bluuebunny/crossref_metadata_2025 huggingface dataset:
Sources of Self-Efficacy in Physical Education and Sport
Authors: Chase Melissa A.
Published: August 2016

This study examined children’s and adolescents’ selection of sources of self-efficacy in physical education and sport, and age-related differences in the sources. Twenty-four children, ages 8 to 14 years, were individually interviewed to learn which sources they utilized to form their beliefs that they could be successful during physical education and sport. Using an inductive content analysis (Patton, 1990), the data were separated into three age groups: 8 to 9 years, 10 to 12 years, and 13 to 14 years. Results indicated that age-related differences did occur in the selection of sources of self-efficacy. Performance was an important source for all ages. However, younger children named participation and subjective measures of success important, whereas, older children named practice hard to improve, comparisons with others, and objective measures of success important. Praise and encouragement from significant others remained important for all ages, with peers and coaches becoming more important with age.
Factors Influencing College Students’ Self-Perceptions of Competence in Beginning Physical Education Classes
Authors: Bibik Janice M.
Published: August 2016

This study examined how college-age students in beginning activity classes construct their self-perceptions of physical competence. Each class was videotaped, one class per week. During the last week of class, a perceived competence instrument was administered to the students (N = 50) and the teachers. Results indicated 50% of the students’ perceptions of their competence were congruent with the teachers’; 50% were incongruent (32% higher, 18% lower). The Revised Causal Dimension Scale, also administered at the end of the semester, indicated the predominant attribution was effort. Interviews revealed group characteristics regarding attribution for success, interpretation of feedback, and use of social comparison. Videotape analysis using the Dyadic Adaptation of CAFIAS indicated some differential treatment occurred; students whose perceptions of competence were lower than their instructor’s received more corrective feedback. It was concluded that the students interpreted themselves in the instructional context which accounted for their self-perceptions of competence; the teacher expectation effect played a role as well.
Where Good Intentions Meet Harsh Realities: Teaching Large Classes in Physical Education
Authors: Hastie Peter A. , Sanders Stephen W. , Rowland R. Scott
Published: August 2016

This paper examines the practices and experiences of three elementary school physical educators as they attempt to provide quality learning experiences to classes as large as 75 students. Through a series of lesson observations and interviews, it was determined that while these teachers were providing high quality instruction to their students, they were working under considerable hardship. They had, in particular, feelings of marginalization and powerlessness over their situations. While the notion of daily physical education is praise-worthy, the results of this study would suggest caution in mandating such practice without concurrent increases in staffing and funding.
Student Attitude Toward Physical Education and Physical Activity: A Review of Measurement Issues and Outcomes
Authors: Silverman Stephen , Subramaniam Prithwi Raj
Published: August 2016

This paper reviews the literature on student attitude in physical education. First, an overview of the concept of attitude is presented followed by a discussion of why we need to investigate student attitude. Next, there is a detailed discussion of issues related to attitude measurement—factors that often are problematic in research in this area. Both quantitative and qualitative tools are discussed with a particular focus on developing an instrument that has the properties of reliability and validity. The third major section of the paper presents an overview of the results of attitude research in physical education. Finally, the paper concludes with implications for research in this area.
Student Perceptions of Physical Education in a Mandatory College Program
Authors: Coelho Jeffrey D.
Published: August 2016

Written critical incidents were collected from students (n = 236) to investigate their perceptions of physical education at the United States Military Academy. Fourteen students were interviewed to provide perceptions beyond the confines of a specific incident. The data were classified into three themes: (a) teacher and teacher behaviors; (b) curriculum, program features, and subject matter; and (c) social interaction and behaviors of students. Within the first theme, encouragement, additional instruction, and demonstrations were the most frequently perceived positive influences. Inappropriate grading, public embarrassment, and adversarial relationships between teachers and students were the most frequently perceived negative influences. The positive influences within the curriculum theme were overcoming fear, relevance, and challenge. The negative influences were unfair grading standards, irrelevant content, and injury. Support and encouragement, acceptance, and effective leadership were the top ranked positive perceptions within the third theme. Poor leadership and lack of sportsmanship were associated with negative perceptions.
The Teaching of Philosophy through Selected Modes and Models in Physical Education
Authors: Battinelli Thomas
Published: August 2016

Philosophy is that humanistic discipline, that peculiarly human form of knowledge, which obtains a reflective apprehension (or informed understanding) of reality (the whole of what is) in its most general, accessible perspective (or form). (Osterhoudt, 1978).
Student Misconceptions during Two Invasion Game Units in Physical Education: A Qualitative Investigation of Student Thought Processing
Authors: Hare Molly K. , Graber Kim C.
Published: August 2016

