bluuebunny/crossref_metadata_2025 huggingface dataset:
Effects of Types of Walking Activities on Actual Choices by Adolescent Female Physical Education Students
Authors: Prusak Keven A. , Darst Paul W.
Published: August 2016

This study examined the choices made by adolescent girls in physical education classes when allowed to choose from among a variety of walking activities. Following the TARGET (Epstein, 1988; Treasure & Roberts, 1999) structures, nine walking activities were created to reflect one of four themes: social, exercise/fitness, game-like, or competition. Participants were 570 girls from 21 intact 7th and 8th grade classes from five schools in two school districts. Every 3 days for 9 days, students chose from a list of three activities representing a combination of the four themes. They were significantly more likely to choose (a) a social activity over two exercise and fitness activities; (b) either a game-like or competitive activity over an exercise/fitness activity; and (c) a social activity over a game-like activity or a game-like activity over a competitive activity. Adolescent girls may benefit from activities that are designed to be social, game-like, and/or competitive.
Experiencing the Portfolio Process during the Internship: A Comparative Analysis of Two PETE Portfolio Models
Authors: Senne Terry A. , Rikard G. Linda
Published: August 2016

A comparative analysis of two PETE portfolio models was conducted to determine the impact on intern perceptions of the value of the teaching portfolio, intern professional growth, and portfolio representation in single and dual internship site placements. The portfolio model served as the curricular intervention during the student teaching experience of 67 interns in two PETE programs. A mixed method was used to discern the impact of each portfolio model. The Defining Issues Test, weekly reflection logs, and a culminating questionnaire served as data sources. One program employed extensive reflective writings and single placement sites; the other program used less extensive reflective practice and dual placement sites. Although interns showed no change in moral judgment reasoning, most valued the portfolio process as an indicator of professional growth. Differences in reflective practice and similarities in dual versus single-site placements were noted.
Accomplished Teachers’ Pedagogical Content Knowledge of Teaching Dribbling to Third Grade Children
Authors: Rovegno Inez , Chen Weiyun , Todorovich John
Published: August 2016

The purpose of this study was to describe four accomplished teachers’ enacted pedagogical content knowledge of teaching hand dribbling to third grade children. We aimed to investigate and make accessible the knowledge and wisdom of practicing teachers. We videotaped three sequential lessons of each teacher and conducted formal and informal interviews. Three themes emerged from a grounded analysis of the data: (a) approaching dribbling content as a network of connected movements and tactics, (b) refining movement patterns based on knowledge initially acquired in younger grades, and (c) teaching the cognitive processes (learning orientation, self-regulation, movement and tactical analysis and critique, and making decisions) embedded in and relevant to lesson dribbling activities.
The Effects of Choice on the Motivation of Adolescent Girls in Physical Education
Authors: Prusak Keven A. , Treasure Darren C. , Darst Paul W. , Pangrazi Robert P.
Published: August 2016

This study examined the motivational responses of adolescent girls in the physical education setting to having choices of walking activities. Seventh and 8th grade girls (N = 1,110) in 42 intact physical education classes participated in this study. Classes were randomly assigned to choice (n = 21) and no-choice (n = 21) groups. Participants’ situational and contextual motivation was assessed using the Situational Motivation Scale (SIMS) and the Sport Motivation Scale for PE (SMSPE). The SIMS was administered every 3 days during the intervention. The SMSPE was administered as the pre- and posttest. Significant differences indicated that the choice group (a) was more intrinsically motivated, (b) had higher identified regulation, (c) experienced less external control, and (d) was less amotivated. Moderate to large effect sizes were noted. A significant difference in amotivation at the contextual level was noted. Results suggest that adolescent female PE students may be more motivated if given choices. The notion of emerging adult attitudes is presented and explored.
Physical Education Teacher Attitudes Toward Fitness Test Scale: Development and Validation
Authors: Keating Xiaofen Deng , Silverman Stephen
Published: August 2016

The purpose of this study was to determine whether the Physical Education Teacher Attitudes Toward Fitness Tests Scale (PETAFTS) produces reliable and valid scores. There were 4 stages and 4 sets of participants in the development of the PETAFTS. First, the domains of attitude were defined and cognitive and affective components were developed, organized, and validated. In the second stage, 134 full-time physical education teachers participated in a pilot study and PETAFTS was revised based on the information obtained. In the third stage, 28 teacher educators served on an expert panel and organized the items into domain areas. In the final stage, 322 physical education teachers from 10 states tested the revised PETAFTS. Based on the results, the PETAFTS was shortened by deleting and combining some of the items in subdomains; this resulted in a 16-item final version that, according to the indices, generates reliable and valid scores.
A Social Cognitive Perspective of Physical Activity Related Behavior in Physical Education
Authors: Martin Jeffrey J. , Kulinna Pamela H.
Published: August 2016

