Physical education teachers' experiences regarding online physical education lessons for children with autism spectrum disorder.

Background: The purpose of this qualitative study was to investigate the experiences of physical education (PE) teachers regarding online PE lessons for children with ASD during the COVID-19 pandemic. Method: Participants in this study were 16 PE teachers who took part in one-on-one semi-structured phone interviews. Interview data were analyzed using Braun and Clarke's recipe for thematic analysis. Result: Four overarching themes were found: (1) we were unprepared for online lessons, (2) challenges of online lessons, (3) parental support, and (4) solution offers. Conclusion: The results revealed that PE teachers were unprepared for the sudden transition to online lessons due to the COVID-19 pandemic. PE teachers started the online teaching with parent support despite the challenges, but they were not satisfied with the online PE model.

Occupational health disorders among physical education teachers compared to classroom and subject specialist teachers.

During the course of their work, teachers may be subjected to conditions that cause different health problems. This study examines occupational health disorders in a representative sample of 858 teachers (528 female; age 44.0 ± 9.67 years) divided into three groups of teachers with specific occupational requirements: specialist physical education teachers (specialist PETs), classroom teachers, and specialist teachers. The number of health disorders in the last 12 months was recorded using the Chronic Health Disorders Questionnaire. The differences between the different types of teachers, controlled for sex and age, were analyzed using binary logistic regression. The results showed that 89% of teachers experienced colds as the most frequently reported health problem, followed by 58% for lower back problems, 57% for headaches, 51% for hoarseness, and 43% for neck problems. A binary logistic regression showed that specialist PETs were the group with the highest health risk. They were about twice as likely to have musculoskeletal or hearing disorders than the other two groups of teachers. They were also significantly more likely to suffer from hoarseness. Understanding these different health challenges is critical to developing targeted interventions and robust support systems. These interventions should include initiatives aimed at raising awareness of health risk factors, implementing injury interventions and vocal cord hygiene programs, making ergonomic adjustments, and promoting awareness of self-care (both mental and physical). Given that the teaching profession is currently struggling with an aging workforce and a shortage of teachers, addressing these challenges is critical to the continued well-being of the teaching professionals.

The role of pre-service physical education teachers in physical education - A bibliometric and systematic review.

Pre-service physical education teachers (PSPTs) have long been an important area of specific development in physical education and have become a significant force in the field of physical education and research over the past two decades. However, exploratory research on pre-service teachers remains relatively scarce, and lack a comprehensive scientific exploration of the scope of their role. Therefore, this study provides a comprehensive overview of pre-service physical education teacher education (PETE) from both a broad and specific perspective. Specifically, it includes the current state of PETE, the most influential authors, countries, journals, and literature, as well as specific research topics and future directions within PETE. Following the preferred reporting items for systematic reviews and meta-analyses (PRISMA) guidelines, a total of 340 articles were included, with 84 of them being empirical studies. The findings reveal that teacher training, diversity, equity, and inclusion in education, educational attitudes and beliefs, educational quality, educational methods and technology, career motivation, teaching models and strategies, and teacher assessment and reflection are major research themes. Visual analysis of the application of pre-service physical education teacher research highlights teacher training, diversity, equity, and inclusion in education, as well as instructional technology, as key areas of future focus. These insights contribute to the reasonable application of bibliometrics in the field of pre-service physical education teacher research.

Developing an evaluation index system for the online learning literacy of physical education teachers in China.

Background: The convenience of online learning helps physical education teachers overcome geographic barriers and promotes safe, accessible, high-quality education. This three-stage study developed an evaluation index system for online learning literacy of physical education (PE) teachers (OLLPET). Methods: Using two rounds of the Delphi method and one round of the Expert ranking method, consult with 15 PE experts from universities, primary and secondary schools, and teaching-research staff to draw up, revise, and finalize an evaluation index system for OLLPET. Results: Our OLLPET evaluation index system includes three first-level indicators, seven second-level indicators and 30 third-level indicators. The first-level indicators includes online learning values (OLV), online learning essential character (OLEC), and online learning key competencies (OLKC)-with equal weighting given to OLV (0.367) and OLKC (0.367) and slightly less given to OLEC (0.267). Conclusion: The OLLPET evaluation index system is a theoretical yet practical tool that governments, schools, and teachers can use to evaluate PE teachers' online learning literacy to improve their learning capacity in a targeted manner.

Exploring Physical Educators' Self-Efficacy to Teach Students With Disabilities in General Physical Education.

