Knowing Students' Characteristics: Opportunities to Adapt Physical Education Teaching

Physical Education (PE) aims to convey the joy of exercise and by this educate students to lifelong physical activeness. Student motivation in PE decreases during the school career. This study therefore comprehensively analyzes student characteristics determining motivation in PE: General Personality Traits, Physical Self-Concept, Achievement Motive, Motives to be physically active, and Sports Interest. This contribution aims to describe students' prerequisites in the PE context by using an aggregated assessment of the abovementioned general plus sport specific characteristics and to detect gender, class, and school type differences. In total, 1,740 German secondary school students (58.1% female, M = 14.39 years) participate in a cross-sectional questionnaire survey. Descriptive analyses and between subjects MANOVAs followed by univariate ANOVAs with pairwise multiple comparison tests are applied. Gender explains the largest proportion of variance across all characteristics. Regarding individual dimensions, genders differed on 12, grades on two and school types on 11 out of 19 dimensions. PE teachers must adapt teaching to different gender dispositions. In general, group differences ascribe special meaning to student perception and teaching behavior. Findings are discussed in terms of their contribution to the research area and their implementation in teaching practice as well as in PE teacher education or professional training, e.g., aligned teaching methods, arranged learning atmospheres, or adjusted content design of PE lessons.

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Step count for 7th and 8th grade students in structured and unstructured physical education classes

Physical Activity Review ◽

10.16926/par.2021.09.07 ◽

2021 ◽

Vol 9 (1) ◽

pp. 54-61

Author(s):

Necip Demirci ◽

Refika Yilmaz ◽

Ayda Karaca

Keyword(s):

Middle School ◽

Physical Education ◽

Middle School Students ◽

School Type ◽

School Students ◽

Step Counts ◽

Significant Difference ◽

8Th Grade ◽

Private And Public ◽

Type Data

The aim of the study was to analyze step counts of middle school students in structured and unstructured physical education classes (PE) according to age, gender, and school type. Data were collected on a sample of 74 students, 40 7th and 34 8th grade students recruited from private and public middle schools. Omron HJ-112 pedometers were used in this study to obtain step counts. There were statistically significant differences between boys and girls in the step counts in both structured and unstructured PE. A significant difference was observed between school types in step counts during structured PE in both genders, while no significant difference was found for unstructured PE. Significant difference was found between step counts of only boys of different grades in unstructured PE. Boys made more steps than girls both in structured and unstructured PE. In structured PE, 7th grade boys reached a higher number of steps than 8th grade boys.

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Diseño y validación de un cuestionario sobre las concepciones y percepción de los estudiantes sobre la evaluación en Educación Física (Design and validation of a questionnaire about the conceptions and perception of the students about the assessment in P

Retos ◽

10.47197/retos.v1i40.80914 ◽

2020 ◽

pp. 317-325

Author(s):

Enoc Valentín González Palacio ◽

Beatriz Elena Chaverra Fernández ◽

Sirley Andrea Bustamante Castaño ◽

Carlos Andrés Toro Suaza

Keyword(s):

