scholarly journals The Influence of Professional Development on Teachers’ Psychosocial Perceptions of Teaching a Health-Related Physical Education Curriculum

2008 ◽  
Vol 27 (3) ◽  
pp. 292-307 ◽  
Author(s):  
Pamela Hodges Kulinna ◽  
Nate McCaughtry ◽  
Jeffrey J. Martin ◽  
Donetta Cothran ◽  
Roberta Faust
Keyword(s):  
Professional Development ◽  
Physical Education ◽  
Behavioral Control ◽  
Psychological State ◽  
Physical Education Teachers ◽  
Perceived Behavioral Control ◽  
Education Curriculum ◽  
Psychological Constructs ◽  
Health Related ◽  
The Impact

The impact of a yearlong professional development intervention on physical education teachers’ psychosocial perceptions was investigated. Experienced mentor teachers (n = 15) were paired with inexperienced protégé teachers (n = 15) who helped them learn how to teach a health-related physical education curriculum (i.e., the Exemplary Physical Education Curriculum). Using the theory of planned behavior as the guiding theory, it was hypothesized that teachers would experience favorable increases in various psychological constructs (e.g., attitude) and variables reflecting the social culture of their schools (e.g., administrator’s perceptions) as compared with control teachers (n = 17). A variety of statistically significant main and interaction effects with mean scores in expected directions were found. In general, mentors and protégés developed a more positive view of their own psychological state (e.g., perceived behavioral control) and of the immediate school social environment (i.e., support from administrators and fellow teachers). The significant results, combined with meaningful effect sizes, supported the effectiveness of this intervention.

Attitudes of Teachers Towards Inclusion of Students with Disabilities in Physical Education

2021 ◽  
Vol 15 (10) ◽  
pp. 3390-3393
Author(s):  
Gamze Beyazoğlu
Keyword(s):  
Physical Education ◽  
Students With Disabilities ◽  
Undergraduate Education ◽  
Student Attitudes ◽  
Behavioral Control ◽  
Physical Education Teachers ◽  
Perceived Behavioral Control ◽  
Disabled Students ◽  
National Education ◽  
Teachers Attitudes

Aim: The aim of the present study is to examine the attitudes of physical education teachers towards teaching disabled students. Methods: A total of 612 physical education teachers working in the Ministry of National Education in Turkey participated in the research. “The Attitudes of Physical Education Teachers Towards Teaching Disabled Students Scale” (2020), developed by Beyazoğlu and Özbek, were applied to the teachers participating in the research. Since the data are normally distributed in the analysis of quantitative data, t-test and ANOVA tests from parametric tests were used. Results: According to the results of the research, it is observed that Turkish physical education teachers have favorable attitudes towards teaching disabled students within the framework of planned behavioral theory. In addition, the measure of attitude, subjective norm, perceived behavioral control, behavior-oriented attitude and behavioral objective are important predictors of teachers' attitudes. Furthermore, each dimension is highly correlated with some variables. Conclusion: The proficiency level of teachers' teaching experiences, whether they have taken special training courses in undergraduate education, physical education for the disabled in undergraduate education, preconceived notions such as whether to take sports courses, whether to take various courses, training, etc. (in-service training) during teaching, age and marital status are highly related to teachers' attitudes. Keywords: Physical Education Teacher, Teaching, Disabled student, Attitudes

scholarly journals Does Motivation in Physical Education Have an Impact on Out-of-School Physical Activity over Time? A Longitudinal Approach

2020 ◽  
Vol 17 (19) ◽  
pp. 7258 ◽  
Author(s):  
Djenna Hutmacher ◽  
Melanie Eckelt ◽  
Andreas Bund ◽  
Georges Steffgen
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Behavioral Control ◽  
Longitudinal Design ◽  
Autonomous Motivation ◽  
Perceived Behavioral Control ◽  
Mixed Effect ◽  
Motivational Regulation ◽  
The Impact ◽  
Out Of School

Previous research based on the trans-contextual model proposes that autonomous motivation in physical education (PE) is transferable to an out-of-school leisure-time (LT) context. However, only cross-sectional and unidirectional analyses have been conducted. The present study used a longitudinal design assessing N = 1681 students (M = 14.68 years) on two occasions, measuring the following constructs: perceived need for support in PE, motivational regulation during PE and LT, attitude, subjective norm, perceived behavioral control, intention, and physical activity behavior. Findings based on mixed effect models revealed that autonomy, competence, and relatedness support of the PE teacher were positively related to autonomous motivation. Moreover, similar motivational regulation types were found to significantly cross-lag across contexts. Through longitudinal mediation analyses, further support for the impact of autonomous motivation on physical activity, mediated by intention, attitude, and perceived behavioral control, was found. Suggestions for educational stakeholders regarding how to promote students’ autonomous motivation are provided.

scholarly journals The Effectiveness of Mentoring-Based Professional Development on Physical Education Teachers’ Pedometer and Computer Efficacy and Anxiety

2008 ◽  
Vol 27 (1) ◽  
pp. 68-82 ◽  
Author(s):  
Jeffrey J. Martin ◽  
Nate McCaughtry ◽  
Pamela Kulinna ◽  
Donetta Cothran ◽  
Roberta Faust
Keyword(s):  
Professional Development ◽  
Physical Education ◽  
Repeated Measures ◽  
Significant Interaction ◽  
Computer Anxiety ◽  
Physical Education Teachers ◽  
Control Group ◽  
Significant Interaction Effect ◽  
And Control ◽  
The Impact

