bluuebunny/crossref_metadata_2025 huggingface dataset:
Effects of Patellar Taping on Patellar Position in the Open and Closed Kinetic Chain: A Preliminary Study
Authors: Somes Stephanie , Worrell Teddy W. , Corey Barbara , Lngersol Christopher D.
Published: August 2016

Although patellar taping has been advocated in the treatment of patellofemoral pain syndrome to decrease pain, to enhance vastus medialis control, and to facilitate patellar alignment, limited radiological data exist to support the use of patellar taping. The purpose of this study was to determine the effects of patellar taping on patellar position in the open and closed kinetic chains (OKC and CKC) and to quantify the effect of taping on patellar pain. Nine subjects (10 knees; 7 female, 2 males) with patellofemoral pain syndrome were x-rayed in the OKC and CKC at a 45° angle of knee flexion with and without tape applied. Subjects also completed a visual analog pain scale after performing an 8-in. step-down both pre- and posttaping. Results revealed a significant increase in lateral patellofemoral angle with patellar taping in the CKC, which indicates a more medially tilted patella. No change occurred in the patellofemoral congruence angle. Pain was reduced 45% with patellar taping during the 8-in. step-down. It was concluded that in these subjects, patellar taping decreased patellar pain and improved patellar medial tilt as defined by the lateral patellofemoral angle.
Reliability and Effects of Leg Dominance on Lower Extremity Isokinetic Force and Work Using the Closed Chain Rider System
Authors: Kovaleski John E. , Heitman Robert J. , Gurchiek Larry R. , Erdmann Joel W. , Trundle Terry L.
Published: August 2016

The purpose of this study was to assess the reliability of the Closed Chain Rider System (Mettler Electronics) between exercise sessions and to determine the effects of limb dominance using muscle force and work measures during closed chain leg press exercise. Thirty-nine recreationally active college students underwent identical testing on two occasions, during which each subject performed five reciprocal leg press movements at speeds of 10, 15, and 20 in./s while seated. Average force, total work, and linear range of motion were recorded. Reliability values for average force and work were clinically acceptable for the dominant and nondominant limbs. The dominant limb produced greater average force and total work versus the nondominant limb, and average linear ROM was similar between the dominant and nondominant limbs. Differences in the torque and work values observed suggest that the clinician must be aware of differences between the dominant and nondominant limbs when used for comparative purposes.
Tarsal Tunnel Syndrome: Case Study of a Male Collegiate Athlete
Authors: Romani William , Perrin David H. , Whiteley Tim
Published: August 2016

A case of tarsal tunnel syndrome in a male collegiate lacrosse player is presented. The subject reported symptoms consistent with tarsal tunnel syndrome following two incidents of medial ankle sprain in one lacrosse season. Conservative treatment was successful following the first ankle sprain but failed to relieve pain and paresthesia in his heel and medial arch following the second injury. Laboratory tests provided an inconclusive diagnosis, and the subject underwent a retinacular release 5 months after the second ankle sprain. Following a 13-week rehabilitation program, the subject returned to full participation in his sport.
Effect of a “T-Band” Kick Training Protocol on Postural Sway
Authors: Baker Andrew G. , Webright William G. , Perrin David H.
Published: August 2016

The purpose of this study was to examine the effects of a resistive tubing kick training protocol on postural sway in uninjured collegiate wrestlers. An experimental group (n = 10) performed a progressive resistive tubing kick training protocol three times per week for 6 weeks. A control group (n = 9) performed no resistive tubing training during the 6 weeks. Postural sway (stability index) was assessed before and after the 6-week training period. ANOVAs demonstrated no significant interactions, although significant main effects were found for group and eye condition. The experimental group demonstrated less postural sway than the control group regardless of training, and postural sway was greater with the eyes closed than with the eyes open. Resistive tubing kick training does not significantly improve postural sway in healthy collegiate wrestlers. Further research should examine the potential benefits of proprioceptive training using a greater intensity of training and/or using subjects who have a greater potential for improvement.
Assessing Adverse Neural Tension in Athletes
Authors: Gallant Scott
Published: August 2016

Sports medicine assessment and treatment techniques are ever developing and becoming more holistic. Traditional musculoskeletal assessment is changing to incorporate neural tissue pathology. Neural tension tests assess the mobility of neural tissue in the extremities and spinal canal. Positive adverse neural tension tests suggest poor mobility of neural tissue. Athletes with adverse neural tension often present with pain and decreased range of motion. These disorders can occur individually or can be associated with sports injuries. Ankle sprains, hamstring strains, tennis elbow, and thoracic outlet syndrome are some conditions that respond well to treatment of adverse neural tension. Reports of improved treatment outcomes following neural tension assessment and treatment suggest that adverse neural tension should be considered as a possible source of pain and dysfunction. This paper outlines concepts necessary to understand adverse neural tension including neuroanatomy, pathology, assessment techniques, and common sports injuries that may have an adverse neural tension component.
Reciprocal Coactivation Patterns of the Lateral and Medial Quadriceps and Hamstrings during Low- and Moderate-Speed Isokinetic Movement
Authors: Croce Ronald V. , Miller John P. , Confessore Robert , Vailas James C.
Published: August 2016