The purpose of the current study was to examine student and teacher physical activity-related behavior using the theory of planned behavior and self-efficacy theory. Although teachers reported an overwhelmingly positive attitude toward teaching physical activity lessons to promote fitness development, they only devoted 4% of their class time to actually demonstrating and promoting fitness. Students were quite sedentary during class spending 61% of class time sitting, standing or lying down. Using hierarchical regression analyses, teachers’ attitudes toward teaching physically active physical education classes accounted for 50% of the variance in teachers’ intention. Teachers who demonstrated/promoted fitness and who limited their general instruction and management of students were more likely to have students involved in moderate to vigorous physical activity than teachers who spent less time demonstrating/promoting fitness and more time in general instruction and management.
A Poststructural Analysis of High School Students’ Gender and Racialized Bodily Meanings
Authors: Azzarito Laura , Solmon Melinda A.
Published: August 2016

Recently, national studies have reported on young people’s low level of participation in physical activity. Because the effect of gender and racial differences among youth participating in physical activity have not been sufficiently addressed, examining the social construction of the body in physical education can provide valuable insights. This study uses poststructuralism as a lens to investigate how students’ construction of meanings around the body varied by gender and race, and how bodily meanings related to students’ participation in physical education classes. The participants were 528 students from public high schools. An instrument was used to assess students’ racial and gendered construction of bodily meanings around specific discursive constructs. Results indicated that students’ meanings differ by race and gender, especially in regard to size, power, muscularity, and appearance. These findings suggest that bodily meanings were influential in students’ self-reported levels of participation in physical education classes.
Throwing and Catching as Relational Skills in Game Play: Situated Learning in a Modified Game Unit
Authors: MacPhail Ann , Kirk David , Griffin Linda
Published: August 2016

In this article, we were interested in how young people learn to play games within a tactical games model (TGM) approach (Griffin, Oslin, & Mitchell, 1997) in terms of the physical-perceptual and social-interactive dimensions of situativity. Kirk and MacPhail’s (2002) development of the Bunker-Thorpe TGfU model was used to conceptualize the nature of situated learning in the context of learning to play an invasion game as part of a school physical education program. An entire class of 29 Year-5 students (ages 9–10 years) participated in a 12-lesson unit on an invasion game, involving two 40-min lessons per week for 6 weeks. Written narrative descriptions of videotaped game play formed the primary data source for the principal analysis of learning progression. We examined the physical-perceptual and social-interactive dimensions of situated learning (Kirk, Brooker, & Braiuka, 2000) to explore the complex ways that students learn skills. Findings demonstrate that for players who are in the early stages of learning a ball game, two elementary, or fundamental, skills of invasion game play—throwing and catching a ball—are complex, relational, and interdependent.
Children’s Physical Activity and Environmental Influences during Elementary School Physical Education
Authors: Chow Bik C. , McKenzie Thomas L. , Louie Lobo
Published: August 2016

Physical activity (PA) during physical education is important for health purposes and for developing physical fitness and movement skills. To examine PA levels and how PA was influenced by environmental and instructor-related characteristics, we assessed children’s activity during 368 lessons taught by 105 physical education specialists in 42 randomly selected schools in Hong Kong. Trained observers used SOFIT in randomly selected classes, grades 4–6, during three climatic seasons. Results indicated children’s PA levels met the U.S. Healthy People 2010 objective of 50% engagement time and were higher than comparable U.S. populations. Multiple regression analyses revealed that temperature, teacher behavior, and two lesson characteristics (subject matter and mode of delivery) were significantly associated with the PA levels. Most of these factors are modifiable, and changes could improve the quantity and intensity of children’s PA.
Studying the Institutional Dimension of Meaning Making: A Way to Analyze Subject Content in Physical Education
Authors: Quennerstedt Mikael
Published: August 2016

A theoretical framework for analyzing and discussing subject content in physical education that takes both learning content and teaching content into consideration is presented. For this purpose, John Dewey’s transactional approach on meaning making (Altman & Rogoff, 1987; Bentley & Dewey, 1991) as well as a discourse theoretical position (Foucault, 1988, 2002; Wetherell, Taylor & Yates, 2001) are used. On the one hand, this makes it possible to analyze the institutional content and conditions of meaning making in physical education, and on the other to discuss the content offered as one aspect of pupils’ meaning making. An empirical example of the outlined approach is also given from a previous study of local curriculum documents in Swedish physical education (Quennerstedt, 2006a, 2006b). The example illustrates how we can understand aspects of meaning making in physical education and also the research claims made possible using a transactional approach.
Social Preferences for Learning among Adolescents in Secondary Physical Education
Authors: Ruiz Luis Miguel , Graupera Jose Luis , Moreno Juan Antonio , Rico Isabel
Published: August 2016

