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This study examined the effects of cognitively challenging physical activity games on students' executive functions and situational interest in physical education. Participants were 144 fourth- and fifth-grade students (75 boys, 69 girls) from four elementary schools. A four-group, repeated measures, cross-over quasi-experimental design was used in this acute experiment including a physical education session. One fourth- and one fifth-grade class from each school were randomly assigned to Group 1 with cognitively challenging physical activity games, Group 2 with a session for teaching soccer skills, Group 3 with a session for teaching track and field skills, and Group 4 (waiting-list control group) with cognitively challenging physical activity games after the post-test. Pre- and post-test measures for executive functions and a post-test measure for situational interest were included. Group 1 students, who were involved in cognitively challenging physical activity games, improved their scores in the executive functions more than students who participated in the sessions with soccer or track and field skills and waiting-list control group students. The positive effects on students' executive functions were replicated when the cognitively challenging physical activity games session was implemented in the waiting-list control group. Some improvements on executive functions for students who participated in the soccer skills session were found. Students who played the cognitively challenging physical activity games reported higher scores on novelty compared to students in the soccer or track and field groups. These results support the effectiveness of the cognitive challenging physical activity games for triggering students' executive functions in physical education.

This study compared the effects of three different types of cognitively challenging physical activity games on students' executive functions and situational interest. Participants were 140 students from four fourth-grade and four fifth-grade classes of four elementary schools. One fourth- and one fifth-grade class from each school were randomly assigned to the three experimental and the control group conditions. A group-randomized controlled trial design was used in this acute experiment including a single physical education session with pre- and post-test measures of executive functions and a post-test measure of situational interest. Students of each experimental group played physical activity games based on a different principle of mental engagement (i.e., contextual interference, mental control, or discovery). Control group students did not participate in physical education. The results showed positive effects of all types of cognitively challenging physical activity games on experimental group students' executive functions compared to control group students. No differences were found on executive functions and situational interest between the three experimental groups. These results provide supporting evidence regarding the utilization of cognitively challenging physical activity games for involving students in physical activity and triggering their executive functions.

Two studies were conducted to examine associations between undergraduate physical education students' calibration accuracy, assessed both at the local and global level, and their short and long-term achievement in two academic courses (developmental and sport psychology). Participants were 68 Greek senior and 112 first-year physical education students who completed knowledge tests and provided their judgments regarding their performance in these tests. Students' degree grade and time of graduation were also obtained in study two. Results showed that calibration accuracy could explain a small amount of variance of students' academic achievement measured both with short-term (i.e., knowledge tests in the middle and in the end of the semester) and long-term indicators (e.g., degree grade). Calibration at the local level was generally a better predictor of students' short and long-term academic achievement while results regarding differences in the accuracy of the judgments provided at the local and the global level were mixed. These finding are discussed with reference to the theoretical and practical implications for undergraduate students' academic achievement.

The purpose of this study was to investigate students' perceptions of responsibility in the context of physical education. 17 6th-grade students (7 boys and 10 girls) from 9 Greek elementary schools were interviewed. Theory and data driven thematic analysis was conducted. The Teaching Personal and Social Responsibility (TPSR) model provided a conceptual framework to guide data analysis. Most of the students' values, motives, attitudes, intentions, and experiences reflected the foundational responsibility goals included in the TPSR model; however, students' awareness of more advanced manifestations of responsibility in physical education was weaker. Findings shed light on Greek students' perceptions of responsibility in physical education (PE) classes and other settings. The TPSR model provided a relevant framework for describing and interpreting students' perceptions of responsibility. However, there was a marked discrepancy between students' perceived values of responsibility and their reported experiences. Implications for promoting responsibility in physical education are discussed.

This study examined the effects of a self-regulated learning teaching unit on students' performance calibration, goal attainment, and attributions in physical education. Participants were 101 fifth- and sixth-grade students who were randomly assigned to an experimental (57 students) and a control group (44 students). Calibration indexes were calculated based on students' estimated and actual performance in a basketball shooting test. The intervention included four sessions based on Zimmerman's four-level model of self-regulated learning. Experimental group students estimated more accurately their performance after the intervention compared to control group students while associations between calibration, goal attainment, and attributions were found. Results are discussed with reference to calibration and self-regulated learning in physical education. Practical implications and directions for future research are also provided.

