Successful Physical Education Research Articles

Systemic Success in Physical Education: A PLC Before Its Time

Drawing from a variety of conceptual and theoretical frameworks, this article provides a summary of decades of research into a university–district partnership that in multiple ways could be considered a systemic success. It describes the practices and processes of how two sectors of the broader physical education system (i.e., in-school physical education and teacher education) have complemented each other in the pursuit of the ongoing workforce development of physical education professionals. Physical education professionals belonging to the participating school district and teacher preparation program have sustained a working partnership based on sound professional learning community (PLC) principles (e.g., ongoing professional development, collaborative teaming, common vision, mission, and language, strong support from the central office) long before PLCs became fixtures in districts and schools. Indeed, this partnership could, in many respects, be described as a PLC before its time. This article highlights the partnership’s early days and several features that have supported its success and longevity. It also offers supporting evidence from the perspectives of the students, parents, and teachers who have been associated with this partnership.

Impact of the covid-19 pandemic on physical education: Investigating basic motor skills, physical activity, fitness, and academic achievement

The physical education learning process due to the covid-19 pandemic which resulted in students doing distance learning, limiting physical activity, and having to be physical distanced, became a challenge for students to be able to complete academic achievements in physical education. The purpose of the study of impact covid-19 on basic motor skills, physical activity, fitness, and academic achievement in Physical Education in 9-10-years-old School Children. Materials and methods this study were a correlation study, the object of as many as 80 elementary school students in the Lamongan district aged 9-10 years, who had a body mass index of 19-25 kg/m, normal blood pressure, and normal heart rate voluntarily became a study sample. Data collection for basic motor skills used TGMD-2, Physical activity used PAQ-C, and Fitness used the Indonesian Academic Achievement in Physical Education, Fitness Test used student report cards taken after one semester. The analysis sample used correlation with a significant rate of 0.05%. The result correlation showed that BMS and F were significantly correlated to AA but not correlated to PA (p < 0.000) whereas BMS was significantly correlated to PA and F using (p < 0.000). Conclusions of the study show that the impact of covid-19 affects learning achievement in Physical Education in 9-10-years-old School Children, variables that affect learning outcomes Physical Education are basic motor skills and fitness, while variables of physical activity and fitness directly affect the basic motor skills of students, then the learning outcomes of physical education in school programs are indirectly influenced by physical activity. Future research should conduct an investigation into the variables that are consistently associated with academic success in physical education among young children. This will provide a comprehensive understanding of the topic.

Self-Confidence, Perceived Exam Anxiety and Academic Success in Physical Education and Sports School Students

Self-Confidence, Perceived Exam Anxiety and Academic Success in Physical Education and Sports School Students

Promoting Social and Emotional Learning in Physical Education

A positive social and emotional climate in the classroom allows for students to communicate and interact in beneficial ways. Positive peer interactions are necessary for academic and career success, as well as for success in physical education. This article provides physical educators with principles and guidelines for developing, implementing and assessing effective strategies for promoting social and emotional learning within their programs. The five core competencies of social and emotional learning as described by the Collaborative for Academic, Social and Emotional Learning's (CASEL) will be discussed.

Development and Implementation of an Autonomy Supportive Training Program among Youth Sport Coaches

Studying perceived autonomy support, a basic tenet of self-determination theory (Deci & Ryan, 2000), provides some understanding as to how coaches can more positively influence youth athletes to enjoy and persist in youth sport. Borrowing insights from success in physical education and coaching-oriented interventions, the purpose of this paper was to highlight positive aspects and challenges of an innovative youth sport autonomy supportive training program for coaches. Positives included the initial training session and the use of an online training component. Challenges were the structure of the season, other coaches, and possibly the age of the athletes. Future training programs in youth sport coaching should increase in duration, provide specific examples of how to implement autonomy supportive coaching behaviors, as well as address solutions to the time constraints of the youth sport setting.

Promoting Physical Activity for Students with Autism Spectrum Disorder: Barriers, Benefits, and Strategies for Success

Many students with autism spectrum disorder (ASD) fall short of the recommended physical activity levels and experience challenges in physical activity and physical education settings. This article reviews factors that can improve the physical activity statistics of students with ASD, outlines the researched benefits of physical activity for students with ASD, and summarizes previously published strategies for success in physical education. It serves as a tool for teachers who wish to promote best practices and advocate for quality movement programs for these students.

