Physical Education Enjoyment Research Articles

Associations of physical activity and physical education enjoyment with self-concept domains among Hungarian adolescents

BackgroundSport enjoyment is one of the most important factors in physical activity (PA) and physical education (PE) domains. It is not only beneficial for regular participation but also has a positive effect on mental health. Due to these benefits, this study aims to understand the relationships between PA, two forms of enjoyment, and the dimension of self-concept.MethodsThe sample consisted of 315 students (Mage=12.63). The Self-Description Questionnaire-I was used to measure the domains of self-concept. Enjoyment was measured with two scales. The Physical Activity Enjoyment Scale reflects extracurricular PA enjoyment, and the Factors Influencing Enjoyment of Physical Education Questionnaire reflects school PE enjoyment. The International Physical Activity Questionnaire was used to assess vigorous, moderate, and walking types of extracurricular PA enjoyment.ResultsHierarchical multivariate regression analysis revealed that vigorous PA predicted physical ability (β = 0.19) and physical appearance (β = 0.15). PA enjoyment was a significant predictor of general self-concept (β = 0.29), physical ability (β = 0.28), physical appearance (β = 0.16), peer relation (β = 0.16), and parental relations (β = 0.14). PE enjoyment significantly predicted general school (β = 0.17), physical ability (β = 0.27), peer relations (β = 0.21) and parental relations (β = 0.22). Furthermore, boys scored at a higher level on most of self-concept domains.ConclusionsThe present study suggested that enjoyment plays a more important role in self-concept than PA. PE enjoyment mainly strengthens boys’ self-concept, but PA enjoyment is an important predictor of general self-concept in both genders. It is concluded that extracurricular PA enjoyment is beneficial, but increasing enjoyment of physical education could increase girls’ self-concepts as well.

Longitudinal Associations Between Enjoyment of Physical Education, Cardiorespiratory Fitness, and Muscular Fitness Among Finnish Adolescents.

Students' experiences in physical education (PE) can shape future physical activity (PA) behaviors. PE enjoyment is associated with PA; however, the relationship between PE enjoyment and fitness has not been extensively investigated. The aim of this study was to examine if changes in PE enjoyment were associated with changes in cardiorespiratory fitness (CRF) and muscular fitness (MF) among Finnish adolescents. Study participants were students (n = 1147; 11.27 [±0.32] years at baseline) attending public schools in Finland. Data were collected yearly (2017-2021). The 20 m shuttle run assessed CRF, curl-up/push-up tests assessed MF, and the enjoyment subscale of the Sport Commitment Questionnaire-2 measured PE enjoyment. The random intercept cross-lagged panel model, including repeated measures (within-level) and latent levels (between-level) of PE enjoyment, CRF and MF, was tested. Sex, body mass index, moderate to vigorous PA, and peak height velocity were included as covariates in the analysis. Over 5 years, PE enjoyment decreased, CRF increased until Timepoint 3, and MF remained stable. Positive associations between PE enjoyment and fitness were observed, indicating the greater the PE enjoyment, the higher the fitness. For PE enjoyment, CRF and MF repeated measures were positively associated with measurement of the next year. PE enjoyment was positively related to CRF and MF the years thereafter. Our findings highlight the importance of quality PE experiences for enjoyment and fitness gains during the transition from primary to secondary school. These findings are important given youth fitness levels are associated with future health status.

Verification of the Reliability and Validity of the Chinese Version of the Novelty Need Satisfaction Scale in Physical Education.

