Students’ perceptions of fitness testing in physical education across primary, secondary, and pre-university school levels: a motivational profiles perspective

2021 ◽  
pp. 1-18
Author(s):  
Bernadette Bree Ashley ◽  
Masato Kawabata
Keyword(s):  
Physical Education ◽  
Fitness Testing ◽  
Motivational Profiles

The purpose of this study was to examine the changes and trends of physical education curriculum and suggest educational implications for elementary fitness education. Data which were collected from PENC(Physical Education National Curriculum) and research reports were analyzed according to 1) objectives, 2) contents, 3) teaching methods and evaluations. The findings suggest that 1) objectives of PENC was changed from second order and ultimate objectives to instrumental objectives, 2) contents of PENC was changed from play and exercise-oriented to activity-oriented. 3) teaching methods of PENC was changed from passive assessment and prescriptions to self-oriented practice and check. Evaluations was changed from objective fitness testing to process-based comprehensive evaluation. Building on these key findings, the implications for elementary fitness education are as follows: First, elementary fitness education should be strengthened to enhance lifelong healthy life style for learners. Second, elementary fitness education should takes into account more learner’s interest and growth level. Third, elementary fitness education should be taught and evaluate students to continue to participate in activities of their own willingness.

2020 ◽  
Vol 59 (5) ◽  
pp. 57-69
Author(s):  
Mirim Park ◽  
Kyunghwan Jang
Keyword(s):  
Physical Education ◽  
Teaching Methods ◽  
Comprehensive Evaluation ◽  
National Curriculum ◽  
Fitness Testing ◽  
Healthy Life ◽  
Fitness Education ◽  
Education Data ◽  
Educational Implications ◽  
Healthy Life Style

Middle School Students’ Perceptions of Physical Education: A Qualitative Look

2021 ◽  
Vol 40 (1) ◽  
pp. 30-38
Author(s):  
Sharon R. Phillips ◽  
Risto Marttinen ◽  
Kevin Mercier ◽  
Anne Gibbone
Keyword(s):  
Physical Education ◽  
Student Attitudes ◽  
Teaching And Learning ◽  
Physical Education Teachers ◽  
Fitness Testing ◽  
School Students ◽  
Grade Levels ◽  
Grade 5 ◽  
Students Attitudes ◽  
Group Interviews

Purpose: Existing research suggests that students’ attitudes toward physical education are positive through Grade 5, but become less positive as grade levels increase; this research is, however, missing student voice. The purpose of this study was to further understand why students’ attitudes have been shown to decrease. Methods: Twenty-six focus group interviews (students N = 65) were conducted over 2 years to discover what was influencing attitudes from fifth to eighth grade. Results: Three themes emerged: (a) curriculum leads to decreases in student attitudes (subthemes repetitive and boring, an overemphasis on competition, and fitness testing activities—what’s the purpose and why am I on display?), (b) social factors impact attitude: sweating and changing, and (c) physical education assumptions, the easy “A” (subthemes: perceptions of physical education teachers and the easy “A”). Conclusion: Allowing students to explain the reasons for decreases in attitudes contributes to improving the teaching and learning process.

scholarly journals Associations between Weight Status and Situational Motivation toward Fitness Testing in Physical Education: The Mediator Role of Physical Fitness

2020 ◽  
Vol 17 (13) ◽  
pp. 4821
Author(s):  
Alberto Grao-Cruces ◽  
Alejandro Racero-García ◽  
David Sánchez-Oliva ◽  
David Blanco-Luengo ◽  
Alberto Nuviala ◽  
...  
Keyword(s):  
Physical Education ◽  
Physical Fitness ◽  
Intrinsic Motivation ◽  
Weight Status ◽  
Fitness Testing ◽  
Fitness Level ◽  
External Regulation ◽  
Mediator Role ◽  
Objectively Measured ◽  
Situational Motivation

Background: This article examines the differences in situational motivation toward fitness testing in physical education classes between non-overweight and overweight students, as well as the mediator effect of objective and perceived physical fitness on the relationship between weight status and motivation toward fitness testing. Methods: A total of 534 adolescents (298 boys, 55.80%) participated in the study. Perceived physical fitness and situational motivation toward fitness testing were measured through questionnaires, whereas weight status and physical fitness were objectively measured. Results: Overweight students had lower intrinsic motivation (p < 0.001), and higher external regulation (p < 0.01) and amotivation (p < 0.05) during fitness testing in a physical education class than their non-overweight peers. The influence of being overweight on motivation regulations toward fitness testing was mediated by objective physical fitness level for intrinsic motivation (B = −0.140), external regulation (B = 0.104) and amotivation (B = 0.146). Perceived physical fitness was also used as a second mediator between weight status and intrinsic motivation (B = −0.117). Conclusions: Strategies to improve objective and perceived physical fitness in overweight students are necessary to increase self-determined motivation during fitness testing in physical education lesson.

Analysis of Motivational Profiles on Sportspersonship Orientations in Secondary School Physical Education Students: A Self-Determination Theory-Based Perspective

2020 ◽  
Vol 39 (4) ◽  
pp. 518-526 ◽  
Author(s):  
Rafael Burgueño ◽  
José Macarro-Moreno ◽  
Isabel Sánchez-Gallardo ◽  
María-Jesús Lirola ◽  
Jesús Medina-Casaubón
Keyword(s):  
Cluster Analysis ◽  
Multivariate Analysis ◽  
Physical Education ◽  
Secondary School ◽  
Analysis Of Variance ◽  
Secondary School Students ◽  
Multivariate Analysis Of Variance ◽  
School Students ◽  
Social Conventions ◽  
Motivational Profiles

Purpose: This research aimed to examine the possible difference of secondary school students’ motivational profiles on their sportsmanship orientation in physical education. Methods: The participants were 707 (53.61% men; Mage = 14.97, SDage = 1.58) secondary school students, who completed measures on their perception of behavioral regulation and sportsmanship orientation in physical education. A two-step cluster analysis was performed to explore the motivational profiles, and multivariate analysis of variance tests was conducted to examine differences on sportsmanship orientation among motivational profiles. Results: The cluster analysis identified four motivational profiles (controlled, amotivated, high motivational regulation, and autonomous). The multivariate analysis of variance tests found that the students in the four motivational profiles reported different levels in respect for social conventions, respect for rules and teachers, full commitment, and respect for classmates. Discussion/Conclusions: The motivational profiles provided a more comprehensive understanding of the motivational processes for each sportsmanship orientation in secondary school students in physical education.