The aim of this study was to examine students' performance calibration in physical education. One hundred fifth and sixth grade students provided estimations regarding their performance in a dribbling test after practicing dribbling for 16 minutes under different self-regulatory conditions (i.e., receiving feedback, setting goals, self-recording). Two calibration indices, calibration bias and calibration accuracy, were calculated. The results showed that students who practiced dribbling under different self-regulatory conditions (i.e., receiving feedback, setting goals) did not differ in calibration bias and accuracy. Regardless of the group, students were overconfident. Moreover, sixth grade students were more accurate compared to fifth grade students. These results were discussed with reference to the development of performance calibration and self-regulated learning in physical education.

This study examined the effectiveness of a social-cognitive training model of self-regulation on students' dribbling performance, calibration accuracy, and motivational beliefs. Participants were 120 fifth and sixth graders. Students who sequentially experienced emulative and self-control practice setting either process or performance goals at the emulation or at the self-control level improved their dribbling performance and motivational beliefs from pre- to post-test. Students overestimated their performance except for those in the process goal condition who underestimated it. These findings support the effectiveness of this training model and are discussed with reference to the self-regulation and performance calibration development in physical education.

The aim of the study was to record students' recording accuracy when they practised with the reciprocal and the self-check styles in physical education and examine whether recording accuracy contributed to students' performance. Participants were 48 fifth- and sixth-grade students who were randomly assigned to 3 experimental groups (reciprocal style, self-check style, sequential use of the reciprocal and the self-check styles). The results showed that students were moderately accurate in peer- and self-recording with a tendency to overestimate their performance. No difference among the 3 experimental groups in recording accuracy was found. Students who received more accurate feedback outperformed in the chest pass test those who received less accurate feedback. The results are discussed with reference to the use of the reciprocal and the self-check styles and the development of self-regulated learning in physical education. (Contains 3 tables.)

This study examined the effect of different goals (process, performance outcome, and multiple goals) and self-recording on self-regulation of learning a dart-throwing skill. Participants were 105 fifth and sixth graders who were randomly assigned to six (3 Goal type x 2 self-recording) experimental and one control group. Results showed a positive effect of self-recording on students' performance, while no difference was found between the goal conditions. Moreover, goal group students made more technical attributions and adaptive inferences compared to the control group students. Results are discussed with reference to self-regulated learning, the pursuit of multiple goals and self-recording in physical education. (Contains 4 tables.)

The aim of this study was to examine the effects of the reciprocal and the self-check teaching styles on pupils' basketball chest pass performance and on related psychosocial variables in a single physical education session. Participants were 64 fifth and sixth grade pupils between 11 and 12 years of age who were randomly assigned to three experimental (reciprocal style, self-check style, sequential use of reciprocal and self-check style) and one control group. The results showed that the three experimental groups outperformed the control group in chest pass accuracy and form, but no differences among the experimental groups were found. Moreover, no differences among the four groups in self-efficacy, satisfaction, effort, and enjoyment were found. These results showed that the reciprocal and the self-check styles are effective in enhancing pupils' performance and are discussed with reference to self-regulated learning development in primary school physical education. (Contains 1 table and 2 figures.)

The present study aimed at examining the effectiveness of a team-sports-based life-skills program taught as part of physical education lessons. One hundred sixty-five sixth and eighth graders were assigned either in an experimental or in a control group and received an abbreviated version of SUPER, a team-sports-based program. The program focused on setting goals, on positive thinking, and on problem solving. Students were assessed on four sport-skills tests, knowledge about life skills, and beliefs about effective use of life skills. Results showed gains of the experimental group on two of the four sport-skills tests, knowledge and self-beliefs. (Contains 2 tables.)

The purpose of this study was to evaluate the effectiveness of an intervention program aimed to develop fair play behaviours in a school Olympic Education program. One hundred and twenty six, 5th-grade students from 4 elementary schools participated in this study, 66 of which were in the experimental group and 60 in the control group. The results revealed significant improvement in the reported fair play behaviours, classroom support and autonomy, orientation toward play and intrinsic motivation of the intervention group. Follow-up assessment revealed that the effects were maintained two months after the end of the program. Overall, it appears that the fair play intervention had immediate and sustained effects on students. The results suggest that programs based on sound theoretical principles can be effective in promoting students' sociomoral development. (Contains 4 tables.)

