Integrating complexity thinking with teacher education practices: a collective yet unpredictable endeavour in physical education?

While complexity thinking features increasingly in the education and physical education literature, there remains a paucity of research presenting evidence of the influence that complexity principles have on learning. We further advocate that more work with complexity thinking is required to investigate how teacher educators engage with key complexity principles in their work with students and teachers. Accordingly, in this paper we investigate how one group of teacher educators, the Developmental Physical Education Group (DPEG), have grappled to develop their own knowledge of complexity thinking while concurrently attempting to support students and teachers in their efforts to apply these principles within local schools. Employing methodology from self-study, the paper provides data from two focus group interviews carried out in 2012 and 2014 in which six members of the DPEG discuss how they wrestled to understand, share and support the application of complexity thinking in practical contexts. In particular, the paper explores how the group members worked with complexity principles such as self-organisation, emergence and ‘the edge of chaos’ to develop innovative pedagogical strategies with children, students and teachers. Findings from the study reveal how all members of the DPEG, in their initial engagement with complexity principles, raised questions about their personal approaches to the teaching and learning process but also struggled to use the principles to inform their practice. Two years later, however, as the group’s confidence with complexity thinking grew, the members had created a shared understanding and language around complexity thinking, were more comfortable debating issues around complexity and also describing how key principles had impacted upon their pedagogical strategies in practical settings.     

贵州省高校体育教育专业武术课程设置研究

文章运用问卷调查法、访谈法、逻辑分析法等研究方法对贵州省高校体育教育专业武术课程设置现状进行调查研究,分析其存在的问题并提出合理的建议。     

太原市小学体育教师培养学生社会适应能力的现状研究

文章运用文献资料研究法和问卷调查法等研究方法,对太原市小学体育教师培养学生社会适应能力的现状进行调查,旨在了解小学《体育与健康教学大纲》实施以来,太原市小学体育教师在培养学生社会适应能力、在教学内容、教学方法以及教学评价等方面存在的问题,并提出一些建议,以期为太原市小学体育教育提供相应的帮助。     

小学体育教学中学生合作学习的探讨

我国是一个崇尚集体主义的国家,因为我国深知集体的力量远远大于个人的力量,当人们团结在一起才能够激发更大的能量,才能够众人拾柴火焰高,所以在我国的教育体系当中,培养团结和集体主义精神成为了我国的教学目标之一,为了响应我国的教育方针,在小学体育课堂当中也融入进了一些合作学习的相关任务,目的就是在于通过学生们合作进行学习来体会到团结的力量,本文重点探讨小学生的体育课堂上面应该如何通过合作学习来完成教学任务。     

中国学校体育思想发展历程及趋势

对我国学校体育思想发展历程进行系统的研究，阐明其发展历程中的规律与特点，探索其发展趋势，为深化学校体育改革与发展提供参考。     

基于新课程改革下的小学教育管理

本文结合对我国新课程改革的过程的分析,找出目前小学教育管理存在的问题,就此问题提出新课程改革提高教学质量的措施。     

学校智慧体育教学的优势、困境及发展路径

通过文献资料、访谈、逻辑分析与归纳等研究方法,解读学校智慧体育教学的概念,介绍智慧体育教学的案例,从更加提倡学生的主体地位、更能培养学生的创新思维、更易形成学生的终身体育意识、能够有效降低教学过程中意外事故发生概率4个方面分析了学校智慧体育教学发展的优势,并从宏观和微观两个层面详细论述了学校智慧体育教学发展的困境.最后...     

体育界的语言和思维问题

从语言和思维科学的角度，分析了体育界在使用语言和思维方面存在的问题。提示体育工作应加强逻辑思维修养，正确认识体育与竞技的本质区别与联系。     

影响体育学法的因素分析

对体育学法的影响因素进行了研究。影响体育学法的因素很多,其中包括内部因素和外部因素,不同的内外因素对体育学法的影响各不相同,外部因素中影响最大的是教师的教法,内部因素中影响最大的是学生的学习态度。了解和掌握各因素的影响程度,对教师做好有效的学法指导将起着重要的作用。     

How does a physical education teacher become a health and physical education teacher?

The purpose of this study is to explore what the role of a health and physical education (HPE) specialist teacher in the primary school entails. The new Australian Curriculum: HPE Framework requires schools and teachers to implement the HPE key learning area. Many self-perceived physical education (PE) teachers have voiced concern about not knowing how they go about this. This research investigates ‘How PE teachers best become HPE teachers?’ We are reminded by Kirk that this is not the first time teachers have implemented this very change in Australia. Many similarities can be drawn between the recent national Australian Curriculum: HPE and the 1994 HPE National Statement and Profile, which provided a foundation for the construction of the 1999 Queensland HPE (P-10) Syllabus. As recommended by Kirk this study ‘look[s] to the past for lessons about the present and where we might be heading in the future’, by investigating school responses to the 1999 Queensland HPE (P-10) syllabus and curriculum documents. Within the constructionist paradigm, an interpretivist study was conducted. The methodology chosen to construct meanings through capturing the context of each school was ‘evaluative’ and ‘multiple’ case study. The sites for the three case studies involved: one small; one medium; and one large-sized Brisbane Catholic Education primary school. The three case studies were selected as representative of different demographics and the methods engaged so as to enable precision of details were semi-structured interviews, reflective journal, observations and document analysis. Data gathered suggest that enacting the HPE key learning area is very achievable. Implementation is enhanced by HPE leadership, underpinned by clear communication. More so, barriers can be overcome through professional development and support. This study is significant nationally, and the findings may be of wider international interest. It models how school leaders can optimise the health opportunities within their context and models how PE teachers can become HPE teachers.     

社会体育专业培养目标与课程设置的研究述评

文章运用文献资料研究方法,对社会体育专业培养目标和课程设置进行研究,结果发现:培养目标定位的笼统与宽泛,造成全国统一培养模式;课程设置存在着内容陈旧、技能课程不突出、实践课程比例小等问题。针对社会体育专业现存的问题,我国学者纷纷从不同的视角进行了深入研究,为社会体育的发展起到了巨大的作用,文章试将诸位学者研究成果加以分析、归纳和总结,以期为高校社会体育专业培养高层次专业人才提供参考。     

对实现体育教育专业武术必修新课程目标对策的思考

文章运用文献资料法,结合多年的教学实践经验,从教师、教学内容及教学方法等几个方面,针对新的《武术类课程教学指导纲要》的指导精神,对实现体育教育专业武术必修新课程目标的对策进行分析,并提出相关思考。