This study aims to validate the Chinese version of the Novelty Need Satisfaction Scale (NNSS) within physical education (PE) contexts, incorporating three distinct studies to examine its reliability, validity, and measurement invariance across gender and different samples. Study 1 involved translating the original NNSS into Chinese and evaluating it through confirmatory factor analysis, item analysis, and assessments of internal consistency reliability among 390 students (53.8% male, 46.2% female), averaging 14.5 years in age. Study 2 assessed the discriminant validity of the Chinese NNSS by exploring correlations between novelty need satisfaction and three conventional basic psychological needs (BPNs) - autonomy, competence, and relatedness, in a larger cohort of 845 students (51.7% male, 48.3% female), with an average age of 14.8 years. This study also investigated the relationships between novelty need satisfaction, autonomous motivation, and enjoyment in PE. Study 3 examined the measurement invariance of the Chinese NNSS across gender and different samples, using a sample of 1235 students (52.6% male, 47.4% female), with an average age of 14.6 years. The one-factor, five-item structure of the Chinese NNSS was confirmed in Study 1. Study 2 demonstrated the distinct yet covariant nature of novelty need satisfaction among BPNs and its predictive capability for enjoyment in PE through autonomous motivation. Study 3 confirmed the measurement invariance of the Chinese NNSS across gender and samples, validating its reliability and applicability. The validation of the Chinese NNSS within PE settings not only adds the need for novelty to the motivational sequence proposed by self-determination theory (SDT) but also emphasizes its significant role in enhancing autonomous motivation and enjoyment. This study suggests the scale's utility for future research in exploring the dynamics among BPNs and provides deeper insights into the motivational processes in PE.

Activities of daily living, self-efficacy and motor skill related fitness and the interrelation in children with moderate and severe Developmental Coordination Disorder.

Children with Developmental Coordination Disorder (DCD) are diagnosed based on poor motor skills that impact their daily activities. However, this may also lead to lower predilection and participation in physical activities and a higher risk to develop health problems. To determine motor skill related levels in children with moderate and severe DCD and compare that to typically developing children (TD). The study also aimed to determine the level of activities of daily living (ADL) as reported by their parent and self-efficacy as reported by the children. Lastly, the relation of motor skill related fitness, ADL, and self-efficacy has been examined. A cross-sectional study has compared TD children (n = 105) and children with DCD (n = 109; 45 moderate DCD and 64 severe DCD) from elementary schools in Tunisia between 7 and 10 years of age. The DCDDaily-Questionnaire and Children's Self-perceptions of Adequacy in and Predilection for Physical Activity Questionnaire have been used to determine ADL and adequacy towards physical activity, respectively. The PERF-FIT has been used to measure motor skill related fitness levels. Large group differences (p = 0.001) were found for ADL and all domains of self-efficacy between TD and DCD children. However, ADL and self-efficacy were not different between moderate and severe DCD. Motor skill related fitness was significantly lower (p = 0.01) for children with DCD than TD children, and between children with moderate and severe DCD. The relation between self-efficacy and DCDDaily-Q was different in the two DCD groups. Slow motor learning was associated with lower perceived enjoyment in physical education in the moderate DCD group, and with lower perceived adequacy in physical education in the severe DCD group. Children with DCD participate and enjoy physical activity less than their peers. This combination of lower participation, lower predilection to physical activity and lowered motor skill-related fitness is a concern for the present and future health status of children with DCD.

Comparing project-based learning with conventional models: Enhancing students’ enjoyment of physical education

Background Problems: The proliferation of diverse teaching methodologies underscores the evolving nature of pedagogical practices. Despite this trend, conventional instructional models persist in physical education and health curricula, with many educators continuing to employ traditional approaches. These conventional models limit student engagement and foster a sense of monotony within the learning environment. Conversely, effective physical education hinges on interactive communication, wherein student involvement and enjoyment serve as catalysts for positive motivation and enhanced learning outcomes. Research Objectives: The research aims to determine the enjoyment of students learning physical education using the project-based learning model. Methods: The experimental method was applied with a randomised control-group pretest-posttest design. The population consisted of 600 students from a junior school in Bandung City. The sample was selected using the simple random sampling technique. The enjoyment of student learning questionnaire, which has a reliability value of 0.942. Data were analysed for normality using the Kolmogorov-Smirnov test and homogeneity using the Levene test; after that, the paired test and independent sample t test were carried out. Findings/Results: The result shows that the project-based learning model provides a better influence than conventional learning, especially in the enjoyment of learning aspect, with t = 17.622 and sig = 0.000. Conclusion: The conclusions of this study indicate that employing a project-based learning paradigm centered on fostering enjoyment in the learning process represents a novel advancement in physical education curricula. Emphasising the role of enjoyment in learning, the project-based learning framework offers a fresh perspective on physical education programmes, enabling educators to facilitate more impactful instructional experiences compared to conventional methodologies.

