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1.
ABSTRACT

Background: Physical education (PE) can be considered the centrepiece of school physical literacy (PL) programs, but ineffective lessons or an absence of PE across the public primary school system has raised concern. This study aimed to evaluate the implementation, acceptability and impact of teacher delivery of PE as part of a multicomponent Physical Education Physical Literacy (PEPL) approach, designed to improve classroom teachers’ provision of PE and PL opportunities within a cluster of suburban primary schools.

Method: Within a pragmatic randomised cluster-based trial with mixed methods, a PEPL coach was appointed to seven schools for one school year, with another seven schools continuing their usual practice as the control group. The coach’s role was to support and professionally develop classroom teachers to teach PE and to create opportunities that develop PL inside and outside the school environment. Focusing on Grade 5 teachers, the implementation, acceptability and teacher impact were assessed using direct observations of PE teaching style, a daily log kept by the coach and interviews with principals and teachers.

Results: The PEPL coach visited each school on average once a week for the 33 available weeks of the school year. There were several positive effects for teachers and schools. With no classroom teacher initially taking PE or classroom physical activity breaks, all seven teachers regularly introduced a PE lesson and activity breaks into their weekly schedule. PE class instructional time increased (intervention; +4.8 vs. control; ?3.5 min/lesson; β?=?1.69; SE?=?0.76; p?=?.05), with lessons of greater duration (intervention; +8.6 vs. control +1.9 min/lesson; β?=?1.14, SE?=?0.58, p?=?.05) and moderate and vigorous physical activity increased 5.7 min in intervention classes (p?<?.05). The PEPL coach introduced regular physical activities before and after school and linked the schools with a national sports coaching scheme. Interviews indicated that the PEPL approach was both valued and well-accepted by staff, that classroom teacher confidence to teach PE increased and that principals perceived a shift toward a school ‘culture’ of physical activity.

Conclusions: Well-received by classroom teachers and principals, the PEPL approach resulted in classroom teachers introducing both PE and activity breaks into their weekly teaching program and schools were linked to external sport coaching programs. These effects suggest that the PEPL approach enhanced opportunities for the development of physical literacy in this suburban primary school setting.

Trial registration: Australian New Zealand Clinical Trials Registry identifier: ACTRN12615000066583.  相似文献   

2.
Abstract

Objective: Physical education (PE) has been attributed an important role in providing young people with physical activity. If sufficiently active, PE lessons could contribute to physical activity levels in youth. Therefore, the purpose of this study was to determine the overall intensity of Dutch primary and secondary school physical education (PE) lessons and the influence of various lesson characteristics on these intensity levels. Methods: Between September 2008 and June 2009 heart rates were measured using the Polar Team System in a nationally distributed sample of 913 students in 40 schools in the Netherlands. Results: Overall percentages lesson time in moderate-to-vigorous physical activity (MVPA) were 46.7% and 40.1% during primary school and secondary school PE respectively. Results indicated a sharp decline in girls’ PE intensity levels at the beginning of secondary school. Furthermore, secondary school boys were more active than girls. The high prevalence of teamgames in the Dutch PE curricula might prevent secondary school girls from attaining similar physical activity levels during PE.  相似文献   

3.
ABSTRACT

Background: Assessment is crucial for the quality of teaching and learning in physical education (PE). Currently little is known about the students’ level of achievement in PE and about the parameters used for calculating the PE grades. Although there is evidence that boys are more active outside school than girls and participate more in organized sports, few studies have examined possible differences between genders in PE achievement. Furthermore, despite the current interest in the relationship between motor competencies and cognitive functioning, limited research has examined if PE grades are associated with academic achievement.

Purpose: Considering the lack of information on the current level of students’ success in PE, the main aim of this study is to examine the PE grades of Portuguese students in secondary school. Specifically, this study analysis the level of students’ achievement in PE, the relation of PE grades with other school subjects’ grades, compares the PE grades between boys and girls, and presents the PE summative assessment parameters used in schools.

Method: Participants were 1936 students (57% girls) from the 10th, 11th and 12th grades (16.8?±?1.3 years old) attending eleven Portuguese secondary schools. Information was gathered on their grades in PE and in the other school subjects at the end of the school year. Information on the specific assessment parameters used in each school was also collected.

Results: The average grades in PE were 14.9?±?2.3 points (20-point scale). Only ～1% of students with a final PE grade had a negative performance (<10 points). PE grades were relatively higher than in most of the other school-subjects and for most students (68.7%) the PE classification raised their overall average grade. The level of correlation between grades in PE and in other school subjects was statistically significant (r's?=?.13 to .29, p?<?.05) although lower than that between grades in the other school subjects (r's?=?.44 to .84, p?<?.01). There were significant differences between girls’ and boys’ grades in PE (14.3?±?2.3 and 15.9?±?2.1 points, respectively). The school assessment parameters prioritize physical performance over participation and attitude.

