Selbstkonzeptförderung im Sportunterricht

Previous intervention studies in school sports designed to test the socialisation hypothesis have tried to raise students’ self-concepts. However, this goal seems to be of questionable functionality: From both an educational and a psychological perspective, it would seem preferable to aim toward making self-concepts as realistic as possible. Underestimating self-concepts might impede performance-related behaviour, whereas overestimating might be dysfunctional, particularly in social interactions. This dichotomy is used to examine which manifestations of the self-concept physical education needs to promote from a psychological perspective. It creates a new perspective for future interventions designed to promote the self-concept in physical education.     

Sind Mädchen im koedukativen Sportunterricht systematisch benachteiligt?

Against the background of the long-debated, controversial issue of mixed-sex vs. single-sex education, this paper empirically analyses whether or not female students are put at a disadvantage by coeducational physical education (P.E.) classes. Drawn on the existing literature on school sport, it is assumed that coeducational P.E. classes, at least as currently practiced, rather conform to the sports-related expectations of boys than of girls. Based on the SPRINT data-set, it is investigated whether coeducation in P.E. is accompanied by more negative affective states, more negative self-ratings of athletic competence as well as poorer grades among female students. Girls in single-sex P.E. classes serve as a control group in these analyses. The findings confirm all of our hypotheses: Girls in coeducational P.E. classes (a) experience more negative affects prior to school sport, (b) have a more negative self-concept of their athletic abilities and (c) achieve significantly lower grades. In P.E., coeducation thus signifies measurable disadvantages for female students. In light of future challenges, like increasing diversity among students and the rising demand for inclusive education, these findings once more gain in importance.     

Kognitive Handlungsrepräsentationen als Strukturgrundlage zur Definition von kognitiver Aktivierung im Sportunterricht

Cognitive activation is known from education research but has found only limited applicability in physical education research; therefore, this paper presents a proposal for a definition as well as a theoretical structure and process model of cognitive activation in physical education based on the currently dominant representational theory of memory and a subsequent theoretical action perspective. A central aim of this theoretical framework was to take an action theoretical perspective based on mental representation and model cognition of students in physical education classes. Accordingly, cognition and information processing in physical education are considered as constructive cognitive activities. Furthermore, mental representations of actions form the basis for movement and physical activity. This paper integrates intradisciplinary coordinates from sports psychology, exercise science and didactics and discusses interfaces between cognitive activation and cognitive activity of students in physical education. The present framework can be understood as a theoretical basis for physical education research.     

Selbsteinschätzung von Schlüsselkompetenzen allgemeiner Bildung im Sportunterricht (SSK-Sport)

The article reports on the development of a short questionnaire which can assist the assessment of personal abilities of schoolchildren based on self-estimation in the context of sports lessons. The capability for self-estimation, co-determination and solidarity as key qualifications of personal behavior in training will be worked out according to Klafki based on a theoretical training foundation. A detailed examination of the test quality of the instrument formed on this basis will be presented and discussed. The final version of the questionnaire includes 12 items on the named capabilities which are answered on a 4-stage Likert scale. The compact format allows the use of the questionnaire even in training practice.     

Sportlehrerprofessionalität: Ende einer Misere oder Misere ohne Ende?

This article provides an overview of the current status in the field of empirical research on professionalism and professionalization of physical education (PE) teachers. It aims to examine the thesis on the “misery” of the PE teacher profession. Therefore, different research approaches from the educational science field are taken into consideration. This might allow finding explanations for the postulated deficits in the professionalization of PE teachers. First, three different perspectives are introduced, including sociology of the profession, subject culture, and occupational biography. In a second step, professionalization of PE teachers is structured and modelled in alignment with longitudinal studies in the education science field. Based on this model, research findings and research desiderata on PE teachers professionalization are shown. This approach allows a differentiated view on the topic.     

Zur Sprache der „Sportwissenschaft“

Hinweis in eigener Sache

Zur Sprache der „Sportwissenschaft“     

Die Drei-Punkte-Regel in der deutschen 1. Fußballbundesliga und der Anteil unentschiedener Spiele

Dilger and Geyer (2007) analysed the impact of introducing the three-point rule in 1995/1996 on the results in the German premier soccer league (1. Fußballbundesliga). The authors argue that this change, among others, would lead to a reduction in the number of draws as the possibility to gain 3 points instead of 2 would cause a higher incentive for winning. Examining the entire n=6194 games in the German premier soccer league 10 years before and after the rule change, respectively, they found a significant difference for this specific period (p<0.01). This finding is interpreted as evidence for the impact of the three-point rule. We contradict this questionable interpretation by Dilger and Geyer (2007). In our reply we show that the implementation of the three-point rule has no (practically relevant) impact on the proportion of draws. For this purpose, all of the n=13,406 matches since 1963/1964 were included in the analysis. The results indicate fluctuations in the percentage of draws during 44 years of existence of the German premier soccer league independently of the implementation of the three-point rule. In light of this, an impact of the three-point rule on the proportion of draws cannot be identified at all.