The "thinking system" in a new school concept: A rhythmic teaching approach in physical education to develop creativity.

System Thinking is an actual construct supported by several scientific evidence that offer a perspective on how phenomena relate. Rhythm methodology, teaching-learning, and enjoyment in physical education are the main system elements we hypothesize interacting closely to determine direct or mediated effects on motor creativity and rhythmic perceptive capacity. Seventy-six elementary and middle school students (8.9 ± 2.1 years) were randomly assigned to two groups: a) an intervention group that received a physical education lesson based on rhythmic methodology and b) a control group that received conventional lessons without specific rhythmic interventions. Participants were engaged in eight physical education lessons lasting one hour each for eight weeks. Tests and questionnaires were administered before and after the intervention to evaluate motor creativity, rhythmic perception capacity, self-perception and enjoyment. Two lessons were randomly analyzed to identify the teaching style and motor content (moderate and vigorous activity). The main results revealed direct effects on the intervention group's motor creativity (p = 0.001) and its rhythmic perception capacity (p = 0.02). Furthermore, enjoyment mediated the effects of the intervention on motor creativity (p = 0.01). Finally, the results have shown that self-perception does not mediate the effect of rhythmic intervention group on motor creativity and rhythmic perceptive capacity (p > 0.05). A rhythmic methodology proposed by specific multi-teaching styles can involve children and young people in an enjoyable activity with more moderate to vigorous physical activity.

Associations of sleep time, quality of life, and obesity indicators on physical literacy components: a structural equation model

AimTo verify the association between ideal sleep time and physical literacy components while also considering multiple mediators, such as quality of life and obesity, using a sample of adolescents.MethodsThis cross-sectional study consisted of 470 adolescents aged 11–17 years from southern Brazil. Sleep time, health-related quality of life, and physical literacy components (i.e., physical education enjoyment, sports participation, sedentary behavior, moderate to vigorous physical activity, sex, and age) were evaluated through self-reported questionnaires. In addition, body mass index (BMI), and waist circumference were determined. The theoretical/statistical support of the structural equation model was evaluated according to fit parameters and strength of association.ResultsA direct association was observed between more sleep time and lower levels of obesity. The obesity indicators also had a negative association with HqOL, and HqOL had a positive association with physical literacy. The indirect associations indicated that the ideal sleep time was positively associated with HqOL and physical literacy components, considering the negative mediation effect of obesity. The model explains physical literacy in 31% of the variance (R = 0.31).ConclusionThere was an indirect association between ideal sleep duration and quality of life and between both variables with physical literacy. These relationships occur even considering the negative influence of obesity. Therefore, a child who sleeps adequately has a higher likelihood of being physically active, regardless of obesity, potentially enhancing overall quality of life across various domains.

Relationships between pre-service teachers’ self-reported physical activity and their perceptions of physical education in early childhood teacher education

This study aimed to explore the relationships between Finnish early childhood pre-service teachers’ ( N = 274; aged 20–49; 92% female) self-reported physical activity (PA) and perceptions of their own enjoyment of schooltime physical education (PE), self-evaluation of the content of their current PE studies, perceived importance of PE, and perceived competencies in PE. The one-way analysis of variance revealed that pre-service teachers with higher self-reported levels of PA reported higher scores for perceived importance of PE in supporting a child's physical functionality ( p = 0.004), and perceived competencies to support a child's PA ( p = 0.017) and teach PE ( p = 0.023). Results of independent sample t-tests indicated that pre-service teachers meeting daily PA guidelines reported higher scores for enjoyment of schooltime PE ( p = 0.001) and perceived competence to teach PE ( p = 0.001). Findings highlighted that pre-service teachers’ self-reported PA was positively related to their perceptions of PE, supporting the recommendation within early childhood teacher education to encourage pre-service teachers to engage in PA.

