Search

The purpose of this study was to examine the relationships among teachers' perceived mattering, their identified emotional experiences while teaching, and their self-reported teacher resilience. Perceptions of teacher mattering and teacher emotions were examined as characteristics that may directly and indirectly be associated with teacher resilience. Physical educators (N = 379; M[subscript age] = 42.44; 54% male; 46% female) participated in a cross-sectional survey. The participants had been teaching physical education (PE) for an average of 16 years, with approximately 68% holding an advanced degree. Confirmatory factor analysis and structural equation modeling were used to explore hypothesized relationships among the following variables: perceived mattering (i.e. physical education mattering, teacher mattering), teacher emotions (i.e. enjoyment, anger, anxiety), and teacher resilience. Results showed that perceptions of physical education mattering were related to perceived teacher mattering. Subsequently, teacher mattering was associated with teacher enjoyment and anxiety, which were then linked positively and negatively to resilience, respectively. No direct relationship was identified between mattering and resilience, but indirect relations via emotions were found. Thus, emotions appeared to mediate the perceived mattering-resilience relationship. Both environmental and personal variables should be considered when studying teachers' psychosocial skills in navigating workplace contexts. Enjoyment may buffer marginality beliefs and enhance resilience in day-to-day teaching. The characteristics of having or developing resilience appear to be founded somewhat in emotional experiences which, in turn, have shown strong links with actions, beliefs, and behaviors among teachers.

Schools are focusing more on promoting physical activity (PA) before, during, and after the school day, to combat the risk factors associated with sedentary behaviors. Since attitudes impact decisions to be physically active, identifying how PA attitudes relate to established attitudes toward physical education (PE), as well as PA intentions and behaviors are important--and thus the focus of this study. Middle school students (N = 948; 45% female) completed PA behavior, PA intention, and PA and PE attitude surveys. Findings provided a better understanding of attitude theory with the identification of relationships between PA attitudes and PE attitudes, behavioral intention, and behavior. Multiple regression model results showed significant relationships between positive PA attitudes, negative PA attitudes, and PE attitudes with behavioral intention, and self-reported PA behavior. Differences between positive and negative PA attitudes were identified with positive PA attitudes most predicting intention. The results provide guidance for developing learning experiences aimed at promoting attitudes toward PA.

The purpose of this study was to investigate physical education teachers' perceptions of implementing online physical education during the COVID-19 pandemic as well as to explore their needs with regard to support for future teaching experiences. A total of 4,302 teachers completed four open-ended questions as part of a larger survey. Deductive and inductive qualitative analysis led to three themes: (a) Teachers' Proud Moments, (b) Help! So Many Obstacles, and (c) Future Challenges. Teachers stated many successes and challenges that they experienced through the COVID-19 pandemic. Many items specifically focused on use and access to technology, student participation, and meeting students' needs in various ways. Results can provide guidance for how to address the essential components of physical education in the online environment. In addition, results may provide insight to those who educate, train, and prepare teachers to teach in a virtual and/or physically distanced environment.

This study investigated physical education (PE) teachers' experiences with remote instruction in the United States during the initial outbreak of COVID-19. PE teachers (n = 4,362) from all 50 states completed a survey identifying their experiences with remote instruction in May, 2020. Survey responses were analyzed by geographic region, district type, and school level. Teachers reported having students submit assignments (51% yes), using video instruction (37% yes), being less effective when instructing remotely (20% yes), and emphasizing student outcomes focused on health-related fitness (32% yes), and physical activity value/enjoyment (43% yes). Access to technology (40% yes) and required student assignments (43% yes) were lowest among teachers from the South. Rural teachers reported the least access to technology (37% yes) and rated themselves as least effective (24% yes). Secondary level teachers reported the highest percentage of required assignments (84% yes). Teachers' responses identify unique challenges to delivering equitable and effective remote PE instruction.

