The relationship between elementary Physical Education teachers'' pedagogical content and children''s knowledge about Olympism after an in-service workshop schedule

The relationship between elementary Physical Education teachers' pedagogical content and children's knowledge about Olympism after an in-service workshop schedule Maziar Meghdadi1, MohammadReza Esmaeili-Shazandi2*, Farideh Ashraf-Ganjouei3, Farzad Ghafouri4 PhD Candidate in Sports Management, Faculty of physical education and Sport science, Islamic Azad University, Central Tehran Branch, Tehran, Iran Tell: +989133295979 maziarmeghdadi@yahoo.com * (Corresponding author) Associate Professor in Sport Management, Islamic Azad University, Central Tehran Branch, Tehran, Iran Tell: +989125954710 esmaili_shazandi@yahoo.com ORCID identifiers: 0000-0002-7346-3765 Assistant Professor in Sport Management, Islamic Azad University, Central Tehran Branch, Tehran, Iran Associate Professor in Sport Management, Allameh Tabatabaei University, Tehran, Iran Suggested running head: PE teachers' & children's knowledge of Olympism Biography Maziar Meghdadi is a last year PhD candidate in Physical Education and Sport Sciences His current research interests are Physical Education pedagogy, Children, Olympic movement and Educational System MohammadReza Esmaeili-Shazandi is an associate professor in Sport Management of Iran Islamic Azad University He is interested in Education and Sport and now his current research interest is Educational methods in sport Farideh Ashraf-Ganjouei is an assistant professor in Sport Management of Iran Islamic Azad University Her current research interests are Physical Education and MIS system Farzad Ghafouri is an assistant professor in Sport Management of Iran Allameh Tabatabaei University He is interested in Olympic movement and Education And his current research interests are strategic management and Physical Educational system Acknowledgments This article was extracted from the dissertation prepared by Maziar Meghdadi to fulfill the requirements required for earning the PhD degree of Physical Education and Sport Sciences in Islamic Azad University of Central Tehran Branch We wish to thank all teachers and students for their contribution to this project ABSTRACT There is little agreement on exactly what kinds of knowledge are most important for Physical Education teachers to possess, such as sport rules, sport ethics, sport values, and generally, sport philosophy The results suggest that teachers who hold knowledge more closely aligned with the Olympic information use practices in teaching that influence student knowledge and serve to accentuate intellectual development Generally, because the sport philosophy exists in Olympic philosophy, thus, knowing more about Olympic and its idea could help more on developing sport philosophy Keywords: Sport education, Elementary Physical Education teachers, Olympic Games The relationship between elementary Physical Education teachers' pedagogical content and children's knowledge about Olympism after an in-service workshop schedule Introduction Everybody wants physical education teachers to be knowledgeable about the sport, its philosophy and its effects on children's society (Culpan, 2018) Yet there is little agreement on exactly what kinds of knowledge are most important for teachers to possess, such as sport rules, sport ethics, sport values, and generally, sport philosophy (Petrie, 2017; Culpan and Stevense, 2017) In recent years, researchers have shown a growing interest in the knowledge base of in-service workshop schedule for Physical Education (PE) teachers (Binder and Naul, 2017) Many studies have addressed fairly general aspects of teaching and learning sports sciences For instance, researchers have investigated in-service and pre-service teachers' conceptions of teaching and learning science (Van Driel et al., 2002; Holt et al., 2012; Jacob et al., 2013) or the ways teachers construct practical knowledge about teaching (Nyberg and Larsson, 2014) Some studies suggest that it may be worthwhile for PE teacher educators to focus coursework for elementary student teachers on developing their identities as teachers of PE (Fletcher et al., 2013; Binder and Naul, 2017) and the effect of the training program on teacher behavior and student engagement in learning is obvious (Van Den Berghe et al., 2014, Derri et al., 2015) As Olympic is the main part of sport and PE, the focus on "how" teachers, coaches, and professors can help young people develop values associated with the concept of Olympism is so important (Parry, 1998; Binder, 2005; Cuplan and Stevense, 2017; Girginov, 2018) Olympism blend sport with culture and education and the goal of the Olympic Movement is to contribute to building a peaceful and better world by educating youth through sport practiced without discrimination of any kind and in the Olympic spirit, which requires mutual understanding with a spirit of friendship, solidarity, and fair play In this way, the Olympic Movement can be understood not as a simple sports competition but as an educational tool for civic life, with its own