A Model for Effective Learning in Competition: A Pedagogical Tool to Enhance Enjoyment and Perceptions of Competency in Physical Education Lessons for Young Children.

To date, little research on competition has focused on young children (6-7-year-olds). A total of ninety-seven participants (51 boys and 46 girls) from two English primary schools completed two physical education (PE) lessons, which included three different activity challenges. The control group undertook the same activities in both lessons. The experimental group did likewise but were set high-, low-, or mid-level targets in lesson two based on individual scores from lesson one. The children completed a post-session questionnaire to assess (i) enjoyment levels and (ii) which activity they perceived they performed best in. The results found that children both improved and enjoyed the lesson most when low- or mid-level targets were set. Indeed, when targets were absent (in the control group), children's competency scores regressed. Likewise, children perceived that they performed best in the activity where lower targets were set. Their perceived competency included both tangible and intangible reasons. From these results, it is recommended that for practitioners working with 6-7-year-old children, the most effective learning in competition uses individualised and competitive targets and challenges as a means to garner greater enjoyment in PE. Understanding each child's self-efficacy and motivation is key, which requires ongoing evaluation and assessment during PE lessons.

The Effectiveness of Teaching the Teacher Interventions in Improving the Physical Activity among Adolescents in Schools: A Scoping Review.

Physical inactivity is a leading risk factor for global mortality as it increases the risk of non-communicable diseases and decreases overall health. Therefore, increasing physical activity (PA) is strongly recommended, particularly in adolescents. The Teaching the Teachers (TTT) approach is a prominent example of an intervention that could enhance PA levels in adolescents. However, available evidence on the efficacy of TTT interventions in promoting PA among adolescents is either limited or inconclusive. Therefore, a scoping review was conducted to provide an overview of the current state of knowledge regarding the effectiveness of TTT interventions in improving the PA of adolescent students. The PRISMA-Scoping methodology was employed, and articles in the Medline database were searched. We screened 2357 articles for inclusion, and finally included 16 articles. Most articles were conducted in European countries. The TTT interventions appeared to positively affect various aspects of PA. These aspects include support for personal autonomy, intent to engage in PA, improvements in body composition and fitness level, social support, enjoyment of Physical Education (PE), and positive attitudes towards PE. Consequently, policymakers could utilize TTT interventions to improve the physical activity of adolescents, which may reduce the burden of non-communicable diseases and foster healthier societies.

The Impact of Different Levels of Typical School Provision of Physical Education, Physical Activity and Sports on Adolescent Physical Activity Behaviors, Health and Wellbeing

Objective: The aim of this study was to investigate the impact of different levels of typical school provision of physical education, physical activity and sports on the physical activity behaviors, health and wellbeing of Irish adolescents (13–14 years). Methods: A cross-sectional sample (n = 795) of adolescents (age: 14.28 ± 0.45), enrolled at schools that are representative of higher (n = 7), moderate (n = 6) and lower (n = 7) levels of a typical school provision of physical education, physical activity and sports was included. A physical activity behaviors, health and wellbeing questionnaire with established test–retest reliability was utilized to measure the variation in physical activity behaviors, health and wellbeing. Results: Data analysis indicated a significant variation in the levels of physical activity behaviors and health across different levels of typical school provision of physical education, physical activity and sports. The evidence was reported both as unadjusted group level analysis and adjusted covariate analysis. Favorable outcomes for higher levels of typical school provision were found for physical activity participation, body mass index, social support from peers to participate in physical activity and enjoyment of physical education for girls and somatic health complaints and enjoyment of physical education for boys. Conclusions: The findings stemming from this inquiry enable schools to optimize their environments for health promotion and, thus, further enhance their contribution to public health policy.

