Showing papers in "Physical Education & Sport Pedagogy in 2016"
TL;DR: In this article, the authors assessed the performance of 9 fundamental movement skills (FMS) during physical education class amongst 12- to 13-year olds. And they further assessed the range of FMS at the behavioural component level with a view to identifying weaknesses within performance across individual skills.
Abstract: Background: Literature suggests that physical education programmes ought to provide intense instruction towards basic movement skills needed to enjoy a variety of physical activities. Fundamental movement skills (FMS) are basic observable patterns of behaviour present from childhood to adulthood (e.g. run, skip and kick). Recent evidence indicates that children have the developmental potential to master most FMS by 6 years of age during physical education, physical activity (PA) and sport.Purpose: With a noticeable absence in the literature relating to adolescent movement patterns, the present study assessed the performance of 9 FMS during physical education class amongst 12- to 13-year olds. The study further assessed the range of FMS at the behavioural component level with a view to identifying weaknesses within performance across individual skills.Participants and setting: Baseline data were collected in 2010 as part of a larger longitudinal study evaluating the effectiveness of a prescribed adolescent...
126 citations
TL;DR: The Constraints-Led Approach (CLA) and Teaching Games for Understanding (TGfU) are two popular PE pedagogical frameworks as discussed by the authors, where teachers are encouraged to design modified games to develop the learner's understanding of tactical concepts.
Abstract: Background: There is some apparent confusion regarding similarities and differences between two popular physical education (PE) pedagogical frameworks, that is, the Constraints-Led Approach (CLA) and Teaching Games for Understanding (TGfU).Purpose: Our aim in this commentary is to detail important theoretical and pedagogical concepts that distinguish these approaches, as well as to recognise where commonalities exist.Findings: In particular, we note that TGfU had its roots in the 1960s in the absence of a substantial theoretical framework, although several attempts to retrospectively scaffold theories around TGfU have subsequently emerged in the literature. TGfU is a learner-centred approach to PE in which teachers are encouraged to design modified games to develop the learner's understanding of tactical concepts. In contrast, the CLA has arisen more recently from the umbrella of Nonlinear Pedagogy (NLP), emerging from the empirically rich theoretical framework of ecological dynamics. The CLA adopts a ‘le...
112 citations
TL;DR: In this paper, an activist approach is proposed to work with girls in physical education as one possible means of breaking the reproductive cycle of research and media reporting that has worked against improving the situation for girls.
Abstract: Background: Much research and practice in the field of physical activity and physical education for girls has been trapped in a reproductive cycle of telling the ‘same old story’ as if it is news over and over again, since at least the 1980s. A thread running through this narrative is that despite all of this research and related interventions, we have yet to find the ‘solution’ to the ‘problem’ of girls and physical education. As a result, little progress appears to have been made in terms of changing things for the better for the majority of girls.Purpose: We offer an activist approach to work with girls in physical education as one possible means of breaking the reproductive cycle of research and media reporting that we suggest has worked against improving the situation for girls. We take a pragmatist stance to ask ‘can we make the situation for girls better than it is currently?’ and ‘how might we go about this task?’ We propose an activist approach not as ‘the solution’ to the ‘problem’ of girls in p...
89 citations
TL;DR: In this paper, the authors investigate bidirectional relationships between student (dis)engagement and need-supportive and needwarting teaching behavior during the first 15min of a lesson.
Abstract: Background: According to the classroom ecology paradigm, teachers and students interpret, predict, and respond to each other repeatedly in a reciprocal way. Such a reciprocal relationship is reflected in bidirectional interactions between a teacher's behavior and student (dis)engagement, an issue that has been confirmed in longitudinal studies including measures at different moments in a school year.Aims: Starting from the perspective of self-determination theory, the aim of the present study was to investigate bidirectional relationships between student (dis)engagement and need-supportive and need-thwarting teaching behavior during the first 15 min of a lesson.Sample & method: The first three 5-minute intervals of 100 videotaped physical education lessons taught by 100 different teachers (51.9% male, M age = 37.5 ± 10.9 years) were observed and coded for need-supportive and need-thwarting teaching behavior, student engagement, and student disengagement. Correlations were calculated to explore relationshi...
