Denna studie handlar om idrottslärares syn, stöd och utvecklingsmöjligheter om psykisk hälsoundervisning på skolan. Studien avser att besvara följande frågeställningar:  ● Hur förstår och uttrycker idrottslärare psykisk hälsoundervisning?  ● Vilka svårigheter och möjligheter upplever idrottslärare om psykisk hälsoundervisning?  ● Vilket stöd får idrottslärare för psykisk hälsoundervisning? Totalt har fem semistrukturerade intervjuer genomförts med idrottslärare, där alla har erfarenhet av att jobba i grundskolan. Fyra av fem intervjuer genomfördes på Zoom, och ljudinspelningen skedde via programmets egen inspelningsfunktion. En intervju genomfördes fysiskt, där användes både ljudinspelningsutrustning och anteckningar. Efter att ha genomfört intervjuerna transkriberades dem och tolkades med hjälp av teoretiska utgångspunkter.  Resultatet på den första frågeställning som berör idrottslärarnas syn på psykisk hälsoundervisning är att det är en ständig process, tolkas olika och att den tar olika mycket plats. Resultatet på den andra frågeställningen är att svårigheterna bakom att undervisa om ämnet är att det kan upplevas känsligt och kan förvärra livssituationer för vissa elever. Möjligheterna som fanns var att elever kan genom kunskap om ämnet bli rustade att möta psykiska besvär. Resultatet på den tredje frågeställningen visade på att hjälp av skolan erbjuds men bara vid förfrågan och att upplevelsen av utbildning om psykisk hälsa var att den var nästintill obefintlig. / This study is about physical education teachers' views, support and development of opportunities for mental health education at school. The study intends to answer the following questions:   ● How do physical education teachers understand and express mental health education?   ● What difficulties and opportunities do physical education teachers experience with mental     health education?  ● What support do physical education teachers receive for mental health education?  A total of five semi-structured interviews were conducted with physical education teachers, all of whom have experience of working in primary school. Four out of five interviews were conducted on Zoom, and audio recordings were made through the program's own recording function. An interview was conducted physically, using both audio recording equipment and notes. After conducting the interviews, they were transcribed and interpreted by using scientific theories.  The result of the first question, that concerns the physical education teachers' view of mental health education, is that it is a constant process, interpreted differently and that they take up different amounts of space. The result of the second question is that the difficulties behind teaching about the subject is that it can be experienced as sensitive, and can aggravate life situations for some students. The opportunities the teachers found were that the students can, through knowledge of the subject, be equipped to face mental health problems. The result of the third question was that the teachers can get help from the school, but only when requested and that they experienced their education about mental health was almost non-existent.

The importance of access to quality physical education (PE) among children is well-documented. The onset of the COVID-19 pandemic, however, resulted in significant shifts in PE curriculum delivery alongside a rapid uptake by PE teachers of new technologies. Although some research about integrating technology into teaching does exist, there is very little data about virtual learning in elementary school, particularly in the context of physical education. There are also clear gaps in the literature about teaching PE virtually during a pandemic. As such and in this study, I sought to fill a critical gap in the existing literature by identifying what specific factors shaped elementary physical education delivery during the COVID-19 pandemic, as well as barriers and facilitators to successful curriculum delivery, and I drew implications for future emergency response needs.This mixed-methods study examined elementary physical education teachers’ perceptions of teaching virtually during the spring of 2020 and/or 2020-2021 school year. The study’s sample drew on PE teachers from urban, rural, and suburban settings across the US, which included diverse experiences to explore teachers’ perceptions of virtual teaching during the COVID-19 pandemic. Surveys and focus groups were utilized. Results from this study elucidated that physical education teachers were challenged by limited space, equipment, internet use, and distraction within the environment when teaching. However, teachers in this sample also discussed their tenacity to help their students stay active by delivering supplies to families, posting on social media, and teaching how to make alternative equipment. Teachers also reported that the more support they received (for example, via social emotional support and also specific technology support), the less stress they felt during remote teaching. At the same time, the higher the teacher perception on live lesson participation, the more efficacious the teachers felt. The expectations of PE teachers during COVID varied from region to region, and the ever-changing schedules made teaching PE that more difficult. Although there has been some research on teaching virtually, before the pandemic there was very little research about specifically teaching elementary PE virtually. The need to pivot to remote instruction is part of our future. The implication of this work helps support the need for further education of public health goals. The need for a platform that supports PE and elementary age children is needed to best support this work. Using technology as an enrichment and supplement for PE to help reach this goal could be a positive outcome of this pandemic. The use of virtual platforms will also help deliver PE content to families and allow for technology skill development through targeted practice for any future need to pivot to remote.

