performers got to play on the elite-sport stage to remember that each one experienced physical education at some stage of their schooling. Indeed, as Kohl and Cook ( 2013 , p. 199) remind us, “physical education as part of education provides the only opportunity for all children to learn about physical
Search Results
Regulators of Skill Development in School Physical Education
Peter Hastie
Physical Education for Health Among School-Aged Children and Adolescents: A Scoping Review of Reviews
Virgílio Viana Ramires, Priscila Cristina dos Santos, Valter Cordeiro Barbosa Filho, Alexsandra da Silva Bandeira, Maria Cecilia Marinho Tenório, Edina Maria de Camargo, Fabrício Cesar de Paula Ravagnani, Paula Sandreschi, Victor José Machado de Oliveira, Pedro Curi Hallal, and Kelly Samara Silva
aspects of their life and health. 2 As part of the school curriculum and environment, physical education (PE) classes offer an opportunity for children and adolescents to experience movement skills and social competencies that play a main role in their development in the school stage and further. 3 , 4
The Relationship Between Actual Motor Competence and Physical Activity in Children: Mediating Roles of Perceived Motor Competence and Physical Activity Enjoyment
Murat Cimen, Semiyha Tuncel, and Fehmi Tuncel
the students’ physical education and sports classes without the supervision of the classroom teacher. Necessary explanations about the test were given to the children just before the measurements. Then, the skills were demonstrated via a standard video, tablet, and smartphone to avoid causing
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
The difficulty in identifying the concept of effectiveness in teaching lies in the complexity of teaching —Judith E. Rink, 2013 Given the delicate interplay that arises from a host of factors, defining effective teaching in physical education is complex. The history of research on effective
Physical Education Teachers’ Perceptions Regarding Competitive Activities: An Examination Through Social Media
Eve Bernstein, Ingrid Johnson, Tess Armstrong, and Ulana Lysniak
al., 2019 ). Competitive activities, which are used globally, can comprise many activities that are offered to students in physical education class. These activities, defined as having a winner and loser, can be structured in several ways. Zero-sum activities indicate one winner and one loser; negative sum
Issues and Perspectives on Gender in Physical Education
Jepkorir Rose Cheypator-Thomson, JeongAe You, and Brent Hardin
The passage of Title IX in 1972 in the United States marked the initiation of research agendas, development of curricular programs, creation of pedagogy, and development of environments that address the needs of both women and men equally in educational settings. The purpose of this research was to determine how gender has been studied in extant literature in physical education. In particular, the intent of this research examination was to analyze the extent to which the concept of gender has been addressed in mainstream United States-based (US-based) journals in physical education. The liberal feministic theory guided this research investigation. Data collection involved the selection of five research, theory, and practice-based journals in physical education. Constant comparison method was used to analysis the data for the purpose of determining the themes that emerged from the literature (Goetz & LeCompte, 1984). The findings of the study revealed several perspectives related to gender in physical education. Three major themes emerged from examining the literature and they include program-centered, participation-based, and workplace-connected perspectives as related to occurrences in physical education environments.
Is Participation in Physical Education Classes Related to Physical Activity and Sedentary Behavior? A Systematic Review
Diego Júnio da Silva, Arthur Oliveira Barbosa, Valter Cordeiro Barbosa Filho, and José Cazuza de Farias Júnior
promotion, protection, and cultivation of health, contributing to the well-being and development of socio-emotional skills, cognitive skills, and healthy habits in schoolchildren. In this respect, as a curricular component of basic education, physical education (PE) is also committed to participating in the
Planning and Pedagogical Considerations for Teaching Children With Autism Spectrum Disorder in Physical Education
Andrew Sortwell, Bastian Carter-Thuillier, Ferman Konukman, Kate O’Brien, Soukaina Hattabi, and Kevin Trimble
; Yamamoto, 2021 ). Comprehension difficulties can also occur in physical education (PE), for example, seeing the isolated parts of a skill that make a whole, knowing how to apply the skill in various settings and with different people, and being motivated to try when a situation or the environment is
Sport and Physical Activity for Positive Youth Development Related to Social and Emotional Learning: Reflections From the Know-Do Gap
Paul M. Wright
practice and policy to the benefit of individuals and society. Within my subdiscipline of physical education and sport pedagogy, we have a strong tradition of this broader approach to scholarship with a prime example being my mentor, Don Hellison ( Wright, Fuerniss, & Cutforth, 2020 ). He and others have
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.
