Volume 18 (2024): Issue 1 (Mar 2024)
Autonomy-Supportive, External-Focus Instructions Optimize Children’s Motor Learning in Physical Education
Thomas Simpson, Mitchell Finlay, Victoria Simpson, Ayoub Asadi, Paul Ellison, Evelyn Carnegie, and David Marchant
An external focus of attention and autonomy support are identified as key factors to optimize motor learning; however, research in children is limited. Moreover, research has failed to examine these factors in ecologically valid motor learning settings, like physical education. Therefore, the present study examined the effects of external focus of attention when delivered using autonomy-supportive or controlling instructional language on children’s motor learning. Thirty-three novice participants (10.30 ± 0.52 years) practiced a land-based curling task under supportive (external-focus instructions delivered with supportive language), controlling (external-focus instructions delivered with controlling language), or neutral (external instructions embedded in the task aim) conditions before completing a retention and transfer test. The supportive group produced higher positive affect after practice and greater accuracy in the retention test compared with the other groups. The findings provide support for the OPTIMAL (optimizing performance through intrinsic motivation and attention for learning) theory of motor learning that combining an external focus and autonomy support conditions improves motor learning.
Barriers and Enablers for Physical Activity Engagement Among Individuals From India With Type 2 Diabetes Mellitus: A Mixed-Method Study
Prabhath Matpady, Arun G. Maiya, Pallavi P. Saraswat, Chythra R. Rao, Mamatha Shivananda Pai, Shekarappa D. Anupama, Jeevan K. Shetty, and Shashikiran Umakanth
Background: Type 2 diabetes mellitus (T2DM) is a complex, chronic condition that can cause multiple complications due to poor glycemic control. Self-management plays a crucial role in the management of T2DM. Lifestyle modifications, including physical activity (PA), are fundamental for self-management. This study explored the knowledge, perception, practice, enablers, and barriers of PA among individuals with T2DM. Methods: A mixed-method study was conducted among individuals with T2DM in Udupi taluk, India. A cross-sectional survey (n = 467) followed by an in-depth interview (n = 35) was performed. The data were analyzed using descriptive statistics and thematic analysis, respectively. Results: About half (48.8%) of the participants engaged in PA of which 28.3% had an adequate score in the practice of PA. Walking was the most preferred mode. Self-realization, Comprehension, perception, and source of information, PA training, Current PA practices, enablers and barriers for PA were 6 themes derived under knowledge, perception, and practice of PA. Conclusion: Despite knowing the importance of PA, compliance with PA was poor. The personal/internal, societal, and external factors constituted the trinity of barriers and enablers in compliance with PA. Behavioral changes, societal changes, policy initiatives, and PA training in health care settings may enhance PA practice among individuals with T2DM.
Continuing Professional Development in Physical Education: Future Directions and Lessons Learned
Ben D. Kern and Kevin Patton
Demand for supporting the delivery of high-quality physical education (PE) has never been more important, and continuing professional development (CPD) that results in changes in PE teachers’ practices and improvements in student learning outcomes is in short supply. PE-CPD has historically fallen short of meeting this end, though there are written descriptions of successful PE-CPD spanning the past 4 decades. In this paper, we examine shared features of effective PE-CPD, identify and review gaps in PE-CPD literature, and discuss lessons learned to enhance future efforts by policymakers and stakeholders responsible for designing, planning, and facilitating learning opportunities for physical educators. We conclude with a critical discourse challenging readers to consider the following four questions: (a) What is the purpose of CPD? (b) What is worth knowing regarding CPD? (c) What can be done to improve the quality and quantity of CPD? and (d) Who should be doing something about it?
Effective Instruction and Curricular Models: What Do We Know About Student Learning Outcomes in Physical Education?
Pamela Hodges-Kulinna, Zach Wahl-Alexander, Kahyun Nam, and Christopher Kinder
This essay aims to elucidate effective teaching through the utilization of instructional models in physical education. In this essay, Rink’s seven essential teaching tasks provide the foundational structure, complemented by an examination of four legitimate student outcomes in physical education: physical, cognitive, social, and affective domains. A literature review of 222 research studies on teaching effectiveness of nine instructional models reporting on teacher behaviors and student outcomes was coded following a four-step reliability coding process to establish a consensus on the articles included. This essay serves as a resource for comprehending the application of instructional models in physical education curricula, highlighting the need for continuous research into their efficacy and the replication of studies to validate outcomes across various educational settings. In addition, it highlights the importance of integrating K–16 teacher assessment data within these models to demonstrate the educational impact across learning domains.
