bluuebunny/crossref_metadata_2025 huggingface dataset:
Comparison of Open versus Closed Kinetic Chain Test Positions for Measuring Joint Position Sense
Authors: Andersen Susan B. , Terwilliger Donna M. , Denegar Craig R.
Published: August 2016

The purpose of this study was to determine if a difference exists in the reproducibility of knee joint flexion angles in an open versus a closed kinetic chain. Thirty generally healthy subjects (12 males, 18 females; mean age 23.8 years) participated. Subjects actively reproduced small, medium, and large knee flexion angles (with target angles of 15°, 45°, and 75°, respectively) in an open and a closed kinetic chain while being videotaped. Goniometric measurements were taken from the videotape of initial and reproduced joint angles. Data were analyzed using ANOVA with repeated measures on kinetic chain test position and joint angle. Subjects more accurately reproduced knee flexion angles in a closed kinetic chain position. The main effect for angle and the interaction of angle and test position were nonsignificant. The results indicate that knee joint position is more accurately reproduced in closed kinetic chain. Closed kinetic chain testing is also a more functional assessment of joint position sense, and thus closed kinetic chain assessment of lower extremity joint position sense is recommended.
Closed and Open Kinetic Chain Exercise for the Upper Extremity
Authors: Wilk Kevin E. , Arrigo Christopher A. , Andrews James R.
Published: August 2016

The use of closed kinetic chain exercise has grown in the past several years. Closed kinetic chain exercises for the lower extremity have been firmly established in the literature and have been strongly recommended as an integral part of rehabilitation of the patient with anterior cruciate ligament injury. While the scientific and clinical rationale for using closed kinetic chain exercise for the lower extremity appears obvious, the scientific rationale for using closed kinetic chain exercise for the upper extremity is less clear. The purpose of this manuscript is to discuss the scientific rationale for closed kinetic chain for the upper extremity patient. In addition, exercise drills to enhance dynamic stability of the glenohumeral joint are discussed, and a rationale for using these exercises for specific glenohumeral joint pathologies is provided. The concepts of closed and open kinetic chain as applied to the lower extremity may not apply to the upper extremity due to the unique anatomical and biomechanical features as well as the function of the shoulder. It is recommended that clinicians use both closed kinetic chain and open kinetic chain exercises when treating the shoulder patient.
Strength and Flexibility Characteristics of Athletes with Chronic Low-Back Pain
Authors: Ashmen Kathleen J. , Swanik C. Buz , Lephart Scott M.
Published: August 2016

The purpose of this study was to identify strength and flexibility deficits in subjects with chronic low-back pain (CLBP). Subjects were 16 female Division I athletes: 8 athletes who had experienced CLBP for at least 6 months prior to testing and a control group of 8 matched subjects. Athletes with neurological symptoms, previous back operations, and leg length discrepancies and those who were diagnosed with scoliosis, spondylolisthesis, or spondylolysis were excluded from this study. Variables assessed included abdominal strength, erector spinae endurance, hip flexion and extension endurance, torso lateral flexibility, and low-back flexibility. Strength and endurance were calculated as a function of time in seconds. Goniometric measurements were used to determine flexibility. Significant mean differences were found by using dependent t tests for abdominal strength, erector Spinae endurance, hip extension, and right lateral flexion of the torso. The results validate the necessity for pelvic stabilization and indicate that strength and flexibility deficits vary among populations.
The Transducer Pressure Variable: Its Influence on Acoustic Energy Transmission
Authors: Klucinec Brian , Denegar Craig , Mahmood Rizwan
Published: August 2016

During the administration of therapeutic ultrasound, the amount of pressure at the sound head-tissue interface may affect the physiological response to and the outcome of treatment. Speed of sonification; size of the treatment area; frequency, intensity, and type of wave; and coupling media are important parameters in providing the patient with an appropriate ultrasound treatment. Pressure variations affect ultrasound transmissivity, yet pressure differences have been virtually unexplored. The purpose of this study was to assess the effects of sound head pressure on acoustic transmissivity. Three trials were conducted whereby pig tissue was subjected to increased sound head pressures using manufactured weights. The weights were added in 100 g increments, starting with 200 g and finishing with 1,400 g. Increased pressure on the transmitting transducer did affect acoustic transmissivity; acoustic energy transmission was increased from 200 g (0.44 lb) up to and optimally at 600 g (1.32 lb). However, there was decreased transmissivity from 700 to 1, 400 g (1.54 to 3.00 lb).
Influence of Ankle Strapping, Taping, and Nine Braces: A Stress Roentgenologic Comparison
Authors: Vaes Peter H. , Duquet William , Handelberg Frank , Casteleyn Pierre-Paul , Van Tiggelen René , Opdecam Pierre
Published: August 2016