High School Students ◽

Physical Education ◽

Physical Education Teachers ◽

Physical Education Class ◽

Information Process ◽

School Students ◽

Cross Sectional ◽

Four Dimensions ◽

Education Class ◽

Experimental Type

El propósito de este estudio fue diseñar y validar un cuestionario sobre las concepciones y percepción de los estudiantes de educación secundaria sobre la evaluación en la clase de Educación Física (EF). Este estudio fue de corte transversal, de tipo no experimental descriptivo, el proceso de validación del cuestionario contó con la participación de ocho expertos licenciados en educación física (seis doctores y dos magister en el área), quienes determinaron el número de preguntas establecidas para el cuestionario. La aplicación del instrumento se hizo con 355 estudiantes del área metropolitana del Valle de Aburrá (Antioquia-Colombia). La muestra fue no probabilística, el tratamiento de la información se realizó mediante el software SPSS v23. El cuestionario está estructurado en cuatro dimensiones: concepciones, actores, instrumentos-momentos y contenidos. La conclusión principal del estudio derivado del proceso de la validez del contenido y el análisis de fiabilidad, demuestra que el instrumento es acertado y adecuado, convirtiéndolo en un elemento significativo para la realización de diagnóstico y valoración de la evaluación para los docentes y futuras investigaciones. Abstract. The purpose of this study was to design and validate a questionnaire about the conceptions and perception of high school students about the assessment in the Physical Education class. This study was cross-sectional, descriptive non-experimental type, the validation process of the questionnaire had the participation of eight experts, physical education teachers (six doctors and two magister in the area), who finally determined the number of questions established for the questionnaire. The application of the instrument was made with 355 students from the metropolitan area of Valle de Aburrá (Antioquia-Colombia). The sample was non-probabilistic; the information process was carried out using SPSS v23 software. The questionnaire is structured in four dimensions: conceptions, actors, instruments-moments and content. The main conclusion of the study derived from the content validity process (CVR) and the reliability analysis demonstrates that the instrument is successful and adequate, making it a significant element for carrying out diagnosis and assessment for teachers and future researches.

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Physical Education, Quality of Breathable Air and Their Effects on the Formation of High School Students as Sustainability in Maintaining the Lifestyle. Is the Physical Education Lesson Enough to Create Such Valences?

Sustainability ◽

10.3390/su12031106 ◽

2020 ◽

Vol 12 (3) ◽

pp. 1106

Author(s):

Camelia Plastoi ◽

Ioana Butu ◽

Diana-Mihaela Țîrcă ◽

Bianca Ferrario ◽

Ilie Mihai ◽

...

Keyword(s):

High School ◽

High School Students ◽

Physical Education ◽

Cross Sectional Study ◽

Physical Activities ◽

Education Quality ◽

School Students ◽

Cross Sectional ◽

Physical Skills

This study was conducted to emphasize the correlation between the number of physical education lessons with effects on the formation of high school students and the importance of practicing physical activities during the extra-class time in sustainable spaces with quality breathable air. The values were recorded in this cross-sectional study; on a number of 208 high school students; grades 9–12; tested for the level of manifesting their effort capacity acquired during the physical education lessons. The statistical analysis of the processed data highlights the obtained values: Weak 59% and 31% satisfactory for boys; and 53.92% weak; 34% satisfactory for girls. In conclusion; the necessity to carry out extra-curricular physical activities in an unpolluted environment and to acquire useful physical skills in carrying out different activities in society, promotes and generates sustainability in maintaining the lifestyle.

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Temporal Trends in the Association between Participation in Physical Education and Physical Activity among U.S. High School Students, 2011–2017

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph17072357 ◽

2020 ◽

Vol 17 (7) ◽

pp. 2357 ◽

Cited By ~ 1

Author(s):

Seungho Ryu ◽

Paul Loprinzi ◽

Heontae Kim ◽

Minsoo Kang

Keyword(s):

Physical Activity ◽

High School ◽

High School Students ◽

Physical Education ◽

Temporal Trends ◽

Physical Activity Guideline ◽

Activity Levels ◽

School Students ◽

Physically Active ◽

Education Participation

The purpose of this study was to assess trends in physical education and physical activity among U.S. high school students from 2011 to 2017, respectively, and to evaluate temporal trends in the relationship between physical education class participation and physical activity levels. Data from a total of 51,616 high school students who participated in the Youth Risk Behavior Surveillance System (YRBSS) from 2011 to 2017 were analyzed for this study. Physical education was measured as follows: In an average week when you are in school, on how many days do you go to physical education classes? Physical activity was measured as follows: During the past 7 days, on how many days were you physically active for a total of at least 60 min per day? Meeting physical activity guideline was defined as engaging in 7 days per week of at least 60 min per day. Across the 2011–2017 YRBSS, there were no linear (p = 0.44)/quadratic trends (p = 0.37) in physical education and linear (p = 0.27)/quadratic trends (p = 0.25) in physical activity, respectively. Regarding the trends in the association between physical education and physical activity, there were no statistically significant linear (unstandardized regression coefficient (b) = 0.013, p = 0.43) or quadratic (p = 0.75) trends; however, at the sample level, there was a slight increase in the odds ratio effect sizes from 2011 to 2017 (ES = 1.80–1.98). The pooled association between physical education participation and physical activity was statistically significant, OR = 1.88, 95% CI = 1.75–2.03, p < 0.001. That is, on average across the four YRBSS cycles, students who participated in physical education had 1.88 times higher odds of meeting physical activity guideline when compared to students who did not participate in physical education. The trends of physical education and physical activity did not change between 2011 and 2017. Overall, we observed a significant relationship between participation in physical education and physical activity. There was a non-significant yet stable trend of association between participation in physical education and physical activity over time.

