Diellza Kelmendi1, Tringa Dedi2
1Kosovo Olympic Academy, Kosovo Olympic Committee, Pristina, Kosovo
2Kosovo Pedagogical Institute, Pristina, Kosovo
Effective Teaching Methods in Physical Education Classes: A pilot study implementing a new survey for teachers
J. Anthr. Sport Phys. Educ. 2024, 8(3), 15-21 | DOI: 10.26773/jaspe.240703
Abstract
Physical education (PE) classes for children play a crucial role in promoting physical activity and healthy lifestyle. The PE in the Kosovo primary schools, together with its teaching and organizational issues have long been a key topic of political, sport and scientific debate. However, the various actions carried out so far have not been enough to recognize contents and methods of PE correctly oriented in an educational way. The aim of the study is to highlight the latest method and strategies of the teachers, and the new curriculum used in the field of PE for better learning and developing health among children through physical activity. The research involved (n = 100) PE teachers from Kosovo public schools. All teachers are from Kosovo primary schools, classes VI-IX, with an average of 16 years of work experience. Data was collected using questionnaire by an online survey. The learning methods mostly applied are: practical learning method (96%), teaching through lectures (79%), interactive method (72%), effective teaching method (66%), learning through certain goals (47%). The factors that influence the effective use of teaching strategies are: infrastructure and equipment (94%), teacher skills (89%), competitive activities among children (57%), and children’s desire for physical and sports activities (46%). The factors that can influence the increase in the effectiveness of teaching strategies are: the addition of teaching hours (92%) teacher trainings (84%) and curricular improvements (78%). Teaching methods help teachers to have an effective communication with students, clear instructions, demonstrations, and techniques being taught.
Keywords
physical education (PE), teaching method, strategy
View full article
(PDF – 712KB)
References
Ada, A. (2006). Planning instruction. In N.A. Ada (Ed), Curriculum and instruction: An introduction to general methods and principles of teaching (P 101 - 107). Makurdi: Aboki Publishers.
Aboshkair, K, (2014). The Role of Physical Education at School. Journal of Emerging Technologies and Innovative Research. Volume 9, issue 10. ISSN-2349-5162.
Aktop, A., Karahan, N. (2012). Physical education teachers views of effective teaching methods in physical education. Social and Behavioral Sciences 46, 1910 – 1913.
Astrid, A., Amirina, R., Desvitasari, D., Fitriani, U., Shahab, A. (2021). The Power of Questioning: Teacher’s Questioning Strategies in the EFL Classrooms. International Research Journal in Education. Vol. 3 | No. 1, ISSN: 2580-5711.
Arifin, S. (2017). Peran Guru Pendidikan Jasmani Dalam Pembentukan Pendidikan Karakter Peserta Didik. Multilateral Jurnal Pendidikan Jasmani dan Olahraga, 16 (1), 78–92. https://doi.org/10.20527/multilateral.v16i1.3666.
Aksović, N., Bjelica, B., Jovanović, L., Milanović, L., Zelenović, M. (2021). Teaching methods in teaching physical education. Italian Journal of Sports Rehabilitation and Posturology, 10(24), 2452 – 2464.
Almusawi, H. A., Durugbo, C. M., & Bugawa, A. M. (2021). Innovation in physical education: Teachers’ perspectives on readiness for wearable technology integration. Computers & Education, 167. https://doi.org/10.1016/j.compedu.2021.104185.
Ayeni, A. J. (2011). Teachers’ professional development and quality assurance in Nigerian secondary schools. World J. Educ. 1, 143. https://doi.org/10.5430/wje.v1n2p143.
Bevans, K. B., Fitzpatrick, L.-A., Sanchez, B. M., Riley, A. W., & Forrest, C. (2010). Physical Education Resources, Class Management, and Student Physical Activity Levels: A Structure-Process-Outcome Approach to Evaluating Physical Education Effectiveness. The Journal of School Health, 80(12), 573–580. http://doi.org/10.1111/j.1746-1561.2010.00544.x.
Beusker, E., Stoy, C., & Pollalis, S. N. Estimation model and benchmarks for heating energy consumption of schools and sport facilities in Germany. Building and Environment, 2012; 49. https://doi.org/10.1016/j.buildenv.2011.08.006.
