Physical activity (PA) is positively associated with affective well-being in adults. This study investigated the moderating role of the competence for PA-related affect regulation in the PA–affect association in real-life situations. A total of 37 women and 27 men completed an ecological momentary assessment study in which the authors used accelerometers to record PA and e-diaries to collect data on affective well-being on 4 study days. They applied multilevel analyses to estimate the within-person effects of PA on affective well-being and cross-level interactions between PA (within person) and PA-related affect regulation (between persons). Results revealed cross-level interaction effects between within-person PA variations and competence for PA-related affect regulation on the affect dimensions of calmness (p < .01) and valence (p = .04). Thus, the competence for PA-related affect regulation moderates the PA–affect association in real-life situations. Therefore, individual-based PA promotion should consider these individual differences to develop tailored interventions.
Gorden Sudeck, Stephanie Jeckel and Tanja Schubert
Johannes Carl, Gorden Sudeck and Klaus Pfeifer
physical literacy (PL), 44 which have attracted increasing attention in recent years. As we outline below, PAHCO is located at the crossroads between these 2 research areas (Figure 3 ). Figure 3 —The PAHCO concept at the interface between physical literacy and health literacy. PAHCO indicates Physical
Maureen R. Weiss
physical literacy, and (5) employing a positive youth development (PYD) approach for improving motor and social-emotional skills. First, we can collaborate by conducting more theory-driven studies that include competence, social, and affective components of physical activity motivation. This could include
Avery D. Faigenbaum
approach to youth resistance training will likely have an added benefit of enhancing physical literacy and reducing the risk of sport-related injury ( 8 , 28 ). Behm et al raised awareness about the effectiveness of resistance training on performance measures and the importance of initiating youth programs
EDITOR’S NOTE Changing of the Guard Mark Byra 1 07 2018 37 3 233 233 10.1123/jtpe.2018-0180 jtpe.2018-0180 EDITORIAL Operationalizing Physical Literacy: Special Issue Editorial Elizabeth J. Durden-Myers * Margaret E. Whitehead * 1 07 2018 37 3 234 236 10.1123/jtpe.2018-0130 jtpe.2018
Richard Larouche, Meghann Lloyd, Emily Knight and Mark S. Tremblay
The current investigation assessed the impact of active school transportation (AST) on average daily step counts, body mass index (BMI) and waist circumference in 315 children in Grades 4–6 who participated to Cycle 2 of the Canadian Assessment of Physical Literacy (CAPL) pilot testing. T-tests revealed a significant association between AST and lower BMI values (18.7 ± 3.3 vs. 19.9 ± 3.8 kg/m2). The active commuters accumulated an average of 662 more steps per day, and their waist circumference was lower by an average of 3.1 cm, but these differences were not statistically significant. ANCOVA analyses controlling for age and step counts, found trends toward lower BMI and waist circumference values among the active commuters. These results suggest that AST may be a valid strategy to prevent childhood obesity; further research is needed to determine more precisely the impact of AST on body composition, and the direction of the relationship.
Jiling Liu, Ping Xiang, Jihye Lee and Weidong Li
The goal of physical education is to instill physical literacy within students. As an important motivation framework, achievement goal theory has been widely used to understand and explain students’ cognitive, affective, and behavioral outcomes. In this paper, we reviewed studies examining achievement goals and outcomes in K-12 physical education settings. First, we provide a brief review of the historical development of the achievement goal theoretical models (the dichotomous model, the trichotomous model, the 2 × 2 model, and the 3 × 2 model). Then, we synthesize consequences, antecedents, and interactive factors of each achievement goal construct as well as the influences of gender, age, and culture on students’ achievement goals. Finally, we discuss implications for practice and future research. We hope our review can inform physical educators and researchers and assist the application of achievement goal theory into practice.
Rebecca J. Lloyd
To explore a conceptual shift from mechanism, the dominant ‘body-as-machine’ (Tinning, 2010) paradigm, to vitalism, the philosophical phenomenological tenets of physical literacy (Whitehead, 2010) upon which the curriculum of physical education in Canada is based, within the context of an alternative physical education program.
A motion-sensitive phenomenological approach (Lloyd & Smith, 2006b; 2015), conceptually framed by the Function2Flow (F2F) model, was conducted with a sample of N = 153 students from seven different schools in Ottawa (Canada) who booked the JungleSport climbing program of their own accord. Sources of information included phenomenological observations, small group interviews, and journal entries. Exemplars of two in depth student experiences are featured in this article.
Results & Discussion:
The phenomenological analysis of the climbing experiences, in addition to the F2F curriculum support tools that were developed, provide practical and philosophical pathways for understanding how we may broaden assessments of learning in physical education.
JTPE Special Issue Physical Literacy: Evidence and Intervention Special Issue Editors: Dean Dudley, John Cairney, and Jackie Goodway EDITOR’s NOTE Special Issue on Physical Literacy: Evidence and Intervention Dean Dudley John Cairney Jackie Goodway 1 04 2019 38 2 77 78 10.1123/jtpe.2019
Jo Inchley, Jo Kirby and Candace Currie
The purpose of this study was to examine adolescents’ physical self-perceptions and their associations with physical activity using a longitudinal perspective. Utilizing data from the Physical Activity in Scottish Schoolchildren (PASS) study, changes in exercise self-efficacy, perceived competence, global self-esteem and physical self-worth were assessed among a sample of 641 Scottish adolescents from age 11–15 years. Girls reported lower levels of perceived competence, self-esteem and physical self-worth than boys at each age. Furthermore, girls’ physical self-perceptions decreased markedly over time. Among boys, only perceived competence decreased, while global self-esteem increased. Baseline physical activity was a significant predictor of later activity levels for both genders. Findings demonstrate the importance of physical self-perceptions in relation to physical activity behavior among adolescents. Among older boys, high perceived competence increased the odds of being active by 3.8 times. Among older girls, high exercise self-efficacy increased the odds of being active by 5.2 times. There is a need for early interventions which promote increased physical literacy and confidence, particularly among girls.