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Contribution of Motivational Climates and Social Competence in Physical Education on Overall Physical Activity: A Self-Determination Theory Approach with a Creative Physical Education Twist

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph17165885 ◽

2020 ◽

Vol 17 (16) ◽

pp. 5885 ◽

Cited By ~ 1

Author(s):

Juha Kokkonen ◽

Arto Gråstén ◽

John Quay ◽

Marja Kokkonen

Keyword(s):

Physical Activity ◽

Physical Education ◽

Social Competence ◽

Structural Equation ◽

Extrinsic Motivation ◽

Motivational Climate ◽

Theory Approach ◽

School Students ◽

Cross Sectional ◽

Motivational Climates

Using a cross-sectional study design, we tested a structural equation model of hypothesized relationships among a group of variables: motivational climate in physical education (PE), students’ social competence in PE, out of-school physical activity (PA) motivation, PA intention and their moderate-to-vigorous PA (MVPA). Based on the self-reports of 363 fourth to sixth grade elementary school students (172 girls, 191 boys), the model revealed that the task-involving motivational climate in PE was linked to higher MVPA via cooperation in PE, and also via extrinsic motivation and PA intention. Ego-involving motivational climate was related to higher extrinsic motivation and amotivation, further to higher PA intention and, finally, to higher MVPA. Task-involving motivational climate was positively linked to students’ social competence markers of cooperation and empathy, and negatively to disruptiveness. Ego-involving motivational climate was positively related to disruptiveness and impulsivity, the markers of low social competence. The study showed that the motivational climate and co-operational aspect of social competence both played significant roles in students’ PA motivation, PA intention and MVPA. A pedagogical model that brings the learning of social competence relevant skills to the fore is creative physical education (CPE). Analysis of CPE is provided which highlights teaching behaviors which contribute to the students’ MVPA through motivational climates, co-operation, PA motivation and PA intention.

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Measuring Students’ Perceptions of Personal and Social Responsibility and the Relationship to Intrinsic Motivation in Urban Physical Education

Journal of Teaching in Physical Education ◽

10.1123/jtpe.27.2.167 ◽

2008 ◽

Vol 27 (2) ◽

pp. 167-178 ◽

Cited By ~ 53

Author(s):

Weidong Li ◽

Paul M. Wright ◽

Paul Bernard Rukavina ◽

Molly Pickering

Keyword(s):

Physical Education ◽

Social Responsibility ◽

Intrinsic Motivation ◽

Teaching Practice ◽

Factor Model ◽

Physical Education Teachers ◽

Validity And Reliability ◽

School Students ◽

Confirmatory Factor ◽

Personal And Social Responsibility

The purpose of the current study was to test the validity and reliability of a two-factor model of the Personal and Social Responsibility Questionnaire (PSRQ) and examine the relationships between perceptions of personal and social responsibility and intrinsic motivation in physical education. Participants were 253 middle school students who completed the questionnaires. The results from a confirmatory factor analysis and internal consistency suggest the two-factor PSRQ is valid and reliable for assessing students’ perceptions of personal and social responsibility in physical education. The correlational analysis suggests that participants with higher levels of personal and social responsibility were likely to enjoy physical education more. An important implication for teaching practice is that, to encourage all individuals to be intrinsically motivated to participate in physical education, physical education teachers need to empower students with choices and voices, focus them on effort and self-direction in physical education, and create a respectful and caring learning environment.

