Publisher's Synopsis
Physical education is a course taught in school that focuses on developing physical fitness and the ability to perform and enjoy day-to-day physical activities with ease. The text Research Methodology in Physical Education presents the tool for physical education and discusses the essentials of research method in physical education. The aim of first chapter is to identify and understand participation styles during elementary physical education lesson by using multiple data sources in analyzing student activity. Second chapter aims at describing and analyzing students' disruptive behaviors and comparing them in terms of their degree of intensity in the course of physical education lessons performed by student teachers. The purpose of third chapter is to investigate the difference between two pedagogical methods in teaching/learning hurdle clearance such as the traditional learning method which was based on verbal feedback. The aim of fourth chapter is to examine the perceived benefits of incorporating yoga-based activities into classroom teaching as a result of implementing the Yoga Ed. Fifth chapter measures the impact of an additional training in classroom management on physical and sports education trainees' self-efficacy feeling. The objective of sixth chapter is to use a validated instrument to conduct a micro-analysis of student PA levels, lesson contexts, and teacher prompts for PA during classroom sessions. The aim of seventh chapter is to evaluate the impact of a yoga intervention on the emotion regulation of high school students as compared to physical education (PE). An evaluation of the sample designs in educational survey research has been proposed in eighth chapter. Ninth chapter problematizes conventional qualitative educational research through a process of reading observation and interview in rhizomatic research. In tenth chapter, teachers' (with or without a graduate degree) views regarding educational research are determined. Eleventh chapter explores various questions through examining such postmodern thinkers as Derrida, Lacan and, in particular, Levinas. The aim of twelfth chapter is to explore the significance of image-based educational research. Thirteenth chapter focuses on some of the key challenges in early childhood education and care (ECEC). The objective of fourteenth chapter is to design a series of e-learning tools within the framework of a defined educational pedagogy to complement the conventional pharmacology curriculum at Griffith University. Fifteenth chapter reports on research into barriers to the implementation of the interdisciplinary model of education for sustainable development in Namibian higher education institutions. Metacognition as methodology for continuing education of teachers has been presented in sixteenth chapter. Last chapter deals with teaching practices and student action in physical education classes.