The purpose of this study was to explore the ways in which in-service physical education teachers construct their self-efficacy beliefs toward teaching students with disabilities in general physical education classes. Using a qualitative descriptive approach situated within self-efficacy theory, data were collected via semistructured audio-recorded interviews with 16 in-service physical educators. Three interrelated themes were constructed: (a) The more I do it, the better I feel: the importance of professional experiences; (b) I've learned from others: the influence of colleagues; and (c) Being in the general educational setting is a challenge: the impact of contextual factors. Findings supported the influence of the four sources of self-efficacy (i.e., mastery experience, vicarious experience, social persuasion, and affective and physiological state), in addition to potential contextual factors (i.e., class sizes and availability of hands-on support), impacting participants' self-efficacy to teach students with disabilities in general physical education classes.

Physical Education: At the Centre of Physical Activity Promotion in Schools.

Whilst recognising and advocating for the role and importance of schools and whole school approaches to the promotion of physical activity in schools, this paper argues that physical education (PE) should be at the centre of and driving schools' efforts to promote physical activity. Various reasons are given for this, with these broadly centring on the unique goal, nature, and responsibilities of the subject with respect to promoting physically active lifestyles and health-related learning. Furthermore, there have been positive strides in recent years to support this endeavour and that serve to highlight, strengthen, and reinforce the focus and responsibility of PE in the promotion of physical activity. In light of these, it is suggested that it is a pivotal time for PE. Equally, it is accepted that PE faces some longstanding challenges that are hindering and raise questions concerning the subject's physical activity promotion efforts. Despite this, it is contended that these should not be unsurmountable, and more recent developments should also help the subject to realise its physical activity promoting potential moving forwards. In particular, the critical importance of high-quality PE that has young people at the core is highlighted. It is concluded that it is both time and timely for the PE profession to be bold, have confidence, and grasp these opportunities and ensure that high-quality PE is central to the explicit planning and co-ordination of meaningful, coherent, relevant, and sustainable physical activity opportunities for young people in schools.

Development and validation of the social media perception scale for preservice physical education teachers.

Background: Social media has become a mainstay of preservice physical education teachers' professional development. However, previous studies have been dominated by qualitative research, and there is still a lack of quantitative research based on samples from eastern countries. The objective of this study is to develop and validate of the Social Media Perception Scale for Preservice Physical Education teachers (SMPS-PPE). Method: Items of questionnaire created from 70 concepts of the perception model described in our previous study. Questionnaire survey was used to collect quantitative data from a sample of 977 preservice physical education teachers through surveys. We analyzed the data using SPSS 26.0 and AMOS 24.0, conducting item analysis, exploratory factor analysis and confirmatory factor analysis to examine the data. Results: SMPS-PPE consists of 26 items grouped into three factors: value perception, risk perception, and overall perception. Our findings indicate that SMPS-PPE has acceptable content validity, internal structure validity, and internal consistency. Conclusion: SMPS-PPE is a reliable and valid measurement to evaluate social media perception among preservice physical education teachers. Future studies should include larger and more diverse teacher samples to enhance generalizability. The SMPS-PPE should also be modified to better cater to the specific requirements of school teachers and university-based teacher educators in the field of physical education.

El valor de la danza en la formación profesional de los docentes de Educación Física

En la actualidad, la danza es reconocida como una forma de expresión y movimiento que contiene elementos de ritmo y una acción corporal indispensable para el proceso formativo del área de Educación Física. En virtud de lo expuesto, el objetivo del trabajo que se comparte en el presente artículo es sistematizar las bases teóricas y metodológicas que fundamentan el valor de la danza en la formación profesional de los docentes de Educación Física. Se desarrolló una investigación de tipo documental-cuantitativa, para lo que se seleccionaron fuentes y autores relacionados con el tema, se recopilaron documentos de revistas científicas indexadas en bases de datos, así como en repositorios de universidades y centros de investigación; se emplearon métodos del nivel teórico como el analítico-sintético, inductivo-deductivo y el análisis de contenido como herramienta metodológica, para el procesamiento, análisis y sistematización de la información, al igual que la encuesta aplicada, cuyos resultados evidenciaron un índice de concordancia muy aceptable (w=0.722). Las conclusiones del estudio posibilitaron revelar el valor de la danza y la necesidad de una adecuada formación profesional de los contenidos con carácter expresivo, en los docentes de Educación Física.