ideals, values, and cultural baggage (Silva et al., 2016; Girginov; 2018) The President of the IOC (1980-2001), JA Samaranche, declared six basic elements of Olympic ethics (1995): tolerance, generosity, solidarity, friendship, non-discrimination, respect for others (IOC, 2016) Also, the purpose of Olympic Education (OE) is "to teach students fundamental knowledge and fundamental attitudes such as history, ideals, and organization of the Olympic Games and also to learn about the ideals of the Olympism." This is an important part of the Olympic Movement based on the ideals of the Olympism under the direction of the IOC (Binder, 2005) Baron Pierre de Coubertin (1863-1937) was the founder of the Modern Olympic Games In 1894 he organized the Congres International de Paris Pour Le Retablissement Des Jeux Olympiques at which a circle of educators, politicians and sports officials decided to start the Olympic Games anew The first Modern Games was celebrated in Athens in 1896 Since then, the Olympic Games have developed enormous popularity becoming the ‘foremost international sport event in the world’ But Coubertin did not just reinvent the Olympic Games simply as an international gathering of athletes every four years The Olympic Games provided an institutional framework for a wider educational mission (Hubner, 2015) Noble values based Olympic Games may build world peace; consolidate an understanding that participation and fair play are more important than winning (Budreikaite and Jurcys, 2015) For the first time, in the mid-1970s Muller introduced the term Olympic Education (Naul, 2008), and now at the beginning of 21st century, one of the most important directions of modern Olympic movement is Olympic education of children and students (Bondar, 2015) A significant variety of psychological and pedagogical diagnostic approaches has been developed and is widely used nowadays in teaching practice (Varfolomeeva et al., 2016) Philosophy of Olympism focuses not only on a professional athlete, but also on every person, not just for a short period of time, but throughout the whole life (Sukys and Majauskiene, 2013) Academic literature on Olympic education is available in many countries, highlighting the history, concepts and teaching approaches (Doll-Tepper, 2012) In the field of PE and OE, so far only a few studies have focused on teachers' pedagogical content knowledge (PCK) and its development (Lawson, 1990; Hassandra et al., 2007; Lines, 2007) So is important to be able to assess teacher knowledge and to know how to affect them if we use an in-service workshop schedule about Olympism While it is evident that teacher knowledge influence what occurs in the classroom, the scope and magnitude of the effect of this knowledge have not been clearly delineated For example, Binder (2005) looked at teachers' cognitive understanding of how students learn OE While the form and intensity of the influence of knowledge varied by individual, it could be concluded that teachers' knowledge shapes the way in which they teach OE Teachers construct an understanding of Olympism and the teaching and learning of OE in accordance with their existing knowledge and understandings built by their experiences For example, although Binder (2005) suggested a focus on teaching students fundamental knowledge and fundamental attitudes such as history, ideals and organization of the Olympic Games and also to learn about the ideals of the Olympism rather than traditional OE methods, it is unlikely that teachers who traditional OE methods as a way to motivate students to learn OE are going to eliminate the main aspect of their teaching From past reform movements, it is evident that teachers are not going to change their knowledge simply and they need a powerful reason for the new beliefs Therefore the recognition of the need to change is a mandatory first step and it is evident that what the teachers in the classroom influences students’ beliefs about Olympism It is also evident that what teachers believe about OE and the teaching of Olympism influence what they in the classroom and that their knowledge may be translated into students' beliefs By consequence, the purpose of this study was to investigate the relationship between elementary Physical Education teachers' pedagogical content and children's knowledge about Olympism after an in-service workshop schedule Materials and methods Participants The subjects in the study were a group of 17 male teachers of PE which their ages varied from 28 to 34 years and voluntarily entered in an in-service workshop schedule to increase their knowledge about the teaching and learning of OE and to provide a knowledge investigation on students that randomly were selected from their classes (n = 158) All teachers had obtained a Master's degree in Physical Education and all of them had years teaching experience Procedure and Data collection During the school year, the subject teachers attended to five in-service workshop schedules The program was taught by the first author of this paper During the last quarter of the school year, teachers complete a questionnaire related to