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Janice C. Wendt and Linda L. Bain

Physical educators’ perceptions of stressful teaching events do not change over a period of 1 to 5 years of teaching experience. Although there was a trend for priority and teaching function perceptions to be rated lower, no significant differences were found when using a MANOVA. Notification of unsatisfactory performance and being involuntarily transferred were rated the most stressful by both groups. Rated least stressful by both student and novice teachers was attendance at inservice meetings.

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Nancy A. Burkhalter and Janice C. Wendt

Alienation from physical education causes students to withdraw emotionally and physically from participation in classes. In addition, belief in one’s competence in physical activity and physical fitness appears to influence both participation in physical activity and fitness levels. The purpose of this study was to determine the relationships between physical factors (fitness performance and strength measures), psychological factors (alienation from physical education and two types of perceived physical competence), gender, and age in middle school children. Participants in this study were 242 children (138 girls, 104 boys) enrolled in 6th-, 7th-, and 8th-grade physical education classes. Data were collected on alienation from physical education; perceived competence toward physical fitness and toward physical activity; and grip strength, standing long jump, mile run, percent body fat, and body mass index. Using factor scores, a two-step regression procedure revealed that (a) gender and perceived fitness competence were significant predictors (p < .05) of fitness, explaining 41% of the variance, and (b) age, alienation, and perceived physical activity competence were significant predictors of strength, explaining 25% of the variance. Independent of gender and age, the psychological variables of perceived physical competence toward fitness and alienation are related to physical performance. Highly alienated youth were less fit, and children with lower perceptions of physical competence were less fit.

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Janice C. Wendt and Linda L. Bain

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Janice C. Wendt and Linda L. Bain

Concerns of preservice and inservice physical educators differ in the area of concerns for self and concerns for impact, which are lower in each instance when looked at in cross-sectional data. Longitudinal data only give evidence of lower self-concerns over time. Fuller’s prediction of higher concern for impact is not realized with this sample. It may be that Fuller’s scale is valuable only in predicting self-concerns.

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Janice C. Wendt, Linda L. Bain and Andrew S. Jackson