The purpose of this study was to investigate sources of knowledge acquisition of high school team sport coaches. Six teacher/coaches were interviewed using a semi-structured open-ended interview format. Cote, Salmela, and Russell's (1995) guidelines were used to inductively analyze and interpret the data. Results revealed three higher-order categories: (a) sources of knowledge acquisition, which highlighted the different ways coaches acquired their knowledge, including their physical education teacher training, observations and interactions with other coaches, as well as clinics and books; (b) personal and contextual factors, which included the internal and external factors influencing coaches' motivation and commitment to coach, including the challenges faced when teaching and/or coaching; (c) coaching tasks and duties which highlighted coaches' interactions with athletes, as well as their approach to training and competition. Interestingly, many of the findings in the current study were similar to those highlighted in previous studies pertaining to elite coach development, regardless of their undergraduate physical education teacher education (PETE) program or the fact that this sample was coaching high school athletes. However, results provided evidence to support the relative importance of practical coaching experience and interactions with other coaches as central in the development of these coaches. From a practical perspective, these findings could potentially enhance the quality and standard of formal coach education and PETE programs by incorporating more practical elements into the training of coaches and teacher/coaches.

No description available.

Given the findings, The implication of this study include: first, government should provide professional development on the PE curriculum innovation to pre-service teachers and TGfU training program to shool PE teachers; second, the major content and instructional strategies of the TGfU professional development program should be adjusted in universities, and third, the school environment context should be developed. / The first study (Chapter 3) examined pre-service teachers' perception of TGfU and factors influencing their perception of TGfU. Piaget's (1970) cognitive constructivism and Vygotsky's (1978) social constructivism provided a theoretical framework to steer the research purposes and design. By adopting a qualitative approach, 20 pre-service PE teachers (F=8, M=12) were recruited for individual semi-structured interviews. Data were analyzed using content analysis (Patton, 2002). Findings indicated TGfU is beneficial for students due to its propensity to make students feel fun, stimulate their thinking, and to be wholly inclusive. However, difficulties in understanding the nature of TGfU and implementing TGfU were encountered. Most of the pre-service teachers reported they would use TGfU in the future while some of them preferred to implement the skill-based approach during the teaching practicum due to the limited perceived support from cooperative teachers towards TGfU and short time of teaching practicum. Finally, individual factors including game knowledge, teacher beliefs, prior teaching and learning experience and social factors such as government policy, school context, and support from peers, teacher educators, and cooperative teachers were identified to influence pre-service teacher perception of TGfU. / The second study (Chapter 4) investigated pre-service PE teachers' teaching behavior towards TGfU and the factors determining their teaching behavior towards TGfU. Theory of Planned Behavior by Ajzen (1991) was applied to guide the formulation of research purpose and design. The case study design (Merriam, 1998) was conducted with six pre-service teachers. Data collection consisted of documentation, systematic observation and semi-structured interviews. Data were analyzed using descriptive statistics and content analysis. Findings from the case studies indicate that pre-service teachers cannot implement the TGfU model effectively. Three groups of factors including attitude (pre-service teachers' attitude towards TGfU), subjective norm (the support from cooperating teachers, university supervisors, other school PE teachers, and students), and perceived behavior control (space, class time, equipments, game knowledge, TGfU conceptual understanding, students skill level, and classroom discipline) were identified to determine intention of pre-service teachers to adopt TGfU and subsequent TGfU teaching behavior. Among these factors, perceived behavior control was important because most of the pre-service teachers could not implement TGfU effectively mainly due to the constraints of resources and TGfU conceptual understanding. / The third study (Chapter 5) focuses on three groups of teachers including pre-service teachers, cooperating teachers and university supervisors. The purpose of this study is to examine the awareness, attitude, and understanding of the three groups of teachers regarding TGfU, as well as to investigate the mutual interactions among them during mentoring in TGfU teaching. The theoretical framework of this study was based on situated learning theory (Wenger, 1998). Ten pre-service teachers, nine cooperating teachers, and three university supervisors were invited as participants. The written artifacts and semi-structured interviews (Patton, 2002) were conducted for data collection. Qualitative data were analyzed using data analysis (Patton, 2002). Findings indicate that there is a mutual interaction between pre-service teachers and their mentors. Mentoring provided by university supervisors has positive impact on the understanding and implementation of TGfU by pre-service teachers. Meanwhile, cooperating teachers and university supervisors also obtained benefits from mentoring in the TGfU teaching. However, the impact of mentoring provided by cooperating teachers on the implementation of pre-service teachers of TGfU is limited. The mutual interaction may be attributed to the following differences of the three groups in terms of awareness, attitude, and understanding towards TGfU including: first, pre-service teachers and university supervisors are more aware of TGfU compared with cooperating teachers due to relevant pedagogical courses and practical teaching experience; second, although the three groups of teachers all have positive attitudes towards TGfU, the reasons associated with such attitudes differ; and third, the three groups of teachers all hold constructivist views on TGfU but cooperating teachers seemed to be confused with the concept of TGfU. / This work has three objectives: to examine the perceptions of pre-service Physical Education (PE) teachers on Teaching Games for Understanding (TGfU), including the factors influencing their perceptions; to investigate the teaching behaviors of pre-service teachers towards TGfU, including the determinants predicting such behaviors; and to explore the mutual interactions among pre-service teachers, cooperating teachers, and university supervisors during mentoring in TGfU teaching. / Wang, Lijuan. / Adviser: Sau Ching Amy Ha. / Source: Dissertation Abstracts International, Volume: 73-03, Section: A, page: . / Thesis (Ph.D.)--Chinese University of Hong Kong, 2010. / Includes bibliographical references (leaves 230-261). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [201-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstract also in Chinese; appendixes B, E, H, and J in Chinese.

