countries due to the cultural characteristics and their own variability ( Walton-Fisette et al., 2018 ). Therefore, there is a need to investigate whether the cross-cultural differences influence how students’ perceptions of (de-)motivating approaches from the teacher might yield specific motivational
Search Results
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
Translating Questionnaires and Inventories Using a Cross-Cultural Translation Technique
Dominique Banville, Pauline Desrosiers, and Yvette Genet-Volet
With the rise of cultural diversity in populations, researchers are faced with new issues, such as working with participants from other cultures that speak different languages. This research note presents a methodology developed by Vallerand (1989) in the psychological field that translates and validates questionnaires and inventories developed for a specific culture. This cross-cultural technique has seven steps and insures that the instrument will provide data that are valid and reliable in the targeted population. The seven steps are defined, and examples of results from a study using this methodology are provided.
Cross-Cultural Adaptation and Psychometric Properties of the Persian Version of the Life Skills Scale for Physical Education
Mohsen Vahdani, Lorcan Cronin, and Najmeh Rezasoltani
be used to assess the success or failure of interventions aimed at promoting Iranian students’ life skills in PE. Accordingly, the purpose of this research was to cross-culturally adapt and assess the psychometric properties of the Persian version of the LSSPE (P-LSSPE). In particular, this research
A Cross-Cultural Comparison Study of the Relationships Between Perceived Coaching Behaviors and Student Athletes’ Competitive Anxiety
Hong-Yu Cheng and Jia-Nan Wang
-fit index = .953; goodness-of-fit index = .942; TLI = 0.949). These results provided evidence of construct validity for the SCE and supported its implementation in both Chinese and American athlete groups. Cross-Cultural Differences in Student Athletes’ Competitive Anxiety and Their Perceived Coaching
An Exploratory Study of Undergraduate Recruitment into Several Major Programs at One University
David E. Belka, Hal A. Lawson, and Susan Cross Lipnickey
The impact of teacher education programs is determined in part by characteristics of the teaching recruits. Nevertheless, research on recruits remains the exception rather than the rule, and most prior studies have neither been informed by nor contributed to occupational socialization theory. The exploratory research reported here is informed by such theory and is designed to contribute to it. Questionnaires were completed by 55 undergraduates upon entry into several undergraduate majors. In addition to conventional data about each recruit’s biography and physical activity background, teacher education recruits were compared with recruits in other majors. Attention was given to several career concepts (e.g., career map, career contingency, internal career) and differences between early and late deciders. One important finding, which differed from previous work, was that some teacher education recruits viewed learning as the primary purpose of school physical education programs. This finding is encouraging, given the “busy, happy, and good” orientation found in previous studies of undergraduate teacher education majors.
Middle School Teachers’ Strategies for Including Overweight Students in Skill and Fitness Instruction
Paul B. Rukavina, Sarah Doolittle, Weidong Li, Mara Manson, and Angela Beale
As part of a larger study, this paper describes teachers’ perspectives and strategies on including overweight and obese students (OWS) in instruction related to motor skill/game play and fitness development in physical education. Using the Social Ecological Constraints framework, a qualitative multicase study was conducted using multiple in-depth interviews, class observations, and artifacts from nine experienced and committed suburban middle school Physical Education teachers. Constant comparison was used to generate themes and trustworthiness procedures were used to confirm findings. Two types of strategies for including OWS in instruction were identified: First-order and Second-order. School resources, shared program goals, and beliefs about students and teaching were factors influencing teachers’ decisions and actions for teaching motor skill/game play and fitness content to OWS.
Chapter 6: Cross-Cultural Comparisons of Physical Education Purposes
Maureen A. Speakman-Yearta
Exploring Movement Learning in Physical Education Using a Threshold Approach
Dean Barker, Gunn Nyberg, and Hakan Larsson
a threshold has been crossed, it is very difficult to “uncross.” In fact, cycling is often used as a case in point of irreversibility—one “never forgets how to ride a bike.” Second, as we have suggested, thresholds are “integrative” ( Meyer & Land, 2012 ). Crossing thresholds offers opportunities
“No One Works in Isolation Here”: The Socialization of Physical Education Teachers Into a Professional Learning Community
Zack Beddoes, Emily Whitney, Jenna Starck, and Keely Reese
individual teachers of various disciplines, backgrounds, interests, and socialized experiences. This dynamic interplay can be further complicated with the introduction of multiple teacher teams (within- and cross-discipline) with potentially overlapping or opposing aims. Human relationship dynamics within
The Role of Cost in Predicting Learning Outcomes in Physical Education: An Expectancy–Value–Cost Model
Bo Shen, Benzheng Li, and Jin Bo
solely by students’ beliefs in their competence and their valuation of the tasks at hand. The evaluation of these connections was conducted using two separate data sets gathered explicitly for this research. In Study 1, we employed a cross-sectional data set to examine how expectancy belief, task value