The purpose of this study was to examine coactivation patterns of the lateral and medial quadriceps and the lateral and medial hamstrings during low- and moderate-speed isokinetic movements. Twelve female athletes performed isokinetic knee assessments at 60 and 180°/s. Root mean square electromyographic (rmsEMG) activity and the median frequency of the EMG (mfEMG) were determined by placing bipolar surface electrodes on the vastus lateralis (VL), vastus medialis (VM), biceps femoris (BF), and medial hamstrings (MH). Results of rmsEMG indicated that the VM showed almost twice the coactivation of the VL (p < .05), and that the BF showed almost four times the coactivation of the MH (p < .05). Finally, differences were noted in the mfEMG (p < .05), with the VM displaying different recruitment patterns at 180°/s as an agonist compared to that as an antagonist. Results indicated that when acting as antagonists, the VM and BE display the greatest EMG patterns during isokinetic knee joint movement.
Can Muscle Power Be Estimated from Thigh Bulk Measurements? A Preliminary Study
Authors: Maylia Eric , Fairclough John A. , Nokes Leonard D.M. , Jones Michael D.
Published: August 2016

The purpose of this study was to assess whether measurements of thigh bulk taken with a tape measure would give an indication of muscle power. Eleven male patients, all undergoing unilateral menisectomies, performed exercises of the quadriceps and hamstring muscles during concentric loading at 60°/s. The patients were tested three times over a 12-week period: one day before the operation and 2 and 12 weeks after the operation. Thigh girth was recorded, using a conventional plastic tape measure, 10 cm from the top of the patella in each of the three test sessions. The results of this study demonstrated that muscle power cannot be predicted from thigh girth measurements.
Factors Affecting the Treatment of Stress Fractures in Athletes: An Analysis of the Literature
Authors: Verscheure Susan K. , Hoefelein Marc R.
Published: August 2016

Stress fractures are a common overuse injury among athletes. Repetitive loading during weight bearing causes a broad range of stress reactions, from increased bone remodeling to painful fractures. The literature indicates that such injuries are usually treated conservatively with rest or immobilization, but a more aggressive, surgical approach to treatment of stress fractures has also been reported. This study was designed to identify the factors that influence the decision to treat an athlete surgically or conservatively. An analysis of 28 articles was performed. A cross-tabulation design was used to compare 4 categories with the treatment chosen. The categories included severity, anatomical location, and type of stress fracture, as well as the athletic motivation of the individual. All 4 factors were found to influence the treatment of choice, although it was remarkable that only athletes who demonstrated high athletic motivation were treated surgically.
EMG Comparison of Selected Ankle Rehabilitation Exercises
Authors: Cordova Mitchell L. , Jutte Lisa S. , Hopkins J. Ty
Published: August 2016

Many types of rehabilitation exercises are used to reestablish lower extremity neuromuscular function and strength following ankle injuries. It has not been established which exercise induces the greatest leg muscle activity, which might allow patients to recover more quickly from their injuries. The purpose of this investigation was to establish which exercises induce the most muscle activity in the medial gastrocnemius (MG), peroneus longus (PL), and tibialis anterior (TA), as measured by integrated electromyography (I-EMG). Participants (N= 24, age = 22 ± .59, mass = 63.5 ± 2.1 kg, ht = 165.7 ± 1.2 cm) conducted five repetitions of each of four exercise conditions for 30 s: one-legged stance (OLS), OLS on trampoline (OLST), T-Band kicks (TBK), and OLS perturbations (OLSP). It was found that the TBK exercise induces greater I-EMG in all three muscles, the OLST exercise stimulates more I-EMG activity in the MG and TA, and the OLSP exercise induces greater I-EMG activity in the TA.
Conservative Management of Shoulder Impingement Syndrome in the Athletic Population
Authors: Myers Joseph B.
Published: August 2016

Shoulder pain is a common complaint among overhead athletes. Oftentimes, the cause of pain is impingement of the supraspinatus, bicipital tendon, and subacromial bursa between the greater tuberosity and the acromial arch. The mechanisms of impingement syndrome include anatomical abnormalities, muscle weakness and fatigue of the glenohumeral and scapular stabilizers, posterior capsular tightness, and glenohumeral instability. In order to effectively manage impingement syndrome nonoperatively, the therapist must understand the complex anatomy and biomechanics of the shoulder joint, as well as how to thoroughly evaluate the athlete. The results of the evaluation can then be used to design and implement a rehabilitation program that addresses the cause of impingement specific to the athlete. The purpose of this article is to provide readers with a thorough overview of what causes impingement and how to effectively evaluate and conservatively manage it in an athletic population.
Predictors of Recovery Time
Authors: Quinn Ann M. , Fallon Barry J.
Published: August 2016

Objective:

To explore predictors of recovery time.

