在单词和实践之间:对物理素养理解和应用的定性探索
Ivan Curovic1, David Grecic2, Aleksandar Lekic3
1Institute of Coaching & Performance (ICaP), University of Lancashire, Preston, United Kingdom.
Frontiers in sports and active living
|November 3, 2025
概括
塞尔维亚教师对体育素养 (PL) 的理解很差,他们倾向于传统的,以表现为导向的体育教育 (PE),尽管重视整体发展. 弥合这一差距需要课程改革和加强对终身体育活动的教师培训.
科学领域:
- * 运动学和体育教育
- * 公共卫生和健康促进
背景情况:
- * 身体素养 (PL) 是促进终身体育活动的关键框架.
- * 它的应用不一致,特别是在像塞尔维亚体育教育 (PE) 这样的环境中,传统上以绩效为导向,课程中缺乏PL.
- *了解塞尔维亚PE教师对PL的看法对于其有效实施至关重要.
研究的目的:
- * 探索在服务和服务前的塞尔维亚体育教育 (PE) 教师中体育素养 (PL) 概念的理解和应用.
- * 确定教师的哲学与他们与PL相关的实践教学方法之间的差距.
主要方法:
- * 采用对20名在职和11名在职前的塞尔维亚体育教师进行半结构化采访的定性研究.
- * 根据IPLA对PL (2017) 的定义,用于分析采访数据的演性主题分析.
主要成果:
- * 身体素养 (PL) 在很大程度上是不熟悉的,但教师描述了它的整体方面 (健康,动力,终身参与),通常侧重于身体能力.
- *教师们希望体育培训能够促进福祉,享受和终身习惯,但实际教学强调传统的,由教师领导的演练,纪律和技术表现.
- * 预服务教师特别强调纪律和合规性,对以学生为中心的实践的表达有限.
结论:
- * 与物理素养 (PL) 相一致的哲学与塞尔维亚PE中普遍存在的传统实践之间存在重大差异.
- *PL的有意义的整合需要课程改革,更新教师教育和专业发展.
- *解决这个差距对于培养学生的信心,自主性和终身体育活动的参与至关重要.
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