model from Portland, OR, where Don initially created TPSR and (b) the extensive range of contexts and new populations that TPSR has been implemented with. The article will also consider the issue of fidelity, as the model is introduced by coaches and teachers who have, in many cases, had little direct
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Barrie Gordon and Sylvie Beaudoin
Cathy McKay, Jung Yeon Park, and Martin Block
a detailed description of Allport’s ( 1954 ) contact theory, including the necessary components of contact theory. This study used a newly created fidelity of implementation instrument (fidelity criteria) to measure a single construct (contact theory) with the four criteria (or indicators), seeking
Hannah L. Stedge and Theresa Miyashita
Key Points ▸ High-fidelity manikin simulation is effective for improving athletic training students' self-confidence and self-efficacy in performing cardiac care skills. ▸ Future research is needed to determine if high-fidelity simulation is more effective at improving self-confidence than low-fidelity
Julene Ensign, Amelia Mays Woods, and Pamela Hodges Kulinna
Purpose:
This study evaluated the teaching effectiveness of six first-year physical educators, three Southwestern and three Midwestern graduates, employing different curricular approaches.
Method:
Utilizing surveys, interviews, questionnaires, and systematic observations, data were analyzed through a framework of seven essential teaching tasks (Rink, 2002).
Results:
Data indicated overall mean scores of 34% motor appropriate activity with Academic Learning Time-Physical Education (ALT-PE) and a rating of 70.37 on the Qualitative Measures of Teacher Performance Scale (QMTPS). Notable contrasts included higher mean scores for Southwest participants for motor-appropriate and motor-inappropriate activity. Midwest participants devoted more time to game situations, management, and social behavior. For QMTPS, Southwest means were higher in every category. Qualitative themes produced similarities in teaching philosophy, fidelity to preservice training, and perceived value of reflective practices. Contrasts existed in curricular emphases and approaches to classroom management.
Discussion/Conclusion:
Characteristics of effective teaching were demonstrated by all participants regardless of curricular emphasis.
Okseon Lee and Euichang Choi
The purpose of this study was to examine the influence of a professional development (PD) program on teachers’ implementation of the Teaching Personal and Social Responsibility (TPSR) model, and to identify the characteristics of PD that influence teaching practice. The participants were six elementary school teachers and 12 students, and the data were collected from interviews with the teachers and students, observations, and teachers’ reflective journal entries. The findings revealed that PD enhanced the fidelity of implementation in terms of improving structural adherence, facilitating coherent instructional delivery, and making the students more active and responsible. The PD also helped the teachers to adapt the model by developing cultural differentiation strategies, modifying existing components, and extending the implementation of the TPSR through connection with other subjects or activities. The teachers found that the PD facilitated their implementation of TPSR by giving them common goals, empowering them as creators of knowledge, and providing a continuous and authentic learning experience.
Rebecca E. Hasson, Lexie R. Beemer, Andria B. Eisman, and Penelope Friday
achieving the minimum recommended dose of 10 min/day ( Densley et al., 2021 ). This represents a significant gap in intervention adoption and penetration, and closing it will require more focused attention on intervention fidelity (the extent to which an intervention is delivered as intended; Proctor et
Weidong Li, Lian Ma, Ping Xiang, and Yan Tang
The scientific rigor of experimental studies is determined by a number of factors, such as research design, sampling, teachers’ training, and fidelity of implementation (FOI). As one of the critical factors determining scientific rigor, the assessing and reporting of FOI is often ignored by
Amparo Escartí, Ramon Llopis-Goig, and Paul M. Wright
, Jacobs, & Wright, 2016 ; Jacobs & Wright, 2014 ; Wright, 2009 ). To examine the feasibility of such an idea, the current study describes a school-based TPSR program, assesses the fidelity of implementation, and analyzes the relationship between teacher implementation and student behavior in physical
Tiffany Kloeppel, Pamela Hodges Kulinna, Michalis Stylianou, and Hans van der Mars
This study addressed teachers’ fidelity to one Physical Education curricular model. The theoretical framework guiding this study included professional development and fidelity to curricular models. In this study, teachers’ fidelity to the Dynamic Physical Education (DPE) curricular model was measured for high and nonsupport district groups. Participants were 20 Physical Education teachers. Ten teachers worked in a highly supportive district, while 10 teachers worked in nonsupportive districts. Data were collected using field notes, a DPE observation instrument, and informal interviews. Two themes emerged from the data: (a) district support led to higher teacher fidelity levels to the DPE curriculum, and (b) the teachers from the nonsupport district implemented management procedures differently than the high support district teachers.
Michalis Stylianou, Tiffany Kloeppel, Pamela Kulinna, and Han van der Mars
Background:
This study was informed by the bodies of literature emphasizing the role of physical education in promoting physical activity (PA) and addressing teacher fidelity to curricular models.
Purpose:
The purpose of this study was to compare student PA levels, lesson context, and teacher PA promotion behavior among classes where teachers were using the Dynamic Physical Education (DPE) curricular model with low, moderate, and high fidelity.
Methods:
Participants were 20 physical education teachers, and their 4th and 5th grade students. Each teacher was observed teaching three times during the study. Fidelity data were collected using a validated observation instrument. PA, lesson context, and teacher behavior data were collected using the System for Observing Fitness Instruction Time (SOFIT). Data analysis included descriptive statistics and group difference tests.
Results:
Significant differences among the three fidelity groups were identified in several items of the observation instrument. No significant moderate-to-vigorous PA or lesson context differences were found among the three groups. Students taught by teachers in the high fidelity group spent a significantly higher proportion of lesson time (7.5%) in vigorous PA than students taught by teachers in the low fidelity group. Teachers in the moderate and high fidelity groups spent a significantly higher proportion of lesson time promoting in-class PA than teachers in the low fidelity group.
Discussion:
Fidelity of implementation to the DPE model had little impact on student PA. The findings of this study can inform future researchers about the methodological importance of examining teacher fidelity to curricular models and associated outcomes.