Although classroom researchers have made considerable progress in better understanding how students acquire knowledge, researchers in physical education have yet to discover the potential of this inquiry. One of the least investigated areas includes understanding how students misconceive knowledge. The purpose of this study was to describe misconceptions that were revealed during the course of participation by students in an elementary physical education class. Secondary purposes were to test alternative methods for recording and classifying the types of misconceptions that emerged. Data collection included observations and videotape recordings, formal and informal interviews. Think aloud interviews, and document analysis. Misconceptions that emerged were classified into categories representing (a) motor skill execution, (b) confusion with regard to terminology, (c) confusion with regard to strategy, and (d) misconceptions concerning the instructional tasks of the lesson. Instruction was a major factor in either reducing misconceptions or creating a climate ripe for their development.
Conceptions of Ability in Physical Education: Children and Adolescents
Authors: Xiang Ping , Lee Amelia , Williamson Lynn
Published: August 2016

Using achievement goal theory as a theoretical framework, this study examined how children and adolescents conceptualized their own ability in physical education. Specifically, children and adolescents were asked to rate their own ability in physical education and to explain the basis for their rating. The research also aimed to identify children and adolescents who attained the differentiated conception of ability but believed in the efficacy of effort. Students (N = 120) in 4th, 8th, and 11th grades were interviewed and completed a questionnaire. Results indicated that the criteria the children and adolescents used forjudging their own ability differed by grade. Children and adolescents at all grade levels tended to assess their own ability in terms of social comparison. Some adolescents with the differentiated conception of ability maintained a belief in the effectiveness of effort.
Preservice Physical Education Teacher Attitudes Toward Fitness Tests and the Factors Influencing Their Attitudes
Authors: Keating Xiaofen Deng , Silverman Stephen , Kulinna Pamela Hodges
Published: August 2016

This study examined preservice teacher (PT) attitudes toward fitness tests in schools. A total of 613 PTs at 10 state universities took part in the study. Participants completed a previously validated instrument designed to measure the affective and cognitive components of attitude toward fitness tests. Results suggested that PTs had only slightly positive attitudes toward fitness tests. They did not believe strongly that fitness tests were important or useful. Similar attitude responses were found as students’ professional preparation increased. Thus, physical education teacher education (PETE) programs did not appear to significantly change PT attitudes. Age, gender, associations with professional organizations, or the type of fitness test PTs had performed in their K-12 education also did not impact their attitudes. PT previous experience with fitness tests, however, did influence their attitudes. As might be expected, those who had positive experiences had more positive attitudes.
A Review of Behavior Analysis Research in Physical Education
Authors: Ward Phillip , Barrett Tim
Published: August 2016

This article provides an overview of behavior analysis, reviewing its history and the experimental research conducted in physical education settings. Articles were selected from five journals by looking through each issue to identify those that used a single-subject design to assess the effects of behavioral interventions in P–12 or teacher preparation settings. Thirty-four studies met the inclusion criteria. Studies were categorized according to their focus: (a) preservice or inservice teacher behavior; (b) student learning; (c) class management; or (d) student learning specifically focused on students with disabilities in adapted or inclusive settings. The review describes the scope of the behavioral interventions and examines the research designs used. A methodological critique suggests that while findings have been robust and the designs used were typically rigorous, researchers have not assessed generality, maintenance, or social validity as well as they might. The article closes with recommendations for reviewers and authors.
Preservice Teachers’ PCK Development during Peer Coaching
Authors: Jenkins Jayne M. , Veal Mary Lou
Published: August 2016

Peer coaching has recently been incorporated into teacher training programs in order to help novice teachers learn theory and incorporate teaching skills, models, and methods into the classroom. Although recent research on peer coaching has identified an increase in the reflective practice of preservice teachers (PTs), few researchers have examined how teacher knowledge develops in the coaching experience. The purpose of this study was to describe the kinds of knowledge exhibited by 8 PTs during coaching activities, and how the roles of teacher and coach contributed to knowledge development during an elementary physical education field-based methods course. Data collection included observations, postlesson conferences, and daily written reports. Results revealed that pedagogical content knowing (PCKg) developed differently in the roles of teacher and coach. Growth in the teaching role resulted initially from interaction of two knowledge components (i.e., students and pedagogy), and later from interaction of three or more components (subject matter, environmental context, and general pedagogical knowledge).
Links between Children’s Use of Critical Thinking and an Expert Teacher’s Teaching in Creative Dance
Authors: Chen Weiyun , Cone Theresa
Published: August 2016