Design:

Repeated measures on 4 occasions throughout recovery included injury appraisal, demographics, emotional responses, and psychological variables.

Participants:

Elite injured athletes (N = 136).

Main Outcome Measure:

Recovery time.

Results:

At all phases, being a team athlete was a significant predictor of faster recovery. At partial recovery (approximately one-third of the recovery time), significant predictors were active coping, confidence of reaching full recovery in the estimated time, not completing rehabilitation, and having less social support. By semirecovery (approximately two-thirds of the recovery time), vigor and using denial significantly predicted quicker recovery. At recovery, having previously suffered a serious nonsporting injury or illness, vigor, more confidence, and intensity of effort significantly predicted faster recovery.

Conclusions:

This study has expanded on and refined the work in this area and will help increase understanding of the role that psychological variables play in decreasing recovery time, which has important implications for those implementing rehabilitation programs.
Relationship between a Lumbopelvic Stabilization Strength Test and Pelvic Motion in Running
Authors: Bickham Dale , Young Warren , Blanch Peter
Published: August 2016

Objective:

To determine the relationship between lumbopelvic (LP) stabilization strength and pelvic motion during running.

Design:

Runners were assessed for pelvic motion and undertook an LP stabilization strength test.

Participants:

Sixteen elite male middle- and long-distance runners.

interventions:

Pelvis kinematics were assessed while subjects ran at 5 m/s on a treadmill.

Main Outcome Measures:

Angular pelvis displacement was divided into 3 axes of rotation: pelvic tilt, obliquity, and rotation. LP stabilization strength was the capacity to resist increasing static loads applied to each leg and maintain a neutral LP zone. Intercorrelations were calculated for all measures of pelvic motion and LP stabilization strength.

Results:

There were no significant relationships found among any of the variables (P > .05). However, the LP stabilization strength test possessed good interday reliability.

Conclusions:

The relationship between pelvic motion and muscle function should be studied under a variety of other conditions.
The Effects of Practice Progressions on Learning Two Volleyball Skills
Authors: French Karen E. , Rink Judith E. , Rikard Linda , Mays Amys , Lynn Susan , Werner Peter
Published: August 2016

The purpose was to compare the effectiveness of practice progressions on learning the volleyball serve and overhead set. Ninth-grade students were randomly assigned to three groups. Each group practiced the volleyball serve and set for 60 trials over 6 days. The progression group practiced four levels of difficulty of the set and serve. The criterion group began practice at the beginning level of difficulty and had to achieve an 80% success rate before practicing at a more advanced level. The third group practiced the AAHPERD volleyball skill tests for the serve and set for all 60 trials. At the end of practice, all subjects were posttested using these AAHPERD tests. The results indicated the progression and criterion groups had higher posttest scores than the third group. Profiles of the success rates across acquisition for each group showed that students in the third group and low-skilled students in the progression and criterion groups did not improve during practice. Students with some initial skill in the progression and criterion groups exhibited high success rates for acquisition and improvement. These results indicate that sequencing practice in progressive levels of difficulty enhances retention when task difficulty is appropriate for the learner. However, no condition was effective when task difficulty was inappropriate for the learner.
The Short Term Relationship of Teacher Feedback and Student Practice
Authors: Rikard G. Linda
Published: August 2016

The purpose was to describe the differences in practice success of high- and low-skilled students to varied instructional tasks and feedback of two physical education teachers. Four to five lessons on striking with implements were presented, and feedback was consistently individual and specific. Subjects were four high-skilled and four low-skilled fourth graders randomly selected from two intact physical education classes. The teacher variable studied was the amount and kind of teacher feedback given to subjects during practice. Student variables included: (a) the success frequencies of practice in response to instructional tasks, and (b) practice success frequencies achieved immediately after receiving teacher feedback. Results showed that successful task engagement was 70% for low-skilled students and 86% for high-skilled students in response to instructional tasks. After receiving teacher feedback, low-skilled students increased their practice success to 75% (5% increase); high-skilled students declined to 84% (2% decrease).
The Effect of Training in Conceptual Kinesiology on Feedback Provision Patterns
Authors: Nielsen A. Brian , Beauchamp Larry
Published: August 2016

