Acta Universitatis Carolinae Kinanthropologica (AUC Kinanthropologica) is an international peer reviewed journal for the publication of research outcomes in the humanities, the social sciences and the natural sciences, as applied to kinathropology. It is a multidisciplinary journal accepting only original unpublished articles in English in the various sub-disciplines and related fields of kinanthropology, such as Anthropology, Anthropomotorics, Sports Pedagogy, Sociology of Sport, Philosophy of Sport, History of Sport, Physiology of Sport And Exercise, Physical Education, Applied Physical Education, Physiotherapy, Human Biomechanics, Psychology of Sport, Sports Training and Coaching, Sport Management, etc. The journal also welcomes interdisciplinary articles. The journal also includes reports of relevant activities and reviews of relevant publications.
The journal is abstracted and indexed by CNKI, DOAJ, EBSCO, ERIH PLUS, SPOLIT, SPORTDiscus, and Ulrichsweb.
Monitoring of physical education and other standards of a Whole Active School Approach and assessment of learning outcomes: a PE teacher and PE student pilot study of the EuPEO project in Germany
Roland Naul, Stefanie Dahl, Nils Neuber, Michael Fahlenbock, Daniel Möllenbeck
zveřejněno: 24. 06. 2020
This study of assessment of learning outcomes in physical education classes including a “Whole Active School Approach” (WASA) is a part of the Erasmus+ EuPEO project in Germany. 19 German PE teachers at n = 13 different secondary schools (rural area = 63.2%), cross 5 German countries with their n = 388 PE students (average age: 15.2 years; girls: 59.4%) were asked about their assessment of learning outcomes in PE teaching domains and the implementation of a WASA as a part of a questionnaire (European School Questionnaire (ESQ) for teachers and European Pupils Questionnaire (EPQ)). There is a clear ranking profile in the view of pupils about their assessment by PE teachers: the highest assessed criteria are social aspects like team work, respect and social relations with other class mates (85%), followed by physical competences with health-related fitness, motor skills and sport techniques (76%). In the ranking levels of achievements the motor domain ranked only in 4th position. Some teaching domains (social and behavioural purposes) seem to be of more importance in the view of teachers and their students than physical and motor development. Extra-curricular school sport is offered by more than 80% of the schools, but range of participation of pupils is low with around 32% assessed by teachers and up to 42% assessed by their pupils. Some other divergences in the view of teachers and pupils exist for the implementation of physical activities in recess (teachers 74%; pupils almost 60%) and after-school programmes (teachers about 53%, pupils about 23%). Data are discussed and divergences in assessment are explained in this study. Finally, a WASA to support daily physical activities does exist but really needs further support in school life.
Klíčová slova: Germany; PE teachers; PE students; learning outcome assessment; whole active school approach
2. Deutscher Sportbund (Hrsg.) (2006). Die DSB-Sprint-Studie. Eine Untersuchung zur Situation des Schulsports in Deutschland. Aachen: Meyer & Meyer.
3. EACEA/Eurydice (2013). Physical education and Sport at School in Europe. Eurydice Report. Luxembourg: Publication Office of the European Union.
4. EU-Expert Group on Health-enhancing physical activity (2015). Recommendations to encourage physical education in schools, including motor skills in early childhood, and to create valuable interactions with the sport sector, local authorities and the private sector. Brussels: EC.
5. Hardman, K. (2007). Current situation and prospects for physical education in the European Union. Brussels: European Parliament.
6. Hardman, K., & Council of Europe Committee for the Development of Sport (CDDS) (2002). Report on School Physical Education in Europe. Strasbourg: Council of Europe.
7. Hardman, K., & Marshall, J. (2000). World-wide survey of the state and status of physical education. Manchester: University of Manchester. CrossRef
8. Hardman, K., & Marshall, J. (2009). Second World-wide Survey of school physical education. Berlin: ICSSPE.
9. Klein, G., & Hardman, K. (2008). L'éducation physique et l'éducation sportive dans l'Union européenne. Tome 1 et tome 2. Paris: Revue eps.
10. Kornbeck, J. (2019). Die Konsolidierung des Politikfeldes Sport durch die Europäische Kommission vom WADA-Austritt bis zum Inkrafttreten des Vertrages von Lissabon. Köln: DSHS Diss.
11. Kuritz, A., Dinkelacker, M., & Mess, F. (2016). Bewegung und Sport in Ganztagsschulen: Eine systematische Literaturanalyse zum aktuellen Forschungsstand in Deutschland. Sportwissenschaft, 46(3), 162-178. CrossRef
12. Naul, R., & Scheuer, C. (Eds.) (2020). Research on Physical Education and School Sport in Europe. Aachen: Meyer & Meyer.
13. Naul, R., Aschebrock, H., Niehues, D., & Utesch, T. (2020). Germany: home of curricular and extra-curricular school sport. In: Naul, R., & Scheuer, C. (Eds.), Research on Physical Education and School Sport in Europe. Aachen: Meyer & Meyer.
14. Neuber, N., Kaufmann, N., & Salomon, S. (2015). Ganztag und Sport. In: Schmidt, W. et al. (Eds.), Dritter Deutscher Kinder- und Jugendsportbericht. Schorndorf: Hofmann.
15. Onofre, M., Marques, A., Moreira, A., Holzweg, M., & Scheuer, C. (2012a). Physical education and sport in Europe: From individual reality to collective desirability (part 1). International Journal of Physical Education, 49(2), 11-35.
16. Onofre, M., Marques, A., Moreira, A., Holzweg, M., & Scheuer, C. (2012b). Physical education and sport in Europe: From individual reality to collective desirability (part 2). International Journal of Physical Education, 49(3), 17-31.
17. Onofre, M., Costa, J., Naul, R., Repond, R., Scheuer, C., & Holzweg, M. (2018). How to know more about physical education and school in Europe: EuPEO an project from EUPEA. In: Scheuer, C., Bund, A., & Holzweg, M. (Eds.), Changes in Childhood and Adolescence: Current Challenges for Physical Education. Berlin: Logos.
18. Popovic, S., Antala, B., Bjelica, D., & Gardasevic, J. (Eds.) (2018). Physical Education in Secondary Schools: Researches - Best Practices - Situations. Niksic: Faculty of Sport and Physical education of University of Montenegro, Montenegrin Sports Academy and FIEP Europe.
19. Pühse, U., & Gerber, M. (2005). International Comparison of Physical Education. Concepts, Problems, Prospects. Oxford: Meyer & Meyer.
20. Scheuer, C., & Naul, R. (2018). The vision and mission of CEREPS, a European Council of Research in Physical Education and Physical Activity. In: Scheuer, C., Bund, A., & Holzweg, M. (Eds.), Changes in Childhood and Adolescence: Current Challenges for Physical Education. Berlin: Logos.
21. Spengler, S., Mess, F., & Woll, A. (2016). Sportunterricht und außerunterrichtlicher Schulsport in Deutschland heute - Eine Analyse ausgewählter Strukturdaten. Zeitschrift für Soziologie der Erziehung und Sozialisation, 36(4), 341-356.
22. UNESCO (2015). Quality Physical Education. Guidelines for Policy-Makers. Paris: Unesco.
23. UNESCO-NWCPEA (2013). World-wide Survey of School Physical Education. Final Report. Paris: Unesco.
Monitoring of physical education and other standards of a Whole Active School Approach and assessment of learning outcomes: a PE teacher and PE student pilot study of the EuPEO project in Germany is licensed under a Creative Commons Attribution 4.0 International License.
157 x 230 mm
vychází: 2 x ročně
cena tištěného čísla: 190 Kč