SÍNTESE Actualmente, a dança é reconhecida como uma forma de expressão e movimento que contém elementos de ritmo e uma acção corporal indispensável para o processo de formação na área da Educação Física. Em virtude do acima exposto, o objectivo do trabalho partilhado neste artigo é sistematizar as bases teóricas e metodológicas que sustentam o valor da dança na formação profissional dos professores de Educação Física. Foi realizado um tipo de investigação documental-quantitativa, para a qual foram seleccionadas fontes e autores relacionados com o tema, foram recolhidos documentos de revistas científicas indexadas em bases de dados, bem como em repositórios de universidades e centros de investigação; foram utilizados métodos de nível teórico, tais como análise analítico-sintética, indutivo-deducativa e análise de conteúdo como instrumento metodológico para o processamento, análise e sistematização da informação, bem como o inquérito aplicado, cujos resultados mostraram um índice de concordância muito aceitável (w=0,722). As conclusões do estudo permitiram revelar o valor da dança e a necessidade de uma formação profissional adequada em conteúdos expressivos para professores de Educação Física.

Currently, dance is recognized as a form of expression and movement that contains elements of rhythm and bodily action essential for the training process in the area of Physical Education. By virtue of the above, the objective of the work that is shared in the present article is to systematize the theoretical and methodological bases that support the value of dance in the professional training of Physical Education teachers. A documentary-quantitative research was developed, for which sources and authors related to the subject were selected, documents from scientific journals indexed in databases, as well as in repositories of universities and research centers were collected; theoretical level methods were used such as the analytical - synthetic, inductive-deductive and content analysis as a methodological tool, for the processing, analysis and systematization of information , as well as the applied survey, which results showed a very acceptable concordance index ( w=0.722 ). The conclusions of the study made it possible to reveal the value of dance and the need for adequate professional training of expressive content in Physical Education teachers.

Occupational Sun Exposure Among Physical Education Teachers in Primary and Secondary Schools in Andalusia, Spain.

Chronic sun exposure and sunburns are the main preventable causes of skin cancer. Due to the nature of their work, physical education teachers are at high risk for occupational skin cancer. This descriptive, cross-sectional study analyzes primary and secondary physical education teachers in Andalusia, Spain. All participants were invited to monitor their ultraviolet (UV) radiation exposure using individual biologic dosimeters and record their photoprotection practices over 3 workdays. The teachers spent an average of 2.7 h outdoors and the mean personal UV radiation exposure was 309.9 J/m2 per day, a value three times higher than international recommendations. Based on the photoprotection diary, it was determined that classes held outdoors were not scheduled outside the hours with the highest UV index and that the percentage of participants who followed the photoprotective practices of remaining in the shade or wearing a hat during outdoor lessons were less than 20% and 60%, respectively. The results on sun exposure and photoprotection practices show a need for organizational and educational intervention strategies to mitigate sun exposure and increase compliance with photoprotection measures to reduce skin cancer risk among these workers and promote early diagnosis of the disease.

Validation of the Chinese version of the physical education teacher job satisfaction scale.

Purpose: The purpose of this study was to test the factor structure as well as the reliability of the Physical Education Teacher Job Satisfaction Scale (PETJSS). Method: The scale's structural validity, internal consistency and reliability were examined using CFA and Cronbach alpha. The predictive validity of the PETJSS was examined using Teacher Self-Efficacy (TSES-11) and the personal characteristics of the subjects. Result: The three-factor structure of the PETJSS was confirmed. The PETJSS three-dimensional model had good internal consistency/reliability. The three dimensions of the PETJSS (colleague satisfaction, parent satisfaction and student behaviour satisfaction) explained 81.206% of the overall job satisfaction. Also, the PETJSS demonstrated the expected correlation with teachers' self-efficacy, whilst the PETJSS test results were related to physical education teachers' job titles. Conclusion: The PETJSS (Chinese version) can be considered as a valid and reliable method.

Características únicas de la educación física: una mirada a la evaluación / Unique features of physical education ­ a look at evaluation