The stabilizing effect of external support, in the form of strapping, taping, and nine different ankle braces, was tested in 220 functionally unstable ankles. A standard surface EMG, controlled-stress Roentgen test protocol was used, measuring talar tilt (TT) without support and with strapping, tape bandage, or brace. Different levels of TT restraint of external support could be identified. Taping and two braces had a highly significant (p < .001) influence on TT. The mean TT without support was decreased by using tape from 13.4° to 4.9°, by using one brace to 4.8°, and by using another brace to 5.9°. The two braces were effectively fitted for protection during functional treatment. A classification into three grades of effectiveness was proposed. It was concluded that the stabilizing influence of bandages and braces should be measured before these external supports are used to treat acute ankle sprain and protect against sprain injuries in daily living and sports.
Muscular Endurance and Physical Capacity to Perform Work of Adolescents with Mental Retardation
Authors: Stopka Christine B. , Zambito Kimberly L. , Suro David G. , Pearson Kevin S. , Siders Ronald A. , Goff Buffy H.
Published: August 2016

The purpose of this study was to evaluate gains in muscular endurance and physical capacity to perform work in 22 adolescents and young adults (ages 13-22 years) with MR. The participants were tested before and after two consecutive 3-week sessions of supervised resistance training. Specific muscle strength was evaluated using a three repetition maximum (3RM) test, and muscular endurance was assessed using a repetition to failure (RF) test at 60% of the 3RM. The chest press, leg extension, and torso arm exercises were tested. Participants trained twice per week during the training intervals. The data were analyzed using a one-way ANOVA for repeated measures. Significant increases (p ≤ .05) in 3RM, RF, and total work performed during the RF test were found for the leg extension and torso arm exercises. Significant increases (p ≤ .05) in RF performance and total work performed during the RF test were found in the chest press. These results demonstrate that adolescents and young adults with MR can experience significant gains in muscular strength and endurance through a supervised resistance training program.
The Provision of Social Support to Injured Athletes: A Qualitative Analysis
Authors: Johnston Lynne Halley , Carroll Douglas
Published: August 2016

Twelve seriously injured athletes were asked to describe the provision of eight functional types of support during their rehabilitation. NUD*IST (Nonnumerical Unstructured Data Indexing Searching and Theorizing) was used to organize the data. Overall, the provision of social support largely matched demand. Emotional and practical forms of support decreased with time, while varieties of informational support were increasingly received and preferred over time. The provision of informational and emotional support appeared to be dictated by four temporally sequential appraisals: injury severity, rehabilitation progress, recovery/readiness to return, and sports performance. Practical support in the form of personal assistance greatly depended upon the visibility of the injury and the mobility of the injured athlete. Physiotherapists, doctors, and other currently or previously injured athletes were most likely to provide informational support requiring expert medical knowledge, whereas coaches provided informational support requiring sport-specific expertise. Friends and family were the main source of emotional and practical support. The situational and temporal context of the provision of support is represented diagrammatically.
Reliability of the Cybex Reactor in the Assessment of an Agility Task
Authors: Hertel Jay , Denegar Craig R. , Johnson Phil D. , Hale Sheri A. , Buckley W.E.
Published: August 2016

Two studies were performed to estimate the reliability of the Cybex Reactor in assessing agility tasks. In Study 1, participants (n =13) underwent identical testing sessions twice in 1 week. In Study 2, participants (n = 13) underwent identical testing sessions twice in 1 week, once 3 weeks later, and once 6 weeks later. Testing sessions consisted of four identical agility tasks requiring participants to react to cues shown on a video monitor. In Study 1, intraclass correlation coefficients (ICC) were .47 for Day 1 and .75 for Day 2 for time to complete each task. Participants performed faster on Day 2 (p < .05). In Study 2, ICC ranged from .58 to .83. ICC between sessions ranged from .59 to .73. Participants performed significantly faster each successive session except between Weeks 3 and 6 (p < .05). The Reactor appears to be reliable in assessing agility tasks with test–retest intervals of up to 6 weeks.
Dynamic Analysis of Custom-Fitted Functional Knee Braces: EMG and Brace Migration during Physical Activity
Authors: Miller John P. , Vailas James C. , Croce Ronald V. , Confessore Robert , Catlaw Kerriann
Published: August 2016

This study examined the effects of (a) functional knee braces on thigh muscle EMG and (b) physical activity and leg shape on knee brace migration. Ten female college ice hockey players were fitted with a strap-secured functional knee brace (SSB) and a hard-shell functional knee brace with strapping. Participants performed a side-step maneuver, a treadmill ran, and an obstacle course. Significant differences were noted in hamstring and quadriceps EMG median frequency (mfEMG) while wearing the SSB compared with the control condition. Significant downward shifts were noted in hamstring mfEMG for both braces when compared with the control condition. There was greater brace migration for the obstacle course for both brace types. No relation was found between leg shape and the amount of migration. This study suggests that custom-fitted functional knee braces alter the motor unit recruitment patterns of the thigh musculature during physical activity and that they do not migrate significantly during physical activity.
Lower Back EMG Activity during Exercise on a Vertical versus Partially Reclined Stair-Climbing Machine
Authors: Bauer Jeffrey A. , Thomas Thomas S. , Connaughton Daniel P.
Published: August 2016

