Physical education can be a powerful influence on promoting youth physical activity (PA). This review describes correlates of youth PA, examines how these factors have been targeted in physical ...education (PE) based interventions, and makes suggestions for PE pedagogy to promote PA. Perceived physical competence, enjoyment of PA, intention, direct help and support from parents and significant others, and opportunities to be active were consistently associated with youth PA. The large-scale PE-based PA promotion programs that were successful in increasing out-of-school PA applied a pedagogical framework targeting variables associated with motivation (i.e., perceived competence, enjoyment of PA, self-determination). PE based interventions should continue to address the nature of activities, but also utilize pedagogy that promotes psychological determinants of student motivation. (Contains 1 table.)
The creation of this special issue can be thought of as a cartographic exercise aimed at providing examples of current research on learning in and through interactions in physical education. ...Together, the collection forms a kind of map useful for identifying connections and conceptual similarities and differences between current approaches. As such, the special issue has the potential to stimulate dialogue and to guide future research and pedagogical endeavors when encouraging student learning through interaction in physical education. As with any project of this sort, it is expedient to begin with some contextualization. Over the last 50 years, following the work of prominent education theorists like Piaget and Vygotsky, constructivist principles have become a central feature of the educational landscape (Roth and Lee, 2007; Fosnot, 2005). This trend has led to a practical emphasis on providing students with opportunities to make decisions, work collaboratively, discuss content, and negotiate with one another to actively ‘construct meaning’ in physical education. Constructivist perspectives have provided an important stimulus for the genesis of policy decisions, scholarship and pedagogical models (Rovegno and Dolly, 2006, Wright, Macdonald and Burrows, 2004). Pedagogical models with social constructivist orientations in PE include Sport Education (Kirk, 2006; Siedentop, Hastie, and van der Mars, 2011), Teaching Games for Understanding (TGfU) (Butler, 2006; Kirk and MacPhail, 2002) and Cooperative Learning (Dyson and Casey, 2014; Lafont, 2012). While it is not entirely clear the extent to which these models, or indeed constructivist principles in general, are being implemented in physical education internationally, the volume of literature on constructivist approaches (Rovegno and Dolly, 2006), along with the frequency of use of terms like ‘student centered’ suggest there has been a significant shift in the way physical educators think about teacher-student and student-student interactions. This is a key reason for examining interactions in practice more closely, and an important starting point for this special issue.
The purpose of this study is to examine the reliability and validity of “Perceived Physical Literacy Instrument” (PPLI) questionnaire in adolescents.
Based on physical literacy literature, a 9-item ...instrument was developed for initial tests. The self-report measure was administered to 1945 adolescents in Hong Kong. Confirmatory factor analysis (CFA) was used to examine a three-factor structure of physical literacy. A chi-square difference test analysed several competing models and compared the results between the proposed models (i.e., a three-factor solution) and other alternative models (i.e., a one-factor or two-factor solution). Furthermore, the measurement invariance across gender groups was examined by using multiple-group confirmatory factor analysis. Mean scores for physical literacy factors were also examined by demographic characteristics.
Confirmatory factor analysis (CFA) showed that the construct demonstrated a good fit to the model. For convergent validity, our results, evaluating the factor loading of each items, the values of composite reliability (CR) and the average variance extracted (AVE) of the three factors, revealed that the three-factor validity of physical literacy was satisfactory. The chi-square difference test between models was significant indicating that all the latent variables had satisfactory discriminant validity. Moreover, the findings of measurement invariance showed that the PPLI is invariant across gender.
The PPLI thus appeared to be reliable and valid as a measure of the perceived physical literacy of adolescents. Thus, along with other validated instruments, protocols and research designs, the PPLI could be widely used to test adolescents' self-perception of physical literacy and their own physical and mental health conditions and thereby health. Physical education professionals may thus recommend appropriate intervention programmes for younger generations.
In this study, the authors used the trans-contextual model of motivation (TCM) to examine the effect of Sport Education (SE) on students' participation in a voluntary lunch recess sport club. A total ...of 192 participants (ages 9-14 years) completed measures of the TCM constructs before and after a 12-week SE intervention period. Participants had the opportunity to participate in weekly, voluntary lunch recess sport club sessions during the intervention period. SE elicited a moderate increase in autonomous motives in physical education. The TCM accounted for a significant proportion of the explained variance in lunch recess sport club intention and participation. Autonomy-supportive curricular models, such as SE, may have the potential to facilitate transfer of motivation and participation in physical activity from a physical education to an extracurricular context. Verf.-Referat (geändert).
•To examine the effects of PE-CPD on teachers’ physical literacy and self-efficacy.•Students’ learning outcomes will also be explored.•Randomized controlled trial (RCT) method will be used.•50-h ...PE-CPD will be developed followed by 8-month period students’ intervention.•Data will be collected at baseline, post-intervention, and follow-up.
The purpose of this project is to use a randomized controlled trial to examine the effects of continuing professional development (CPD) on teachers’ physical literacy and self-efficacy and students' physical literacy and physical activity (PA) participation. Seventy teacher participants will be randomly allocated into the CPD intervention and control groups. A total of 50-h of CPD will be completed by teachers during an eight-month period. Teachers will complete physical literacy and self-efficacy questionnaires prior to, and at the end of the CPD program. Following the completion of the PD program, teachers will deliver an 8-month curriculum intervention in schools focused on developing student physical literacy. Prior to, and following the curriculum intervention students will complete questionnaires on their physical literacy, motivation and enjoyment of PA and measured daily PA levels. Teachers’ physical literacy and self-efficacy can be regarded as major determinants of effective physical education teaching, which in turn, influences students’ physical literacy and PA participation.
If we continue advocating for physical education as one of the most viable intervention programs to reach overweight and obese children, then this issue of physical activity levels must be addressed. ...Of the large-scale interventions that used physical education programs, the only ones that were successful in increasing students' out-of-lesson physical activity time were those embedded within a specific pedagogical motivational framework that aimed at influencing these mediating psychosocial variables (McKenzie, Nader, Strikmiller, Yang, Stone et al., 1996).
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