Physical Education Environment Research Articles

Teachers’ Instructional Competence, Management Support, and School Infrastructure: Bases for Intervention Program in the Schools’ Division of Iloilo

This study evaluates the instructional competence of physical education teachers, the level of management support they receive, and the condition of school infrastructure in the Schools Division of Iloilo within the context of the K to 12 curriculum. It investigates how these factors influence the effectiveness of physical education programs and their impact on student outcomes, intending to develop an intervention program to improve educational quality. Using a descriptive-correlational research design, the study surveyed 375 MAPEH teachers through a researcher-designed questionnaire. The findings highlight significant relationships among teachers’ instructional competence, management support, and the state of school infrastructure, demonstrating their interdependence and importance in improving educational outcomes. The results emphasize the need for comprehensive policy reforms aimed at enhancing teacher training, ensuring adequate resource allocation, and upgrading school facilities. These measures are critical to creating a more supportive and effective physical education environment, ultimately leading to better academic and developmental outcomes for students. Keywords: Instructional competence, management support, school infrastructure, physical education, K to 12 curriculum

Physical education teaching: A biomechanical perspective of physical education educators and coaches

This study investigated the integration of biomechanical principles into physical education teaching practices. We use a combination of surveys, classroom observations, focus groups, pre-assessments and post-assessments, as well as force analysis in order to look at the knowledge, skills, and attitudes of physical education educators and coaches. Our findings are that theoretically, there is a substantial chasm between knowledge and application in a physical education environment. Most teachers recognized the importance of biomechanics but frequently did not have adequate preparation and resources to make it part of their teaching curricula. From the findings of our study, we conclude that teacher preparation programs and professional development programs need biomechanic education in totality. Eliminating these gaps will significantly enhance the quality of physical education instruction and outcomes for all students. Our study empirically suggests that biomechanical interventions are indeed a practical improvement for students, as they actually make the students’ movements mechanically better, reduce the likelihood of injury, and give them even more motivation.

Pre-service teachers’ experiences of an activist approach in a health and physical education teacher education context

In the past four decades, health and physical education teacher education (HPETE) research has grown, emphasising social justice and activist approaches as a way to challenge the status quo of systems of oppression, including capitalism, imperialism, patriarchy, racism, LGBTQI+ phobia, and ableism. Despite a wealth of research on social justice and activist approaches in HPETE, there is a notable gap in understanding the outcomes for pre-service teachers (PSTs), necessitating further exploration into the impact and effectiveness of these approaches. This study aimed to explore PSTs’ experiences of an activist approach in an HPETE context. Participants included a teacher educator/researcher and 65 PSTs who experienced the activist approach within their HPETE program while working with school students. Data were collected from: (a) field notes from the teacher educator; (b) reflective diaries from the PSTs; (c) focus groups with the PSTs; and (d) artefacts from the PSTs. Findings were discussed under three themes highlighting the experiences of PSTs engaging with an activist approach in an HPETE program. First, the study underscored how PSTs understood and valued students’ voices and embraced a student-centred approach. Second, PSTs emphasised the pivotal role of building relationships and creating safe spaces within the health and physical education environment. Third, the findings underscored how PSTs understood the messiness in teaching and the need to understand students’ needs in experiencing the activist approach. By investigating PSTs’ encounters with the activist approach, the study provided insights into its effectiveness in enhancing PSTs’ learnings and informing their pedagogical practices.

Physical education consumption and executive function among older empty nesters in urban community: A double mediation effects

ObjectiveThe main aim of this research was to determine the relationships among executive function, fitness mobile applications (APPs), physical exercise activity and physical education consumption in community-dwelling older empty nesters. MethodsA cross-sectional design was applied to evaluate the relationships. A sample of 1104 community-dwelling older empty nesters completed the experiments. Physical education consumption scale, fitness APPs by smartphone application scale, physical exercise activity scale, and executive function scale were applied for the evaluation of the elderly alone in urban communities in southeast China. To explore mediating effects, structural equation modeling of AMOS 23.0, SPSS 25.0 and Process V3.5 software packages were applied for statistical processing. ResultPhysical education consumption positively predicted executive function. Meanwhile, it was also found that physical education consumption and executive function were continuously mediated by fitness APP application and physical exercise activity, with indirect effect value of 0.267, accounting for 76 %. ConclusionThis research revealed how physical education consumption affected executive function of older empty nesters. The obtained results had certain implications for older empty nesters to better balance their executive function and life quality. Community managers should provide older empty nesters with favorable physical education environments in terms of positive physical and psychological environments, to improve their use ratio of fitness APPs usage and physical exercise activity, ultimately enhancing their executive function and life satisfaction.