Conclusion: The Portuguese students’ level of achievement in PE seems to be very satisfactory. However, as boys have higher grades than girls it is urgent to find appropriate strategies to tackle this problem. The associations found between PE grades and academic achievement could have relevant repercussions considering the current debate about the status of PE and about the relationship between motor and cognitive competencies. It is also relevant that the schools’ summative assessment parameters are based mainly on skill mastery and not on effort and participation. This study provided a brief glance into some aspects of the assessment of PE in Portugal and is it is desirable that future investigations examine the teacher's assessment practices.  相似文献   

4.
ABSTRACT

Background: School-based physical education has been associated with a multitude of potential learning outcomes. Representatives of a public health perspective suggest that promoting physical activity in and outside the context of school is an important endeavour. While the importance of behavioural skill training to improve (motor) learning is well documented in both general and physical education, the promotion of behavioural skills to foster physically active lifestyles constitutes a rather neglected area in physical education research.

Purpose: To examine whether a standardized physical education-based behavioural skill training program has the potential to positively impact on adolescents’ self-reported exercise and sport participation, as well as cognitive antecedents involved in the regulation of exercise and sport behaviour.

Research design: Cluster-randomized controlled trial.

Methods: A sample of 143 secondary school students (50% girls, aged 14–18 years) attending academic high schools in German-speaking Switzerland were assigned class-wise to the intervention (behavioural skill training) and control condition (conventional physical education lessons). Data were assessed prior and after completion of the 7-week intervention program, which was composed of four 20-min lessons and two reflection phases. Exercise and sport behaviour and cognitive antecedents (exercise/sport intention, motivation, implementation intentions, coping planning, self-efficacy) were assessed via self-reports. A multilevel mixed effects linear regression procedure was used to test the main hypotheses. The regression analyses were adjusted for clustering of school classes, and controlled for baseline levels of the outcome measure and potential confounders.

Results: Compared to a control condition, the intervention program resulted in significant improvements with regard to introjected motivation (p?<?.05), coping planning (p?<?.001) and self-efficacy (p?<?.01). The intervention also had a positive impact on adolescents’ self-reported sport/exercise behaviour (p?<?.001). Improvements in exercise/sport intention (p?<?.05), coping planning (p?<?.01), and self-efficacy (p?<?.01) were associated with increased levels of self-reported exercise/sport participation.

Conclusion: Behavioural skill training as part of compulsory physical education has the potential to improve cognitive antecedents of exercise and sport behaviour and to foster adolescents’ exercise and sport participation. Enhancing behavioural skills might be one way in which school physical education can contribute to the creation of more physically active lifestyles among adolescents.  相似文献   

5.
Background: Motor skill (MS) competence is an important contributing factor for healthy development.

Purpose: The goal was to test the effectiveness of primary school physical education (PE) on MS and physical fitness (PF) development.

Methods: Three classes (n?=?60, aged 9.0?±?0.9) were randomly assigned to three diverse conditions during a school year: two PE lessons/week (PE-2), three PE lessons/week (PE-3), and no PE lessons control group (CG). BMI, skinfolds, PF (9-min run/walk, sit-up, modified pull-ups), gymnastics, soccer, handball, basketball and track-and-field skills were evaluated. Effect sizes (d) were reported as magnitude of change.

Results: Skinfolds significantly increased only in CG (d?=?1.21). PF composite z-scores improved in PE-3 (d?=?0.61), but decreased in PE-2 (d?=?0.57), and had no changes in CG. Statistically significant improvement was verified in gymnastics and handball skills in both experimental groups (gymnastic: d?=?2.95 and d?=?2.61 for PE-3 and PE-2, respectively; handball: d?=?1.87 and d?=?0.57 for PE-3 and PE-2, respectively), and no changes were seen in CG. In soccer, there were improvements only in the PE-3 (d?=?0.55), and in basketball only in PE-2 (d?=?0.46). There were no changes in any group for track-and-field skills.

Conclusions: PE programs can effectively promote PF and MS development.  相似文献   

6.
Background: School physical education (PE) programs provide a prime environment for interventions that attempt to develop school-aged children’s motor competence and overall physical fitness, while also stimulating competence motivation to engage in physical activity during childhood. It is generally recognized that a pedometer-based intervention strategy combined with a goal-setting strategy may be effective in increasing physical activity participation among school-aged children. The purpose of this study was to evaluate the impact of an 8-week pedometer-based goal-setting intervention on children’s motivation in PE, motor competence, and physical activity.