Hein Mendes, E. y Defreyn, N. (2022). Singularidades de la Educación Física: una mirada a la evaluación. PENSAR EN MOVIMIENTO: Revista de Ciencias del Ejercicio y la Salud, 20(2), 1-15. La evaluación de los aprendizajes se incluye en todos los componentes curriculares, inclusive en la Educación Física, que aborda los conocimientos relacionados con la cultura corporal como los juegos, la gimnasia, los bailes, los deportes, las luchas y las actividades de aventura. Buscando comprender mejor las características de las prácticas evaluativas desarrolladas por los profesores de educación física, se realizó un estudio descriptivo con enfoque cualitativo en el municipio de Marechal Cândido Rondon, Paraná, Brasil. Los datos se obtuvieron mediante la aplicación de una entrevista semiestructurada que se consideró válida en cuanto a la claridad del lenguaje, la pertinencia práctica y la relevancia teórica. La recolección de datos se llevó a cabo entre los meses de agosto y octubre de 2017 en las instalaciones de los colegios. Los datos se analizaron cualitativamente mediante la técnica de análisis de contenido, en las categorías: funciones de evaluación, cantidad de evaluaciones realizadas por trimestre, instrumentos/procedimientos, criterios de evaluación y dificultades encontradas al evaluar. Los resultados mostraron que el proceso de evaluación era al mismo tiempo formal e informal, realizada tanto a través de pruebas y trabajos que se presentaban como una exigencia escolar y se centraban en el análisis de la apropiación de conocimientos teóricos o conceptuales, como a través de la observación del profesor, centrada en el análisis de la evolución motriz y técnica de cada alumno, además de valorar la participación e implicación en la clase. En general, la evaluación desarrollada por los profesores buscó atender a las determinaciones del sistema escolar y a las singularidades de los conocimientos relacionados con la cultura corporal abordados en esta disciplina.

Hein Mendes, E. e Defreyn, N. (2022). Singularidades da Educação Física: um olhar sobre a avaliação. PENSAR EN MOVIMIENTO: Revista de Ciencias del Ejercicio y la Salud, 20(2), 1-15. A avaliação da aprendizagem está inserida em todos os componentes curriculares, inclusive na Educação Física, que aborda conhecimentos relativos à cultura corporal, como brincadeiras e jogos, ginásticas, danças, esportes, lutas e atividades de aventura. Buscando compreender melhor as características das práticas avaliativas desenvolvidas por professores de educação física, realizou-se um estudo descritivo com abordagem qualitativa, no município de Marechal Cândido Rondon, Paraná - Brasil. Os dados foram obtidos por meio da aplicação de uma entrevista semi-estruturada, que foi considerada válida, no que se refere à clareza de linguagem, a pertinência prática e a relevância teórica. A coleta de dados ocorreu entre os meses de agosto a outubro de 2017, nas dependências das escolas. Os dados foram analisados qualitativamente através da técnica de análise de conteúdo, categorizados em: funções da avaliação, quantidade de avaliações realizadas por trimestre, instrumentos/procedimentos, critérios avaliativos e dificuldades encontradas ao avaliar. Os resultados evidenciaram que o processo de avaliação se apresentou ao mesmo tempo formal e informal, realizada tanto através das provas e trabalhos, que se apresentava como uma exigência da escola e se voltava à análise da apropriação do conhecimento teórico ou conceitual, quanto por meio da observação do professor, voltada a análise da evolução motora e técnica de cada aluno, além de valorizar a participação e o envolvimento na aula. De maneira geral, a avaliação desenvolvida pelos professores buscava atender as determinações do sistema escolar e as singularidades dos conhecimentos relativos à cultura corporal abordados nessa disciplina.

Hein Mendes, E. & Defreyn, N. (2022). Unique features of physical education - a look at evaluation. PENSAR EN MOVIMIENTO: Revista de Ciencias del Ejercicio y la Salud, 20(2), 1-15. Evaluation of learning is integrated into all curricular components, including Physical Education, which deals with knowledge related to bodily culture, such as play and games, gymnastics, dancing, sports, wrestling and adventure activities. Seeking to better understand the characteristics of evaluative activities developed by physical education teachers, a descriptive study with a qualitative approach was carried out in the municipal territory of Marechal Cândido Rondon, State of Paraná, Brazil. The data were obtained by applying a semi-structured interview, which was considered valid in terms of language clarity, practical relevance and theoretical significance. Data collection took place between August and October, 2017, at school facilities. The data were analyzed qualitatively through the content analysis technique, and classified into evaluation functions, number of evaluations carried out per quarter, instruments/procedures, evaluation criteria and difficulties that came up during the evaluation process. The results showed that the evaluation process was both formal and informal, and was carried out through tests and papers, presented as a requirement of the school and focused on examining the appropriation of theoretical or conceptual knowledge, as well as through observation by the teacher. They were focused on analyzing the motion and technical evolution of each student, in addition to assessing their participation and involvement in the classroom. Generally speaking, the evaluation developed by the teachers sought to respond to the determinations of the school system and the unique features of knowledge related to body culture that are approached in this discipline.

An Explanatory Model of Sport Motivation, Physical Self-Concept and Anxiety as a Function of the Degree of Adherence to the Mediterranean Diet in Future Physical Education Teachers.

