The purpose of this phenomenological inquiry was to explore the experiences and meaning of parental involvement in physical education from the perspectives of the parents of students with developmental disabilities. The stories of four mothers of elementary aged children (3 boys, 1 girl), two mothers and one couple (mother and father) of secondary-aged youth (1 girl, 2 boys) with developmental disabilities, were gathered by using interviews, photographs, school documents, and the researcher’s journal. Bronfenbrenner’s (2005) ecological system theory provided a conceptual framework to interpret the findings of this inquiry. Three themes emerged from thematic analysis: being an advocate for my child, understanding the big picture, and collaborative partnerships undeveloped in GPE. The findings lend additional support to the need for establishing collaborative partnerships in physical education between home and school environments (An & Goodwin, 2007; Tekin, 2011).
Jihoun An and Samuel R. Hodge
Luis Columna, Denzil A. Streete, Samuel R. Hodge, Suzanna Rocco Dillon, Beth Myers, Michael L. Norris, Tiago V. Barreira and Kevin S. Heffernan
, Dolphin, & McCabe, 2017 ). Given that PA for children with VI is contingent on the advocacy and support they receive from their parents ( Columna et al., 2017 ), parental involvement is critical to ensuring the active PA participation for children with VI ( Columna et al., 2017 ; Stuart, Lieberman
Inge Claringbould and Johanna Adriaanse
This study explores parents’ gendered meanings in their involvement with their son’s soccer participation. We use Bourdieu’s (1985; 1990; 2012) theoretical perspective of fields, positions, habitus and taking positions to examine the way in which parents in two Dutch soccer clubs reconstruct and negotiate gendered meanings through expressions, positioning and power relations within the field of their son’s soccer. The findings suggest that, within this field, a subdivision exists between the ‘main’ field, represented by masculine meanings, and the subordinated ‘serving-the-main’ field, represented by feminine values. The study contributes to a better understanding of the processes involved in the construction of gender in both subfields and highlights the way in which women who enter the ‘main’ field can be theorized as ‘space invaders’.
Camilla J. Knight
-quality parental involvement in youth sport (e.g., Dorsch, King, Dunn, Osai, & Tulane, 2017 ; Thrower, Harwood, & Spray, 2017 ). To ensure that such work is effective, it is important that researchers and practitioners be aware of the current status of research in this area. To this end, in this paper I provide
Shaun M. Anderson and Matthew M. Martin
indicated that they wanted African American youth participation to go beyond the playing field. For example, Joseph said, “We need to make them fans of the game. I think making sure they are involved on the field and, eventually, in the front offices is very important.” Lack of Parental Involvement In
Deborah L. Feltz, Cathy D. Lirgg and Richard R. Albrecht
Eighteen elite young distance runners were followed over a 5-year period and examined on their perceptions of parental involvement, commitment, anxiety, and sources of worry as these variables pertained to their competitive running. Results showed that the runners received good parental support and possessed a relatively high level of commitment to running, but that both parental involvement and commitment declined over the 5 years. Fathers were seen as being more involved in their children’s running than mothers were. Also, females were somewhat more committed to running than males were. Males and females exhibited similar anxiety scores and these scores did not increase significantly over time. There was no evidence that these runners suffered excessive anxiety.
Katrina Wynnyk and Nancy Spencer-Cavaliere
The purpose of this qualitative case study was to explore children with disabilities’ social relationships and motivation to take part in sledge hockey. Harter’s (1978) theory of Competence Motivation was used as the conceptual framework. Ten children (1 girl and 9 boys) between ages 11–16 years, who experienced a range of disabilities, participated. Primary data were collected using semistructured interviews, participant observations, and field and reflective notes. The thematic analysis led to four themes: (a) coach feedback, (b) parental involvement, (c) skill and belonging, and (d) (dis)ability sport. The findings revealed that interactions with significant others contributed extensively to the participant’s perceptions of competence and motivation to participate, as did the sport’s competitive nature. The findings are discussed in the context of Harter’s theory and the children’s sport and adapted physical activity inclusion literature.
Michelle Hamilton, Jacqueline Goodway and John Haubenstricker
The purpose was to investigate the effectiveness of parental involvement on the acquisition of object-control skills of preschool children who are at risk for developmental delay or academic failure. The experimental group (n = 15) participated in an 8-week motor skill intervention program consisting of two 45-min lessons per week delivered by the children’s parents. The control group (n = 12) participated in the regular motor skill program, which consisted of movement songs delivered by the parents. All children were pretested and posttested on the object-control subscale of the Test of Gross Motor Development (Ulrich, 1985). Both groups performed in the lower 20th percentile on the pretest. A 2 X 2 (Group X Test) ANOVA revealed that the experimental group improved significantly in the object-control subscale score from pretest to posttest, whereas the control group did not change. The results provide support for including parents in the instructional process of children who are at risk for developmental delay or academic failure.
Catarina Vasques, Pedro Magalhães, António Cortinhas, Paula Mota, José Leitão and Vitor Pires Lopes
This meta-analysis study aims to assess the efficacy of school-based and after-school intervention programs on the BMIs of child and adolescents, addressing the correlation between some moderating variables.
We analyzed 52 studies (N = 28,236) published between 2000–2011.
The overall effect size was 0.068 (P < .001), school (r = .069) and after-school intervention (r = .065). Programs conducted with children aged between 15–19 years were the most effective (r = .133). Interventions programs with boys and girls show better effect sizes (r = .110) than programs that included just girls (r = .073). There were no significant differences between the programs implemented in school and after-school (P = .770). The effect size was higher in interventions lasting 1 year (r = .095), with physical activity and nutritional education (r = .148), and that included 3–5 sessions of physical activity per week (r = .080). The effect size also increased as the level of parental involvement increased.
Although of low magnitude (r = .068), the intervention programs had a positive effect in prevention and decreasing obesity in children. This effect seems to be higher in older children’s, involving interventions with physical activity and nutritional education combined, with parent’s participation and with 1-year duration. School or after-school interventions had a similar effect.
Kristen Holm, Holly Wyatt, James Murphy, James Hill and Lorraine Odgen
This study examined the association between parent and child change in physical activity during a family-based intervention for child weight gain prevention.
Daily step counts were recorded for parents and children in 83 families given a goal to increase activity by 2000 steps per day above baseline. Linear mixed effects models were used to predict child change in daily step counts from parental change in step counts.
Both maternal (P < .0001) and paternal (P < .0001) change in step counts for the current day strongly predicted child change in step counts for that day. On average, a child took an additional 2117.6 steps above baseline on days his or her mother met her goal versus 1175.2 additional steps when the mother did not meet her goal. The respective values were 1598.0 versus 1123.1 steps for fathers. Day of week moderated the maternal effect (P = .0019), with a larger impact on Saturday and Sunday compared with weekdays. A similar but nonsignificant pattern was observed for fathers.
Encouraging parents to increase physical activity, particularly on weekends, may be a highly effective way to leverage parental involvement in interventions to increase children’s physical activity.