Methods: A pretest–posttest comparison group design was used with the 8-week intervention (3 days/week for 24 sessions). Participants were 273 (boys?=?136, girls?=?137) students recruited from 3 elementary schools in the US. Classes in each school were randomly allocated to three experimental conditions: (1) an intervention group with a personalized pedometer weekly target to reach in their PE class (N?=?110), (2) an intervention group with the fixed pedometer target range to reach in each PE class based on the recommended criteria (N?=?90), or (3) a control group without intervention (N?=?73).

Analysis/results: The factorial repeated measures MANOVA indicated significant multivariate effects for the group [F(6, 528)?=?12.954, p?Post hoc analyzes showed that both experimental groups had significantly higher expectancy-value beliefs, motor competence, and physical activity compared to the control group (p?Conclusions: Health practitioners should be aware that goal-directed action can contribute to school students’ PE-related achievement motivation, motor competence, and achieving the recommended 60?min of moderate-to-vigorous physical activity.  相似文献   

7.
Background: Students with disability show an increasing incidence of school failure. Quality teaching and appropriate support may foster high self-efficacy, a predictive factor for successful school outcomes. Physical Education (PE) can provide students with a context in which self-efficacy and participation are promoted leading to improved academic achievement. The transition into secondary school can be challenging for many students with increased educational demands, developmental changes and individual social identification coinciding. A disability may add to the challenge of success.

Methods: Three groups of students, aged 13 years and enrolled in Swedish mainstream schools were targeted (n?=?439). Groups included students with 1. A diagnosed disability, 2. Low grades in PE (D–F) and 3. High grades (A–C) in PE. Questionnaires were collected and analyzed from 30/439 students with a diagnosed disability (physical, neuro-developmental and intellectual) from 26 classes, their classmates and their PE-teachers (n?=?25). Relationships between student self-reports and PE-teachers’ self-ratings were investigated. Also examined was the potential to which students’ functional skills could predict elevated general school self-efficacy, PE specific self-efficacy and aptitude to participate in PE. Results were compared with the total sample and between the three target groups (n?=?121).

Results: For students with disabilities, better self-rated teaching skills were related to lower student perceived general school self-efficacy, PE specific self-efficacy and aptitude to participate in PE. The impact of classroom climate in PE was more obvious among students with disabilities. Perceived functional skills were associated with elevated general school self-efficacy, PE specific self-efficacy and aptitude to participate in PE. Better socio-cognitive functional skills had an overall positive effect on all outcomes. Students with disabilities reported results similar to the total sample, the D–F group scored lower and the A–C group higher than the total sample and the disability group. Elevated self-efficacy in PE is six times less probable in students with disabilities, compared to the A–C group.

Conclusions: Our findings that better teacher planning and grading skills, are detrimental to students disadvantaged by disability is contradictive. Improving the establishment and communication of adapted learning standards at the transition to secondary school is a crucial and a predictive factor for promoting positive school experiences for students with disability. Students with disabilities need to be assured that the intended learning outcomes can be reached by doing activities differently than their typically functioning peers. Consideration of class composition is suggested as a means of promoting a positive learning climate, which would particularly benefit students with disabilities. Allocation of resources to support student socio-cognitive skills would improve experiences for the D–F group and likely promote a positive learning environment.  相似文献   

8.
ABSTRACT

Background: Schoolchildren’s personality development is considered a central goal of physical education (PE). With regard to the relationship between psychological well-being and global self-esteem over the life course, the promotion of positive self-esteem is an issue of particular significance. Past research revealed that PE taught with an individualized teacher frame of reference (iTFR) and a reflexive teaching style is associated with positive effects on facets of children’s perceived sports competence. However, it remains an open question whether this teaching styles has the potential to promote positive self-esteem.

Purpose: The present study investigated whether a five-month teacher training, aimed to enhance the teachers’ iTFR and their reflexive teaching style in PE, has a positive effect on students’ perceived sports competence and their global self-esteem. To analyse the implementation quality, changes in students’ perceived iTFR and perceived reflexive teaching style were investigated.

Method: A total of 21 teachers were assigned to either an intervention group (n?=?13), receiving the five-month teacher training, or a control group (n?=?8) consisting of regular teaching without teacher training. The teacher training encompassed five three-hour consecutive sessions during which the teachers acquired theoretical and practical knowledge about the promotion of competence perceptions in PE with a reflexive teaching style and an iTFR. Between the sessions, the teachers were instructed to implement an iTFR and a reflexive teaching style into their own PE classes. To evaluate the effects of the teacher training, their students’ (N?=?315, 53.7% girls, Mage?=?13.2 y, SDage?=?1.3 y) perceived teaching style (iTFR and reflexive teaching), perceived sports competence and global self-esteem were measured with paper-pencil questionnaires at three measurement points (pre, post and follow-up).