The present research has the objectives of establishing the relationship between motivational climate towards sport, anxiety, and physical self-concept, and identifying the existing relationships between anxiety, motivational climate, and physical self-concept, broken down into (a) developing an explanatory model of the motivational climate towards sport and its relationship with anxiety and physical self-concept, and (b) contrasting the structural model by means of a multi-group analysis according to the degree of adherence to the Mediterranean diet. A quantitative, comparative, non-experimental (ex post facto), cross-sectional study was carried out with a total sample of 556 participants (23.06 ± 6.23). The instruments used were an ad hoc questionnaire and the Spanish versions of the Perceived Motivational Climate in Sport Questionnaire 2, Beck Anxiety Inventory, Self-Concept Form-5, and the PREDIMED questionnaire. The data reveal that participants who show high adherence to the Mediterranean diet attain higher scores on physical self-concept and anxiety, as well as ego-climate. As a conclusion, it is observed that participants who show a high adherence to the Mediterranean diet show higher scores in physical self-concept and anxiety, as well as in all the variables that make up the ego-climate.

Cross-validation and modifications of the perceived mattering questionnaire-Physical education in Chinese inservice physical education teachers.

This study aimed to provide evidence of validity and reliability for the Perceived Mattering Questionnaire-Physical Education (PMQ-PE) developed by Richards et al. (2017) for the Chinese physical education (PE) teachers. The PMQ-PE consisted of two factors (i.e., PE matters and PE teacher matters) with four items in each, measuring four dimensions (attention, importance, dependence, and ego-extension). PMQ-PE in Chinese (PMQ-PEC) was validated among 1,278 elementary and secondary school PE teachers in China, of whom 59.0% were secondary PE teachers and 70.2% were males. Confirmatory factor analysis (CFA) with the entire sample found a poor model fit. Then exploratory factor analysis (EFA) using half of the sample indicated there was only one factor in PMQ-PEC. CFA of the other half of the sample suggested a one-factor model with the elimination of three unfitted items showed a better fitness to the data. Cronbach's alpha value was also acceptable. The final version of PMQ-PEC included five items with one factor that demonstrated acceptable validity and reliability and was deemed acceptable among Chinese PE teachers after the above modifications were made.

Factor Structure of the Korean Version of the Occupational Socialization of Beginning Physical Education Teachers Scale in the Context of the COVID-19 Pandemic and Its Relationship with Health Perception Education.

This study aimed to explore the factor structure of the Korean version of the occupational socialization of beginning physical education teachers scale, in the context of the COVID-19 pandemic, and to verify its relationship with health perception education. In October 2021, 257 Korean beginning physical education teachers were enrolled in this study. Data were analyzed using frequency analysis, exploratory factor analysis, confirmatory factor analysis, descriptive statistics, reliability analysis, and multiple regression analysis. Regarding the findings, first, the occupational socialization of beginning physical education teachers scale showed a six-factor structure: role recognition, past physical education class experience, pre-service teacher education, organizational atmosphere, fellow physical education teachers, and sports facility. Second, occupational socialization of beginning physical education teachers showed a partial positive effect on health perception education. These results suggest that the Korean Metropolitan and Provincial Offices of Education and Korean schools should develop various methods to support and ensure the occupational socialization of beginning physical education teachers. Such efforts may enable these new professionals to effectively adapt to their schools, teaching roles, and provide effective health education to students under the difficult context of the COVID-19 pandemic, wherein normal educational activities are hindered.

Singularidades da educação física: um olhar sobre a avaliação

Hein Mendes, E. e Defreyn, N. (2022). Singularidades da Educação Física: um olhar sobre a avaliação. PENSAR EN MOVIMIENTO: Revista de Ciencias del Ejercicio y la Salud, 20(1), 1-13. A avaliação da aprendizagem está inserida em todos os componentes curriculares, inclusive na Educação Física, que aborda conhecimentos relativos à cultura corporal, como brincadeiras e jogos, ginásticas, danças, esportes, lutas e atividades de aventura. Buscando compreender melhor as características das práticas avaliativas desenvolvidas por professores de educação física, realizou-se um estudo descritivo com abordagem qualitativa, no município de Marechal Cândido Rondon, Paraná - Brasil. Os dados foram obtidos por meio da aplicação de uma entrevista semi-estruturada, que foi considerada válida, no que se refere à clareza de linguagem, a pertinência prática e a relevância teórica. A coleta de dados ocorreu entre os meses de agosto a outubro de 2017, nas dependências das escolas. Os dados foram analisados qualitativamente através da técnica de análise de conteúdo, categorizados em: funções da avaliação, quantidade de avaliações realizadas por trimestre, instrumentos/procedimentos, critérios avaliativos e dificuldades encontradas ao avaliar. Os resultados evidenciaram que o processo de avaliação se apresentou ao mesmo tempo formal e informal, realizada tanto através das provas e trabalhos, que se apresentava como uma exigência da escola e se voltava à análise da apropriação do conhecimento teórico ou conceitual, quanto por meio da observação do professor, voltada a análise da evolução motora e técnica de cada aluno, além de valorizar a participação e o envolvimento na aula. De maneira geral, a avaliação desenvolvida pelos professores buscava atender as determinações do sistema escolar e as singularidades dos conhecimentos relativos à cultura corporal abordados nessa disciplina.

