Effects of Marginalization on School Physical Education Programs: a Literature Review

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dc.authoridGümüsdag, Hayrettin/0000-0002-1616-8671;
dc.authorwosidGümüsdag, Hayrettin/A-1223-2018
dc.authorwosidKonukman, Ferman/AAD-1600-2022
dc.contributor.authorLaureano, Justin
dc.contributor.authorKonukman, Ferman
dc.contributor.authorGumusdag, Hayrettin
dc.contributor.authorErdogan, Samil
dc.contributor.authorYu, Jong-Hoon
dc.contributor.authorCekin, Resul
dc.date.accessioned2024-07-18T20:49:16Z
dc.date.available2024-07-18T20:49:16Z
dc.date.issued2014
dc.departmentİstanbul Bilgi Üniversitesien_US
dc.description.abstractThe purpose of this research was to examine the causes of marginalization in Physical Education (PE) and to examine how PE teachers can counter the effects of this marginalization. Therefore, a recent literature review was conducted for the purpose of investigating the effects of marginalization. Four studies addressed feelings of burnout among PE teachers, including isolation, lack of equipment, and lack of space. Three research articles addressed communication with parents to encourage their support of PE. These three articles examined the use of PE websites as a tool to stay in constant communication with parents. In addition, one research study looked at how PE assessments needed to be consistent with other content areas and aligned with state and national standards. Moreover, one research article addressed the causes of parents' misconceptions of their children's PE programs. The final research article was a case study that related to how one teacher was able to change the parents' misconceptions about the PE programs. Results from this literature review study indicated that PE programs are being marginalized, yet there are ways for PE teachers to combat this issue.en_US
dc.identifier.doi10.2478/pcssr-2014-0029
dc.identifier.endpage40en_US
dc.identifier.issn2081-2221
dc.identifier.issn1899-4849
dc.identifier.issue1en_US
dc.identifier.startpage29en_US
dc.identifier.urihttps://doi.org/10.2478/pcssr-2014-0029
dc.identifier.urihttps://hdl.handle.net/11411/8133
dc.identifier.volume64en_US
dc.identifier.wosWOS:000416640800003en_US
dc.identifier.wosqualityN/Aen_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.language.isoenen_US
dc.publisherDe Gruyter Open Ltden_US
dc.relation.ispartofPhysical Culture and Sport Studies and Researchen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectPhysical Educationen_US
dc.subjectMarginalizationen_US
dc.subjectSchool Health Policyen_US
dc.titleEffects of Marginalization on School Physical Education Programs: a Literature Reviewen_US
dc.typeReview Articleen_US

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