Findings: Linear mixed effect models showed that students of the intervention group reported an increase in their teachers’ reflexive teaching style, but there were no changes with regard to iTFR. With regard to students’ perceived sports competence and global self-esteem, there were significant interaction effects between time and group over a period of eight months (from pre-test to follow-up), indicating positive effects on these self-concept dimensions due to the teacher training.

Conclusion: The present study indicates that a long-term teacher training supports PE teachers to implement teaching styles with the aim to promote students’ self-concept. Furthermore, the findings lead to the assumption that a more pronounced iTFR in combination with an enhanced reflexive teaching style has the potential to positively influence schoolchildren’s perceived sports competence and global self-esteem.  相似文献   

9.
Physical education (PE) is perhaps the school subject most likely to produce relative age effects (RAE). Like in sports, physical maturity gives students an advantage in PE, which might well be mistaken for superior ability. The aim of the present study is to investigate the extent to which physical growth, measured as height, and RAE reflect the assessment in Norwegian PE. Furthermore, we wanted to examine whether there is any gender differences in the assessment in PE as a function of physical growth and RAE. The participants (n?=?2978) were pupils in the last three years of secondary school (13–16 years old). A custom-made questionnaire was designed to collect the necessary data. The correlations between height and mark in PE for boys in 8th, 9th, and 10th grades are respectively r?=?0.14, r?=?0.32, and r?=?0.29. For girls, the correlations are r?=?0.11, r?=?0.33, and r?=?0.21. All correlations are significant (p?<?.05). The number of pupils achieving top marks was 114 in the first half of the year, whereas it was 65 in the second half of the year. The present study showed that physical growth has an impact on the pupils’ PE attainment. The physical growth is of course also mediated by the pupils’ age. RAEs were found in PE attainments also in the Norwegian school system for both genders, despite all the intentions expressed in the PE curriculum.  相似文献   

10.
Background: The absence of Physical Education (PE) from the South African school curriculum before its reintroduction in recent years contributed to health concerns regarding the low physical activity (PA) levels of children and adolescents in South Africa.

Purpose: This study evaluated the effects of a once-a-week enhanced quality PE programme on the PA levels of South African Grade 7 learners.

Methods: Using a pre-test and post-test control-group design, 110 Grade 7 learners aged 12–13 years (experimental school, n?=?40; control schools, n?=?70) from two primary schools in Potchefstroom, South Africa, were studied. They participated in a 12-week PE intervention programme based on the guidelines of the South African Curriculum and Assessment Policy Statement, which allocates one hour per week to PE teaching. The intervention included five quality-enhancing components, namely well-trained teachers, homework activities, a reward system, hand-made apparatus and the monitoring of activity intensity. In the experimental school, 40 learners were randomly assigned from the total Grade 7 class (n?=?124) to the experimental group, while two control groups (n?=?37 and n?=?33) were used, one from the same school as the experimental school and the other from a different school. Additionally, to control for PE teacher interaction effect, the experimental group was divided into 4 experimental sub-groups of 10 learners each, which were taught by 4 different PE teachers, and the pre-test and post-test data of these experimental sub-groups were also analysed. Children's PA levels were measured before and after the intervention using a validated Children's Leisure Activities Study Survey questionnaire. The Kruskal–Wallis and Wilcoxon signed-rank tests were used to evaluate the effects of the intervention programme.

Results: No significant differences were found within the experimental group between the 4 experimental sub-groups and between the 2 control groups at pre- and post-test measurements (p?>?.05). There was a significant effect for the experimental group as a whole, as results of the total experimental group showed statistically significant increases in moderate PA (ES?=?0.47; p?=?.014), vigorous PA (ES?=?0.48; p?=?.012) and total PA (ES?=?0.51; p?=?.008) as well as decreases in sedentary behaviours (ES?=?0.39; p?=?.041) after the 12-week intervention programme, whereas no significant changes were found in the control group. Statistically significant improvements were also found in all 4 experimental sub-groups between pre- and post-tests for the time spent in moderate PA (p?=?.028–.05; ES?=?0.23–0.64), vigorous PA (p?=?.018–.036; ES?=?0.23–0.63), total PA (p?=?.017–.05; ES?=?0.30–0.68) and sedentary time (p?=?.014–.049; ES?=?0.26–0.66), whereas no marked changes were observed among the two control groups, indicating no PE teacher interaction effect on the results.

