Published
April 2, 2018
| Pages: 457-461 | Views: 1033
Abstract
The purpose of this study was to examine perceptions and practice of safety classes within elementary PE curriculum with PE specialist teachers. Five elementary PE specialist teachers who had at least five years of teaching experience participated in this study. Data were collected from non-participant class observations, in-depth interviews, and documents. Data were analyzed through the inductive categorical analysis. The results of this study are as follows: First, PE specialist teachers perceived that safe PE classes can be achieved by dealing with risks embedded within PE classes such as subject-innate, facility, environmental, and managerial components. Second, PE specialist teachers implemented safety classes by: (a) intentional class activities with detailed lesson plans, (b) reconstructing curriculum, and (c) making safety as a habit not as information acquisition. Third, participants had difficulty in teaching safety in PE classes due to: (a) outcome-oriented safety-first policy, (b) breach of safety codes between teacher and administrator, (c) limited contact with students, and (d) different level of sensitivity to safety issues. The findings suggest that teaching safety in PE classes are complex pedagogical activities that goes beyond teaching CPR or first aids and teacher education program should conceptualize safety issues from a pedagogical perspective.
Listen -
References
Bailey, R. (2002). Questioning as a teaching strategy in physical education. The Bulletin of Physical Education, 38(2), 119-126.
Barney, D. & Deutsch, J. (2012). Attitudes and perceptions of elementary classroom teachers use of physical education time for planning. International Electronic Journal of Elementary Education, 4(2), 367-376. Retrieved December 1, 2017, from https://www.iejee.com/index.php/IEJEE/article/view/204
Beaumont, G. (2007). Health and Safety. Physical Education Matters, 2(1), 31.
Brooks, C. & Thompson, M. D. (2015). Insideness and outsideness: An autoethnography of a primary physical education specialist teacher. European Physical Education Reivew, 21(3), 325-339. doi: 10.1177/1356336X14568126
Caine, D., Maffulli, N., & Caine, C. (2007). c: Injury rate, risk factors, and prevention. Clinics in Sports Medicine, 27(1), 19-50. doi: 10.1016/j.csm.2007.10.008
Capel, S. (2000). Re-reflecting on priorities for physical education: now and in the twenty- first century. In S. Capel, and S. Piotrowski (Eds.), Issues in Physical Education (pp. 209-220), London: Routledge.
Chan, C. & Ryan, D. (2009). Assessing the effects of weather conditions on physical activity participation using objective measures. International Journal of Environmental Research and Public Health, 6, 2639-2654. doi: 10.3390/ijerph6102639
Chappell, A. (2015). Teaching safely and safety in PE. In S. Capel and M. Whitehead (Eds.), Learning to teach physical education in the secondary school (4th ed., pp. 184-203), London: Routledge.
Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches (3rd ed.). Thousand Oaks, CA: Sage.
Edwards, N., Myer, G. Kalkwarf, H., Woo, J., Khoury, P., Hewett, T., & Daniels, S. (2015). Outdoor temperature, precipitation, and wind speed affect physical activity levels in children: A longitudinal cohort study. Journal of Physical Activity and Health, 12, 1074 -1081. doi: 10.1123/jpah.2014-0125
Finn, D., Ammon, R., Mahoney, K., Fried, G., & Arkoubi, K. (2017). Killer jobs: The dark side of being a physical education teacher. Strategies, 28(3), 34-39. doi: 10.1080/08924562.2015.1025166
Goodman, A., Paskins, J., & Mackett, R. (2012). Day length and weather effects on children’s physical activity and participation in play, sports, and active travel. Journal of Physical Activity and Health, 9, 1105-1116. PMCID:PMC3584676
Jewett, A. E., Bain, L. L., & Ennis, C. D. (1995). The curriculum process in physical education (2nd ed.). Dubuque: Brown & Benchmark.
Kelly, L. (1997). Safety in PE. In S. Capel (ed.), Learning to teach physical education in the secondary school: A companion to school experience (pp. 115-219), London: Routledge.
Lariosa, C., Gozdowsk, D., Pietkiewicz, S., & Maciejewski, R.(2017). Survey of judo injuries in physical education classes: a retrospective analysis. Journal of Physical Education and Sport, 17(3), 2034-2042. doi:10.7752/jpes.2017.03205
Micheli, L. J., Glassman, R., & Klein, M. (2000). The prevention of sports injuries in children. Clinics in Sports Medicine, 19(4), 821-834. doi: 10.1016/S0278-5919(05)70239-8
Ministry of Education, Science and Technology (MEST) (2012). Physical Education Curriculum of the Republic of Korea. Seoul: MEST.
Patton, M. (2002). Qualitative research and evaluation methods (3rd ed.). Thousand Oaks, CA: Sage Publications.
Raymond, C. (1999). Safety across the curriculum. London: Falmer Press.
Robert, P, Danuta, Z., & Danuta, N. (2015). Problems of safety and risk in physical education. Pedagogics, Psychology, Medical-biological Problems of Physical Training and Sports, 10, 82-89. doi: 10.15561/18189172.2015.1013
Severs, J. (2003). Safety and risk in primary school physical education: A guide for teacher. London: Routledge.
Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-23. doi: 10.17763/haer.57.1.j463w79r56455411
Whitlam, P. (2003). Risk management principles. In J. Severs (Ed.), Safety and risk in primary school physical education (pp. 30-42), London: Routledge.
Whitlam, P. (2005). Case law in physical education and school sport: A guide to good practice. Leeds: BAALPE/Coachwise.
Keywords
Physical education, Specialist teacher, Safety, Safety classes
Affiliations
Yongnam Park
Seoul National University
Downloads
Download data is not yet available.