The purpose of the current study was to explore social interaction preferences for learning in Physical Education (PE) among Spanish secondary students. The sample consists of 6,654 students (3,500 girls and 3,154 boys, aged 12–17 years) from public and private urban and rural schools in two communities in Spain. All participants completed the Graupera/Ruiz Scale of Social Interaction Preferences in PE Learning (GR–SIPPEL) which explores four learning preference dimensions: cooperation, competition, affiliation, and individualism. Results indicated that the ordinal profile of students’ preferences in PE classes was: cooperative (very high preference), competitive and affiliate (high-moderate preference), and individualistic (moderate-low preference). Gender differences emerged: girls were less competitive and individualistic than boys, and slightly more cooperative and affiliate. Weak grade level differences were also observed.
Systemic Success in Physical Education: The East Valley Phenomenon
Authors: Prusak Keven A. , Pennington Todd , Graser Susan Vincent , Beighle Aaron , Morgan Charles F.
Published: August 2016

Siedentop and Locke (1997) proposed three critical elements that must exist in our profession to make a difference and achieve systemic success in physical education (SSPE): (a) quality PE in the schools, (b) effective physical education teacher education (PETE) programs, and (c) a working relationship between the two. Using Cuban’s (1992) curriculum change and stability framework, this qualitative study examines the existence of a program that has achieved all three elements in the southwestern US. For over three decades some seventy-two teachers in dozens of schools have yearly served over 40,000 children. This study revealed a fully functioning model consisting of four key, interdependent components driven by a system of accountability measures. The results of the SSPE model—quality PE for children—is achieved by (a) district-wide mandated curriculum, methodologies and language, (b) well-defined district PE coordinator roles, (c) a partnership university, and (d) frequent, ongoing professional development. Results of this study strengthen Siedentop and Locke’s (1997) recommendation for collaborative efforts between universities and partner school districts and provide a model to guide and manage the curriculum change process in K-6 PE.
Search Chair and Physical Education Teacher Perceptions About Filling PETE Positions
Authors: Woods Marianne , Karp Grace Goc , Judd Michael R.
Published: August 2016

Given recent evidence that a shortage of qualified candidates for PETE positions exists (Boyce & Rikard, 2008; Woods, Goc Karp, & Feltz, 2003), this dual purposed study was designed to examine the nature of and possible factors that may contribute to that shortage. The first purpose was to examine the results of searches from the perspectives of search chairs for PETE positions posted during the 2007–08 academic year. The second purpose was to determine K-12 teachers’ perceptions about pursuing advanced degrees and careers in PETE. Search chairs highlighted low numbers of qualified applicants and the need for strategies that improve the recruitment of individuals to choose PETE doctoral studies. The majority of teachers (52%) reported aspirations to continue their careers teaching at the K-12 level instead of pursuing teaching in higher education. Suggestions for policy reexamination in PETE doctoral programs related to hiring and recruitment are provided.
The Effects of the Type of Skill Test, Choice, and Gender on the Situational Motivation of Physical Education Students
Authors: Johnson Tyler G. , Prusak Keven A. , Pennington Todd , Wilkinson Carol
Published: August 2016

The purpose of this study was to examine the effects of (a) skill test type, (b) choices, and (c) gender on the situational motivation profiles of adolescents during skill testing in physical education. Participants were 507 students (53% male) aged 12–16 years (M = 13.87; SD = 0.94) attending a suburban junior high school in a western state in the U.S. All participants experienced either a norm-referenced, summative or a criterion-referenced, formative skill test with or without choices. The Situational Intrinsic Motivation Scale (SIMS) was administered to assess situational motivation. A 2 (test type) × 2 (choice) × 2 (gender) MANOVA was used to test for significant differences on each of the four SIMS indices. Significant test type and gender and a significant test type by gender interaction were found. These findings suggest practitioners should use criterion-referenced, formative skill tests especially when teaching girls in physical education.
National Board Certified Physical Education Teachers Task Presentations and Learning Environments
Authors: Rhoades Jesse Lee , Woods Amelia Mays
Published: August 2016

This study examined National Board Certified Physical Education Teachers’ (NBCPET) instructional practices. Socialization theory guided this study. Data were collected on six NBCPETs using systematic observations and open-ended interviews. Each teacher was observed two full days, with data gathered from eight to 11 lessons for each teacher. Teachers participated in two interviews lasting approximately 45 min. Constant comparative methods were used to identify emergent themes. Systematic observations revealed that participants achieved an average score of 76.4 on the Qualitative Measures of Teacher Performance Scale. Academic Learning Time-Physical Education data showed that students of the NBCPETs, on average, experienced 38% motor appropriate practice time, 4.4% motor inappropriate practice time, and 3.8% off-task time during observed classes. Perceived change as a result of the National Board Certification process emerged as a theme through the data analysis. The results imply that this advanced certification process served as a positive agent of socialization.
The Influence of Relative Age Effect in the Assessment of High School Students in Physical Education in the United Kingdom
Authors: Roberts Simon J. , Fairclough Stuart J.
Published: August 2016