The purpose of this study was to develop the Youth Physical Activity Attitude Scale (YPAAS). Questions were developed using dual-component (affective-cognitive, positive-negative) beliefs framework. Content validity was established with expert panel review. Two samples of 4th-8th grade students (51% Female; 9-14 years) completed the YPAAS (sample 1, n= 3,188; sample 2n= 679). Exploratory and confirmatory factor analyses and structural equation modeling were used to examine the construct and criterion validity of the YPASS. Results indicated a 12-item measure with positive and negative attitude dimensions. Students in upper-grade levels reported stronger negative attitudes toward physical activity compared to students in lower grades. The YPASS produced invariant scores for boys and girls. Structural equation modeling revealed that positive attitudes related to both physical activity intentions and behaviors. Overall, scores from the YPAAS were shown to be valid and reliable for capturing youths' positive and negative attitudes toward physical activity.

Purpose: Existing research suggests that students' attitudes toward physical education are positive through Grade 5, but become less positive as grade levels increase; this research is, however, missing student voice. The purpose of this study was to further understand why students' attitudes have been shown to decrease. Methods: Twenty-six focus group interviews (students N = 65) were conducted over 2 years to discover what was influencing attitudes from fifth to eighth grade. Results: Three themes emerged: (a) curriculum leads to decreases in student attitudes (subthemes repetitive and boring, an overemphasis on competition, and fitness testing activities--what's the purpose and why am I on display?), (b) social factors impact attitude: sweating and changing, and (c) physical education assumptions, the easy "A" (subthemes: perceptions of physical education teachers and the easy "A"). Conclusion: Allowing students to explain the reasons for decreases in attitudes contributes to improving the teaching and learning process.

Students' attitudes toward physical education (PE) affect decisions to be physically active, are affected by the teacher and the curriculum, and become less positive as children get older. Federal funding has been granted to improve physical education programs, yet it is unknown how this funding affects attitudes and decisions to remain active. Attitudes toward PE of students from three schools that received large federal grants (n = 2,962) were compared to attitudes of students from two schools that did not receive funding (n = 3,252) for 3 years. Federal funding does not appear to slow decreases in students' attitudes. Significant differences between groups only appeared in fourth and fifth grade, with small effect sizes. Though funding added equipment, curricula, professional development, and technology to PE programs, more than funding--instead a focus on teaching and implementation--is likely needed to improve students' attitudes toward PE.

Background: The use of fitness tests in physical education (PE) receives extensive scrutiny and represents one of the most fiercely debated topics in PE research. Fitness test proponents often provide unwavering support citing their positive long-term benefits while critics underscore the corrosive long-term pitfalls associated with their use in PE. In many instances, both proponents and critics alike make these arguments with limited evidence to support their claims. Recently, critics have also highlighted the gendered nature of fitness tests, reporting that overt characteristics of these tests and their implementation create covert messages that reduce girls' motivation toward PE. Therefore, there is a clear need to gather evidence concerning the effects that fitness tests have on students' subjective experiences in PE. Purpose: The purposes of this study were twofold. First, we examine relationships between middle school students' fitness test performances and their future attitudes and emotions toward PE. Second, we investigate how these relationships vary for girls and boys. Method: A total of 273 middle school students (6th-8th grade; Male = 52%, Female = 48%) completed Fitnessgram™ battery of tests. Two weeks later, students completed two previously validated surveys about: a) their attitudes, and b) their discreet emotions (enjoyment, boredom, and anger) toward PE. First, structural equation modeling (SEM) was used to evaluate relationships for the entire sample. Once this baseline model was established, multi-group SEM identified similarities and differences in the pattern of relationships between girls and boys. Results: Findings revealed that better PACER performance predicted lower reports of future anger toward PE for both girls and boys. Conversely, increased performance on the curl-up test predicted higher rates of anger and lower rates of enjoyment toward PE. Increased PACER performance also predicted favorable attitudes for boys but not girls while increased sit-and-reach performance predicted favorable attitudes for girls but not boys. It should be noted, however, that fitness test performances explained limited amounts of variance in these outcomes, especially for girls. Conclusions: Unlike the common arguments about the valuable or harmful effects of fitness testing, our results suggested these tests had limited associations with students' future attitudes and emotions toward PE. Overall, we remain pessimistic about the use of fitness tests in PE because these PE teachers implemented fitness tests in isolation of the broader PE curriculum. Scores were neither shared with parents/guardians nor used to help students learn about their fitness. Students did not compare their results to previous tests and, to our knowledge, scores were not used for any large-scale surveillance purposes. It remains unclear how fitness test performances relate to student attitudes and emotions toward PE when implemented in a comprehensive and connected manner within the broader curriculum.

