ABSTRACT

Background

In school-based physical education (PE) programs, teachers’ task to identify, assess, manage and communicate risk and safety and balance these with other pedagogical concerns is complex. Teachers’ knowledge is essential in generating quality PE and their specialized knowledge of risk and safety management (RSM) is crucial for creating safe learning environments and educative opportunities for students. However, studies of teachers’ RSM knowledge seem scarce and particularly studies including teachers’ perspectives.

Purpose

The purpose of this study is to explore how teachers develop their RSM knowledge for PE programs.

Methods

To gain data on teachers’ perspectives on RSM semistructured in-depth interviews were used to generate data. The study involves 17 primary and lower secondary PE teachers from Norway. To emphasize the participants’ voices for empirical sensitivity In-vivo and focused coding were employed in the analysis. These codes comprised a further basis for the generation of categories representing core meaning in the material.

Findings

The results of this study suggest that teachers’ institutional arrangements provide teachers with limited formal RSM training. In PE teacher education (PETE) the preparations of pre-service teachers for the use of RSM approaches might be restricted to selected physical activities according to these teachers. Moreover, due to a lack of resources and training in the teachers’ in-service period they seem compelled to develop an individual approach to and knowledge dimension for RSM. The attention teachers give to RSM in PE is consequently widely differing. As their RSM knowledge is individualized and privatized, personal preferences and experiences from teaching are central in developing teachers’ RSM knowledge. In this environment however, accountability, close calls and accidents might have a critical function for teachers’ conscious development of RSM knowledge.

Conclusions

PE teachers’ RSM knowledge development is embedded within an institutional environment where teaching experience is vital. Teachers’ RSM knowledge may become tacit and bespoke to the teachings of PE with extensive experience. According to the results presented here, beginner teachers might be in a vulnerable position; lacking formal training and teaching experience to deal with risk and safety concerns in PE programs. This study therefore suggests a need for strengthening and widening RSM training in PETE programs for developing and expanding pre-service teachers’ RSM knowledge. Although RSM may be a continuous developmental and learning process, in-service PE teachers also seem to a large extent to be left on their own. It seems therefore equally necessary to support teachers’ continuous professional development and allocating distinct resources for developing teachers’ RSM knowledge in generating quality PE programs.

中文翻译：

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体育教学中的风险与安全管理：教师的知识

摘要

背景

在校本体育 (PE) 项目中，教师识别、评估、管理和沟通风险和安全以及平衡这些与其他教学问题的任务是复杂的。教师的知识对于产生高质量的 PE 至关重要，他们在风险和安全管理 (RSM) 方面的专业知识对于为学生创造安全的学习环境和教育机会至关重要。然而，对教师RSM知识的研究似乎很少，尤其是包括教师视角的研究。

目的

本研究的目的是探索教师如何为 PE 项目发展 RSM 知识。

方法

为了获得关于教师对 RSM 的看法的数据，我们使用半结构化深度访谈来生成数据。该研究涉及来自挪威的 17 名小学和初中体育教师。为了强调参与者对经验敏感性的声音，在分析中采用了体内和聚焦编码。这些代码构成了生成代表材料核心含义的类别的进一步基础。

发现

本研究的结果表明，教师的制度安排为教师提供了有限的正式 RSM 培训。在体育教师教育 (PETE) 中，根据这些教师的说法，职前教师为使用 RSM 方法所做的准备可能仅限于选定的体育活动。此外，由于教师在职期间缺乏资源和培训，他们似乎不得不为 RSM 开发个性化的方法和知识维度。因此，教师对 PE 中 RSM 的关注大不相同。由于他们的 RSM 知识是个性化和私有化的，个人偏好和教学经验是发展教师 RSM 知识的核心。然而，在这种环境下，问责制，

结论

体育教师的 RSM 知识发展嵌入在教学经验至关重要的制度环境中。教师的 RSM 知识可能会成为默契，并根据具有丰富经验的 PE 教学进行定制。根据此处呈现的结果，新手教师可能处于弱势地位；缺乏处理体育课程中的风险和安全问题的正规培训和教学经验。因此，本研究表明需要加强和扩大 PETE 计划中的 RSM 培训，以发展和扩展职前教师的 RSM 知识。尽管RSM可能是一个持续发展和学习的过程，但在职体育教师在很大程度上似乎也只能靠自己。