Six physical education specialists—two elementary, two junior high, and two high school (three males and three females)—were studied in an attempt to discern possible sex-role stereotyping in their classes. Data were triangulated from teacher observations, a sex-role inventory, and junior and senior high school student perceptions of teacher treatment in physical education classes. Results revealed that the female teachers used more managerial cues in their classes and called boys by name more frequently than did male teachers. Two male teachers were classified as being gender typed, but results from students of both sexes revealed no perceived differential treatment in class. From this teacher sample, the results suggest that perhaps the gymnasium is not quite the bastion of gender typing as is often assumed. Due to the small sample size, results were not generalized to a larger population and thus additional research is recommended.
Josh Trout and Kim C. Graber
The purpose of this investigation was to examine overweight students’ perceptions of and experiences in physical education. Specifically, the applicability of learned helplessness as a framework to understand their experiences was explored. Participants were seven female and five male high school students whose body mass index was at or higher than the gender- and age-specific 85th percentile based on Centers for Disease Control growth charts. Data collection included formal interviews with students and their parents. The primary findings indicate that students have mixed opinions concerning the benefits to be derived from physical education. Despite recognizing the relationship between lack of physical activity and obesity, many participants avoided participation because they had been traumatized to the extent of exhibiting symptoms consistent with learned helplessness. Participants demonstrated greater concern about visibility than they did about their performance, which suggests they might engage in physical activity if shielded from the view of peers.
Jeanette M. Garcia, Alen Agaronov, John R. Sirard, Diane Whaley, David J. Rice and Arthur Weltman
Sedentary behavior (SB) increases throughout adolescence, and is associated with adverse health outcomes.
Examine psychosocial and friend influences on SB and screen time in adolescents using a mixed-methods design.
108 middle and high school students wore accelerometers to measure objective SB, completed screen time and psychosocial questionnaires, and nominated friends to complete activity questionnaires. Focus groups centered around influences on SB behavior. Regression analyses and NVivo software analyzed quantitative and qualitative data.
Screen time was associated with greater screen time enjoyment, lower self-efficacy, and friends’ screen time (r 2 = .21, P < .0001). Friends influenced whether adolescents engaged in screen time behaviors, with active friends encouraging less screen time.
Active friends influenced adolescents to engage in less SB. Interventions should place an emphasis on encouraging less screen time, and providing opportunities for adolescents and their friends to engage in activities that promote physical activity rather than SB.
Herbert W. Marsh
The Physical Self-Description Questionnaire (PSDQ) is a multidimensional physical self-concept instrument with 11 scales: Strength, Body Fat, Activity, Endurance/Fitness, Sports Competence, Coordination, Health, Appearance, Flexibility, Global Physical, and Global Esteem. The purpose of this study is to evaluate the construct validity of PSDQ responses in relation to 23 external criteria, including measures of body composition, physical activity, endurance, strength, and flexibility for 192 (113 boys and 79 girls) high school students. Each external validity criterion was predicted a priori to be most highly correlated with one of the PSDQ scales. In support of the convergent validity of the PSDQ responses, every predicted correlation was statistically significant. In support of the discriminant validity of the PSDQ responses, most predicted correlations were larger than other correlations involving the same criterion. These results support the construct validity of PSDQ responses in relation to external criteria and their potential usefulness in a wide variety of sports and exercise settings.
Jayne M. Jenkins, Alex Garn and Patience Jenkins
The purpose of this study was to identify what and how preservice teachers observe when peer coaching during an early field experience. Twenty-three male and 14 female preservice teachers trained in peer coaching participated in the study. Coaches observed a peer partner teach five 40-min lessons to small groups of elementary or junior high school students in a semester-long second practicum experience. During observation, coaches completed a Peer Coaching Form that included a praise statement and observation notes. A total of 169 Peer Coaching Forms containing 946 statements were collected and analyzed using traditional, naturalistic methods of inductive analysis. Three themes emerged: (a) systematic observation, (b) theory to practice, and (c) students as individuals. Observation changes occurring across the semester suggest peer coaching needs to occur over an extended period of time emphasizing the role of coach as observer for optimal teacher knowledge development.