The purpose of the present study was to examine the effectiveness of a life skills training program taught as part of physical education lessons. Seventy three, seventh grade students were assigned either in an experimental or in a wait-list control replication group and received an abbreviated version of GOAL, a school-based intervention designed by Danish and colleagues to teach life skills. The program focused on setting goals, making plans for achieving goals and on positive thinking. Students were assessed on physical fitness tests, knowledge about life skills, and beliefs about effective use of life skills. Results showed gains and retention on physical fitness, knowledge and self-beliefs regarding goal setting. These results show that life skills training can be effectively implemented within a school physical education context. (Contains 2 tables.)

A British study of 90 preservice teachers, 16 preservice teachers specializing in physical education (PE), and 91 secondary PE teachers found that preservice teachers preferred students to achieve via effort rather than ability; secondary teachers preferred high ability and effort. Physical fitness tests and performance comparisons were least preferred grading methods. (SK)

Presents the results of a study that assessed the influence of individual and contextual factors on adolescent girls' interest in school physical education. Suggests that classroom environment is more important than individual goals in influencing pupil interest. Results are discussed in the context of theoretical propositions of goal perspectives theory. (MJP)

Three experiments examined students' calibration in physical education in relation to task characteristics. Participants in the 3 experiments were 388 students. Calibration accuracy and bias were calculated based on students' predicted and actual performance in tests including variations of a sport task (basketball shooting) and tasks from different sports (basketball and soccer). An overconfidence effect was found in all experiments, and evidence regarding the hard–easy effect emerged. High compared with low performers were more accurate, and some variations with respect to gender also emerged. The magnitude of calibration error was similar across tasks, whereas approximately half of the students were consistent in the direction of calibration (most of them were overestimators). Results are discussed with reference to theoretical and empirical evidence associated with performance calibration and self-regulated learning in physical education. Methodological issues, practical implications, and future directions are also discussed. [ABSTRACT FROM AUTHOR]

This study compared cognitively challenging physical activity games and health-related fitness activities in terms of their effects on students' executive functions and situational interest in physical education. A total of 102 fourth- and fifth-grade students (56 boys, 46 girls) participated in this study. A group-randomized controlled trial design involving an acute experiment was used. Two intact classes of students (one fourth-grade and one fifth-grade) were randomly assigned to each one of the three groups. Students in Group 1 participated in cognitively challenging physical activity games, students in Group 2 participated in activities for developing their health-related fitness, and Group 3 students were the control group without physical education. Executive functions were measured pre- and post-intervention with the design fluency test, whereas situational interest was only measured post-intervention with the situational interest scale. Group 1 students who played cognitively challenging physical activity games had increased their executive functions' scores more than the Group 2 students involved in health-related fitness activities. Students of both these groups outperformed control group students. Moreover, Group 1 students reported higher levels of instant enjoyment and total interest than Group 2 students. The results of this study suggest that cognitively challenging physical activity games can be an effective means for enhancing executive functions, and motivate students to be involved in interesting and enjoyable forms of physical activity. [ABSTRACT FROM AUTHOR]

This study examined students' calibration of performance in a sport skill in relation to their performance in an executive functions test. A total of 265 students in the fourth, fifth, and sixth grades participated in the study. The students took an executive functions test, and then they were tested on a basketball shooting test, after having provided a personal estimation regarding their performance. Based on students' actual and estimated performance, the bias index was calculated to classify students into three categories; accurates, underestimators and overestimators, while the accuracy index (absolute values of the bias index) was also calculated. The results showed a positive but small magnitude relation between students' scores in the executive functions test and their performance calibration, while accurate scored higher on the executive function test compared to over estimators and under estimators. These results are similar to those of previous studies with elementary school children that employed cognitive tasks and were discussed with reference to theoretical and empirical implications. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

