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Physical Activity Levels of Non-overweight, Overweight, and Obese Children During Physical Education

Neeti Pathare, Kelly Piche, Andrea Nicosia, and Esther Haskvitz

Purpose:

The purpose of this study was to examine physical activity (PA) levels of young children classified by body mass index (BMI) (nonoverweight, overweight, and obese) during physical education classes.

Method:

Participants included 82 children (45 boys, 37 girls; 7.5 ± 1.2 years). PA was determined by the number of steps measured with pedometers. Data were analyzed with a three-way ANOVA (BMI × grade × gender).

Results:

No interaction was observed. There was a significant main effect for BMI. Children in the nonoverweight group took more steps than the children in overweight and obese groups during physical education classes.

Discussion/Conclusion:

The findings suggest that differences existed in PA during physical education classes in young children dependent on their BMI.

Cover Journal of Teaching in Physical Education

In Journal of Teaching in Physical Education Volume 35 (2016): Issue 1 (Jan 2016)

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An Examination of the Responsibility Model in a New Zealand Secondary School Physical Education Program

Barrie Gordon

This study examined a six-month implementation of the Responsibility Model in a New Zealand secondary school. Data were collected through interviews, observations and student self-assessments. The implementation was found to be successful in developing positive, supportive and well-behaved classes in physical education. The majority of students developed a greater understanding of personal and social responsibility and became more personally and socially responsible in class. For most students, however, this understanding was firmly associated with physical education and they generally showed little understanding of the potential for the transfer of learning to other contexts.

Cover Journal of Teaching in Physical Education

In Journal of Teaching in Physical Education Volume 29 (2010): Issue 1 (Jan 2010)

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New Perspectives for Teaching Physical Education: Preservice Teachers’ Reflections on Outdoor and Adventure Education

Gay L. Timken and Jeff McNamee

The purpose of this study was to gauge preservice physical education teachers’ perspectives during one physical activity pedagogy course, teaching outdoor and adventure education. Teacher belief, occupational socialization and experiential learning theories overlaid this work. Over three years 57 students (37 males; 20 females) participated in the course. Each student wrote four reflections during their term of enrollment based on semistructured questions regarding their own participation, thoughts on K-12 students, and teaching and learning in physical education. Reflections were analyzed using constant comparative methods. Three main themes emerged from the data: 1) fear, risk and challenge, (subthemes of skill and motivation; self-awareness); 2) lifetime activity; and 3) teaching physical education (subthemes of K-12 students; curriculum). Implications for physical education teacher education suggest the inclusion of novel physical activities that elicit strong emotional responses due to challenges with perceived and/or actual risk as a viable method for inducing belief change.

Cover Journal of Teaching in Physical Education

In Journal of Teaching in Physical Education Volume 31 (2012): Issue 1 (Jan 2012)

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Teachers’ Perspectives on the Use of Pedometers as Instructional Technology in Physical Education: A Cautionary Tale

Nate McCaughtry, Kimberly L. Oliver, Suzanna Rocco Dillon, and Jeffrey J. Martin

We used cognitive developmental theory to examine teachers’ perspectives on the use of pedometers in physical education. Twenty-six elementary physical education teachers participating in long-term professional development were observed and interviewed twice over 6 months as they learned to incorporate pedometers into their teaching. Data were analyzed via constant comparison. The teachers reported four significant shifts in their thinking and values regarding pedometers. First, at the beginning, the teachers predicted they would encounter few implementation challenges that they would not be able to overcome, but, after prolonged use, they voiced several limitations to implementing pedometers in physical education. Second, they anticipated that pedometers would motivate primarily higher skilled students, but found that lesser skilled students connected with them more. Third, they moved from thinking they could use pedometers to teach almost any content to explaining four areas of content that pedometers are best suited to assist in teaching. Last, they shifted from seeing pedometers as potential accountability tools for student learning and their teaching to identifying key limitations to using pedometers for assessment. Our discussion centers on connecting these findings to teacher learning and professional development, and on the implications for teacher educators and professional development specialists advocating pedometers in physical education.

Cover Journal of Teaching in Physical Education

In Journal of Teaching in Physical Education Volume 27 (2008): Issue 1 (Jan 2008)

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Predicting Changes in Physical Education Teachers’ Behaviors Promoting Physical Activity During the COVID-19 Pandemic Using an Integrated Motivational Model

Silvio Maltagliati, Attilio Carraro, Géraldine Escriva-Boulley, Maurizio Bertollo, Damien Tessier, Alessandra Colangelo, Athanasios Papaioannou, Selenia di Fronso, Boris Cheval, Erica Gobbi, and Philippe Sarrazin

maintain a pedagogical connection with their students, teachers from all fields had to adapt their pedagogical practices ( Crawford et al., 2020 ). In particular, Physical Education (PE) teachers were among those who experienced the greatest challenge, when deprived of their students’ physical presence