Studiens syftar till att utveckla förståelse för idrottslärares friluftslivsundervisning inom idrott och hälsa. Studiens utgår från Biestas tre undervisningsfunktioner om kvalificering, socialisering och subjektifiering. Det bidrar med att undersöka vilket kunnande som idrottslärare vill förmedla till sina elever samt vilka värden, normer och attityder som idrottslärare också vill förmedla till sina elever. Intervjuer har genomförts med idrottslärare för att undersöka hur de uttrycker sig om kunnande, värden, normer och attityder gällande friluftslivsundervisningen. Sex idrottslärare deltog i studien och deras svar har sedan analyserat med hjälp av en tematisk analys för att få fram resultatet i studien. Resultatet visade att idrottslärare prioriterade att förmedla vidare värden, normer och attityder till sina elever i friluftslivsundervisningen. De förmedlade även kunnande som de ansåg som viktigt till sina elever men det var inte kunnandet som ansågs ha det största fokuset utifrån hur idrottslärarna uttryckte sig om deras friluftslivsundervisning. / The study’s aim is to develop an understanding of physical education teachers friluftsliv education in physical education. The study is based in Biesta´s three teaching functions of qualification, socialization, and subjectification. It contributes to investigating what knowledge physical education teachers want to convey to their students and what values, norms and attitudes physical education teachers also want to convey to their students. Interviews have been conducted with physical education teachers to investigate how they express themselves about knowledge, values, norms, and attitudes regarding friluftsliv education. Six physical education teachers participated in the study and their responses were then analyzed using a thematic analysis to produce the results of the study. The results showed that physical education teachers prioritized passing on the values, norms, and attitudes to their students in friluftsliv education. They also imparted knowledge that they considered important to their students, but it was not the knowledge that was considered to have the biggest focus based on how the physical education teachers expressed themselves about their outdoor education.

Twenty subjects were audio and video taped during their exercise leadership examination. The tapes were used to code the interactions that occurred between the exercise leaders and the participants in the simulated cardiac rehabilitation exercise session using an interaction analysis system developed specifically for this physical activity setting group. The system identified interactions that could occur during the warm-up, stimulus, and cool-down phases of the session. The tapes were coded using the Datamyte 801 Observational Recorder. The phases of the sessions were coded individually. A frequency count was made as the interaction categories occurred. The frequencies were converted into rates of interaction (f•min⁻¹) for comparison. The mean rates of interaction were low for the phases and overall (warm-up= .38/min; stimulus= .59/min; cool-down= .29/min; total= .46/min). The individual subject's rates of interaction were all less than 1 interaction per minute (minimum= .28/min; maximum= .72/min). Related t-tests across category facets between phases showed the instruction and explanation facets in the warm-up phase differed significantly from the same facets in the stimulus phase. The compliance facet differed significantly in the stimulus phase from the compliance facet in the other two phases. The monitor facet in the stimulus phase differed significantly from the monitor facet in the cool-down phase. There was no significant differences across facets between the warm-up and cool-down phases. Higher rates of interaction occurred more frequently in the stimulus phase. The coding showed the differences in the interactions of the exercise leaders in the different phases in the simulated exercise session. The low rates of interaction suggest that the exercise leaders may have been reactive to the specific examination situation in which these data were collected. / M.S.

published_or_final_version / Education / Master / Master of Education

The problem in this study was to examine the relationship between health education and physical education as areas of specialization as perceived by selected health and physical educators in five southwestern states. Data for the study were obtained by use of a questionnaire. Surveyed educators consisted of college and university department chairmen, secondary curriculum directors, and secondary instructors. The data were presented in such a manner to indicate opinions of the total group of respondents as well as those of each of the three categories. The findings of the study indicate that health education and physical education are related historically and are substantially related at the current time, and that specialization in teacher preparation and instruction in each area is desirable.