Hein Mendes, E. y Defreyn, N. (2022). Características únicas de la educación física: una mirada a la evaluación.PENSAR EN MOVIMIENTO: Revista de Ciencias del Ejercicio y la Salud, 20(1), 1-13. La evaluación del aprendizaje está incorporada en todos los componentes curriculares, inclusive en la Educación Física, en la cual se abordan conocimientos relacionados con la cultura corporal, como juegos, gimnasia, bailes, deportes, luchas y actividades de aventura. Buscando comprender mejor las características de las prácticas evaluativas desarrolladas por profesores de educación física, se realizó un estudio descriptivo con enfoque cualitativo, en el municipio de Marechal Cândido Rondon, Paraná, Brasil. Los datos fueron obtenidos mediante la aplicación de una entrevista semiestructurada, la cual fue considerada válida en términos de claridad de lenguaje, pertinencia práctica y pertinencia teórica. La recolección de datos ocurrió entre agosto y octubre de 2017, en las instalaciones de las escuelas. Los datos fueron analizados cualitativamente mediante la técnica de análisis de contenido, y categorizados en: funciones de evaluación, número de evaluaciones realizadas por trimestre, instrumentos/procedimientos, criterios de evaluación y dificultades encontradas al evaluar. Los resultados mostraron que el proceso de evaluación fue formal e informal, realizado tanto a través de pruebas como de trabajos, que se presentaron como un requisito de la escuela y se centró en el análisis de la apropiación de conocimientos teóricos o conceptuales, así como mediante la observación del profesor; estuvieron dirigidas a analizar la evolución motriz y técnica de cada alumno, además de valorar la participación e involucramiento en la clase. En general, la evaluación desarrollada por los docentes buscó conocer las determinaciones del sistema escolar y las características únicas de los saberes relacionados con la cultura corporal abordados en esta disciplina.

Hein Mendes, E. & Defreyn, N. (2022). Unique features of physical education - a look at evaluation. PENSAR EN MOVIMIENTO: Revista de Ciencias del Ejercicio y la Salud, 20(1), 1-13. Evaluation of learning is integrated into all curricular components, including Physical Education, which deals with knowledge related to bodily culture, such as play and games, gymnastics, dancing, sports, wrestling and adventure activities. Seeking to better understand the characteristics of evaluative activities developed by physical education teachers, a descriptive study with a qualitative approach was carried out in the municipal territory of Marechal Cândido Rondon, State of Paraná, Brazil. The data were obtained by applying a semi-structured interview, which was considered valid in terms of language clarity, practical relevance and theoretical significance. Data collection took place between August and October, 2017, at school facilities. The data were analyzed qualitatively through the content analysis technique, and classified into evaluation functions, number of evaluations carried out per quarter, instruments/procedures, evaluation criteria and difficulties that came up during the evaluation process. The results showed that the evaluation process was both formal and informal, and was carried out through tests and papers, presented as a requirement of the school and focused on examining the appropriation of theoretical or conceptual knowledge, as well as through observation by the teacher. They were focused on analyzing the motion and technical evolution of each student, in addition to assessing their participation and involvement in the classroom. Generally speaking, the evaluation developed by the teachers sought to respond to the determinations of the school system and the unique features of knowledge related to body culture that are approached in this discipline.

As relações entre o ciclo de vida profissional dos docentes e a prática pedagógica na disciplina curricular de Educação Física escolar / The relationships between the professional life cycle of teachers and pedagogical practice in school Physical Education / Las relaciones entre el ciclo de vida profesional del docente y la prática pedagógica en la disciplina curricular de Educación Física en la escuela

Este estudo de abordagem qualitativa teve como objetivo caracterizar artigos publicados de 2014 até 2021 que analisam as relações entre o ciclo de vida profissional e a prática pedagógica na Educação Física escolar. Foi feita uma revisão sistemática buscando artigos nas bases de dados LILACS, SciELO e em periódicos da área qualificados entre A1 e B3 a partir da Plataforma Sucupira. Foram encontrados 14 artigos que, após analisados, permitiram concluir que o tempo de profissão é um elemento importante para aprimoramento didático, tendo em vista as limitações da formação inicial. As experiências práticas e a formação continuada trazem grandes contribuições para a carreira docente e assim o indivíduo constrói gradativamente a sua identidade profissional a partir da fase em que ele se encontra.