64 citations
TL;DR: In this paper, the authors investigated whether adopting the learning design and delivery of the CLA, guided by key pedagogical principles of nonlinear pedagogy, would address basic psychological needs of learners, resulting in higher selfreported levels of intrinsic motivation.
Abstract: Background - Providing motivationally supportive physical education experiences for learners is crucial since empirical evidence in sport and physical education research has associated intrinsic motivation with positive educational outcomes. Self-determination theory (SDT) provides a valuable framework for examining motivationally supportive physical education experiences through satisfaction of three basic psychological needs: autonomy, competence and relatedness. However, the capacity of the prescriptive teaching philosophy of the dominant traditional physical education teaching approach to effectively satisfy the psychological needs of students to engage in physical education has been questioned. The constraints-led approach (CLA) has been proposed as a viable alternative teaching approach that can effectively support students’ self-motivated engagement in physical education. Purpose - We sought to investigate whether adopting the learning design and delivery of the CLA, guided by key pedagogical principles of nonlinear pedagogy (NLP), would address basic psychological needs of learners, resulting in higher self-reported levels of intrinsic motivation. The claim was investigated using action research. The teacher/researcher delivered two lessons aimed at developing hurdling skills: one taught using the CLA and the other using the traditional approach. Participants and Setting - The main participant for this study was the primary researcher and lead author who is a PETE educator, with extensive physical education teaching experience. A sample of 54 pre-service PETE students undertaking a compulsory second year practical unit at an Australian university was recruited for the study, consisting of an equal number of volunteers from each of two practical classes. A repeated measures experimental design was adopted, with both practical class groups experiencing both teaching approaches in a counterbalanced order. Data collection and analysis - Immediately after participation in each lesson, participants completed a questionnaire consisting of 22 items chosen from validated motivation measures of basic psychological needs and indices of intrinsic motivation, enjoyment and effort. All questionnaire responses were indicated on a 7-point Likert scale. A two-tailed, paired-samples t-test was used to compare the groups’ motivation subscale mean scores for each teaching approach. The size of the effect for each group was calculated using Cohen’s d. To determine whether any significant differences between the subscale mean scores of the two groups was due to an order effect, a two-tailed, independent samples t test was used. Finding - Participants’ reported substantially higher levels of self-determination and intrinsic motivation during the CLA hurdles lesson compared to during the traditional hurdles lesson. Both groups reported significantly higher motivation subscale mean scores for competence, relatedness, autonomy, enjoyment and effort after experiencing the CLA than mean scores reported after experiencing the traditional approach. This significant difference was evident regardless of the order that each teaching approach was experienced. Conclusion - The theoretically based pedagogical principles of NLP that inform learning design and delivery of the CLA may provide teachers and coaches with tools to develop more functional pedagogical climates, which result in students exhibiting more intrinsically motivated behaviours during learning.
54 citations
TL;DR: Three key findings emerged from these data: reported increased valuing of a range of developmental experiences over time; temporal variance in the value of different learning sources at different stages of their careers; and an acknowledgement of the shift away from an emphasis on proximal learning sources for the MC and the shift towards proximal Sources for the scholarship coach.
Abstract: Background and purpose: This paper attempts to move the discussion of high-performance coach development from an examination of coaches' volume of experiences towards a consideration of the contribution of the learning experiences that coaches have reported throughout their careers. Furthermore, a discussion of proximal and distal guidance in the development of coaches was investigated. We examined the kinds of learning experiences within the framework of workplace learning and specifically the situated nature of learning and the view that learning occurs through social participation.Method: Nineteen high-performance coaches participated in this study, including 10 scholarship and 9 mentor coaches (MCs). Participants rated a list of 14 developmental activities derived from empirical research on a seven-point Likert scale (0 = not used, 1 = of little value, to 7 = extremely valuable). Each participant coach rated the 14 (guided, unguided) activities in the first two years of their coaching career, middle t...