knowledge about the teaching and learning of OE and Olympism The data were collected during the last quarter of the school year to maximize the effect of individual teacher knowledge on their students' Two self-made questionnaires were used in this study To assess teacher knowledge about OE and the teaching and learning of Olympism an 18 item, points Likert scale investigate "Knowledge About Olympism" was used This investigation is a revised form of a questionnaire developed by Telama (2002) The statements scores were recoded so that higher scores reflected knowledge that was philosophically in line with the recommendations and goals of the Olympism Sample items are located in Table Concurrent validity and confirmatory and exploratory factor analysis were used in order to examine the construct validity and Cronbach's Alpha method was used to examine the reliability and the questionnaire was checked by 15 expert researchers in physical education and sport management [Insert Table 1] For assessing student knowledge about OE another self-made questionnaire was used Subscales from this questionnaire includes historical based knowledge and moral base knowledge such as: Knowledge about modern Olympic, knowledge about ancient Olympic, knowledge about source of information about Olympic, and also knowledge about symbols of Olympic, knowledge about ideals of Olympic, knowledge about Olympic spirit and knowledge about six basic elements of Olympic ethics Sample items from this questionnaire are located in Table A modified five point Likert scale was used [Insert Table 2] Data analysis All questions were convert on a 5-point Likert scale, where 1= poor knowledge to = strong knowledge All statistical tests were conducted using SPSS version 23 (Chicago, IL) Results Teacher Knowledge Possible scores on the teacher knowledge questionnaire ranged from 18 to 90 Scores in the range of 45-63 reflect a neutral position Scores above 63 reflect a good knowledge about Olympism Below 45 would reflect a position of insufficient knowledge As shown in table 3, of the seventeen teachers participating in the study five had total scores in the neutral position and 12 had scores above 63 When assessed by subscale scores knowledge about Olympism (maximum score = 25) individual scores ranged from 15 to 23, knowledge about teaching Olympism (maximum score = 40) ranged from 21 to 30 and knowledge about learning Olympism (maximum score = 25) ranged from 16 to 22 [Insert Table 3] Student Knowledge The student knowledge questionnaire was analyzed in terms of subscale scores (Table 4) The first three subscales ask students to reflect on what historical based knowledge has about Olympism For the subscale of "knowledge about modern Olympic" With a maximum score of 45 and a neutral point score of 27, the mean of 35.28 might suggest that young students know more about the modern Olympic Games Although knowledge about ancient Olympic reflects less knowledge, the attitude that knowing about the ancient Olympics with a mean of 16.39 indicates that these students know about this; but it is not sufficient According to the table 4, the mean of knowledge about the source of information reflects a neutral knowledge [Insert Table 4] The second set of subscales addresses the moral based knowledge of students Mean scores for the group suggest that students had knowledge about symbols and ideals of Olympic The subscale knowledge about symbols of Olympic with a mean of 13.39 has the highest score and knowledge about Olympic spirit with a mean of 9.99 has the lowest score among second set of subscales And it shows that symbols and ideals of Olympic are more interesting for students and they are more likely to learn about this kind of subscales Teacher-Student Knowledge To further assess the possible influence of teacher knowledge on their students' knowledge, means of students in classes whose teachers maintain neutral knowledge were compared to those with complete knowledge This was accomplished by applying an analysis of variance for each of the student subscales (Table 5) Knowledge about modern Olympic, knowledge about the source of Olympic information and knowledge about ideals of Olympic were found to be significantly different between the two groups of students Students whose teachers reflected complete movement knowledge derived greater satisfaction from finding challenging information on Olympism They also felt that students well in OE when they understand the moral based knowledge of Olympic Significant differences were not found for subscales that focused on knowledge about symbols of Olympic, knowledge about Olympic ethics, knowledge about Olympic spirit and knowledge about the ancient Olympic [Insert Table 5] Discussion and conclusions The present paper provides a survey of Physical Education teachers' pedagogical content and children's knowledge about Olympism after an in-service workshop schedule An inservice workshop schedule about Olympism can promote teachers to discuss more OE and Olympism in their classes This pedagogy causes more interest and emotion in OE Pierre de Coubertin seemed to understand