体育教学杂志 (JTPE) 的特色是基于课堂和实验室研究的同行评议研究文章、描述性和调查研究、总结和评论文章，以及对各级体育教育者感兴趣的当前主题的讨论。 JTPE 得到了美国国家体育运动协会和国际高等教育体育协会的课程与教学学院的认可。

The Journal of Teaching in Physical Education (JTPE) is an academic journal focused on the field of physical education, featuring peer-reviewed research articles based on classroom and laboratory studies, descriptive and survey research, review and commentary articles, as well as discussions on current topics of interest to physical educators at all levels. JTPE is recognized by the Curriculum and Instruction Academy of the National Association for Sport and Physical Education and the International Association for Physical Education in Higher Education.

《Journal of Teaching in Physical Education》是一本专注于体育教学领域的学术期刊，刊载经过同行评审的研究文章，包括课堂和实验室研究、描述性和调查研究、综述和评论文章，以及与各级体育教育者相关的当前主题讨论。该期刊得到了美国国家体育运动协会和国际高等教育体育协会的课程与教学学院的认可。

Journal of Teaching in Physical Education

This study examined at-risk boys’ social self-efficacy and physical activity self-efficacy within Bandura’s self-efficacy framework. A total of 97 boys, aged between 10 and 13 years, attending a summer sports camp completed questionnaires assessing their social self-efficacy, physical activity self-efficacy, prosocial behaviors, and effort. Results indicated that social self-efficacy and physical activity self-efficacy were clearly distinguishable. However, the two constructs had a strong positive correlation. Both social self-efficacy and physical activity self-efficacy predicted prosocial behaviors significantly, with social self-efficacy having a stronger predictive power. Physical activity self-efficacy was a better predictor of effort than social self-efficacy. This study provides initial empirical evidence supporting Bandura’s conceptualization of the domain-specific features and predictive power of self-efficacy in a summer sports camp setting, and thus enables a better understanding of the nature and effects of self-efficacy.

Xiaoxia Su

Ping Xiang

Ron E. McBride

Jiling Liu

Michael A. Thornton

At-Risk Boys’ Social Self-Efficacy and Physical Activity Self-Efficacy in a Summer Sports Camp

暑期体育夏令营中高风险男孩的社会自我效能与身体活动自我效能

Pedagogical content knowledge (PCK) is a frequently used concept in the educational community. Its usage is so widespread it appears to function as a “lingua franca” across different subject areas and among researchers within a subject area. Critiques of PCK have suggested it may function at best as a heuristic and at worst as a masquerade; because there has been little consensus on its conceptualization and in many studies there is no operational definition of PCK provided. Recent studies, however, have moved both the conceptualization and measurement of PCK forward in ways that allow the concept to be operationalized. In this article we examine how PCK has evolved since Shulman’s (1986) initial conceptualization, and discuss how the concept has been used in physical education. We describe and examine five recurring research findings for PCK in physical education. These are that PCK can be described on continuums of maturity and effectiveness; is learned, is specific to content and context; and is strongly related to both content knowledge and knowledge of students.

Phillip Ward

Shiri Ayvazo

Pedagogical Content Knowledge: Conceptions and Findings in Physical Education

教学内容知识：体育教育中的概念与研究成果

Purpose: This study reports on our efforts toward extending the conceptual understanding of content development in physical education by validating content maps as a measurement tool, examining new categories of instructional tasks to describe content development and validating formulae that can be used to evaluate depth of content development. Method: The reliability, content, and concurrent validity of content maps and formulae were evaluated together with an application of the content maps and formulae. Descriptive statistics were used to report the data. Results: The reliability and validity of content maps was established. The new categories allowed for a finer analysis of content development. All formulae differentiated among different content expertise. Discussion/Conclusion: If depth of content knowledge is evidenced by tasks designed to refine, extend and apply student performance, then the content map, categories and formulae reported in this study provide tools that have utility for teachers, teacher educators and researchers.