Cover Journal of Teaching in Physical Education

In Journal of Teaching in Physical Education Volume 42 (2023): Issue 1 (Jan 2023)

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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

teachers’ interpersonal styles and relevant outcomes. Students’ perceptions of teachers’ interpersonal styles would predict important out-of-school outcomes (intention to practice PA and the importance and usefulness of physical education [PE]) while simultaneously controlling for the effects of teachers

Cover Journal of Teaching in Physical Education

In Journal of Teaching in Physical Education Volume 42 (2023): Issue 3 (Jul 2023)

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A Cross-Cultural Examination of the Role of (De-)Motivating Teaching Styles in Predicting Students’ Basic Psychological Needs in Physical Education: A Circumplex Approach

Sergio Diloy-Peña, Luis García-González, Rafa Burgueño, Henri Tilga, Andre Koka, and Ángel Abós

One of the main curricular goals for physical education (PE) is to develop physically literate students who are able to demonstrate both positive peer interactions, and autonomy, and competence in a wide array of motor activities and movement patterns ( SHAPE America—Society of Health and Physical

Cover Journal of Teaching in Physical Education

In Journal of Teaching in Physical Education Ahead of Print

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Systemic Success in Physical Education: The East Valley Phenomenon

Keven A. Prusak, Todd Pennington, Susan Vincent Graser, Aaron Beighle, and Charles F. Morgan

Siedentop and Locke (1997) proposed three critical elements that must exist in our profession to make a difference and achieve systemic success in physical education (SSPE): (a) quality PE in the schools, (b) effective physical education teacher education (PETE) programs, and (c) a working relationship between the two. Using Cuban’s (1992) curriculum change and stability framework, this qualitative study examines the existence of a program that has achieved all three elements in the southwestern US. For over three decades some seventy-two teachers in dozens of schools have yearly served over 40,000 children. This study revealed a fully functioning model consisting of four key, interdependent components driven by a system of accountability measures. The results of the SSPE model—quality PE for children—is achieved by (a) district-wide mandated curriculum, methodologies and language, (b) well-defined district PE coordinator roles, (c) a partnership university, and (d) frequent, ongoing professional development. Results of this study strengthen Siedentop and Locke’s (1997) recommendation for collaborative efforts between universities and partner school districts and provide a model to guide and manage the curriculum change process in K-6 PE.

Cover Journal of Teaching in Physical Education

In Journal of Teaching in Physical Education Volume 29 (2010): Issue 1 (Jan 2010)

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The Motivating Role of Positive Feedback in Sport and Physical Education: Evidence for a Motivational Model

Athanasios Mouratidis, Maarten Vansteenkiste, Willy Lens, and Georgios Sideridis

Based on self-determination theory (Deci & Ryan, 2000), an experimental study with middle school students participating in a physical education task and a correlational study with highly talented sport students investigated the motivating role of positive competence feedback on participants’ well-being, performance, and intention to participate. In Study 1, structural equation modeling favored the hypothesized motivational model, in which, after controlling for pretask perceived competence and competence valuation, feedback positively predicted competence satisfaction, which in turn predicted higher levels of vitality and greater intentions to participate, through the mediation of autonomous motivation. No effects on performance were found. Study 2 further showed that autonomous motivation mediated the relation between competence satisfaction and well-being, whereas amotivation mediated the negative relation between competence satisfaction and ill-being and rated performance. The discussion focuses on the motivational role of competence feedback in sports and physical education settings.

Cover Journal of Sport and Exercise Psychology

In Journal of Sport and Exercise Psychology Volume 30 (2008): Issue 2 (Jan 2008)

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Physical Education Teachers’ Perspectives and Experiences When Teaching FMS to Early Adolescent Girls

Natalie J. Lander, Lisa Hanna, Helen Brown, Amanda Telford, Philip J. Morgan, Jo Salmon, and Lisa M. Barnett

Purpose:

Competence in fundamental movement skills (FMSs) is positively associated with physical activity, fitness, and healthy weight status. However, adolescent girls exhibit very low levels of fundamental movement skill (FMS) proficiency.

Method:

In the current study, interviews were carried out with physical education teachers to investigate their perspectives of: (i) the importance and relevance of teaching FMSs to Year 7 girls, and (ii) the factors influencing effective FMS instruction.

Results:

There were two major findings in the data: Year 7 was perceived to be a critical period to instruct girls in FMSs; and current teaching practices were perceived to be suboptimal for effective FMS instruction.

Conclusion:

Apparent deficits in current FMS teaching practice may be improved with more comprehensive teacher training (both during physical education teacher education (PETE) and in in-service professional development) in pedagogical strategies, curriculum interpretation, and meaningful assessment.

Cover Journal of Teaching in Physical Education

In Journal of Teaching in Physical Education Volume 36 (2017): Issue 1 (Jan 2017)