Physical Activity Levels, Correlates, and All-Cause Mortality Risk in People Living With Different Health Conditions
Jenny M. Marks-Vieveen, Léonie Uijtdewilligen, Ehsan Motazedi, Dominique P.M. Stijnman, Inge van den Akker-Scheek, Adrie J. Bouma, Laurien M. Buffart, Vincent de Groot, Ellen de Hollander, Judith G.M. Jelsma, Johan de Jong, Helco G. van Keeken, Leonie A. Krops, Marike van der Leeden, Stephan A. Loer, Willem van Mechelen, Femke van Nassau, Joske Nauta, Evert Verhagen, Wanda Wendel-Vos, Lucas H.V. van der Woude, Johannes Zwerver, Rienk Dekker, and Hidde P. van der Ploeg
Background: To better understand physical activity behavior and its health benefits in people living with health conditions, we studied people with and without 20 different self-reported health conditions with regard to (1) their physical activity levels, (2) factors correlated with these physical activity levels, and (3) the association between physical activity and all-cause mortality. Methods: We used a subsample (n = 88,659) of the Lifelines cohort study from the Netherlands. For people living with and without 20 different self-reported health conditions, we studied the aforementioned factors in relation to physical activity. Physical activity was assessed with the Short Questionnaire to Assess Health-Enhancing Physical Activity Questionnaire, and mortality data were obtained from the Dutch death register. Results: People with a reported health condition were less likely to meet physical activity guidelines than people without a reported health condition (odds ratios ranging from 0.55 to 0.89). Higher body mass index and sitting time, and lower self-rated health, physical functioning, and education levels were associated with lower odds of meeting physical activity guidelines across most health conditions. Finally, we found a protective association between physical activity and all-cause mortality in both people living with and without different health conditions. Conclusion: People living with different health conditions are generally less physically active compared with people living without a health condition. Both people living with and without self-reported health conditions share a number of key factors associated with physical activity levels. We also observed the expected protective association between physical activity and all-cause mortality.
Social Justice and Physical Education in the United States: The Need for New Maps
Dillon Landi and Sue Sutherland
This paper is a reflection, a critique, and, hopefully, an inspiration to think about how future generations can reshape physical education in the United States. To do so, we first pay homage to our pioneers, who, we argue, were transformative leaders because they used research to respond to the sociopolitical issues of their time. In saying this, we reflect on how these ideas from that time were critically important but have also been developed for a different time, place, and demographic of people. We then trace the social justice research in the United States by highlighting the promises and pitfalls of current scholarship because it often asks “tough questions” but provides “weak solutions.” To conclude, we believe that the future of physical education needs to be about allowing those “new voices” to become the future leaders of our field. In so doing, they will change the landscape of physical education knowledge, movement, and practices.
After-School Activities of Japanese Elementary School Children: Comparison of Children Who Attend Lessons and Cram Schools With Those Who Do Not
Background: This study examined the after-school activities of Japanese elementary school children in which little information is available for understanding the process by which participation in organized activities leads to the decrease in children’s independent mobility. Methods: One thousand eight hundred and twenty-four mothers of elementary school children participated in an online survey. The mothers responded to the questions on the number of lessons (or cram schools) their children attended weekdays, as well as their children’s behavior after classes, and parents providing transportation when their children go out to play. Results: The proportion of children attending lessons and/or cram schools increased as their grades progressed. A significant interaction existed between the degree of parental transportation and grade in terms of whether or not the children attended lessons and/or cram schools. Parental involvement included pick up or drop-off for a large percentage of younger children without lessons, whereas the degree of parental involvement was greater for older children attending lessons. In other words, parents of children without attending lessons or cram schools tended to allow children to engage in independent activities when they reached the higher grades, whereas parents of children who frequently attended lessons and cram schools tended to remain involved in transporting their children, even when they reached the higher grades. Conclusions: The results suggested that the participation of children in organized activities leads to a routine of parental pickup and/or drop-off, which renders difficult the facilitation of opportunities for children to independently participate in play activities.
Erratum. Quantifying Area-Level Physical Activity Offerings in Social Context: A Novel Concept That Goes Beyond Walkability and Access to Open Spaces
Journal of Physical Activity and Health
The KID Study (Kids Interacting With Dogs): Piloting a Novel Approach for Measuring Dog-Facilitated Youth Physical Activity
Colleen J. Chase, Sarah Burkart, and Katie Potter
Background: Two-thirds of children in the United States do not meet the National Physical Activity Guidelines, leaving a majority at higher risk for negative health outcomes. Novel, effective children’s physical activity (PA) interventions are urgently needed. Dog-facilitated PA (e.g., dog walking and active play) is a promising intervention target, as dogs support many of the known correlates of children’s PA. There is a need for accurate methods of quantifying dog-facilitated PA. Purpose: The study purpose was to determine the feasibility and acceptability of a novel method for quantifying the volume and intensity of dog-facilitated PA among dog-owning children. Methods: Children and their dog(s) wore ActiGraph accelerometers with a Bluetooth proximity feature for 7 days. Additionally, parents logged child PA with the family dog(s). Total minutes of dog-facilitated PA and percentage of overall daily moderate to vigorous PA performed with the dog were calculated. Results: Twelve children (mean age = 7.8 ± 2.9 years) participated. There was high feasibility, with 100% retention, valid device data (at least 4 days ≥6-hr wear time), and completion of daily parent log and questionnaire packets. On average, dog-facilitated PA contributed 22.9% (9.2 min) and 15.1% (7.3 min) of the overall daily moderate to vigorous PA for children according to Bluetooth proximity data and parent report, respectively. Conclusions: This pilot study demonstrated the feasibility of utilizing an accelerometer with a proximity feature to quantify dog-facilitated PA. Future research should use this protocol with a larger, more diverse sample to determine whether dog-facilitated PA contributes a clinically significant amount toward overall PA in dog-owning youth.