It is seldom that the accomplishments of secondary physical education students are celebrated. The Most Physically Educated Contest was developed to allow students from several school districts to gather for appropriate competition and to display the characteristics of physical literacy attained from participation in high-quality physical education programs. The purpose of this article is to share with readers the process of developing, organizing and executing a Most Physically Educated Contest so that others can replicate the event in their own setting. Students participated in the following events, with assessments aligned with the National Standards: (1) written essay, (2) PACER test, (3) push-up assessment, (4) badminton task, and (5) basketball task. All of the steps from initial planning to awards, including keys to success, schedule of events, and the awards ceremony, are presented.

Primary objective: Teacher evaluation is being revamped by policy-makers. The marginalized status of physical education has protected this subject area from reform for many decades, but in our current era of system-wide, data-based decision-making, physical education is no longer immune. Standardized and local testing, together with structured observation measures, are swiftly being mandated in the USA as required elements of teacher evaluation systems in an effort to improve school programs and student achievement. The purpose of this investigation was to document how this reform was initiated and the experiences of teachers, students and administrators, from three high school physical education programs, during initiation of this reform. Documenting how physical education programs respond to such reforms develops our understanding of top-down reform efforts and helps to identify conditions under which such reforms have the intended effect on physical education teachers and student learning in physical education. Theoretical Framework: Fullan's three phases of school change has been used to analyze and guide school change efforts in several subject areas including physical education. The phases are initiation, implementation and institutionalization. This study is situated primarily within the first phase of school change, the initiation phase. Methods and Procedures: This study took place over a 21-month period in 3 suburban school districts in a northeast metropolitan area of the USA. Interviews with district physical education administrators, high school physical education teachers and students were conducted. Field notes of physical education classes, informal interviews and related artifacts including pre- and post-physical education assessments were collected. To ensure trustworthiness, several steps were taken including member checks, triangulation and peer review. The data were analyzed to find common themes and patterns using the constant comparative method. Results: Several themes emerged: (1) changes in curriculum and assessment; (2) effect on administrators; (3) stakeholder apathy and (4) department collaboration. Conclusion: Changes, although minor, did take place in the wake of this top-down teacher reform; however, additional research needs to be completed to determine whether or not these changes are meaningful or long lasting.

Fitness assessment can be an important and useful component of physical education. This article discusses how to avoid the pitfalls that lead to negative student experiences with fitness assessment and presents research-based suggestions for creating a positive experience for all students. A section to help teachers understand how to use fitness assessment properly within the physical education program is included, with examples of lesson ideas and resources aligned with each recommendation. It is hoped that teachers will use this information to help students to gain the benefits of participating in fitness assessment as part of their physical education program.

In recent years, a substantial surge has occurred in the number of initiatives, events and organizations focused on using sport as a tool for development, peacebuilding and humanitarian efforts. This has created a growing need for educated leaders in the sport-based youth development field as the job market in this field continues to expand. The purpose of this article is to describe three academic programs currently preparing undergraduate and graduate students to succeed in leadership positions within sport-based youth development organizations. It explores how these academic programs are responding to the emerging job market and describes the courses and field-based experiences that provide students with the knowledge, skills and experiences to lead this growing field. The conclusion explores the strengths of these academic programs and the challenges they have faced, with a particular focus on information that may be beneficial to administrators, educators and practitioners.