Submitted in fulfillment of the requirements of the degree of Master of Information and Communications Technology, Durban University of Technology, Durban, South Africa, 2016. / Information and Communication Technologies (ICTs) are omnipresent in the world and that includes the worlds of sport, education and physical education (PE). However, there seems to be a scarcity of PE teachers who are well aware of the benefits of the use of ICTs in PE. The aim of this study is therefore to design a model of the factors affecting the perceived awareness of PE teachers of the benefits of the use of ICTs in PE. This aim is sub-divided into four research objectives: (a) to select relevant technology adoption theories for the design of a model of the factors affecting the perceived awareness of PE teachers of the benefits of the use of ICTs in PE; (b) to design a conceptual model of the factors affecting the perceived awareness of PE teachers of the benefits of the use of ICTs in PE; (c) to empirically test the above mentioned conceptual model; and, (d) to make appropriate recommendations from the knowledge of the factors affecting the perceived awareness of PE teachers of the benefits of the use of ICTs in PE. Objectives a, b, and d were accomplished through the review of existing literature on the factors affecting the adoption of e-learning by teachers. As for objective c, it was achieved through the survey of 73 teachers from Camperdown schools in the UMgungundlovu District Municipality of the KwaZulu-Natal province of South Africa. Here is a summary of how these objectives have been met in this study: (a) The Technology Adoption Model (TAM) serves as the theoretical model behind the choice of the research variables of this study; (b) This study hypothesizes that PE teachers’ perceived awareness of the benefits of the use of ICTs is affected by the following variables: demographics, performance expectancy, social influence, and computer attitude; (c) The survey conducted by this study confirms that PE teachers’ perceived awareness of the benefits of the use of ICTs is affected by their performance expectancy, and by three teachers’ demographics (computer usage, gender, and age group); (d) This study calls for more research on the factors affecting teachers’ awareness of the benefits of ICTs, since the study failed to find enough literature on this topic. / M

Purposes for engaging in physical activities were examined from the perspective of university students enrolled in physical activity classes and kinesiology faculty. Data was collected from 473 students and 20 faculty members. Both groups completed the Personal Purposes and Meanings in Movement Inventory (PPMMI). Independent t-tests were conducted for each of the twenty-two purpose statements to determine differences between faculty and students in the rating of purposes. Students attending individual sport activity classes rated self-knowledge, transcendence, object projection/reception, awareness, competition, neuromuscular efficiency, movement appreciation, and muscular strength significantly lower (p<.01) than the faculty. Students attending team sport activities rated self-knowledge, transcendence, participation, object projection/reception, teamwork, awareness, competition, leadership, and expression significantly (pc.01) lower than the faculty. Students attending fitness activity classes rated self-knowledge, competition, leadership, transcendence, participation, teamwork, circulo-respiratory efficiency, and personal integration significantly (p<.01) lower than faculty.

