Grade Physical Education Research Articles

Timing of puberty and school performance: A population-based study.

ObjectiveTo determine whether the timing of puberty associates with school performance.MethodsGrowth data on 13,183 children born between 1997 and 2002, were collected from child health clinics and school healthcare and school performance data from school records. Age at peak height velocity (PHV) marked pubertal timing. The relationships between age at PHV and average grades in mathematics, native language, English, and physical education from school years 6 (end of elementary school; age 11-12 years), 7 (start of middle school; 12-13 years), and 9 (end of middle school; 14-15 years) were modeled using generalized estimating equations and linear mixed models, adjusted for the month of birth and annual income and education levels in school catchment areas.ResultsThe mean (SD) age at PHV was 13.54 (1.17) years in boys and 11.43 (1.18) years in girls. In girls, age at PHV was associated with grades in mathematics (β=0.041–0.062, p<0.005) and physical education (β=0.077–0.107, p<0.001) across the study years, and in school year 9, also with grades in English (β=-0.047, 95%CI -0.072 to -0.021, p<0.001). Among boys, only the grades in physical education were related to age at PHV across the study years (β=0.026–0.073, p<0.01) and in middle school the grades in mathematics decreased dramatically.ConclusionsIn both sexes, the timing of puberty was associated with the grades in physical education, and in girls, with academic achievement. The decrease in boys’ mathematics grades and sex difference in academic achievement were unexplained by the timing of puberty.

Classroom Teachers’ Practices of Physical Activity in 4th Grade Physical Education and Game Course

Purpose: The purpose of this study was to determine if student engagement in physical activity, lesson context/content, teacher involvement, and teacher interaction during Physical Education and Game course in elementary school changed as a function of teacher sex and years of teaching experience. Method: A convenience sample of classroom teachers from Şanlıurfa, Turkey, took part in the study. A direct observation tool, the System for Observing Fitness Instruction Time, was used to collect the data. Results: Although small differences were observed regarding sex and teaching experience for some subcategories of observation, the results showed that the students were standing, the context/content of the lesson was a game play, the teachers were observing the students, and they did not promote in-class and out-of-class physical activity during the greatest percentage of 4th grade Physical Education and Game lessons. Conclusion: It has been concluded that the practices that will support the physical activity and physical fitness levels of the students in the Physical Education and Game classes taught by the classroom teachers are found to be insufficient.

School and non-school day screen time profiles and their differences in health and educational indicators in adolescents.

Sedentary behavior and screen-based devices in particular have been negatively associated with a wide range of health and educational indicators. However, few have examined these relationships separately for school days and non-school days, and none have used a person-centered approach. This study aimed to identify school and non-school day screen time profiles, as well as examine possible differences in health indicators (physical fitness, fatness, physical activity, sleep duration, and Mediterranean diet) and academic performance. This study involved the participation of 1573 Spanish adolescents aged 12-16 years (54.73% girls). Academic performance was measured through grades in Mathematics, Language, English, and Physical Education. Physical fitness was measured through a battery of tests (cardiorespiratory fitness was measured using the 20 m shuttle run test, and muscular strength with both handgrip and standing long jump tests), while fatness (skinfold thicknesses) was assessed with calipers. Finally, physical activity, screen time, sleep duration, and adherence to the Mediterranean diet were measured using self-reported questionnaires. Hierarchical cluster analyses based on square Euclidian distances and Ward's method were performed based on daily minutes of screen time recorded on school and non-school days. We identified four clusters labeled and described as: (1) "High-high": highest screen time on school and non-school days; (2) "High-low": high screen time on school days and low screen time on non-school days; (3) "Low-high": low screen time on school days and high screen time on non-school days; (4) "Low-low": lowest screen time on school and non-school days. Adolescents who belonged to the "High-high" profile had worse health-related behaviors (i.e., physical activity, sleep duration, and adherence to Mediterranean diet) and academic performance than most other profiles, while adolescents who belonged to "Low-low" profile showed the opposite pattern. Adolescents in the "Low-high" profile had a higher sleep duration on school days and better academic performance than those in the "High-low" profile. No differences in body fat, cardiorespiratory fitness, and muscular strength were found between the four different profiles. The results suggest that adolescents who accumulated a large amount of screen time on school and non-school days reported worse health-related behaviors and academic performance. Moreover, adolescents who had high screen time on school days reported only a short sleep duration on school days and worse academic performance than on non-school days. Conducting interventions to reduce screen time in these four profiles, particularly in the groups of students with more screen time on school days, becomes essential to improving adolescents' healthy lifestyles and academic performance.

