Two types of social goals associated with students’ academic performance have received attention from researchers. One is the social responsibility goal, and the other is the social relationship goal. While several scales have been validated for measuring social relationship and social responsibility goals in academic settings, few studies have applied these social goal scales to high school students in physical education settings. The purpose of this study was to assess the reliability, validity, and generalizability of the scores produced by the Social Goal Scale-Physical Education (SGS-PE) in high school settings. Participants were 544 students from two high schools in the southern United States. Reliability analyses, principal components factor analysis, confirmatory factor analysis, and multistep invariance analysis across two school samples revealed that the SGS-PE produced reliable and valid scores when used to assess students’ social goal levels in high school physical education settings.
Jianmin Guan, Ron E. McBride and Ping Xiang
Sung Hyeon Cheon, Johnmarshall Reeve and Yong-Gwan Song
Intervention-induced gains in need satisfaction decrease PE students’ amotivation. The present study adopted a dual-process model to test whether an intervention could also decrease need frustration and hence provide a second supplemental source to further decrease students’ PE amotivation. Using an experimental, longitudinal research design, 19 experienced PE teachers (9 experimental, 10 control) and their 1,017 students participated in an intervention program to help teachers become both more autonomy supportive and less controlling. Multilevel repeated measures analyses showed that students of teachers in the experimental group reported greater T2, T3, and T4 perceived autonomy support, need satisfaction, and engagement and lesser T2, T3, and T4 perceived teacher control, need frustration, and amotivation than did students of teachers in the control group. Multilevel structural equation modeling analyses confirmed the hypothesized dual-process model in which both intervention-induced increases in need satisfaction and intervention-induced decreases need frustration decreased students’ end-of-semester amotivation. We discuss the theoretical and practical implications of this new finding on the dual antecedents of diminished amotivation.
Edited by Thomas W. Rowland
Rick Tiller and Bob Moss
Column-editor : Robert I. Moss
Giovanni Mario Pes, Maria Pina Dore, Alessandra Errigo and Michel Poulain
ago ( Poulain et al., 2004 ); (ii) until recently, this population practiced agriculture or animal husbandry, occupations both entailing high levels of outdoor physical activity up to an advanced age ( Pes et al., 2013 ). An ongoing survey is being performed in one LBZ village (Villagrande Strisaili
Donna L. Goodwin
The purpose of this study was to describe the meaning of help in physical education as perceived by students with physical disabilities. The experiences of early, middle, and late elementary school aged students (n = 12) were captured using the phenomenological methods of individual and focus group interviews, field notes, and visual artifacts. The thematic analysis revealed that interactions were perceived as self-supporting or self-threatening. Self-supporting behaviors were instrumental, caring, or consensual in form, while self-threatening behaviors resulted in a loss of independence, concerns for self-esteem, or restricted participation. Participant responses to the helping behaviors became more complex with age. Instrumental and caring assistance emerged across all groups as did loss of independence and concerns for self-esteem. The older participants experienced restricted participation and consensual help. The implications of helping behavior on motivation and dependency states are discussed within the framework of threat to self-esteem theory.
This study compared moderate-to-vigorous physical activity (MVPA) of students with autism spectrum disorders (ASD) and students without disabilities during inclusive physical education and recess. Students (7–12 years) wore a uniaxial accelerometer in school for 5 consecutive school days. Results indicated a significant difference between settings, F(1,46) = 15.94,p < .01, partial eta2 = 0.26, observed power = 0.97. Students with and without ASD spent a higher proportion of time in MVPA during physical education than during recess, relative to the amount of time spent in those settings. In addition, structured physical education offers opportunities to increase students’ MVPA engagement.
In the article by Taverno Ross S, Dowda M, Saunders R, Pate R, “Double dose: The cumulative effect of TV viewing at home and in preschool on children's activity patterns and weight status,” in Pediatr Exerc Sci. 25(2), p. 262–272, the authors incorrectly stated that children in the High TV-Combined group had significantly lower levels of MVPA compared with children in the Low TV-Combined group. However, as shown in Table 3, children in the High TV-Combined group had higher MVPA than the Low TV-Combined group. Given that all other differences between High TV and Low TV groups were not significantly different and the erroneously interpreted difference was marginally significant (p =.047), the authors believe that the proper interpretation of the findings is that TV exposure was not associated with children’s physical activity.
Lacey Nordsiden, Bonnie L. Van Lunen, Martha L. Walker, Nelson Cortes, Maria Pasquale and James A. Onate
Many styles of foot pads are commonly applied to reduce immediate pain and pressure under the foot.
To examine the effect of 3 different foot pads on peak plantar pressure (PPP) and mean plantar pressure (MPP) under the first metatarsophalangeal joint (MTPJ) during slow running.
A 4 (pad) × 4 (mask) repeated-measures design.
University athletic training clinic and fitness facility.
20 physically active participants, 12 men (19.7 ± 1.3 y, 181.5 ± 6.3 cm, 83.6 ± 12.3 kg) and 8 women (20.8 ± 1.5 y, 172.7 ± 11.2 cm, 69.9 ± 14.2 kg) with navicular drop greater than or equal to 10 mm, no history of surgery to the lower extremity, and no history of pain or injury to the first MTPJ in the past 6 months.
PPP and MPP were evaluated under 4 areas of the foot: the rear foot, lateral forefoot, medial forefoot, and first MTPJ. Four pad conditions (no pad, metatarsal dome, U-shaped pad, and donut-shaped pad) were evaluated during slow running. All measurements were taken on a standardized treadmill using the Pedar in-shoe pressure-measurement system.
Main Outcome Measures:
PPP and MPP in 4 designated foot masks during slow running.
The metatarsal dome produced significant decreases in MPP (163.07 ± 49.46) and PPP (228.73 ± 63.41) when compared with no pad (P < .001). The U-shaped pad significantly decreased MPP (168.68 ± 50.26) when compared with no pad (P < .001). The donut-shaped pad increased PPP compared with no pad (P < .001).
The metatarsal dome was most effective in reducing both peak and mean plantar pressure. Other factors such as pad comfort, type of activity, and material availability must also be considered. Further research should be conducted on the applicability to other foot types and symptomatic subjects.
Nell Faucette and Patricia Patterson
This study compared the teaching behaviors of elementary physical education specialists with those of classroom teachers (nonspecialists) while teaching physical education classes. Additionally, data were collected on student activity levels to detect similarities or differences in classes taught by specialists versus nonspecialists. Four specialists and 7 nonspecialists were observed during a 3-month period using the Teacher Observation Schedule (Rushall, 1977). The group time-sampling technique, Placheck recording, was used to gather data on the students’ levels of activity during the observed classes. It was found that specialists had significantly higher values in more effective teaching behaviors such as feedback/reward, questioning, and directing/explaining/informing, and significantly lower values in less effective teaching behaviors such as monitoring/attending. Additionally, there were significantly higher levels of activity for students in classes taught by specialists.