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Another Decade of Qualitative Research in the Journal of Teaching in Physical Education

Shelby E. Ison, Kevin Andrew Richards, Michael A. Hemphill, and Thomas J. Templin

Background: Over the past several decades, scholars have regularly reviewed qualitative research published in the Journal of Teaching in Physical Education, among other outlets, to understand the developing role of qualitative methods in physical education and sport pedagogy. In this review, the authors present a descriptive and thematic analysis of qualitative research articles published between 2009 and 2019, extending previous reviews. Methods: A total of 137 empirical articles were published that included a qualitative component (38.48%). This included purely qualitative studies (28.37%) as well as those using mixed methods (10.11%). Results: Descriptive results include analyses of article classifications, authorship, participants, theoretical/conceptual frameworks, qualitative methodologies, data collection methods, and data analysis and trustworthiness strategies. Inductive analysis of the 137 qualitative containing articles resulted in six themes and corresponding subthemes of research foci. Conclusions: Suggestions for future submissions to the Journal of Teaching in Physical Education are also presented.

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Physical Education Curricular Elements in Blended Learning During the COVID-19 Pandemic

Francisco Javier Gil-Espinosa, Iván López-Fernández, Rubén Espejo, and Rafael Burgueño

Purpose: To describe the curricular elements in blended physical education (PE) during the COVID-19 pandemic. Method: A survey of PE teachers was conducted regarding curricular elements related to content blocks, instruction, and assessment. A total of 174 Spanish secondary PE teachers (120 men and 54 women) participated in the survey. Results: For the nonface-to-face part, instruction relied mainly on challenge-based learning as an instructional strategy, the learning of the designed individual program as a teaching–learning style, health-based PE as a pedagogical model, and self-assessment as the most used assessment form. Discussion/Conclusion: The study describes an overview of the characteristics of the curricular elements used in the blended learning PE model in secondary education. Both the age of PE teachers and the socioeconomic level of the families are variables to consider.

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Preservice Physical Education Teacher Preparation for Health-Related Fitness Testing: A Faculty Perspective

Xiaolu Liu, Xiaofen D. Hamilton, Rulan Shangguan, Jingwen Liu, Sarah J. Wall, and Richard Guerra

Purpose: This study aimed to examine how physical education teacher education (PETE) programs prepare preservice physical education teachers (PPETs) for implementing health-related fitness testing (HRFT) in K–12 schools from a faculty perspective. Methods: The study applied a phenomenological approach. Seven PETE faculty participated in this study. Data were collected through semistructured interviews, online surveys, and course documents. Constant content analysis was performed to generate themes. Results: The study discovered four themes: (a) required courses are the primary means for preparing PPETs to use HRFT, (b) cooperating teachers can negatively influence the faculty’s role in HRFT preparation, (c) PPETs explored the use of HRFT in PETE programs through peer teaching and testing activities, and (d) there was a lack of field-based experiences in local schools for HRFT preparation. Conclusion: PETE programs provided some courses to prepare PPETs for the HRFT implementation with the lack of time and field experience.

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Effectiveness of Adventure Education on Health Outcomes Related to Physical, Psychological, and Social Development in Children: A Systematic Review

Zhou Peng and Patrick W.C. Lau

Objective: This systematic review aims to investigate the impact of adventure education (AE) on children’s physical, psychological, and social development (children’s age range: 0–18 years old). Methods: The review was reported based on Preferred Reporting Items for Systematic Review and Meta-analysis (PRISMA 2015). Articles were retrieved from seven databases (EMBASE, PubMed, MEDLINE, Web of Science, SPORTDiscus, PsycINFO, and Psychology Database) from 2000 to 2021. Methodological quality was examined according to Version 2 of the Cochrane risk-of-tool for randomized trials (RoB 2). Results: Eighteen studies were screened. AE was found to contribute to the improvement of physical development in nonhealthy children aged 9 to 16 years and nonhealthy children aged 3 to 7 years. All results showed a positive psychological impact of AE except for inconsistent results for self-esteem, self-efficacy, and quality of life. Moreover, AE was found to be an approach that enhanced social development among nonhealthy and healthy children aged 11–17 years and nonhealthy children aged 3–7 years. Conclusion: AE intervention produces physical, psychological, and social benefits in children. Most studies analyzed in this review focused on 9- to 18-year-old unhealthy and healthy children. Only one study involved 3- to 7-year-old unhealthy children. However, most of the studies in this field have weak methodological quality, and thus, the present evidence should be interpreted carefully. Future work with superior methodology in AE intervention would help us establish a greater degree of accuracy in this area of study. Implications: AE intervention with better study design is needed. Research also needs to be conducted to examine the effectiveness of AE on physical, psychological, and social development in healthy younger children.

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Volume 41 (2022): Issue 4 (Oct 2022)

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“STAR WARS™: The First Jedi” Gamification Program: Improvement of Fitness Among College Students

Jose Mora-Gonzalez, Carmen Navarro-Mateos, and Isaac J. Pérez-López

Purpose: To examine the effects of a 14-week gamification-based physical education teaching program on fitness in college students. Method: A convenience sample of 112 college students (21.22 ± 2.55 years) was distributed among a gamification-based group or a control group (i.e., traditional teaching). College students from the gamification group used a game-based mobile app under the narrative of “STAR WARS™” with a countdown, so they had to gain lifetime. Cardiorespiratory fitness was assessed by the 20-m shuttle run test. Muscular fitness was measured by the handgrip strength and the standing broad jump tests. Results: Participants from the gamification program reported a significantly higher cardiorespiratory fitness and upper and lower body muscular fitness at postintervention, indicated by an effect size of 0.86 (p < .001), 0.18 (p = .018), and 0.52 (p < .001), respectively. Conclusion: Gamification can have an important implication on students’ motivation toward higher fitness.