Lower back discomfort is common among users of standard vertical stair-climbing machines. A partially reclined stair-climbing machine (PRSC) has been designed to provide more comfort and protection to the lower back while providing the same exercise benefits. Ten individuals were recruited to exercise on both machines while their erector spinae electromyographic activity and heart rates were recorded. There was no significant difference (p <.05) in erector spinae muscle activity during exercise on either machine. Workout intensity levels necessary to achieve target heart rates were established during a familiarization session and tracked during exercise. The mean heart rates for both groups remained within the target zones throughout the exercise sessions, but a nonsignificant (p >.05) trend toward increased heart rate on both machines was observed in the women participants. Because of the high incidence of low back pain and injury, we need exercise modalities that provide both cardiovascular and muscular fitness development without placing additional stress on this region.
The Effects of Cryotherapy on Ground-Reaction Forces Produced during a Functional Task
Authors: Kinzey Stephen J. , Cordova Mitchell L. , Gallen Kevin J. , Smith Jason C. , Moore Justin B.
Published: August 2016

Objective:

To determine whether a standard 20-min ice-bath (10°C) immersion of the leg alters vertical ground-reaction-force components during a 1 -legged vertical jump.

Design:

A 1 × 5 factorial repeated-measures model was used.

Setting:

The Applied Biomechanics Laboratory at The University of Mississippi.

Participants:

Fifteen healthy and physically active subjects (age = 22.3 ± 2.1 years, height = 177.3 ± 12.2 cm, mass = 76.3 ± 19.1 kg) participated.

Intervention:

Subjects performed 25 one-legged vertical jumps with their preferred extremity before (5 jumps) and after (20 jumps) a 20-min cold whirlpool to the leg. The 25 jumps were reduced into 5 sets of average trials.

Main Outcome Measures:

Normalized peak and average vertical ground-reaction forces, as well as vertical impulse obtained using an instrumented force platform.

Results:

Immediately after cryotherapy (sets 2 and 3), vertical impulse decreased (P = .01); peak vertical ground-reaction force increased (set 2) but then decreased toward baseline measures (P= .02). Average vertical ground-reaction force remained unchanged (P >.05).

Conclusions:

The authors advocate waiting approximately 15 min before engaging in activities that require the production of weight-bearing explosive strength or power.
Short-Term Psychological Intervention: A Study of Long-Term-injured Competitive Athletes
Authors: Johnson Urban
Published: August 2016

Objective:

To explore the effectiveness of psychological interventions for a sample of competitive athletes with long-term injuries.

Design:

Modified 2-group, pretreatment and posttreatment (repeated measure).

Patients:

58 patients, 14 in the experimental group and 44 in the control group.

Interventions:

Three intervention strategies: stress management and cognitive control, goal-setting skills, and relaxation/guided imagery.

Main Outcome Measure:

Mood level was used as the outcome variable.

Results:

The experimental group had a higher overall mood level at the midpoint and end of rehabilitation and were also feeling more ready for competition than the control group was, both as rated by themselves and by the treating physiotherapist The only strategy to show statistical differences was relaxation/guided imagery.

Conclusions:

The results of this study support the idea that a short-term intervention has the potential to elevate mood levels in competitive athletes with long-term injuries.
What They See and What They Do: Perceptions and Expectations Held by Teacher Educators
Authors: Graber Kim C.
Published: August 2016

This study examined how teacher educators’ perceptions of their undergraduate students’ classroom agenda influenced subsequent expectations for trainee performance,1 more particularly, how those perceptions shape the ways in which instructional demands are defined, communicated, and enforced or relented over the span of an undergraduate course. Three teacher educators teaching two courses were studied along with a group of students who were enrolled in both courses. Data collection consisted of nonparticipant observation, interviews, and document analysis. The results indicate that the teacher educators developed perceptions of student agendas that in some regards were closely similar but in other ways were sharply divergent. Further, each instructor developed a perception of her students’ classroom agenda that was somewhat congruent with her own intentions for the class and her own standards for student intentions and actions. Accordingly, expectations for trainees’ classroom performance were communicated in ways that reflected the degree of congruence between perception of students’ agenda and the instructors’ own definition of desirable student characteristics.
Effects of Learner Use of Practice Time on Skill Acquisition of Fifth Grade Children
Authors: Goldberger Michael , Gerney Philip
Published: August 2016