Bellaera L, Weinstein-Jones Y, Ilie S, Baker ST (2021). Critical thinking in practice: The priorities and practices of instructors teaching in higher education. Thinking Skills and Creativity, 41, 100856. https://doi.org/10.1016/j.tsc.2021.100856.
Consejo General de la Educación Física y Deportiva (COLEF). (2018). Proyecto para una Educación Física de calidad en España: aumento de horas de Educación Física en el currículo de Secundaria, Bachillerato y FP. Posibilidades del reparto horario. Comité de expertos de EF del Consejo COLEF. https://drive.google.com/file/d/1zyuvttVLoNiHv_veLnixk-sc5fPoC7tB/view.
Casey, A., & MacPhail, A. (2018). Adopting a models-based approach to teaching physical education. Physical Education and Sport Pedagogy, 23(3), 294–310. https://doi.org/10.1080/17408989.2018.1429588.
Constantinides, P., Montalvo, R., Silverman, S. (2013). Teaching processes in elementary physical education classes taught by specialists and nonspecialists. Teaching and Teacher Education, 36, 68–76. https://doi.org/10.1016/j.tate.2013.07.004.
Constantinides, P (2022). Teaching Efficiency or Inefficiency in Elementary Physical Education. European Journal of Sport Sciences, 1(4), 6–12. https://doi.org/10.24018/ejsport.2022.1.4.23.
Dickinson, B. L., Lackey, W., Sheakley, M., Miller, L., Jevert, S., and Shattuck, B. (2018). Involving a real patient in the design and implementation of case-based learning to engage learners. Adv. Physiol. Educ. 42, 118–122. https://doi.org/10.1152/advan.00174.2017.
Che Mohd. (2014). Need for In-Service Training for Teachers and Its Effectiveness In School. International Journal for Innovation Education and Research, 2(11), 1-9. https://doi.org/10.31686/ijier.vol2.iss11.261.
Heras, C., Pérez-Pueyo, Á., Hortigüela-Alcalá, D., & Hernando-Garijo, A. (2017). ¿Es posible la ampliación del horario de Educación Física sin perjudicar a las demás materias? Ejemplo de organización de un Proyecto Deportivo de Centro tras cuatro años de implantación. In XII Congreso Internacional sobre la Enseñanza de la Educación Física y Deporte Escolar, Alto Rendimiento Servicios Editoriales y Formación Deportiva S. L. (Ed.).
Ferraz, R., Branquinho, L., Sortwell, A., Teixeira, E., Forte, P., Marinho, A. (2023). Teaching models in physical education: current and future perspectives. Montenegrin Journal of Sports Science and Medicine, 12(1), 53-60. https://doi.org/10.26773/mjssm.230307.
Guthold, R., Stevens, G. A., Riley, L. M., Bull, F. C. (2020). Global trends in insufficient physical activity among adolescents: a pooled analysis of 298 population-based surveys with 1·6 million participants. The Lancet Child and Adolescent Health, 4(1), 23–35. https://doi.org/10.1016/S2352-4642(19)30323-2.
Garcia, T., & Pintrich, P.R. (1996). Assessing Students’ Motivation and Learning Strategies in the Classroom Context: the Motivated Strategies for Learning Questionnaire. Alternatives in assessment of achievements, learning processes and prior knowledge. Edited by Menuch. Brenbaum, Filip JRC Dochy. Kluwer Academic Publishers. Boston/Dordrecht/London. 9-12. https://doi.org/10.1007/978-94-011-0657-3_12.
Goodyear, V., Dudley, D. (2015). “I’m a Facilitator of Learning!” Understanding What Teachers and Students Do Within Student-Centered Physical Education Models. Quest, 67(3), 274–289. https://doi.org/10.1080/00336297.
Gumbo, S., Magonde, S., Nhamo, E. (2017). Teaching Strategies Employed by Physical Education Teachers in Gokwe North Primary Schools. International Journal of Sport, Exercise and Health Research, 1(2), 61-65.
Guest. (1985). The case study method: Critical thinking enhanced by effective teacher questioning skills. The 18th Annual International Conference of the World Association for Case Method Research & Application. Retrieved from https://files.eric.ed.gov/fulltext/ED455221.pdf.