Developing Online Modules for Educators in Fifth Grade Physical Education Class

The purpose of this research is to develop online modules for educators in fifth-grade physical education classes. The participants of this study totaled 12 people who were divided at the validation and product trial stages. The design of this research is research &amp; development. Research instruments are observation sheets, interview sheets, questionnaire sheets, and documentation sheets. Data analysis techniques are quantitative and descriptive. The results of the research and conclusions are (1) The online module is declared valid by media, materials, and language experts, and (2) the online module is declared suitable for use by educators and learners. The contribution to the next research is in the manufacture of online module teaching materials for educators in physical education (PJOK) class V subjects there are some obstacles or difficulties that may be an improvement for other researchers to develop online module teaching materials. for educators in PJOK class V subjects with other materials. Keywords: physical education, module, online, elementary school

Online Training Program for Combative Sports on the Performance of Student-Athletes at Cavite State University

This study determined the effectiveness of the online training program for combative sports on the performance of student-athletes at Cavite State University. Specifically, the study sought answers to the research questions. The respondents of the study included fifty (50) student athletes? of combative sports from Cavite State University. The researcher-made questionnaire was checked by the thesis adviser and thesis consultant. The copies were multiplied and others sent via google form considering the health protocols. The main source of data prepared by the researcher were statistically treated using simple descriptive statistics such as the F-value formula and the weighted mean to determine the mean level of online training program of combative sports to the performance of student athletes in Cavite State University. There was an equal number of male and female respondents, during the conduct of the study. In terms of age majority were 21 years old and above during the time of the study. In terms of course, majority of the students were mainly in the field of Sports and in terms of year level, majority of the students were in their third level. In terms of sports event, majority of the students largely belong in the Sports Arnis during the time of the study. The results revealed that the level of online training program in terms of techniques, strategies, motivation, facility and equipment, and training program were perceived very high among the respondents. The results also revealed that the level of performance of student athletes in terms of grades in physical education has a linear relationship with flat distribution and has a descriptive equivalent of Very Satisfactory. The result revealed that the student athletes? profile on the performance of student athletes has no significant difference among the data points within and between the groups as the test incurred an F-value which is less than the critical value. The result revealed that in terms of the online training program on the performance of student athletes, there is a significant difference among the data points found within and between the groups as the test incurred an F-value 5.0388 which is less than the critical value. Drawn from the results of the study, the following conclusions are set forth; The null hypothesis stating that there is no significant effect in the student athletes? profile on the performance of student athletes? is accepted. The null hypothesis stating that there is no significant effect in the online training program on the performance of student athletes? is rejected. In the light of the findings and conclusion of the study. The student athletes? may continue their training to maintain and improve their skills and physical condition even if there is no upcoming competition. Also, student athletes? may motivate themselves to continue their online training even far away from their coaches and find an alternative way to continue their training even there is not enough equipment to be used and no proper venue to train. The coaches may continue their communication to their student athletes to monitor the progress especially in terms of technique, strategies, motivation, equipment and facility, and training program. The School Administrator must provide experiential learning to P.E. teachers through seminars/webinars, workshop and training about online distance training modality. Future researchers may use this research as a source of information or reference, especially about online training program of combative sports to the performance of student athletes. This study will also give new knowledge to people and this research can be improved by future researchers who want to have the same topic or pursue this study by giving more additional information and answers that can largely benefit the student athletes? who are experiencing diverse challenges in online training programs.

