This study sought to propose the Undesirable Behavior Strategies Questionnaire – Physical Education (UBSQ-PE), based on Doyle, W. (1977). Paradigms for research on teacher effectiveness.
, 5(1), ...163–198. classroom ecology paradigm, and validate its use within Physical Education. 289 physical educators participated in the study (80 of them in the pilot study) and completed a survey evaluating the strategies they used across the classroom ecology task systems. An exploratory factor analysis proposed a four-factor solution that measured teachers’ strategies for
and
and explained a cumulative 47.45% of the total explained variance (KMO = 0.809,
= 1,266, 684,
< 0.001). A confirmatory factor analysis indicated a good fit of the data to the four-factor solution (χ2/df ratio = 1.52, comparative fit index = 0.906, Tucker Lewis index = 0.890, standardized root mean square residual = 0.079, root mean square error of approximation = 0.05), providing evidence for the instrument’s internal consistency. Multiple analyses of variance showed that there were differences in teachers’ strategies based on their gender, age, studies, professional knowledge, and school level. The use of UBSQ-PE asserts that teachers use undesirable behavior (UB) strategies according to their personal and professional characteristics. Teacher education programs could use this information for supporting PE teachers to adjust their UB strategies in response to each classroom’s interrelated task systems.
Despite the recent increase in attention on studies focusing on different types of assessment of student participation in physical education (PE), there is little research concerning students’ ...attitudes toward the PE assessment process. This study aimed to investigate students’ attitudes toward assessment procedures in PE by developing and validating a quantitative instrument concerning crucial areas of pedagogy such as curriculum, teachers, grading, and fitness tests. It further investigates important attitude determinants such as grade level and gender differences. The scale was distributed to 1,403 students in the 5
, 6
, 7
, and 10
grades. Principal components analysis showed an eigenvalue factor greater than 1, which accounted for 47% of the total variance. Confirmatory factor analysis yielded satisfactory indices that confirmed the unidimensional model with high internal consistency (α = .84). A two-way analysis of variance revealed a significant difference between the 7
and 10
grades. At the same time, students expressed a high level of positive attitudes toward the different aspects of assessment procedures. The study examined various aspects of students’ attitudes toward assessment and resulted in a reliable, valid, and easy-to-use quantitative instrument that can be used by educators and researchers to assess students’ attitudes toward assessment in PE.
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This study examined 10–11-year-old students’ perceptions regarding three different types of physical activity games based on different principles of mental engagement (contextual interference, mental ...control, or discovery). A total of 156 students (84 girls) from five fourth-grade (75 students) and five fifth-grade (81 students) classes of five elementary schools located in a middle-sized city in central Greece participated in the study. These students participated in a larger project consisting of a series of acute experiments aiming to examine the effectiveness of cognitively challenging physical activity games in elementary physical education. Students responded to open-ended questions regarding their perceptions of the physical activity games. Their responses were analyzed through a thematic analysis. A total number of 706 quotes were identified and categorized into the lower-order themes which were organized into four higher-order themes: (a) characteristics of the games, (b) effects of the games, (c) areas for improvement, and (d) preferences for specific games. Students’ views provided supporting evidence regarding the employment of cognitively challenging physical activity games in physical education. Useful insights regarding the characteristics of the games, their effects, and their areas for improvement were also gained.
In recent years, European countries have become hosting destinations for thousands of people who have been forced to leave their home countries. Greece is one of the main European hosting countries ...of refugees, especially children. Thus, the pupil population is gradually changing and the need for intercultural education is increasing. Physical education (PE) and sports have been recorded as suitable contexts for this process. However, there are still many challenges present in these contexts. The following study attempts to present the perceptions of PE teachers, coaches, and academics on the inclusion of refugees in PE and sports. Fifteen PE teachers/coaches and academics involved in the field of intercultural education participated in the study. A phenomenological approach was followed through semi-structured interviews. The method of thematic analysis was chosen to analyze the data. While all the participants considered PE and sports to be the most suitable contexts for the inclusion of refugees, they emphasized certain barriers to be overcome: the lack of training for PE teachers and coaches, prejudices of the parents of both natives and refugees, and refugees’ socioeconomic status and gender issues. Participants also shared their ideas for an adequate training program to improve PE teachers’ and coaches’ attitudes and promote their knowledge and skills regarding the inclusion of refugees. The participants underlined the need for intercultural education and well-structured training programs to properly manage culturally diverse environments.