The purpose of this study was to examine the effects of two teaching formats under Mosston’s practice style on the motor skill acquisition of school-age children. In these popular formats, referred to elsewhere as station work, learning centers, and circuit training, the teacher designs a series of tasks. In the teacher-rotated format (TR) the teacher systematically moves learners from task to task, while in the learner-rotated format (LR) the learners individually decide on task order and the amount of time to spend on each task. The present study examined the effects of these formats as fifth grade children practiced a football punting skill. While both formats were generally found to be effective, for low ability children the conditions provided by the LR format were found to be more profitable. It is recommended that teachers (a) be more sensitive to the tendency of learners not to use their practice time efficiently and (b) establish clear minimal engagement levels.
The Effects of Two Teaching Styles on College Students’ Achievement of Selected Physical Education Outcomes
Authors: Beckett Keith D.
Published: August 2016

The purpose of this study was to investigate the influence of Mosston and Ashworth’s (1986) practice (Style B) and inclusion (Style E) styles of teaching or class composition on college students’ achievement of selected physical education outcomes. Achievement was measured by the use of a soccer-ball-juggle test and a written knowledge test. One hundred and twenty college students were pretested on the soccer-ball juggle. Students who scored in the upper and lower 25% were placed in a group labeled heterogeneous; students scoring in the middle 50% were placed in a group labeled homogeneous. Subsequent to the pretest, a 30-minute lesson on soccer-ball juggling was provided to students by members of the college physical education staff using the assigned teaching style, followed by the posttest and the written knowledge test. All teaching was observed and coded by the researcher to determine teacher and student behavior. Results on soccer-ball juggling yielded significant gains between pretest and posttest for both styles; a retention test verified improvement was retained in both styles. No significant differences between teaching style or class composition were uncovered on the motor task. However, significant differences on the written knowledge test were revealed: Students in Style E produced higher scores than students in Style B.
Learning Characteristics of Field-Dependent Children Within an Analytical Concept-Based Curriculum
Authors: Ennis Catherine D. , Chepyator-Thomson Jepkorir R.
Published: August 2016

The purpose of this research was the examination of the field-dependent/independent cognitive style as it related to learning within a Logsdon-based movement curriculum. Subjects consisted of 104 children scoring in the 1st- (field independent) and 4th-quartile (field dependent) on the Children’s Embedded Figures Test. Observation and interview data were collected by the two researchers over a 4-month period. Data were analyzed using constant comparison. Field-independent students’ performance was consistent with teacher expectations during the majority of the classes observed. Field-dependent students experienced difficulty focusing on lesson discussion, following directions, and working independently. The discussion focused on the role of structure and the influence of social relationships on learning behaviors of field-dependent children.
Reaction of University Students to Body Composition Assessment in Physical Education Activity Classes
Authors: Steinhardt Mary A. , Macklem Debra J.
Published: August 2016

The use of skinfold measurements is a popular method to determine percentage of body fat because of its relative simplicity. Although attention has been paid to its technical accuracy and validity, less consideration has been given to the psychological impact on participants. The purpose of this study was to determine students’ (N = 128) reactions to having skinfold measurements taken in university physical education classes. Skinfold measurements were taken, and a questionnaire administered during the 2nd and 13th weeks of the semester. The questionnaire was used to assess (a) if students were self-conscious or uncomfortable during the measurements, (b) if knowing percent body fat motivated students to exercise, and (c) if the procedure should remain a standard part of class. Descriptive results indicated most students agreed that percent fat measurement was a valuable part of the class. On the pretest, after controlling for sex, regression analysis revealed that percent fat significantly predicted feelings of self-consciousness (R2 =.08; β = .36) and motivation to exercise (R2 = .07; β.24). On the posttest, percent fat again predicted feelings of self-consciousness (R2 = .21; β = .58) but did not predict motivation to exercise. Also, students with greater percent fat felt the body composition assessment should be optional (R2 = .08; β = −.36). Although results of this study support body composition assessment in university health-related activity classes, the need for sensitivity to the emotional needs and privacy of individuals is recommended.
The Effects of an Instructional Strategy with Two Schedules of Augmented KP Feedback upon Skill Acquisition of a Selected Shooting Task
Authors: Boyce B. Ann
Published: August 2016

This field-based study investigated the effect of an instructional strategy with two schedules of augmented knowledge-of-performance (KP) feedback on skill acquisition of a selected shooting task. Students enrolled in university rifle classes (N=135) were randomly assigned to one of three conditions: (a) instructional strategy (IS) with KP feedback after every trial, (b) IS with summary KP feedback, and (c) no IS with no KP feedback. Data collection consisted of (a) a pretest phase (one set of five trials) and (b) an acquisition phase (four sets of five trials). Instructional integrity was maintained during data collection so that students were treated as class participants. The findings indicated that (a) the presence of the instructional strategy in conjunction with the two feedback schedules appeared to positively effect the overall shooting performance as compared to no strategy/no KP, (b) the effects of the two KP schedules did not statistically differ from one another, and (c) the significant effect for trials indicated that as shooting practice progressed subjects in all three conditions appeared to improve.
Comparison of Students Taught Basketball Skills Using Mastery and Nonmastery Learning Methods
Authors: Blakemore Connie L. , Hilton H. Gill , Harrison Joyce M. , Pellett Tracy L. , Gresh James
Published: August 2016