Conclusions: The enhanced quality PE programme can be used as a valuable framework for PE implementation targeted at promoting learners’ PA levels, even in the presence of restricted time allocation, and limited teaching and learning resources.  相似文献   

11.
Background: The Foundation Phase in Wales is a play-based curriculum for pupils aged 3–7 years old. Children learn through more holistic areas of learning in place of traditional subjects. As such, the subject of physical education in its traditional form no longer exists for pupils under the age of 7 in Wales. In light of the role of physical education in developing physical literacy and in particular the importance of this age group for laying the foundations of movement for lifelong engagement in physical activity, the disappearance of physical education from the curriculum could be deemed to be a concern.

Purpose: The purpose of this study was to explore the Foundation Phase as a naturalistic intervention and examine its contribution to the development of physical literacy.

Participants and setting: Participants included year 1 pupils (N?=?49) aged 5 and 6 from two schools in contrasting locations. A smaller group within each class was selected through purposive sampling for the repeated measures assessments (N?=?18).

Research design and methods: A complementarity mixed-method design combined quantitative and qualitative methods to study the Foundation Phase as a naturalistic intervention. Quantitative data were generated with the Test of Gross Motor Development-2 administered to the sample group of children from both schools as a quasi-repeated measure, the physical competence subscale of the Pictorial Scale of Perceived Competence and Social Acceptance and the Leuven Involvement Scale for Young Children. Qualitative data were generated throughout the study from the analysis of video and field notes through participant observation. Data from the mixed methods were analysed through complementarity to give a rich insight into pupils’ progress and experiences in relation to physical literacy.

Results: Overall analysis of the data from TGMD-2 showed significant improvements in the Gross Motor Quotient and Locomotor skills from T1 to T3, but no significant improvement in object control. Data from qualitative methods were analysed to explore processes that may account for these findings. Video and field notes complement the quantitative data highlighting that children were developing their locomotor skills in many aspects of their learning. Observations using the Leuven Involvement Scale indicated that children had high levels of involvement in their learning and apparent in video and field notes was pupils’ motivation for movement. Paired sample t-tests (N?=?18) conducted on the Harter and Pike perceived physical competence six-item score subscales (T1 and T3) indicated a significant difference in the mean perceived physical competence scores on the six-item scale between T1and T3. Qualitative data explored pupils’ confidence for movement in many areas of learning.

Conclusion: The combination of quantitative and qualitative data indicates that the Foundation Phase is an early childhood curriculum that lays the foundations of physical literacy with the exception of aspects of the physical competence, specifically object control skills. Although these skills only contribute to psychomotor aspects of physical literacy they are strongly associated with later engagement in physical activity. The development of specific physical skills such as object control skills may need more specialist input with early childhood pedagogy teachers trained in motor development to see significant improvements.  相似文献   

12.
Purposes: This study applies the self-determination theory (SDT) to test the hypothesized relationships among perceived autonomy support from parents, physical education (PE) teachers, and peers, the fulfilment of psychological needs (i.e., autonomy, competence, and relatedness), autonomous motivation, and leisure-time physical activity of Chinese adolescents. Method: There are 255 grade six to eight student participants from four middle schools around Shanghai, China included in this study. An accelerometer was used to measure the moderate-to-vigorous physical activity (MVPA). The participants completed the questionnaires regarding SDT variables. The structural equation modelling was applied to examine the hypothesized relationships among the study variables. Results: The model of hypothesized relationships demonstrated a good fit with the data [X2?=?20.84, df?=?9, P?=?.01; CFI?=?0.98; IFI?=?0.98; SRMR?=?0.04; RMSEA?=?0.05]. The findings revealed that autonomy support from parents, PE teachers, and peers foster social conditions in which the three basic psychological needs can be met. In turn, autonomy, competence, and relatedness are positively associated with autonomous motivation for MVPA. The autonomous motivation positively relates to the MVPA time of adolescents. The three psychological needs partially mediate the influence of autonomy support from parents (β?=?0.18, P?<?.01; Bootstrap 95% CI?=?0.06–0.33) and teachers (β?=?0.17, P?<?.01; Bootstrap 95% CI?=?0.03–0.26) in the autonomous motivation. Conclusion: In conclusion, these findings support the applicability of SDT in understanding and promoting physical activity of Chinese adolescents.  相似文献   

13.
Introduction: Secondary schools have the potential to promote health-related fitness (HRF) and physical activity within and outside school hours. As such, schools are often chosen as the setting to implement child and adolescent physical activity programs. School-based programs often utilise teachers as delivery agents, but few studies examine effects on teacher-level outcomes.