Purpose: A relationship exists between attitudes toward physical education and future physical activity. The purpose of this study was to examine changes in attitude toward physical education as students progressed from upper elementary school (Grade 4) through middle school (Grade 8). Method: Three cohorts of students (Cohort 1, Grades 4-6, n = 96; Cohort 2, Grades 5-7, n = 71; and Cohort 3, Grades 6-8, n = 73) were each followed for 3 years to examine changes in attitudes toward physical education. Results: After an initial increase from Grade 4 to Grade 5, a significant decrease was observed from Grades 5 to 8 in students' positive attitudes toward physical education, with a faster rate of change for girls than boys. Conclusion: This longitudinal study provides further insights regarding the attitudes of students as they progress from Grade 4 to Grade 8 and expands on previous findings identifying decreasing positive attitudes toward physical education as students age, particularly for girls. The results provide evidence to support targeted interventions.

The Centers for Disease Control have suggested that physical education plays a role in promoting healthy lifestyles. Prior research suggests a link between attitudes toward physical education and physical activity outside school. The current study provides additional evidence of construct validity through a validation across two instruments measuring attitudes toward physical education by investigating their psychometric properties with a sample of 6th grade students (N = 377). Confirmatory factor analysis results indicate that the four-factor model fit the data well for both instruments based on fit indices, and a multitrait-multimethod analysis provides evidence of convergent and discriminant validity. Cross validation of these instruments permits longitudinal investigations on the role of attitudes toward physical education and their impact on physical activity.

The purpose of this study was to investigate the attitudes of high school students toward fitness testing. An instrument containing 18 items and four factors measuring student's attitudes toward fitness testing: cognitive, affect-enjoyment, affect-feelings, and affect-teacher was completed by 524 boys and 675 girls (N = 1199). MANOVA indicated significant differences among the dependent variables for grade and gender. A stepwise discriminant function analysis (DFA) indicated affect-feelings then affect-enjoyment as variables that predicted these differences. Follow-up tests indicated that gender, and not grade, was the cause of the significant affect-feelings differences. MANOVA for fitness test types and the follow-up DFA indicated that students who completed the FitnessGram test had significantly higher cognitive attitudes than those who completed the President's Challenge. The results suggest that student gender and the type of fitness test impact and lead to differences in attitudes.

Physical education classes at the authors' high school expose students to a variety of activities that are specifically geared toward their interests. The teachers and students also assess learning with the goal of attaining physical education standards including skills, strategies, rules, and personal/social responsibility. Seven years ago this was very different. This article summarizes the changes that took place in this program, beginning with the implementation of summative assessments.

Assessment in physical education is not new. What is new is a national focus on teacher evaluation systems that include the use of student achievement scores from administered assessments. An additional educational focus is on the implementation of Common Core Learning Standards in all subject areas, including physical education. Physical educators are now being charged with implementing literacy concepts throughout their curricula. Although many effective physical educators have incorporated literacy concepts into their curricula for decades, recent reform efforts have placed the added expectation of documenting student learning in physical education. This article presents examples of field-tested middle school assessments that could be used in teacher evaluation systems to show student learning. The assessments presented can also be used as viable, realistic, and authentic evaluations in physical education that contribute to literacy goals associated with the Common Core Learning Standards.

