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Purpose: Jigsaw is a popular cooperative method, but its effect on students' motivation in physical education (PE) remains uncertain. The purpose of this study was to estimate this Jigsaw effect and to explore whether the type of sport taught in PE modified this effect. Method: Overall, 136 middle-school students participated in two PE sequences in Jigsaw or control conditions, one in gymnastics and one in racket sports. These two types of sports were selected because they are frequently taught in PE and for their opposing characteristics. Students' motivation was estimated during the third and sixth lessons of each sequence with a subjective measure, that is, situational interest; moderate to vigorous physical activity was added as an objective measure related to motivation. Results: Compared to control conditions, Jigsaw progressively enhanced moderate to vigorous physical activity and the novelty dimension of situational interest in gymnastics, whereas it undermined moderate to vigorous physical activity and the challenge dimension of situational interest in rackets. Discussion: We discuss the decisive role of the type of sport according to their characteristics when implementing Jigsaw.

Purpose: The context personalization approach refers to matching educational content with characters, objects, and themes of students' out-of-school interests. Considering the positive effects of individual interest on the regulation of student-incontext experiences, this study used the context personalization approach to match physical education (PE) lessons with students' out-of-school interest for video games. The purpose was to explore the effects of a context personalization approach through a gamified PE unit on students' interests and perceived competence. Method: One hundred and eightyfour students from eight PE classes were allocated to either an experimental group or a control group. All classes experienced a handball unit (six lessons), inspired by the Games-Centered Approach. The only difference between the experimental classes (N = 5) and the control classes (N = 3) was the presence or the absence of a context personalization approach centered on students' out-of-school interest for video games. The effects were assessed on three outcomes variables: students' individual interest, situational interest, and perceived competence. Results: The gamified PE unit resulted in positive effects on students' individual interest, situational interest, and perceived competence in handball, since the experimental classes reported higher scores for all variables compared to the control classes. However, the effects on students' situational interest were principally moderated by students' individual interest, indicating that the effect of the context personalization approach was higher for the students having low preintervention individual interest. Discussion/Conclusion: Using a context personalization approach based on a gamified unit is a promising strategy in PE to impact students' interests and perceived competence.

The goal of parkour is to cross various obstacles in an efficient and creative way by jumping, swinging, climbing, and running. Parkour aligns with the SHAPE America national standards for K-12 physical education and has demonstrated its potential to highly engage both boys and girls in moderate-to-vigorous physical activity (MVPA). In this article, we present a knowledge packet for teaching parkour to elementary children. First, we discuss the knowledge packet by unpacking the content development together with common errors and suggestions on how to correct these. Next, we propose appropriate equipment that can be used during physical education lessons. After which we introduce organizational and pedagogical principles that strengthen the parkour unit, such as focused station work, modifying content and equipment and offering children high practice opportunities and the role of teacher's content knowledge. We end the paper by providing examples for assessing children in a formative and summative way.

The purpose of this study was to investigate the relationships between students' individual interest, achievement goals, perceived competence and situational interest, by using a cluster analysis in swimming. Three hundred and eighty-two secondary school students (M[subscript age] = 14.8, SD = 0.9, 52.4% girls, aged 13-17) enrolled in swimming lessons during physical education classes participated in the study. They responded to validated questionnaires assessing their individual and situational interest, achievement goals and perceived competence in swimming. A cluster analysis was performed to examine students' profiles in relation to their individual interest in swimming. Then, for each profile identified, correlations and multiple regression analyses were used to examine the relationships between students' individual interest, achievement goals, perceived competence and situational interest. Four different students' profiles were identified, which represented a continuum from a 'Very low individual interest and triggering situational interest' towards a 'Well-developed individual interest and actualised situational interest'. Each profile was characterised by specific relationships between individual interest, achievement goals, perceived competence and situational interest. Referring to the model of interest development (Hidi and Renninger, 2006), the four profiles identified were aligned with the four phases that represent the transition from students' situational interest towards students' individual interest.

Based on previous research and the limitations of existing questionnaires on teachers' value orientations (VOs), the purpose of this study was to develop and provide validity evidence of two French-language versions of a physical education (PE) teachers' VO questionnaire (OVEPS). The two versions are based on a model of 3 VOs (i.e., motor skills, self-awareness, and social knowledge). This paper describes the development of two forms of the OVEPS, i.e., a Likert-scale OVEPS and a forced-choice OVEPS. Two studies were conducted; the first developed evidence of the internal structure (reliability and factorial structure) of the Likert-scale OVEPS. The second presented evidence of the internal structure of the forced-choice OVEPS and its relations to other variables (convergent and divergent correlations). The results showed that the forced-choice OVEPS was the best solution and revealed three distinct PE teacher priorities in France. This questionnaire is expected to be useful for developing future studies.