by Li Yuk-keung, Daniel. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1991. / Bibliography: leaves 110-116. / Chapter CHAPTER 1. --- INTRODUCTION --- p.1 / Chapter 1.1) --- AIMS OF THE STUDY --- p.5 / Chapter 1.2) --- REVIEW OF LITERATURE --- p.5 / On Comparative Approach and Methodology in Education and Physical Education --- p.5 / "On Curriculum, Teacher Education Curriculum, and PETE (PE Teacher Education) Curriculum" --- p.9 / On PETE Curriculum in a Comparative Perspective --- p.16 / Chapter 1.3) --- DEFINITIONS --- p.24 / Curriculum --- p.24 / Physical Education --- p.25 / Chapter 1.4) --- JUSTIFICATIONS ON THE COMPARABILITY OF HONG KONG AND SINGAPORE --- p.27 / Chapter 1.5) --- SCOPE OF THE STUDY --- p.29 / Chapter 1.6) --- METHOD OF STUDY --- p.30 / Framework of the Study --- p.30 / Framework for Analysis and Interpretation --- p.32 / Elaboration on Curriculum Purpose --- p.35 / Elaboration on Curriculum Content --- p.37 / Elaboration on Curriculum Organization --- p.38 / Elaboration on Curriculum Evaluation --- p.40 / Procedure --- p.44 / Chapter CHAPTER 2. --- HONG KONG AND SINGAPORE PETE CURRICULA: A DESCRIPTION --- p.45 / Chapter 2.1) --- HONG KONG PETE SYSTEM AND THE RESPECTIVE PETE CURRICULA --- p.45 / Purpose --- p.49 / Content and Organization --- p.51 / Evaluation --- p.54 / Chapter 2.2) --- SINGAPORE PETE SYSTEM AND THE RESPECTIVE PETE CURRICULA --- p.54 / Purpose --- p.55 / Content and Organization --- p.56 / Evaluation --- p.58 / Chapter CHAPTER 3. --- HONG KONG AND SINGAPORE PETE CURRICULA: AN INTERPRETATION --- p.61 / Chapter 3.1) --- AN INTERPRETATION OF THE HONG KONG PETE CURRICULA --- p.61 / Purpose --- p.61 / Content --- p.67 / Organization --- p.71 / Evaluation --- p.74 / Chapter 3.2) --- AN INTERPRETATION OF THE SINGAPORE PETE CURRICULA --- p.76 / Purpose --- p.76 / Content --- p.80 / Organization --- p.81 / Evaluation --- p.83 / Chapter CHAPTER 4. --- HONG KONG AND SINGAPORE PETE CURRICULA: A JUXTAPOSITION --- p.87 / Purpose --- p.88 / Content --- p.89 / Organization --- p.90 / Evaluation --- p.91 / Chapter CHAPTER 5. --- HONG KONG AND SINGAPORE PETE CURRICULA: A COMPARISON --- p.92 / Chapter 5.1) --- A COMPARISON OF THE PURPOSES OF CURRICULA --- p.92 / Chapter 5.2) --- A COMPARISON OF THE CONTENTS OF CURRICULA --- p.93 / Substantive Contents --- p.96 / Chapter 5.3) --- A COMPARISON OF THE ORGANIZATION OF CURRICULA --- p.98 / Scope --- p.98 / Sequence --- p.100 / Chapter 5.4) --- A COMPARISON OF THE EVALUATION OF CURRICULA --- p.101 / Chapter 5.5) --- A COMPARISON OF THE STRENGTH AND WEAKNESSES OF CURRICULA --- p.103 / Chapter CHAPTER 6. --- RECOMMENDATIONS AND CONCLUDING REMARKS --- p.106 / Purpose --- p.106 / Content --- p.107 / Organization --- p.107 / Evaluation --- p.108 / Concluding Remarks --- p.108 / REFERENCES AND BIBLIOGRAPHY --- p.110 / APPENDIX (Assessment of Students for Internal Promotion and Requirements Leading to the Awards of a Teacher's Certificate in Hong Kong) --- p.117