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The Peculiarities of Physical Education Teachers’ Professional Training: Foreign Experience

Comparative Professional Pedagogy ◽

10.1515/rpp-2017-0048 ◽

2017 ◽

Vol 7 (4) ◽

pp. 39-44

Author(s):

Oleksandr Soltyk

Keyword(s):

Physical Education ◽

Motor Activity ◽

Professional Training ◽

Teaching Practice ◽

Positive Impact ◽

Medical Knowledge ◽

Educational Process ◽

Future Teacher ◽

The Usa ◽

Positive Effect

AbstractThe article deals with professional training of future teachers of physical education within the context of leading countries, namely the USA, Great Britain, China, Germany, France. The aforementioned countries are not just leaders in economical development; they are also leaders in sports. The analysis of literature resources allowed revealing a number of peculiarities, implementation of which in the process of professional training of teachers of physical education in Ukraine will have positive impact. They are reorientation of professional training, as well as future activity on health protection of students, individual physical development, skills development, big-scale implementation of health-improving systems, non-standard types of motor activity in educational process. This calls for improvement of medical knowledge, health fundamentals, disease prevention, and injury prevention. Increase of the role and duration of teaching practice and implementation of compulsory year-long training at future workplace are of great importance. Taking into account national traditions, historical experience of the development of physical culture in native land, and introduction of national types of motor activity to the curricula have positive effect. The division on two individual stages is common in professional training of teachers. The first one is primarily oriented on theoretical component of educational, while the second one emphasizes practical activity of a future teacher. Along with standardization, independence and autonomy of educational institutions in matters of professional training organization have positive effect in educational process. Governmental support, namely financing of physical training and sports and educational sphere, improvement of material and technical base, plays a key role in the process of professional training of future teacher of physical education.

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Predictive Strength of Physical Education-Centered Physical Literacy Indicators on Physical Activity

Journal of Teaching in Physical Education ◽

10.1123/jtpe.2019-0144 ◽

2020 ◽

pp. 1-9

Author(s):

Sami Yli-Piipari ◽

Arto Gråsten ◽

Mikko Huhtiniemi ◽

Kasper Salin ◽

Sanni Seppälä ◽

...

Keyword(s):

Physical Activity ◽

Physical Education ◽

Confidence Interval ◽

Outcome Variable ◽

Physical Literacy ◽

School Students ◽

Cross Sectional ◽

Vigorous Intensity ◽

Predictive Strength ◽

Cardiorespiratory Endurance

This study examined the predictive strength of selected physical education (PE)-centered physical literacy indicators on elementary school students’ accelerometer-measured moderate to vigorous intensity physical activity (PA). The study was a cross-sectional study with a sample of 450 Finnish children (M = 11.26 [0.32]; nfemales = 194; nmales = 256). Data on a set of predictor variables (motor competence, in-class PE moderate- to vigorous-intensity PA [MVPA], health-related fitness, and PE motivation and enjoyment) and total MVPA as a single outcome variable were collected. The entire model explained almost 30% of MVPA (R2adj = .298). Cardiorespiratory endurance (β = 0.42, 95% confidence interval [0.22, 0.62], p < .001) and MVPA in PE (β = 0.27, 95% confidence interval [0.09, 0.44], p = .004) were statistically significant predictors of MVPA. It can be concluded that, of all included variables, cardiorespiratory endurance and MVPA in PE were the most important factors contributing to healthy levels of total MVPA in childhood.

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Religious affiliation, religiosity and health behaviors among high school students in Jakarta, Indonesia

International Journal of Public Health Science (IJPHS) ◽

10.11591/ijphs.v9i3.20493 ◽

2020 ◽

Vol 9 (3) ◽

pp. 184

Author(s):

Mochamad Iqbal Nurmansyah ◽

Miftahul Jannah ◽

Emma Rachmawati ◽

Iram Barida Maisya

Keyword(s):