Purpose: The purpose of this investigation was to develop an instrument that has scores that are valid and reliable for measuring students' attitudes toward fitness testing. Method: The method involved the following steps: (a) an elicitation study, (b) item development, (c) a pilot study, and (d) a validation study. The pilot study included 427 student-completed instruments from 3 schools. Pilot study data analyses were conducted resulting in a proposed model for the final study. Participants for the final study were 1,199 students (524 boys and 675 girls) from 13 schools. Thirty-six experts in physical education pedagogy were the participants of the content validity study. Results: The data fit a model with 4 factors: cognitive, affective-enjoyment, affective-feelings, and affective-teacher. Fit statistics from the confirmatory factor analysis indicated an overall good fit of the data to this model. Goodness of Fit Index (GFI), GFI Adjusted for Degree of Freedom, root mean square error of approximation, Bentler's Comparative Fit Index, and Bentler & Bonett's Normed Fit Index scores were 0.892, 0.862, 0.080, 0.920, and 0.910, respectively. The Guttman-Cronbach alpha reliability coefficients for the 4 factors and overall model were: cognitive (a = 0.919), affective-enjoyment (a = 0.887), affective-feelings (a = 0.865), affective-teacher (a = 0.801), and overall (a = 0.902). Conclusion: Scores from this instrument indicate that we can measure students' attitudes toward fitness testing well and can therefore permit further examination into the role these attitudes play in future physical activity.

Teacher candidates' use of technology is a component of physical education teacher education (PETE) program learning goals and accreditation standards. The methods presented in this article can help teacher candidates to learn about and apply technology as an instructional tool prior to and during field or clinical experiences. The goal in developing successful technology-based service learning is to systematically guide candidates in their pursuit of pedagogically appropriate and meaningful projects, such as web page construction and the use of heart rate monitors, pedometers, mobile apps, active gaming, and digital video. The end product results in a contribution that will flourish at the school site. The purpose of this article is to provide examples of field-tested technology-based service learning projects that have been used to meet both PETE program goals and benchmarks for accreditation.

While many teachers continue to ignore the practice of assessing student achievement in physical education, recent federal pressures to include student assessment data in teacher evaluation systems has shown that assessment of student outcomes is here to stay. Though there is a strong tradition of assessing teacher practice in physical education, standardized measures of student achievement and the requirement to show data on student learning in physical education are relatively new ideas. This article reviews issues about using student achievement data to evaluate physical education teachers. It also presents examples of assessments that could be used to document student achievement for the purpose of teacher evaluation. (Contains 1 table.)

How and why meaningful curriculum or program changes happen in physical education is important, but not well understood, especially at the secondary school level. In this longitudinal case study, we examined teacher-initiated changes in a high school physical education program. Data were collected through prolonged engagement over 5 years and included interviews with teachers and students, documents from the physical education department, field notes, survey responses, and presentation notes. A broad range of change forces, including a standards-based assessment program, was assessed using qualitative methods. Consistencies and inconsistencies between Fullan's theoretical framework on changes in education and what occurred in this physical education program are identified. Ways that change was aligned with Fullan's phases of change (Initiation, Implementation, and Institutionalization) were also considered. Results suggest that aspects of Fullan's framework are aligned with systematic changes in physical education. Teachers, as passionate, committed change agents, were essential for positive change. Elements of bottom-up and top-down educational reform were present in varying degrees. The effect of external change agents and funding, however, was noticeably absent., As a traditionally marginalized subject area, with little administrative attention, physical education has too often been allowed to languish behind other school reform efforts (Bechtel & O'Sullivan, 2007; Castelli & [...]

Based upon ten years of teaching and modifying the Sport Education Model at the high school level, this article summarizes how the author has had success in using the model to increase enthusiasm, student learning and quality participation in physical education. What started out as one teacher in the district testing the model with one class a decade ago, has evolved into a program with many teachers teaching multiple sections using the Sport Education Model. In this article, the author presents a brief background on the Sport Education Model, followed by an account of how to initiate implementation, including keys for success. Additionally, examples from a sport education high school basketball unit, which include how to use peer teaching and various assessments, are provided. (Contains 2 figures.)