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The present study aimed to identify the impact of social distancing measures on adolescents' physical activity (PA) levels and well-being during the implementation of COVID-19 restrictive measures. ...There were 438 participants (207 boys and 231 girls), aged 12 to 15 years old (
= 13.5,
= 0.55). They completed online questionnaires on well-being and PA in three waves (December 2020, February 2021, and June 2021). Correlation analyses were conducted to examine the relationship between well-being and PA variables in the three measurements. Additionally, separate three-way repeated-measures ANOVAs were conducted to capture possible differences in students' moderate to vigorous physical activity (MVPA) levels, life satisfaction, and subjective vitality among the three measurements due to gender, age, and interaction between gender and age. A significant relation emerged between the MVPA variables and well-being. In all measurements, adolescents' PA levels did not meet the World Health Organization (WHO) recommendations of at least 60 min per day in MVPA. Students' MVPA levels, life satisfaction, and subjective vitality were significantly higher in the third measurement compared to the first and second ones. Moreover, significant differences emerged in life satisfaction and subjective vitality between boys and girls in the first and third measurements, respectively. The COVID-19 restrictions appeared to negatively influence adolescents' PA and well-being. Policymakers aimed at facilitating adolescents' well-being in a similar situation in the future should not adopt measures restricting the participation of adolescents in PA.
The aim of this study was to develop a direct observational system in order to assess competitive behaviours in preschool children. Participants were 176 children (90 boys, 86 girls; M
age
= 5.2 ...years) from 10 kindergarten classes of one town of Central Greece. A new observational system (Observational System Assessing Competition in Kindergarten) was developed for the objective measurement of children's competitive behaviours. This system will allow researchers to monitor and evaluate children's competitive behaviour in kindergarten classes. Preliminary direct observation data are presented in order to illustrate the potential uses of the observational system. Results showed that boys express more often competitive behaviours than do girls. Furthermore, the majority of competitive behaviours were observed during organised activities and much less during free activities, breakfast time and discussion.
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Psychological distress is a multidimensional concern affecting patients’ ability to cope with cancer, its physical symptoms, and treatments. This study examined the effect of an exercise program and ...a group psychotherapy program on the quality of life of Greek cancer patients. The sample consisted of 39 cancer patients (10 males and 29 females), assigned randomly in three groups of 13 patients each group, that is, a control, an exercise and a psychotherapy group. The duration of the training program for the individuals of the exercise group was 10 weeks at a frequency of two sessions per week, 60 minutes each session. The patients of the psychotherapy group received a 10 weeks’ supportive–expressive group therapy, at a frequency of one time per week, of 90 minutes each meeting. The quality of life SF-36 questionnaire was administered to examine the short-term effect of both programs prior and after intervention on quality of life. Control group individuals did not participate in any program and they just filled in the SF-36 questionnaire prior and after intervention. Improvement in “vitality” (p = .006) and mental health subscale (p = .011) was statistically significant between pre and post measures in the supportive therapy group. All other domains exhibit no significant changes. In the exercise group, physical functioning, role functioning and emotional role values were also improved but not to the point to generate statistically significant results. The findings of the present study support the positive impact of psychotherapy intervention on vitality and mental health component of patients with cancer, followed in less extent by the beneficial effect of the exercise program.
