Diagnostic competence of physical education teachers (DiKS) - Accuracy of double diagnosis performance to promote realistic physical ability perceptions of children in primary school in physical education class.

体育教师的诊断能力（DiKS）——双重诊断表现的准确性，以促进小学体育课中儿童的现实身体能力认知。

• 批准号: 315246907
• 负责人: Professorin Dr. Miriam Seyda
• 金额: --
• 依托单位: Institut für Sport und Sportwissenschaft
• 依托单位国家: 德国
• 项目类别: Research Grants
• 财政年份: 2016
• 资助国家: 德国
• 起止时间: 2015-12-31 至 2018-12-31
• 项目状态: 已结题
• 来源: https://gepris.dfg.de/gepris/projekt/315246907?language=en
• 关键词: Diagnostic; competence; physical; education; teachers

A good diagnostic competence is an essential condition for an adaptive planning, execution and evaluation of teaching. While some is already known about the diagnostic competence of teachers in the core subjects, the diagnostic skills of physical education teachers (PET) is nearly unexplored. Therefore, a study on the diagnostic skills of PET in primary school is planned. The question will be to what extent PET of the primary school can make a double diagnosis performance and what effect has this double diagnosis performance for the teaching approach of the PET and for the development of realistic ability self perceptions of their students. That means, how accurate are PET to assess both, the physical performance of children as well as the perception of children on their own physical skills abilities, in order to decide whether children estimate their own abilities realistic or unrealistic. This double diagnosis performance represents one relevant condition to promote a realistic view of children own skills. It is needed to arrange settings of learning in accordance with the learning and performance preconditions of the children and to give students specific explanation aids. The empirical examination is carried out in a pre-post design, in which the quality of the diagnostic competence of PET in the assessment of physical performance and physical ability perceptions of children, their relationship to each other (double diagnosis performance), their stability and their importance for the development of realistic self-perceptions ability of children is investigated. To this end, teacher judgments and students assessments are collected via questionnaires and the physical performance level is tested on a motor test. The relation of diagnostic expertise with the teaching behavior in class is elicited on one hand via a questionnaire, in which students carry out assessments of the actions of their PET in physical education class. On the other hand lessons of selected teachers are observed in a qualitative substudy. The selection of teachers is based on the valuation of diagnostic competence made at t1. Teachers who differ in terms of quality of their diagnostic competence are selected (contrastive: high vs. low diagnostic skills). The results of this study not only give a first indication, what the quality is of diagnostic skills of PET in the primary school. They expand the general discourse with a new professional perspective (Sport) and the new perspective of the importance of diagnostic competence for the instructional approach and for the development of a realistic perceptions of the physical abilities of primary school children.

良好的诊断能力是进行适应性教学计划、实施和评价的必要条件。虽然对核心学科教师的诊断能力已经有了一定的了解，但对体育教师的诊断能力的探索几乎是未知的。因此，本研究拟对小学PET诊断技能进行研究。问题将是小学PET在多大程度上能够产生双重诊断绩效，以及这种双重诊断绩效对PET的教学方法和学生现实能力自我感知的发展有什么影响。这意味着，PET在评估儿童的身体表现和儿童对自己身体技能能力的感知方面有多准确，以决定儿童对自己能力的估计是现实的还是不现实的。这种双重诊断表现是促进对儿童自身技能的现实看法的一个相关条件。需要根据儿童的学习和表现前提条件安排学习设置，并给予学生具体的讲解辅助。实证研究采用前后设计的方法，考察PET在评估儿童体能表现和体能感知中的诊断能力的质量、两者之间的关系（双重诊断表现）、它们的稳定性以及它们对儿童现实自我感知能力发展的重要性。为此，通过问卷收集教师的判断和学生的评价，并通过运动测试测试身体表现水平。本研究一方面通过问卷调查的方式，让学生对体育课上的PET行为进行评价，得出诊断专长与课堂教学行为的关系。另一方面，在定性子研究中观察了选定教师的课程。教师的选择是基于在t1时对诊断能力的评估。选择诊断能力质量不同的教师（对比：高诊断技能与低诊断技能）。本研究的结果不仅对小学PET诊断技能的质量进行了初步的说明。他们以新的专业视角（体育）和诊断能力对教学方法的重要性的新视角扩展了一般话语，并对小学生身体能力的现实认知的发展进行了展望。