Purpose: Despite the benefits of commercial exergames, in the practical application, players might not be spending sufficient time in physical activity levels compatible with health outcomes. We adopted a design-based exergame approach to build a bike exergame called Greedy Rabbit. The purpose of this study was to identify the impact of Greedy Rabbit on players' physical activity metrics and situational interest. Method: Sixty undergraduate students were assigned to two groups: an experimental group playing Greedy Rabbit (N = 41) and a control group playing a placebo version of Greedy Rabbit (N = 19). The physical activity metrics measured were maximum oxygen consumption, heart rate and cadence. Results: The experimental group reported higher scores for all physical activity metrics and for two dimensions of situational interest (instant enjoyment and attention demand). Furthermore, the physical activity metrics increased more during the exergame for the experimental group, reaching the standard guidelines for vigorous physical activity. Conclusion: This study demonstrated that a design-based bike exergame might be a good option to enhance players' health-related physical activity outcomes and situational interest.

Purpose: Jigsaw is a popular cooperative method, but its effect on students' motivation in physical education (PE) remains uncertain. The purpose of this study was to estimate this Jigsaw effect and to explore whether the type of sport taught in PE modified this effect. Method: Overall, 136 middle-school students participated in two PE sequences in Jigsaw or control conditions, one in gymnastics and one in racket sports. These two types of sports were selected because they are frequently taught in PE and for their opposing characteristics. Students' motivation was estimated during the third and sixth lessons of each sequence with a subjective measure, that is, situational interest; moderate to vigorous physical activity was added as an objective measure related to motivation. Results: Compared to control conditions, Jigsaw progressively enhanced moderate to vigorous physical activity and the novelty dimension of situational interest in gymnastics, whereas it undermined moderate to vigorous physical activity and the challenge dimension of situational interest in rackets. Discussion: We discuss the decisive role of the type of sport according to their characteristics when implementing Jigsaw. [ABSTRACT FROM AUTHOR]

Previous studies have shown that situational interest, as a primary motivator for students, affects student cognitive engagement. Considering this, the purpose of this study was to examine, within a situated perspective, the effects of situational interest dimensions on students' learning strategies in physical education. A total of 148 tenth-grade students (mean age = 16.1, 15-17 years, standard deviation = 1.3, 40% boys) participated in a 30-minute body-conditioning learning task. Students' situational interest and learning strategies were measured using validated self-reported questionnaires. Using correlations and regression analyses, the results showed that exploration intention positively predicts the learning strategies used by students. To motivate students and enhance their learning strategies, teachers could consider designing learning tasks that require higher-order cognitive processes demanding active exploration.

Background: A student's choice to engage in a learning task is highly related to the student's environmental stimuli and his or her perception of interest. From this perspective, the construct of situational interest (SI) has been used to interpret students' motivation in task engagement. SI is assumed to be transitory, environmentally activated, and context specific. It has been conceptualized as a multidimensional construct with five dimensions: instant enjoyment, exploration intention, attention demand, novelty, and challenge. Few prior studies have compared SI between girls and boys in physical education (PE) contexts, and these studies have offered contrasting findings. They were conducted in coeducational (coed) or single-sex contexts and used learning tasks centred on a variety of outcomes: technical or tactical skills, creativity and cultural understanding. Purpose: In the context of the debate on single-sex and coed classes in PE, this study aimed to estimate the effects of single-sex and coed PE classes on students' situational interest (SI) within learning tasks centred on technical skills. The researchers decided to study learning tasks centred on the development of students' technical skills, since these tasks are often used by teachers in PE. Participants: The sample consisted of 177 Swiss secondary school students, aged 11-17 years (M = 14.07, SD = 1.41, 96 boys, 81 girls). Data collection: The students completed the French 15-item SI Scale after practising a technical learning task in single-sex and coed PE contexts. The researchers chose five physical activities (i.e. athletics, basketball, dance, gymnastics, and volleyball), which are commonly taught in the state of Vaud (Switzerland) and provide a balance between masculine and feminine activities. Data analysis: A two-way repeated-measures MANOVA was performed to examine the main and interaction effects of student sex and class sex composition on the five SI dimensions. Findings: The results showed a main effect of class sex composition on student SI but no main effect of student sex and no interaction effect of student sex and class sex composition. More precisely, the scores for three SI dimensions (i.e. instant enjoyment, exploration intention, and attention demand) were higher in the coed context than in the single-sex context. Conclusions: This study encourages teachers to propose coed PE classes to enhance students' motivation and engagement when practising learning tasks centred on technical skills. This study offers supplementary evidence of the teacher's role in promoting student SI. Beyond accounting for students' dispositional factors (e.g. sex), PE teachers can significantly impact students' SI in technical learning tasks through instructional choices.