Purpose: The primary aim of this study was to determine the impact of teacher training embedded within a physical activity intervention on teacher-level outcomes. The secondary aim of this study was to evaluate process data, including implementation, satisfaction and fidelity.

Methods: Resistance Training for Teens (RT for Teens) was evaluated using a cluster randomised controlled trial in 16 secondary schools. Teachers (N?=?44; 48% female/52% male; mean?±?SD years teaching experience?=?10.6?±?8.0) from 16 secondary schools were assessed at baseline. Intervention group teachers (i.e. from eight schools) delivered a structured school-based physical activity program over 10-weeks. Teacher outcomes included confidence to teach health-related fitness (HRF) activities, perceived barriers to teaching HRF activities, and perceived fitness. Detailed process evaluation data were also collected. Assessments were conducted at baseline and 6-months (post-program), and outcomes were assessed using repeated measures analysis of variance.

Results: There was a positive group-by-time effect for the confidence composite score (p?=?.010, partial eta squared?=?0.29), but no effects for the two (contextual, interpersonal) barrier composite scores. Also, there was a significant effect for perceived ‘general fitness’ (p?=?0.044, partial eta squared?=?0.13), but not for specific fitness subdomains. Teachers were highly satisfied with both the training and the program, believing it was beneficial for students. Resource usage and adherence to the SAAFE (Supportive, Active, Autonomous, Fair, Enjoyable) delivery principles was high.

Conclusion: RT for Teens improved teachers’ confidence and perceived fitness. These findings highlight the potential for high-quality teacher training and program delivery to positively influence teacher-level outcomes. This may provide support for the use of teacher professional development to improve HRF-related pedagogy.  相似文献   

14.
ABSTRACT

Purpose: Quality physical education (PE) reaches many objectives (e.g., knowledge, physical fitness, and physical skills) and could provide at least half the dose of recommended daily physical activity for youths if their opportunity to learn is provided according to national professional recommendations (min/week) and related state mandates. A 2015 California class-action lawsuit required affected schools to post data indicating they scheduled PE time meeting the state mandate of 200 min per 10-day period. The extent to which schools posted PE schedules on their websites and demographic factors related to their compliance was investigated in this study. Method: We performed a quantitative, cross-sectional content analysis of the websites of 37 school districts plus a random sample of 860 elementary schools in them. Z tests were used to analyze frequencies/proportions and associations among demographic (e.g., Hispanic enrollment, PE specialist) and PE schedule variables (e.g., schools meeting state-mandated PE time). Results: Twenty-two districts (59.4%) had websites with ≥1 page/document related to PE opportunities. Only 11% of schools posted PE schedules, an event that was associated with employing a PE specialist (p = .01). Of schools posting schedules, 68% specified a PE volume that met the state mandate. Meeting the mandate was independently associated with enrolling a minority of Hispanic students (p = .02). Conclusion: Websites can provide information about the importance/occurrence of PE; however, schools in the lawsuit did not use the potential of their websites to inform constituents either about the lawsuit or their PE programs. Non-compliant schools should adjust PE schedules to meet statutory requirements.  相似文献   

15.
Background: The physical education (PE) context has been emphasised as an ideal environment for developing positive behaviours among students. Under the Positive Youth Development paradigm, various initiatives have been conducted with the aim of promoting personal and social responsibility among adolescents. Self-Determination Theory has been widely used to analyse students’ motivational processes during PE classes.

Purpose: This study aimed to measure the effects of a multidisciplinary intervention with teachers on the development of positive behaviours in PE classes.

Participants: Twenty PE teachers participated in the study (Mage?=?35 years; SD?=?2.32) along with 777 of their students (Mage?=?12.81 years; SD?=?.93). The teachers (male?=?16; female?=?4) were between the ages of 29 and 48 years (M?=?35.2 years; SD?=?2.32). The students who participated in this study (male?=?377; female?=?400) were divided into 52 classes and were between the ages of 12 and 16 years (M?=?12.81; SD?=?.93).

Research design: A quasi-experimental design was used that consisted of a control group and three groups in which an intervention was developed. In the control group, the teachers did not receive any type of intervention; in the second group, the teachers received a training programme to develop strategies for supporting basic psychological needs and promoting positive behaviours; in the third group, the teachers received a didactic unit to promote positive behaviours; and in the last group the teachers received a combination of the two previous interventions.

Data analysis: A repeated-measures ANCOVA (analysis of covariance) was used for every dependent variable included in the study to analyse the effect of Group?×?Time interaction, including Gender and Grade Level as covariates. The fixed effects caused by Intercept, Group, Time, and the Group?×?Time interaction were calculated using compound symmetry as the type of covariance and restricted maximum likelihood as the estimation method.