Socialization Into Teaching Physical Education – Acculturative Formation of Perceived Strengths

We studied if and how gender, the histories of physical activity (PA) and success in physical education (PE) are related to pre-service class teachers’ (PCTs) perceived strengths in teaching PE (PSTPEs). Various backgrounds were considered to be environments of teacher socialization. The six data based categories of PSTPEs used in this study were: sportiness, teaching skills, positive attitude, encouragement, empathy and set no stress. The data from 386 first year Finnish PCTs were collected before their formal PE studies. Cross tabulation and binary logistic analyses were executed to expose the relationships and effects. The main findings of this study showed that pre-service teachers with more team oriented physical activity histories enter the formal teacher education perceiving to possess discipline- focused teaching skills as their asset. On the contrary, the respondents with more individually oriented PA backgrounds perceived pupil- focused set no stress as their strength. Suggestive findings, that physically active, successful and team oriented pre-service teachers perceive more discipline-focused strengths (especially sportiness) while their colleagues with opposite histories perceived pupil-focused strengths (especially empathy) were also discussed. This study adds the existing data to information of the effects of acculturative formation of perceived strengths before the influence of formal teacher education studies in PE.

Проблеми відвідування занять з фізичного виховання студентами технічних спеціальностей

Purpose: to examine the relevant aspects of motivation attendance in physical education students of technical specialties and make adjustments to the process of improving the quality of teaching. Material and Methods: during the study used the following methods: general scientific – analysis, comparison, generalization; sociological, questionnaire, interview; Mathematics and statistics. The study involved students of ICT Zhytomyr State Technological University, only 238 people. Results: the tendency changes of success in physical education and physical training of students of ICT. Conclusions: pedagogical experiment confirmed the positive impact of physical education classes in which students choose their maintenance is carried out on a competitive basis in accordance with personal interests and needs.

Relationship Between Motivation and Learning in Physical Education and After-School Physical Activity

Purpose: A primary goal of physical education is to develop physically literate individuals with the knowledge, skills, and confidence necessary for a physically active lifestyle. Guided by the expectancy-value and interest motivation theories, the purpose of this study was to identify the relationship between students' motivation and health-related fitness knowledge developed in physical education and their after-school physical activity participation. Method: Third-, 4th-, and 5th-grade students (N = 293) from 6 elementary schools in a large metropolitan school district in the United States provided data on expectancy beliefs and perceived task values, situational interest, health-related fitness knowledge, and after-school physical activity. Data were analyzed using descriptive statistics and a simultaneous multiple regression model. Results: It was found that expectancy beliefs (β = .20, t = 2.16, p = .03) and perceived exploration demand (β = .25, t = 2.58, p = .01), a source for situational interest, were positively related to after-school physical activity. The 2 variables, however, accounted for only 11.2% of the variances for children's after-school physical activity participation. Conclusion: This study demonstrates that students' active exploration and expectancy beliefs for success in physical education have limited influence on leisure-time physical activity participation.

The ‘Renaissance Child’: high achievement and gender in late modernity

This paper draws on the concept of the ‘Renaissance Child’ to illustrate the ways in which gender influences the opportunities and possibilities of high-achieving pupils. Using data from a study of 12–13-year high-achieving boys and girls based in schools in England, the paper considers the ways in which a group of popular boys was able to show an interest and success in literacy and English without posing threats to their masculine subjectivities. In contrast, a group of high-achieving girls experienced greater constraints in their attempts to balance an interest and success in physical education and sports whilst also performing acceptable constructions of femininity. The paper concludes that the concept of ‘Renaissance Child’ is fruitful for research in education that is concerned with the production of neoliberal subjectivities. However, whilst boys can access and perform ‘Renaissance Masculinity’, constructions of femininity impede even the highest-achieving girls from equivalent subject positions.

The Relationship Between Pre-Service Class Teacher's Various Backgrounds and Conceptions of Good Physical Education

This study aimed to explore if various backgrounds in leisure time physical activity and success in physical education (PE) are manifested as various kinds of conceptions of good physical education. The participants (341 women, 71 men) consisted of the first year pre-service class teachers at the University of Helsinki in Finland, during the academic years 2007-2010. The data was collected using an online questionnaire. The findings of this study suggested that gender and various backgrounds in leisure time physical activity and success in physical education (PE) are related to pre-service class teacher's conceptions of the good teaching of physical education.