The aim of this study was to explore preschool children's perceptions of their performance under competitive and non-competitive conditions (NCC) and their satisfaction. Eighty preschool children (40 ...boys, 40 girls) aged 4-6 years (M age = 5.48, SD = .57) took part in this study. Preschool children built a tower under competitive and NCC and expressed their perception of their performance and their satisfaction using a ladder scale and a faces scale, respectively. The results showed that the majority of preschool children evaluate their performance as 'high' under both conditions independently of the outcome. Under competitive condition (CC), 52.5% of children evaluated their performance accurately, while under NCC this percentage was 47.5%. Furthermore, the majority of children responded that they felt happy under both conditions.
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Problem statement: Although the study of students' attitudes toward physical education (PE) is of particular importance, there are only a few tools that study a variety of factors. Developing a tool ...that evaluates various factors helps to a better understanding of students' attitudes. Purposes: The purposes of this research were: (a) the development, and investigation of reliable and valid instruments that evaluate students' attitudes and predispositions toward PE, the assessment in PE, and how attitudes related to factors 'enjoyment' and 'effort,' (b) the examination of the statistically significant differences in grade, age, gender, and teacher's gender, (c) the analysis of the correlations between the factors of the questionnaires. Method: A total of 638 students (327 boys, 311 girls) participated from fifth, sixth, seventh and tenth grade. Attitudes towards Physical Education were measured through Phillips and Silverman (2012) questionnaire, while Predispositions towards Physical Education were assessed through Hilland, Stratton, Vinson, and Fairclough Physical Education Predisposition Scale (2009). Furthermore, a scale of 8 items was developed to assess Attitudes toward assessment in Physical Education. In addition, effort and enjoyment were measured. Results: All factors demonstrated acceptable internal consistency (a > .70) and confirmatory factor analysis confirmed structural validity of the scales. A one-way analysis of variance and post hoc test revealed that attitudes toward PE and toward assessment in PE were significantly higher in fifth, sixth and seventh grade compared with tenth grade students. Strong positive correlation was revealed between cognitive and affective factor. A total of 58% of enjoyment, and 44% effort were explained by the independent variables. Conclusions: The high validity and reliability of these instruments along with the variety of factors investigated, provide a strong base to conduct future research on students' attitudes.
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Problem statement: The theoretical literature on Physical Education (PE) supports the claims of the Teaching Games for Understanding (TGFU) approach advocates for teaching games. However, ...contradictory evidence exists in the empirical-scientific literature. A limited number of studies have focused on in-service PE teachers' perceptions of the TGFU model. Most of these studies have focused on the views of in-service secondary education PE teachers, while a limited number of studies have examined in-service PE teachers' views on implementing TGFU in elementary education. Purpose: The purpose of this study was to examine in-service PE teachers' perceptions of and experiences with the TGFU model in PE and its effectiveness in teaching team games (team handball) to elementary students. Methods: Six in-service PE teachers participated in this study (three females and three males) from six separate Greek public elementary schools. PE teachers were trained to deliver a TGFU unit and then they applied the TGFU model to teach a common unit of eight consecutive readymade team handball lessons. Qualitative data were gathered from semi-structured interviews, and quantitative data were obtained from participants' diaries. Each teacher participated in an individual semi-structured interview to record their perceptions of the TGFU model. Results: Participants revealed that they held positive views of the TGFU model and were generally satisfied with its impact on students' progress. More specifically, they noted that TGFU helped them to develop their students' skills, knowledge of the rules, tactics, and game play. In addition, they reported that the TGFU model significantly promoted students' enjoyment, involvement, and cooperation in the lesson. They stressed that the TGFU model helped the less skilful students in playing team games to improve their skills, performance, and understanding of the game tactics and increased their confidence and involvement in the PE. All PE teachers who participated in this study identified an array of benefits of the TGFU implementation and hence stated that they will adopt this model for teaching team games. In addition, they mentioned that they will recommend it to colleagues as an effective approach for teaching team games. Conclusion: All participants stated that TGFU helped them in achieving the elementary PE curriculum goals regarding team games. Thus, it can be concluded that TGFU is effective and suitable for teaching team games to elementary school students.
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