Findings: By examining the differences between pre-test and post-test, it was determined that in comparison with the students in the control group, the students from the three experimental groups had generally improved scores on the variables related to positive behaviours, such as perceptions of the teacher's support, as well as the development of the targeted behaviours.

Conclusions: These results provide information about the efficacy of an intervention programme with teachers that consists of strategies for developing positive behaviour and support for basic psychological needs to promote the development of positive student behaviour.  相似文献   

16.
This study aims to evaluate the effectiveness of two school-based physical education (PE) programmes (exercise-based and games-based) compared with traditional PE, on health- and skill-related physical fitness components in children in Tirana, Albania.

Participants were 378 first-grade (6.8 years) and 389 fourth-grade (9.8 years) children attending four randomly selected schools in Tirana. Twenty-four school classes within these schools were randomly selected (stratified by school and school grade) to participate as exercise group (EG), games group (GG) and control group (CG). Both EG and GG intervention programmes were taught by professional PE teachers using station/circuit teaching framework while CG referred to traditional PE school lessons by a general teacher. All programmes ran in parallel and lasted 5 months, having the same frequency (twice weekly) and duration (45 min). Heart rate (HR) monitoring showed that intensity during PE lessons was significantly higher in the intervention groups compared with control (P < 0.001). Both PE exercise- and games programmes significantly improved several health- and skill-related fitness indicators compared with traditional PE lessons (e.g. gross motor skill summary score: 9.4 (95% CI 7.9; 10.9) for exercise vs. control and 6.5 (95% CI 5.1; 8.1) for games vs. control, cardiorespiratory fitness: 2.0 ml O2 · min?1 · kg?1 (95% CI 1.5; 2.4) for exercise vs. control and 1.4 ml O2 · min?1 · kg?1 (95% CI 1.0; 1.8) for games vs. control). Furthermore, compared to games-based PE, exercise-based PE showed more positive changes in some gross motor coordination skills outcomes, coordination skills outcomes and cardiorespiratory fitness. The results from this study show that exercise- and games-based PE represents a useful strategy for improving health- and skill-related physical fitness in Albanian elementary school children. In addition, the study shows that exercise-based PE was more effective than games-based PE in improving gross motor function and cardiorespiratory fitness.  相似文献   

17.
Background: Although most adolescents successfully manage the transition between childhood and adulthood, the speed and magnitude of these changes may exceed the coping abilities of a significant number of young people. For vocational students, additional responsibilities arise during the vocational school transition and the need to balance academic and job-related requirements. An expanding body of literature suggests that adolescence is a vulnerable period for the development of psychiatric diseases and as such, the need to develop an adequate coping repertoire is receiving increasing attention globally. The growing awareness of long-term consequences of stress has led governments to instill school-based resilience promotion programs. For instance, the new physical education (PE) curriculum of vocational (vocational education and training (VET)) students in Switzerland addresses stress management, because stress-related diseases at the workplace have become commonplace among young professionals.

Purpose: Our aim was to develop, implement and evaluate a PE-based coping training (EPHECT) for VET students. Therefore, we adapted components of extant field-tested coping training programs and tailored them to the unique needs of VET students. To facilitate the standardization of the program, each teacher received a teaching manual. Moreover, drawing upon experiential learning theory, we introduced the contents of the coping training in PE class through practical, movement-based exercises in PE. Students also received a workbook for use at home.

Participants and research design: In this cluster randomized controlled trial, eight classes from a Swiss vocational school participated (N?=?131, Mage?=?16.22?±?1.12, 35% females). Two trained PE teachers implemented the program with students in the intervention group (IG?=?67) for three months, while students in the other four classes maintained regular PE (CG?=?64) to comprise the control group. To evaluate the coping training, all participants completed several self-report psychological questionnaires (assessing stress, coping and sleep) at baseline and follow-up. IG students completed further questions with regard to intervention fidelity at follow-up.

Data analysis: To evaluate possible effects of the coping training on stress, coping and sleep, a 2?×?2 repeated-measures analysis of variance design was executed with time (pre vs. post) and group (IG vs. CG) as within- and between-subject factors.

Findings: Over time, IG students significantly increased their adaptive coping compared to CG students, while stress and sleep remained relatively stable for both. Regularly completing one’s homework reinforced this effect because it was significantly associated with students’ reflection and compliance.