Although many studies in physical education and in gymnastics have revealed the positive impact of video feedback on students' motivation, no study has considered the effects of video feedback use on students' situational interest (SI). However, SI is typically viewed as a powerful motivator for students when they are engaged in a specific activity such as analysing video feedback. Thus, the purpose of this study was to compare the effects of video feedback use on students' SI. Participants were 361 secondary school students who practised technical skills in gymnastics. They were assigned to three groups comparing various conditions of video feedback. They responded to the French 19-item SI scale after practising the learning tasks. A multivariate analysis of variance was used to compare SI scores between the three groups. The results revealed the critical role physical education teachers play when using video feedback to enhance SI in gymnastics lessons.

Based on the framework of interest, studies have shown that situational interest possesses strong motivation potential for students in physical education. Understanding how teachers can use situational interest in a classroom context is critical to motivate students. However, such investigations have been exclusively conducted in the United States and little is known about situational interest in other contexts. Grounded specifically in the French physical education curriculum, the purpose of this study was to investigate the relationships between the five situational interest sources (instant enjoyment, exploration intention, attention demand, challenge and novelty) and total interest, to demonstrate which sources could be related to total interest and to determine possible mediators' effects among sources. Students (n = 601; M[subscript age] = 14.37; range 11-18 years; SD = 1.96; 51.4% boys) from 25 classes in six secondary schools participated in the study. They responded to the French situational interest scale after practising learning tasks in regular physical education lessons. On the basis of multiple-regression and mediation analyses, a structural equation model was formed to map out the meaningfulness of the relationships among situational interest sources and the total interest. Our results showed that instant enjoyment and exploration intention have direct and positive effects on total interest. In addition, these sources mediated the effects from attention demand and challenge toward the total interest. These results indicated that an effective way to motivate students in physical education is to build motivational components into the course content, especially those which enhance situational interest.

Purpose: Based on the framework of interest, studies have shown that teachers can enhance students' situational interest (SI) by manipulating the components of learning tasks. The purpose of this study was to examine the impact of learning task design on students' SI in physical education (PE). Method: The participants were 167 secondary school students (M[subscript age] = 13.21, SD = 2.24, 59% boys, range 12-16) who evaluated the SI of two learning tasks in badminton, designed to promote either instant enjoyment and exploration intention, or novelty and challenge. Students responded to the French 19-item SI scale immediately after completing the two learning tasks, with a 3-week interval between the tasks. Results: The results showed that students were receptive to the SI dimensions on which each task was designed. According to the total interest scores, they also perceived significant differences between both tasks. Moreover, the cluster analysis revealed three different students' profiles based on their SI scores and their receptivity to the design of both tasks. Conclusion: Findings indicated that SI is a function of learning task design in PE.

Purpose: Based on person-context interaction, situational interest (SI) has been used to interpret students' motivation in task engagement. Through two consecutive studies, the purpose of this research was to investigate the roles of forms of dyads (self-selected vs. ability), feelings of relatedness and perceived competence in eliciting students' SI within the reciprocal teaching style. Method: The first study examined the role of dyad composition to determine how to group students to elicit high SI (self selected vs. ability dyads) and compared self-selected and ability dyads using repeated-measures of students' SI, perceived competence and feelings of relatedness, with 99 students in a PE unit. Based on the results of this first study, demonstrating the benefits of the self-selected dyads, the second study aimed to investigate the role of feelings of relatedness and perceived competence in eliciting students' SI within football (99 students) and gymnastics units (109 students) using MANOVAs and a cluster approach. Results: The first study's results showed higher scores for SI, perceived competence and feelings of relatedness in favor of self-selected dyads compared to ability dyads. In the second study within self-selected dyads, the results showed a small effect of perceived competence and a stronger effect of feelings of relatedness on SI. Conclusion: To elicit students' SI within the reciprocal teaching style, teachers should favor self-selected dyads. This paper highlights the importance of designing contexts where students can develop good peer relationships to increase SI. The implementation of self-selected grouping in PE is interesting since it is less time-consuming than other grouping strategies. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this study was to determine the extent to which matching three learning tasks with students' conative stages in badminton can increase their situational interest. Method: Ninety-seven secondary school students (Mage = 13.0, SD = 1.4, 50.5% girls, aged 11–16) practiced three learning tasks in badminton, designed to reflect the game intentions associated with their conative stages. They responded to the 15-item situational interest scale after practicing each of the three learning tasks. Results: According to the differences related to the SI dimensions scores between the learning tasks, matching the design of three learning tasks with the students' game intentions results in higher scores in the SI dimensions. Conclusion: Using the conative stages to characterize students' expertise levels in badminton, this study fine-tunes the connection between the students and the learning tasks by exceeding the common criterion related to the students' technical skills. This study also confirms that instant enjoyment, exploration intention, attention demand, and challenge were key dimensions underlying students' motivation in badminton in relation to its technical, tactical and physical components. [ABSTRACT FROM AUTHOR]