52 citations
TL;DR: In this paper, the authors investigate the perspectives of PE teachers, sport coaches, PE students, and athletes from a Singaporean school taking part in an instructional program designed to teach values through PES.
Abstract: Background: Past research has shown that under the right conditions, youth can learn values through physical education and sport (PES). Although some programs have been developed using PES as a means to foster positive development, a limited amount of research has specifically addressed how stakeholders believe this type of material can be promoted.Purpose: The purpose of the current study was to investigate the perspectives of physical education (PE) teachers, sport coaches, PE students, and athletes from a Singaporean school taking part in an instructional program designed to teach values through PES. The study was guided by the four research questions: (a) What were the perceived benefits of the values training program? (b) How did the participants believe that PE students and athletes were able to transfer the values learned in PES to daily applications? (c) What did the participants believe were factors that facilitated and/or hindered the transfer of values? and (d) What do the participants believe ...
52 citations
TL;DR: In this article, a new contextualized approach is proposed to study socio-cultural constraints on individu... and the influence of environmental constraints on the development of sport expertise is discussed.
Abstract: Background: Under the view of dynamical system theory, expertise in sports emerges from the interaction of multiple constraints. At an individual level, important interactions amongst constraints could include the relationships that evolve between one's family, playmates/coaches, and specific training activities. Or more broadly, other environmental constraints can be the strong socio-cultural-historical contexts that influence expertise development in sports around the world, such as rugby (e.g. New Zealand) and football (e.g. Brazil). An increasing number of studies have demonstrated the influence of environmental constraints on the development of sport expertise. Whilst making important contributions to knowledge, such studies have been limited in scope and fail to consider in depth how informal and even aversive learning environment constraints affect skills development.Objective: The objective of this paper is to outline a new contextualised approach to studying socio-cultural constraints on individu...
49 citations
TL;DR: In this paper, a distinction is made between internally controlling teaching practices and externally controlling practices (e.g., guilt-induction and shaming) and they would do so through somewhat differential motivational processes.
Abstract: Background: In Self-Determination Theory (SDT), a well-validated macro-theory on human motivation, a distinction is made between internally controlling teaching practices (e.g. guilt-induction and shaming) and externally controlling practices (e.g. threats and punishments, commands). While both practices are said to undermine students’ motivation, they would do so through somewhat differential motivational processes. Unfortunately, the relevance of the conceptual distinction between internally and externally controlling strategies has not been examined systematically. In the context of sport and physical education (PE), most studies on controlling teaching have either measured controlling teaching in an undifferentiated way or have focused on one particular feature of controlling teaching.Purpose: The purpose of this study was to provide a more fine-grained picture on the differential de-motivational effects of internally and externally controlling teaching strategies in the domain of PE.Participants: A t...
49 citations
TL;DR: In this paper, the influence of two eight-week motor skill interventions (skip-parent involvement and successful kinesthetic instruction for preschoolers) on the locomotor and object control (OC) skills of preschool children was examined.
Abstract: Background: Preschool children who are at risk have been shown to demonstrate developmental delays in their fundamental motor skills. The body of research on motor skill development of children indicates that these children, when provided with motor skill instruction, significantly improved their locomotor and object control (OC) skill performances.Purpose: The purpose of this study and the primary research question was to examine the influence of two eight-week motor skill interventions (SKIP – successful kinesthetic instruction for preschoolers and SKIP-PI – SKIP-parent involvement) on the OC competence of preschoolers identified as disadvantaged.Participants and setting: Seventy-two children (36 girls and 36 boys) from two Head Start centers participated in this study. Both centers were the part of the same child development council and had the same standard Head Start curriculum.Data collection: Random assignment of children to intervention group in school A (SKIP or SKIP-PI) was performed. Random ass...
48 citations
TL;DR: In this paper, the authors examine the extent to which the emphasis on assessment for learning (AfL) from educational authorities has led to change in assessment practice in PE and discuss possible implications.