The purpose of this study was to describe how children’s use of critical thinking skills in their movement actions was inspired and elicited by an “expert” teacher’s task design, task presentation, and instructional strategies during children’s creative dance lessons. The data sources included videotaping 16 creative dance lessons and written anecdotal descriptions. The findings indicated that by presenting sequential open-ended tasks and learning cues and providing instructional scaffolding, the teachers helped the students generate divergent and original movement responses and refinement of dance quality and expression, which are critical thinking elements.
A Developmental Intervention Via the Teaching Portfolio: Employing the Teaching/Learning Framework
Authors: Senne Terry A. , Rikard G. Linda
Published: August 2016

Nine teacher candidates from each of two PETE programs, University A and University B, developed teaching portfolios over three consecutive semesters of comparable courses. University A teacher candidates underwent a deliberate, developmental portfolio intervention based on the Teaching/Learning Framework (Sprinthall & Thies-Sprinthall 1983), while University B candidates employed a series of portfolio categories based on reflective practice theory (Wallace, 1991) to guide their developmental growth. All teacher candidates completed Rest’s (1986) Defining Issues Test (DIT) to determine one dimension of teacher developmental growth, moral/ethical judgment. They shared perceptions of the portfolio process through focus group interviews and portfolio questionnaires as qualitative data sources. Findings indicated a significant within-group difference for University A teacher candidates, while both university groups demonstrated similarities in perceptions of the portfolio process. A crucial programmatic difference between institutions was University A’s use of the Teaching/Learning Framework, which likely led to statistically significant, positive growth on DIT gain scores. This is the first study of its kind in PETE, indicating positive teacher development from a specific and deliberate intervention designed to guide the portfolio process.
Physical Activity Levels in Coed and Single Gender High School Physical Education Settings
Authors: Hannon James C. , Ratliffe Thomas
Published: August 2016

The purpose of this study was to investigate the effects of coed (coed) and single-gender game-play settings on the activity levels of Caucasian and African American high school physical education students. Students participated in flag football, ultimate Frisbee, and soccer units. Classes were as follows: there were two coed classes, two coed classes were split into male and female teams for game play, one class was exclusively female, and one class was exclusively male. Digi-walker pedometers were worn by students to monitor activity levels calculated as steps per minute. High school males, on average, had higher step counts than females in all settings, and Caucasian students were more active, on average, than African American students. There were no differences in activity levels for females between coed and single-gender game-play settings. There was some evidence, however, that in ultimate Frisbee and soccer units, male students in males-only classes were less physically active than were males in coed and split coed classes. Teacher interaction rates and team-sport preferences rather than the gender composition might have contributed to differences in activity levels of the classes.
Fourth Grade Students’ Drawing Interpretations of a Sport Education Soccer Unit
Authors: Mowling Claire M. , Brock Sheri J. , Hastie Peter A.
Published: August 2016

This study examined fourth grade students’ representations of sport education through drawings to determine what students perceived as most important throughout their soccer season. The first objective was to determine whether student representations would follow the components of sport education (e.g., season, team affiliation, formal competition, record keeping, festivity, culminating event). The second objective was to determine whether student focus shifted as the season progressed and whether it coincided with the various phases that typify most formats of the model. Data collection included weekly drawings throughout a 20-lesson soccer unit accompanied by student verbal narrations for each drawing. Two researchers independently coded the drawings and narrations using a master coding list that consisted of 49 items. Three dominant themes emerged: a) winning as a primary agenda, b) a strong focus on affiliation and festivity, and c) minimal representation of roles and responsibilities. These results suggest a need for adapting the model to suit the developmental needs of the elementary child. Methodologically, it was determined that student narrations were essential for the accurate interpretation of drawings.
Students’ Perspectives on Direct, Peer, and Inquiry Teaching Strategies
Authors: Cothran Donetta J. , Kulinna Pamela Hodges
Published: August 2016

It was the purpose of this study to examine students’ perspectives on three teaching strategies. Seventy middle school students were interviewed, and they rank ordered the strategies. A constant comparison process guided the interview data analysis, while the rank order data were analyzed via descriptive statistics and a Friedman Analysis of Variance by Ranks. Two key concepts that influenced students’ perspectives on the effectiveness of the teaching strategies were their conceptions of the affective dimensions of each strategy and their knowledge beliefs.
Reliability and Validity Evidence for the Social Goal Scale-Physical Education (SGS-PE) in High School Settings
Authors: Guan Jianmin , McBride Ron E. , Xiang Ping
Published: August 2016