Intro to Yoga and Mindfulness for Physical Education Grades 1 and 2

This article will provide elementary physical education teachers with resources to teach students how to adapt and manage their mind and body. The tools in this article provide an introduction to the basics of yoga and mindfulness practices.

A Sustainable Swedish School Intervention with Extra Aerobic Exercise—Its Organization and Effects on Physical Fitness and Academic Achievement

Objectives:A large majority of Swedish children do not reach the recommended daily activity level. Some, but not all, studies show that extra physical activity may have positive effects on children’s school performance, physical fitness and health. The present aim was to offer pupils from the 7th to the 8th grade extra aerobic exercise led by physical education teachers and to evaluate the effects on aerobic fitness, muscle strength, school grades and health. The hypothesis was that extra aerobic exercise would improve physical fitness, school grades and health.Methods:In the two-year project, 122 pupils aged 13–14 years from three schools constituted an aerobic group with 30 min extra exercise sessions (≥70% maximal heart rate) twice weekly. A control group of 26 pupils was included. All 148 pupils also had regular 60 min physical education lessons (2/week). A moderate to large significant effect size (via partial eta-squared) of the interaction effect for the aerobic group compared to the control group over time was generally seen for aerobic fitness, the muscle strength test with push-ups, school grades in Swedish, English and physical education, and in average school grade for four school subjects combined, thus also including mathematics.Results:Within the aerobic group, significant improvements were also shown for aerobic fitness, endurance and strength of abdominal and leg muscles, and the total physical test index during the two-year project. The control group showed no corresponding improvement in these parameters. Improvements in school grades were generally seen among both sexes in the aerobic group, whereas improvements in physical capacity were distinctly more pronounced among boys and seldom among girls. A similar pattern with significant improvement in several school grades was noted in all three intervention schools, although one of the schools had a distinctly larger proportion of children who immigrated to Sweden. The aerobic group showed significantly higher ratings (with a small to moderate effect size) on several questions about physical self-perception than the control group at the end of the 8th grade.Conclusion:This teacher-led school intervention generated a sustainable project with improvements in physical fitness and school grades. The project might act as an inspiration for other schools to increase physical activity to improve physical fitness and possibly school grades.

Out-of-School Sports Participation Is Positively Associated with Physical Literacy, but What about Physical Education? A Cross-Sectional Gender-Stratified Analysis during the COVID-19 Pandemic among High-School Adolescents.

Physical literacy (PL) is one of the main concepts related to lifelong physical activity (PA) and physical fitness (PF), but there is a lack of information on factors that might be associated with PL in adolescents from southeastern Europe. This study aimed to evaluate the associations between PF, participation and achievement in physical education (PE), out-of-school participation in sports, and PL in high school adolescents from Croatia. Participants were 298 high school students aged 14–18 years (191 females). Variables included school age, PE grade, sports participation, anthropometric indices, four PF tests, and PL (evidenced by CAPL-2-knowledge and understanding questionnaire (CAPL-2-KU) and PLAYself questionnaire). Gender-stratified analyses of differences were conducted using the t-test for independent samples or the Mann-Whitney test. Associations between variables were calculated with Pearson’s product moment correlation or Spearman’s rank order correlation. PF was positively correlated CAPL-2-KU in both genders. PE grade was significantly associated with PLAYself score (Pearson’s correlation = 0.36 and 0.38, p < 0.001 for boys and girls, respectively) but not with the CAPL-2-KU score. School age was not correlated with PL among boys, but there was a significant but negligible correlation between CAPL-2-KU and school age in girls (<2% of the common variance). Adolescents involved in sports had better PL and PF compared with adolescents not involved in sports. In conclusion, participation in out-of-school sports offers a good base for developing PL. Although this study took part over the COVID-19 pandemic period when the regular PE curriculum was significantly altered, the poor associations between school age and PL could lead to the assumption that the current PE curriculum does not allow for improvement of PL in later high school age, which warrants further investigation.