Gustiana, A. D., & Puspita, R. D. (2020). The Effect of Educative Games on the Physical Fitness of Kindergarten Children. Journal Pendidikan Jasmani Dan Olahraga, 5(2). https://doi.org/10.17509/jpjo.v5i2.24518.
Guthold, R., Stevens, G. A., Riley, L. M., Bull, F. C. (2020). Global trends in insufficient physical activity among adolescents: a pooled analysis of 298 population-based surveys with 1·6 million participants. The Lancet Child and Adolescent Health, 4(1), 23–35. https://doi.org/10.1016/S2352-4642(19)30323-2.
Herold, F. & Waring, M. (2017). Is practical subject matter knowledge still important? Examining the Siedentopian perspective on the role of content knowledge in physical education teacher education. Phys. Educ. Sport Pedagog. 22, 2245. https://doi.org/10.1080/17408989.2016.1192592.
Hofman, et. al, (2014). The impact of interactive engagement methods on students’ academic achievement.
Husain, Z., Hasan, A., Wahab, Julia Jantan, J. (2015). Determining Teaching Effectiveness for Physical Education Teacher. Procedia - Social and Behavioral Sciences, 172, 733 – 74.
Hidayat C, Setia A, Rohyana A, Purwanto D, Razali R, Rosalina M. (2023). Motivating Active Learning in Physical Education: Critical Thinking. European Journal of Educational Research, 12(2), 1137–1151. https://doi.org/10.12973/eu-jer.12.2.1137.
Issac, Jerin C. (2010). Methods and Strategies of Teaching: an overview. Pondicherry University Press.
Ilkiw, J. E., Nelson, R. W., Watson, J. L., Conley, A. J., Raybould, H. E., Chigerwe, M., et al. (2017). Curricular revision and reform: The process, what was important, and lessons learned. J. Vet. Med. Educ. 44, 480–489. https://doi.org/10.313 8/jvme.0316-068R.
Johnson, A. P. (2010). Making Connections in Elementary and Middle School Social Studies. 2nd Edn. London: SAGE.
Kougioumtzis K. (2006). Teacher Cultures and Professional Codes. A Comparative Study of PE Teachers in Sweden and Greece. Gothenburg: ACTA.
Kougioumtzis K, Patriksson G (2007). Framing physical education in Greek and Swedish schools. (3), 106–116.
Lengkana, A. S., & Sofa, N. S. N. (2017). Kebijakan Pendidikan Jasmani dalam Pendidikan. Jurnal Olahraga, 3(1), 1–12. https://doi.org/10.37742/jo.v3i1.67.
Lohaphaiboonkun, P. (2011). Survey on the opinions of the use for physical education curriculum. Journal of Human and Social Sciences, 2(1), 100-110.
Lumanog, J. T. (2016). Students’ Learning Styles and Preferred Teaching Styles of College Freshmen. LAMDAG, 7(1).
Lau, E., Hou, H. (Cynthia), Lai, J. H. K., Edwards, D., & Chileshe, N. User-centric analytic approach to evaluate the performance of sports facilities: A study of swimming pools. Journal of Building Engineering. 2021; 44. https://doi.org/10.1016/j.jobe.2021.102951.
Morgan P., Bourke S. (2005). ‘An investigation of pre-service and primary school teachers’ perspective on PE teaching confidence and PE teacher education’, Health and Lifestyles Journal (ACHPER), 52, 7–13.
Ningthoujam, R., Nongthombam, B., Sunderchand, M. (2017). Innovative Teaching Methods in Physical Education for Better Learning. Journal IJCRR. Vol 9. https://doi.org/10.7324/IJCRR.2017.9162.
Nur, L., & Malik, A. A. (2021). Basketball Skill Achievements: Comparison between Technical Approach and Tactical Approach based on Physical Fitness Level. Jurnal Pendidikan Jasmani Dan Olahraga, 6(2). https://doi.org/10.17509/jpjo.v6i1.31610.
Okebukola, P. (2010). Five years of higher education in Nigeria: Trends in quality assurance. http://www.unilorin.edu.ng.
Parra-González, M. E., López-Belmonte, J., Segura-Robles, A., & Moreno-Guerrero, A. J. (2021). Gamification and flipped learning and their influence on aspects related to the teaching-learning process. Heliyon, 7(2), e06254. https://doi.org/10.1016/j.heliyon.2021.e06254.