The purpose in writing the handbook of instruction is two-fold: 1. To provide physical training instructors with essential and functional information concerning the aim, objectives, activities, and procedures for the administration and conduct of the selected physical training program of the 308th College Training Detachment at Texas Agricultural and Mechanical College. 2. To obtain uniformity in the conduct of the physical training program by various instructors.

The purpose of this study was to identify competencies which are perceived as important by Thai adapted physical educators, to determine the differences that exist in the way physical education professors and adapted physical educators judge the level of each competency, and to recommend a set of competencies for adapted physical educators in Thailand. The questionnaire, Competencies for an Adapted Physical Educator in Thailand containing 59 competencies based on 6- point Likert type scales, was used in this study. The fifty-nine competencies were translated from the Competencies for an Adapted Physical Education Specialist, modified by Dempsey (1986) from the 1981 AAHPERD Guidelines for Adapted Physical Education. The meaning equivalence of the competencies was validated by using the Delphi method along with the back translation technique. The computed reliability coefficients of the questionnaire, using the Hoyt-Stunkard's technique was .9577. The study's population consisted of 31 College and university professors who have taught adapted physical education courses to college/university students and 40 adapted physical educators who have conducted physical activities for people with disabilities in schools and institutions for the disabled in Thailand. Data collection was completed in an eight-week period. Means, standard deviations, a t-test and the Bonferroni Method of Multiple Comparisons were used to treat these data. The results showed that 1) the competencies were perceived as extremely important by professors and adapted physical educators in Thailand, 2) the perceptions of professors and physical educators on the competency statements individually and overall were similar since the null hypotheses were not rejected, and 3) the relationship of both groups on the importance of each competency and competency category was high with a Spearman rank correlation of .7842, and .8857 respectively. Based upon the findings of this study, it was recommended that this set of competencies should be used as guidelines for the preparation of adapted physical educators in Thailand. / Graduation date: 1992