The association between academic achievement in physical education and timing of biological maturity in adolescents

Individual differences in tempo and timing of biological maturity, especially in adolescents, has been argued as a potential underlying cause of relative age effects observed in Physical education (PE). Indeed, differences in maturation could influence pupils`achievement in PE where motor behavior and physical activity are central tenets. However, the timing of biological maturity has not previously been investigated in the context of academic achievement in PE. Therefore, the current study`s aim was to investigate the association between timing of biological maturity and relative age on adolescents`academic achievement in PE. The data material consists of two samples from lower secondary schools (13–16 years old). Sample 1 (45 boys and 31 girls) was used to compare differences in anthropometrics and indicators of biological maturity between pupils with different grades (i.e., 3/4, 5, 6), while in sample 2 (114 boys and 127 girls) differences in mean grade were compared between birth quartiles. Pupils`final grade in PE were collected for both samples as a proxy for academic achievement. A one-way analysis of variance indicated a moderate-to-large association between timing of biological maturity, through age at peak height velocity, and academic achievement in PE, where later maturing pupils received a higher grade compared to earlier maturing pupils. Results from a factorial analysis of variance indicated an interaction effect between gender and birth quartile on academic achievement in PE. Post hoc analysis revealed that relatively younger boys received significantly lower grades as opposed to their relatively older peers. This effect was not present for girls. Collectively, these results indicate that developmental differences are associated with academic achievement in PE. Hence, PE teachers should be aware of these individual constraints in their teaching and assessment practice to accommodate fair and equal opportunities for achievement in the subject.

A Sustainable Swedish School Intervention with Extra Aerobic Exercise—Its Organization and Effects on Physical Fitness and Academic Achievement

A large majority of Swedish children do not reach the recommended daily activity level. Some, but not all, studies show that extra physical activity may have positive effects on children’s school performance, physical fitness and health. The present purpose was to offer pupils from the 7th to the 8th grade extra aerobic exercise led by physical education teachers and to evaluate the effects on aerobic fitness, muscle strength, school grades and health. The hypothesis was that extra aerobic exercise would improve physical fitness, school grades and health. In the two-year project, 122 pupils aged 13–14 years from three schools constituted an aerobic group with 30 min extra exercise sessions (≥70% maximal heart rate) twice weekly. A control group of 26 pupils was included. All 148 pupils also had regular 60 min physical education lessons (2/week). A moderate to large significant effect size (via partial eta-squared) of the interaction effect for the aerobic group compared to the control group over time was generally seen for aerobic fitness, the muscle strength test with push-ups, school grades in Swedish, English and physical education, and in average school grade for four school subjects combined, thus also including mathematics. Within the aerobic group, significant improvements were also shown for aerobic fitness, endurance and strength of abdominal and leg muscles, and the total physical test index during the two-year project. The control group showed no corresponding improvement in these parameters. Improvements in school grades were generally seen among both sexes in the aerobic group, whereas improvements in physical capacity were distinctly more pronounced among boys and seldom among girls. A similar pattern with significant improvement in several school grades was noted in all three intervention schools, although one of the schools had a distinctly larger proportion of children who immigrated to Sweden. The aerobic group showed significantly higher ratings (with a small to moderate effect size) on several questions about physical self-perception than the control group at the end of the 8th grade. This teacher-led school intervention generated a sustainable project with improvements in physical fitness and school grades. The project might act as an inspiration for other schools to increase physical activity to improve physical fitness and possibly school grades.

Association Between Motor Competence, Physical Fitness, and Academic Achievement in Physical Education in 13- to 16-Year-Old School Children.