Pissanos, B.W., & Allison, P.C. (1996). Continued professional learning: A topical life history. Journal of Teaching in Physical Education, 16, 2-19.
Pérez-Farinós, N., López-Sobaler, A. M., Dal Re, M. Á., Villar, C., Labrado, E., Robledo, T., & Ortega, R. M. (2013). The ALADINO study: A national study of prevalence of overweight and obesity in Spanish children in 2011. BioMed Research International, 2013, 163687. https://doi.org/10.1155/2013/163687.
Phelps, A., Colburn, J., Hodges, M., & Hodges, M. (2021). A qualitative exploration of technology use among preservice physical education teachers in a secondary methods course.Teaching and Teacher Education, 105. https://doi.org/10.1016/j.tate.2021.103400
Poonsri, V. (2008). Mobile learning: Major challenges for engineering education. Frontiers in Education. https://doi.org/10.1109/FIE.2008.4720385.
Rovegno, I. (1994). Teaching within a curricular zone of safety: School culture and the situated nature of student teachers’ pedagogical content knowledge. Research Quarterly for Exercise and Sport, 65, 269-279.
Rovegno, I. (1998). The development of in-service teachers’ knowledge of a constructivist approach to physical education: Teaching beyond activities. Research Quarterly for Exercise and Sport, 69, 147-162.
Rovegno, I. C. (1992). Learning to teach in a field-based methods course: The development of pedagogical content knowledge. Teaching and Teacher Education, 8, 69-82.
Rink, J. E., & Hall, T. J. (2018). Research on effective teaching in elementary school physical education. The Elementary School Journal, 108(3), 207-218.
Santiago, J., Disch, J., & Morales, J. (2021). Elementary physical education teachers’ content knowledge of physical activity and health-related fitness. The Physical Educator, 69, 395–412.
Sangco, A. (2017). Emerging physical education teaching strategies and students’ academic performance: Basis for a development program. Journal of Physical Education. https://doi.org/10.5281/zenodo.7031217.
Sallis, J. F., McKenzie, T. L., Beets, M. W., Beighle, A., Erwin, H., & Lee, S. (2012). Physical education’s role in public health: Steps forward and backward over 20 years and HOPE for the future. Research Quarterly for Exercise and Sport, 83(2), 125-135. https://doi.org/10.1080/02701367.2012.10599842.
Sebran, A. (1995). Preservice teachers’ reflections and knowledge development in a field-based elementary physical education methods course. Journal of Teaching in Physical Education, 14, 262-283.
Siayi, J., Pangani, I., & Mabagala, S. (2023). Teachers’ pedagogical beliefs about teaching physical education in Tanzanian secondary schools. Papers in Education and Development, 41.
Uchechi, B. A. O. (2021). The role of teaching and learning aids/methods in a changing world. Bulgarian Comparative Education Society, 19. ISSN 2534-8426.
Vukelja, M., Milanovic, D., & Salaj, S. (2022). Physical activity and sedentary behaviour in Croatian preschool children: A population-based study. Montenegrin Journal of Sports Science and Medicine, 11(1), 37–42. https://doi.org/10.26773/mjssm.220304.
Xiang, P., Lowly, S., & McBride, R. (2002). The impact of a field-based elementary physical education methods course on pre-service classroom teachers’ beliefs. Journal of Teaching Physical Education, 21, 145–161.
Zhan, Z., Mei, H., Liang, T., Huo, L., Bonk, C., & Hu, Q. (2021). A longitudinal study into the effects of material incentives on knowledge-sharing networks and information lifecycles in an online forum. Interactive Learning Environments. https://doi.org/10.1080/10494820.2021.1897844.
Wang, N., Chen, J., Tai, M., & Zhang, J. (2021). Blended learning for Chinese university EFL learners: Learning environment and learner perceptions. Computer Assisted Language Learning, 34, 297–323. https://doi.org/10.1080/09588221.2019.1607881.
Weinert, F. E. (2001). Concept of competence: A conceptual clarification. In D. Rychen & L. Salganik (Eds.), Defining and selecting key competencies. Seattle: Hogrefe & Huber Publishers.
Wells, M. (2021). The Allan Wells book of sprinting. London: England Publishing Limited.