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Erratum. Attributes Contributing to the Use of Technology in School-Based Physical Activity Promotion: A Diffusion of Innovations Approach

Journal of Teaching in Physical Education

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An Activist Approach to Physical Education and Physical Activity: Imagining What Might Be

David Kirk

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Middle School Students’ Team Cohesion Development Within a Sport Education Season: A Mixed Methods Investigation

Baofu Wang and Senlin Chen

Purpose: The purposes of the study were to examine the longitudinal changes of team cohesion within a Sport Education season among female students and to identify facilitators and barriers underlying cohesion development. Method: A longitudinal, concurrent, mixed methods design was employed. Students from sixth to eighth grades (all girls; n = 55) in small teams (n = 15), and their physical education teacher, from one convenience private school in a southern U.S. state, participated in this study. All students completed the validated Youth Sport Environment Questionnaire across three time points. Regular field observations, focus group interviews with students, and individual interviews with student leaders and the physical education teacher were conducted to capture the facilitators and barriers. Results: No significant time effect was observed for team cohesion, but student leadership significantly moderated cohesion development from Time 2 to Time 3 and from Time 1 to Time 3, but not from Time 1 to Time 2. Qualitative data unraveled four facilitators and three barriers underlying cohesion development. Conclusion: The findings are informative for future Sport Education-based curricular and instructional practices to nurture team cohesion.

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Erratum. Initial Validation of the Teaching Methods Scale in Physical Education

Journal of Teaching in Physical Education

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Instructional Alignment in Physical Education Student Teachers’ Lesson Plans for Individual Sports

Peter Iserbyt, Jackie Lund, and Fien Lux

Purpose: The purpose of the study was to investigate the instructional alignment of unit and lesson plans in physical education. Methods: Unit and lesson plans of 31 student teachers from one Physical Education Teacher Education program were analyzed. Trained coders assessed the quality and alignment of unit goals and lesson outcomes, assessments, and tasks. Interobserver reliability was 93% based on the full sample. Results/Discussion: Only 7% of unit goals (n = 145) were assessable and feasible. There was strong alignment between unit goals and assessment in 61% of the sample. Only 26% of unit goals were assessed. For lesson outcomes (n = 476), only 8% were assessable and feasible. For tasks (n = 1,806), 51% of the sample were strongly aligned with lesson outcomes and 50% with unit goals. Conclusion: There was limited instructional alignment in unit and lesson plans. Providing more support for student teachers to improve their instructional alignment is needed.

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Recommendations for Physical Activity in Segments of the School Day Support the Increase in Daily Physical Activity in Adolescents

Karel Frömel, Dorota Groffik, Josef Heidler, Josef Mitáš, and Michael Pratt

Purpose: This study aimed to assess the impact of segment-specific physical activity (PA) recommendations during the school day on the daily PA in both boys and girls. Methods: A total of 426 Czech and 219 Polish adolescents participated in this study. They were divided into two groups: one receiving segment-specific PA recommendations for the school day and the other receiving general daily PA recommendations. The Youth Activity Profile questionnaire, the World Health Organization-5 Well-Being Index, and the wearable Garmin vívofit were used in the research. Results: The application of segment-specific PA recommendations during the school day was significantly associated with higher PA on school days. It also increased the odds of meeting the recommendations of 6,000 steps/day after school (odds ratio = 1.63, confidence interval [1.19, 2.24], p = .003) and 11,000 steps/day (odds ratio = 1.59, confidence interval [1.16, 2.18], p = .004) on school days. Conclusions: Segment-specific PA recommendations during the school day are effective and should be integrated into physical education curricula, comprehensive school PA programs, and broader school educational strategies.

