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The Relationship of Practice, Attitude, and Perception of Competence in Middle School Physical Education

Kristin Scrabis-Fletcher, Jennifer Rasmussen, and Stephen Silverman

Purpose

Grounded in social cognitive theory this study examined attitude and perception of competence and their relationship with skill practice in middle school physical education.

Method:

Participants (N = 81) were randomly selected from nine teachers’ classes. Two lessons were videotaped and students completed a middle school perception of competence survey (Scrabis-Fletcher & Silverman, 2010), and a physical education attitude survey (Subramaniam & Silverman, 2000). Student practice trials and task time were coded during skill instruction. A series of different analyses were conducted including descriptive, correlational, and multiple regressions to allow for in-depth understanding of the relationship of student practice and the psychosocial variables of perception of competence and attitude, along with the type and amount of practice occurring in class.

Results:

Analyses revealed interesting findings about how class time was spent along with a significant correlation for the total number of tasks and appropriate trials per minute and a low correlation between the psychosocial factors and practice variables.

Discussion:

Including more tasks may increase the number of appropriate practice trials. The sociocognitive bidirectional relationship however, is not predictive in nature and needs to be examined more discreetly from the student, contextual, and teacher perspectives.

Cover Journal of Teaching in Physical Education

In Journal of Teaching in Physical Education Volume 35 (2016): Issue 3 (Jan 2016)

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The Effect of a Team Building Program on the Self-Conceptions of Grade 6 and 7 Physical Education Students

Vicki Ebbeck and Sandra L. Gibbons

This study investigated the effectiveness of a Team Building Through Physical Challenges (TBPC; Glover and Midura, 1992) program on the self-conceptions of physical education students in Grades 6 and 7. The treatment group was exposed to one TBPC activity every second week for 8 months, while the second group completed the regular physical education curriculum without any TBPC activities. Data were analyzed using 2 (treatment/control) x 2 (preintervention/postintervention) x 2 (male/female) repeated measures analysis. Results at postintervention revealed that both male and female students in the treatment group were significantly higher on perceptions of global self-worth, athletic competence, physical appearance, and social acceptance than the control group. Female students in the treatment group were also significantly higher on perceptions of scholastic competence and behavioral conduct than female students in the control group. Effect sizes indicated that meaningful as well as significant differences in self-conceptions were created by the TBPC program.

Cover Journal of Sport and Exercise Psychology

In Journal of Sport and Exercise Psychology Volume 20 (1998): Issue 3 (Sep 1998)

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Impact of Pedometer Use and Self-Regulation Strategies on Junior High School Physical Education Students’ Daily Step Counts

Jane M. Shimon and Linda M. Petlichkoff

Background:

The aim of this study was to determine the impact of pedometer use and self-regulation strategies on adolescents’ daily physical activity.

Methods:

Junior high school students (n = 113) enrolled in seventh- and eighth-grade physical education classes (52 girls, 61 boys) volunteered to participate in a 5-week study to assess daily step counts. Ten physical education classes were randomly assigned to 1 of 3 groups: (a) self-regulation, (b) open, and (c) control.

Results:

A repeated-measures, mixed-model analysis of variance revealed a significant 3 × 4 (Group by Time) interaction effect, F6,290 = 2.64, P < .02. Follow-up analyses indicated participants in the self-regulation group took 2071 to 4141 more steps/d than the control. No other significant differences emerged among groups on step counts.

Conclusions:

It appears that having access to and charting daily step counts (ie, self-regulatory strategies) positively influenced young adolescents to attain a higher number of steps/d.

Cover Journal of Physical Activity and Health

In Journal of Physical Activity and Health Volume 6 (2009): Issue 2 (Mar 2009)

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Affective Learning Profiles in Compulsory High School Physical Education: An Instructional Communication Perspective

Collin Webster, Diana Mîndrilă, and Glenn Weaver

Affective learning is a major focus of the national K-12 physical education (PE) content standards (National Association for Sport and Physical Education [NASPE, 2004]). Understanding how students might fit into different affective learning subgroups would help extend affective learning theory in PE and suggest possible intervention strategies for teachers wanting to increase students’ affective learning. The present study used cluster analysis (CA) and latent profile analysis (LPA) to develop a two-level affective learning-based typology of high school students in compulsory PE from an instructional communication perspective. The optimal classification system had ten clusters and four latent profiles. A comparison of students’ class and cluster memberships showed that the two classification procedures yielded convergent results, thus suggesting distinct affective learning profiles. Students’ demographic and biographical characteristics, including gender, race, body mass index, organized sport participation, and free time physical activity, were helpful in further characterizing each profile.