Fatih Dervent

Yun Soo Lee

Bomna Ko

Insook Kim

Wang Tao

Using Content Maps to Measure Content Development in Physical Education: Validation and Application

使用内容地图测量体育教育中的内容发展：验证与应用

Objetivo : Profundizar en posibles respuestas a la cuestión: “¿podría el amor relacional ser la base de la internacionalización académica?” Metodología : Autoestudio colaborativo. Los datos generados desde marzo de 2022, a través de correos electrónicos, diarios reflexivos, notas de campo, encuentros virtuales, narrativas y notas autobiográficas, se analizaron mediante un análisis narrativo y un análisis temático reflexivo. Hallazgos : Se generaron tres temas: “Comunidad de vida, comunidad de cuidado(s)”, “Aprendizaje(s): con-mover mente, cuerpo, espíritu y corazón” y “Generación de conocimiento(s) con sentido(s)”. Cada tema se presenta y discute con el fin de comprender cómo el amor relacional puede ser la base de la internacionalización académica. Conclusiones : Se concluye que otras maneras de vivir, entender y construir la academia se constituyen en procesos educativos gratificantes, beneficiosos y necesarios si es que pensamos la institución universitaria, y en concreto la educación física, desde la justicia social, la descolonización del conocimiento y la democracia institucional.

Marina Castro-García

Alberto Moreno Doña

Carmen Barquero-Ruiz

Internacionalización, amor relacional y crítica decolonial: dialogando para la transformación de la academia y la educación física

国际化、关系之爱与解殖批判：对话以实现学术与体育教育的转型

Purpose : Professional identity (PI) has gained significant attention from professional education programs as this concept underscores the professional values and qualities that professionals should internalize alongside their professional skills and knowledge. This study aims to explore the PI components formed by Korean secondary school physical education (PE) teachers. Methods : Twelve PE teachers participated in this qualitative study, selected through maximum variation sampling. Data collection methods included open-ended questionnaires, semistructured individual interviews, and documentation. Results : Eighteen PI components were identified and categorized into nine domains based on three identity dimensions (competence, knowledge, and disposition) and three task areas (teaching, student, and administration) of the professional identity matrix for physical education teachers framework. Discussion/Conclusions : The PI components, reflecting the professionalism instilled in PE teachers, emphasize the importance of embodying the qualities necessary to act, think, and feel like a PE teacher, which help visualize the educational outcomes of PE teacher education programs.

Junhyuk Park

Sanga Yun

Euichang Choi

Professional Identity of Physical Education Teachers: What Are the Key Components?

体育教师专业认同：关键要素是什么？

Purpose : To investigate the adaptive competence of two physical education preservice teachers (PSTs) across two high school placements. Methods : Two PSTs each taught four 6-lesson frisbee units across two different high schools. Feedback on lesson plans prior to teaching, guided reflection-on-action, and repeated teaching was used to support adaptations to six core teaching practices. PSTs made three iterations of each lesson plan. Results : PSTs made 589 adaptations across the core teaching practices of management (28%), task presentation (16%), content development (16%), active supervision (16%), goals and assessment (7%), and rules and routines (3%). Between 16% and 30% of adaptations were made in the last iteration. The number of adaptations decreased from the first to the second school placement and from Lessons 1 to 6. Conclusion : Feedback on lesson plans, guided reflection-on-action, and repeated teaching aided PSTs’ development of adaptive competence during school placements.