STUDENTS MOTIVATION FOR SPORTS AND THEIR EVALUATION OF SCHOOL

In this survey a sample of 312 students of primary school aged 8 – 14 years was used to test the hypothesis if the motivational profile predetermines sport activities and a success in Physical Education (PE) classes. After a factorisation and crossing of the components of external and internal motivation, the author extracted three motivational profiles of actors in sports activities: internal motivated, joint motivated and external motivated. It turned out that these profiles significantly determine if the kids will play sports, but yet not significantly on their success in PE. These findings are not in favour of PE and they show the need for teachers to try to reduce external, and support the internal student’s motivation. Significant finding of this survey is also the fact that as older they get the positive evaluation and experience of school is dropping down. This is especially important if we have in mind that by factorization is determined that for the students the first by its importance in PE is the enjoyment and self-improvement, and that two negative motivational factors are right after them. Besides significant findings, this survey offers some new dilemmas for further research and study.

Systemic Success in Physical Education: The East Valley Phenomenon

Siedentop and Locke (1997) proposed three critical elements that must exist in our profession to make a difference and achieve systemic success in physical education (SSPE): (a) quality PE in the schools, (b) effective physical education teacher education (PETE) programs, and (c) a working relationship between the two. Using Cuban’s (1992) curriculum change and stability framework, this qualitative study examines the existence of a program that has achieved all three elements in the southwestern US. For over three decades some seventy-two teachers in dozens of schools have yearly served over 40,000 children. This study revealed a fully functioning model consisting of four key, interdependent components driven by a system of accountability measures. The results of the SSPE model—quality PE for children—is achieved by (a) district-wide mandated curriculum, methodologies and language, (b) well-defined district PE coordinator roles, (c) a partnership university, and (d) frequent, ongoing professional development. Results of this study strengthen Siedentop and Locke’s (1997) recommendation for collaborative efforts between universities and partner school districts and provide a model to guide and manage the curriculum change process in K-6 PE.

How do high school students perceive success in physical education?

How do high school students perceive success in physical education?

Development of an Instrument to Assess Cognitive Processes in Physical Education Classes

Using the mediating process paradigm (Doyle, 1977) as a framework, the need to develop reliable and valid instruments for assessing cognitive processes is apparent, and that was the purpose of this study. Participants (N = 819) completed the Cognitive Processes Questionnaire in Physical Education (CPQPE), as well as three other instruments addressing dispositional goal orientation, perception of motivational climate, and beliefs about causes of success in physical education. The five-factor structure that emerged in an exploratory factor analysis produced an acceptable fit with the data in the confirmatory factor analysis. The subscales of the CPQPE were related to a task-involved goal perspective and the belief that success is attributed to motivation and effort. The results indicate the CPQPE is a valid and reliable instrument that can provide valuable information about the teaching and learning process.

Goals and Their Associations with Beliefs about Success in and Perceptions of the Purposes of Physical Education

This study examined the relationship of students’ goal orientation to their beliefs about what leads to success in physical education and perceptions of the purposes of physical education. High school students (N = 144,78 females and 66 males) completed a modified version of the Task and Ego Orientation in Sport Questionnaire and measures of beliefs and perceived purposes specific to physical education class. Results indicated that students high in task orientation were significantly more likely to believe that success is achieved through intrinsic interest/effort/cooperation than were those low in task orientation. High ego-oriented students believed that success is achieved when students possess high ability more so than low ego-oriented students. The high task/low ego students were most likely to reject the notion that success in physical education occurs when students know how to use deceptive tactics and were less likely to perceive that an important function of physical education is to provide an easy class.

Planning and Implementing Effective Instruction in Physical Education For Students with Learning Disabilities

The mainstreamed student's success in physical education is related to the quality of the program.

Attitudes of College Women toward Physical Education and Their Relationship to Success in Physical Education

Abstract The Wear Attitude Inventory was administered to 188 college women in a variety of physical education activities. The final grade received for the activity course was used as the success factor. Attitudes were analyzed both as to values and as to activity groups and correlations were computed between attitude and success. Attitudes toward physical education were generally favorable, with the contributions of physical education to the physiological-physical values being higher than other values examined. There was a significant relationship between attitude and success at the .05 level. The higher significance accrued to those students having more favorable attitudes.

The Relationship between Success in Physical Education and Selected Attitudes Expressed by High School Freshmen Girls

The Relationship between Success in Physical Education and Selected Attitudes Expressed by High School Freshmen Girls