The common practice of annually age grouping children in education, likely done under the assumption of similarly aged children sharing similar abilities and learner characteristics, may actually undermine equity and fairness in student assessments. This strategy has received criticism for (dis) advantaging those older children born closer to the “cut off” date for entry into an academic year and for promoting the existence of relative age effects (RAEs). This paper explores the possibility that RAEs may be prevalent in the end-of-year attainment levels of junior high school physical education (PE) students. The PE end-of-year attainment scores were collected from 582 students in grades 7, 8 and 9 (aged 11–14 years) in the United Kingdom (UK). The results from a one-way analysis of variance (ANOVA) indicated a significant main effect for month of birth (p = .001) and gender (p = .001). Follow up interviews with heads of PE (HoPE) revealed a lack of awareness of RAEs and inconsiderate assessment strategies, which deviated from the requirements of the formal curriculum. The implications of RAEs in school PE assessment and possible recommendations are discussed.
Changing School Physical Activity: An Examination of Individual School Designed Programs
Authors: Kulinna Pamela Hodges , Brusseau Timothy , Cothran Donetta , Tudor-Locke Catrine
Published: August 2016

This study guided by a health ecology conceptual framework evaluated four “bottom-up” Physical Activity (PA) interventions with school personnel planning for their own health ecology with state level support for one year. Students (N = 616) were from four schools in the Southwestern USA in the 3rd-8th grade. Participants had various ethnic backgrounds (e.g., Hispanic 44%, Caucasian 43%) and wore a pedometer for five school days pre/post intervention. Teacher and school level data were also reported by schools. Program components varied across the four intervention sites. Paired samples t test results showed that three of the four intervention schools significantly increased both school day and 24 hr PA. School personnel reported significantly more favorable results at post test for nurse visits, student absences, and classroom teachers’ use of PA breaks. Using a health ecology lens, when schools develop their own PA intervention and have “buy in” from staff, significant increases in PA are attainable.
Coping Against Weight-Related Teasing among Adolescents Perceived to be Overweight or Obese in Urban Physical Education
Authors: Li Weidong , Rukavina Paul , Wright Paul
Published: August 2016

The purpose of this study was to examine coping against weight-related teasing among adolescents perceived to be overweight or obese in urban physical education. Forty-seven students perceived to be overweight or obese from a large urban school district were interviewed. Trustworthiness of data analysis was established by using a member-checking procedure, focus group interview, and peer debriefing throughout the research process. The results indicated that adolescents perceived to be overweight or obese used self-protection, compensation, confrontation, seeking social support, avoidance/psychological disengagement, losing weight and stress reduction strategies to cope against weight-related teasing. Adolescents used multiple strategies under different mechanisms to cope, and the strategies they chose were dependent on the situation.
Development and Validation of the Basketball Offensive Game Performance Instrument
Authors: Chen Weiyun , Hendricks Kristin , Zhu Weimo
Published: August 2016

The purpose of this study was to design and validate the Basketball Offensive Game Performance Instrument (BOGPI) that assesses an individual player’s offensive game performance competency in basketball. Twelve physical education teacher education (PETE) students playing two 10-minute, 3 vs. 3 basketball games were videotaped at end of a basketball unit in one physical education teaching methods course. Two investigators independently coded each player’s offensive game behaviors with BOGPI. The interrater reliability of the BOGPI was 99% and the alpha reliability coefficient for the total scale of the BOGPI was .95. The content validity evidence of the BOGPI was established by six experienced experts’ judgment. The results of this study indicate that the BOGPI is a theoretically sound and psychometrically supported measure that can be used by researchers and teacher educators to assess the preservice teachers’ offensive game performance ability in basketball.
Physical Education Teachers’ Metaphors of Teaching and Learning
Authors: Stylianou Michalis , Kulinna Pamela Hodges , Cothran Donetta , Kwon Ja Youn
Published: August 2016