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What Kind of Interpersonal Need-Supportive or Need-Thwarting Teaching Style Is More Associated With Positive Consequences in Physical Education?

Francisco M. Leo, Behzad Behzadnia, Miguel A. López-Gajardo, Marco Batista, and Juan J. Pulido

Purpose: Based on a multilevel approach (individual and class level), this study aimed to test which need-supportive/thwarting teaching styles were more closely associated with students’ motivation and other positive physical education (PE) out-of-school consequences. Method: Participants were 654 primary (n = 385) and secondary (n = 269) PE students (M age = 11.96 ± 1.95; boys = 317 and girls = 337). Results: The three need-supportive teaching behaviors were related to autonomous motivation, PE importance and usefulness, and the intentions to practice physical activity at the individual level; the role of competence support at both individual and class levels is highlighted. Competence-thwarting style was also negatively related to autonomous motivation at both levels, and jointly to relatedness-thwarting behaviors positively to a motivation at the individual level. Conclusion: Our results provide insight into how the specific type of interpersonal styles adopted by teachers can be decisive to achieve positive PE outcomes in and out of school.

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The Impact of Sport Education on Physical Education Majors’ Basketball Content Knowledge and Performance

Hairui Liu, Wei Shen, Anyi Hu, Wei Wang, Wei Li, and Peter A. Hastie

Purpose: To examine the consistency of findings between two studies examining the impact of sport education on Chinese physical education preservice teachers’ content knowledge and performance of volleyball and basketball. Methods: One hundred and six preservice teachers’ from a university in central China participated in six semester-long courses of basketball taught using either a Multi-Activity or Sport Education model of instruction. Pre- and postcourse measures of game performance were recorded for common content knowledge and specialized content knowledge. Results: After controlling for preintervention scores, statistically significant differences favoring Sport Education were found for common content knowledge as well as specialized content knowledge. Students in Sport Education had 62 times higher odds of reaching the specialized content knowledge benchmark depth for acceptable content development. Conclusion: These findings provide support for the idea that the accountability mechanisms specific to Sport Education, together with the tasks related to designing team training plans, serve to promote students’ ability to design and sequence tasks based on their team’s needs.

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Faculty Perspectives Using Practice-Based Teacher Education in Physical Education

Phillip Ward, Fatih Dervent, Insook Kim, Bomna Ko, Xiuye Xie, Emi Tsuda, José A. Santiago, Peter Iserbyt, and Erhan Devrilmez

Purpose: Practice-based teacher education (PBTE) has been proposed as an approach to combat forms of teacher education that create prescriptive understandings of teaching that are disconnected from practice. In physical education, PBTE is becoming more prevalent. Some have argued that many of its elements have been in use for some time, whereas other elements have been refined or are new. In this study, we were motivated to examine the use of PBTE by physical education teacher educators and their perceptions of PBTE. Method: Participants were nine teacher educators from the United States (n = 6), Turkey (n = 2), and Belgium (n = 1). Surveys were used to gather data on the use of PBTE and the perceptions of teacher educators. Data describing the use of PBTE in their programs were descriptively analyzed. Our perceptions were interpreted using an intrinsic case study with PBTE serving as the case. Findings: Programs adopted similar and different elements of PBTE. Four themes emerged relative to the perceptions of teacher educators about PBTE: (a) how the context of the teacher educator influences their use of PBTE, (b) teacher educators’ use of PBTE, (c) the advantages of using PBTE, and (d) a critical analysis of PBTE. Conclusion: Our approach to operationalizing PBTE may help encourage useful conversations in physical education teacher education.

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Sportspersonship Under Review: An Examination of Fair Play Attitudes Through the Contextualized Sport Alphabetization Model in Primary Physical Education

Manuel Jacob Sierra-Díaz, Sixto González-Víllora, and Javier Fernandez-Rio

Purpose : The goal was twofold: (a) to analyze the evolution of sportspersonship attitudes and negative values along a learning unit using the contextualized sport alphabetization model and (b) to determine the associations between sportspersonship and self-determined motivation. Method : The study followed a preexperimental, cross-sectional design with pre-, mid-, and posttesting. Forty-one primary education students (10.17 ± 1.13 years) participated in a futsal-based unit using the contextualized sport alphabetization model. Data were analyzed through a set of Grade (4) × Time (3) repeated-measures analysis of variances. In addition, Pearson moment–product correlational analysis was conducted to observe any possible associations between sportspersonship and motivation. Results : Findings showed a positive significant evolution, as well as a positive relationship, between sportspersonship and self-determined motivation. Results also showed significant differences among grades. Discussion/Conclusion : This study provides empirical support for the implementation of the contextualized sport alphabetization model, encompassed within a learner-centered teaching practice, to promote positive values among students in physical education.