The purpose of this study was to explore the relationship between divergent thinking and Schmidt's schema theory of motor learning in a population of first year University physical education students. / Problem solving teaching methodology was used as the intervention program in this study and the main sources of data were the Torrance Tests of Creative Thinking and tests of Schmidt's schema theory designed by the researcher. Descriptive data were used to explain the intervention program. / A mixed model analysis of variance was used to compare the pre-test and post-test performance on Torrance Tests of Creative Thinking (TTCT), and the Pearson product-moment correlation technique was used to compare the results of the TTCT post-test and the Schmidt test. / Results showed minimal differences attributable to the intervention and no relationships between the two tests. Analysis of the descriptive data suggests several limitations to the intervention program and some suggestions for further research are offered.

No description available.

The purpose of this study was to develop a profile of Christian College physical education faculty members regarding their academic preparation, professional experience, and selected duties, as well as to identify important components of graduate preparation at the doctoral level for future faculty at these institutions. A survey instrument was selected from a review of previous research and adapted for use in this study. The revised instrument was divided into three parts; academic preparation, classroom teaching experience, and coaching and administrative duties. Institutions chosen for the study were selected from the Coalition of Christian Colleges and Universities. Seventy schools with physical education programs were identified. Department heads at these institutions identified 370 faculty members who met the criteria for participation in the study. Two hundred nineteen surveys were returned for a response rate of 58%. The presentation of the findings are presented in the following areas: the profile of faculty members in relation to their academic preparation, teaching experience and coaching and administrative duties; the perceptions of faculty in relation to teaching competence and value of graduate coursework; the faculty member's perceived competence in and importance of certain administrative skills in their current position; and the demographics of institutions represented in this study. Data indicated that faculty who taught in areas outside their graduate preparation perceived themselves as less competent than those with specific graduate coursework in that area. Approximately 28% of courses taught by faculty in this study were taught by faculty without graduate coursework in that area. A large percentage of faculty in the study who coached did so at the secondary level prior to coaching at the collegiate level. They also served as an assistant prior to becoming a college head coach. A majority of faculty (67%) served in some type of administrative capacity during their career. Faculty perceived themselves as more competent in specific administrative skills when they received graduate preparation in those areas. / Graduation date: 2006

Using a qualitative case study approach, the purpose of the study was to explore the nature of the practical knowledge about teaching constructed by physical education preservice teachers during their practicum experience, that is, to gain insights into the 'sense making' process in which preservice teachers engage as they learn to teach during this experience. In addition, the study examined the factors which enhance or constrain this constructive process. The data analysis was guided by two research questions: What is the nature of the practical knowledge about teaching constructed by physical education preservice teachers during their practicum experience?; and what factors influence (enhance or constrain) the development of this knowledge during the practicum experience? The study was situated within the everyday experiences of four physical education preservice teachers as they completed an extended (thirteen week) practicum in secondary school settings. The methods used to collect data were those associated with qualitative case studies. They included lesson observations, in-depth interviewing, video and stimulated recall sessions of lessons taught by the participants, and journal writing. Separate cases have been written for each of the four participants, while the final chapter discusses the substantive issues that have arisen from the study. There were a number of conclusions that emerged from the study. With regards to the nature of practical knowledge constructed by preservice teachers the findings include its thematic development, the dynamic transformation of 'knowing that' into 'knowing how', how practical knowledge was evident but rarely heard in the practice of preservice teachers, and the role of each participant's image of himself or herself as a physical educator. A number of factors were identified that enhanced or constrained this process. These factors include prior coaching experiences, the role of sponsor teachers, the impact of university faculty advisors, video and stimulated recall sessions, and the teaching of a second subject by each participant. The study concludes by outlining a number of implications for teacher education. First, it suggests that during their teacher education program preservice teachers need to be taught how to learn from experience and that sponsor teachers have a key role to play in this process. Second, that biography has a significant impact in directing what and how preservice teachers learn about teaching during a practicum and that preservice teachers must be encouraged to examine and look beyond their own experiences when learning how to teach.