This study was informed by the literature on teaching metaphors and the theory of occupational socialization. Its purpose was to examine in-service Physical Education teachers’ initial (before entering the profession), current, and ideal metaphors of teaching, related factors, and potential differences in participants’ metaphors based on their teaching experience. A mixed-methods approach was employed for this study, including a modified version of an existing survey (N = 66; Alger, 2009) and interviews (N = 13). Descriptive statistics indicated that while participants predominantly embraced teacher-centered metaphors initially, about half of them reported their current and ideal metaphors as student-centered. Constant comparison and analytic induction techniques revealed three themes and several subthemes: (a) fluidity (own definitions, combination of metaphors), (b) formation of initial views of teaching (acculturation, professional socialization), and (c) evolutionary forces and constraints (experience, pressure of test scores, time allocation, resources). These results have implications both for preservice and in-service teacher education programs.
Using the Theory of Planned Behavior to Understand the Beliefs of Chinese Teachers Concerning Teaching Games for Understanding
Authors: Wang Lijuan
Published: August 2016

This study describes the beliefs of Physical Education (PE) teachers regarding Teaching Games for Understanding (TGfU) based on the Theory of Planned Behavior (TPB). Twenty PE teachers participated in this study. Data collection consisted of a survey on demographic data and semistructured interviews. The research results indicate that the teachers were positively or neutrally disposed to TGfU. They were motivated to use TGfU either intrinsically by their responsibilities and satisfaction, or extrinsically by pressure to comply with how principals, professional colleagues, and students felt about the TGfU model. Furthermore, most of the participants expressed having low confidence in TGfU teaching due to the limitation of internal factors, such as inadequate game knowledge, limited TGfU conceptual understanding, and inability to modify games, and external factors, including contextual constraints, safety concern, and conflict with the current learning assessment system. The discussion of findings in relation to TPB furthers the understanding of TGfU implementation by the teachers (only nine out of 20 PE teachers adopted the TGfU model in classes). The findings also provide empirical evidence to support moral norm and affective beliefs as additional TPB predictors, as well as the influence of control beliefs on behavior and normative beliefs.
Physical Education Program Changes from 2006 to 2010
Authors: Keating Xiaofen Deng , Subramaniam Prithwi Raj , Shangguan Rulan , Chen Li
Published: August 2016

This study aimed to examine changes in physical education (PE) programs nation-wide from 2006 to 2010 by analyzing the data reported in the Shape of the Nation published by the National Association for Sport and Physical Education. Means and standard deviations for numeric variables in the reports were computed. For categorical variables, percentages were calculated. Data were analyzed using the Wilcoxon test. The data from this study indicate a significant change in elementary PE as more states have mandated elementary PE and licensed elementary PE teachers. Significant increases in required PE units for high school graduation were also noted, indicating a positive change toward enhancing high school PE. However, the percentages of states with funding for professional development and required PE coordinator decreased significantly, suggesting that more work needs to be done if school PE is to provide the help and support requested by public health agencies.
Girls’ Participation Patterns in a Middle School Team Sports Unit
Authors: Griffin Patricia S.
Published: August 2016

The purpose of the study was to identify girls’ participation patterns in a middle school team sport unit. Through class observations, formal interviews, and informal discussions with the physical education teachers, six styles of participation were identified. These were (a) athlete, (b) JV player, (c) cheerleader, (d) femme fatale, (e) lost soul, (f) system beater. A description of behavior, characteristic of the majority of the girls observed, outlined four kinds of nonassertive behavior: (a) giving up, (b) giving away, (c) hanging back, and (d) acquiescing. Several contextual factors were identified as potentially contributing to the participation patterns identified. These were: availability of out-of-school team sport programs, community racial and socioeconomic status, the age group studied, and interactions with teachers and other students in the class.
Variations in Direct, Indirect, and Noncontributing Teacher Behavior
Authors: Gusthart J. Len
Published: August 2016

The purpose of this study was to investigate the variation in teaching behavior of physical educators over an instructional unit. Both inter- and intra-comparisons were made for three experienced teachers. The subjects recorded audiotapes during each of 10 lessons in a volleyball unit. The directly, indirectly, and noncontributing behaviors for each teacher were coded and described by Observation System for Content Development-Physical Education (OSCD-PE). The results indicate that most teaching behaviors were variable over the unit. There was as much variability for each teacher within the unit as between teachers over the unit.
Systematic Observation of Behaviors of Winning High School Head Football Coaches
Authors: Lacy Alan C. , Darst Paul W.
Published: August 2016

The purpose of the study was to analyze the teaching/coaching behaviors of winning high school head football coaches during practice sessions. A systematic observation instrument with 11 specifically defined behavior categories was utilized to collect data on behaviors of 10 experienced winning coaches in the Phoenix, Arizona, metropolitan area during the 1982 season. Each coach was observed in three phases of the season: preseason, early season, and late season. Segments of the observed practices were classified as warm-up, group, team, or conditioning. Analysis of the data showed that the total rate per minute (RPM) for behaviors was higher in preseason than in either of the other two phases. Four of the 11 defined behavior categories (praise, scold, instruction, positive modeling) had significant differences (.05 level) in RPM between the preseason and the other two phases of the season. No significant differences were found between the early season and the late season phases. The group segment was used most in the preseason, while the team segment was used more of the time in the early season and late season. A lower RPM during the warm-up and conditioning segments indicated less involvement by the head coaches than in the group and team segments of practice.
Relationship of Specified Instructional Teacher Behaviors to Student Gain on Tennis
Authors: De Knop Paul
Published: August 2016