Applying Objectification Theory to Adolescent Girls’ Gendered Experiences of Physical Education in the United Kingdom

Girls’ interest in physical education declines over adolescence in Western countries (e.g., the United Kingdom). Self-objectification in physical education classes may link girls’ gendered experiences in this environment to their engagement in and enjoyment of physical education. We investigated whether objectifying features of the physical education environment (peer appearance-related commentary, teacher gender bias) are linked to self-objectifying thoughts in this context and thus to engagement in and enjoyment of physical education among a sample of 12- to 14-year-old girls in the United Kingdom ( N = 202). We also examined whether body esteem moderates these relations. Results based on conditional process analyses indicated that peer appearance-related commentary (but not teacher gender bias) was positively associated with self-objectifying thoughts in physical education, resulting in an indirect association with physical education enjoyment. Gender bias was directly associated with physical education engagement. These relations were not moderated by body esteem and were significant while controlling for body esteem and positive aspects of physical education (e.g., skill-learning opportunities). These findings suggest that girls’ body concerns specific to physical education classes matter for their enjoyment and that teachers should actively work to reduce appearance-related comments between students in their classes. Additional online materials for this article are available on PWQ's website at http://journals.sagepub.com/doi/suppl/DOI:10.1177/03616843241262692

Self-efficacy of physical education teachers: how does it contribute to achieving the overarching objectives of national sport?

Self-efficacy is the conviction that one can perform the tasks required to accomplish specific goals. Teachers' self-efficacy is crucial in the physical education environment to promote active engagement in achieving the objectives of the Great Design of National Sport (DBON). This study aims to examine physical education teachers' self-efficacy and how it affects their participation in DBON implementation. The research method used was a descriptive survey with a quantitative approach. The research sample consisted of 40 physical education teachers in Cilacap district at the elementary school level selected by random sampling. Data were collected through questionnaires measuring the level of self-efficacy and teachers' participation in DBON programs. Data were analyzed using descriptive and inferential statistical techniques. This study revealed that the average self-efficacy of sports teachers in contributing to achieving the goals of the National Sports Grand Design (DBON) related to increasing sports culture in the community was 90.78%. In addition, the average self-efficacy of sports teachers in terms of capacity, synergy, and productivity of national achievement sports is 88.12%. The average self-efficacy of sports teachers related to improving the sports-based economy is 87.08%. These results indicate that the level of self-efficacy of physical education teachers is in the moderate to high category. There is a significant positive correlation between teachers' self-efficacy and their level of participation in DBON activities, where teachers with high self-efficacy are more likely to be actively involved in sports development programs in schools and communities. The conclusion of this study is that increasing physical education teachers' self-efficacy can significantly contribute to the successful implementation of the National Sport Grand Design. Recommendations include training and workshops to improve teachers' self-efficacy as well as support from the school and government to facilitate teachers' active participation in DBON programs. Keywords: Self-efficacy, Physical Education, Teachers, National Sport Grand Design

Construction of Strategic Management Model to Develop Physical Education of Rural Schools in Guangdong Province

Background and Aim: The physical fitness of students is declining, and the reserve talents of sports are insufficient. Strengthening the strategic management of school physical education, building a strong sports and education country, addressing practical difficulties, and enhancing the healthy development of students' physical fitness. Materials and Methods: According to Taro Yamane's calculation, the sample size of the student questionnaire was 390 out of 20,000 primary and middle school students. The teacher questionnaire was 100 out of 700 professional teachers, among whom 60 were administrative personnel. Firstly, by consulting relevant literature and materials, a preliminary questionnaire survey is formed, and the final questionnaire survey is formed through expert evaluation and summary. Secondly, based on the survey results of teachers and students, analyze the current situation of the strategic management model for the development of physical education in rural schools in Guangdong Province. Based on the POLC concept, propose suggestions for the strategic management model of sports development in rural schools in Guangdong Province. Results: The three dimensions affecting the development of physical education in rural schools in Guangdong Province are: the way of physical education curriculum implementation, the school physical education environment, and the organization and implementation of curriculum teaching. Among them, the way of physical education curriculum implementation has the greatest impact, followed by the school physical education environment, and the influence of curriculum teaching organization and implementation is the least. Conclusions: The study found that there are some problems to be solved in the sport management model of rural schools in Guangdong Province. The construction of the strategic management model of rural school sports in Guangdong Province should be taken important consideration. Firstly, establish advanced sports teaching concepts, attach importance to physical education from the source, and improve the initiative and enthusiasm of students to actively participate in sports activities. Secondly, the diversity of the curriculum system is suitable for students at different levels, achieving individualized teaching. Thirdly, Strengthening the construction of physical education teachers and improving the conditions of physical education teaching facilities can help improve the quality of teaching. Fourthly, actively developing course resources and enriching the content of students' physical education courses.