Two studies were conducted to examine associations between undergraduate physical education students' calibration accuracy, assessed both at the local and global level, and their short and long-term achievement in two academic courses (developmental and sport psychology). Participants were 68 Greek senior and 112 first-year physical education students who completed knowledge tests and provided their judgments regarding their performance in these tests. Students' degree grade and time of graduation were also obtained in study two. Results showed that calibration accuracy could explain a small amount of variance of students' academic achievement measured both with short-term (i.e., knowledge tests in the middle and in the end of the semester) and long-term indicators (e.g., degree grade). Calibration at the local level was generally a better predictor of students' short and long-term academic achievement while results regarding differences in the accuracy of the judgments provided at the local and the global level were mixed. These finding are discussed with reference to the theoretical and practical implications for undergraduate students' academic achievement. [ABSTRACT FROM AUTHOR]

The purpose of this study was to investigate students' perceptions of responsibility in the context of physical education. 17 6th-grade students (7 boys and 10 girls) from 9 Greek elementary schools were interviewed. Theory and data driven thematic analysis was conducted. The Teaching Personal and Social Responsibility (TPSR) model provided a conceptual framework to guide data analysis. Most of the students' values, motives, attitudes, intentions, and experiences reflected the foundational responsibility goals included in the TPSR model; however, students' awareness of more advanced manifestations of responsibility in physical education was weaker. Findings shed light on Greek students' perceptions of responsibility in physical education (PE) classes and other settings. The TPSR model provided a relevant framework for describing and interpreting students' perceptions of responsibility. However, there was a marked discrepancy between students' perceived values of responsibility and their reported experiences. Implications for promoting responsibility in physical education are discussed. [ABSTRACT FROM AUTHOR]

This study examined the effects of a self-regulated learning teaching unit on students' performance calibration, goal attainment, and attributions in physical education. Participants were 101 fifth- and sixth-grade students who were randomly assigned to an experimental (57 students) and a control group (44 students). Calibration indexes were calculated based on students' estimated and actual performance in a basketball shooting test. The intervention included four sessions based on Zimmerman's four-level model of self-regulated learning. Experimental group students estimated more accurately their performance after the intervention compared to control group students while associations between calibration, goal attainment, and attributions were found. Results are discussed with reference to calibration and self-regulated learning in physical education. Practical implications and directions for future research are also provided. [ABSTRACT FROM AUTHOR]

Physical education should focus not only on students’ motor and emotional development but also on their cognitive development. The purpose of the present study was to examine whether elementary students’ health-related knowledge and physical activity-related goal setting increased after they participated in a program. The program aimed at promoting after school physical activity among students. Participants were 244 fifth- and sixth-grade students (116 boys and 128 girls). Students’ knowledge was examined by means of a multiple-choice test, cognitive assignments and a retrospective pre–post questionnaire. The results from the three measures indicated that students enhanced their knowledge both regarding the health benefits of physical activity (PA) and effective goal setting. Hence, it can be argued that the program was effective in promoting students’ skills and knowledge related to PA. [ABSTRACT FROM AUTHOR]

Examines the motivational effects of teaching style in track and field on children. Intrinsic motivation and goal involvement; Levels of competence, autonomy and task orientation; Work avoidance involvement.

This study examined the relationship between dispositional achievement goal orientations and intrinsic motivation following physical fitness testing. Students, aged 11-15 years, completed the Task and Ego Orientation in Sport Questionnaire, participated in the 20-m progressive shuttle run test, and then completed a modified Intrinsic Motivation Inventory (IMl). Using their goal orientations, students were placed into one of four groups: low in both task and ego. high ego/low task, high task/low ego. and high in both task and ego. A MANOVA indicated that for students in the "high" and "low" performance groups, differences in intrinsic motivation between goal orientation groups were found. Perceived success and goal orientations had independent effects on intrinsic motivation for the lower performance group but interacted to influence intrinsic motivation for the higher performance group. It is concluded that children have different motivational reactions to fitness testing, depending on their goal profile, performance, and perceived success. [ABSTRACT FROM AUTHOR]

Two studies were conducted to examine associations between students' calibration accuracy with their self-perceptions of competence (i.e., global self-worth, sport competence, perceived competence, and self-efficacy), goal orientation, and dispositional optimism and pessimism. Participants were 138 (study 1) and 236 (study 2) fifth and sixth grade students. An index of absolute accuracy of performance prediction was calculated based on students' predicted and actual performance in a basketball shooting test. Person-related factors were measured with self-reported questionnaires. Results showed no associations between absolute accuracy and students' global self-worth, sport competence, optimism and pessimism (study 1) while students' absolute accuracy was associated with their task orientation, self-efficacy, and perceived competence (study 2). An overconfidence effect was also found in both studies. These results were discussed with reference to previous evidence and views of calibration research in academic, sport, and physical education domains. Interactions between person-related factors and calibration and their effects on the development of students' self-regulated learning of sport skills in physical education were also highlighted. [ABSTRACT FROM AUTHOR]