Toon Dehandschutter

Hans van der Mars

Peter Iserbyt

Two Preservice Teachers’ Adaptive Competence in Lesson Planning Across Two High School Placements

两位职前教师在两所高中实习中的课程计划适应能力

Psychology-based research has been a characteristic of empirical inquiry in sport coaching for over 50 years, and cognitive function is widely accepted as a fundamental component of sport coaching expertise. Within the academic literature, much empirical research on coaches’ cognitions has tended to adopt retrospective approaches, such as postsession interviews or stimulated recall, thus capturing participant recall after the incident, training session, or competition. Methods such as these that rely on participants’ retrospective recall are prone to memory decay, reordering of accounts, and confirmation bias. The aim of this research was to collect a different type of data to what is generated with retrospective approaches and, rather, capture coaching cognitions in situ using think aloud protocol. The data captured were broken down into meaning units and analyzed using a reflexive thematic analysis. Situated in the practice of six experienced rugby coaches, findings revealed that think aloud protocol generated rich data. However, engaging think aloud protocol was problematic as the site of inquiry was confounded by multiple social interactions and required coaches to provide frequent instruction and feedback. The interaction between cognition and action is conceptualized by the tentative offering of a conceptual model that includes cognitive triggers and thresholds. The implications of these findings can help academics and coach developers to understand the complexity of capturing coaches’ in situ thinking within dynamic social environments.

Simon Quick

John Lyle

An In Situ Exploration of Practicing Rugby Coaches’ Cognitions, Higher Psychological Functions, and Actions Using Think Aloud Protocol

使用有声思维协议对实践橄榄球教练认知、高级心理功能和行为的原位探索

None Journal of Teaching in Physical Edu

Erratum. A Qualitative Examination of Online Practices During the COVID-19 Pandemic and Observational Preferences Within Physical Education

勘误。COVID-19疫情期间在线实践的定性研究及体育教育中的观察偏好

Purpose : This study sought to examine how preservice physical educators conceptualize and intend to use standards-based grading (SBG) after receiving a 1-hr workshop on implementing SBG into a physical education (PE) setting. Method s : Using a qualitative descriptive approach, the researchers utilized class reflection assignments, a perceptions survey, and interviews with 10 undergraduate physical educators at a Midwestern university. Findings : The SBG workshop positively influenced participants’ views of the importance of PE, enhanced their attitudes toward organized and meaningful instructional planning, and shaped participants’ perceived norms and level of control when implementing SBG in their future classrooms. Discussion/Conclusion : SBG provides a means for preservice physical educators to validate their field and area of study and to visualize the interconnectedness of teaching, learning, and assessment within PE.

Matt Townsley

Scott W.T. McNamara

“PE Is More Than Playing Kick Ball the Entire Hour”: Using Standards-Based Grading to Elevate Physical Education’s Status Among Preservice Physical Educators

“体育不仅仅是整节课踢球”：运用基于标准的评分提升职前体育教育者的体育教育地位

The Three-Tier Video Modeling intervention model was derived from the theory of Response to Intervention. This pilot study aimed to demonstrate the application of the Three-Tier Video Modeling model with a top-down approach in teaching physical activity to a 4-year-old boy with autism spectrum disorder and his typically developing peers. The study utilized a single case-changing conditions design and measured children’s performance in the target physical activity. The results showed that the boy with autism spectrum disorder acquired the target skill and consequently generalized it to the natural environment, and all peers mastered the skill after intervention. Teachers and parents also reported a more inclusive learning environment. The potential implications of this novel approach were discussed.

Shu-Chen Wang

Hui-Ting Wang

Teaching a Physical Activity to a Young Child With Autism Using the Three-Tier Video Modeling Model: A Pilot Study

使用三层级视频示范模型教授自闭症幼儿一项体育活动：一项试点研究

Abbreviation	J. Teach. Phys. Educ.
Journal Impact	1.84
Quartiles(Global)	SPORT SCIENCES(Q2)

ISSN	0273-5024, 1543-2769
h-index	68

Publication Information	Publisher: Human Kinetics Publishers Inc.，Publishing cycle: Quarterly，Journal Type: journal，Open Access Journals: No
Basic data	Year of publication: 1996，Proportion of original research papers: 92.31%，Self Citation Rate:22.20%， Gold OA Rate: 3.28%
Average review cycle	网友分享经验：>12周，或约稿
Average recruitment ratio	网友分享经验：容易

Journal of Teaching in Physical Education

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