Two types of social goals associated with students’ academic performance have received attention from researchers. One is the social responsibility goal, and the other is the social relationship goal. While several scales have been validated for measuring social relationship and social responsibility goals in academic settings, few studies have applied these social goal scales to high school students in physical education settings. The purpose of this study was to assess the reliability, validity, and generalizability of the scores produced by the Social Goal Scale-Physical Education (SGS-PE) in high school settings. Participants were 544 students from two high schools in the southern United States. Reliability analyses, principal components factor analysis, confirmatory factor analysis, and multistep invariance analysis across two school samples revealed that the SGS-PE produced reliable and valid scores when used to assess students’ social goal levels in high school physical education settings.
Teachers’ Perspectives on the Use of Pedometers as Instructional Technology in Physical Education: A Cautionary Tale
Authors: McCaughtry Nate , Oliver Kimberly L. , Dillon Suzanna Rocco , Martin Jeffrey J.
Published: August 2016

We used cognitive developmental theory to examine teachers’ perspectives on the use of pedometers in physical education. Twenty-six elementary physical education teachers participating in long-term professional development were observed and interviewed twice over 6 months as they learned to incorporate pedometers into their teaching. Data were analyzed via constant comparison. The teachers reported four significant shifts in their thinking and values regarding pedometers. First, at the beginning, the teachers predicted they would encounter few implementation challenges that they would not be able to overcome, but, after prolonged use, they voiced several limitations to implementing pedometers in physical education. Second, they anticipated that pedometers would motivate primarily higher skilled students, but found that lesser skilled students connected with them more. Third, they moved from thinking they could use pedometers to teach almost any content to explaining four areas of content that pedometers are best suited to assist in teaching. Last, they shifted from seeing pedometers as potential accountability tools for student learning and their teaching to identifying key limitations to using pedometers for assessment. Our discussion centers on connecting these findings to teacher learning and professional development, and on the implications for teacher educators and professional development specialists advocating pedometers in physical education.
Implementation and Outcomes of a Responsibility-Based Physical Activity Program Integrated into an Intact High School Physical Education Class
Authors: Wright Paul M. , Burton Suzanne
Published: August 2016

Underserved youth are at risk for numerous threats to their physical and psychological well-being. To navigate the challenges they face, they need a variety of positive life skills. This study systematically explored the implementation and short-term outcomes of a responsibility-based physical activity program that was integrated into an intact high school physical education class. Qualitative methods, drawing on multiple data sources, were used to evaluate a 20-lesson teaching personal and social responsibility (TPSR) program. Participants were 23 African American students in an urban high school. Five themes characterized the program: (a) establishing a relevant curriculum, (b) navigating barriers, (c) practicing life skills, (d) seeing the potential for transfer, and (e) creating a valued program. Findings extend the empirical literature related to TPSR and, more generally, physical activity programs designed to promote life skills. Implications for practitioners are discussed.
Testing the Mediating Role of Perceived Motivational Climate in the Relationship between Achievement Goals and Satisfaction: Are These Relationships Invariant across Sex?
Authors: Cunningham George B. , Xiang Ping
Published: August 2016

Guided by achievement goal theory, the current study examined whether perceived motivational climate mediated the relationship between achievement goals and satisfaction with physical activity among college students, as well as whether this mediation differed by sex. Participants (N = 304) completed questionnaires assessing their achievement goals, perceived motivational climate, and satisfaction with physical activity. Perceptions of a mastery-focused climate were found to be a mediator of the relationship between mastery goals and satisfaction. The mediating role of perceived motivational climate did not differ based on the sex of the student. Collectively, results of this study support the view that mastery goals and perceived mastery climate are motivationally beneficial to students in the physical activity domain.
Students’ Help Seeking during Physical Education
Authors: Nye Susan B.
Published: August 2016

Seeking help with academic tasks has been regarded as an important strategy to enhance student learning (Newman, 1994; Ryan, Gheen, & Midgley, 1998; Zimmerman & Martinez-Pons, 1986). Seeking help is conceptualized as student-initiated efforts to secure task information or solicit advice when a deficiency in their understanding of the content exists (Newman & Schwager, 1995; Zimmerman & Martinez-Pons, 1986). An interpretive qualitative research design utilizing a case study approach was used to explore middle school students’ help-seeking instances during their physical education classes. Ten students (6 females and 4 males) were selected from two middle schools. The students’ participated in two semistructured interviews regarding their help-seeking behaviors. Constant comparative analysis was used to analyze the interview data. Results indicated students would seek help to clarify or enhance understanding of an activity or to get a good grade and cited reluctance to seek help owing to their desire for independent mastery or the perceived risk of embarrassment in front of their peers.
A Health Passport to Promote Children’s Regular Practice of Physical Activity Outside of School
Authors: Blais Mireille
Published: August 2016