Abstract: Background: The latest curriculum reform in Norway is one example of an education reform with a highly emphasised assessment for learning (AfL) agenda. Acknowledging that there is a lack of empirical research on AfL in physical education (PE), and that AfL potentially can have an important role to play in development of PE pedagogy, this paper set out to examine the extent to which the emphasis on AfL from educational authorities has led to change in assessment practice in PE.Purpose and research question: The purpose of this paper is to examine the implementation of AfL in PE at upper secondary level in Norway, and discuss possible implications. More specifically we ask ‘How do students’ and teachers' perspectives of assessment practices in PE reflect AfL key principles?'Methods: A mixed-method design has been applied in this study. Quantitative data, collected through a questionnaire answered by 1486 students from six upper secondary schools (15–19 years), were combined and compared with qualitative dat...
TL;DR: In this paper, the authors investigate the effect of professional development, in the form of a CK workshop, on the quality of instruction and student learning in physical education and find that most students rar...
Abstract: Background: Lack of content knowledge (CK) is problematic in teaching in classroom subject areas and in physical education. There is a dearth of data-based research on interventions aimed at helping teachers acquire CK and, in turn, on the effects of CK on student learning.Aim: To investigate the effect of professional development, in the form of a CK workshop, on the quality of instruction and student learning.Participants: Two beginning middle-school physical education teachers of both genders who had no experience in playing or teaching badminton were purposefully selected. A total of 48 students (2 teachers × 4 classes × 6 students) participated in this study.Data collection and analysis: Descriptive statistics for students’ and teachers’ data were reported. General linear models with a nested design structure were used to examine the statistical differences of the mean percentage of students’ correct or incorrect performances between the comparison and experimental classes.Findings: Most students rar...
TL;DR: In this paper, the authors examined the effectiveness of a tactical game model in promoting metacognitive behavior in elementary-school students and found that students from the experimental group made appreciable gains in metACognitive behaviour.
Abstract: Background: ‘Teaching games for understanding’ (TGfU) is a tactical-game approach to teaching, in which participants are learning via the processes intrinsic to the games themselves. Purpose: The aim of the study was to examine the effectiveness of a tactical-game model in promoting metacognitive behaviour in elementary-school students. Participants and settings: Seventy-one students aged 11–12 years were randomly assigned to an experimental group (13 boys and 16 girls) and a control group (19 boys and 23 girls). Research design: Teachers in the intervention classes applied the tactical-game approach (TGfU) in teaching volleyball. Within the control group, the technique-focus approach was applied. Data collection: Metacognitive behaviour was assessed pre and post-intervention via think-aloud protocols. Descriptive statistics showed that students from the experimental group made appreciable gains in metacognitive behaviour. Previous to the intervention programme 5.63% of students were categorized as high l...
TL;DR: In this article, the authors investigate how a teacher's enacted pedagogical content knowledge (PCK) differed as a function of CK and sport education and investigate the relative contribution of content knowledge on student learning in terms of swimming performance.
Abstract: Background: Our understanding of the role in which content knowledge (CK) can strengthen instructional models and how that knowledge matters for professional development is limited. It is contended that mere use of an instructional model is insufficient to impact psychomotor learning in meaningful ways.Purpose: This study was conducted to investigate how a teacher's enacted pedagogical content knowledge (PCK) differed as a function of CK and Sport Education (SE), and to investigate the relative contribution of CK and Sport Education on student learning in terms of swimming performance.Methods: Four intact classes comprising 88 secondary school students (age: 16–17 years) were randomly assigned to a Traditional, an Sport Education, a Traditional-CK, and a SE-CK group. All classes were taught by the same teacher during a 10-day unit of instruction in the front crawl.Results: Results showed that the teacher's PCK differed as a function of improved CK. For verbal representations, the amount of cues in the Tra...
TL;DR: This paper found that Physical Education Teacher Education (PETE) has only limited impact on how physical education (PE) is taught in schools, and suggested possible explanations for the difference in PE teacher education.
Abstract: Research indicates that Physical Education Teacher Education (PETE) has only limited impact on how physical education (PE) is taught in schools. This paper offers possible explanations for the diff ...
TL;DR: In this article, the authors examined associations between participation in different types of recreation/leisure and motor skill proficiency of boys and girls in their first year of school and found that there would be positive associations between FMS proficiency and participation in organized sport, physical activities, and active physical recreation.