This study focused on teacher behaviors in tennis classes to determine which ones seemed most effective. The study was conducted during a sports camp at the university level. Subjects were 8 tennis instructors who each taught 5 tennis lessons of 3 hours to a class of 6 university students with no experience in any kind of tennis as defined for our purpose. The students were pretested on the defined tasks before the instruction and posttested during the last tennis lesson. Pretest and posttest performances and instructional sessions were videotaped. The behavioral data were collected by coding the videotape recordings. Classes were then grouped in three more effective and three less effective ones, based first on students’ measures of technique learning and second on their evaluation of the teacher. Using the Mann-Whitney U test, it became apparent that the two groups differed significantly on useful time, receiving information, and the time devoted to specific feedback. Thus, it might be concluded that teacher effectiveness in producing learning gains depends upon ability to transform class time into useful time and information time. According to the students, the amount of specific feedback is the most important characteristic of good teaching.
Students’ Perceptions of Physical Education Objectives
Authors: Avery Marybell , Lumpkin Angela
Published: August 2016

This study surveyed 2559 students enrolled in the physical education program at the University of North Carolina at Chapel Hill to determine which physical education objectives students considered to be most and least important and to assess if there were any differences based on gender and class in the responses. Descriptive statistics revealed that having fun, getting regular exercise, and keeping in good health and physical condition were most important. Providing vocational preparation, learning about human kinetics and exercise science, developing emotional stability, and developing self-realization were rated least important. Results of a principal component factor analysis with varimax rotation revealed that the 24 participation motives loaded on four factors: (a) self-worth, (b) physiological parameters, (c) social affiliation, and (d) lifetime use. ANOVAs on each factor revealed significant effects for class and gender on all the factors except the lifetime use factor. These findings extend those of Soudan and Everett (1981) and provide important information relative to class and gender as mediators of participation motives of students involved in a physical education activity program.
Teaching Experience and Training in the Sports Skill Analysis Process
Authors: Beveridge Sandy K. , Gangstead Sandy K.
Published: August 2016

This study investigated the effects of teaching experience and instruction on visual retention and knowledge of selected sports skills. Prior to and after 30 hours of instruction, 31 experienced teachers and 29 undergraduates were administered the Utah Skills Analysis Test (USKAT) to assess both visual retention of performance and knowledge of correct motor patterns. Before instruction, teachers performed slightly better than undergraduates on the perceptual portion of USKAT, whereas there were no significant differences on the knowledge portion. A repeated measures analysis indicated significant treatment effects across groups on both perceptual and knowledge measures, with undergraduates exhibiting greater pretest to posttest gains than teachers on both dependent variables. A one-way ANOVA conducted on gain score data of subjects blocked into high, medium, and low functional performance levels based upon pretreatment scores revealed significant differences in perceptual performance between the blocks. It was concluded that (a) both teachers and undergraduates demonstrated the ability to improve performance in qualitative skills analysis, (b) undergraduates appear more responsive to specific instructional protocol than experienced teachers, and (c) entry level performance may influence the impact of the protocol on sport skill analysis performance.
Student Teaching and the Pedagogy of Necessity
Authors: Tinning Richard I.
Published: August 2016

Student teaching as a significant part of the professional development of physical education teachers is implicated in the general failure of teacher education to adequately prepare teachers who can envision a world of schooling that is any different from the present one. This paper argues that the dominant pedagogy of student teaching is inherently conservative, is characterized by technical rationality, and embraces an outmoded view of professional knowledge. The adoption of a critical-inquiry perspective in student teaching is offered as a possible alternative.
The Effects of a Behavioral Model of Supervision on the Supervisory Behaviors of Cooperating Teachers
Authors: Ocansey Reginald T.A.
Published: August 2016

Research in teacher education clearly indicates that student teachers are receiving feedback from supervisors that is vague and incomplete. For feedback provided during conferences to be effective, it must be specifically communicated so that student teachers can be held accountable for their performances. This study was designed to train cooperating teachers in a behavioral model of supervision (BMS-PE), which emphasizes communicating feedback with more details and holding student teachers accountable for their performances during postteaching conferences. The results of the investigation clearly indicated that the BMS-PE facilitated effective postteaching conferences. The implementation of the BMS-PE is associated with an increase in participants’ time spent in microincident and planning incident categories, a decrease in participants’ time spent in unrelated incident and macroincident categories, an increase in the communication of fully explicit tasks and type-3 accountability statements, and a decrease in the communication of implicit tasks and type-1 accountability statements.
Implementing a Physical Education Self-Responsibility Model for Delinquency-Prone Youth
Authors: DeBusk Michael , Hellison Don
Published: August 2016