Most of the existing ecological studies have been conducted during class instructional time. The purpose of this qualitative study was to describe (a) how students (N = 102; grade 2–4) engaged in a strategy named Health Passport taking place mainly outside of school time and (b) how four physical education teachers held students accountable for their involvement in physical activity during a long period of time (3–7 months). An inductive approach guided the data analysis, based on observational notes, interviews, and the content of the students’ Health Passport. The results indicated that children displayed five different profiles of involvement in the completion of the tasks related to their passport. Physical education teachers chose to trust students’ self-management capacity instead of using a formal evaluation to hold them accountable. The experiment of the Health Passport showed that physical education teachers can put together and implement accountability strategies to support students’ regular practice of physical activity at home.
Motivational Profiles and their Associations with Achievement Outcomes
Authors: Shen Bo , McCaughtry Nate , Martin Jeffrey J. , Fahlman Mariane
Published: August 2016

With the belief that theoretical integration in motivation may help us better understand motivational behavior, we designed this study to explore adolescents’ motivational profiles and their associations with knowledge acquisition, leisure-time exercise behaviors, and cardiorespiratory fitness. Middle school students from a large urban inner-city school district (N = 603, ages 12–14) completed questionnaires assessing motivational constructs and leisure-time exercise behavior. Knowledge and cardiorespiratory fitness were also assessed with a knowledge test and the Progressive Aerobic Cardiovascular Endurance Run (PACER) test, respectively. Using hierarchical cluster analysis, we found that students’ motivation in physical education could be explained from a multi-theoretical perspective. The interactive patterns among different motivation constructs were homogeneous overall and associated with in-class effort, knowledge, and leisure-time exercise behavior. These findings suggest that students’ development in physical education may depend upon a collective impact of changes in knowledge, physical activity ability, and sources of motivation.
Perceived Leadership Behavior of Physical Education Teacher-Coaches: When They Teach vs. When They Coach
Authors: Kwon Hyungil Harry , Pyun Do young , Kim May
Published: August 2016

The objective of the study was to see whether a teacher-coach exhibits different types of leadership behavior when s/he teaches a PE class and coaches a group of athletes. The participants in this study were 17–18 year old second-year preuniversity students from two local junior colleges in Singapore. A total of 159 students of mixed gender participated, including 80 PE students and 79 student-athletes from floorball, canoeing, and shooting teams. All of the 159 students were taught or coached by three (one male and two female) PE teachers, who performed the dual roles of a PE teacher-coach in the school. The data collection instrument used in this study was the Leadership Scale for Sports (Chelladurai & Saleh, 1980) measuring five leadership behaviors. A multivariate analysis of covariance indicated that democratic decision making accounted for most of the differences between the PE students’ and student-athletes’ perceived leadership behavior of their teacher-coaches; the student-athletes perceived their coaches to provide training and instruction more than did the PE students. In addition to training and instruction, the student-athletes perceived more positive feedback given to them than did the PE students. For decision making style, students in PE class perceived more democratic decision making than athletes in school teams. The social support subscale did not show statistically significant group difference.
Students’ Views on Physical Development and Physical Self-Concept in Adventure-Physical Education
Authors: Gehris Jeffrey , Kress Jeff , Swalm Ricky
Published: August 2016

This study investigated 10th-grade students’ views concerning the physical effects of an adventure-physical education curriculum and the potential of such a curriculum to enhance components of a multidimensional model of physical self-concept. Semistructured interviews were used to obtain students’ views and participant observations were conducted to corroborate those views. Open coding was used to analyze the data. Students viewed adventure activities as an alternative way to be physically active that was more fun and motivating than traditional forms of exercise. Students expressed how the adventure activities helped them build strength and endurance particularly in their arms and legs. Students felt seven components (body fat, coordination, endurance/fitness, flexibility, physical activity, sports competence, and strength) of physical self-concept were relevant to adventure-physical education and two components (appearance and health) were not. Implications for designing activities and employing teaching strategies to enhance the physical self-concept and fitness of young people are discussed.
Native American Students’ Activity Preferences and Self-Reported Activity
Authors: Bycura Dierdra , Kulinna Pamela Hodges , Jirsak Janice , Jones Rachelle
Published: August 2016

The purpose of this study was to explore Native American students’ participation patterns and self-reported physical activities. Participants (N = 376) completed the previously validated Physical Activity Questionnaire (PAQ) a four part 83-item recall questionnaire from the NIH Pathways Study. Data analyses included internal consistency reliability, descriptive statistics and Kappa tests investigating stability over reporting time periods. Similar to urban students’ reports, these Native American students reported frequent participation in only a few types of physical activities along with common reports of sedentary behaviors. While this study adds to our knowledge of Native American students’ physical activity preferences and activity patterns, more information is needed to aid development of specific, culturally relevant physical activity programming.
Need Support, Need Satisfaction, Intrinsic Motivation, and Physical Activity Participation among Middle School Students
Authors: Zhang Tao , Solmon Melinda A. , Kosma Maria , Carson Russell L. , Gu Xiangli
Published: August 2016