Motor competence, motivation and enjoyment in physical education to profile children in relation to physical activity behaviors

ABSTRACT Background: Motor competence (MC) has been recognized as a main goal in Physical Education (PE) and a determining element for the promotion of Physical Activity (PA). The interaction between MC and PA would be mediated not only by physical factors, but also by psychological and affective factors, so their study should consider an integral perspective. Evidence suggests that actual and perceived motor competence, motivation and enjoyment of PE classes play an important role in schoolchildren's PA practice. However, not all the schoolchildren behave in a similar manner, so it is necessary to understand how the combination of these variables can establish different subpopulations with different individual realities. Purpose: Following a person-centered approach, the present study aims (1) to examine profiles of Chilean children according to Actual Motor Competence (AMC), Perceived Motor Competence (PMC), intrinsic motivation and enjoyment of PE classes, and (2) to analyze how these profiles behave in relation to BMI and Physical Activity. Methods: Seven hundred and thirty schoolchildren (46.3% girls, age M = 11.22 SD = 0.70) in 5th and 6th grade of primary school participated. The instruments used for assessment were: MOBAK 5–6 test (AMC); SEMOK questionnaire (PMC); Questionnaire of Motivation in PE in Primary Education (intrinsic motivation); Physical Activity Enjoyment Scale (enjoyment); and ActiGraph wGT3X-BT accelerometers (PA). Latent class analysis was conducted to identify homogeneous groups of schoolchildren with respect to AMC, PMC, intrinsic motivation and enjoyment of PE classes. Findings: Three-class solution was the best fit for the data. Profile 1 (high aligned) represents 21.9% of the sample, with high levels of AMC, PMC, motivation and enjoyment of PE classes. Profile 2 (nonaligned) represents 67.5% of the sample, with low levels of AMC, medium levels of PMC, and high motivation and enjoyment. Profile 3 (low aligned) represents 10.5% of the sample, with low levels of AMC and PMC, motivation and enjoyment. Schoolchildren of profile 1 were more active, with more daily minutes of MVPA, compared to schoolchildren of profile 2 or 3. The schoolchildren of profile 1 have a lower BMI than the schoolchildren of profile 2 or profile 3. Conclusion: Children of two of the profiles, involving the majority of the sample, may be at risk of unhealthy lifestyles, with less motivation and enjoyment for PE classes. Therefore, for PE classes and PA programs, it is important to give the same importance to psychological and affective factors as to purely physical ones. The teaching methodologies should put an emphasis on the development of AMC and PMC, through didactic strategies that encourage autonomous motivation and provide pleasant experiences for the schoolchildren.

The Roles of Perceived Physical Education Competence, Enjoyment, and Persistence on Middle School Students' Physical Activity Engagement.

We examined gender and grade differences in the relationship between students' perceived competence, their enjoyment of physical education (PE), and their PA persistence on the frequency of their physical activity (PA). We also used structural equation modeling to assess the direct, indirect, and total effects of perceived competence and PE enjoyment on PA frequency through the mediator of PA persistence. Participants were 223 middle school students (115 boys, 108 girls) in grades 7 and 8. We found that, regardless of grade level, girls had lower perceived competence and PE enjoyment than boys. Both perceived competence and PE enjoyment had significant direct and positive connections to persistence, but they had no significant indirect effects on PA frequency through the mediator of persistence. These findings highlight the need for physical educators to be aware of gender differences in perceived competence and PE enjoyment, and the important roles these factors have in enhancing students' PA participation.

A Retrospective Study on Students’ Perceived Experiences in Physical Education: Exploring Beliefs, Emotions, and Physical Activity Outcomes

Purpose: This study utilized the control-value theory of achievement emotions to investigate relationships between retroactive physical education (PE) beliefs and emotions with adulthood physical activity (PA) attitudes and behaviors. Method: An exploratory structural equation model was employed to evaluate participants’ (N = 381) PE emotions, antecedents, and outcomes. Results: Control, intrinsic value, and extrinsic value antecedents predicted several emotions. PE enjoyment facilitated positive PA attitudes, whereas boredom and shame predicted negative PA attitudes. Shame predicted lower physical self-concept in students. Moderate to vigorous PA was traced positively with enjoyment and negatively from relief. Several indirect relationships were also observed that further support the control-value theory of achievement emotions. Conclusions: Emotions are a response to learning and finding value in PE, which clearly impacts PA-related beliefs and behaviors into adulthood. Considerations on the externally driven nature of PE outcomes (i.e., standards/performance) are needed given the juxtaposition for also targeting suggested goals like intrinsic value and enjoyment.