There has been some support for the notion that the analytical skills of prospective physical education teachers can be improved through systematic training (Armstrong, 1986; Beveridge & Gangstead, 1988). The ultimate pedagogical objective of such analysis is the provision of meaningful feedback to the learner (Hoffman, 1977). The purpose of this study was to determine the effect of training in conceptual kinesiology on the feedback patterns of students engaged in physical education teacher preparation. Prior to and after 32 hours of instruction in kinesiological concepts, subjects (N=48) viewed several videotaped performances of a familiar and a novel skill and responded by providing corrective feedback as they would if the learners were present. Analysis of pretest/posttest differences indicated a significant increase in the corrective, accurate trial-specific feedback provided for both skills. Further analysis revealed that gender, major/minor status, and high school volleyball team experience were not related to feedback provision. However, feedback patterns were related to entry level and achievement level during the training course. It was concluded that training in conceptual kinesiology can enhance feedback-provision patterns during professional preparation.
Self-Contained versus Team Teaching: An Analysis of a Physical Education Intervention by Classroom Teachers
Authors: Faucette Nell , McKenzie Thomas L. , Sallis James F.
Published: August 2016

A primary purpose of this study was to describe differences between self-contained and team teaching approaches when two groups of fourth- and fifth-grade classroom teachers attempted to implement a physical education curriculum during a 4-month in-service program. One school featured team teaching in pairs during physical education classes; the other used a self-contained teaching approach. The program required a minimum of three 30-min physical education classes weekly. All teachers participated in an extensive in-service training program that included weekly on-site assistance. Data collection included teachers’ lesson-completion forms, specialist’s reports, SOFIT PE class observations, teacher-completed Stages of Concern questionnaires, and teachers’ formal interviews. Results indicated that classroom teachers who used the self-contained model more consistently implemented the curriculum and more frequently expressed positive responses. Participants who used the team model for the physical education curriculum frequently strayed from the assigned pedagogical approach, ignored major portions of the program, and experienced extreme management concerns.
Validity of Interval Recording in Measuring Classroom Climates in Physical Education
Authors: Stewart Michael J. , Destache David
Published: August 2016

The purpose of this study was to determine the validity of interval recording utilizing a 5-s whole-interval observe time period and 5-s, 10-s, and 20-s lengths of recording intervals in measuring the classroom climates of management, instruction, and activity in a physical education setting. The various record-interval lengths were always in conjunction with a 5-s observe interval. Subjects in the study were 9 physical education teachers from elementary, junior high, and senior high levels. Activities taught by the subjects included rhythms, gymnastics, ball handling, badminton, tennis, and swimming. Each subject was videotaped for one lesson (M=28.9 min). The videotape bank was used to determine the actual and estimated time subjects spent in each climate. Comparison of the continuous time spent in management, instruction, and activity was made with the 5-s observe, 5-s record; 5-s observe, 10-s record; and 5-s observe, 20-s record interval techniques. Data were analyzed utilizing an ANOVA with repeated measures on the continuous factor. Results indicated no significant difference between continuous recording of management, instruction, and activity climates and any of the three observe-record methods. These results suggest that the observe-record methods were valid estimates of time spent in management, instruction, and activity climates.
A Study of Task Systems and Accountability in an Elite Junior Sports Setting
Authors: Hastie Peter A. , Saunders John E.
Published: August 2016

The concept of academic work has been developed as a means of examining the curriculum used in classrooms. Tousignant’s study of secondary school physical education classes was the first to apply this concept to teaching physical education. This paper reports on a study that examined the program in action in a junior elite-sport setting (a state-level volleyball squad). The conceptualization of instructional, managerial, and transitional task systems developed in physical education classes was found to be relevant in this setting. In addition, a further task system, the match-play task system, was identified. A subset of the instructional task system identified as role-specific instructional tasks also emerged. The paper concludes that similar task systems operate in physical education and coaching and that the concept of accountability is important in understanding both teaching and coaching processes.
An Epistemological Postscript
Authors: Sharpe Tom , Hawkins Andrew
Published: August 2016

What each man knows is, in an important sense, dependent upon his own individual experience: he knows what he has seen and heard, what he has read and what he has been told, and also what, from these data, he has been able to infer. (Bertrand Russell)
Dominant Discourses, Problem Setting, and Teacher Education Pedagogies: A Critique
Authors: Lawson Hal A.
Published: August 2016

I offer a critique of Richard Tinning’s analysis of dominant discourses, problem setting, and teacher education pedagogies. I begin by capsulizing his argument. Then I amend his definition of discourse. Next, I take issue with the way he connects discourses to the process of problem setting. After suggesting new avenues for research on problem setting, I disagree with Tinning’s problem setting, raising questions about his categorizations, assumptions, and silences. Finally, I agree with Tinning’s call for alternative pedagogies. After indicating that he has not provided all of the information and assistance we require, I conclude by requesting a practice-centered orientation in future papers.
Exploring Dimensions of Marginality: Reflecting on the Life Histories of Physical Education Teachers
Authors: Sparkes Andrew C. , Templin Thomas J. , Schempp Paul G.
Published: August 2016