Using self-determination theory as a framework, the purpose of this study was to test a structural model of hypothesized relationships among perceived need support from physical education teachers (autonomy support, competence support, and relatedness support), psychological need satisfaction (autonomy, competence, and relatedness), intrinsic motivation, and physical activity. Participants were 286 middle school students in the southeastern U.S. They completed previously validated questionnaires assessing their perceived need support from teachers, need satisfaction, intrinsic motivation, and physical activity. The hypothesized model demonstrated a good fit with the data (RMSEA = .08; CFI = .97; NFI = .96; GFI = .96). Need satisfaction and intrinsic motivation mediated the relationship between need support and physical activity. The constructs of perceived autonomy, competence, and relatedness represent the nutriments that facilitate students’ intrinsic motivation and ultimately positively predict students’ physical activity. The findings supported the theoretical tenets of self-determination theory.
Student Engagement in High School Physical Education: Do Social Motivation Orientations Matter?
Authors: Garn Alex C. , Ware David R. , Solmon Melinda A.
Published: August 2016

High school physical education classes provide students with numerous opportunities for social interactions, but few studies have explored how social strivings impact class engagement. The purpose of this study was to investigate the relationships among 2 × 2 achievement goals, social motivation orientations, and effort in high school physical education classes using contemporary goal theory. A total of 105 ninth and tenth grade students reported their social motivation orientations, achievement goal orientations, and effort toward physical education. All four 2 × 2 achievement goals and three social motivation orientations had positive relationships with students’ self-reported effort in physical education. Further regression analysis revealed that mastery approach, performance avoidance, and social status goal orientations accounted for unique variance in explaining self-reported effort in high school physical education. Thus, students’ social strivings produce constructive outcomes in high school physical education and teachers who are able to promote healthy social climates can reap these benefits.
A Critical Examination of the Curriculum of Physical Education Teacher Education Doctoral Programs
Authors: Ward Phillip , Parker Melissa , Sutherland Sue , Sinclair Christina
Published: August 2016

Concerns have been raised in the Physical Education Teacher Education (PETE) doctoral education literature regarding: (a) the narrowness of research preparation, (b) the emphasis on disciplinary silos, (c) the lack of competitiveness and innovation within and beyond academia, and (d) the role of graduate assistants. These concerns mirror those in the professoriate at large regarding doctoral education. There is, however, little research that has examined these issues in our field. In this paper we report on the content studied in the core curriculum of doctoral programs, admission requirements, number of full and part time students, number of faculty serving these students, funding supporting students, and type and scope of research classes. Data were collected from websites as well as other public domain sources and open-ended interviews with faculty members in each program. We discuss the findings and implications for PETE.
Not Surprised, But Concerned: The Professoriate’s Reaction to PETE Doctoral Education in the United States
Authors: Parker Melissa , Sutherland Sue , Sinclair Christina , Ward Phillip
Published: August 2016

The purpose of this qualitative study was to initiate a discussion and explore reactions to PETE doctoral education in the United States. A purposeful sample of 27 representatives from doctoral and non doctoral granting programs in the U.S. was interviewed. Analysis resulted in four themes: (a) Is the dog wagging its tail or the tail wagging the dog? (b) Frame of reference = Self, (c) There is a core, but different roads lead to Rome, and (d) Regulating deregulation. It was concluded that a shared view of expectations for the PETE doctorate is existent, but inconsistent; future faculty may not be well-prepared; most of what faculty would like to change is tied to political and economic demands; and PETE faculty believe that we should hold ourselves accountable for introducing, but not institutionalizing change. Overall this study suggests PETE-D education in the United States may be at a critical crossroad.
The Doctorate in Physical Education Teacher Education in the 21st Century: Contexts and Challenges
Authors: Ward Phillip , Sutherland Sue , Woods Marianne L. , Boyce B. Ann , Karp Grace Goc , Judd Michael , Parker Melissa , Rikard G. Linda , Sinclair Christina
Published: August 2016

In this paper, we situate the findings from the studies in this thematic issue within the current policy environment that influences the status, rankings, and funding contexts for doctoral programs in Physical Education Teacher Education within and across institutions. We identify common challenges that these doctoral programs are confronted with including the recruitment of doctoral students, the lack of diversity of faculty and students, the purpose of the doctoral degree, and core content knowledge for the degree. Throughout the discussion we provide questions and recommendations for the field to consider.
The Basic Psychological Needs in Physical Education Scale
Authors: Vlachopoulos Symeon P. , Katartzi Ermioni S. , Kontou Maria G.
Published: August 2016