David Lubans and Kathy Sylva
This study describes the development, implementation, and evaluation of a structured physical activity intervention designed for high school students (years 11 and 12). A sample of 78 students was randomly allocated to control or intervention conditions for a period of ten weeks. Students in the control group (n = 40) participated in unstructured physical activity in a health and fitness center. Students in the intervention group (n = 38) participated in a ten-week structured health and exercise program based on Banduraʼs social learning theories. At the initial posttest, a number of statistically significant group differences were found using analysis of covariance. The intervention group reported more physical activity and improved exercise self-efficacy in comparison to the control group. At the 3-month follow-up, no statistically significant differences in physical activity were found. Results from this study suggest that a well-organized exercise-based program can be effective in increasing physical activity behavior of adolescents on a short-term basis.
Herbert W. Marsh, Garry E. Richards, Steven Johnson, Lawrence Roche and Patsy Tremayne
Two samples of high school students (n = 315 and n = 395) completed the new Physical Self-Description Questionnaire (PSDQ). Confirmatory factor analysis (CFA) was used to demonstrate support for the 11 scales of physical self-concept (Strength, Body Fat, Activity, Endurance/Fitness, Sport Competence, Coordination, Health, Appearance, Flexibility, General Physical Self-Concept, and Self-Esteem) that the PSDQ is designed to measure, the replicability of its good psychometric properties in the two samples, and the replicability of the factor structure over gender. Subjects in Sample 1 also completed responses to the Physical Self-Perception Profile (Fox, 1990) and the Physical Self-Concept Scale (Richards, 1988). CFA models of this multitrait-multimethod data provided support for both the convergent and discriminant validity of responses to the three instruments. Comparisons of psychometric, theoretical, and pragmatic considerations of the three instruments led to the recommendation of the PSDQ in a wide variety of research and applied settings.
Virginie Nicaise, Geneviève Cogérino, Julien Bois and Anthony J. Amorose
Feedback is considered a critical teaching function, and researchers in sport pedagogy have shown interest in verifying its importance in physical education. Many observational studies have found that boys receive more attention and feedback, particularly praise, criticism, and technical information, than girls. Nevertheless, little is known about students’ perceptions of teacher–student interactions. The aim of this study was to investigate whether students’ perceptions of teacher feedbacks are gender-differentiated in physical education, as well as to determine how perceived feedback is related to students’ perceptions of competence. French high school students (N = 450: 200 boys, 250 girls) completed questionnaires assessing their perceptions of their teachers’ feedback and their perceptions of competence. Results indicated gender differences in the set of variables. Furthermore, the influence of teacher feedback on girls’ perceptions of competence was strong, whereas little relationship was found for boys. These findings are then discussed in terms of teaching effectiveness.
Rebecca K. Lytle and Doug Collier
The purpose was to examine adapted physical education (APE) specialists’ perceptions about consultation as a delivery model for individuals with disabilities. Six APE specialists (4 female, 2 male) from California participated in this phenomenological study. Data came from in-depth individual interviews, field observations, researcher notes, and focus group interactions. Analysis revealed distinct categories related to consultation: definition, contextual factors, effectiveness (benefits, barriers, documentation), competency, training, and consultation model preferences. Consultation interactions varied greatly because of the dynamic nature of the educational environment. The use of consultation was more prevalent with middle and high school students. Adapted physical education consultation occurred on a continuum from proximal to distal, dependent on the degree of interaction between the APE specialist, the general education (GE) teacher, and the student. The effectiveness of consultation was dependent upon the GE teacher’s attitude and the APE specialist’s communication skills and competencies.
Susan J. Massad, Nathan W. Shier, David M. Koceja and Nancy T. Ellis
Factors influencing nutritional supplement use by high school students were assessed. Comparisons were made between various groups of sports participants and non-sports participants. The Nutritional Supplement Use and Knowledge Scale was administered to 509 students. Mean supplement use score was 10.87 (SEM = 0.50, range 0-57). Mean knowledge score was 13.56 (SEM = 0.16, range 1-21). Significant relationships (p < .01) were obtained for supplement knowledge with use, and supplement use with gender. ANOVA found significant differences between supplement use by gender (p < .01), supplement use by sports category (p < .05), and knowledge scores by sports category (p < .01). Discriminant function analysis indicated knowledge, supplement use, and subscores for protein, vitamins/minerals, and carbohydrates were best discriminators of sport group membership. Greater knowledge about supplements was associated with less use; hence, education about supplements can be a deterrent to use. This study may help coaches, athletic trainers, athletic directors, teachers, physicians, and parents identify nutritional misconceptions held by adolescents.