Encouraging Students to Co-Construct and Co- and Self-Regulate Their Learning Within a Cooperative Learning Environment in Physical Education

Purpose: Improving students’ learning is dependent on students’ participation, meaningfulness, and value of the teaching–learning process. This study explores students’ learning experiences when undertaking the role of co-constructors and co- and self-regulators in a cooperative learning environment. Methods: The study included 110 school students aged between 15 and 18 years from four physical education preservice teachers’ classes. Data were collected through student focus group interviews, a postteaching units’ survey, students’ class reflections, and the researcher’s field notes. Results/Discussion: Data report that (a) having access to learning goals and assessment criteria was essential for the co-construction and co- and self-regulation processes, (b) there is a positive reciprocal relationship between students’ involvement in co-construction and co- and self-regulations, and (c) co-construction and co- and self-regulations were strengthened by students’ involvement in cooperative learning and vice versa.

Predictive factors of students' physical activity in different learning interest phases: A cluster analysis of physical education.

This study investigates the relationships among students' perception of the sports environment, expectancy value, achievement goals, physical activity, sports knowledge and skills in physical education (PE) in different learning interest phases. This cross-sectional study used a sample of 4367 Chinese primary and secondary school students enrolled in PE classes, Mage = 12.1, SD = 2.9, 48.9% males. Validated questionnaires assessed their physical activity, expectancy value, achievement goals, and sports knowledge and skills. Cluster analysis examined four student profiles in relation to their learning interest in PE. For each profile identified, correlation and multiple regression analyses examined the relationships among students' expectancy value, achievement goals, sports knowledge and skills, and physical activity. Four different student interest profiles were identified, revealing a continuum from the "triggered situational interest" (TSI) to the "well-developed individual interest" (WII) phases. The results confirmed the key role played by students' perception of the family sports environment and sports knowledge and skills in their PE interest in all four phases, while sex, perception of the school and social sports environment, achievement goals and expectancy value had different predictive effects on students' physical activity in different interest phases. The findings from this study provide a new lens by which to divide the phases of learning interest in PE. Students' characteristics differed among the four different learning interest phases, and the impacts on physical activity varied. Future research is needed to consider the interest phase of adolescents to make more targeted guidance measures when improving physical activities.

Educators’ perspectives on the role the early childhood education and care environment plays in supporting children’s social and emotional development

This study explored educators’ perspectives on the role the physical and sensory Early Childhood Education and Care (ECEC) environment plays in supporting children’s social and emotional development. Ten semi-structured interviews were conducted, in August 2022, at two ECEC sites in Victoria, Australia. Data were thematically analysed and key findings suggest children engage and interact with their environment to facilitate opportunities for social interactions and emotional regulation. Environmental stimuli can have a positive and negative influence on children’s social and emotional competence. Educators reported lack of resources, building design, and limited staffing were barriers to using the environment. Reflective practice, collaboration within teams and services, and access to resources strengthened the use of the environment in everyday practice. Optimal environments rely on educator reflections and responsivity to adapt the environment to the needs of the children utilising the space.

Correlates of Bullying Behavior Among Children and Adolescents in Physical Education: A Systematic Review.

