Students’ Emotional Support in Physical Education

OverviewDuring the past decade, an increasing number of studies have pointed to the significant role the educational environment plays in the classroom. Taking into account the specificity of modern physical education, whose programs are now built on the principle that participation matters more than instruction, physical education teachers should provide children with special emotional support. They must create a nurturing, caring atmosphere and transform the sports field into a safe educational environment. In this regard, physical education differs from other subjects in school, which is reflected in different evaluation criteria for students in Poland. When determining grades in physical education, the effort put in by the student should be primarily considered, with knowledge and skills playing a lesser role.The aim of the pilot research was to develop and test research tools for assessing students' emotional support during physical education lessons at the ISCED 4 level. The research used a triangulation strategy. Quality of emotional support was measured through observation using the Classroom Assessment Scoring System – Secondary (Pianta, Hamre, Mintz 2012) tool. Additionally, a Self-assessment of student emotional support (Firek, Płoszaj, 2024) directed at teachers was prepared, as well as a questionnaire for perceived emotional support for students: the Teacher Emotional Support Scale (Schenke et al., 2015; Ryan, Patrick, 2001; Romano et al., 2020, Polish adaptation by Firek, Płoszaj 2023).Overview of Data Sources1) Video-based classroom observationsEach teacher recorded two lessons with the same class. Each lesson was divided into two 15-minute cycles. Thus, each teacher was evaluated four times by two independent observers using the CLASS-Secondary version tool (Pianta, Hamre, and Mintz, 2012). CLASS®-reliable reviewers are trained and certified as CLASS® observers through Teachstone, the organization that provides training in CLASS®.The CLASS provides seven-point scores relating to four aspects of the classroom climate (which are made up of 12 dimensions in total): (1) emotional support, which includes positive climate, teacher sensitivity, and regard for student perspectives; (2) classroom organization, which includes behavior management, productivity, and negative climate; (3) instructional support, which includes instructional learning formats, content understanding, analysis and inquiry, quality of feedback and instructional dialogue and (4) student engagement.2) Self-surveys of teachersTeachers in each of the classrooms participating in the study were asked to complete the Self-assessment of student emotional support (online survey method) using Google Forms. The survey includes information on the following:- Section A: Demographics and professional background (sex, teaching experience, degree of professional promotion)- Section B: Student emotional support (respondents answered 15 questions using a Likert scale). The questions were prepared based on the TESS tool. 3) Perceived emotional supportAll students of the observed teachers were asked to complete the Teacher Emotional Support Scale (Schenke et al., 2015; Ryan & Patrick, 2001; Romano et al., 2020) survey immediately after the recorded lessons using an online questionnaire. The respondents answered 15 questions using a Likert scale. SampleBefore the research, collaboration was established with county superintendents of the Małopolskie, Mazowieckie and Opolskie voivodeships (Poland), who designated schools and teachers for participation in the study. A pilot study was conducted on a group of 50 physical education teachers, as well as among their 560 students in 2023-2024.

研究概述
近十年来，越来越多的研究指出教育环境在课堂教学中发挥着关键作用。考虑到现代体育教育的特殊性——其课程如今以“参与重于指导”为核心原则构建，体育教师应为学生提供专属的情感支持。他们应当营造滋养性、关怀性的教学氛围，将运动场转变为安全的教育场域。就此而言，体育学科与校内其他学科存在显著差异，这一点在波兰的学生评价标准中得以体现：评定体育课程成绩时，应优先考量学生付出的努力程度，知识与技能的占比则相对较低。

本试点研究旨在开发并测试用于评估国际教育标准分类法4级（International Standard Classification of Education 4，简称ISCED 4）体育课堂中学生所获情感支持的研究工具。本研究采用三角验证策略。情感支持质量通过课堂评估评分系统——中学版（Classroom Assessment Scoring System – Secondary，简称CLASS-Secondary，Pianta、Hamre、Mintz，2012）开展观测评估。此外，本研究编制了面向教师的《学生情感支持自我评估量表》（Firek、Płoszaj，2024），以及用于测查学生感知到的情感支持的《教师情感支持量表》（Teacher Emotional Support Scale，Schenke等，2015；Ryan、Patrick，2001；Romano等，2020，波兰本土化版本由Firek、Płoszaj于2023年完成）。

数据来源概述
1. 基于视频的课堂观测
每位教师对同一个班级录制2节课程，每节课被划分为2个15分钟的观测周期。因此，由2名独立观察员使用CLASS-Secondary版本工具（Pianta、Hamre与Mintz，2012）对每位教师进行4次评估。CLASS®认证评审员需通过提供CLASS®培训的机构Teachstone完成专项培训并获得CLASS®观察员资质。
CLASS系统针对课堂氛围的4个维度（共计12个细分维度）给出7点评分：（1）情感支持，涵盖积极氛围、教师敏感度以及对学生观点的尊重；（2）课堂组织，涵盖行为管理、教学效率以及消极氛围；（3）教学支持，涵盖教学学习形式、内容理解、分析与探究、反馈质量以及教学对话；（4）学生参与度。

2. 教师自我调查
本研究参与课堂的所有教师需通过Google Forms（谷歌表单）完成《学生情感支持自我评估》在线调查。该调查包含以下内容：
- A部分：人口统计学信息与职业背景（性别、教龄、职业晋升程度）
- B部分：学生情感支持（受访者采用李克特量表对15个问题进行作答），题目基于TESS工具编制。

3. 感知情感支持
所有接受观测的教师所带学生需在录制课程结束后立即通过在线问卷完成《教师情感支持量表》（Schenke等，2015；Ryan & Patrick，2001；Romano等，2020）的作答，受访者采用李克特量表对15个问题进行评分。

研究样本
研究前期，本团队与波兰小波兰省、马佐夫舍省及奥波莱省的县教育督导建立合作，由其指定参与本研究的学校与教师。2023-2024学年，本试点研究共招募50名体育教师及其所带的560名学生作为研究样本。