Physical Fitness Perception and Physical Education Enjoyment in 11- to 12-Year-Old Children.

Childhood motor competence plays a fundamental role in long-term adherence to physical activity. Enjoyment levels and self-perception of physical fitness increase motivation, commitment, and participation in physical activity. The objective of this study was to assess the body mass index (BMI), weight percentile, health status, physical fitness, and enjoyment levels of physical activity. A sample of 138 persons, of whom 67 were males and 71 females, with a mean BMI of 20.04 (2.35) answered the questionnaires Physical Activity Enjoyment Scale and the International Fitness Scale-self-report of physical fitness in young people. Tests were administered to measure functional fitness and anthropometric characteristics. Statistical analysis included calculation of Cronbach's alpha, ANOVA and Pearson's bivariate test correlations. The data indicate the reliability of the International Fitness Scale. No significant differences by gender were observed for the Physical Activity Enjoyment Scale. The BMI showed that significant positive correlations with 20 m sprint scores (p < 0.001, r = 0.367) and significant negative correlations with 6-minute lap scores (p < 0.001, r = -0.360) could be caused by an older physiological age. The overall physical fitness level of the children was medium-high, with most of the children enjoying physical education classes and slightly higher enjoyment values for males 40.88 (5.42) than females 40.31 (6.16).

Tracking Student Outcomes Through Instructional Choices in Physical Education

This study used self-determination theory to provide a better understanding of learner motivation in a physical education program. Students participated in a sports unit with choice in activities, equipment, partners, and competition as opposed to a traditional teacher-led activity unit. The objective was to determine differences in motivation and perceptions of physical education in grade school children. An alternating treatment design was used in which students experienced both a teacher-led unit and a student choice–driven sports unit. Fifty fifth-grade students from a suburban school in the Western United States participated in this study. Students were assessed through a number of parameters: physical activity enjoyment, situational motivation, fourth- and fifth-grade student attitudes toward physical education, pedometer readings, and interviews. This study used t tests and repeated-measures analyses of variance to explore differences based on condition (i.e., choices and/or teacher led) and gender, as well as common comparisons (i.e., trustworthiness measures) for the interview data. Students displayed significantly higher enjoyment ratings when they had the choice condition second (from the alternating treatment design), immediately before posttests, and boys rated enjoyment of physical education significantly higher than did girls. In another measure, the group with choices of the hockey unit was predominantly more active in the sport than those participating in the teacher-led activity. The interview themes elicited the following responses: (a) students expressed a desire for instructional choices, but not in team selections; (b) students loved sports, but they also wanted more fitness; and (c) students identified and valued instructional choices. The findings suggest that competence plays a critical role in physical education, and when students can choose the level of competition and play in small group games, they feel more competent, play more, and have higher enjoyment ratings within the physical education program.

Efectos de la participación del profesorado en el desarrollo profesional continuo sobre la alfabetización física percibida, la motivación y el disfrute de la actividad física por parte del alumnado

Physical education continuous professional development (PE-CPD) has been vaunted as a powerful influence on teachers’ professional competence and subsequent student learning. Despite this proposition, there remains limited empirical evidence for the effect of teacher participation in CPD on student learning outcomes. In light of this void, the purpose of this study was to examine the influence of an eight-month PE-CPD program on students’ perceived physical literacy, motivation and enjoyment of physical education. A randomized control trial design was used to assign a sample of 65 physical education teachers from Hong Kong to the CPD and control intervention groups. Students’ (n=1,485) perceived physical literacy, motivation and enjoyment of physical education measures were collected across three phases of the program (post-program, eight-month follow-up, and 14-month follow-up). Repeated measures ANOVAs were conducted to analyze changes in student learning outcomes across the three phases of the intervention. Results revealed low significant interaction effects of perceived physical literacy, motivation, and enjoyment across time depending on the participation level in CPD. The findings of this study provide an important addition to the extant literature on CPD, by revealing that teachers’ commitment to participation in professional development may have a sustained influence on student affective learning outcomes.