Abstract: Background: Developmental theorists suggest that physical activity during early childhood promotes fundamental motor skill (FMS) proficiency; and that differences in FMS proficiency are largely related to children's experiences.Aim: To examine associations between participation in different types of recreation/leisure and FMS proficiency of boys and girls in their first year of school. We hypothesized that there would be positive associations between FMS proficiency and participation in organized sport, physical activities, and active physical recreation; but not for other types of recreation/leisure.Method: Participants (n = 74) were kindergarten children (Mage = 5y11 m; boys = 55%). Parents completed the diversity dimension of the Children's Assessment of Participation and Enjoyment (CAPE) survey. The CAPE measures children's participation in everyday activities outside of mandated school activities in the past four months in five types of formal and informal activities, specifically: Recreational activ...
TL;DR: In this article, high-performance sports provide athletes with a variety of learning experiences, and because athletes invest significant time and energy in training and competition over relatively long periods of time, they can benefit from these experiences.
Abstract: High-performance sports provide athletes with a variety of learning experiences. Because athletes invest significant time and energy in training and competition over relatively long periods of time...
TL;DR: In this paper, the authors assess students' ideas, views, and/or feelings after experiencing a parkour learning unit in an intact, sixth-grade physical education class in an elementary school located in the northern part of Spain.
Abstract: Background: Adventure education is an instructional model where students participate in adventurous activities to acquire physical, cognitive, and affective skills. It also has strong connections with cooperative learning. Parkour is a fast-growing sport practiced by thousands of youngsters all over the world. The media does not portray it as an educational content, but resourcefulness, maturity, cooperation, and respect are among its basic principles. It also appears to have a direct connection with risk-taking, self-discipline, and autonomy.Purpose: The purpose of this paper is to assess students' ideas, views, and/or feelings after experiencing a parkour learning unit.Participants and settings: The research project was conducted in an intact, sixth-grade physical education class in an elementary school located in the northern part of Spain. A total of 26 students with ages ranging between 11 and 12 years (mean age 11.4 ± 0.6) participated in the study. There were 14 boys and 12 girls.Data collection: A...
TL;DR: In this paper, the authors argue for the need to explore the social construction and constitution of school knowledge underpinned and influenced by particular dominant vested interests and their associated discourses to understand certain pedagogical implications for young people.
Abstract: Background: The salience of physical education and school sport (PESS) in England changed dramatically in the 2000s in terms of central government investment and political interests. The government put in place the physical education, school sport and club links strategy and the physical education and sport strategy for young people for a wide-ranging array of social objectives. Although policy research relating to PESS has centred on the sport policy-making process and the role of government or agents, including teachers, has been growing from the 2000s, this paper argues for the need to explore the social construction and constitution of school knowledge underpinned and influenced by particular dominant vested interests and their associated discourses to understand certain pedagogical implications for young people.Method: Applying the educational policy sociology approach adapted from Basil Bernstein's work on the social construction of pedagogic discourse, the focus of this paper was to identify the ma...
TL;DR: In this paper, the authors argue that while there is a high Chinese student population in Australian schools, little research has been undertaken to understand their needs, experiences and perceptions in schools health and physical education and sport.
Abstract: Background: School Health and Physical Education (HPE) and sport has increasingly become a complex cultural contact zone. With global population shifts, schools need policies and strategies to attend to the interests and needs of diverse student populations. School HPE and sport is a particularly significant site as it is a touchpoint for a range of cultural values and practices related to physical activity, the body, health and lifestyle proprieties.Purpose: While there is a high Chinese student population in Australian schools, little research has been undertaken to understand their needs, experiences and perceptions in schools HPE and sport. In addition, research in the physical activity field is accentuated by paradigms that assume and perpetuate the binary notion of cultural beliefs and practices such as ‘West’ versus ‘East’ and in association with ‘Normal’ versus ‘Problematic’ lifestyles in relation to physical activity. We argue that, without conceding the epistemological understanding of ‘differen...