Esta dissertação de mestrado busca na etnografia, compreender como se configura a autonomia de professores de Educação Física em uma cultura particular da Rede Municipal de Ensino de Porto Alegre? Assim, partindo dessa problemática, o referencial teórico que da suporte a esta dissertação se pauta no entendimento de que a escola e a Educação Física não são “células” individuais, separadas da sociedade em que se inserem e sim são parte importante no processo de construção e reconstrução desta, sendo influenciadas ao passo que também influenciam neste processo. Nesse sentido, primeiramente busquei contextualizar a partir da sociologia e da pedagogia crítica, de que maneira entendo essa relação de entre a instituição escolar e a sociedade contemporânea, partindo da relação entre o contexto macrossocial e o trabalho docente, pensando nas forças que operam e interferem no cotidiano escolar, nos processos de ensino aprendizagem e nas condições de trabalho docente. Partindo desse entendimento, construí paralelamente, o entendimento de autonomia docente que a partir de Contreras (2012) e Freire (2013), caracterizada não apenas como liberdade do “fazer”, mas também um processo de emancipação, coletivo - através de relações - que visa à transformação de toda a retórica neoliberal que circunscreve o sistema educacional brasileiro. Assim, liberdade e autonomia são conceitos que demandam reflexão, consenso entre o discurso e a ação, consciência do lugar que se está situado. Refletindo sobre a questão norteadora deste estudo e a complexidade das relações inseridas no objeto de estudo, a opção pela etnografia se dá na medida em que possibilita a interpretação dos aspectos simbólicos que configuram o contexto estudado e que só é possível a partir de uma imersão do pesquisador no campo e descrição densa das relações estabelecidas ali. Por sua vez, o trabalho de campo teve duração de quatro meses – agosto a dezembro de 2014 – utilizando como principal instrumento de coleta de informações a observação participante, juntamente a análise de documentos como o PPP da escola, currículo construído pelo coletivo docente da EFI e o Documento orientador para o ano letivo de 2016 instituído nas escolas da RMEPOA. Utilizei registros em diários de campo e entrevistas semiestruturadas. A partir da análise das informações se delinearam duas principais categorias “Autonomia da escola: gestão administrativa e pedagógica” e “Representações sociais e autonomia da EFI”. Assim, as interpretações realizadas demonstram que no contexto pesquisado a autonomia é ”encharcada” por diversas representações sociais, construídas pelo coletivo docente e equipe diretiva. Estas representações estão ligadas ao entendimento de que a autonomia do professor de Educação Física está relacionada ao pedagógico. O estudo também demonstra que em contextos com modelos de gestão “verticais” a autonomia tem menor possibilidade de ser integral. / This dissertation seeks ethnography, understand how to set up the autonomy of physical education teachers in a particular culture of the Municipal School of Porto Alegre? Thus, starting from this issue, the theoretical framework that support this thesis is guided on the understanding that the school and physical education are not "cells" individual, separated from the society in which they operate, but are an important part in the construction process and reconstruction thereof, while being influenced also influence this process. In this sense, first sought to contextualize from sociology and critical pedagogy, how understand this relationship between the school and the contemporary society, based on the relationship between the macro social context and the teaching work, thinking about the forces that operate and interfere in school life, in teaching and learning processes and working conditions of teachers. Based on this understanding, built in parallel, the understanding of teaching autonomy from Contreras (2012) and Freire (2013), characterized not only as freedom of 'doing', but also a process of emancipation, collective - through relationships - that It aims to transform the entire neoliberal rhetoric that circumscribes the Brazilian educational system. Thus, freedom and autonomy are concepts that require reflection, consensus between speech and action, place of consciousness that is located. Reflecting on the main question of this study and the complexity of the relationships entered the study object, the ethnography option is given to the extent that allows the interpretation of the symbolic aspects that form the context studied and that is only possible from an immersion researcher in the field and dense description of relationships established there. In turn, the field work lasted four months - from August to December 2014 - using as main tool for information gathering participant observation, along document analysis as school PPP, curriculum built by the teacher collective EFI and the guiding document for the year 2016 set up in schools RMEPOA. I used records in field diaries and semistructured interviews. From the analysis of the information is outlined two main categories "school autonomy: administrative and pedagogical management" and "Social representations and autonomy of EFI." Thus, the interpretations made show that in the context researched autonomy is "soaked" by various social representations built by the teacher collective and management team. These representations are linked to the understanding that the autonomy of the physical education teacher is related to teaching. The study also shows that in contexts with management models 'vertical' autonomy has less chance of being full. / Esta tesis tiene por objeto la etnografía, entender cómo configurar la autonomía de los profesores de educación física en una cultura particular de la Escuela Municipal de Porto Alegre? Por lo tanto, a partir de este número, el marco teórico que apoyan esta tesis es guiado en el entendimiento de que la escuela y la educación física no son individuales "células", separado de la sociedad en la que operan, pero son una parte importante en el proceso de construcción y la reconstrucción de los mismos, mientras que ser influenciado también influyen en este proceso. En este sentido, solicitó, por primera contextualizar desde la sociología y la pedagogía crítica, cómo entender esta relación entre la escuela y la sociedad contemporánea, basada en la relación entre el contexto macro social y el trabajo docente, pensando en las fuerzas que operan e interfieren en la vida escolar, en los procesos de enseñanza y aprendizaje y las condiciones de trabajo de los maestros. Sobre la base de este entendimiento, construido en paralelo, la comprensión de la enseñanza de la autonomía de Contreras (2012) y Freire (2013), que se caracteriza no sólo por la libertad de "hacer", sino también un proceso de emancipación, colectiva - a través de relaciones - que Su objetivo es transformar toda la retórica neoliberal que circunscribe el sistema educativo brasileño. Por lo tanto, la libertad y la autonomía son conceptos que requieren reflexión, el consenso entre el discurso y la acción, lugar de conciencia que se encuentra. Al reflexionar sobre la cuestión principal de este estudio y la complejidad de las relaciones entraron en el objeto de estudio, la opción de la etnografía se da en la medida en que permite la interpretación de los aspectos simbólicos que forman el contexto estudiado y que sólo es posible a partir de una inmersión investigador en el campo y densa descripción de las relaciones establecidas allí. A su vez, el trabajo de campo duró cuatro meses - desde 08 hasta 12, 2014 - utilizando como herramienta principal para la recopilación de información observación participante, a lo largo de análisis de documentos como PPP escolar, el currículo construido por el maestro EFI colectiva y el documento de orientación para el año 2016 creó en RMEPOA escuelas. Solía registros en diarios de campo y entrevistas semiestructuradas. A partir del análisis de la información se esboza dos categorías principales "autonomía escolar: gestión administrativa y pedagógica" y "Representaciones sociales y la autonomía de EFI." Por lo tanto, las interpretaciones realizadas muestran que en el contexto investigado la autonomía es "empapado" por diversas representaciones sociales construidas por el equipo de gestión colectiva y maestro. Estas representaciones están relacionados con el entendimiento de que la autonomía del profesor de educación física está relacionada con la enseñanza. El estudio también muestra que en contextos con autonomía modelos de gestión "vertical" tiene menos posibilidades de estar lleno.

Thesis (M.Ed.)--University of Hong Kong, 1992. / Includes bibliographical references (leaf 118-126). Also available in print.