the importance of emotion and imagination as pedagogical tools In his planning for the promotion and staging of Olympism, he integrated symbols, ceremonies, music, pageantry, and culture And ever since the first of the modern Olympic Games, the world has been inspired every four years with emotional stories of athletic triumph and disappointment These investigations act as models and as confirmation for OE Olympic educators need to help their students and their athletes see the world in a different way, see each other in a different way, and change behaviors so that they act in a different way However, confident in our ability to specify and achieve success in such working practices; it would be good to teach teachers and coaches the principles of Olympism, not just as historical anachronisms or moralizing, but as living ideas which have the power to remake our notions of sport in education, seeing sport not as mere physical activity but as the purposeful physical activity of an educated and ethical individual, aiming at the cultivation of virtuous dispositions Teacher Knowledge about Olympism Between 17 teachers in this study, teachers reflected neutral knowledge about Olympism but all of the teachers showed a shallow knowledge in teaching and learning approaches of Olympism And this result indicates that not only the knowledge about Olympism is important but the knowledge of teaching and learning approaches is so important for teachers Highlighting the critical role of teachers as “one ‐caring” in their relationships with students and as models of ethical action should be a prominent component of future Olympic educational initiatives Every teaching/coaching day is filled with hundreds of instant pedagogical moments (Binder, 2005) Student Knowledge about Olympism In the case of student knowledge, the lack of reliable source to obtain information about Olympism is obvious Also, schools did not have any program to improve this knowledge among students and this is the key factor that makes student knowledge about Olympism information sources weak Knowledge about modern Olympic reflects higher score than ancient Olympic because the modern Olympic is more attractive for medias and student Critical pedagogy in Olympism education would essentially help students to become "More Fully Human" It would mean that students could develop certain understandings that would allow them to realize ethics better (Culpan and Wigmore, 2010) Teacher-Student Knowledge Teachers with higher knowledge about Olympism had students with higher knowledge about modern Olympic, the source of information and Olympic ideals and they believed that knowing about Olympic ethics lead to better learning about Olympism Teachers could engage learners in constructing their own knowledge and the main factor is the complete knowledge of the teachers (Culpan and McBain, 2012) These results of this study provide clear evidence that teachers' knowledge about the teaching and learning of Olympic Education (OE) influence the way in which their students are likely to view the learning of Olympism These results very strongly suggest that teachers who hold knowledge more closely aligned with the Olympic information use practices in teaching that influence student knowledge and serve to accentuate intellectual development For example, "Knowledge About Olympism" assesses teacher knowledge about focusing on Olympism' motivation rather than just teaching, investigating Olympic ethics rather than mere competition and using knowledge about symbols and ideals of Olympic rather than only words without practical meaning Although the sample was small the results are congruent with observations about student knowledge That students can derive pleasure from knowing about Olympism is not surprising, if they are given the types of OE that are challenging and interesting These students also believe that they will well in OE and Olympism if they understand it OE is a conceptually oriented knowledge and its understanding is so important in Olympism That there was a relationship between teacher and student knowledge might lead to the simplistic conclusion that there is a straight line relationship among teacher knowledge, teacher practice, and students' knowledge about Olympism Other studies about the nature of knowledge and their relationship to practice indicate that this is often not so (Scribner 2003, Grant 1984) There are many other factors which may influence teaching Olympism However, when differences between groups of students are detected as in this study, then one might assume that certain practices of these teachers were influencing the knowledge of their students Other forms of assessment are such as interviews or classroom observations to form a complete picture of the Olympism in individual teachers Measuring the knowledge of Olympic and changes in knowledge of both the students and the Physical Education teachers' pedagogical content after an in-service workshop schedule can provide a snapshot of what is going on within a classroom These snapshots can be used to evaluate the effectiveness of professional development