Journal of Teaching in Physical Education (J TEACH PHYS EDUC )

Publisher: Human Kinetics

Description

The Journal of Teaching in Physical Education (JTPE) features research articles based on classroom and laboratory studies, descriptive and survey studies, summary and review articles, and discussion of current topics of interest to physical educators at every level.

  • Impact factor
    0.78
    Show impact factor history
     
    Impact factor
  • 5-year impact
    1.13
  • Cited half-life
    0.00
  • Immediacy index
    0.00
  • Eigenfactor
    0.00
  • Article influence
    0.33
  • Website
    Journal of Teaching in Physical Education website
  • Other titles
    Journal of teaching in physical education, JTPE, J.T.P.E
  • ISSN
    0273-5024
  • OCLC
    7062604
  • Material type
    Periodical
  • Document type
    Journal / Magazine / Newspaper

Publisher details

Human Kinetics

  • Pre-print
    • Archiving status unclear
  • Post-print
    • Author can archive a post-print version
  • Conditions
    • On the author's own web site(s) or other electronic repositories controlled by the author's institution
    • Publisher's version/PDF (or other image capture) must be used
  • Classification
    ​ blue

Publications in this journal

  • [Show abstract] [Hide abstract]
    ABSTRACT: There are two purposes of this study. The first is to examine our experiences as beginning teacher educators who taught using models-based practice (using the example of Cooperative Learning). The second is to consider the benefits of using collaborative self-study to foster deep understandings of teacher education practice. The findings highlight the challenges in adapting school teaching practices to the university setting, and the different types of knowledge required to teach about the “hows” and “whys” of a models-based approach. We conclude by acknowledging the benefits of systematic study of practice in helping to unpack the complexities and challenges of teaching about teaching. Our collaborative self-study enabled us to develop insights into the intertwined nature of self and practice, and the personal and professional value of our research leads us to encourage teacher educators to examine and share their challenges and understandings of teaching practice.
    Journal of Teaching in Physical Education 08/2014; 33(3):403-421.
  • [Show abstract] [Hide abstract]
    ABSTRACT: Based on the self-determination theory, this study investigated the mediating role of the satisfaction of the three psychological needs (need for competence, relatedness and autonomy) in the relation between need support from the physical education (PE) teacher and autonomous motivation to engage in PE and between the physical school environment and autonomous motivation to engage in PE. Data were collected from 2418 6th grade children. Analyses were performed using bootstrapping. The results showed that perceptions of competence and autonomy mediated the relation between need support from the PE teacher and autonomous motivation. Moreover, the perception of autonomy also mediated the relation between the physical school environment and autonomous motivation. These findings suggest that not only the PE teacher but also the physical school environment is able to promote autonomous motivation by satisfying the need for autonomy.
    Journal of Teaching in Physical Education 07/2012; 31(3):216-230.
  • [Show abstract] [Hide abstract]
    ABSTRACT: The purpose of this study was to analyze how one exceptional elementary physical education teacher navigated her working environment as the teacher of a marginal subject. Structuration Theory (Giddens, 1984) was used to make meaning of how the teacher functioned within her school community allowing her to remain motivated and effective. Data collection involved approximately 300 hr in the school setting involving observation and field notes, interviews, and critical incident (Flanagan, 1954) reports. Data trustworthiness was established through triangulation, member checks and a peer debriefer. Inductive analysis (Huberman & Miles, 1994) of the data generated themes pertaining to Structuration Theory. Analysis revealed that the teacher navigated marginality using four strategies. Implications for teacher preparation are discussed.
    Journal of Teaching in Physical Education 01/2011; 30:358-374.
  • Source
    [Show abstract] [Hide abstract]
    ABSTRACT: The purpose of this study is to examine the influence of the Sport Education Model ("SEM") on amotivated students affect and needs satisfaction. 78 amotivated students from an original pool of 1,176 students enrolled in one of 32 physical education classes. Classes were randomly assigned to either the "SEM" (N = 16)or traditional class (N = 16). Data were collected using a pretest/posttest design measuring affect (enjoyment) and needs satisfaction. Analysis of data used repeated-measures ANOVAs to examine differences. Results indicated significant changes in amotivated student's perceptions of enjoyment and relatedness satisfaction within the "SEM". (Contains 4 tables.)
    Journal of Teaching in Physical Education 01/2010;
  • [Show abstract] [Hide abstract]
    ABSTRACT: Guided by Green-Demers, Leagult, Pelletier, and Pelletier's (2008) assumption that amotivation (absence of motivation) is a multidimensional construct, we designed this study to investigate the influence of inadequate teacher-to-student social support on amotivation of high-school physical education students. Five hundred and sixty-six ninth graders completed questionnaires assessing psychological constructs and intentions for future physical education participation while physical education teachers rated their students' in-class effort. Structural equation modeling analysis revealed that perceived teachers' inadequate supports in autonomy, competence, and relatedness were associated with different subtypes of amotivation. In turn, amotivation impeded in-class effort and intention for future physical education participation. The findings indicate that diminished social support from teachers may act as a significant factor resulting in students' amotivation. The multidimensional nature of amotivation should be identified and instructionally addressed during teaching and learning. (Contains 2 figures and 2 tables.)
    Journal of Teaching in Physical Education 01/2010;

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