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Understanding the Meaning of Effort in Learning a Motor Skill: Ability Conceptions

Weidong Li

This study was designed to examine the relationship between conceptions of ability and understandings of the meaning of effort. Participants practiced a novel task and completed an ability conceptions questionnaire prior to instruction and a meaning of effort survey after practicing the task. The majority of participants believed in the efficacy of effort, no matter what view of ability they endorsed. Partial support was provided for the proposition that participants with stronger incremental views of ability were likely to endorse the view that trying hard allowed them to fully use their ability. It is suggested that, to promote active engagement and enhance skill learning, teachers capitalize on the belief in the efficacy of effort by focusing their motivational strategies on students’ effort.

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Another New Chapter for JTPE

Weidong Li

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A Review of Research on Ethic of Care in Physical Education and Physical Activity Settings

Yilin Li and Weidong Li

Purpose: The authors conducted a comprehensive review of the literature on caring in physical education and physical activity settings with a goal of identifying the status, gaps, and future trends of research on ethic of care in our field. Methods and Data Analysis: The authors identified and coded 16 peer-reviewed and data-based articles with a coding template from six databases. For each of the coding categories, frequencies and percentages were calculated. Results: Physical education teachers valued the importance of being caring. The perceived caring climate or perception of caring behaviors was positively related to a number of motivational, cognitive, and emotional variables in physical education or physical activity settings. Discussion and Conclusion: Research on caring in our field is still in its infancy. Noddings argues that caring is the end in and of itself. This philosophical belief of caring as an end in and of itself needs further examination. The review of literature showed that the majority of studies had solely focused on caring as a means to an end. This is misaligned with the work of Noddings. More experimental research with a rigorous design and appropriate statistical modeling for data analysis are needed. Future research shall also examine other students’ behaviors and learning outcome variables. The teaching pedagogies and practices identified in these qualitative studies can help guide physical education teachers to enact a caring-based curriculum.

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A Call for Cutting Edge Research in Physical Education

Ben Dyson and Weidong Li

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Editors’ Note

Ben Dyson and Weidong Li

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Cutting Edge Research from around the World

Ben Dyson and Weidong Li

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Situated Game Teaching Through Set Plays: A Curricular Model to Teaching Sports in Physical Education

Weidong Li, Xiuye Xie, and Huanyu Li

Guided by Situated Learning theory, the purpose of this article is to propose an extension to existing game-centered curricular models, named Situated Game Teaching through Set Plays (SGTSP). This proposed model fills in the gaps in the literature on game-centered curricular models by theorizing the concept of game scenarios/match conditions in the coaching literature for physical education, utilizing Situated Learning theory as a theoretical framework to systematically develop a curricular model, and conceptualizing and operationalizing the stimulus-response selection and execution or if–then links decision-making process in teaching sports and games in physical education. This SGTSP model has a potential to advance the curricular development and provide an alternative approach to teach tactical decision making in sports and games in physical education. Future research shall examine the effectiveness of SGTSP curricular model on students’ motivation, tactical decision making, technique development, and game performance. Features of this model and implications for future research will be discussed.

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Learning in Physical Education: A Self-Determination Theory Perspective

Haichun Sun, Weidong Li, and Bo Shen

The purpose of this study was to review the literature relevant to learning in physical education (PE) according to the self-determination theory (SDT). In this literature review, we first provide an overview of SDT. Second, we discuss students’ SDT-related motivational profiles in PE. Third, we illustrate the relationships among students’ perceptions of the nature of an autonomy-supportive or controlling learning environment, need satisfaction, and self-determined motivation. Fourth, we explore the impact of SDT on students’ learning in PE with respect to the cognitive, psychomotor, and affective learning domains. Finally, we articulate the pedagogical implications on the basis of the reviewed SDT research and future directions for SDT research in PE.

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Coping Against Weight-Related Teasing among Adolescents Perceived to be Overweight or Obese in Urban Physical Education

Weidong Li, Paul Rukavina, and Paul Wright

The purpose of this study was to examine coping against weight-related teasing among adolescents perceived to be overweight or obese in urban physical education. Forty-seven students perceived to be overweight or obese from a large urban school district were interviewed. Trustworthiness of data analysis was established by using a member-checking procedure, focus group interview, and peer debriefing throughout the research process. The results indicated that adolescents perceived to be overweight or obese used self-protection, compensation, confrontation, seeking social support, avoidance/psychological disengagement, losing weight and stress reduction strategies to cope against weight-related teasing. Adolescents used multiple strategies under different mechanisms to cope, and the strategies they chose were dependent on the situation.

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A Review of Fidelity of Implementation in Intervention Research Published in JTPE and RQES

Weidong Li, Lian Ma, Ping Xiang, and Yan Tang

Purpose: The purpose of this study was to review and evaluate the quality of fidelity of implementation (FOI) reported in experimental research in physical education pedagogy published in the Research Quarterly for Exercise and Sport and the Journal of Teaching in Physical Education using a five-component conceptual framework. Methods: Thirty-five intervention studies were coded using a five-item FOI checklist with indicators. For each of the five items, frequencies and percentages were calculated. Results: Authors of intervention studies reported components of FOI including (a) 35 studies assessing program adherence, (b) eight studies assessing dosage/program durations, (c) 30 studies assessing program delivery quality, (d) eight studies assessing participant responses to program interventions, and (e) 19 studies assessing program differentiation. The most frequently reported FOI components were program adherence, program delivery quality, and program differentiation. Conclusions: Researchers have begun to realize the critical importance of FOI in intervention research. Most researchers selected certain FOI components to assess and report at their own discretion. Researchers may need to pay more attention to FOI. The five-component conceptual framework is one method for doing this assessment.