In physical education (PE), both assessment practices and choice of teaching content indicate that pupil-related factors such as motor competence and physical fitness potentially influence pupils' academic achievement in PE. However, neither of these factors are explicitly expressed as assessment criteria in the Norwegian PE-curriculum. Hence, the aim of the current study was to investigate potential differences in motor competence and physical fitness between pupils with different academic achievements in PE. Forty-five boys and 31 girls (N = 76) from grades 8 to 10 in the lower secondary school participated in this study. In addition to collecting pupils' final grade in PE, as a proxy for academic achievement, they were assessed on the Test of Motor Competence (placing bricks, building bricks, heal-to-toe-walking, and walking/running in slopes) and four task items from the Test of Physical fitness (standing broad jump, pushing medicine ball, running 20 m as fast as possible, and reduced Cooper test). In the main analysis, the total score for motor competence and physical fitness, as well as their respective task items, were compared between pupils with different grades (i.e., 3 or 4, 5, 6). A one-way ANOVA revealed neither significant difference between pupils with different grades in overall motor competence (total score) nor the respective task items for fine motor assessment or the gross motor task heal-to-toe-walking. However, there was a large difference between pupils with different grades in performance of the gross motor task walking/running in slopes, where pupils receiving a grade of 6 and 5 completed the task significantly faster compared to their peers with a grade of 3 or 4. Furthermore, a one-way ANOVA indicated moderate-to-large differences between pupils with different grades in the total score of physical fitness and performance in three of the four respective task items (i.e., standing broad jump, running 20 m as fast as possible, and reduced Cooper test). Pupils with a grade of 6 had a significantly greater total score of physical fitness and jumped longer compared to pupils with a grade of 5 and 3 or 4. Additionally, pupils with a grade of 6 ran significantly faster as opposed to pupils with a grade of 3 or 4. Performance on the reduced Cooper test was significantly different between all groups of grades, with the distance covered being progressively increased from pupils receiving a grade of 3 or 4 to 6, respectively. These results indicate that physical fitness levels and one component of motor competence may influence pupils' academic achievement in PE. Since neither certain levels of gross motor competence nor physical fitness are explicitly stated as assessment criteria in the Norwegian PE curriculum, these findings may indicate a lack of alignment between PE-teachers' assessment practice and the curriculum's intentions. It is argued that PE-teachers should be aware of how these individual constraints may influence pupils' academic achievement in PE so that all pupils are given equal opportunities to meet the described learning outcomes.

ORTAOKUL BEDEN EĞİTİMİ VE SPOR DERSİ ÖĞRETİM PROGRAMLARINDA SAĞLIK OKURYAZARLIĞI

Health literacy is about having knowledge, skills and motivation in many aspects such as getting information about one's own health, making health decisions, applying relevant information, keeping current health status and maintaining this status, and so on. The purpose of this study is to examine the acquisitions the secondary school 5th, 6th, 7th and 8th Grade Physical Education and Sports Teaching Programs (2018) in terms of health literacy. For this purpose, the relevant Teaching Program was examined in detail. This research was designed as a qualitative research and document analysis technique was used. The document of the research consists of Secondary School Physical Education and Sports Teaching Program (2018). The acquisitions in the curriculum, which were used as a document in the research, were analyzed with the descriptive analysis technique in terms of health literacy. Relevant data were analyzed and presented through tables and graphs. In the findings of the research, health literacy was examined and presented in the context of grade level, learning areas and acquisitions. According to some results obtained from the research, it was determined that there were 32 acquisitions related to health literacy among 122 acquisitions in the Secondary Sschool Physical Education and Sports Teaching Program. It was observed that associations with health literacy were mostly in the 5th grades according to the total number of acquisitions.

Physical Education and Its Importance to Physical Activity, Vegetable Consumption and Thriving in High School Students in Norway.

Earlier research indicates that physical education (PE) in school is associated with positive outcomes (e.g., healthy lifestyle, psychological well-being, and academic performance). Research assessing associations with resilience and thriving indicators, such as the 5Cs of Positive Youth Development (PYD; competence, confidence, character, caring, and connection) is limited and more so in the Norwegian context. The aim of the present study was to investigate associations between PE grade (reflecting students’ effort in theoretical and practical aspects of the subject) and the 5Cs as well as healthy behaviors (physical activity (PA), fruit and vegetable consumption), using cross-sectional data collected from 220 high school students in Norway (Mage = 17.30 years old, SD = 1.12; 52% males). Results from structural equation modelling indicated positive associations between PE grade and four of the 5Cs (competence, confidence, caring, and connection; standardized coefficient: 0.22–0.60, p < 0.05) while in logistic regressions, a unit increase in PE grade was associated with higher likelihood of engaging in PA and vegetable consumption (OR = 1.94; 95% CI = 1.18–3.18 and OR = 1.68; 95% CI = 1.08–2.63, respectively). These significant findings suggest the need for policies and programs that can support effective planning and implementation of PE curriculum. However, further research is needed to probe into the role of PE on youth health and development with representative samples and longitudinal designs.