Purpose: Students' affective experiences represent essential physical education (PE) learning outcomes. However, measuring these essential internal processes and understanding how they relate to behaviors has been difficult and limited thus far. The purpose of this study was to expand the Discrete Emotions in Physical Education Scale (DEPES) from the original three in-activity emotions (enjoyment, boredom, and anger) to include three additional outcome-related emotions (pride, shame, and relief). Method: Exploratory structural equation modeling (ESEM) analyses investigated the factor structure for the DEPES expansion with middle school (i.e., 6th, 7th, & 8th grade) students from the United States (N = 495; Mage = 11.96 (SD =.98), 57% Female). Additionally, we examined predictive validity with relevant outcomes including perceived social competence, disruptive behavior, and multiple meta-cognitive knowledge beliefs (declarative, conditional, and procedural). Results: ESEM for the six emotions showed good model fit. Standardized factor loadings yielded strong primary loadings with minimal cross loading, suggesting discriminant validity for both in-activity and outcome-related emotions. Also, predictive validity of students' disruptive behavior (21%), social competence (40%), and metacognitive knowledge (40–57%), accounted for a significant portion of knowledge variance. Conclusion: The six emotions measured by the DEPES can provide clear and precise information on students' affective experiences in PE. Furthermore, measuring a variety of discrete emotions can help researchers/teachers capture unique motivational tendencies in students' behavior and knowledge. The evidence speaks to how limiting general positive/negative affect may be when trying to understand students' motivation/behaviors in PE. Overall, the DEPES can make valuable contributions to PE research and practice. [ABSTRACT FROM AUTHOR]

Despite the motivational impact of teacher goal orientations and emotions, there is limited investigation on those who experience marginalization, such as Physical Education teachers. The purpose of this study was to explore the relationships among and differences in Physical Education teacher goal orientations and emotions. Inservice Physical Education teachers (N = 364) from across the U.S. completed demographic, goal orientations, and emotions surveys. Analysis of variance and path analysis tests found that goal orientations and emotions differed significantly by context, instructional level, and years of experience. Aiding teachers in the development of mastery, approach, and social goal orientations can increase positive teacher experiences – improving their effectiveness and well-being. • First exploration of Physical Education teacher goal beliefs that include all five teacher goal orientations. • Physical Education teachers aligned and deviated from previous work on general subject classroom teachers. • Physical Education teachers goal orientation differ by context, grades taught, and years of teaching experiences. • Goal orientations beliefs were significantly related to teacher emotions (a representation of teacher well-being). • This studyhighlights the need for future research on the psychosocial aspects of teaching marginalized subject areas. [ABSTRACT FROM AUTHOR]

Modifications to the social–ecological model, such as Whole School, Whole Community, Whole Child (WSCC) frameworks, have been utilized in comprehensive school health interventions. Classroom physical activity breaks are used when implementing whole-of-school approaches. However, the onus to implement classroom physical activity breaks is on school stakeholders. This study aimed to explore teacher and principal perceptions and implementation of physical activity breaks in elementary schools. Further, this study investigated how theoretical factors representative of the social–ecological model and their interactions affect teacher and principal perceptions and utilization of classroom physical activity breaks. Interviews were conducted to understand teacher and principal perceptions and implementation. A total of 12 classroom teachers and five principals participated in semi-structured interviews which were analyzed using constant comparison and deductive analysis to identify relationships and themes coded across the social–ecological and WSCC models. To ensure fidelity individuals that led the professional development (n = 2) were also interviewed. Three main themes emerged as part of the data analysis: (i) The Connection Between Intrapersonal Knowledge and Interpersonal Professional Development, (ii) Resources, Sharing Means Caring and (iii) The Policy Level Creates Time. Teachers and principals valued knowledge and resources and felt that policy facilitated implementation. Results suggest that classroom physical activity breaks are influenced by multiple factors across varied levels of the social–ecological model. Understanding this relationship can inform future professional development to increase the provision of classroom physical activity breaks among teachers. [ABSTRACT FROM AUTHOR]