For all schools, the priority item always to be on the agenda, is the quality of life in the workplace—its assessment and improvement. Creating a satisfying place of work for the individuals who inhabit schools is good in its own right, but it appears also to be necessary to maintain a productive educational environment. (Goodlad, 1983, p. 59)
Observing and Interpreting Teaching-Learning Processes: Novice PETE Students, Experienced PETE Students, and Expert Teacher Educators
Authors: Graham Kathy C. , French Karen E. , Woods Amelia M.
Published: August 2016

The ability to observe and interpret events during instruction is thought to be an important dimension of effective teachers. The purpose of this study was to compare the ability to observe and interpret teaching physical education at different stages of expertise. Ten freshman preservice students, 7 experienced junior students, and 2 teacher educators served as subjects. Each subject viewed a 15-minute videotaped lesson on basketball dribbling taught to approximately 20 third-grade students. Subjects were instructed to observe the lesson, take notes, and write a description or evaluation of what they observed during the lesson. Experienced students wrote substantially more evaluative interpretations than novice preservice students. The interpretations of the experienced preservice students were similar to the teacher educators in the focus of observation and the use of a technical language. However, teacher educators’ interpretations were more organized and were focused more on lesson occurrences that influenced students’ motor-skill performance.
Teacher Moonlighting: Interviews with Physical Educators
Authors: Williams Jacqueline A.
Published: August 2016

The purpose of this study was to investigate the phenomenon of public school physical education teachers holding multiple jobs. Data were collected through interviews of 17 secondary physical education teachers who described their motives and perceptions concerning the combination of teaching and moonlighting. Each teacher was interviewed twice. In the first interview participants were encouraged to identify what they regarded as the realities of moonlighting. Prior to the second interview, participants read through the transcript of the first interview, which documented primary areas of interest and items that required amplification or exploration. Three particular themes appear to be both common and powerful in the professional lives of physical education teachers: (a) a life-cycle squeeze, (b) pushed out of teaching, and (c) pulled out of teaching. It is apparent that a number of factors such as economics, personal history, spouses, administrators, and subject matter contribute to determining whether, when, and how moonlighting will occur.
Identifying the Task Requirements Essential to the Success of a Professional Ice Hockey Player: A Scout’s Perspective
Authors: Renger Ralph
Published: August 2016

Vickers (1990) developed a cross-disciplinary knowledge structure of ice hockey by soliciting the expertise of various knowledge engineers (e.g., elite players, coaches, scientists). However, in developing this knowledge structure, the expertise of one important knowledge engineer, the professional hockey scout, was overlooked. The purpose of this investigation was to improve the knowledge base of ice hockey by utilizing professional hockey scouts as knowledge engineers. Through a qualitative analysis of NHL scouting reports filed between 1982 and 1990, several task requirements that were deemed essential by scouts for success as a professional player were identified. Having identified these task requirements, scouts were solicited to provide insight regarding the relative importance of such task requirements. Results established significant differences for between- and within-task requirements for the positions of forward and defense. The importance of these findings to coaching are discussed.
Retrieval and Review
Authors: Locke Lawrence F.
Published: August 2016

The primary purpose of this section is to bring materials to the attention of JTPE readers that they would have missed if this were the only journal they read. A second purpose is to introduce a variety of retrieval sources for locating research reports, research reviews, and research-based articles. Items are included that relate to teaching, teachers, and teacher development in physical education. Suggestions concerning items that might be abstracted for subsequent issues are welcome.
Factors Contributing to the Lack of Female Leadership in School Physical Education
Authors: Bloot Regina , Browne Jennifer
Published: August 2016

This paper focuses on reasons why so few females hold head of department positions in physical education in government secondary schools in Western Australia. Despite the almost equitable proportion of females and males teaching the subject, and the absence of Ministry of Education policy constraints on female promotion since 1972, women held only 5 (7%) of the 70 substantive head of department appointments in 1991. In-depth interviews were conducted with 27 female physical education teachers to document their career experiences and aspirations. Analysis revealed that constraints on the promotion of females were based primarily on stereotypic attitudes and expectations regarding gender roles, and comprised systemic, attitudinal, and internalized barriers. It is proposed that social settings from studentship, through teacher education, to the teaching environment could play a crucial role in shaping and nurturing the career decisions and aspirations of female teachers.
Active Supervision Patterns of Physical Education Teachers and Their Relationship with Student Behaviors
Authors: van der Mars Hans , Darst Paul , Vogler Bill , Cusimano Barbara
Published: August 2016