Physical Activity and Exercise Participation Motives as Correlates of Dance Skills Performance Among Grade 10 Students

This study aimed to determine the relationship of physical activity and exercise participation motives with that of the dance skills performance of students. This study utilized the descriptive- correlational research design with 40 of Cagbalete Island National High School Grade 10 students of the academic year 2021-2022 as the respondents. Participatory motives were measured using the Exercise Motivation Inventory (EMI-2) of Markland (1997). The statistical tools used were the mean statistics standard deviation in determining the participation motives of the respondents and Pearson Product-Moment Correlation Coefficient in determining the relationship between the participatory motives and dance skills performance of the respondents. Results show that enjoyment is the top motive of the students to participate in physical activity and exercises. They are very good in manifesting their physical, technical and skills performance. It was concluded that there is a significant relationship between the physical activity and exercise motives in terms of enjoyment with that of the dance skills performance of the students, which implies that enjoyment plays a crucial role in their physical activity participation. To ensure enjoyment in Physical Education (PE) it is suggested that teacher consider certain enjoyment processes particularly activity-related excitement when structuring PE activities and programs.

Effects of teachers’ participation in continuing professional development on students’ perceived physical literacy, motivation and enjoyment of physical activity

Physical education continuous professional development (PE-CPD) has been vaunted as a powerful influence on teachers’ professional competence and subsequent student learning. Despite this proposition, there remains limited empirical evidence for the effect of teacher participation in CPD on student learning outcomes. In light of this void, the purpose of this study was to examine the influence of an eight-month PE-CPD program on students’ perceived physical literacy, motivation and enjoyment of physical education. A randomized control trial design was used to assign a sample of 65 physical education teachers from Hong Kong to the CPD and control intervention groups. Students’ (n=1,485) perceived physical literacy, motivation and enjoyment of physical education measures were collected across three phases of the program (post-program, eight-month follow-up, and 14-month follow-up). Repeated measures ANOVAs were conducted to analyze changes in student learning outcomes across the three phases of the intervention. Results revealed low significant interaction effects of perceived physical literacy, motivation, and enjoyment across time depending on the participation level in CPD. The findings of this study provide an important addition to the extant literature on CPD, by revealing that teachers’ commitment to participation in professional development may have a sustained influence on student affective learning outcomes.

Attitudes and behaviors of physical activity in children: Findings from the Play, Lifestyle & Activity in Youth (PLAY) Questionnaire.

The identified domains of child physical literacy include knowledge/understanding, behavior, motivation/confidence, and physical competency. Understanding physical literacy is critical to moving forward intervention efforts surrounding physical inactivity. To investigate physical literacy domains by presenting responses to the Play, Lifestyle & Activity in Youth (PLAY) questionnaire and analyze the relationship between comparable questions in the child and parent sections. Cross-sectional questionnaire study. Suburban youth program, United States. Parent and child responses to the PLAY questionnaire. Questionnaire data were collected for 106 children 6-11 years old and 91 parents. Children (93.3%, 83/91) reported enjoyment in physical education, despite 70% participation in physical education 0-1day/week. 66.6% (26/91) of children preferred active to passive play and played outside most days/week (5.0 median). Similarly, a high proportion of children (93.3%, 83/91) reported feeling that they physically performed similar to or higher than their peers and took ownership to improve motor competency versus taking a more passive approach. Most children (96.7%, 87/91) reported feeling happy when they were able to play sports/run around, enjoyed gym class (93.3%, 83/91), and reported feeling sad if they cannot play sports/run around during the day (75.6%, 68/91). Parents and children reported rules around screen time and bed time, and reinforced these rules often. Child and parent responses were associated for comparable questions about bedtime and screen-time/media rules, moderate-to-vigorous physical activity per day, sport camp preference, and play equipment use (Fisher's p=.051 screen time, p < .001 other questions). PLAY questionnaire internal validity showed agreement between comparable parent and child responses and an association for select comparable questions.