Preface Chapter 1 The challenge Chapter 2 The nature of the evidence: A synthesis of meta-analyses Chapter 3 The argument: Visible teaching and visible learning Chapter 4: The contributions from the student Chapter 5 The contributions from the home Chapter 6 The contributions from the school Chapter 7 The contributions from the teacher Chapter 8 The contributions from the curricula Chapter 9 The contributions from teaching approaches - I Chapter 10 The contributions from teaching approaches - II Chapter 11: Bringing it all together Appendix A: The 800 meta-analyses Appendix B: The meta-analyses by rank order References

Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement

The purpose of this study was to quantitatively combine and examine the results of studies pertaining to physical activity and cognition in children. Studies meeting the inclusion criteria were coded based on design and descriptive characteristics, subject characteristics, activity characteristics, and cognitive assessment method. Effect sizes (ESs) were calculated for each study and an overall ES and average ESs relative to moderator variables were then calculated. ESs (n = 125) from 44 studies were included in the analysis. The overall ES was 0.32 (SD = 0.27), which was significantly different from zero. Significant moderator variables included publication status, subject age, and type of cognitive assessment. As a result of this statistical review of the literature, it is concluded that there is a significant positive relationship between physical activity and cognitive functioning in children. Physical education is a field that advocates a holistic approach to human development. This approach emphasizes that the mind and body are one entity, and that anything that happens to one will affect the other. Physical educators therefore believe that the “whole child” comes to school to be educated and that this requires both mental and physical training. The relationship between physical activity and mental functioning is of particular interest in the school system because such a large portion of the school day is spent working in the cognitive domain. In the 1950s and 1960s, there were a great number of studies that explored the mind-body relationship. However, since that time there have been relatively few studies in this area (18). According to Kirkendall (18), studies in the 1950s and 1960s were likely conducted in an attempt to justify the presence of exercise and physical education (PE) in our schools. However, in the 1970s it became widely accepted that PE programs are needed for their physical benefits, and therefore, the need to justify these programs for their cognitive benefits no longer existed. It seems that the need to justify exercise and PE programs in the schools has returned. PE programs are being cut from our schools in favor of “core academic” subjects. According to the School Health Policies and Programs Study 2000 (SHPPS 2000; 4), “the percentage of schools that require physical education in each grade declines from around 50% in grades 1 through 5, to 25% in grade 8, to only 5% in grade 12” (pp. 291-292). Also, according to the Centers for Disease Control and

The Relationship between Physical Activity and Cognition in Children: A Meta-Analysis

Background The World Health Organization estimates that 19 million deaths worldwide are attributable to physical inactivity Chronic diseases associated with physical inactivity include cancer, diabetes and coronary heart disease Objectives The purpose of this systematic review is to summarize the evidence of the effectiveness of school-based interventions in promoting physical activity and fitness in children and adolescents Search strategy The search strategy included searching several databases In addition, reference lists of included articles and background papers were reviewed for potentially relevant studies, as well as references from relevant Cochrane reviews Primary authors of included studies were contacted as needed for additional information Selection criteria To be included, the intervention had to be relevant to public health practice, implemented, facilitated, or promoted by staff in local public health units, implemented in a school setting and aimed at increasing physical activity, report on outcomes for children and adolescents (aged 6 to 18 years), and use a prospective design with a control group Data collection and analysis Standardized tools were used by two independent reviewers to rate each studyﾒs methodological quality and for data extraction Where discrepancies existed discussion occurred until consensus was reached The results were summarized narratively due to wide variations in the populations, interventions evaluated and outcomes measured Main results 13,841 titles were identified and screened and 482 articles were retrieved Multiple publications on the same project were combined and counted as one project, resulting in 395 distinct project accounts (studies) Of the 395 studies 104 were deemed relevant and of those, four were assessed as having strong methodological quality, 22 were of moderate quality and 78 were considered weak In total 26 studies were included in the review There is good evidence that school-based physical activity interventions have a positive impact on four of the nine outcome measures Specifically positive effects were observed for duration of physical activity, television viewing, VO2 max, and blood cholesterol Generally school-based interventions had no effect on leisure time physical activity rates, systolic and diastolic blood pressure, body mass index, and pulse rate At a minimum, a combination of printed educational materials and changes to the school curriculum that promote physical activity result in positive effects Authors' conclusions Given that there are no harmful effects and that there is some evidence of positive effects on lifestyle behaviours and physical health status measures, ongoing physical activity promotion in schools is recommended at this time

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School-based physical activity programs for promoting physical activity and fitness in children and adolescents aged 6-18.

An Ecological View of Schools and Their Impact on Development During Adolescence
Level 1: Classrooms
Level 1: Summary
Level 2: School Buildings
Summary of School-Level Effects
Level 3: School Districts and Secondary School Transitions
Level 4: Schools as Embedded Organizations in the Larger Community
Secondary School Reform Efforts
Summary and Conclusions


Keywords:

schools;
teachers;
achievement;
motivation;
social contexts

Schools, Academic Motivation, and Stage-Environment Fit

https://scottbarrykaufman.com/wp-content/uploads/2014/03/Wigfield-Cambria-2010.pdf

Students' achievement values, goal orientations, and interest: Definitions, development, and relations to achievement outcomes

This text - prepared for supervisors of physical education teachers and student teachers, researchers and graduate students in sport pedagogy, and tutors who prepare physical education teachers and coaches - begins with a thorough overview of systematic observation systems and procedures. It also includes 19 new or revised systems, a section on qualitative methods, a summary table for quick selection of appropriate systems, a general description of each system, categories of observation, recording procedures, and instructions for summarising and interpreting data.