Supervision patterns of elementary physical educators were analyzed in relation to work involvement patterns of students in each teacher’s class. The supervision patterns analyzed included teacher location, rate of movement, and provision of verbal feedback. Work involvement by students was categorized into on-task, off-task, total motor engagement, and successful motor engagement (ALT-PE). Results showed that teachers spent more time along the periphery of the activity area, and that they were positioned more along the sides. They were active movers, averaging six sector changes per minute, and active in providing verbal feedback (3.2/min). Teacher feedback patterns did not correlate with teacher location/movement patterns. Teachers’ location (periphery) and movement correlated significantly with students’ total motor engagement. Teacher movement also correlated significantly with ALT-PE. Positive behavior feedback correlated with students’ on-task behaviors. Findings indicate that active supervision is important in maintaining students’ involvement with learning tasks in physical education.
The Effects of Three Teacher Supervision Patterns on Student On-Task and Skill Performance in Secondary Physical Education
Authors: Sariscsany Mary Jo , Darst Paul W. , van der Mars Hans
Published: August 2016

This study sought to determine the effects of three teacher supervision patterns on student on-task and practice skill behavior. Three experienced physical education instructors and 3 off-task junior high school males served as subjects. An alternating treatments design was used to study the on-task behavior, total practice trials and appropriate practice trials under three supervision patterns: (a) close with feedback, (b) distant with feedback, and (c) distant with no feedback. Under the active supervision patterns (with feedback), teachers issued specific skill feedback to target students at a minimum of 0.5 per minute. Findings indicated that when the treatments were successfully implemented, (a) the percentage of on-task behavior was significantly higher during active supervision for two target students and (b) mixed results were produced for total practice trials and appropriate practice trials across all three treatments.
Providers of Continued Professional Education: Constructed Perceptions of Four Elementary School Physical Education Teachers
Authors: Pissanos Becky W.
Published: August 2016

The purpose of this inquiry was to gain insight into the influence of the three primary providers of continued professional education—educational institutions, professional associations, and employers—on teachers’ continued professional learning. Four experienced elementary school physical education teachers were selected as participants using the typical case purposeful sampling technique. Participants were asked to share their constructed perceptions regarding the providers through a series of three semistructured, open-ended interviews. Data were inductively analyzed using the constant comparative analytic strategy. The result indicated that the teachers did not perceive educational institutions, professional associations, or employers to be contributing significantly to their continued professional learning. They concluded that continued professional learning is more closely related to the teacher’s motivation and commitment levels and to the teaching realities of marginality, isolation, and monotony that influence those levels.
Student Cognition in the Instructional Setting
Authors: Langley David J.
Published: August 2016

The purpose of this study was to describe and interpret student perspectives and thoughts associated with the teaching/learning process. Twenty university students enrolled in a 10-week Bowling I course and their instructor served as participants. Four qualitative sources of data were collected involving student perspectives and thoughts. A core category derived from the qualitative analysis indicated that student perspectives and thoughts centered on errors in task performance. A systematic approach outlined the properties, causes, intervening conditions, strategies, and consequences of strategies associated with this core category. The results are interpreted within a theory of situated cognition, emphasizing student perspectives as embedded within multiple contexts found in the social setting.
The Influence of Refinement on Female Junior High School Students’ Volleyball Practice Success and Achievement
Authors: Pellett Tracy L. , Harrison Joyce M.
Published: August 2016

The purpose of this study was to determine the influence of refinement tasks on female seventh- and eighth-grade students’ (N = 200) daily practice success (average daily correct and total trials, and daily correct/total [C/T] ratios) and overall achievement (students’ pretest to posttest improvement) for an introductory 11-day volleyball unit. Six intact classes were randomly assigned to three groups: (a) control, (b) group receiving refinement tasks during skills progressions (extension, refinement, and application [E/R/A] group), (c) group receiving no refinement tasks during skills progressions (extension and application [E/A] group). From the analysis of the data, it was concluded that refinement tasks did have a significant positive effect on students’ daily practice success (daily C/T ratio) and overall achievement.
African American Students’ Perceptions of the Values of Basic Physical Education Activity Programs at Historically Black Colleges and Universities
Authors: Quarterman Jerome , Harris Geraldine , Chew Rose M.
Published: August 2016

The present investigation examined how African American students rated the values of the basic instructional physical education activity program at two historically Black colleges and universities (HBCUs) based on a 24-item questionnaire. Descriptive data indicated that the students rated keeping in good health and physical condition as the most important value. A principal component factor analysis with varimax rotation revealed five underlying factors that appeared related to (a) physical self-efficacy, (b) a commitment to lifelong participation, (c) health-related physical fitness, (d) health/aesthetic benefits, and (e) social benefits. Physical self-efficacy appeared to be the most significant, accounting for the largest portion of the explained variance. African American female students placed more emphasis on health/aesthetic benefits, and African American male students placed emphasis on the social benefits. Overall, results of the present investigation generally appeared consistent with findings of earlier studies conducted at predominantly white Colleges and universities.
Relationships between Perceived Learning Environment and Intrinsic Motivation in Middle School Physical Education
Authors: Mitchell Stephen A.
Published: August 2016