The present study reported on the modification of the Basic Psychological Needs in Exercise Scale (Vlachopoulos & Michailidou, 2006) to assess students’ psychological need fulfillment in elementary school, middle school, and high school compulsory physical education classes. Data were collected from 817 5th and 6th grade students, 862 middle school students and 844 high school students, boys and girls. The findings supported an a priori correlated 3-factor structure of the Basic Psychological Needs in Physical Education scale (BPN-PE) with strong internal reliability for all three school grade levels. Support was also obtained for the nomological validity of the scale responses. Further, measurement invariance emerged for BPN-PE scores across boys and girls and across students who participated or not in out-of-school sports within each school grade level as well as across all three school grade levels.
Impact of Occupational Socialization on the Perspectives and Practices of Sport Pedagogy Doctoral Students
Authors: Lee Hong-Min , Curtner-Smith Matthew D.
Published: August 2016

The purpose of this study was to examine the impact of occupational socialization on the perspectives and practices of sport pedagogy doctoral students in terms of physical education (PE) teaching and physical education teacher education (PETE). Participants were 12 students. Data were collected through formal and informal interviews, observations, and self-reflective posters. They were analyzed using analytic induction and constant comparison. Key findings were that doctoral students espoused both conservative and liberal forms of PE and PETE. These views were shaped by the various phases of their socialization. Doctoral students recalled being oriented to teaching and coaching. The longer coaching orientations remained intact, the more likely they were to espouse conservative versions of PE and PETE. The students’ graduate education was shown to be particularly potent and powerful. This appeared to be due to influential faculty, a practitioner focus in master’s degree programs, and engagement in undergraduate PETE.
The Influence of a State Mandated Induction Assistance Program on the Socialization of a Beginning Physical Education Teacher
Authors: Richards K. Andrew , Templin Thomas J.
Published: August 2016

Using occupational socialization theory, this investigation describes the socialization of Janet, an induction phase physical education (PE) teacher. Special attention was given to the forms of induction assistance Janet was exposed to during her first two years at Liberty Middle School. Data were collected through seven interviews with Janet and interviews with Janet’s mentor, principal, and assistant superintendent. Analyses were conducted using inductive analysis and the constant comparative method. Results indicate that Janet was exposed to several forms of assistance including a state wide induction assistance initiative called the State Mentoring and Assessment Program (S-MAP). She found the informal assistance provided by her teaching colleague and the community of practice they formed to be among the most important elements of her induction, and she was critical of the formal support she received through the S-MAP.
Do You Hear What I Hear? Overweight Children’s Perceptions of Different Physical Activity Settings
Authors: Meaney Karen S. , Hart Melanie A. , Griffin L. Kent
Published: August 2016

Social-Cognitive Theory (Bandura, 1986, 1999) served as the framework to explore overweight children’s perceptions of different physical activity settings. Participants were children (n = 67) enrolled in an after-school and summer program for overweight African-American and Hispanic-American children from low-income families. To gain insight into the children’s thoughts encompassing their participation in both the after school/summer program and their physical education classes at their respective elementary schools, all of the children individually participated in semistructured interviews. Children enjoyed their involvement in the after-school/summer program and described social, physical, and cognitive benefits related to their participation. Interview data also revealed children’s ideas and suggestions for adapting physical education to enhance participation in physical activity. Based on these results, instructional and management strategies focusing on promoting a nurturing environment in physical activity settings for all children (overweight and nonoverweight) are presented and discussed.
Effects of Play Practice on Teaching Table Tennis Skills
Authors: Zhang Peng , Ward Phillip , Li Weidong , Sutherland Sue , Goodway Jackie
Published: August 2016

The purpose of this study was to examine the effects of Play Practice (PP) instruction on the performance of table tennis skills. Fifty-six college students in four intact classes were taught by two instructors using PP and Skill-focused Instruction (SI). A nonequivalent control/comparison group experimental design with pre and post measures was used. Three separate ANOVAs with a repeated measure (time effect) were conducted to examine the effects of PP and SI for each of the three dependent variables: (a) forehand drive accuracy, (b) forehand attack, and (c) serve. Results demonstrated that both PP and SI conditions were effective in improving participants’ skills in forehand drive, forehand attack, and serving from pre- to posttest. However, PP was more effective in improving participants’ skills in forehand attack and serving from pre to post as compared with SI.
Game Play Participation of Amotivated Students During Sport Education
Authors: Wallhead Tristan , Garn Alex C. , Vidoni Carla , Youngberg Charli
Published: August 2016