The aim of this study was to examine students’ self-regulated learning and metacognitive feelings regarding a sport skill in elementary physical education. Participants were 88 fifth-and sixth-grade students who were assigned to four groups and practised basketball shooting at different levels of self-regulated learning (i.e. observation, emulation, self-control, and self-regulation). Students were pre- and post-tested in basketball shooting performance and their knowledge regarding technical aspects of the basketball shooting. They also reported their metacognitive feelings of effort, difficulty, and correctness regarding basketball shooting before and after the practice. Results showed that students who experienced both observational learning and emulative practice (i.e. practice with social feedback) improved their knowledge regarding technical aspects of the basketball shooting. However, no differences were found among groups in basketball shooting performance. Moreover, students’ post-test basketball shooting performance was negatively correlated with students’ feelings of difficulty and positively correlated with students’ feelings of correctness. Results are discussed with reference to social cognitive models of self-regulated learning. The role of metacogitive feelings in the process of self-regulated learning of a sport skill is also discussed. [ABSTRACT FROM AUTHOR]

The aim of the study was to record students’ recording accuracy when they practised with the reciprocal and the self-check styles in physical education and examine whether recording accuracy contributed to students’ performance. Participants were 48 fifth- and sixth-grade students who were randomly assigned to 3 experimental groups (reciprocal style, self-check style, sequential use of the reciprocal and the self-check styles). The results showed that students were moderately accurate in peer- and self-recording with a tendency to overestimate their performance. No difference among the 3 experimental groups in recording accuracy was found. Students who received more accurate feedback outperformed in the chest pass test those who received less accurate feedback. The results are discussed with reference to the use of the reciprocal and the self-check styles and the development of self-regulated learning in physical education. [ABSTRACT FROM PUBLISHER]

This study examined the effects of self-talk and goal setting on self-regulation of learning a dart-throwing skill in physical education. Eighty-five fifth- and sixth-grade students (M ag e = 11.01, SD = 0.67yrs.) were randomly assigned to four experimental (2 Self-talk × 2 Goal type) groups and one control group. Results showed that students who combined self-talk with either process goals or performance goals outperformed students in the goal only and control group conditions. No difference emerged among the groups on self-efficacy, satisfaction, and enjoyment. These results showed that self-talk was effective in enhancing performance in physical education and are discussed with reference to the social-cognitive model of self-regulated learning. [ABSTRACT FROM AUTHOR]

Abstract: Objective: This study examined the effectiveness of sequential practice from the emulation to the self-control level of the social cognitive model of self-regulated learning development. The model proposes that students who practice with social feedback at the emulation level first and then set goals and self-record their performance at the self-control level master sport skills effectively. Design: The design included one between-subjects factor, the group with five levels and one within-subjects factor, time (pre-test, post-test). Method: One hundred fifth and sixth grade students (40 boys and 60 girls) were assigned to four experimental and one control group and practiced the basketball dribble. Results: The results showed that students of all experimental groups improved their dribbling performance from pre- to post-test. Students who received social feedback and observed repeated demonstrations at the emulation level and then set process or performance goals and self-recorded their performance at the self-control level improved their dribbling performance more than students who missed emulative practice. No improvement was found for control group students. Conclusions: These results supported the effectiveness of the social cognitive model of self-regulated learning development, showing that this model can be used as an instructional approach for teaching sport skills in physical education. [Copyright &y& Elsevier]

The aim of this study was to examine students' performance calibration in physical education. One hundred fifth and sixth grade students provided estimations regarding their performance in a dribbling test after practicing dribbling for 16 minutes under different self-regulatory conditions (i.e., receiving feedback, setting goals, self-recording). Two calibration indices, calibration bias and calibration accuracy, were calculated. The results showed that students who practiced dribbling under different self-regulatory conditions (i.e., receiving feedback, setting goals) did not differ in calibration bias and accuracy. Regardless of the group, students were overconfident. Moreover, sixth grade students were more accurate compared to fifth grade students. These results were discussed with reference to the development of performance calibration and self-regulated learning in physical education. [ABSTRACT FROM AUTHOR]

