Purpose: Guided by the cognitive load theory, the purpose of this study was to determine the impacts of cognitive load and school socioeconomic status-related environmental factors on ninth-graders' energy-balanced living knowledge gain.
Methods: A stratified random sample of high-school students (N = 150) participated in this study. Data were collected on students' knowledge gain, cognitive load, free and reduced-price meal rates, and student-to-teacher ratio.
Results: The path analysis results revealed that the reasoning learning tasks had direct significant effects on students' knowledge gain (βi-Diet and i-Exercise = 0.34, p < .01). The free and reduced-price meal rates and student-to-teacher ratio did not have significant effects on students' knowledge gain (p > .05).
Discussion: These findings advance our understanding of the role cognitive learning tasks play in enhancing student learning in the subjects of energy-balanced knowledge and healthy lifestyle.
{"title":"Cognitive Load and Energy Balance Knowledge in High-School Physical Education.","authors":"Anqi Deng, Ang Chen","doi":"10.1123/jtpe.2021-0231","DOIUrl":"https://doi.org/10.1123/jtpe.2021-0231","url":null,"abstract":"<p><strong>Purpose: </strong>Guided by the cognitive load theory, the purpose of this study was to determine the impacts of cognitive load and school socioeconomic status-related environmental factors on ninth-graders' energy-balanced living knowledge gain.</p><p><strong>Methods: </strong>A stratified random sample of high-school students (<i>N</i> = 150) participated in this study. Data were collected on students' knowledge gain, cognitive load, free and reduced-price meal rates, and student-to-teacher ratio.</p><p><strong>Results: </strong>The path analysis results revealed that the reasoning learning tasks had direct significant effects on students' knowledge gain (β<sub>i-Diet and i-Exercise</sub> = 0.34, <i>p</i> < .01). The free and reduced-price meal rates and student-to-teacher ratio did not have significant effects on students' knowledge gain (<i>p</i> > .05).</p><p><strong>Discussion: </strong>These findings advance our understanding of the role cognitive learning tasks play in enhancing student learning in the subjects of energy-balanced knowledge and healthy lifestyle.</p>","PeriodicalId":50025,"journal":{"name":"Journal of Teaching in Physical Education","volume":"42 1","pages":"165-174"},"PeriodicalIF":2.8,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9838786/pdf/nihms-1808790.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10590054","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Purpose: This prospective cohort study investigated the impact of online and hybrid teaching of university-required physical education on students’ physical literacy-related correlates. To avoid the widespread pandemic, the university decided to offer courses online through video conferencing or via a hybrid mode. When compared with face-to-face instruction, these formats may intensely affect students’ physical literacy journey during early adulthood. Methods: A group of 1,738 students (42% males and 58% females) aged 18.52 (±1.29) responded to a three-phase online survey in various courses. Results: The structural equation modeling determined that motivation and physical activity levels were negatively related to physical competence and knowledge and understanding. Further repeated-measure analyses recognized the interaction effect of amotivation. Results indicated that participants in the online teaching mode may experience a learning predicament over those in the hybrid one. Conclusion: Practically, the physical literacy teaching strategies in nurturing motivation and physical competence should be reinforced.
{"title":"The Relationship and Effect Among Physical Literacy Attributes in University Physical Education During the Pandemic Quarantine Period","authors":"Siu-Ming Choi, R. Sum, E. Leung, C. Sit","doi":"10.1123/jtpe.2022-0109","DOIUrl":"https://doi.org/10.1123/jtpe.2022-0109","url":null,"abstract":"Purpose: This prospective cohort study investigated the impact of online and hybrid teaching of university-required physical education on students’ physical literacy-related correlates. To avoid the widespread pandemic, the university decided to offer courses online through video conferencing or via a hybrid mode. When compared with face-to-face instruction, these formats may intensely affect students’ physical literacy journey during early adulthood. Methods: A group of 1,738 students (42% males and 58% females) aged 18.52 (±1.29) responded to a three-phase online survey in various courses. Results: The structural equation modeling determined that motivation and physical activity levels were negatively related to physical competence and knowledge and understanding. Further repeated-measure analyses recognized the interaction effect of amotivation. Results indicated that participants in the online teaching mode may experience a learning predicament over those in the hybrid one. Conclusion: Practically, the physical literacy teaching strategies in nurturing motivation and physical competence should be reinforced.","PeriodicalId":50025,"journal":{"name":"Journal of Teaching in Physical Education","volume":"1 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"64039025","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
K. Gaudreault, Martin Vasquez, Christopher Mellor, Emily Mason, Adriana Lucero
Background: In order to recruit and retain Latinx teachers, we must first understand how they choose to enter teaching; are socialized; and the influence of factors such as race, ethnicity, and culture on their beliefs and teaching practices. Purpose: The purpose of this study was to explore the life history of Oscar, a Latino immigrant preservice physical education teacher. Method: Occupational socialization theory and life history methodology guided all the steps of this study. Results: Oscar’s life history revealed key narratives that were influential in constructing his socialization toward teaching and coaching. A constant search for belonging was an emerging theme. Conclusion: This life history highlights the significance and value in voicing the experiences and perspectives of our up and coming ethnically diverse educators. Oscar’s story adds a diverse lens to the occupational socialization and life history literature, especially from a recruitment and retainment standpoint.
