Outstanding Journal Publication of the Year Award

2021

Title of Article

Physical Education Teachers’ Use of Digital Game Design Principles

Published In

Journal of Teaching in Physical Education, 2021, Volume 40, Issue 1, Pages 1-9

Authors

Shane Pill

Shane Pill

Associate Professor, College of Education, Psychology, and Social Work, Flinders University, South Australia, Australia.

Brendon Hyndman

Brendon Hyndman

Associate Dean (Research), Faculty of Arts and Education Department, Charles Sturt University, Australia.

Brendan SueSee

Brendan SueSee

Senior Lecturer (Health and Physical Education), School of Education, University of Southern Queensland, Australia.

John Williams

John Williams

Assistant Professor, Department of Health & PE and Teacher Education, University of Canberra, Australia.

Synopsis

Purpose: The research applies a multidisciplinary perspective to create knowledge and insight about the opportunities that digital game design principles offer to physical education (PE) pedagogy. Methods: Data were initially collected through an appreciative inquiry (AI). AI offers an alternative research perspective to critical theory that has dominated the investigation of the work of PE teachers. This study uniquely used AI with a narrative approach and multidisciplinary analysis to examine two teachers’ use of digital game design pedagogy in PE. Results: It was found that the teachers were motivated to use digital game design principles to provide students with means to solve problems, manage learning motivations, evaluate progress, and gain control over their learning in ways that are not normally associated with the common PE method. Conclusion: The two examples provided illustrate the generative potential of AI research combined with a multidisciplinary perspective directed at examples of pedagogical change in PE.

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Title of Article

Higher-Order Factors and Measurement Equivalence of the Spectrum of Teaching Styles’ Questionnaire across Two Cultures

Published In

Journal of Teaching in Physical Education, 2021, Volume 40, Issue 2, Pages 245-255

Authors

Ioannis Syrmpas

Ioannis Syrmpas

Department of Physical Education and Sport Science, University of Thessaly, Volos, Greece.

Athanasios Papaioannou

Athanasios Papaioannou

Faculty Member, Department of Physical Education and Sport Science, University of Thessaly, Volos, Greece.

Nikolaos Digelidis

Nikolaos Digelidis

Faculty Member, Department of Physical Education and Sport Science, University of Thessaly, Volos, Greece.

Gokce Erturan

Gokce Erturan

Vice Chairman, Faculty of Sports Sciences - Physical Education and Sports Department, Pamukkale University, Turkey.

Mark Byra

Mark Byra

Professor Emeritus, College of Health Sciences, University of Wyoming, Laramie, WY, U.S.

Synopsis

Purpose: This study aimed to test the invariance of perceptions of the Spectrum teaching styles across Turkish and Greek preservice physical education teachers and to examine whether the styles could be classified into two clusters through self-determination theory. Greek (n = 298) and Turkish (n = 300) preservice teachers participated. Method: Cothran, Kulinna, and Ward’s questionnaire based on teachers’ use of and beliefs about teaching styles was used to examine their perceptions of the styles. Results: Confirmatory factor analysis revealed 11 factor indices and parameter estimates, suggesting that the 11-factor model fit the data. Multigroup confirmatory factor analysis established metric measurement invariance across samples. Multigroup confirmatory factor analysis showed that, for all higher-order models, the minimum requirement for invariance factor loading was met. The model comparison revealed that the styles could be categorized into four clusters from less to more autonomy-oriented. Conclusion: These findings might be useful to practitioners who want to use teaching styles in the promotion of students’ motivation in physical education.

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