Cover Journal of Teaching in Physical Education

In Journal of Teaching in Physical Education Volume 32 (2013): Issue 1 (Jan 2013)

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An Investigation of Students’ Embodied Discourses in Physical Education: A Gender Project

Laura Azzarito and Melinda Solmon

Despite significant theoretical and practical progress over the past 20 years, the social construction of gender and its link to youths’ participation in physical activity in school contexts remain critical issues that call for further socioeducational scrutiny. In this study, researchers investigated the ways students’ embodiment of discursive constructs differed in terms of gender and race, and the relation between students’ embodied discursive constructs and students’ favorite or least favorite physical activities in physical education classes. The participants were 528 students from three public high schools. A survey was developed to assess students’ embodiment of discursive constructs. These results suggest that discursive constructs are influential in producing students’ choice of “gender-appropriate” physical activities. To destabilize the gender binary, therefore, the creation and promotion of a discourse of the “multiplicity of physicality” is proposed.

Cover Journal of Teaching in Physical Education

In Journal of Teaching in Physical Education Volume 28 (2009): Issue 2 (Jan 2009)

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Effects of Grouping Forms, Student Gender and Ability Level on the Pleasure Experienced in Physical Education

Vanessa Lentillon-Kaestner and Gianpaolo Patelli

The purpose of this study was to estimate the main and interaction effects of grouping forms, student gender and ability level on the pleasure experienced in physical education (PE). The participants included 178 secondary school students (M = 13.17, SD = .81), with 72 students enrolled in a basketball unit and 106 students enrolled in an endurance unit. Seventy-eight students participated in PE in alternating groups (alternating ability-based and mixed ability groups), and 100 students participated in mixed ability classes. Pleasure was assessed using a validated French language 10-item scale. The results indicated a significant main effect of grouping forms on the pleasure experienced in the basketball unit and a small but nonsignificant effect for endurance. The students in the alternating groups felt more pleasure than those in the mixed ability classes. Considering the importance of pleasure in PE, the alternating groups appear to represent a good solution.

Cover Journal of Teaching in Physical Education

In Journal of Teaching in Physical Education Volume 35 (2016): Issue 3 (Jan 2016)

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The Role of Interest in Physical Education: A Review of Research Evidence

Ang Chen and Yubing Wang

This article focuses on the research on interest, especially situational interest, in physical education. Interest has been considered a powerful motivator for children and adolescents. Based on a conceptualization of individual and situational interest, a reasonable size of evidence has been accumulated showing that situational interest motivates students to engage in physical activity. The evidence also shows that situational interest may have little impact on learning achievement. It, however, can be controlled and manipulated by teachers to create a situationally interesting learning environment to enhance engagement. The lack of studies on individual interest and its development has been identified as a void in this line of research. We argue that it is necessary to strengthen the research on individual interest and its interaction with situational interest to fully understand the four-phase theoretical model of interest development in the physical activity domain (Renninger & Hidi, 2016).

Cover Journal of Teaching in Physical Education

In Journal of Teaching in Physical Education Volume 36 (2017): Issue 3 (Jul 2017)

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School Physical Education, Extracurricular Sports, and Lifelong Active Living

Jason Bocarro, Michael A. Kanters, Jonathan Casper, and Scott Forrester

The purpose of this article is to examine the role of school-based extracurricular initiatives in facilitating immediate and long-term positive impact on physical activity, healthy behavior, and obesity in children. A critique of the role of various sports-related initiatives that have been developed to address the obesity epidemic currently facing children within the United States is provided, with a specific emphasis on intramural sports as a preferred mechanism to encourage long-term involvement in sport and physically active pursuits. The article presents support for the notion that a physical education curriculum that includes intramurals before, during, and after school can help children learn the skills to enjoy participation in a variety of sports designed to facilitate lifelong active living.

Cover Journal of Teaching in Physical Education

In Journal of Teaching in Physical Education Volume 27 (2008): Issue 2 (Jan 2008)

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Leadership Training in Adapted Physical Education

Lee N. Burkett

Cover Adapted Physical Activity Quarterly

In Adapted Physical Activity Quarterly Volume 5 (1988): Issue 3 (Jul 1988)

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Bridging the Policy Gap: Examining Physical Education in Colorado

Xiaoping Fan, Jaimie M. McMullen, Brian Dauenhauer, and Jennifer M. Krause

Quality physical education programs provide students with the knowledge, skills, and confidence to engage in physical activity and to be physically active across their lifetime ( Society of Health and Physical Educators [SHAPE America], 2014 ; Tandon et al., 2016 ). Numerous factors impact the

Cover Journal of Teaching in Physical Education

In Journal of Teaching in Physical Education Ahead of Print