scholarly journals Effects of a Health-related Physical Education Curriculum, Teacher Development Program and Students Assessment on Childrenʼs Fitness Level and their Exercise Enjoyment

2007 ◽  
Vol 39 (Supplement) ◽  
pp. S399
Author(s):  
Amy S. HA ◽  
Daniel W. Chan ◽  
Raymond K. Sum ◽  
David P. Johns
Keyword(s):  
Physical Education ◽  
Teacher Development ◽  
Development Program ◽  
Education Curriculum ◽  
Fitness Level ◽  
Health Related ◽  
Exercise Enjoyment

Long-Term Effects of a Physical Education Curriculum and Staff Development Program: SPARK

1997 ◽  
Vol 68 (4) ◽  
pp. 280-291 ◽  
Author(s):  
Thomas L. McKenzie ◽  
James F. Sallis ◽  
Bohdan Kolody ◽  
F. Nell Faucette
Keyword(s):  
Physical Education ◽  
Staff Development ◽  
Development Program ◽  
Education Curriculum ◽  
Long Term Effects

Health-Related Fitness and Physical Education Teachers’ Content Knowledge

2007 ◽  
Vol 26 (1) ◽  
pp. 3-19 ◽  
Author(s):  
Darla Castelli ◽  
Lori Williams
Keyword(s):  
South Carolina ◽  
Physical Education ◽  
Teacher Development ◽  
Self Efficacy ◽  
Teaching Experience ◽  
National Standards ◽  
Physical Education Teachers ◽  
Education Assessment ◽  
Health Related ◽  
Health Related Fitness

This study examined what teachers know about health-related fitness (HRF) and how confident they are in their knowledge. Seventy-three middle school physical education teachers completed a 3-part cognitive HRF test and a self-efficacy questionnaire that required responses to statements about how confident they were in passing a HRF knowledge test. Results indicated that teachers were very confident in their knowledge of HRF; however, their actual HRF test scores did not meet the standard of achievement expected of a ninth-grade student as assessed by the South Carolina Physical Education Assessment Program. Further investigation of the influence of teacher characteristics related to HRF knowledge revealed that age and years of teaching experience significantly related to self-efficacy but not to HRF knowledge. This study implies that targeted teacher development is a necessary part of attaining and maintaining HRF knowledge required to teach to state and national standards.

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.

Assessing Children’s Liking for Activity Units in an Elementary School Physical Education Curriculum

1994 ◽  
Vol 13 (3) ◽  
pp. 206-215 ◽  
Author(s):  
Thomas L. McKenzie ◽  
John E. Alcaraz ◽  
James F. Sallis
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Physical Activities ◽  
Fifth Grade ◽  
Future Research ◽  
Education Curriculum ◽  
Point Scale ◽  
Instructional Unit ◽  
Positive Attitudes ◽  
Health Related

Few studies have examined students’ liking for physical education activities and factors that influence students’ evaluations despite the importance these have for continued engagement in physical activity. This study examined 16,032 ratings of “liking” of 648 physical education lessons reported by students in eight coeducational fourth- and fifth-grade classes during an 8-month period. Mean ratings on activity units ranged from 3.15 to 3.62 on a 4-point scale, indicating that the children liked the activities. However, they liked some units more than others (p < .001), and they preferred skill-related over health-related activities (p < .001). Day of week (p < .53), child’s grade (p < .69), and school (p < .56) were not associated with the children’s liking scores. Ratings of activities did not change significantly as students gained more experience with a specific instructional unit. Future research is recommended on how students’ needs and preferences relate to developing positive attitudes toward physical activities.

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