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Integrating edTPA into Physical Education Teacher Education: Teacher Educators’ Perceptions and Experiences in Preparing Teacher Candidates

Edward B. Olsen, James D. Wyant, Emi Tsuda, Michael K. Laughlin, and Deborah S. Baxter

Purpose: In the United States, 15 states maintain policies and 25 states represent some level of edTPA affiliation. This study investigated how the edTPA was integrated and aligned into different physical education teacher education (PETE) programs in New Jersey. It also sought to understand teacher educators’ perceptions and experiences in preparing teacher candidates for the edTPA. Methods: This study utilized three data sources: semistructured interviews (n = 4), one focus group interview (n = 1), and documents (n = 17). Data analysis reflected a conventional approach toward qualitative content analysis. Results: In analyzing the data, four themes were established: (a) benefits and drawbacks of edTPA in PETE, (b) goals and success of edTPA in PETE, (c) integrating edTPA into PETE—macro- and microperspectives, and (d) analytic insights into edTPA and future recommendations. Discussion/Conclusion: In states requiring the edTPA, early exposure, scaffolding, curriculum mapping, and a shared mission and vision are critical. In states not requiring the edTPA, programs may want to consider indicators of performance, such as artifacts, reports, elements of the edTPA, university-based assessments, or a portfolio. Regardless of the type of assessment, “a” performance-based assessment may help to determine teacher candidates’ ability to plan, instruct, assess, and reflect.

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Development and Validation of the Teacher Motivation in Physical Education Questionnaire

Alex C. Garn, Kelly L. Simonton Jr, and Kevin Mercier

Purpose: Grounded in the expectancy-value theory framework, the purpose of this study was to develop and identify the psychometric properties of the Teaching Motivation in Physical Education Questionnaire. Methods: The process included testing content validity with experts (n = 16), construct validity and measurement invariance using factor analysis, and convergent validity using structural equation modeling (SEM) in two physical education teacher samples (n = 373; n = 400). Results: Factor analysis identified a 17-item questionnaire measuring teachers’ expectancy, value, and cost beliefs. Measurement invariance testing revealed equivalence between male and female as well as primary and secondary physical education teachers. Correlational and structural equation modeling analyses showed the adaptive nature of expectancy and subjective task value beliefs along with the maladaptive nature of cost beliefs. Discussion/Conclusion: The Teaching Motivation in Physical Education Questionnaire provides a theoretically grounded approach to investigate physical education teachers’ motivation toward curriculum and instruction.

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Influencers de la Educación Física en Instagram: el Engranaje entre Conocimiento Experto, Estrategias de Microcelebridad y Funcionalidades de la Plataforma

Alejandro Alcolea Lozano and Maria José Camacho-Miñano

Purpose: This study analyses the role of Physical Education (PE) teachers who are influencers on the Instagram social network. Method: Using a descriptive case study, the profiles of three Spanish PE influencers were analysed for seven months (159 posts and 73 stories) with a thematic analysis. Results: The results show that the PE influencer is the product of a complex interplay in which the dissemination of their knowledge and their identity as experts is developed through microcelebrity strategies and the management of the functionalities of the platform itself aimed at boosting their visibility and, ultimately, monetising their content. Conclusion: It concludes with the tensions that exist for PE around this phenomenon within the neoliberal educational context and the need for teacher training to be adapted to this new educational reality.

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Evaluación de una propuesta educativa en Educación Física para promocionar la bicicleta como modo de transporte al centro educativo en adolescentes: Estudio PACO

Javier Molina-García, Francisco Javier Huertas-Delgado, Pablo Campos-Garzón, and Palma Chillón

Purpose: To analyze the effects of an educational proposal in Physical Education to promote cycling as a mode of transport to school. Method: The PACO study (‘Pedalea y Anda al Cole’) is a randomized controlled trial. Satisfaction with the sessions, cycling skills and knowledge, mode of travel, basic psychological needs and barriers to active commuting were assessed. Results: There was a high satisfaction with the sessions, an adequate development of cycling skills and an improved knowledge of traffic rules and cycling behavior. There was a significant decrease in the satisfaction of the need of competence and an increase in the perception of barriers in the intervention group compared to the control group. There was no change in the mode of transport. Conclusion: This type of educational proposals should be developed during more sessions and/or through interdisciplinary center projects to achieve positive and lasting behavioral changes.