Promoting schoolchildren’s self-esteem in physical education: testing the effectiveness of a five-month teacher training

ABSTRACT

Background: Schoolchildren’s personality development is considered a central goal of physical education (PE). With regard to the relationship between psychological well-being and global self-esteem over the life course, the promotion of positive self-esteem is an issue of particular significance. Past research revealed that PE taught with an individualized teacher frame of reference (iTFR) and a reflexive teaching style is associated with positive effects on facets of children’s perceived sports competence. However, it remains an open question whether this teaching styles has the potential to promote positive self-esteem.

Purpose: The present study investigated whether a five-month teacher training, aimed to enhance the teachers’ iTFR and their reflexive teaching style in PE, has a positive effect on students’ perceived sports competence and their global self-esteem. To analyse the implementation quality, changes in students’ perceived iTFR and perceived reflexive teaching style were investigated.

Method: A total of 21 teachers were assigned to either an intervention group (n?=?13), receiving the five-month teacher training, or a control group (n?=?8) consisting of regular teaching without teacher training. The teacher training encompassed five three-hour consecutive sessions during which the teachers acquired theoretical and practical knowledge about the promotion of competence perceptions in PE with a reflexive teaching style and an iTFR. Between the sessions, the teachers were instructed to implement an iTFR and a reflexive teaching style into their own PE classes. To evaluate the effects of the teacher training, their students’ (N?=?315, 53.7% girls, M_age?=?13.2 y, SD_age?=?1.3 y) perceived teaching style (iTFR and reflexive teaching), perceived sports competence and global self-esteem were measured with paper-pencil questionnaires at three measurement points (pre, post and follow-up).

Findings: Linear mixed effect models showed that students of the intervention group reported an increase in their teachers’ reflexive teaching style, but there were no changes with regard to iTFR. With regard to students’ perceived sports competence and global self-esteem, there were significant interaction effects between time and group over a period of eight months (from pre-test to follow-up), indicating positive effects on these self-concept dimensions due to the teacher training.

Conclusion: The present study indicates that a long-term teacher training supports PE teachers to implement teaching styles with the aim to promote students’ self-concept. Furthermore, the findings lead to the assumption that a more pronounced iTFR in combination with an enhanced reflexive teaching style has the potential to positively influence schoolchildren’s perceived sports competence and global self-esteem.     

The Web in K-12 Education

Abstract

Growth in size and popularity of the Web over the last 10 years has been remarkable. There are now many calls to make the Web the center of K-12 schooling. However, there are many problems that must be solved before the Web can be fully integrated into curricula in public schools. Such problems can be categorized as practical or pedagogical in nature. Pedagogical problems include those barriers to Web integration that are caused by the nature of the education subculture and the culture at large. These are the most difficult problems to solve and would call for a nationwide commitment to true individualized education.     

刍议个性化信息服务

在分析了个性化信息服务的内涵、特点以及重要性的基础上，阐述了个性化信息服务五个方面的基本模式和内容，指出了当前个性化信息服务过程中应注意的问题，展望了未来的发展前景。     

再论个人数字图书馆

作者在历时5年、建成容量60个G的多媒体个人数字图书馆的实践基础上，论述了个人数字图书馆的类型、特性、必要性、可行性及其对图书馆学研究和高校文献检索课的影响。     

独立院校大学英语课堂教学模式初探——以西安科技大学高新学院为例

大学英语课程作为非英语专业学生的基础学科,如何能够使所学知识在实践中得以运用,如何在大学英语四六级等级考试中所学知识充分凸显英语技能水平,诸如此类的问题使大学英语的教学,尤其在课堂教学中教学模式尤为重要。独立院校在我国高等教育规模的扩大下,已经成为高等教育一支不可或缺的教学单位,独立学院大学英语课堂教学模式就更加需要关注和探索新的教学思路。本文以西安科技大学高新学院为个例,同时了解其他独立院校大学英语课堂教学模式,初步探索具有个性化教学和分层次课堂教学模式,从而使独立院校大学英语课堂教学取得更好的教学效果。     

个性化教学设计与实施策略

在个性化教学理念指导下,课程教学呈现出与标准化、划一性教学不同的目标导向和价值追求,也需要探索与之相对应的教学设计与实施策略。笔者结合实践经验,从教学目标、教学内容、学习组织形式、教师指导、学习环境、学习评价六个方面,分析了个性化教学设计与实施的基本策略。     

基于个性化教学的学习卡片开发与利用

个性化教学中教学资源的开发由潜在的、间接的状态转变为直接与间接相结合、显在与潜在相结合,可以为学生的学习和行动提供直接的支撑作用。开发和利用学习卡片,是教师在实施个性化教学中的基本任务之一。为了更好地完成此项任务,笔者具体介绍导学卡片、学习任务卡片、资料卡片以及评价卡片的开发与利用等问题。     

高职院校图书馆个性化信息服务的困境与对策

个性化信息服务正成为目前我国高职院校图书馆服务的发展方向,但由于种种原因,高职院校图书馆个性化信息服务仍存在宣传力度不够、与读者沟通不充分、培训吸引力不强、技术力量薄弱等困境,高职院校只有大力开展个性化服务宣传、建立联络馆员制度、改进培训方式、更新服务技术、完善个性化服务模式,才能走出困境,更好地发挥图书馆在高职院校技能型人才培养中的作用。     

独立学院英语视听说课堂教学模式探索

本文基于独立学院英语专业学生的特点和英语视听说课程的教学现状,在人本主义和建构主义指导下,构建了一个多元化、个性化、协作化的英语视听说课堂教学模式,并通过具体的教案设计分析了其在教学中的实际应用。     

关注个体差异 实施分类教学

众所周知,每一个个体都有他的共性也有他的个性。对于听力障碍学生来说,个体之间的差异较正常学生更大。他们在听力损失、认知能力、知识技能、兴趣爱好、情感、性格等各方面都存在很大的差异,他们的特殊教育需要也是不一样的。因此,我们的教育要关注学生的个体差异,重视学生的不同学习需要,实行分层分类教学。