Bullying is notably prevalent among children and adolescents, especially within the context of physical education (PE) environments. Understanding the underlying factors that trigger bullying behavior is essential in designing strategies to prevent bullying and formulating more effective interventions in PE. There is a lack of integrated findings regarding the wide range of correlates of bullying behavior among children and adolescents within the PE context. Therefore, this systematic review aimed to synthesize the correlates of bullying behavior among children and adolescents within the context of PE. We conducted a systematic search across four databases (EBSCOhost, PubMed, Scopus, Web of Science) for relevant studies published before August 2023. Two reviewers independently examined the articles, assessed their methodological quality, and performed data extraction. A total of 23 articles met the inclusion criteria. It is found that demographic, physical movement, physical appearance, psycho-cognitive, teacher-related, and contextual factors emerged as six prominent influential factors affecting adolescent bullying behavior. Specifically, demographic factors mainly encompassed age and gender; physical movement factors primarily include physical activity, sedentary behavior, physical exercise, and sports competence; physical appearance factors primarily include being overweight, too thin, too tall, or too short; psycho-cognitive factors chiefly involved cognitive empathy, motivation, enjoyment of physical activity; teacher-related factors primarily comprised activity choices, teachers competence, controlling style, autonomy support; and contextual factors primarily cover desolate climate, perceived caring climate, strong sense of competition and winning setting. The results indicate that bullying is a complex and multifaced behavior primarily determined by demographic, physical movement, physical appearance, psycho-cognitive, teacher-related, and contextual factors. Future studies need to enhance the diversity of research samples and comparative studies on the factors influencing bullying behavior among children and adolescents in different countries. Additionally, a more extensive range of intervention studies addressing bullying behavior among children and adolescents is warranted.

Exploring the Effectiveness of Individualized Learning Trajectories in University Smart Sports Education Classrooms: A Design and Implementation Study

This study explores the design and implementation of individualized learning trajectories in university smart sports education classrooms, providing theoretical and practical guidance for constructing a more intelligent and personalized physical education environment. The importance of individualized learning trajectory design in the field of physical education is introduced, and the key role of artificial intelligence technology in individualized learning is discussed. The theoretical foundation and application of individualized learning in university smart sports education classrooms are discussed, including socio-cultural theory, emotional cognitive theory, and autonomous learning theory. In terms of application, the identification and analysis of students' individual differences, the setting of personalized learning goals and plans, the selection and provision of personalized learning resources, and the methods and tools for personalized learning support and guidance are proposed. The design of individualized learning trajectories based on artificial intelligence technology is also explored, including the specific applications of intelligent learning assessment tools, personalized learning resource recommendations, and machine learning algorithms. Implementation and evaluation methods for individualized learning trajectory design have been introduced and indicators have been selected. The advantages, challenges, and future development directions of individualized learning trajectory design are discussed. The results show that individualized learning trajectory design can improve student learning effectiveness and interest while facing certain challenges and limitations. In the future, attention should be paid to the combination of technological innovation and educational reform to promote the development of individualized learning trajectory design, and to emphasize the continuous impact and positive significance of individualized learning trajectories in university smart sports education classrooms.

Research on the intervention practice of the school physical education environment on the physical activity of college students

Purpose: This study discusses the main factors that affect the physical education environment of universities and college students' physical activity levels. Design/Methodology/Approach: This study used the questionnaire method and the experimental method to conduct exploratory research on 286 college students (boys = 141, girls = 145) in eight teaching classes from new comers to senior students at Chongqing Normal University (one experimental class and one control class in each grade). Findings: The main factors of the school’s physical education environment were the interpersonal social environment, the natural physical environment and the physical education system environment. There was no significant statistical difference before the experiment. The experimental group showed statistical differences after the experiment. A substantial effect size was found in the intervention's effectiveness tests (2 * 2 ANOVA) and (2 * 3 ANOVA). Conclusion: The school physical education environment can efficiently promote the improvement of the physical activity level of college students and the improvement effect has specific time persistence. The interpersonal social environment, the natural physical environment and the physical education system environment can be carried out when participating in the school’s physical education environment. Research Limitations: The limitation is that the experiment period needs to be longer. Practical Implications: Intervention practice can effectively improve college students' physical activity through the school sports environment. Contribution to Literature: This paper explores a new way to promote college students' physical exercise.