Abstract: This study examined the effect of different goals (process, performance outcome, and multiple goals) and self-recording on self-regulation of learning a dart-throwing skill. Participants were 105 fifth and sixth graders who were randomly assigned to six (3 Goal type × 2 self-recording) experimental and one control group. Results showed a positive effect of self-recording on students’ performance, while no difference was found between the goal conditions. Moreover, goal group students made more technical attributions and adaptive inferences compared to the control group students. Results are discussed with reference to self-regulated learning, the pursuit of multiple goals and self-recording in physical education. [Copyright &y& Elsevier]

Abstract: Objective: The aim of the study was to examine the effects of instructional and motivational self-talk on students’ motor task performance in a chest pass and a modified push-ups test in physical education. Design: The design involved one between-groups factor, the group with three levels (instructional, motivational, no self-talk), and two within-groups factors, the task (chest pass, modified push-ups) and the time (pre-test, post-test). Method: Participants were 54 fifth and sixth grade students who were randomly assigned to two experimental groups (instructional self-talk, motivational self-talk) and one control group. Students were pre-tested in a chest pass and in a modified push-ups test, were instructed to use the respective self-talk type and were post-tested in the two tests. Results: Results showed that both self-talk groups surpassed control group in both tasks. Instructional and motivational self-talk were equally effective in the chest pass test, but motivational self-talk was more effective compared to instructional self-talk in the modified push-ups test. Conclusions: Self-talk was an effective technique for motor task performance enhancement in physical education. These results were discussed with reference to the task-demand-oriented matching hypothesis. [Copyright &y& Elsevier]

The aim of this study was to examine the effects of the reciprocal and the self-check teaching styles on pupils’ basketball chest pass performance and on related psychosocial variables in a single physical education session. Participants were 64 fifth and sixth grade pupils between 11 and 12 years of age who were randomly assigned to three experimental (reciprocal style, self-check style, sequential use of reciprocal and self-check style) and one control group. The results showed that the three experimental groups outperformed the control group in chest pass accuracy and form, but no differences among the experimental groups were found. Moreover, no differences among the four groups in self-efficacy, satisfaction, effort, and enjoyment were found. These results showed that the reciprocal and the self-check styles are effective in enhancing pupils’ performance and are discussed with reference to self-regulated learning development in primary school physical education. [ABSTRACT FROM PUBLISHER]

The aim of the study was to examine the effectiveness of the fitness component of the physical education curriculum for the seventh grade. Participants were 37 seventh grade students from two physical education classes. Both quantitative and qualitative evaluation methods were used. Results of quantitative evaluation showed that the program had a positive effect on students' performance in fitness tests. Qualitative results showed that students enjoyed their participation in the program, and felt that they could plan a fitness program. However, a small number of students reported negative thoughts about some aspects of the program (e.g. difficulty in tests and activities). In conclusion, the fitness component of the physical education curriculum for the seventh grade was effective, as it had a positive effect on students' fitness performance and on their motives for participation in the program. [ABSTRACT FROM AUTHOR]

The present study examined the effect of a cooperative physical education program on students' social skills and attitudes toward group work. Four sixth grade classes were assigned either in an experimental (n = 57) or in a control group (n = 57). The experimental classes received a cooperative learning program. Students completed self- and peer forms of the Multisource Assessment of Children's Social Competence (Junttila, Voeten, Kaukiainen, & Vauras, 2006) and the Feelings Toward Group Work scales (Cantwell & Andrews, 2002) before and after the program. Results showed gains of the experimental classes on social skills and on preferences for group work. [ABSTRACT FROM AUTHOR]

Abstract: The present study aimed at examining the effectiveness of a team-sports-based life-skills program taught as part of physical education lessons. One hundred sixty-five sixth and eighth graders were assigned either in an experimental or in a control group and received an abbreviated version of SUPER, a team-sports-based program. The program focused on setting goals, on positive thinking, and on problem solving. Students were assessed on four sport-skills tests, knowledge about life skills, and beliefs about effective use of life skills. Results showed gains of the experimental group on two of the four sport-skills tests, knowledge and self-beliefs. [Copyright &y& Elsevier]

