Motivational climate and fundamental motor skill performance in a naturalistic physical education setting

Self-efficacy theory assumes that students’ efficacy beliefs affect their performance through process variables, including behavior, cognition, and affection. The purpose of this study was to utilize self-efficacy theory as a theoretical framework to propose a conceptual model of a mediating relationship among perceived motor skill competence, successful practice trials, and motor skill performance in physical education. In addition, the authors reviewed the literature to provide evidence to support the potential mediating relationship by following the steps recommended by Baron and Kenny. This paper is significant because the authors integrated the literature of motor development/learning and physical education pedagogy to propose a conceptual model where successful practice trials would act as a behavioral mediator through which perceived motor skill competence affects students’ motor skill performance. This conceptual model can guide future research to identify students’ behaviors affecting their skill development, thus helping teachers develop pedagogies to improve motor skill performance in physical education.

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Observing and Interpreting Teaching-Learning Processes: Novice PETE Students, Experienced PETE Students, and Expert Teacher Educators

Journal of Teaching in Physical Education ◽

10.1123/jtpe.13.1.46 ◽

1993 ◽

Vol 13 (1) ◽

pp. 46-61 ◽

Cited By ~ 12

Author(s):

Kathy C. Graham ◽

Karen E. French ◽

Amelia M. Woods

Keyword(s):

Physical Education ◽

Motor Skill ◽

Effective Teachers ◽

Teacher Educators ◽

Learning Processes ◽

Expert Teacher ◽

Third Grade Students ◽

Skill Performance ◽

Teaching Learning ◽

Junior Students

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.

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Teaching across the Curriculum: Language-Enriched Physical Education for Preschool Children

Adapted Physical Activity Quarterly ◽

10.1123/apaq.13.3.302 ◽

1996 ◽

Vol 13 (3) ◽

pp. 302-315 ◽

Cited By ~ 27

Author(s):

Fiona J. Connor-Kuntz ◽

Gail M. Dummer

Keyword(s):

Physical Activity ◽

Preschool Children ◽

Physical Education ◽

Head Start ◽

Motor Skill ◽

Physical Activity Intervention ◽

Language Skills ◽

Language Instruction ◽

Instructional Time ◽

Skill Performance

Children age 4 to 6 years from special education (n = 26), Head Start (n = 35), and typical preschool classes (n = 11) were assigned to a physical activity intervention or a language-enriched physical activity intervention. Language and motor skill performances were measured before, immediately following, and 3 months following the 24-session, 8-week intervention. Results illustrated that language instruction can be added to physical education lessons without requiring additional instructional time and, more importantly, without compromising improvement in motor skill performance. Further, preschool children exposed to language-enriched physical education improved their language skills regardless of whether their educational progress was characterized by a cognitive and/or language delay. Thus, physical activity appears to be an effective environment in which to enhance the cognitive development of preschool children of all abilities.

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Motivational Climate, Motor-Skill Development, and Perceived Competence: Two Studies of Developmentally Delayed Kindergarten Children

Journal of Teaching in Physical Education ◽

10.1123/jtpe.23.3.216 ◽

2004 ◽

Vol 23 (3) ◽

pp. 216-234 ◽

Cited By ~ 78

Author(s):

Nadia C. Valentini ◽

Mary E. Rudisill

Keyword(s):

Motor Skill ◽

Skill Development ◽

Motivational Climate ◽

Kindergarten Children ◽

Developmentally Delayed ◽

Physical Competence ◽

Object Control ◽

Skill Performance ◽

Motor Skill Development ◽

Positive Pattern

Two studies were conducted to examine the effects of motivational climate on motor-skill development and perceived physical competence in kindergarten children with developmental delays. In Experiment 1, two intervention groups were exposed to environments with either high (mastery climate) or low autonomy for 12 weeks. Results showed that the mastery-climate group demonstrated significantly better locomotor performance and higher perceived physical competence postintervention than did the low-autonomy group, although both groups improved in locomotor and object-control skill performance. The second investigation extended the findings of the first by determining that the intervention effects were present 6 months later. In summary, the mastery-climate group showed positive changes in skill development and perceived physical competence, and this positive pattern of change was maintained over time.

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