High School ◽

High School Students ◽

Health Behaviors ◽

Religious Affiliation ◽

Personal Hygiene ◽

School Type ◽

Religious Activity ◽

Addictive Behaviors ◽

School Students ◽

Cross Sectional

<table width="593" border="1" cellspacing="0" cellpadding="0"><tbody><tr><td valign="top" width="387"><p>This study aimed to determine a relationship between religious affiliation, religiosity and health behaviors among high school students in Jakarta, Indonesia. This cross-sectional study was conducted in 9 high schools in Jakarta, Indonesia. A total of 767 respondents joined this study. A multivariate analysis was conducted to determine the associations between dependent and independent variables by adjusting age, sex, school type and economic status. Lower non-organized religious activity had a significant association with higher addictive behaviors (AOR: 0.577 95% CI: 0.340-0.979). In case of nutrition behaviors, there were no significant associations among all aspects of religiosity. Lower organized religious activity was associated with physical inactivity (AOR: 0.323 95% CI: 0.170-0.614). In addition, lower non-organized and intrinsic religiosity had significant association with lower personal hygiene behaviors (AOR= 0.433 95% CI: 0.272-0.688; AOR: 0.436 95% CI: 0.198-0.958). Students with higher religiosity tend to engage less in risky health behaviors. Religious leaders and organizations may be engaged in health promotion activities to disseminate and create better understanding of religious values and beliefs regarding health behaviors.</p></td></tr></tbody></table>

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Edublog in Physical Education as an instrument for coeducation, commitment and intention to be physically active | El Edublog en Educación Física como herramienta para la coeducación, el compromiso y la intención de ser físicamente activo

ESPIRAL CUADERNOS DEL PROFESORADO ◽

10.25115/ecp.v14i28.3819 ◽

2021 ◽

Vol 14 (28) ◽

pp. 1-8

Author(s):

Lucía López-Postigo ◽

Rafael Burgueño ◽

Francisco Tomás González-Fernández ◽

Honorato Morente-Oria

Keyword(s):

Physical Education ◽

Primary School ◽

A Priori ◽

Control Group ◽

Primary School Students ◽

Intervention Programme ◽

School Students ◽

Physically Active ◽

Educación Primaria ◽

Experimental Group

La presente investigación pretendió analizar los efectos del uso del blog educativo (i.e. Edublog) sobre la coeducación, compromiso con esta herramienta digital, calificación e intención de ser físicamente activo en clase de educación física en educación primaria. El estudio corresponde con un diseño cuasi-experimental, usando un grupo control, a priori, no equivalente y, un grupo experimental para una muestra total de 40 estudiantes de educación primaria (50.50% chicas; Medad = 10.55, DTedad = .51). Se tomaron medidas acerca del conocimiento de equidad y calificación al final del programa de intervención, medidas sobre la implicación con el Edublog durante todo el programa, mientras que la intención de ser físicamente activo se evaluó al inicio y al final del programa. Los resultados revelaron la existencia de diferencias estadísticamente significativas en el nivel de conocimiento de equidad, implicación con el Edublog y calificación a favor del grupo experimental. No hubo diferencias estadísticamente significativas en el nivel de intención de ser físicamente activo entre ambos grupos. A modo de conclusión, el Edublog puede ser un recurso didáctico tenido en cuenta por el profesorado a la hora de mejorar las experiencias educativas del alumnado de educación primaria cuando participa en educación física.AbstractThis research aimed at examining the effects of the usage of the educational blog (or Edublog) on coeducation, commitment to this digital tool, grades and intention to be physically active in Physical Education lessons in Primary school. The study adopted a quasi-experimental design with, a priori, a non-equivalent control group and an experimental group for a total of 40 primary school students (50.50% girls; Mage = 10.55, SDage = .51). Measures on knowledge of equity and grades were taken at the end of the intervention programme, measures on a commitment to Edublog were collected throughout the programme, while the intention to be physically active were assessed at the beginning and end of the intervention. The results revealed statistically significant differences in the level of knowledge of equity, the commitment of Edublog and grades a favour of the experimental group. There was a nonsignificant difference in the level of intention to be physically active among both groups. In conclusion, Edublog can be a learning recourse to be considered by teachers in improving primary school students’ educational experiences when they participate in Physical Education.

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