Associations Between Physical Fitness, Objectively Measured Physical Activity and Academic Performance.

There is evidence that physical activity (PA) can improve the academic performance. We recruited healthy adolescent girls, aged 11–12 years, and measured their PA with the accelerometer ActiGraph GT3X for the consecutive 5 days. Physical fitness (PF) was measured with eight motoric tests and three anthropometry measures. Academic performance (AP) was assessed for the six academic narrated school subjects. The results revealed that the girls were more physically active during the week days and less active at weekend (557 vs. 516 counts/min). Physical education grade shows the highest overall correlations with the results of the PF test battery (r = 0.53–0.95, p < 0.01). Nevertheless, correlations surprisingly decrease for the combined daily PA (r = 0.45), especially the weekend PA (r = 0.28). Grade point average and PF correlated moderately (r = 0.43-0.64), while they were moderate to high for PA (r = 0.59–0.87). Many questions arose after the completion of the present study and several new topics opened up, such as the question of how parental education affects the duration of PA and AP of the children and the influence of the place of residence AP of the children.

Ethical concepts in the seventh grade physical education curriculum in Jordan: المفاهيم الأخلاقية في منهاج التربية الرياضية للصف السابع في الأردن

The study aimed to Recognition The importance and development of ethical concepts in the seventh grade physical education curriculum in Jordan. to the results. The study showed the following results: 1-There are many ethical concepts that were addressed in the seventh grade physical education curriculum, and the researcher limited them to three concepts, the most prominent of which are (good manners, cooperation, respect), which must be available in such educational curricula. Integration with society, especially at such an age. 2-The contribution of the physical education curriculum to the development of moral concepts from the point of view teachers was average This is attributed to the need to pay more attention to these concepts, teach them, and emphasize their application and work. The study recommended focusing on ethical concepts in such contexts. The study recommended the following:1- concentration On Value Moral Islamic in a situation Curricula Education sport. 2- Awareness the society from Through that Education Sports Instrument educational and ethical and back benefit on the students. In addition to suggestions for complementary studies on the subject.

Adapting Active Science to PE Curricula: Examining Feasibility and Acceptability in Low-Income, Urban Public Schools

ABSTRACT Purpose: Children in low-income, urban areas are at a greater risk of poor physical activity (PA) and academic outcomes. The purpose of this study was to examine feasibility, acceptability, and engagement of a pilot implementation of the Active Science (AS) exer-learning program in 3rd grade physical education (PE) classes to inform potential upscaling after efficacy evaluation. Methods: AS was implemented within PE at five public schools serving low-income, urban neighborhoods, using a phased implementation approach. A mixed methods approach was utilized; feasibility and engagement were measured using quantitative dose and fidelity measures, students were surveyed regarding acceptability, and PE teachers were interviewed pre/post-intervention regarding perceptions of the program. Results: N = 638 students in k = 25 PE classes across five schools averaged 8.8 weeks of AS implementation with nearly universal inclusivity. Students averaged 1468 steps/session; an average of 15% of available PE class time was spent in MVPA. Semi-structured interviews revealed high staff perceptions of feasibility, as well as specific improvements that should be implemented before upscaling. Conclusions: Process and PA measures indicate high feasibility, with excellent engagement across all five schools. Together with high acceptability reported by students and staff, these results show that AS can feasibly integrate into PE classes low-income, urban schools to improve student engagement in both PA and science learning.