{"title":"“Skinny Little Mexican Kid”: Life History of a Latino Immigrant Preservice Physical Education Teacher","authors":"K. Gaudreault, Martin Vasquez, Christopher Mellor, Emily Mason, Adriana Lucero","doi":"10.1123/jtpe.2022-0110","DOIUrl":"https://doi.org/10.1123/jtpe.2022-0110","url":null,"abstract":"Background: In order to recruit and retain Latinx teachers, we must first understand how they choose to enter teaching; are socialized; and the influence of factors such as race, ethnicity, and culture on their beliefs and teaching practices. Purpose: The purpose of this study was to explore the life history of Oscar, a Latino immigrant preservice physical education teacher. Method: Occupational socialization theory and life history methodology guided all the steps of this study. Results: Oscar’s life history revealed key narratives that were influential in constructing his socialization toward teaching and coaching. A constant search for belonging was an emerging theme. Conclusion: This life history highlights the significance and value in voicing the experiences and perspectives of our up and coming ethnically diverse educators. Oscar’s story adds a diverse lens to the occupational socialization and life history literature, especially from a recruitment and retainment standpoint.","PeriodicalId":50025,"journal":{"name":"Journal of Teaching in Physical Education","volume":"1 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"64039068","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Purpose: To investigate school principals’ perceptions and applications of professional learning communities (PLCs) and how they interpret the roles of physical educators within these structures. Method: This study was conceptualized as an exploratory interview study. Eight elementary and two secondary school principals across four districts participated in semistructured interviews. Each principal had been trained and was currently utilizing the same PLC framework within their respective schools. Result: Data analysis revealed three overarching themes with supportive subthemes: (a) PLCs are Centered on and Structured for Student Learning, (b) The Roles of Physical Educators Differ in Perception and Function, and (c) Successful PLCs are Facilitated by Team Trust and Disrupted by Drift. Discussion: The findings carry implications for principals, physical educators, and physical education teacher education programs. Principals and physical educators have mutually reinforcing responsibilities in creating an equitable space for physical education in the school PLC community.
{"title":"Principal Perceptions and Applications of Professional Learning Communities: Implications for the Future of Physical Education","authors":"Zack E. Beddoes, Debra S. Sazama","doi":"10.1123/jtpe.2022-0167","DOIUrl":"https://doi.org/10.1123/jtpe.2022-0167","url":null,"abstract":"Purpose: To investigate school principals’ perceptions and applications of professional learning communities (PLCs) and how they interpret the roles of physical educators within these structures. Method: This study was conceptualized as an exploratory interview study. Eight elementary and two secondary school principals across four districts participated in semistructured interviews. Each principal had been trained and was currently utilizing the same PLC framework within their respective schools. Result: Data analysis revealed three overarching themes with supportive subthemes: (a) PLCs are Centered on and Structured for Student Learning, (b) The Roles of Physical Educators Differ in Perception and Function, and (c) Successful PLCs are Facilitated by Team Trust and Disrupted by Drift. Discussion: The findings carry implications for principals, physical educators, and physical education teacher education programs. Principals and physical educators have mutually reinforcing responsibilities in creating an equitable space for physical education in the school PLC community.","PeriodicalId":50025,"journal":{"name":"Journal of Teaching in Physical Education","volume":"1 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"64039595","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Nathan Gavigan, J. Issartel, Cameron Peers, S. Belton
Purpose: Competence in fundamental movement skills (FMS) is purported to be linked with increased physical activity participation. Yet, recent research suggests a low level of FMS proficiency in children. The aim of this study was to evaluate the efficacy, impact on gender, and influence of teacher fidelity on the Moving Well-Being Well intervention. Method: The intervention was delivered in 18 primary schools (n = 925, Mage = 7.55 years). Data were gathered on six FMS and two balance skills pre- and postintervention using the Test of Gross Motor Development—Third Edition and Bruininks–Oseretsky Test of Motor Proficiency 2. Results: The mean postintervention FMS score was higher than preintervention, with a mean increase of 7.85 (23%). A two-way analysis of covariance found gender was not statistically significant (p = .74), but teacher fidelity was statistically significant (p = .000; moderate effect size). Conclusions: The intervention significantly improved children’s FMS, having a similar effect on boys and girls. Teacher fidelity of implementation had a significant impact on FMS improvement.
