are to feel stress, anxiety, burnout, and reduced well-being overall ( Richards et al., 2017 ; Taxer & Frenzel, 2015 ), which subsequently reduces their ability to educate all students effectively. This is a major area of consideration for research as a motivated and emotionally stable workforce is
Search Results
Physical Education Teacher Experiences Through the Lens of a Pandemic: Putting a Spotlight on Teacher Beliefs, Practices, Emotional Fragility, and Well-Being
Kelly L. Simonton, Todd E. Layne, Boone Brown, and Keith Loupe
Moving Well-Being Well: Evaluating the Efficacy, Impact on Gender, and Role of Teacher Fidelity of a Fundamental Movement Skill-Based Intervention in Irish Primary School Children
Nathan Gavigan, Johann Issartel, Cameron Peers, and Sarahjane Belton
Research has sought to improve the physical activity (PA) levels of children and adolescents in an effort to promote health and well-being ( Fletcher, 2009 ). Evidence in this area suggests that developing a strong foundation of movement competence may be critical to promoting and sustaining
Moving Well-Being Well: Evaluating the Efficacy, Impact on Gender, and Role of Teacher Fidelity of a Fundamental Movement Skill-Based Intervention in Irish Primary School Children
Nathan Gavigan, Johann Issartel, Cameron Peers, and Sarahjane Belton
Research has sought to improve the physical activity (PA) levels of children and adolescents in an effort to promote health and well-being ( Fletcher, 2009 ). Evidence in this area suggests that developing a strong foundation of movement competence may be critical to promoting and sustaining
Teaching a Holistic, Harmonious and Internal Motivational Concept of Excellence to Promote Olympic Ideals, Health and Well-Being for All
Athanasios G. Papaioannou
Based on recent trends in positive psychology, on ancient Greek sport literature and particularly on Aristotle’s philosophy, the holistic, harmonious and internal motivational components of excellence and their implications for students’ motivation for physical activity, health and well-being are presented. While modern motivational theories and research have partly addressed the holistic and internal motivational components of excellence, they have yet to address its harmonious part. In this article it is explained why all three components of excellence are required to promote eudaimonic well-being, which is the ultimate aim of Olympism. It is argued also that the conceptualization of hedonic-eudaimonic well-being should be primarily based on the “me” versus “us” meaning. While current physical activity experiences more often reflect a hedonistic perspective, to promote health and well-being for all, an eudaimonic perspective in teaching in physical education and youth sport is needed. This should primarily focus on the promotion of Olympic ideals, such as excellence, friendship, and respect. These three ideals and well-being are all very much interconnected, when all three components of excellence exist in excess. To promote excellence, Olympic ideals, and well-being, the core ideas of an educational philosophy promoting excellence in physical education and youth sport are presented.
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
psychological needs: a need for autonomy (sense of ownership and volition in one’s action), a need for competence (feeling of efficacy and capability), and a need for relatedness (sense of positive integration with others), which are essential nutrients for development, greater well-being, and performance
Psychological and Behavioral Correlates of Early Adolescents’ Physical Literacy
Dylan O. Blain, Thomas Curran, and Martyn Standage
studied in regard to conceptualization, measurement, usefulness, and practical development (e.g., Tremblay & Lloyd, 2010 ; Whitehead, 2010 ). Such work has supported the adoption of several physical literacy interventions that show promise in supporting the health and well-being of children and
Chapter 7: Selective Integration: Roles for Public Health, Kinesiology, and Physical Education
Darla M. Castelli and Latrice Sales Mitchell
well-being. The purpose of this chapter is to discuss the intersection across the disciplines under the assumption that their selective integration has the potential to stimulate the development of innovative pedagogical practices and new program designs. The practices and programs will be specialized
Examining Marginality, Isolation, and Emotions and Their Relationship With Physical Educator Intrapersonal Job Beliefs
Kelly L. Simonton, Karen L. Gaudreault, and Caitlin Olive
represent pillars of teacher well-being: turnover intention, perceived accomplishment, and organizational commitment. Results have indicated that positive teacher emotions lend themselves to support quality teaching, whereas negative emotions may lead to burnout and lower student achievement ( Hastie, 2017
Evaluating the Feasibility of the Education, Movement, and Understanding (EMU) Program: A Primary School-Based Physical Education Program Integrating Indigenous Games Alongside Numeracy and Literacy Skills
Narelle Eather, Nicholas Riley, Mark Babic, Andrew Bennie, John Maynard, and Philip J. Morgan
Childhood is a critical period for development and learning, and for building the foundations required for well-being throughout one’s life ( Dix et al., 2020 ). Well-being is a multidimensional construct that incorporates physical, mental, and social–emotional health ( Pollard & Lee, 2003
Recommendations for Physical Activity in Segments of the School Day Support the Increase in Daily Physical Activity in Adolescents
Karel Frömel, Dorota Groffik, Josef Heidler, Josef Mitáš, and Michael Pratt
/day on school days. Thus, our research questions include: 1. Are there significant differences in the level of PA and well-being between intervention and control group participants before PA monitoring? 2. What are the differences in PA between the intervention and control groups on individual school