Sport Education has embedded pedagogical strategies proposed to reduce the prevalence of amotivation in physical education. The purpose of this study was to provide an examination of the game play participation rates of amotivated students within a Sport Education season. A sample of 395 high school students participated in a season of team handball. A multistep cluster analysis approach revealed three motivational profiles: amotivated, moderate and high clusters. A priori analyses revealed differences in perceived effort, enjoyment, and need satisfaction across the three profile groups. Game play participation rates coded throughout the season revealed no significant differences in ball engagement or success rates across motivational profile groups. A significant difference occurred in active game participation between the high and amotivated students. Results suggest that Sport Education elicits a level of inclusive game play participation across students of different motivational profiles.
Vicarious Success Experience as a Factor Influencing Self-Confidence, Attitudes, and Physical Activity of Adult Women
Authors: Corbin Charles B. , Laurie David R. , Gruger Candice , Smiley Betty
Published: August 2016

Recent research indicates that females are particularly likely to lack confidence in their abilities to perform physical activities. One theory of instruction suggests a need for educational support for developing competence, self-confidence, and persistence in physical activities. Vicarious success in the form of audiovisual presentations is suggested as one method of educational support which may be effective in enhancing confidence, particularly among females. Thirty-nine adult women participating in an exercise class were studied to determine if vicarious success presented via audiovisuals was effective in altering self-confidence, commitment to physical activity, and physical activity involvement. A discriminant function analysis indicated a significant difference between treatment and control groups on a profile of improved confidence/attitude/activity involvement, with the treatment group showing a more positive profile. Vicarious success experiences enhanced self-confidence, and there was a trend toward greater persistence in activity among those experiencing vicarious success through audiovisual presentations.
The Effect of Planning on the Teaching Behavior of Preservice Physical Education Teachers
Authors: Imwold Charles H. , Rider Robert A. , Twardy Bernadette M. , Oliver Pamela S. , Griffin Michael , Arsenault Donald N.
Published: August 2016

The purpose of this study was to compare the teaching process interaction behavior of teachers who planned for classes with those who did not plan. Senior physical education majors served as the teaching subjects for this study—six in the planning (experimental) group and six in the no-plan (control) group. Each teacher taught the same lesson content for a 15-minute episode. The planning group spent 1 hour before the lesson writing explicit plans, while the control group was given 2 minutes just before the lesson to gather their thoughts and be informed of the content to be covered. The behaviors of all teachers were observed by the Cheffers Adaptation of the Flanders’ Interaction Analysis System (CAFIAS). The results indicated significant differences in only two interaction categories: amount of directions given and the amount of silence. Both variables were better for the planning group.
Are Hunters of the Function Curriculum Seeking Quarks or Snarks?
Authors: Dodds Patt
Published: August 2016

In this paper the author examines various levels of curriculum (explicit, covert, null, hidden, and functional) as they may be found in any undergraduate teacher education program. Examples are first given from a model of these curriculum levels applied to teaching physical education. The principal section of the paper focuses on what those levels look like when applied to teacher education, with particular emphasis on the total impact of all curriculum levels acting together as the “real” or functional curriculum which actually works to produce what students learn about teaching physical education.
Alternative Technologies for Measuring Academic Learning Time in Physical Education
Authors: Metzler Michael , DePaepe James , Reif Glenn
Published: August 2016

The purpose of this article is to present a battery of three new systems for measuring Academic Learning Time-Physical Education. All three systems incorporate updated features and unique observational technologies for coding this student process variable in physical education. The first system uses analogue chronometry to make duration recordings of student behavior. The second system uses the Data Myte 801 electronic recorder for data collection. The third system introduces the first microcomputer-based data collection system for ALT-PE, considered to be the forerunner of many more such systems in the near future.
A Naturalistic Study of Students’ Responses to an Exercise Class
Authors: Bain Linda L.
Published: August 2016

The researcher was a participant observer in a university class on fitness and weight control. Data collection procedures included questionnaires, observations, and interviews as well as access to physical performance information collected as part of the class. Results indicated that approximately half of the enrolled students were overweight, and that lean and heavy students had different expectations for the course. Four patterns of student participation emerged: serious runners, serious walkers, social interactors, and absentees. In general, the more successful students were lean and fit, while the class was not as effective in changing the exercise patterns of those who were less fit. The course seemed to be based on a technical-rational view which assumes that information will change behavior. In contrast, student reactions seemed to reflect a subjective-affective view that behavior is influenced by emotions and perceptions.