The purpose of our study was to examine the impact of mentoring-based professional development on physical education teachers’ efficacy. Experienced mentor teachers were paired (n = 15) with inexperienced protégé teachers (n = 15) at the beginning of a yearlong intervention study. It was hypothesized that teachers would increase their efficacy to use pedometers and computers to enhance instruction, and reduce their computer anxiety. Repeated-measures ANOVAs for mentors and protégés revealed a variety of significant main effects. We found increases in computer and pedometer efficacy. A second set of repeated-measures ANOVAs based on mentors’, protégés’, and control groups’ scores revealed a significant interaction for computer efficacy, indicating that both mentors and protégés significantly increased their computer efficacy compared with the control group. Finally, a significant interaction effect was also found for pedometer efficacy, again indicating that both groups significantly increased their efficacy compared with control teachers.

scholarly journals Impact of Teacher Value Orientations on Student Learning in Physical Education

2017 ◽  
Vol 36 (2) ◽  
pp. 152-161 ◽  
Author(s):  
Ang Chen ◽  
Tan Zhang ◽  
Stephanie L. Wells ◽  
Ray Schweighardt ◽  
Catherine D. Ennis
Keyword(s):  
Physical Education ◽  
Student Learning ◽  
Value Orientation ◽  
Value Orientations ◽  
Physical Education Teachers ◽  
Knowledge Gain ◽  
Education Curriculum ◽  
School Students ◽  
Living Curriculum ◽  
The Impact

Based on the value orientation theory, the purpose of this study was to determine the impact of value orientation incongruence between physical education teachers and an externally designed curriculum on student learning in a concept-based fitness-centered physical education curriculum. Physical education teachers (n = 15) with different value orientations taught an externally designed, standards-based fitness/healthful living curriculum to their middle school students (n = 3,827) in 155 sixth, seventh, and eighth grade intact classes. A pre-post assessment design was used to determine whether student fitness/healthful living knowledge gains differed in terms of teachers’ value orientations. An ANOVA on class means of residual-adjusted knowledge gain scores revealed no statistically significant differences based on value orientations. The evidence suggests that teacher value orientation impact may be mediated by curriculum impact. This finding supports the observation that a well-designed physical education curriculum may minimize the impact of teachers’ diverse value orientations on the curriculum implementation and student learning.

Professional Development and Teacher Perceptions of Experiences Teaching Health-Related Fitness Knowledge

2017 ◽  
Vol 36 (1) ◽  
pp. 32-39 ◽  
Author(s):  
Michael Hodges ◽  
Pamela Hodges Kulinna ◽  
Chong Lee ◽  
Ja Youn Kwon
Keyword(s):  
Professional Development ◽  
Physical Education ◽  
Teacher Perceptions ◽  
Physical Education Teachers ◽  
Teachers Perceptions ◽  
Elementary Physical Education ◽  
Suburban School District ◽  
Health Related ◽  
Approach To Teaching ◽  
Health Related Fitness

Students of all ages have documented a deficiency in health-related fitness knowledge (HRFK). However, improving students HRFK may require a change in teacher practices and professional development (PD).Purpose:This study, framed by Guskey’s Model of Teacher Change (GMTC; Guskey, 2002), sought to assist teachers’ HRFK instruction as part of their physical education curriculum and practices. Initially, researchers examined: (a) teachers’ perceptions of health-related fitness knowledge instruction, followed by, (b) selected teachers’ perceptions of the professional development (PD) methods and the approach to teaching HRFK.Method:Semistructured interviews were conducted among elementary physical education teachers’ (N = 9) in one suburban school district. A randomly selected smaller group of teachers (n = 5), had PD on Knowledge in Action Lesson Segments (KIALS), an approach to teaching HRFK. Teachers were asked to implement KIALS into their fifth grade physical education classes and interviewed two additional times.Results:Three themes emerged from the data: (a) HRFK is critical but I can’t get to it; (b) If you show it, they will implement it; and (c) Knowledge in Action gets the job done.Conclusion:PD procedures in this study and KIALS were seen as favorable. Results paralleled GMTC principles, as researchers confirmed quality PD, and observations of positive student outcomes further reinforced teachers’ beliefs. Teachers also expressed a willingness to continue using KIALS after the completion of this study, concluding achievement of the final fourth principal of the change process. Findings suggested that KIALS, if presented with similar PD will be well-received by teachers supporting their efforts to improve student HRFK outcomes.

Materialism and Green Purchase Intention: A Study of Urban Vietnamese Consumers

2017 ◽  
pp. 89-106 ◽  
Author(s):  
Mai Nguyen Thi Tuyet ◽  
Hung Nguyen Vu ◽  
Linh Nguyen Hoang ◽  
Minh Nguyen Hoang
Keyword(s):  
Conceptual Framework ◽  
Survey Data ◽  
Purchase Intention ◽  
Behavioral Control ◽  
Subjective Norm ◽  
Perceived Behavioral Control ◽  
Policy Makers ◽  
Tpb Model ◽  
Research Findings ◽  
The Impact

This study focuses on examining the impact of three components of materialism on green purchase intention for urban consumers in Vietnam, an emerging economy. An extended Theory of Planned Behavior (TPB) is applied as the conceptual framework for this study. The hypotheses are empirically tested using survey data obtained from consumers in Hanoi, the capital of Vietnam. The regression results show support for most of our hypotheses. The findings indicate that two out of three facets of materialism are significant predictors of green purchase intention. Specifically, success is found to be negatively related to purchase intention, while happiness is related positively to the intention. All three antecedents in the TPB model, including attitude towards green purchase, subjective norm, and perceived behavioral control are also found to have positive impacts on purchase intention. The research findings are discussed and implications for managers and policy makers are provided.

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