TL;DR: In this paper, an artistic gymnast's experiences of movement into and out of the sport of women's artistic gymnastics are considered. But the authors focus on the sport itself, and do not consider the career movements related to selection for and selection from representative teams.
Abstract: Background: High-performance sport has been described as a formative environment through which athletes learn sporting skills but also develop athletic selves. Within this process, career movements related to selection for and de-selection from representative teams constitute critical moments. Further, retirement from sport can be problematic as the athletic self becomes ‘obsolete’. This dilemma is acute in sports that demand an early entry, extreme time investments and a high risk of retirement before adulthood. Women's artistic gymnastics (WAG) is such a sport.Purpose and scope: This article considers an artistic gymnast's (Marie) experiences of movement into and out of this sport. Marie's construction and reconstruction of her athletic self when she entered gymnastics at the age of six, relocated to a different city in order to train with the national team at the age of 15, and retired from the sport one year later receives particular attention.Method and theoretical perspective: An in-depth biographic...
TL;DR: This paper explored the features and experiences of an alternative games teaching approach that appealed to physical education teacher education (PETE) recruits' identified as most resistant to change, requiring a specific sample of PETE recruits with strong, custodial, traditional physical education teaching beliefs, and whom are high achieving sporting products of this traditional culture.
Abstract: Background Physical education teacher education (PETE) programmes have been identified as a critical platform to encourage the exploration of alternative teaching approaches by pre-service teachers. However, the socio-cultural constraint of acculturation or past physical education and sporting experiences results in the maintenance of the status quo of a teacher-driven, reproductive paradigm. Previous studies have reported successfully overcoming the powerful influence of acculturation, resulting in a change in PETE students’ custodial teaching beliefs and receptiveness to alternative teaching approaches. However, to date, limited information has been reported about how PETE students’ acculturation shaped their receptiveness to an alternative teaching approach. This is particularly the case for PETE recruits identified in the literature as most resistant to change. Purpose To explore the features and experiences of an alternative games teaching approach that appealed to PETE recruits’ identified as most resistant to change, requiring a specific sample of PETE recruits with strong, custodial, traditional physical education teaching beliefs, and whom are high achieving sporting products of this traditional culture. The alternative teaching approach explored in this study is the constraints-led approach (CLA), which is similar operationally to TGfU, but distinguished by a neurobiological theoretical framework (nonlinear pedagogy) that informs learning design. Participants and Setting A purposive sample of 10 Australian PETE students was recruited for the study. All participants initially had strong, custodial, traditional physical education teaching beliefs, and were successful sporting products of this teaching approach. After experiencing the CLA as learners during a games unit, participants demonstrated receptiveness to the alternative pedagogy. Data Collection and Analysis Semi-structured interviews and written reflections were sources of data collection. Each participant was interviewed separately, once prior to participation in the games unit to explore their positive physical education experiences, and then again after participation to explore the specific games unit learning experiences that influenced their receptiveness to the alternative pedagogy. Participants completed written reflections about their personal experiences after selected practical sessions. Data were qualitatively analysed using grounded theory. Findings: Thorough examination of the data resulted in establishment of two prominent themes related to the appeal of the CLA for the participants: (i) psychomotor (effective in developing skill), and (ii), inclusivity (included students of varying skill level). The efficacy of the CLA in skill development was clearly an important mediator of receptiveness for highly successful products of a traditional culture. This significant finding could be explained by three key factors: the acculturation of the participants, the motor learning theory underpinning the alternative pedagogy and the unit learning design and delivery. The inclusive nature of the CLA provided a solution to the problem of exclusion, which also made the approach attractive to participants. Conclusion PETE educators could consider these findings when introducing an alternative pedagogy aimed at challenging PETE recruits’ custodial, traditional teaching beliefs. To mediate receptiveness, it is important that the learning theory underpinning the alternative approach is operationalised in a research-informed pedagogical learning design that facilitates students’ perceptions of the effectiveness of the approach through experiencing and or observing it working.
TL;DR: In this paper, the authors explored the content knowledge and pedagogical content knowledge (CK) required by pre-service teachers to teach an alternative curricular model (adventure-based learning [ABL]) in urban middle schools.