Inclusion in school physical education: a look at diversity

This study aims to map and analyze the research published in the last five years on inclusion in physical education in schools. The motivation for this study arises from the practical demands in the school setting regarding architectural accessibility, instrumental resources, teaching strategies, and interpersonal relationships, where the social world is constructed by different social actors in the school and students with disabilities. A systematic review methodology was employed, utilizing electronic databases and reference lists of identified articles. The inclusion criteria included studies that focused on adolescents with physical disabilities, utilized measures of inclusive physical activity, were related to elementary education, involved the training of physical education teachers, and were original research articles. The review process involved the evaluation of titles, abstracts, and full texts according to predefined criteria. The selected articles were analyzed for sample characteristics, assessment instruments, inclusive activities, and teaching methodologies in physical education, implementation of active methodologies with physically disabled students, teacher training and pedagogical methodologies, ethical considerations, and the journal in which the article was published. The studies analyzed encompass various perspectives and methodological proposals for physical education and the inclusion of students. Five categories emerged from the analysis: concepts and practices of inclusion, student participation, diverse socio-educational environment, use of technological resources, and teacher perception and practice. The findings emphasize the importance of promoting inclusive practices, listening to students' experiences, creating an inclusive school environment, incorporating technological resources with pedagogical mediation, and providing continuous teacher training. These conclusions underscore the need to consider the needs of students with disabilities, support teacher education, and foster an inclusive school environment in physical education.

Assessing the Role of Recreational Activities in Physical Education Participation of College Students in One State University in Laguna Philippines

Physical education (PE) is a crucial component of a well-rounded education because it equips the holistic aspects of the students required to live a healthy and active lifestyle. The objective of this study is to assess the role of recreational activities on physical education participation. This study explores the students’ profile, role of recreational activities in physical education participation and its relationship among 2nd year college students in one state university in Laguna, Philippines. This research employs descriptive design and random sampling method in determining the respondents. The researcher analyzed the gathered data from the administered validated self-made questionnaire. The results showed that the respondents relished the recreational activities immensely and actively participated which demonstrate that the recreational activities enabled physical activity, intellectual and emotional stimulation, and interaction with others. The high levels of participation illustrates that the students enjoyed the games and that they benefited to their overall enjoyment of physical education courses. Consequently, the results emphasize the respondents' favorable feelings toward physical education classes along with their strong drive to get involved and prosper in their classes. Their desire to learn and pursue new physical activities is indicative of their proactive approach to PE. The significance of nurturing a supportive and active physical education environment that encourages the holistic development and well-being of students is highlighted. It is recommended to utilize the designed process handbook to prioritize the incorporation of recreational activities into their curricula and provide an atmosphere of encouragement to have an active engagement and enjoyment.

초등학생 5-6학년의 체육수업에 대한 주관적 인식유형

This study aims to contribute to activating physical education classes and to realize the importance and know the inner value of elementary physical education with the Q methodology by identifying the types of 5th-6th graders in elementary school. 27 Q-samples and 40 P-samples were selected from 5th to 6th grade elementary school students.BR As a result of the research, they were classified into four types. Type 1: “Physical improvement and obesity prevention type” recognizes that physical education classes help to prevent obesity by improving overall physical function and keeping their bodies balanced through training their body, increasing strength through various physical movements. Type 2: “School life and exercise assistance type” represents that participation in physical education classes helps every student to practice a variety of sports skills, and do exercise during school life and free time. Type 3: “Class participation and sports interest type” considers physical education classes to lead to emotional stability and interest in sports through various exercise experiences with participating actively in physical education classes. Type 4: “Improving health and excessive competition type” indicates that physical education classes can help to learn how to manage their health and physical strength, improve health, while game-oriented classes with excessive competition cause a threat to their friendship.BR In conclusion, this study is thought to be used to design operations of physical education classes such as the contents and methods and improve the environment in physical education classes.BR

A Refocus on IDEA: Challenges With the Least Restrictive Environment in Physical Education

Implementation of the IDEA law is designed for schools to educate all students in the least restrictive environment. However, without the awareness and understanding of all educators involved, key components of the federal law could be sidestepped. Collaboration between general physical education (GPE) and adapted physical education (APE) teachers is essential in providing quality education in the least restrictive environment for all students. Compliance to the law by teacher education programs to special educators to general educators is needed to ensure successful least restrictive placements. A descriptive case study revealed challenges to creating an inclusive GPE environment as a high school student. Key issues are identified and discussed, as are suggestions for improvement and resources of support.

Physical Education And Sports Environment: Promoting Social Values Among Youngsters

Physical Education And Sports Environment: Promoting Social Values Among Youngsters

Retracted: Mobile Terminal Equipment and Methods of Martial Arts Movement Correction in Intelligent Physical Education Environment.

[This retracts the article DOI: 10.1155/2022/7390836.].

Research on the Impact of School Physical Education Environment on Adolescent Peer Relationships

Research on the Impact of School Physical Education Environment on Adolescent Peer Relationships