This qualitative study aimed to characterize articles published from 2014 to 2021 that analyze the relationships between the professional life cycle and pedagogical practice in Physical Education. A systematic review was carried out looking for articles in the LILACS, SciELO databases and in journals in the area qualified between A1 and B3 from the Sucupira Platform. Fourteen articles were found, which, after being analyzed, allowed us to conclude that time in the profession is an important element for didactic improvement, in view of the limitations of initial training. Practical experiences and continuing education bring great contributions to the teaching career and thus the individual gradually builds his professional identity from the stage in which he finds himself.

Este estudio cualitativo tuvo como objetivo caracterizar artículos publicados entre 2014 y 2021 que analizan las relaciones entre el ciclo de vida profesional y la práctica pedagógica en Educación Física. Se realizó una revisión sistemática buscando artículos en las bases de datos LILACS, SciELO y en revistas del área calificadas entre A1 y B3 de la Plataforma Sucupira. Se encontraron catorce artículos que, luego de ser analizados, permitieron concluir que el tiempo en la profesión es un elemento importante para la mejora didáctica, frente a las limitaciones de la formación inicial. Las experiencias prácticas y la formación continua aportan grandes aportes a la carrera docente y así el individuo va construyendo su identidad profesional desde la etapa en la que se encuentra.

Evaluation of competency and job satisfaction by positive human psychology among physical education teachers at the university level: A systematic review.

The study aimed to determine how a teacher's competency at the university level related to professional commitment and job satisfaction. This systematic review intends to determine physical education teachers' competency and job satisfaction. One of the main objectives of physical education programs is to increase various activities of the student, especially physical activities and participation in it. Students who participate in physical activities feel a variety of emotions, and these may enhance their mental and physical well-being. The study concerns the teachers' satisfaction in effectively influencing and teaching the students. Job satisfaction refers to teachers' feelings and positive attitudes toward their work. The five components of job satisfaction are pay, promotion, supervision, co-workers, and work itself. Job satisfaction is broken down into these five components. Work as a teacher is one of the most important components of a teacher's or teacher's success at work and one of the key criteria for the school's achievement. Electronic libraries were explored, including Google Scholar, PubMed, Embase, Bing Academic, and Cochrane. Appropriate keywords were used for searching the literature. By applying certain inclusion and exclusion criteria, the final studies were selected for evaluation. The study's findings showed that physical education instructors had high levels of teaching competence and moderate levels of job satisfaction. The findings demonstrated that job satisfaction and competency rise when degree levels rise, and relatedness, skill, and autonomy self-motivation ensue. Students' motivation for physical education was greatly influenced by the teachers' support, motivation, and mastery climate. The self-determination theory positively enhances physical education from the teacher's perspective on PE, increasing instruction effectiveness.

Occupational Burnout Prevalence and Its Determinants Among Physical Education Teachers: A Systematic Review and Meta-Analysis.

Burnout can be defined as an occupational syndrome resulting from poorly managed chronic workplace stress. It is characterized by three dimensions: feelings of energy depletion or exhaustion; increased mental distance from one's job, or feelings of negativism or cynicism related to one's job; and reduced professional efficacy. Teachers are among the human service professionals particularly vulnerable to occupational burnout. Teaching is a highly demanding and challenging task, in that requires constant confrontation with different stakeholders (students and their parents, administrators). Among teachers, physical education teachers have been particularly understudied even though a recently published systematic review has found that they are exposed to high levels of stress. To better explore burnout syndrome among physical education teachers, the present systematic review was undertaken, searching up to six languages. Fifty-six studies were included in the present review. The reported rate of high emotional exhaustion ranged from 11.52 to 60.6%, according to the single study. Pooling together 12 studies and totaling 2,153 physical education teachers, the prevalence rate of high emotional exhaustion was computed to be 28.6 [95% CI 21.9-35.8]. The reported rate of high depersonalization ranged from 3.6 to 45.2%, according to the single study. Pooling together 11 studies and totaling 2,113 physical education teachers, the prevalence rate of high depersonalization was computed to be 14.5% [95% CI 8.0-22.4]. The reported rate of low personal accomplishment ranged from 13.63 to 55.6%, according to the single study. Pooling together 12 studies and totaling 2,153 physical education teachers, the prevalence rate of low personal accomplishment was computed to be 29.5% [95% CI 23.8-35.4]. The reported rate of overall burnout ranged from 10.0 to 51.6%, according to the single study. Pooling together 7 studies and totaling 1,101 physical education teachers, the prevalence rate of overall burnout was computed to be 23.9% [95% CI 13.6-36.0]. No evidence of publication bias could be found, both visually inspecting the funnel plot and conducting the Egger's linear regression test. Burnout imposes a significant burden among physical education teachers. Based on the information contained in the present systematic review and meta-analysis, tailored interventions could be designed to mitigate such a burden. However, due to the limitations of the studies included in the present systematic review and meta-analysis, further research in the field is urgently warranted. Systematic Review Registration: https://osf.io/69ryu/, identifier: 10.17605/OSF.IO/69RYU.