Mastery learning is an instructional strategy that embraces the philosophy that almost any student can learn what is being taught given sufficient time and help. Through Bloom’s group-based, teacher-paced model, 71 seventh-grade boys were taught basketball skills. Students in two treatment groups (mastery and nonmastery) and a control group were compared on the performance of psychomotor skills in isolation and in a competitive game situation before, midway through, and following their training. Students in the mastery group were not taught new skills until 80% had mastered the present skills. The mastery group performed significantly better on isolated skills than did the nonmastery and control groups. There was no significant difference between groups in the performance of skills in a competitive game situation.
Goal Proximity and Achievement Motivation of High School Boys in a Basketball Shooting Task
Authors: Howe Bruce , Poole Rob
Published: August 2016

The purpose of this study was to test the effects of goal proximity and achievement motivation on basketball shooting performance in a regular physical education class setting. Data were collected on 79 male Grade 10 students. One week prior to the beginning of a 4-week basketball unit, students were categorized as high achievers and low achievers based on their achievement score on the Howe Sport Behavior Assessment Scale. Within each achievement group, subjects were randomly assigned to either a weekly short-term goal group, a long-term goal group, or a short-term-plus-longterm goal group. Subjects completed the Speed Spot Shooting Test once every week to measure their performance in relation to their assigned goals. No significant differences among the variables were revealed. A postexperimental questionnaire revealed that a majority of students from all goal conditions were setting their own short-term goals. Results are discussed in terms of Bandura’s self-efficacy theory of motivation and the use of goals in motor skill tasks in physical education.
Reasons for the Selection or Nonselection of Physical Education Studies by Year 12 Girls
Authors: Browne Jennifer
Published: August 2016

In Western Australia from 1984 to 1988, enrollment in Physical Education Studies by Year 12 girls decreased from 44% to 37%. The present study wanted to ascertain reasons why girls were disposed or not disposed toward selecting this subject. A questionnaire was administered to 103 girls taking Physical Education Studies and 103 girls not taking it in eight government secondary schools. Analyses revealed that girls taking Physical Education Studies liked physical activity, thought physical education classes were fun, appreciated the break from the classroom, felt it helped to keep them fit, enjoyed learning new skills, liked the sports offered, and perceived themselves as being good at physical education. The most important reasons given by girls for not selecting Physical Education Studies were that other subjects were more important to their career plans, that they could not fit it into their timetable, that they obtained enough exercise out of school, and that there was too much competitive activity.
The TCQ–PE: An Adaptation of the Teacher Concerns Questionnaire Instrument to a Physical Education Setting
Authors: McBride Ron E.
Published: August 2016

In a three-phase study, the routine task concerns of physical educators were identified for a planned adaptation of the Teacher Concerns Questionnaire. The first phase of the study identified a list of some 500 concerns, which inductive analysis reduced to 10. A 10-item questionnaire followed by a 5-point Likert scale was then sent to a sample of 500 physical educators. Analysis of the data identified 5 items for use in the Teacher Concerns Questionnaire–Physical Education (TCQ–PE). In the final phase of the study, the newly adapted questionnaire was tested on a sample of experienced physical educators. The strong correlation coefficients obtained support the use of these items in the revised instrument. The TCQ–PE, in conjunction with other assessment techniques, represents a valuable data gathering source for continued research into physical education teacher concerns.
The Effect of Two Pairing Techniques on Specific Feedback and Comfort Levels of Learners in the Reciprocal Style of Teaching
Authors: Byra Mark , Marks Mary C.
Published: August 2016

In the reciprocal style of teaching learners are paired, and as one practices the task, the other provides immediate feedback. This study examined the effect of pairing learners in the reciprocal style by ability (high, low, and mixed) and by companionship (friend and nonacquaintance) on provision of feedback and perceived comfort while learning motor skills. Thirty-two students between 9 and 12 years of age practiced soccer juggling during a 25-minute lesson and soccer dribbling during another 25-minute lesson, in both of which they were paired for similar versus different ability and for friend versus nonaquaintance. After each lesson, the students were asked how comfortable they felt giving and receiving feedback. The results showed that the observers gave specific feedback more frequently to friends than nonacquaintances, and that the doers felt more comfortable receiving feedback from friends than nonacquaintances. Learner ability level did not affect the amount of specific feedback provided by the observer or the doer comfort in receiving feedback. This study supports several claims set forth by Mosston and Ashworth (1986) for the reciprocal style of teaching.
Urban Secondary Teachers’ Value Orientations: Delineating Curricular Goals for Social Responsibility
Authors: Ennis Catherine D.
Published: August 2016