Analyzing Physical Education and Sport Instruction

Background. Situational interest is articulated theoretically as a construct associated with five dimensional sources: novelty, challenge, attention demand, exploration intention, and instant enjoyment. Aims. This study aimed to examine the influence of the dimensional sources on situational interest. It was hypothesised that the dimensional sources function differently to contribute to situational interest and that the influence of a source might be mediated by others. Sample. Two samples of 7th, 8th, and 9th grade students were used in the study. There were 281 students (57% male, 43% female) in the first sample and 191 (47% male, 53% female) in the second. Method. Students in Sample A evaluated situational interest and the dimensional sources in tasks of analysing jogging and gymnastic stunts on video. Those in Sample B evaluated them in tasks of learning basketball. Correlation and regression analyses and path analyses were used to test the theoretical model. Results. Instant Enjoyment determined situational interest. Exploration and Novelty had positive influences on situational interest via enhancing Instant Enjoyment. Challenge showed little influence. The path analyses for both samples confirmed the inter-dimensional mediation effects of the sources. Conclusion. The analysed data support the hypotheses. The dimensional sources had unequal influences on situational interest and the mediation effects among themselves at times strengthened or weakened each other's influences. The findings suggest that to increase situational interest, educators should offer students ample exploratory opportunities during student-task interaction that can lead to instant enjoyment for learning.

An examination of situational interest and its sources.

This study examined the motivational responses of adolescent girls in the physical education setting to having choices of walking activities. Seventh and 8th grade girls (N = 1,110) in 42 intact physical education classes participated in this study. Classes were randomly assigned to choice (n = 21) and no-choice (n = 21) groups. Participants’ situational and contextual motivation was assessed using the Situational Motivation Scale (SIMS) and the Sport Motivation Scale for PE (SMSPE). The SIMS was administered every 3 days during the intervention. The SMSPE was administered as the pre- and posttest. Significant differences indicated that the choice group (a) was more intrinsically motivated, (b) had higher identified regulation, (c) experienced less external control, and (d) was less amotivated. Moderate to large effect sizes were noted. A significant difference in amotivation at the contextual level was noted. Results suggest that adolescent female PE students may be more motivated if given choices. The n...

The Effects of Choice on the Motivation of Adolescent Girls in Physical Education

Situational interest has been theoretically articulated as a multidimensional construct that derives from person-activity interaction. This 4-stage study empirically examined the multidimensionality of situational interest in physical education, using an iterative, multisample design. Middle school students (N = 674) were asked to view jogging and gymnastic stunts on video (in Stages 1,2, and 3) and participate in basketball chest-pass and pass-shoot activities (in Stage 4). Immediately following each activity, situational interest of the activity was assessed by having the students respond to an instrument developed to measure the 7 dimensions of situational interest. Exploratory and confirmatory factor analyses were employed to examine the dimensionality of situational interest. The analyses revealed 5 dimensions of situational interest: Novelty, Challenge, Exploration Intention, Instant Enjoyment, and Attention Demand. A 24-item Situational Interest Scale was developed and revised during the 4-stage va...

/pdf/what-constitutes-situational-interest-validating-a-construct-3iyqdngue5.pdf

What constitutes situational interest? Validating a construct in physical education.

I. JUSTIFYING A PHYSICAL EDUCATION PROGRAM 1. Physical Education in the Secondary School 2. The Impact of Physical Activity on Adolescents II. DESIGNING A PHYSICAL EDUCATION PROGRAM 3. Steps in Developing a Curriculum 4. Curriculum Approaches III. TEACHING A PHYSICAL EDUCATION PROGRAM 5. Planning for Effective Instruction 6. Improving Instructional Effectiveness 7. Management and Discipline 8. Teaching Styles 9. Improving Instruction Systematically 10. Assessment, Evaluation, Grading, and Program Accountability IV. DEVELOPING A TOTAL PROGRAM 11. Students with Disabilities 12. Liability and Safety 13. Intramurals, Sport Clubs, and Athletics: Furthering the Opportunity for Physical Activity V. IMPLEMENTING INSTRUCTIONAL ACTIVITIES 14. Introductory Activities 15. Technology and Other Tools to Promote and Monitor Lifestyle Physical Activity 16. Physical Fitness 17. Healthy Lifestyles: Activities for Instruction 18. Promoting Motivation, Cooperation, and Inclusion: Nontraditional Ideas for Instruction 19. Sports 20. Lifestyle Activities 21. Outdoor Adventure Activities References and Suggested Readings Index

Paul W. Darst

Papers

Analyzing Physical Education and Sport Instruction

An examination of situational interest and its sources.

The Effects of Choice on the Motivation of Adolescent Girls in Physical Education

What constitutes situational interest? Validating a construct in physical education.

Dynamic Physical Education for Secondary School Students