Determinants of increased frequency of depressive and anxiety symptoms in exercise professionals during the COVID-19 pandemic.

BACKGROUND: The coronavirus disease (COVID-19) pandemic has affected workers in different health services including exercise professionals (EP). The urgent need to adapt in-person to online activities might have led to increased frequency of anxiety and depressive symptoms. OBJECTIVE: We aimed to identify the determinants of aggravated depressive and anxiety symptoms in EP in southern Brazil during social distancing from the COVID-19. METHODS: A cross-sectional study was conducted with EP who worked at fitness centers, sports clubs, private schools, or at a public exercise program offered by the municipal council. We used an online-based, self-administered, adapted version of the Hospital Anxiety and Depression scale to compare symptoms of depression and anxiety pre- and during social distancing. RESULTS: Participants (n = 201) had a mean age of 32.7±8.0 years, with more than half being male, white, and having an university degree. We observed that 81%and 71%of respondents reported higher frequency in anxiety and depression symptoms, respectively, during social distancing than in the period before it. Physical education teachers, women, non-white professionals, and those with chronic disease were more likely to worsen anxiety symptoms. Women had higher odds to increased frequency in depressive symptoms. Physical activity and previous experience with internet-based tools for working activities reduced the risk of increased depressive symptoms. CONCLUSIONS: Sex, ethnicity, chronic diseases, educational level, physical activity, and experience with online tools were determinants for increased frequency of depression and anxiety symptoms in EP.

O trabalho docente nas escolinhas esportivas: experiências narradas na escola / Teaching work in sports schools: experiences narratedin school / El trabajo docente en escuelas deportivas: experienciasrelatadas en el colegio

Este texto tematiza as experiências docentes dos Professores de Educação Física que ensinam o esporte como atividade opcional em uma escola da rede privada de Porto Alegre. O estudo foi realizado através de uma pesquisa narrativa, tendo a produção das informações sido realizada por meio de entrevistas e observações de participantes registradas em diário de campo e análise de documentos entre os meses de outubro e dezembro de 2019. A análise das informações nos permitiu compreender que os Professores colaboradores do estudo percebem seu trabalho dentro de um contexto de "não lugar" de atuação docente. A construção das experiências docentes desses professores perpassa suas histórias de vida com o esporte e está fortemente ligada à cultura escolar em que estão inseridos.

This article focuses on the teaching experiences of Physical Education teachers who teach sport as an optional activity in a private school in Porto Alegre, RS. In the study, a narrative research, the production of the data was obtained through interviews and observation the of participants recorded in a field diary in addition to the analysis of documents, from October to December 2019. The analysis of the information collected revealed that the collaborating teachers of the study perceive their work within a context of a "non-place" of teaching. The construction of the teaching experiences of these teachers permeates their life stories with sport and is strongly linked to the school culture in which they are inserted.

Este trabajo presenta experiencias docentes de los profesores de Educación Física que enseñan deporte como actividad optativa en un colegio privado de Porto Alegre, Río Grande del Sur, Brasil. En este estudio, una investigación narrativa, la producción de los datos se obtuvo por medio de entrevistas y de la observación de los participantes, registradas en un diario de campo, además del análisis de documentos, en el período de octubre a diciembre de 2019. El examen de las informaciones colectadas reveló que los profesores colaboradores del estudio observan su trabajo dentro del contexto de un "no lugar" de actuación docente. La construcción de las experiencias docentes de esos profesionales atraviesa sus histórias de vida con el deporte y está fuertemente ligada a la cultura escolar en la que están inseridos.