In this article, a study focusing on the perceptions and motivations of middle school students in physical education classes is described. The Physical Education Learning Environment Scale (PELES) was developed to measure student perceptions of learning environment, or class climate, in physical education on dimensions of perceived challenge, perceived threat to sense of self, perceived competitiveness, and perceived control. The PELES was administered, together with the Intrinsic Motivation Inventory (IMI) to a sample (N = 622) of middle school students. Exploratory factor analyses provided evidence of adequate construct validity for the PELES, following elimination of the perceived control subscale. Multiple regression analyses indicated that perceived threat and perceived challenge predicted intrinsic motivation for both males and females. These findings are discussed in terms of their implications for practicing teachers and for future research.
Beginning Teacher Induction Assistance: A Look at the Impact of Involvement beyond the First Year
Authors: Napper-Owen Gloria E.
Published: August 2016

The purpose of this study was to examine the impact of induction assistance beyond the year of participation. Two second-year teachers mentored by the researcher in their first year of teaching participated. Changes in teacher process behaviors were analyzed, and emergent themes from the first year of teaching were examined to determine relevancy in the second year. The results indicated that both teachers spent more time in management during the second year observations than at the end of the first year of teaching to help achieve program outcomes for responsible movement. A shift in the amount of time in instructional behaviors indicated students were receiving more feedback while engaged in practice opportunities. The teachers indicated less difficulty in planning developmentally appropriate lessons and more confidence in their teaching. The beginning teachers felt more secure in their teaching abilities and engaged in new teaching strategies that enhanced their professional development.
Adapting to Marginalization in a Middle School Physical Education Class
Authors: Smith Barbara Tyree , Karp Grace Goc
Published: August 2016

This qualitative study explored how students adapt to marginalization in a seventh-grade middle school physical education class in the Pacific North-west. The study’s focus included how marginalized students were excluded within the class and how students, identified as marginalized, adapted to exclusion or temporary acceptance. Marginalized students were those who were unable to be accepted into or remain in a group for a period of time (approximately one week). Data were collected through 60 field observations, over a 14-week time period. Informal and formal interviews were conducted with teachers and students. Three boys and 2 girls were identified as marginalized within the physical education class. Formation of groups and strategies used to exclude marginalized students were found to greatly influence how students became initially marginalized. Once marginalized, students rarely changed their status, although a few were able to use strategies that reduced their status temporarily.
Visual Analysis of the Overarm Throw and Related Sport Skills: Training and Transfer Effects
Authors: Wilkinson Susan
Published: August 2016

Effects of a visual-discrimination training program on participants’ ability to analyze overarm throwing performances was studied. Also examined was the extent to which transfer occurred in analyzing three related overarm skills (the badminton overhand clear, tennis serve, and volleyball serve) and one unrelated skill (the standing long jump). After the pretest, the training group (n = 13) was shown the visual-discrimination program. The control group (n = 13) received no training. The two-way ANOVA, with repeated measures, showed no significant differences between the groups for any skills on the pretest, but statistically significant differences between groups’ posttest scores for all skills, except the standing long jump.
Developmental Sequences for the Vertical Cradle in Lacrosse: An Exploratory Study
Authors: Barrett Kate R. , Williams Kathleen , McLester Jill , Ljungkvist Sara
Published: August 2016

Developmental sequences for the vertical cradle were hypothesized and tested using a prelongitudinal screening technique to determine comprehensiveness and developmental accuracy. Fifty-one 10- to 13-year-old children were videotaped as they ran and cradled over a flat surface. A total of 150 trials were categorized for seven components: basic rhythm, hand and arm action, stick position, top hand grip, stick head and top arm action, position of hands, and bottom arm and hand action. Lack of developmental variability occurred for the basic rhythm, hand and arm action, and hand position components. For the stick position component, more younger children were classified at the highest level than older children. The developmental sequence for the stick head and top arm component was comprehensive and age related. The role various constraints play in hypothesizing sequences of sport specific skills needs to be considered along with the quality and amount of instruction.
The Effects of Accountability on Task Accomplishment in Collegiate Football
Authors: Ward Phillip , Smith Shannon , Sharpe Tom
Published: August 2016