Abstract: Background: Many alternative curricular models exist in physical education to better meet the needs of students than the multi-activity team sports curriculum that dominates in the USA These alternative curricular models typically require different content knowledge (CK) and pedagogical CK (PCK) to implement successfully One of the complexities of learning to teach these models for pre-service teachers (PTs) is understanding the different CK and PCK required which is compounded by their personal lack of experience of the modelPurpose: The purpose of this study was to explore the PCK enacted by PTs learning to teach an alternative curricular model (adventure-based learning [ABL]) in urban middle schoolsResearch design: Qualitative methods were used to explore how the PTs demonstrated their PCK while teaching an ABL unit to urban middle school students The study took place at a major university and in three middle schools in a large urban school district in Midwestern USAParticipants: Thirteen PTs enr
TL;DR: A mastery motivational climate together with high expectancy beliefs has a positive association with HRQOL, which in turn could produce health benefits in the future and suggest that a performance motivational climate could be associated with less activity even when students view PE as interesting, important, and useful.
Abstract: Background: School physical education (PE) not only offers and promotes health-related physical activity (PA), but also encompasses the promotion and development of health-related well-being such as health-related quality of life (HRQOL). Furthermore, assessing PA and HRQOL have become major issues in pediatric public health and also serve as a major goal of Healthy people 2020. Grounded in the expectancy-value and achievement goal frameworks, the primary purpose of this study was to examine the relationships among the perceptions of motivational climate in PE, expectancy-value beliefs, HRQOL, and PA among elementary children. A secondary purpose was to test whether expectancy-value beliefs mediate the relationship between motivational climate and HRQOL as well as between motivational climate and PA (self-reported PA and pedometer-based PA, respectively).Methods: Participants were 336 elementary children recruited from three public schools in the southeastern USA (Mage = 9.87; 179 girls, 157 boys). The ma...
TL;DR: This paper explored learner outcomes and perceptions of engagement with an inquiry-based unit of work, Take Action, that aimed to provide young people with an opportunity to critically reflect on movement, investigate an issue important to them, and enhance their capacity to enact positive change for themselves and others.
Abstract: Background: Greater understandings about how progressive pedagogies are interpreted and practiced within schools will be required if international calls to enhance relevance and meaning in Health and Physical Education (HPE) are to be realised. Little is understood about how inquiry-based units of work connected to real-life issues are enacted, engaged with, and generate deeper knowledge within a HPE context.Purpose: This study explores learner outcomes and perceptions of engagement with an inquiry-based unit of work, Take Action, that aimed to provide young people with an opportunity to critically reflect on movement, investigate an issue important to them, and enhance their capacity to enact positive change for themselves and others.Participants and setting: Forty-four students and three teachers from two secondary school settings participated in the research. Both schools were located in relatively low socio-economic status areas in southern metropolitan Melbourne, Victoria, Australia.Data collection a...
TL;DR: In this paper, the authors outline how a model for outdoor adventure education (OAE) might be implemented in practice in schools in the UK and four non-negotiable features of a pedagogical model for OAE are identified as essential for pupils to gain maximum benefit from their outdoor adventure experiences.
Abstract: Background: This paper is part two of a discussion about a new pedagogical model for adventure in the curriculum. It builds upon part one, the advocacy paper, which considered important theoretical foundations, historical influences and research outcomes of outdoor adventure education (OAE) in the UK.Purpose: This paper outlines how a model for OAE might be implemented in practice in schools in the UK. Four non-negotiable features of a pedagogical model for OAE are identified as essential for pupils to gain maximum benefit from their outdoor adventure experiences. Consideration is also given to other essential features of models-based approaches to physical education that teachers need to consider to underpin the model's authenticity, including pupils’ readiness for learning, teacher expertise and knowledge, and assessment and future model validation.Conclusions: Four non-negotiable features of a model for OAE are identified as being mainly outdoors, experiential learning, challenge by choice and managed ...
TL;DR: In this article, the authors provide a new approach of researching teacher behaviour in order to understand the social and moral assumptions and to promote students' motivation to engage in physical activities that are embedded in the act of teaching in physical education through the identification of indirect teaching behaviour.