This research examined content and task decisions of 11 urban secondary physical educators who placed a high priority on social curriculum goals. Transcript data from a stimulated-recall protocol were analyzed using constant comparison to determine the extent to which content and task decisions represented social justice and reform goals of social reconstruction or of citizenship and positive interaction more consistent with social responsibility. Results suggested that teachers’ content decisions were consistent with the goals of cooperation, teamwork, and involvement within the social responsibility value orientation. Task structures for middle school programs involved large group activities, while high school tasks focused on individual activities performed as a member of a small group.
Assessing Children’s Liking for Activity Units in an Elementary School Physical Education Curriculum
Authors: McKenzie Thomas L. , Alcaraz John E. , Sallis James F.
Published: August 2016

Few studies have examined students’ liking for physical education activities and factors that influence students’ evaluations despite the importance these have for continued engagement in physical activity. This study examined 16,032 ratings of “liking” of 648 physical education lessons reported by students in eight coeducational fourth- and fifth-grade classes during an 8-month period. Mean ratings on activity units ranged from 3.15 to 3.62 on a 4-point scale, indicating that the children liked the activities. However, they liked some units more than others (p < .001), and they preferred skill-related over health-related activities (p < .001). Day of week (p < .53), child’s grade (p < .69), and school (p < .56) were not associated with the children’s liking scores. Ratings of activities did not change significantly as students gained more experience with a specific instructional unit. Future research is recommended on how students’ needs and preferences relate to developing positive attitudes toward physical activities.
Selected Teacher Behaviors and Student ALT-PE in Secondary School Physical Education
Authors: Hastie Peter A.
Published: August 2016

The aim of this paper was to quantify teacher behaviors that were associated with high levels of student involvement and, hence, provide further understanding of student accountability. Two observation instruments were used to collect data from teachers during a secondary school volleyball unit. Results showed that the more effective teacher (as measured by ALT-PE) spent more lesson time in the functional behaviors of concurrent instruction and intervening instruction, whereas the less effective teachers spent more time in noninteractive behaviors such as observing. Furthermore, specific cycles of teaching behaviors that discriminated between the effective and less effective teachers were identified. The results are explained in terms of the development of a successful instructional accountability system being developed by the effective teacher in contrast to the instructional pseudoaccountability of the less effective teachers.
Using Pedagogical Reflective Strategies to Enhance Reflection among Preservice Physical Education Teachers
Authors: Tsangaridou Niki , O’Sullivan Mary
Published: August 2016

The ability to think about why and what one does is vital to intelligent practice, practice that is reflective rather than routine (Dewey, 1904/1965; Richert,1991; Zeichner, 1987). This study describes how specific reflective pedagogical strategies influence preservice teachers to reflect on practice. Six junior physical education major were assigned to one of two groups: the Level 1 reflective group (LI-RG) or the Level 2 reflective group (LII-RG). Participants in the LI-RG completed new reflective assignments while the participants in the LII-RG completed the course’s regular reflective assignments. Data were collected through interviews, logs, and video commentaries and were analyzed using inductive analysis techniques. The reflective framework for teaching in physical education (RFTPE) was developed to describe the focus and levels of reflection by physical education teachers. The findings supported the positive influence of new pedagogical reflective strategies in promoting the reflective abilities of preservice teachers.
Exercise Promotion in Physical Education: Application of the Transtheoretical Model
Authors: O’Connor Michael J.
Published: August 2016

Student display of regular physical activity has been presented as a principal component of the definition of a physically educated student (National Association for Sport and Physical Education, 1991). What strategies can a physical educator employ to facilitate the adoption and maintenance of physical activity? The transtheoretical model offers an explanation of the structure of change that occurs when adults attempt to change behavior. Although the model was derived from the modification of addictive and problem behaviors, the transtheoretical model shows promise for providing a theoretical foundation for the acquisition of positive behaviors such as physical activity. This paper explains the basic constructs of the transtheoretical model and discusses application of strategies that a physical educator in postsecondary and community settings may employ to facilitate the adoption and maintenance of physical activity.
Secondary Teachers’ Views of Effective Teaching in Physical Education
Authors: Parker Jenny
Published: August 2016

The purpose of this study was to reconstruct high school physical education teachers’ views of effective teaching and to examine the underlying rationales behind these definitions. The participants were 14 experienced high school physical education teachers. Three methods of data collection were employed: critical incidents, the Q-sort technique, and informal interviews. Inductive content analysis was used to examine the critical incident forms, and the resulting themes formed the items in the Q-sort. The teachers’ underlying rationales for the rankings in the Q-sort were examined in the informal interviews. The overall results revealed that the majority of the teachers in this study defined effective teaching as a hierarchy of pedagogical practices in which organization, management, discipline, and control form the base, with student success being the ultimate goal.
Teaching Recruits’ Physical Education Backgrounds and Beliefs about Purposes for Their Subject Matter
Authors: Placek Judith H. , Doolittle Sarah A. , Ratliffe Thomas A. , Dodds Patt , Portman Penelope A. , Pinkham Kathy M.
Published: August 2016