Taking theoretical and empirical data into consideration, cooperative learning, if it is applied according to a particular theory and a goaled plan, may a powerful method of learning that strengthens the students' social skills. Contrary to general education, the research related to cooperative learning in physical education is limited. Popular programs that promote cooperative learning in physical education are the Social Responsibility Model, the Sports' Education Model, cooperative activities through Mosston's spectrum of teaching styles, and various cooperative games. While further research seems to be necessary regarding the above models, the development of new theory-based programs is urgent. Moreover, the interventions should aim more to the encouragement of students' cooperative skills. This goal can be easily accomplished by considering particular principles that enhance the students' interaction as well as the benefits of cooperative learning. [ABSTRACT FROM AUTHOR]

The purpose of the present study was to examine the effect of a life skills training program taught in physical education settings on students' self-determination. Of the 73 secondary school participants, 35 comprised the initial experimental group and the 38 the initial control group. After the implementation of the intervention with the initial experimental group, the groups were reversed and the initial control group went on to receive the intervention. The life skills program included goal setting, the positive thinking / self-talk and was carried out in connection with a program for the development of the students' physical fitness. In order to assess students' self-determination, the self-determination questionnaire in physical education (Goudas et al., 2000) was used. The results showed that students' self-determination increased in both groups after the intervention in each part of the study and the improvement retained in the initial experimental group in the second part of the study. In conclusion, teaching life skills through physical education can improve students' self-determination. [ABSTRACT FROM AUTHOR]

The purpose of the present study was to examine the Physical Activity (P.A.) levels and differences between boys and girls and moreover, to search the differences between Goal Orientations and Perceived Competence. Fifty-eight elementary school students (29 boys and 29 girls), aged between 10-11 years old (M = 10.6 ± .53), participated in the research. Physical activity was objectively measured by the CSA accelerometer at 6 typical Physical Education (P.E.) classes. Students completed the questionnaires concerning psychological parameters before the P.E. lessons. Results indicated mediocre P.A. levels for boys and low for girls. Boys were more active than the girls. They had also higher perceived competence, while there were not presented statistically important differences in goal orientations. Appropriate intervention programs should be developed to support P.E. classes. [ABSTRACT FROM AUTHOR]

Objectives. To provide further information regarding factors associated with students’ intrinsic motivation in physical education using a qualitative approach.Design and Methods. Sixteen in-depth interviews were conducted with secondary physical education students who were selected from a pool of 254 students on the basis of their score on relevant questionnaires.Results. Analyses of interview transcripts revealed that factors associated with intrinsic motivation for participating in physical education were both social-environmental and individual differences. Individual differences in perceived competence, perceived autonomy, physical appearance, and goal orientation influenced students’ intrinsic motivation. Social environmental factors included lesson content, the physical education teacher, classmates, and school athletic facilities, as well as physical activity behaviors of the family and family encouragement, participation in out-of-school athletic activities, media, cultural values and social preconceptions.Conclusions. A wide variety of social factors influence students’ intrinsic motivation in physical education. These need to be taken into account when designing physical education lessons. [Copyright &y& Elsevier]

Researchers support the relationship of task orientation with exerted effort, persistence and self-reported physical activity but there is little evidence on the relation of goal perspectives with objective measures of physical activity. The purpose of this study was to examine behavioural correlates of goal orientations using an objective measure of physical activity in physical education (PE). The participants of the study were 112 students, boys and girls, of different age groups 9-10 and 11-12 years of age. A field test was conducted and objective measures of physical activity (CSA) and goal orientation were obtained in 16 PE lessons, ANOVA analysis revealed that there was no significant difference in sex or age, or time participation in moderate physical activity time but there was a significant difference in participation in vigorous activities. Students that scored higher in task orientation had a longer participation in vigorous activity regardless of their ego orientation comparing them with those who had high ego and Iow task. These results may provide significant insights for appropriate practice in PE. [ABSTRACT FROM AUTHOR]

Examines differences in motivation with respect to physical education of students who participate in after-school sport clubs and students who do not. Students' more positive motivational pattern regarding physical education with intrinsic motivation and perceived competence making unique contributions to the overall difference.