Abstract: Background: Physical education teacher behaviour has been a subject of study in physical education including physical education teacher education for 30 years. However, the research on teacher behaviour has tended to focus on direct teaching behaviour (DTB) to demonstrate the benefits of effective teaching, centred on a technical understanding of the process of teacher behaviour. A holistic approach for teaching behaviour is needed in order to give students educational experiences.Aims: Drawing on the studies of implicit ways of teaching, the aim of this paper is to provide a new approach of researching teacher behaviour in order to understand the social and moral assumptions and to promote students' motivation to engage in physical activities that are embedded in the act of teaching in physical education through the identification of indirect teaching behaviour (ITB).Method: An ethnographically informed case study based on participant observation (eight months) was employed. The researcher observed stude...
TL;DR: Hodkinson et al. as mentioned in this paper used the sociological theories of Pierre Bourdieu to construct a "holistic" theoretical framework for understanding learning, which overcomes the dualisms of structure/agency and individual/society.
Abstract: Background: In their 2008 paper, Hodkinson, Biesta and James draw on the sociological theories of Pierre Bourdieu to construct what they claim is a ‘holistic’ theoretical framework for understanding learning. While not an attempt to dissolve the long-standing opposition between ‘cognitive’ and ‘situated’ theories, the authors claim that thinking about learning and learners in ‘cultural’ terms via Bourdieu's theories allows us theoretically to integrate individuals and learning contexts. The result, they claim, is a ‘scalable’ theory of learning that overcomes the dualisms – such as structure/agency and individual/society – that dog learning theory. We welcome both Hodkinson et al.’s ideas and overall goal. However, we were struck by the absence of any mention of communications media or digital technology in their theoretical framework. Does this mean that media and digital technology can straightforwardly be mapped onto Hodkinson et al.’s theory? Or is this a serious oversight?Purpose: Given the large amo...
TL;DR: In this paper, the authors contribute to the on-going debate regarding the knowledge content and the identity problems described in PEH by using curriculum theory, inspired by Bernstein's and Lundgren's theoretical work on the social construction of knowledge and the relationship between the production and reproduction of curricular knowledge.
Abstract: Background: Many studies have found that Physical Education and Health (PEH) is a popular subject among the majority of pupils. Still, there is an on-going discussion concerning the aim of PEH and what legitimises it as a school subject. It is difficult to identify what knowledge appears as legitimate within PEH, and this creates conflicts within the field.Purpose: The main purpose of this study is to contribute to the on-going debate regarding the knowledge content and the identity problems described in PEH. The conceptual framework used is curriculum theory, inspired by Bernstein's and Lundgren's theoretical work on the social construction of knowledge and the relationship between the production and reproduction of curricular knowledge, further developed by Linde. The specific research questions are the following: (1) What knowledge appears as legitimate in the subject in Sweden on these three levels: In the syllabus, as viewed by teachers, and during the realisation of lessons? (2) What are the similar...
TL;DR: In this paper, the effects of a multidisciplinary intervention with teachers on the development of positive behaviours in PE classes were investigated. But the authors focused on the positive youth development paradigm and did not consider the effect of self-determination theory on PE students' motivational processes.
Abstract: Background: The physical education (PE) context has been emphasised as an ideal environment for developing positive behaviours among students. Under the Positive Youth Development paradigm, various initiatives have been conducted with the aim of promoting personal and social responsibility among adolescents. Self-Determination Theory has been widely used to analyse students’ motivational processes during PE classes.Purpose: This study aimed to measure the effects of a multidisciplinary intervention with teachers on the development of positive behaviours in PE classes.Participants: Twenty PE teachers participated in the study (Mage = 35 years; SD = 2.32) along with 777 of their students (Mage = 12.81 years; SD = .93). The teachers (male = 16; female = 4) were between the ages of 29 and 48 years (M = 35.2 years; SD = 2.32). The students who participated in this study (male = 377; female = 400) were divided into 52 classes and were between the ages of 12 and 16 years (M = 12.81; SD = .93).Research design: A ...