exercises, unspecific games, and no opponent situations, coupled with the low percentage of reflexive feedback, indicates that the pre-service teachers give prevalence to technical over tactical learning. In addition, pre-service teachers show preferences for some of the task characteristics for each part of the lesson structure. Teachers in PETE pre-service phase tasks tend to follow a more traditional methodology, despite having received information about the different methods of sports teaching in their initial training. The current findings seems to indicate a resistance to changing a traditional model for other models centered on game comprehension.
DOI: 10.1371/journal.pone.0212833
PubMed: 30893311
PubMed Central: PMC6426233
Affiliations:
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Ibá Ez</name><affiliation wicri:level="1"><nlm:affiliation>Department of Didactics of Music, Plastic and Body Expression, University of Extremadura, Badajoz, Spain.</nlm:affiliation><country xml:lang="fr">Espagne</country><wicri:regionArea>Department of Didactics of Music, Plastic and Body Expression, University of Extremadura, Badajoz</wicri:regionArea><wicri:noRegion>Badajoz</wicri:noRegion></affiliation></author></analytic><series><title level="j">PloS one</title><idno type="eISSN">1932-6203</idno><imprint><date when="2019" type="published">2019</date></imprint></series></biblStruct></sourceDesc></fileDesc><profileDesc><textClass><keywords scheme="KwdEn" xml:lang="en"><term>Female (MeSH)</term><term>Humans (MeSH)</term><term>Learning (MeSH)</term><term>Male (MeSH)</term><term>Physical Education and Training (methods)</term><term>School Teachers (organization & administration)</term><term>Students (psychology)</term><term>Teaching (organization & administration)</term><term>Young Adult (MeSH)</term></keywords><keywords scheme="KwdFr" xml:lang="fr"><term>Apprentissage (MeSH)</term><term>Enseignants (organisation et administration)</term><term>Enseignement (organisation et administration)</term><term>Femelle (MeSH)</term><term>Humains (MeSH)</term><term>Jeune adulte (MeSH)</term><term>Mâle (MeSH)</term><term>Éducation physique et entraînement physique (méthodes)</term><term>Étudiants (psychologie)</term></keywords><keywords scheme="MESH" qualifier="methods" xml:lang="en"><term>Physical Education and Training</term></keywords><keywords scheme="MESH" qualifier="méthodes" xml:lang="fr"><term>Éducation physique et entraînement physique</term></keywords><keywords scheme="MESH" qualifier="organisation et administration" xml:lang="fr"><term>Enseignants</term><term>Enseignement</term></keywords><keywords scheme="MESH" qualifier="organization & administration" xml:lang="en"><term>School Teachers</term><term>Teaching</term></keywords><keywords scheme="MESH" qualifier="psychologie" xml:lang="fr"><term>Étudiants</term></keywords><keywords scheme="MESH" qualifier="psychology" xml:lang="en"><term>Students</term></keywords><keywords scheme="MESH" xml:lang="en"><term>Female</term><term>Humans</term><term>Learning</term><term>Male</term><term>Young Adult</term></keywords><keywords scheme="MESH" xml:lang="fr"><term>Apprentissage</term><term>Femelle</term><term>Humains</term><term>Jeune adulte</term><term>Mâle</term></keywords></textClass></profileDesc></teiHeader><front><div type="abstract" xml:lang="en">Planning the learning task is one of the principal actions that a teacher should engage in, and it is important to know how teachers in the pre-service phase plan learning and communication tasks and the feedback that they use in the classroom. The aim of the present study was twofold: i) to characterize the learning tasks designed by the pre-service physical education teachers; and ii) to identify the relationships between the variables that define the learning tasks and the phases into which a session is structured in Physical Education Teacher Education (PETE) in the pre-service phase. The sample comprised 695 learning tasks designed by fourteen pre-service phase teachers. The independent variable was the lesson structure and the dependent variables were the learning means, the game situation, the game phase, the space where the students practice, the use of the ball in the task, and the kind of feedback provided in the learning tasks. The high predominance of exercises, unspecific games, and no opponent situations, coupled with the low percentage of reflexive feedback, indicates that the pre-service teachers give prevalence to technical over tactical learning. In addition, pre-service teachers show preferences for some of the task characteristics for each part of the lesson structure. Teachers in PETE pre-service phase tasks tend to follow a more traditional methodology, despite having received information about the different methods of sports teaching in their initial training. The current findings seems to indicate a resistance to changing a traditional model for other models centered on game comprehension.</div></front></TEI><pubmed><MedlineCitation Status="MEDLINE" Owner="NLM"><PMID Version="1">30893311</PMID><DateCompleted><Year>2019</Year><Month>11</Month><Day>27</Day></DateCompleted><DateRevised><Year>2020</Year><Month>03</Month><Day>09</Day></DateRevised><Article PubModel="Electronic-eCollection"><Journal><ISSN IssnType="Electronic">1932-6203</ISSN><JournalIssue CitedMedium="Internet"><Volume>14</Volume><Issue>3</Issue><PubDate><Year>2019</Year></PubDate></JournalIssue><Title>PloS one</Title><ISOAbbreviation>PLoS One</ISOAbbreviation></Journal><ArticleTitle>Task planning for sports learning by physical education teachers in the pre-service phase.