Application of Random Forest Algorithm in Physical Education

Learning has been a significant emerging field for several decades since it is a great determinant of the world’s civilization and evolution, having a significant impact on both individuals and communities. In general, improving the existing learning activities has a great influence on the global literacy rates. The assessment technique is one of the most important activities in education since it is the major method for evaluating students during their studies. In the new era of higher education, it is clearly stipulated that the administration of higher education should develop an intelligent diversified teaching evaluation model which can assist the performance of students’ physical education activities and grades and pay attention to the development of students’ personalities and potential. Keeping the importance of an intelligent model for physical education, this paper uses factor analysis and an improved random forest algorithm to reduce the dimensions of students’ multidisciplinary achievements in physical education into a few typical factors which help to improve the performance of the students. According to the scores of students at each factor level, the proposed system can more comprehensively evaluate the students’ achievements. In the empirical teaching research of students’ grade evaluation, the improved iterative random forest algorithm is used for the first time. The automatic evaluation of students’ grades is achieved based on the students’ grades in various disciplines and the number of factors indicating the students’ performance. In a series of experiments the performance of the proposed improved random forest algorithm was compared with the other machine learning models. The experimental results show that the performance of the proposed model was better than the other machine learning models by attaining the accuracy of 88.55%, precision of 88.21%, recall of 95.86%, and f1-score of 0.9187. The implementation of the proposed system is anticipated to be very helpful for the physical education system.

Stereotypes about overweight students and their impact on grading among physical education teachers

A student’s weight is a particularly important characteristic in physical education. Research has shown that physical education teachers and people working in this area are particularly likely to hold strong negative implicit biases toward overweight students and that these students tend to earn lower grades in physical education. Stereotypes of overweight people might color teachers’ judgments of these students. In this study, we experimentally investigated whether overweight students received lower grades from physical education teachers on an exercise than normal weight students. We presented a verbal description of an exercise and asked teachers to grade a student’s performance and to judge the student’s social and working behaviors. Teachers gave lower grades to the overweight student, and regression analyses showed that their stereotypical beliefs predicted their judgments. Teachers’ motivation to control prejudice had no relation to their judgments. Nonetheless, our results showed that the same performance was graded worse only because the student was overweight.

Relationship between perceived physical self-concept and grade in physical education: The mediating role of test anxiety

The first aim of this cross-sectional study was to examine the relationships between adolescents’ physical self-perceptions (physical condition, sport competence, physical attractiveness, physical strength) and grade in Physical Education (PE). The second aim was to investigate the potential indirect effect of PE test anxiety variables (worry, self-focus, bodily symptoms, somatic tension, perceived control) on the relationships between physical self-perceptions and grade in PE. French adolescent students (N = 412; 225 girls) completed scales assessing physical self-perceptions and PE test anxiety. The results highlighted that grade in PE was positively predicted by sport competence, somatic tension, and perceived control, and negatively predicted by bodily symptoms in PE. The results also showed that bodily symptoms have a significant negative indirect effect on the relationships between perceived sport competence and grade in PE, and between physical strength and grade in PE. A significant indirect effect of somatic tension on the relationship between sport competence and grade in PE has also been found.

Student Self-Efficacy and Aptitude to Participate in Relation to Perceived Functioning and Achievement in Students in Secondary School With and Without Disabilities.

School-based Physical Education (PE) is important, especially to students with disabilities whose participation in physical activities out of school is limited. The development over time of participation-related constructs in relation to students’ perceived functioning and achievement is explored. Students in mainstream inclusive secondary school self-rated their PE-specific self-efficacy, general school self-efficacy, aptitude to participate in PE, and perceived physical and socio-cognitive functional skills at two timepoints, year 7 and year 9. Results were compared between three groups of students with: disabilities (n = 28), high grades (n = 47), or low grades (n = 30) in PE. Over time, perceived physical skills of students with disabilities became strongly associated with self-efficacy and aptitude to participate. Perceived socio-cognitive skills in the study sample improved and had a positive effect on PE-specific self-efficacy. Efforts should be made to limit the accelerated negative impact of perceived restricted functioning of students with disabilities. Grading criteria need to be developed to comply with standards adapted to fit abilities of students with disabilities. Meaningful learning experiences appear to be created when participation is promoted and capacity beliefs (PE-specific self-efficacy) are boosted. Allocating resources to support the development of students’ socio-cognitive skills seem to have potential for overall positive school outcome.