This study described 476 recruits’ physical education backgrounds and beliefs about the purposes for physical education. Beliefs about purposes are formed in part by physical education experiences and are important to examine because they are difficult to change and because they influence students’ receptivity to teacher education. Most recruits recalled programs that focused on traditional team sports, games, and fitness programs, with less emphasis on individual sports and expressive or noncompetitive activities. Few differences by sex, race, or socioeconomic status were found. Recruits’ reported purposes were coded into nine categories; the top purposes were learning skills, named specific activities, and fitness. The discussion focuses on the possibility of the existence of a de facto national curriculum and factors to consider if changes in physical education curriculum are desired.
Cooperating Teachers: Insight into Their Preparation, Beliefs, and Practices
Authors: Rikard G. Linda , Veal Mary Lou
Published: August 2016

Twenty-three physical education cooperating teachers were interviewed in order to examine their preparation for becoming supervisors and their supervisory beliefs and practices. Most cooperating teachers had no formal preparation for their supervisory roles and shared no common technical language. Instead, they applied Lortie’s (1975) apprenticeship of observation by acquiring supervisory knowledge and images of supervision primarily from memories of their own student teaching supervision and their experiences as teachers. These cooperating teachers assumed one of three supervisory styles with student teachers: (a) “do it your way,” (b) “do it my way,” and (c) “we’ll do it together.” The feedback ranged from very little feedback to providing both positive and negative feedback to student teachers. This study indicates an urgent need to establish a model of systematic, data-based supervision for all cooperating teacher. Suggestions for changes in physical education supervision are included.
Routines as Organizing Features in Middle School Physical Education
Authors: Oslin Judith L.
Published: August 2016

This investigation examined the role of routines and activity structures as organizing features in middle school physical education. Six physical education specialists from one suburban middle school were observed during their first four lessons at the beginning of the year and during an additional lesson at midyear. Analysis revealed that routines and activity structures were well established by Day 4 and remained through midyear. Three categories of routines emerged: management, instructional support, and instructional exchange. Activity structures increased when formal instruction began, with four segments occurring during Days 1 and 2 and seven segments observed by Days 3 and 4. Although the types of routines used by these six teachers were similar, differences among teachers appeared to be related to how routines were presented, implemented, and enforced. A number of environmental features appeared to coerce utilization and implementation of routines.
Moving beyond the Crises in Secondary Physical Education: An Australian Initiative
Authors: Macdonald Doune , Brooker Ross
Published: August 2016

Recent literature suggests that secondary school physical education is in crisis due to uncertainties about focus, status, and accountability. After providing some background discussion to the crises, two curriculum approaches, one current and the other in trial, to secondary physical education in an Australian context are reviewed. Drawing upon empirical research, the various strengths and weaknesses of each approach are highlighted. The paper concludes with proposals that the movement-centered conceptualization of physical education in the trial approach offers a defensible physical education for secondary school students.
The Validity of the Qualitative Measures of Teaching Performance Scale as a Measure of Teacher Effectiveness
Authors: Gusthart J. Len , Kelly Ivan M. , Rink Judith E.
Published: August 2016

The purpose of this study was to determine the relationship between the Qualitative Measures of Teaching Performance Scale (QMTPS; Rink & Werner, 1989) and teacher effectiveness in producing student achievement. The QMTPS focuses primarily on variables related to teacher clarity and task presentation. Nine middle school generalist (classroom) teachers were asked to teach the volleyball forearm pass and serve over eight lessons as part of their normal curriculum. Students were pre- and posttested on the serve and forearm pass using the American Alliance for Health, Physical Education and Recreation (1969) volleyball tests. All lessons were videotaped and were coded using the QMTPS instrument. The relationship between the QMTPS total score and student achievement was significant for the forearm pass and for the serve. The authors concluded that the QMTPS was a valid measure of teacher effectiveness when the total QMTPS score for several lessons was used.
Teachers’ Assessment Practices Viewed through the Instruments Used in Physical Education Classes
Authors: Desrosiers Pauline , Genet-Volet Yvette , Godbout Paul
Published: August 2016

The purpose of this study was to illustrate how experienced teachers assess students’ learning. Thirteen middle and high school physical education teachers (Grades 7 to 11) were observed during one or two teaching units over a total of 183 lessons. The 62 assessment instruments used by the teachers during those 183 lessons were analyzed from several perspectives: the integration of assessment to the teaching-learning process, the aspects assessed, and the characteristics of the instruments. For integration of assessment, 71% of the instruments were used for preassessment or formative assessment purposes. Regarding aspects assessed, the instruments were used 77% of the time to assess both technical and tactical skills. With respect to their characteristics, 70% of the assessment instruments consisted of a one-sided sheet, with a majority designed to assess one student. In most cases the collection of information was based either on a rating scale, checklist, or a combination of both.
Contributions of Research on Student Thinking in Physical Education
Authors: Lee Amelia M.
Published: August 2016