Learning in Physical Education: A Self-Determination Theory Perspective

2017 ◽  
Vol 36 (3) ◽  
pp. 277-291 ◽  
Author(s):  
Haichun Sun ◽  
Weidong Li ◽  
Bo Shen
Keyword(s):  
Physical Education ◽  
Affective Learning ◽  
Self Determination Theory ◽  
Need Satisfaction ◽  
The Self ◽  
Self Determination ◽  
Future Directions ◽  
Learning Domains ◽  
Motivational Profiles ◽  
The Impact

The purpose of this study was to review the literature relevant to learning in physical education (PE) according to the self-determination theory (SDT). In this literature review, we first provide an overview of SDT. Second, we discuss students’ SDT-related motivational profiles in PE. Third, we illustrate the relationships among students’ perceptions of the nature of an autonomy-supportive or controlling learning environment, need satisfaction, and self-determined motivation. Fourth, we explore the impact of SDT on students’ learning in PE with respect to the cognitive, psychomotor, and affective learning domains. Finally, we articulate the pedagogical implications on the basis of the reviewed SDT research and future directions for SDT research in PE.

scholarly journals Does the Level of Motivation of Physical Education Teachers Matter in Terms of Job Satisfaction and Emotional Exhaustion? A Person-Centered Examination Based on Self-Determination Theory

2019 ◽  
Vol 16 (16) ◽  
pp. 2839 ◽  
Author(s):  
Ángel Abós ◽  
Leen Haerens ◽  
Javier Sevil-Serrano ◽  
Sofie Morbée ◽  
José Antonio Julián ◽  
...  
Keyword(s):  
Job Satisfaction ◽  
Physical Education ◽  
Emotional Exhaustion ◽  
Autonomous Motivation ◽  
Self Determination Theory ◽  
Self Determination ◽  
Physical Education Teachers ◽  
Motivational Profiles ◽  
Level Of Motivation ◽  
Adaptive Pattern

Grounded in self-determination theory (SDT), prior research has demonstrated that physical education (PE) teachers may have different reasons to engage in teaching. Although some person-centered studies have identified varied motivational profiles in PE teachers, none of these studies have included the three forms of motivation (i.e., autonomous motivation, controlled motivation, and amotivation). This study aims to identify teachers’ motivational profiles, using the three forms of motivation. Moreover, differences between the obtained profiles in terms of job satisfaction and emotional exhaustion were examined. A sample of 107 primary school PE teachers participated. Four distinct motivational profiles were identified: “relatively amotivated,” “somewhat motivated,” “autonomous-controlled motivated,” and “relatively autonomously motivated.” Results showed that the predominantly autonomously motivated PE teachers reported the most adaptive pattern of outcomes. Although PE teachers from the “relatively autonomously motivated” group did not differ in terms of job satisfaction when compared to those in the “autonomous-controlled motivated” group, the former displayed lower values of emotional exhaustion. These findings support SDT in that more motivation is not necessarily better if this additional motivation comes from controlled reasons. These results could raise awareness among school stakeholders about the importance of increasing PE teachers’ autonomous motivation.

California Secondary School Physical Education Teachers’ Attitudes Toward the Mandated Use of the Fitnessgram

2007 ◽  
Vol 26 (2) ◽  
pp. 161-176 ◽  
Author(s):  
Robert H. Ferguson ◽  
Xiaofen D. Keating ◽  
Dwan M. Bridges ◽  
Jianmin Guan ◽  
Li Chen
Keyword(s):  
Physical Education ◽  
Secondary School ◽  
Physical Education Teachers ◽  
Fitness Testing ◽  
Test Results ◽  
Fitness Test ◽  
Grade Levels ◽  
Positive Attitudes ◽  
Fitness Tests ◽  
Teachers Attitudes

This study aimed to determine how California secondary physical education teachers perceive the state mandated youth fitness testing for the 5th, 7th, and 9th grades using Fitnessgram. The participants were secondary school physical education teachers (N = 323). A previously validated attitudinal instrument (Keating & Silverman, 2004a) was used to collect the data. The means and standard deviations for each attitude subdomain and the overall attitudes were computed. MANOVA and ANOVA were employed to test the differences in attitudes by demographic and profession-related variables. Teachers’ overall attitudes toward the Fitnessgram were slightly higher than a neutral attitude, indicating slightly positive attitudes on a 7-point Likert scale (M = 4.47, SD = 1.06). The mean scores for the attitude subdomain of cognitive (i.e., usefulness of fitness test results) and the affective (i.e., enjoyment of implementing fitness tests, and enjoyment of using fitness test results) components were 4.25 (SD = 1.38), 4.90 (SD = 1.15), and 4.39 (SD = 1.17), respectively. The data from the study suggested that teachers marginally agreed that the test results were useful and that they somewhat enjoyed implementing the test. Class size and student grade levels taught were important profession-related variables to consider regarding teacher attitudes toward the Fitnessgram.

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