</ArticleTitle><Pagination><MedlinePgn>e0212833</MedlinePgn></Pagination><ELocationID EIdType="doi" ValidYN="Y">10.1371/journal.pone.0212833</ELocationID><Abstract><AbstractText>Planning the learning task is one of the principal actions that a teacher should engage in, and it is important to know how teachers in the pre-service phase plan learning and communication tasks and the feedback that they use in the classroom. The aim of the present study was twofold: i) to characterize the learning tasks designed by the pre-service physical education teachers; and ii) to identify the relationships between the variables that define the learning tasks and the phases into which a session is structured in Physical Education Teacher Education (PETE) in the pre-service phase. The sample comprised 695 learning tasks designed by fourteen pre-service phase teachers. The independent variable was the lesson structure and the dependent variables were the learning means, the game situation, the game phase, the space where the students practice, the use of the ball in the task, and the kind of feedback provided in the learning tasks. The high predominance of exercises, unspecific games, and no opponent situations, coupled with the low percentage of reflexive feedback, indicates that the pre-service teachers give prevalence to technical over tactical learning. In addition, pre-service teachers show preferences for some of the task characteristics for each part of the lesson structure. Teachers in PETE pre-service phase tasks tend to follow a more traditional methodology, despite having received information about the different methods of sports teaching in their initial training. The current findings seems to indicate a resistance to changing a traditional model for other models centered on game comprehension.</AbstractText></Abstract><AuthorList CompleteYN="Y"><Author ValidYN="Y"><LastName>Feu</LastName><ForeName>Sebastián</ForeName><Initials>S</Initials><Identifier Source="ORCID">0000-0003-2959-5960</Identifier><AffiliationInfo><Affiliation>Department of Didactics of Music, Plastic and Body Expression, University of Extremadura, Badajoz, Spain.</Affiliation></AffiliationInfo></Author><Author ValidYN="Y"><LastName>García-Rubio</LastName><ForeName>Javier</ForeName><Initials>J</Initials><AffiliationInfo><Affiliation>Faculty of Education, Universidad Autónoma de Chile, Santiago de Chile, Chile.</Affiliation></AffiliationInfo></Author><Author ValidYN="Y"><LastName>Gamero</LastName><ForeName>María de Gracia</ForeName><Initials>MG</Initials><AffiliationInfo><Affiliation>Department of Didactics of Music, Plastic and Body Expression, University of Extremadura, Badajoz, Spain.</Affiliation></AffiliationInfo></Author><Author ValidYN="Y"><LastName>Ibáñez</LastName><ForeName>Sergio J</ForeName><Initials>SJ</Initials><AffiliationInfo><Affiliation>Department of Didactics of Music, Plastic and Body Expression, University of Extremadura, Badajoz, Spain.</Affiliation></AffiliationInfo></Author></AuthorList><Language>eng</Language><PublicationTypeList><PublicationType UI="D016428">Journal Article</PublicationType><PublicationType UI="D013485">Research Support, Non-U.S. Gov't</PublicationType></PublicationTypeList><ArticleDate DateType="Electronic"><Year>2019</Year><Month>03</Month><Day>20</Day></ArticleDate></Article><MedlineJournalInfo><Country>United States</Country><MedlineTA>PLoS One</MedlineTA><NlmUniqueID>101285081</NlmUniqueID><ISSNLinking>1932-6203</ISSNLinking></MedlineJournalInfo><CitationSubset>IM</CitationSubset><MeshHeadingList><MeshHeading><DescriptorName UI="D005260" 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PubStatus="medline"><Year>2019</Year><Month>11</Month><Day>28</Day><Hour>6</Hour><Minute>0</Minute></PubMedPubDate></History><PublicationStatus>epublish</PublicationStatus><ArticleIdList><ArticleId IdType="pubmed">30893311</ArticleId><ArticleId IdType="doi">10.1371/journal.pone.0212833</ArticleId><ArticleId IdType="pii">PONE-D-17-31824</ArticleId><ArticleId IdType="pmc">PMC6426233</ArticleId></ArticleIdList><ReferenceList><Reference><Citation>Semergen. 2016 Apr;42(3):190-1</Citation><ArticleIdList><ArticleId IdType="pubmed">26253463</ArticleId></ArticleIdList></Reference><Reference><Citation>J Hum Kinet. 2018 Jun 13;62:123-134</Citation><ArticleIdList><ArticleId IdType="pubmed">29922384</ArticleId></ArticleIdList></Reference><Reference><Citation>Biometrics. 1977 Mar;33(1):159-74</Citation><ArticleIdList><ArticleId IdType="pubmed">843571</ArticleId></ArticleIdList></Reference></ReferenceList></PubmedData></pubmed><affiliations><list><country><li>Chili</li><li>Espagne</li></country></list><tree><country name="Espagne"><noRegion><name sortKey="Feu, Sebastian" sort="Feu, Sebastian" uniqKey="Feu S" first="Sebastián" last="Feu">Sebastián Feu</name></noRegion><name sortKey="Gamero, Maria De Gracia" sort="Gamero, Maria De Gracia" uniqKey="Gamero M" first="María De Gracia" last="Gamero">María De Gracia Gamero</name><name sortKey="Iba Ez, Sergio J" sort="Iba Ez, Sergio J" uniqKey="Iba Ez S" first="Sergio J" last="Ibá Ez">Sergio J. Ibá Ez</name></country><country name="Chili"><noRegion><name sortKey="Garcia Rubio, Javier" sort="Garcia Rubio, Javier" uniqKey="Garcia Rubio J" first="Javier" last="García-Rubio">Javier García-Rubio</name></noRegion></country></tree></affiliations></record>Pour manipuler ce document sous Unix (Dilib)
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