This paper presents a model of student thinking and behavior that depicts students as active participants in the classroom who affect classroom events as much as they are affected by them. Research evidence suggests students’ entry characteristics and their initial beliefs, attitudes, and values concerning school and physical education are influenced by the students’ social and cultural landscape. These variables shape students’ thoughts about what physical education is or should be, what their roles as students should be, how they should approach the content offered, and what their chances of success might be. Although student attributes and beliefs help shape initial acceptance of and interactions with the content and processes of instruction, there are things teachers can do to enhance the quality of students’ learning. The environment can influence student perceptions by promoting challenge, emphasizing mastery, and offering opportunities to engage in tasks that are meaningful and valued.
Research on Teaching in Physical Education: An Analysis of Published Research
Authors: Silverman Stephen , Skonie Ronald
Published: August 2016

The purpose of this study was to identify, categorize, and analyze published research on teaching in physical education. (RT-PE). An exhaustive search was performed to identify RT-PE since 1980. Over 2,700 papers were reviewed, and 179 met the criteria for inclusion in the study. Each paper was categorized to obtain detailed information on focus, design, and publication outlet. The results indicated that most RT-PE focused on teacher effectiveness and was quantitative. While much of the research met the minimum demands of good research in the area, some research clearly could be improved. In addition, the Journal of Teaching Physical Education was the major outlet for the research and various other trends were found about publication outlets.
Children’s Heart Rates during British Physical Education Lessons
Authors: Stratton Gareth
Published: August 2016

The purpose of this study was to assess the physical activity levels of schoolchildren during physical education lessons, using heart rate telemetry. Girls (n = 108) and boys (n = 69), age 9 to 15 years, were assessed over 66 physical education lessons. Lessons that achieved a heart rate (HR) of ≥ 150 bpm for 20 minutes or 50% of lesson time were deemed sufficiently active to promote cardiorespiratory fitness. Netball, 11- to 12-year-old girls’ gymnastics, and soccer lessons achieved the HR ≥ 150 level for over 50% of lesson time. A Sex × Age × Lesson Activity ANOVA indicated significant overall interaction for sex, age, and lesson activity for the percentage of lesson time spent in HR ≥ 150. Significant differences between age groups and lesson activities were evident. Invasion games seem more likely to attain MVPA goals than are dance, track and field, fitness, or gymnastics lessons.
Norms of the School Culture That Facilitated Teacher Adoption and Learning of a Constructivist Approach to Physical Education
Authors: Rovegno Inez , Bandhauer Dianna
Published: August 2016

This interpretive case study describes five norms of the school culture that facilitated a teacher’s (the second author) adoption and learning of a constructivist approach to physical education. The second author used a movement approach initially based on Every Child a Winner. The first author conducted field observations at the elementary school across 3 years and formal interviews and numerous informal interviews each day of field work with teachers, principals, staff, and children. The five norms or set of norms were (a) the set of norms defining the school philosophy, (b) teacher learning, (c) teacher participatory power and responsibility, (d) continual school improvement, and (e) the tendency “to feel that we can do anything.” The paper describes how the norms influenced the physical educator and the physical educators’ role in creating and maintaining the norms.
Tennis Racket Length Comparisons and Their Effect on Beginning College Players’ Playing Success and Achievement
Authors: Pellett Tracy L. , Lox Curt L.
Published: August 2016

The purpose of this study was to examine the effects of three racket lengths (26, 27, and 28 inches) in relation to beginning player skills test and last 5-day game playing achievement over an 18-day tennis unit. Participants (N = 83) were randomly assigned to one of three racket length groups in one of four instructional classes. Analysis of the skills test data indicated that students who used the shorter 26-inch racket attained greater achievement for the forehand groundstroke. However, no differences were reported between racket lengths for either the forehand or backhand groundstroke when examining game-play results or for the backhand groundstroke during skills testing.
Performance Assessment in Team Sports
Authors: Gréhaigne Jean-Francis , Godbout Paul , Bouthier Daniel
Published: August 2016

The purpose of this paper is to discuss a procedure to assess individual performance in team sports in contexts of preassessment and formative assessment. An authentic assessment procedure based on the observation of players’ actions during matches yielded two performance indices: the efficiency index and the volume of play. A general nomogram is suggested for use with various team sports in order to produce a single performance score combining both indices. Content validity, concurrent validity (.74), and ecological validity are discussed. The interobserver reliability (>.90) of the data and the stability of performance (.88) are also examined. Some conditions are discussed for integrating the assessment procedure to the teaching-learning process with an active participation of the students in the collection and interpretation of the data. The proposed procedure is strictly game oriented and yields information reflecting both motor and tactical skills.