An A-B-A-B withdrawal design was used to evaluate whether accountability, in the form of public posting, was effective in improving football players’ performance in successfully blocking the forward momentum of the defense and in running routes to a criterion at, or greater than, 90% correct. Five wide receivers on a college football team participated in the study. Data were collected during practice sessions and weekly games. The players’ game performance was not intervened on and served as a measure of both the generality of the intervention and as a product measure of the practice performance. The data show that during public posting the players’ performances met or exceeded the criterion established for practices and that this criterion performance generalized to the game setting. These results support previous findings on tasks and accountability. Moreover, the public posting intervention was easy to implement by the coaches and welcomed by the players.
Effects of Holding Students Accountable for Social Behaviors during Volleyball Games in Elementary Physical Education
Authors: Patrick Craig A. , Ward Phillip , Crouch Darrell W.
Published: August 2016

This study investigated the effects of a semiformal accountability intervention (a modified version of the good behavior game) on the occurrence of appropriate and inappropriate social behaviors, and appropriate skill attempts during a 20-lesson volleyball unit. Participants were 67 students in Grades 4, 5, and 6. Following the collection of baseline data, students received intervention consisting of (a) differential awarding and removing of points for appropriate and inappropriate behavior, (b) public posting of team points, (c) the establishment of daily criteria, (d) a special activity for teams that met the criteria, and (e) an end-of-unit activity for teams that consistently met the criteria. A multiple baseline design across students showed that the intervention was effective in reducing inappropriate social behaviors and increasing appropriate social behaviors, but did not affect the number of correct volleyball skills performed. Results are discussed relative to task systems and social skills.
Curricula of Mutual Worth: Comparisons of Students’ and Teachers’ Curricular Goals
Authors: Cothran Donetta J. , Ennis Catherine D.
Published: August 2016

Teachers’ educational values appear to influence their decision-making, but they are not the only decision-makers in the classroom. Students are also actively deciding on courses of action, yet educators know very little about students’ values or the interaction of teacher and student values. The purpose of this study was to examine levels of congruence between students’ and teachers’ values, and between their values and the curriculum. A multiphase research design involving observations, interviews, and Q methodology examined the educational values of 4 urban high school teachers and their students. Observation and interview data were analyzed via constant comparison. Descriptive statistics were used to analyze the Q-sort data. Results indicated that teachers and students held potentially conflicting values about the educational and noneducational aspects of physical education, the role and value of social aspects, and the role of fun. Additionally, there was incongruence between participants’ values and the curricular model.
A Study of the Collaborative Research Process: Shared Privilege and Shared Empowerment
Authors: Rovegno Inez , Bandhauer Dianna
Published: August 2016

Within the past 10 years there have been an increasing number of calls for collaboration between researchers and teachers. A small but growing body of literature has begun to study the collaborative process. The purpose of this study was to examine the collaborative research process between an elementary physical educator (the second author) and a university researcher (the first author) and to describe what the process meant to each during our longterm collaboration. The study examines the effect of collaboration on both teacher and researcher. Standard participant observation methods with an autobiographical component were used. Two major themes captured the meanings of the collaborative research process: shared privilege and shared empowerment. These themes are discussed in relation to the research and literature on collaborative research.
Middle School Students’ Perceptions of Coeducational and Same-Sex Physical Education Classes
Authors: Treanor Laura , Graber Kim , Housner Lynn , Wiegand Robert
Published: August 2016

Middle school students (n = 466) participated in a year-long multi-activity physical education program in which classes were coeducational in the fall semester and same-sex in the spring semester. Following participation, students reflected back across the year and anonymously completed a questionnaire that elicited opinions from students regarding their affinity toward physical education, perceived abilities, and preferences for coeducational and same-sex. The findings indicated that males perceived themselves to have significantly more skill, strength, and endurance than females. Females perceived themselves to be significantly more overweight than males. Males also liked physical education significantly better, while females exhibited a systematic decrease in liking physical education from 6th to 8th grade. The findings are discussed in terms of implications for teaching and teacher education and the need for future research on coeducational and same-sex class structures in physical education.
Students’ Physical Activity Levels and Teachers’ Active Supervision during Fitness Instruction
Authors: van der Mars Hans , Darst Paul , Vogler Bill , Cusimano Barbara
Published: August 2016

Active supervision patterns of 18 elementary physical educators were studied in relation to physical activity levels of 3 students per teacher (n = 54) during allotted fitness time. Activity level was measured using the system for observing fitness instruction time (SOFIT) activity categories. Results showed that during fitness instruction teachers spent over 90% of the time in peripheral areas of the gym, actively moved about (7.9 sector changes per minute), and provided augmented feedback to students (3.7 total rpm). Students’ most predominant activity levels were very active, standing, and walking, respectively. Students’ moderate to vigorous physical activity (MVPA) levels averaged 51.9%. Higher percentages of peripheral positioning and demonstrating by teachers correlated with lower amounts of standing still and higher amounts of very active and MVPA behavior. Higher rates of corrective feedback correlated with higher levels of students’ walking and MVPA behavior.