workshops They can also be used to make Physical Education teachers aware of their OE knowledge and the relationship between their OE knowledge and their students' knowledge about Olympism and provide the springboard for teachers to reflect on their classroom debates It can also serve as a way to evaluate student progress in morality Generally, because the sport philosophy exists in Olympic philosophy, thus, knowing more about Olympic and its idea could help more on developing sport philosophy References Binder, D (2005) Teaching Olympism in schools: Olympic education as a focus on values education International Chair in Olympism Lecture, Centre for Olympic Studies (Spain: Autonomous University of Barcelona, 2005), 5(16), 1-24 Binder, D & Naul, R (2017) Olympic education as pedagogy Olympic Education: An International Review, 331 Bondar, A.A (2015) Analysis of Olympic education theoretical readiness of future physical culture teachers Physical Education of Students, (6), 10-15 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not just a short truce period, but the whole of life; not just competition and winning, but also the values of participation and cooperation; not just sport as an activity, but also as a formative and developmental influence contributing to desirable characteristics of individual personality and social life To be good at Olympic Education you need to have information about history, symbols and ideals of Olympic Knowledge about teaching Olympism A lot of things in Olympism can help to teach moral things: tolerance, generosity, solidarity, friendship, non-discrimination, and respect for others Teachers should follow the IOC guidelines in their schools Knowledge about learning Olympism Olympic Movement is to contribute to building a peaceful and better world by educating youth through sport practiced Olympic requires mutual understanding with a spirit of friendship, solidarity and fair play moral base knowledge historical based knowledge Table Sample Items from Student Knowledge Questionnaire Knowledge about modern Olympic I know about the date of first modern Olympic and country that held the competition Knowledge about ancient Olympic I know about the ancient Olympics and date of the first Olympic Knowledge about source of information about Olympic I learn about Olympic from my teacher, TV, magazine and … Knowledge about symbols of Olympic I know about the flag and the Olympic rings Knowledge about ideals of Olympic I know about Olympic Motto: citius, altius, and forties Knowledge about Olympic spirit Students know the differences between friendship, solidarity and fair play Knowledge about six basic elements of Olympic ethics Students find tolerance, generosity, solidarity, friendship, non-discrimination, and respect to others Table Mean Scores of Teacher Knowledge after an in-service workshop schedule Teacher 10 11 12 13 14 15 16 17 Mean (SD) Knowledge about Olympism Knowledge about teaching Knowledge about learning Olympism Total score 22 21 15 17 19 23 20 21 21 18 19 23 19 19 21 23 20 20.05 (2.19) 21 25 30 24 27 23 28 28 30 26 25 23 29 26 27 25 23 25.88 (2.61) 17 20 21 22 19 19 17 16 22 21 18 20 21 16 18 21 19 19.23 (1.98) 60 66 66 63 65 65 65 65 73 65 62 66 69 61 66 69 62 65.17 (3.1) Table Mean Scores of Student Knowledge Student knowledge (n = 158) Historical based knowledge Maximum score M SD Moral based knowledge Knowledge Knowledg Knowledge Knowledge Knowledg Knowledg Knowledge about e about about source about e about e about about modern ancient of Olympic symbols of ideals of Olympic Olympic Olympic Olympic information Olympic Olympic spirit ethics 45 20 15 15 15 15 15 35.28 6.81 16.39 4.74 10.67 3.89 13.39 2.20 12.29 2.91 9.99 3.61 10.18 4.04 Table M, SD, and F Values for Students' Knowledge by Teachers' Knowledge Student knowledge (n = 158) knowledge Students' Subscales Historical based knowledge Moral based knowledge Knowledge Knowledg Knowledge Knowledge Knowledg Knowledg Knowledge about e about about source about e about e about about modern ancient of Olympic symbols of ideals of Olympic Olympic TNK Olympic 33.06 Olympic 17.32 information 12.30 Olympic 13.00 Olympic 11.74 spirit 10.38 ethics 9.46 M (SD) (8.36) (4.40) (3.41) (2.82) (3.56) (3.90) (4.53) TCK 36.59 15.28 9.72 13.61 12.77 9.76 10.59 M (SD) (5.32) (4.93) (3.86) (1.72) (2.41) (3.43) (3.69) F values 9.71 0.68 18.44 2.91 4.61 1.09 2.88 P 0.00 * 0.41 0.00 * 0.09 0.03 * 0.29 0.09 NTK = Teachers had Neutral Knowledge 0.05 RTK = Teachers had Complete Knowledge *p≤ ... investigate the relationship between elementary Physical Education teachers' pedagogical content and children's knowledge about Olympism after an in-service workshop schedule Materials and methods... Physical Education teachers, Olympic Games The relationship between elementary Physical Education teachers' pedagogical content and children's knowledge about Olympism after an in-service workshop schedule. .. teachers Measuring the knowledge of Olympic and changes in knowledge of both the students and the Physical Education teachers' pedagogical content after an in-service workshop schedule can provide a