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Background: There is a strong need for evidence based, effective continuous professional development (CPD) for physical education teachers. This need includes CPD aimed at impacting student motivation. Existing CPD on teachers' motivating style often takes the form of singular events such as a workshop or training session. Research shows that in general, this only has a small impact on teacher behaviour and the effects on student motivation have not received much attention. Lesson study is a popular and more extensive form of CPD in which teachers collaborate on lesson planning, delivery and evaluation, based on predetermined goals for student learning. It has been suggested that this approach could enhance the effectiveness of CPD, but few studies have actually examined this at the level of teacher behaviour and student outcomes, especially in physical education. Aim: The present study aims to contribute to the knowledge base of effective CPD within physical education. It investigated whether a lesson study follow-up to a traditional workshop approach would increase the effectiveness of a CPD programme on motivating teacher behaviour, student-perceived motivational climate and student motivation for physical education lessons, from the perspectives of Achievement Goal Theory and Self-Determination Theory. Methods: Ten secondary school PE-departments were included in the workshop + lesson study intervention group (LS), whilst nine served as a control group that received a workshop only (WS). A total of 52 PE teachers (33 LS and 19 WS) and their 612 students (334 LS and 278 WS) participated in the study. Measurements were taken two weeks prior to the start of the CPD programme (pre-test), and again two to three weeks after the CPD had ended (post-test). Two teachers per school were randomly chosen for pre and post measurements in their games-lessons. Lessons were video-recorded and observed using previously validated observation instruments measuring autonomy support, structure, relatedness support, mastery climate and performance climate. Students completed questionnaires on their motivational regulation, basic needs satisfaction and achievement goal orientation during both pre and post measurements. Results: In terms of observed teacher behaviours, there was a significant, large increase in teachers' provision of autonomy-support and a trend for a medium increase in teachers' provision of structure from pre to post in both conditions, whereas teachers' employment of a performance climate decreased in both groups. There was, however, no significant difference in effect between both conditions. At the student level, there was a small but significant decrease in students' performance approach orientation (PAp), with PAp decreasing more in LS than WS. Changes for all other student-derived variables from pre to post were negligible. Conclusion: Researcher observations showed that both CPD approaches, the workshop followed up with lesson study and the stand-alone workshop, were equally effective in positively altering the motivating behaviour of PE teachers. However, there was no substantial impact on student-perceived motivational climate and student motivation. Therefore, in the manner enacted in the present study, lesson study cannot be recommended as an effective and efficient form of CPD.

Although continuous professional development (CPD) is a key strategy for physical education (PE) teachers to update skills and knowledge in order to provide the best possible education to students, various concerns have been voiced regarding the effectiveness and feasibility of CPD in the context of PE. One approach to CPD that seems promising in this respect is lesson study, which is a form of collaborative, teacher-led and inquiry-based professional learning. This study reports on teachers' experiences with lesson study and was specifically aimed at teachers' perceptions of what was learned through lesson study and how this was done. Ten PE departments (35 teachers) followed a workshop on the topic of the need-supportive teaching of games which was followed by multiple lesson study cycles. Questionnaires and focus group interviews provided insight into teachers' experiences. Overall, participating PE teachers appreciated lesson study as CPD, especially valuing the collaborative and practice-oriented approach. As lesson study allows for professional experimentation this enabled teachers to transfer new knowledge and ideas into their own specific educational contexts. Nevertheless, results also indicated that in its current form and especially within existing school structures, lesson study might be too demanding in terms of time and resources. Only if schools are willing to make the required investments could lesson study be expected to reach its full potential.

Background: This study examined longitudinal associations of motor competence (MC) and physical activity (PA) enjoyment with moderate to vigorous PA and sedentary behavior among boys and girls aged 10–12 years old. In addition, this study explored the predictive strength of satisfaction of basic psychological needs in physical education (PE) and PA enjoyment. Methods: At 3 time points (baseline, +1 y, and +2 y), PA levels, MC, PA enjoyment, satisfaction of basic psychological needs in PE and height and weight of 371 children were measured. Data were analyzed using repeated-measures linear mixed model analyses stratified for gender and adjusted for relevant covariates. Results: Sedentary behavior decreased over time and was significantly predicted by PA enjoyment in boys and by PA enjoyment and MC in girls. Boys' moderate to vigorous PA decreased over time and was predicted by MC, whereas girls' moderate to vigorous PA remained low, yet stable over time and was predicted by PA enjoyment and MC. Furthermore, children's need for competence and teacher relatedness (girls only) during PE significantly predicted PA enjoyment. Conclusions: Children need sufficient and well-designed opportunities to improve their MC and PA enjoyment. PE may be pivotal in advancing PA enjoyment, indicating that PE could have more beneficial effects on PA levels in children, especially in girls. [ABSTRACT FROM AUTHOR]