The process and impact of a self-responsibility model for delinquency-prone youth was investigated using a variation of the case study method. Ten 4th-grade boys referred by school officials participated in a 6-week special physical education program. Five of the six data sources suggested that (a) the model caused some affective, behavioral, and knowledge changes in the boys, especially in the special program; (b) the experience influenced the special program teacher’s attitudes and values regarding both delinquency-prone youth and the applicability of the model for non-delinquency-prone youth; and (c) the model, with the exception of strategies for transfer, retained its validity throughout the case study. Premises and limitations of the research design are discussed.
A Review of Research on Time in Sport Pedagogy
Authors: Metzler Michael
Published: August 2016

This article provides a representative review of the current literature on time-related research in sport pedagogy. The reviewed studies are presented and discussed in four general areas: how time has been conceptualized, how time has been measured, what is known about how time is spent in physical education and sport settings, and what is still left to be known about time-related events. The final section suggests a six-item agenda for expanding and continuing research on time in sport pedagogy.
Case Studies of Teacher Effectiveness in Second Grade Physical Education
Authors: Werner Peter , Rink Judith
Published: August 2016

The purpose of this study was to describe the teaching behaviors of four teachers who had varying degrees of expertise in working with second grade students and to improve the teachers’ effectiveness. Four experienced teachers were asked to teach a six-lesson unit in jumping and landing skills to an intact class of their choice. Students were pre- and posttested on their ability to produce and reduce force using a force platform and a jump for distance without the platform. OSCD-PE (Rink, 1979) was used to describe the more general aspects of the teachers’ content development and managerial skills. Task presentation, nature of feedback, and appropriateness of student responses were obtained using the QMTPS (Rink & Werner, 1989). Additional information was obtained by counting practice trials and analyzing teacher written plans and approaches to content. Following the first teaching experience, the researchers gave feedback to the teachers and asked them to reteach the unit to a different class. Product and process measures were obtained in the same manner on the second teaching experience. Data were presented in a case study format. The results describe the importance of content knowledge, the ability to present information clearly, and holding students accountable for selected performance aspects.
Children’s Perceptions of Teaching Behaviors: An Attributional Model for Explaining Teacher Expectancy Effects
Authors: Martinek Thomas J.
Published: August 2016

There is considerable variability among students in the way they are affected by their teachers’ expectations for their future performance. The present article describes a model from which this variability can be partially explained. The model basically describes a series of mediating events that include (a) students’ perceptions of their teachers’ behaviors directed to them, (b) the students’ interpretation of the perceived teaching behaviors, and (c) the effects of the students’ interpretation of the teachers’ actions on their performance and/or behavior. Special attention will focus on the types of attributions students make when explaining the social interactions that transpire between them and their teacher during instruction. It is hoped that this article will increase the clarity of the Pygmalion phenomenon and provide some guidelines for future research in this area.
Physical Educators’ Perceptions of Stressful Teaching Events
Authors: Wendt Janice C. , Bain Linda L.
Published: August 2016

Physical educators’ perceptions of stressful teaching events do not change over a period of 1 to 5 years of teaching experience. Although there was a trend for priority and teaching function perceptions to be rated lower, no significant differences were found when using a MANOVA. Notification of unsatisfactory performance and being involuntarily transferred were rated the most stressful by both groups. Rated least stressful by both student and novice teachers was attendance at inservice meetings.
The Effect of Instructor-Set Goals upon Skill Acquisition and Retention of a Selected Shooting Task
Authors: Boyce B. Ann
Published: August 2016

This study investigated the effect of instructor-set performance goals on skill acquisition and retention of a selected shooting task. Utilizing a modified two-stage sampling technique, six classes (90 potential subjects) were assigned to one of two conditions: with instructor-set performance goals or without instructor-set performance goals. Subjects received a pretest trial, five skill acquisition trials, and a retention trial on a selected shooting task (kneeling). The results indicated that the performance-goal group was significantly more effective than the non-performance-goal group. There was a significant difference across trials. Further, there was a significant interaction effect, and when follow-up tests were applied the results indicated that the group who received the instructor-stated performance goals was significantly better than the non-performance-goal group during Trials 2-5 and the retention trials. The findings are related to how performance goals affect skill acquisition and retention.
Effect of Self-Management on Preservice Teachers’ Performance during a Field Experience in Physical Education
Authors: Eldar Eitan
Published: August 2016