Conclusion: A complete and accurate implementation of a PE-based coping training can make a positive contribution to the development of adaptive coping skills among adolescents attending vocational schools. This PE-based program allows students to experience their responses to stress directly and offers opportunities to experiment with different coping strategies. Adaptive coping skills are vital for successful stress management and the prevention of stress-related disorders across the work domain and in everyday life.  相似文献   

18.
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19.
ABSTRACT

Background: Bullying is a social problem where there is a phenomenon of intentional aggression that occurs in all schools. It has multiple negative consequences for the victim’s psychological health. As school is a context for learning about life in society, strategies to prevent such attitudes and behaviours should be encouraged. Although some studies seem to indicate the potential of the subject of physical education to promote attitudes and behaviours against bullying, there is still insufficient scientific evidence to deduce a positive impact on the reduction or prevention of this phenomenon.

Purpose: This study aimed to analyse the effectiveness of a specific intervention to prevent bullying in Physical Education classes in Secondary Education. 6 specific sessions inserted into the physical education curriculum to find out what bullying is, who its protagonists are and how to prevent it.

Participants and setting: In the study, 764 students with an age range of 12–19 years (49.3% girls; age mean [M]?=?14.80, standard deviation [SD]?=?1.69) from two public educational centres participated. Among them, 439 were randomly assigned to the quasi-experimental group (48.1% girls; age M?=?14.70, SD?=?1.59) and 325 to the control group (51.1% girls; age M?=?14.94, SD?=?1.83). Data were collected at two timepoints, pre- and the post-intervention data.

Data collection: The Spanish version of the European Bullying Intervention Project Questionnaire (EBIPQ) was used to measure the incidence of bullying. To measure cyberbullying, the Spanish version of the European Cyberbullying Intervention Project Questionnaire (ECIPQ) scale was used.

Data analysis: The Student t-test was performed to compare possible differences between the experimental and control groups in the pre-test. To compare the means of the factors obtained based on the variables and the instruments used, as well as the scores obtained from the subjects of the experimental and control groups at the two timepoints, linear models of repeated measurements have been established comparing the pre- and post-intervention moments and the experimental and control groups, introducing sex and grade variables to compare the effectiveness of the programme based on them.

Results: There were no differences in the pre-test measurements in any of the variables. After the intervention programme in the quasi-experimental group, the bullying victimisation (F?=?16,951; p?=?.000) and bullying aggression (F?=?5,215; p?=?.023) rates decreased significantly more than they did the control group. Likewise, victimisation in cyberbullying (F?=?6,234; p?=?.013) decreased significantly differently, but aggression in cyberbullying did not (F?=?0,099; p?=?.753).

Conclusion: The implementation of a specific intervention to prevent bullying inserted into the physical education curriculum seems to have decreased bullying and cyberbullying victimisation.  相似文献   

20.
Background: A student’s choice to engage in a learning task is highly related to the student’s environmental stimuli and his or her perception of interest. From this perspective, the construct of situational interest (SI) has been used to interpret students’ motivation in task engagement. SI is assumed to be transitory, environmentally activated, and context specific. It has been conceptualized as a multidimensional construct with five dimensions: instant enjoyment, exploration intention, attention demand, novelty, and challenge. Few prior studies have compared SI between girls and boys in physical education (PE) contexts, and these studies have offered contrasting findings. They were conducted in coeducational (coed) or single-sex contexts and used learning tasks centred on a variety of outcomes: technical or tactical skills, creativity and cultural understanding.

Purpose: In the context of the debate on single-sex and coed classes in PE, this study aimed to estimate the effects of single-sex and coed PE classes on students’ situational interest (SI) within learning tasks centred on technical skills. The researchers decided to study learning tasks centred on the development of students’ technical skills, since these tasks are often used by teachers in PE.

Participants: The sample consisted of 177 Swiss secondary school students, aged 11–17 years (M?=?14.07, SD?=?1.41, 96 boys, 81 girls).

Data collection: The students completed the French 15-item SI Scale after practising a technical learning task in single-sex and coed PE contexts. The researchers chose five physical activities (i.e. athletics, basketball, dance, gymnastics, and volleyball), which are commonly taught in the state of Vaud (Switzerland) and provide a balance between masculine and feminine activities.

Data analysis: A two-way repeated-measures MANOVA was performed to examine the main and interaction effects of student sex and class sex composition on the five SI dimensions.

Findings: The results showed a main effect of class sex composition on student SI but no main effect of student sex and no interaction effect of student sex and class sex composition. More precisely, the scores for three SI dimensions (i.e. instant enjoyment, exploration intention, and attention demand) were higher in the coed context than in the single-sex context.

Conclusions: This study encourages teachers to propose coed PE classes to enhance students’ motivation and engagement when practising learning tasks centred on technical skills. This study offers supplementary evidence of the teacher’s role in promoting student SI. Beyond accounting for students’ dispositional factors (e.g. sex), PE teachers can significantly impact students’ SI in technical learning tasks through instructional choices.  相似文献   

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