There is a strong need for evidence based, effective continuous professional development (CPD) for physical education teachers. This need includes CPD aimed at impacting student motivation. Existing CPD on teachers' motivating style often takes the form of singular events such as a workshop or training session. Research shows that in general, this only has a small impact on teacher behaviour and the effects on student motivation have not received much attention. Lesson study is a popular and more extensive form of CPD in which teachers collaborate on lesson planning, delivery and evaluation, based on predetermined goals for student learning. It has been suggested that this approach could enhance the effectiveness of CPD, but few studies have actually examined this at the level of teacher behaviour and student outcomes, especially in physical education. The present study aims to contribute to the knowledge base of effective CPD within physical education. It investigated whether a lesson study follow-up to a traditional workshop approach would increase the effectiveness of a CPD programme on motivating teacher behaviour, student-perceived motivational climate and student motivation for physical education lessons, from the perspectives of Achievement Goal Theory and Self-Determination Theory. Ten secondary school PE-departments were included in the workshop + lesson study intervention group (LS), whilst nine served as a control group that received a workshop only (WS). A total of 52 PE teachers (33 LS and 19 WS) and their 612 students (334 LS and 278 WS) participated in the study. Measurements were taken two weeks prior to the start of the CPD programme (pre-test), and again two to three weeks after the CPD had ended (post-test). Two teachers per school were randomly chosen for pre and post measurements in their games-lessons. Lessons were video-recorded and observed using previously validated observation instruments measuring autonomy support, structure, relatedness support, mastery climate and performance climate. Students completed questionnaires on their motivational regulation, basic needs satisfaction and achievement goal orientation during both pre and post measurements. In terms of observed teacher behaviours, there was a significant, large increase in teachers' provision of autonomy-support and a trend for a medium increase in teachers' provision of structure from pre to post in both conditions, whereas teachers' employment of a performance climate decreased in both groups. There was, however, no significant difference in effect between both conditions. At the student level, there was a small but significant decrease in students' performance approach orientation (PAp), with PAp decreasing more in LS than WS. Changes for all other student-derived variables from pre to post were negligible. Researcher observations showed that both CPD approaches, the workshop followed up with lesson study and the stand-alone workshop, were equally effective in positively altering the motivating behaviour of PE teachers. However, there was no substantial impact on student-perceived motivational climate and student motivation. Therefore, in the manner enacted in the present study, lesson study cannot be recommended as an effective and efficient form of CPD. [ABSTRACT FROM AUTHOR]

Background: Physical activity (PA) enjoyment may be an important determinant of long-term habitual, self-sustained PA behavior in children. The objective of the current study was to contribute toward a better understanding of how children's PA enjoyment is associated with PA behavior by examining the influence of age, gender, BMI, and impulsivity as theoretically hypothesized moderators of this relationship. Methods: PA was measured in 171 children (77 boys, 91 girls) using accelerometers, and PA enjoyment was assessed with the validated Physical Activity Enjoyment Scale in 9-year-old children from the KOALA Birth Cohort Study, the Netherlands. Linear regressions were fitted. Moderation was tested by adding interaction terms between PA enjoyment and the potential moderators. Results: We found a significant 3-way interaction (PA enjoyment × gender × impulsivity) for all intensities of PA behavior. In boys, impulsivity strengthened the relationship between PA enjoyment and PA behavior, whereas in girls impulsivity weakened this relationship. Conclusion: In girls, this may be explained by the relative automatic occurrence of PA behavior in impulsive girls (independent of PA enjoyment). In boys, the possibility that impulsivity is associated with hyperactivity may explain this moderation. The current study may encourage researchers to investigate these interactions in future studies. [ABSTRACT FROM AUTHOR]