Introduction The aim of this study was to explore the level of knowledge of Ph.E. teachers in the Lombardy region relating to adolescents’ discomfort and to explore how they feel prepared to prevent and address this issue. Material and Method 224 Ph.E. teachers were recruited . A questionnaire with 8 closed questions and 1 open-ended question was administered. A Likert scale was adopted, which provides answers on a scale of satisfaction that proceeds from 1to 7.The different questions examined: D1 teachers’ ability to detect discomfort situations in students, D2 teachers’ knowledge to prevent discomfort, D3 if teachers have adequate instruments for facing situations of discomfort, D4 teachers’ ability to identify conflict situations in the classroom, D5 the importance of listening as an important component for facing discomfort,D6 the importance of observing as an important component for facing discomfort,D7 the importance of the adult-adolescent relationship for preventing discomfort, D8 if teachers feel prepared to deal with different types of discomfort, D9 the types of discomfort teachers had to face in the last 3 years. Results 72.8% of teachers reported to be able to detect problematic situations in students. Only 14.3% reported to have adequate tools for facing situations of discomfort; whereas 48.9% reported not to be able to prevent discomfort. Only 17 teachers out of 224 reported to have adequate tools for facing situations of discomfort. 192 out of 224 reported to be able to identify conflict situations in the classroom. 197 out of 224 reported to believe in the importance of listening as an important component for facing discomfort; 186 out of 224 reported to believe in the importance of observing as an important component for facing discomfort. 174 (equal to 77.7%) reported to consider the adult-adolescent relationship as playing an important role in the process of teaching-learning. Only 15 out of 224 (equal to 6.7%) reported they felt prepared, the majority felt insecure and uncertain. Teachers reported to have dealt with the following problems: relative, social, psychological, psychomotor discomforts, with anorexia, bulimia, obesity, bullying, low self-esteem, school disengagement, alcohol and drug dependence, school integration of foreign pupils, depression, stress, anxiety. Conclusions The data underlines that adolescent problems are widespread, teachers of Ph. E. easily identify situations of discomfort in the classrooms, however they are not prepared to deal effectively with these and feel insecure. Particular attention needs to be paid to preparing Ph.E.teachers with specific training courses at University Level for facing situations of discomfort, in order to encourage even more effective teaching and to help adolescents to overcome difficulties and suffering. References: G.Pietropolli Charmet Fragile e spavaldo ritratto dell’adolescente di oggi Laterza Milano 2008 Frattini G. et al Inquiry examining the training needs of Physical Education Teachers Abstract ECSS Oslo 2009

Frattini, G., Mondoni, M., Marchetta, S., Melica, S., Salvetti, M. C., Casolo, F., Exploratory study among physical education teachers of the Lombardy region, Abstract de <<ECSS 2010>>, (ANTALYA, 23-26 June 2010 ), ECSS EDITOR, ANTALYA 2010: 398-398 [http://hdl.handle.net/10807/30704]

Exploratory study among physical education teachers of the Lombardy region

Frattini, Gabriella;Mondoni, Maurizio;Marchetta, Sebastiano;Melica, Stefania;Salvetti, Maria Cristina;Casolo, Francesco
2010

Abstract

Introduction The aim of this study was to explore the level of knowledge of Ph.E. teachers in the Lombardy region relating to adolescents’ discomfort and to explore how they feel prepared to prevent and address this issue. Material and Method 224 Ph.E. teachers were recruited . A questionnaire with 8 closed questions and 1 open-ended question was administered. A Likert scale was adopted, which provides answers on a scale of satisfaction that proceeds from 1to 7.The different questions examined: D1 teachers’ ability to detect discomfort situations in students, D2 teachers’ knowledge to prevent discomfort, D3 if teachers have adequate instruments for facing situations of discomfort, D4 teachers’ ability to identify conflict situations in the classroom, D5 the importance of listening as an important component for facing discomfort,D6 the importance of observing as an important component for facing discomfort,D7 the importance of the adult-adolescent relationship for preventing discomfort, D8 if teachers feel prepared to deal with different types of discomfort, D9 the types of discomfort teachers had to face in the last 3 years. Results 72.8% of teachers reported to be able to detect problematic situations in students. Only 14.3% reported to have adequate tools for facing situations of discomfort; whereas 48.9% reported not to be able to prevent discomfort. Only 17 teachers out of 224 reported to have adequate tools for facing situations of discomfort. 192 out of 224 reported to be able to identify conflict situations in the classroom. 197 out of 224 reported to believe in the importance of listening as an important component for facing discomfort; 186 out of 224 reported to believe in the importance of observing as an important component for facing discomfort. 174 (equal to 77.7%) reported to consider the adult-adolescent relationship as playing an important role in the process of teaching-learning. Only 15 out of 224 (equal to 6.7%) reported they felt prepared, the majority felt insecure and uncertain. Teachers reported to have dealt with the following problems: relative, social, psychological, psychomotor discomforts, with anorexia, bulimia, obesity, bullying, low self-esteem, school disengagement, alcohol and drug dependence, school integration of foreign pupils, depression, stress, anxiety. Conclusions The data underlines that adolescent problems are widespread, teachers of Ph. E. easily identify situations of discomfort in the classrooms, however they are not prepared to deal effectively with these and feel insecure. Particular attention needs to be paid to preparing Ph.E.teachers with specific training courses at University Level for facing situations of discomfort, in order to encourage even more effective teaching and to help adolescents to overcome difficulties and suffering. References: G.Pietropolli Charmet Fragile e spavaldo ritratto dell’adolescente di oggi Laterza Milano 2008 Frattini G. et al Inquiry examining the training needs of Physical Education Teachers Abstract ECSS Oslo 2009
Inglese
ECSS 2010 BOOK OF ABSTRACT
ECSS 2010
ANTALYA
23-giu-2010
26-giu-2010
978-605-61427-0-3
Frattini, G., Mondoni, M., Marchetta, S., Melica, S., Salvetti, M. C., Casolo, F., Exploratory study among physical education teachers of the Lombardy region, Abstract de <<ECSS 2010>>, (ANTALYA, 23-26 June 2010 ), ECSS EDITOR, ANTALYA 2010: 398-398 [http://hdl.handle.net/10807/30704]
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/10807/30704
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