The effects of a self-management program on preservice teachers’ performance were examined. Intervention included a self-instructional module for self-management as well as practice for implementing self-management in teaching. During a field experience in physical education, pupil behaviors in the classes of four subjects were coded by trained observers using the Academic Learning Time-Physical Education Observation System (ALT-PE). Each teacher’s verbal behavior was audiotaped and coded using the event recording method. The influence of the cooperating teacher and the supervisor was controlled in order to assess self-management efficacy. Results indicated that teachers can acquire self-management skills as they do other teaching skills during their preservice education. A multiple-baseline design across behaviors and a reversal design showed that all subjects changed their teaching behaviors effectively and met the field experience criteria.
Impact of Biomechanics Research on Society
Authors: Zernicke Ronald F. , Goulet Grant C. , Cavanagh Peter R. , Nigg Benno M. , Ashton-Miller James A. , McKay Heather A. , van den Bogert Ton
Published: August 2016

As a field, biomechanics comprises research from the molecular and cellular levels, to tissues, to organs, to organisms and their movements. In the past 50 years, the impact of biomechanics research on society has been amplified dramatically. Here, we provide five brief summaries of exemplar biomechanics results that have had substantial impact on health and our society, namely 1) spaceflight and microgravitational effects on musculoskeletal health; 2) impact forces, soft tissue vibrations, and skeletal muscle tuning affecting human locomotion; 3) childbirth mechanics, injuries, and pelvic floor dysfunction; 4) prescriptive physical activity in childhood to enhance skeletal growth and development to prevent osteoporotic fractures in adulthood and aging; and 5) creative innovations in technology that have transformed the visual arts and entertainment.
Takin' it to the Streets: A Community-University Partnership Approach to Physical Activity Research and Knowledge Translation
Authors: Martin Ginis Kathleen A.
Published: August 2016

Over the past decade, researchers have faced increasing pressure to bridge the gap between the generation of new knowledge and the translation of that knowledge into applications and products that can benefit society. SCI Action Canada is an example of a community-university partnership approach to bridging the research generation-knowledge translation gap. It is an alliance of 30 community-based organizations and university-based researchers working together to increase physical activity participation among people living with a spinal cord injury (SCI). This paper provides an overview of activities undertaken by SCI Action Canada, presented within the framework of key principles of effective knowledge translation. Recommendations are made for the cultivation of successful community-university partnerships to develop, evaluate, and implement physical activity innovations.
Wellness Matters: Promoting Health in Young Adults
Authors: Ainsworth Barbara E. , Der Ananian Cheryl
Published: August 2016

There is a growing recognition of the need for the primary prevention of chronic illnesses across the lifespan. In recent years, diseases that were formerly associated with adulthood such as diabetes are being diagnosed in adolescents and young adults. While there have been many prevention efforts focusing on health in children and adolescents, there is a limited body of research examining prevention in young adults. This article examines the concept of wellness in the Millennial generation and describes how their life course experiences impact seven domains of wellness. Specifically, this article describes the period and cohort effects that influence the domains of wellness and how the Millennial generation differs from other generations in these aspects of wellness. Finally, this paper provides an overview of the technological and cultural influences on wellness in the Millennial generation.
Powering Adherence to Physical Activity by Changing Self-Regulatory Skills and Beliefs: Are Kinesiologists Ready to Counsel?
Authors: Brawley Lawrence R. , Gierc Madelaine S. H. , Locke Sean R.
Published: August 2016

There are multiple avenues to gain health promoting and disease preventing benefits of physical activity (PA) but nonadherence makes health benefits short-lived. Gains obtained through structured exercise training and therapy quickly decay once participants leave programs. Scientific position statements underscore cognitive-behavioral strategies (CBS) as an essential intervention component to increase and maintain PA and recommend transfer of CBS knowledge to practice. Our review of reviews indicates high quality PA interventions involving CBS consistently demonstrate medium effect sizes. Kinesiologists are the human resource capacity to translate this knowledge. Building capacity to implement CBS knowledge is potentially large given North American kinesiology programs and American College of Sports Medicine and Canadian Society for Exercise Physiology certification routes. Yet CBS training of kinesiologists by universities and organizations is minimal. Immediate change in CBS training and practice is needed. Professional organizations/institutions can either be leaders in developing human resources or part of the problem should they fail to address the challenge of CBS training.
A Worthwhile Effort? History of Organized Youth Sport in the United States
Authors: Wiggins David K.
Published: August 2016

This essay examines the evolution of highly organized youth sports in the United States. Through an examination of both secondary and primary source material, an analysis is made of children's participation in sport from the turn of the twentieth century to the present day. Particular attention is paid to the types of sports programs established for children as well as the various discussions involving the supposed benefits and negative aspects of youth sports. Included is information on Progressive Reformers, youth sport programs outside of educational institutions, and guidelines, reports, assessments, and scholarly evaluation of children and their involvement in sport.