Associations between anxiety, self-efficacy, and outcomes by gender and body size dissatisfaction during fitness in high school physical education

2015 ◽  
Vol 21 (6) ◽  
pp. 603-615 ◽  
Author(s):  
Ken R. Lodewyk ◽  
Philip Sullivan
Keyword(s):  
High School ◽  
Body Size ◽  
Physical Education ◽  
Self Efficacy ◽  
High School Physical Education ◽  
Body Size Dissatisfaction

Relations among Body Size Discrepancy, Gender, and Indices of Motivation and Achievement in High School Physical Education

2009 ◽  
Vol 28 (4) ◽  
pp. 362-377 ◽  
Author(s):  
Ken R. Lodewyk ◽  
Kimberley L. Gammage ◽  
Philip J. Sullivan
Keyword(s):  
High School ◽  
Body Image ◽  
Body Size ◽  
Physical Education ◽  
Test Anxiety ◽  
Self Efficacy ◽  
Cognitive Theory ◽  
High School Physical Education ◽  
Size Discrepancy ◽  
Education Participation

Increasing dropout rates in senior high school physical education, particularly among females, and unhealthy activity and obesity levels in youth have led to recommendations to assess potential contributing factors in physical education participation. Drawing from gender, body image, and social-cognitive theory, this study investigated relations between body size discrepancy, self-efficacy, test anxiety, and achievement in 316 high school physical education students. Gender differences were noted in body size discrepancy (females reported the desire to have a smaller body). Specifically in females, body size discrepancy predicted test anxiety, which predicted self-efficacy. Self-efficacy predicted achievement in both males and females. The results signal that gender-specific relations among these constructs are important factors to consider in the achievement scores of students in high school physical education. Physical education programs should model curricula and instructional practices that defuse potentially harmful body image discrepancies that seem most poignant in females while engaging all learners to feel competent and safe.

scholarly journals Students’ Tripartite Efficacy Beliefs in High School Physical Education: Within- and Cross-Domain Relations With Motivational Processes and Leisure-Time Physical Activity

2013 ◽  
Vol 35 (1) ◽  
pp. 72-84 ◽  
Author(s):  
Ben Jackson ◽  
Peter R. Whipp ◽  
K.L. Peter Chua ◽  
James A. Dimmock ◽  
Martin S. Hagger
Keyword(s):  
Physical Activity ◽  
High School ◽  
Physical Education ◽  
Self Efficacy ◽  
Leisure Time ◽  
Leisure Time Physical Activity ◽  
Efficacy Beliefs ◽  
Equation Modeling ◽  
High School Physical Education ◽  
Relational Efficacy

Within instructional settings, individuals form relational efficacy appraisals that complement their self-efficacy beliefs. In high school physical education (PE), for instance, students develop a level of confidence in their teacher’s capabilities, as well as estimating how confident they think their teacher is in their (i.e., the students’) ability. Grounded in existing transcontextual work, we examined the motivational pathways through which students’ relational efficacy and self-efficacy beliefs in PE were predictive of their leisure-time physical activity. Singaporean students (N = 990; age M = 13.95, SD = 1.02) completed instruments assessing efficacy beliefs, perceptions of teacher relatedness support, and autonomous motivation toward PE, and 2 weeks later they reported their motivation toward, and engagement in, leisure-time physical activity. Structural equation modeling revealed that students reported stronger other-efficacy and RISE beliefs when they felt that their teacher created a highly relatedness-supportive environment. In turn, their relational efficacy beliefs (a) supported their confidence in their own ability, (b) directly and indirectly predicted more autonomous motives for participation in PE, and (c) displayed prospective transcontextual effects in relation to leisure-time variables. By emphasizing the adaptive motivational effects associated with the tripartite constructs, these findings highlight novel pathways linking students’ efficacy perceptions with leisure-time outcomes.

scholarly journals Effects of Music on Mood During Basketball Play in Junior High School Physical Education

2020 ◽  
Vol 78 (1) ◽  
Author(s):  
David Barney ◽  
Francis Pleban ◽  
Jemal Gishe
Keyword(s):  
High School ◽  
High School Students ◽  
Physical Education ◽  
Junior High School ◽  
Junior High ◽  
Short Form ◽  
Activity Levels ◽  
School Students ◽  
P Values ◽  
High School Physical Education

The incorporation of music in the physical education (PE) environment during physical activity has been shown to be beneficial for participants. Karageorghis et al. (1999) created a conceptual framework focusing on asynchronous music, identifying four factors important to a given piece of music: rhythm response, musicality, cultural impact, and association. The purpose of this study was to investigate the effect of two conditions, with and without the incorporation of music, in the PE environment on student moods in 948 junior high school students (501 males, 447 females). The conditions were measured using the Profile of Mood States (POMS) Short Form. Significant differences were observed in the mean scores of POMS between preintervention (without music) and postintervention (with music) for total mood disturbance, tension, anger, fatigue, depression, and confusion (all p values < 0.0001), as well as significantly higher mean scores for esteem-related affect and vigor (p values < 0.0001). Results from this study, and others, provide an impetus for PE teachers and PE teacher education to incorporate music during games/activities for the purpose of improving student moods and subsequent activity levels.

scholarly journals Relatedness-Supportive Learning Environment for Girls in Physical Education

2014 ◽  
Vol 7 (2) ◽  
pp. 139-150 ◽  
Author(s):  
Sandra L. Gibbons
Keyword(s):  
High School ◽  
Social Context ◽  
Physical Education ◽  
Learning Environment ◽  
Social Environments ◽  
Alternative Strategies ◽  
Healthy Relationships ◽  
The Social ◽  
High School Physical Education ◽  
Supportive Learning Environment

The challenges and issues associated with girls’ disengagement from high school physical education are serious and long standing. This disengagement has provided the impetus for the examination of alternative strategies to facilitate girls’ engagement in physical education. The purpose of this paper is to share a range of gender-inclusive practices in physical education grounded in the concept of a relatedness-supportive learning environment. "Relatedness" is the feeling of being connected to others in a social context. In turn, "relatedness support" refers to the social environments in which individuals have the opportunity to develop healthy relationships with others.

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