{"title":"Moving Well-Being Well: Evaluating the Efficacy, Impact on Gender, and Role of Teacher Fidelity of a Fundamental Movement Skill-Based Intervention in Irish Primary School Children","authors":"Nathan Gavigan, J. Issartel, Cameron Peers, S. Belton","doi":"10.1123/jtpe.2022-0192","DOIUrl":"https://doi.org/10.1123/jtpe.2022-0192","url":null,"abstract":"Purpose: Competence in fundamental movement skills (FMS) is purported to be linked with increased physical activity participation. Yet, recent research suggests a low level of FMS proficiency in children. The aim of this study was to evaluate the efficacy, impact on gender, and influence of teacher fidelity on the Moving Well-Being Well intervention. Method: The intervention was delivered in 18 primary schools (n = 925, Mage = 7.55 years). Data were gathered on six FMS and two balance skills pre- and postintervention using the Test of Gross Motor Development—Third Edition and Bruininks–Oseretsky Test of Motor Proficiency 2. Results: The mean postintervention FMS score was higher than preintervention, with a mean increase of 7.85 (23%). A two-way analysis of covariance found gender was not statistically significant (p = .74), but teacher fidelity was statistically significant (p = .000; moderate effect size). Conclusions: The intervention significantly improved children’s FMS, having a similar effect on boys and girls. Teacher fidelity of implementation had a significant impact on FMS improvement.","PeriodicalId":50025,"journal":{"name":"Journal of Teaching in Physical Education","volume":"1 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"64039779","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Purpose: Although physical education (PE) leadership programs are widespread, little research has examined the PE leaders’ perceptions of these experiences. The purpose of this study was to assess student ratings of developmental experiences in a PE leadership program compared with ratings of the typical PE student experience. Method: A matched case-control study design was used to assess high school students’ (n = 186) subscale scores on the Youth Experience Survey 2.0. Data were analyzed using matched-pairs t tests, and Cohen’s d was used as a measure of effect size. Results: As hypothesized, PE leaders reported significantly higher levels of positive experiences and no significant differences on negative experiences. Discussion/Conclusions: Little is known about what happens in most PE leadership programs. Results presented here support claims that PE can support meaningful leadership development. Implications for practice and research are discussed.
{"title":"Assessing Student Ratings of Developmental Experiences in a High School Physical Education Leadership Program","authors":"Paul M. Wright, K. A. Richards, James D. Ressler","doi":"10.1123/jtpe.2022-0265","DOIUrl":"https://doi.org/10.1123/jtpe.2022-0265","url":null,"abstract":"Purpose: Although physical education (PE) leadership programs are widespread, little research has examined the PE leaders’ perceptions of these experiences. The purpose of this study was to assess student ratings of developmental experiences in a PE leadership program compared with ratings of the typical PE student experience. Method: A matched case-control study design was used to assess high school students’ (n = 186) subscale scores on the Youth Experience Survey 2.0. Data were analyzed using matched-pairs t tests, and Cohen’s d was used as a measure of effect size. Results: As hypothesized, PE leaders reported significantly higher levels of positive experiences and no significant differences on negative experiences. Discussion/Conclusions: Little is known about what happens in most PE leadership programs. Results presented here support claims that PE can support meaningful leadership development. Implications for practice and research are discussed.","PeriodicalId":50025,"journal":{"name":"Journal of Teaching in Physical Education","volume":"1 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"64040449","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Purpose : Drawing from occupational socialization theory and social capital theory, the purpose of this study was to investigate the socialization of physical education teachers in a professional learning community during induction. Method : Because this investigation consisted of a single school, a single instrumental case study design was utilized. The school was purposely chosen given its status as a “model professional learning community.” Two physical education teachers, three school administrators, and the founding principal participated in this study. Data collection consisted of a combination of dyadic interviews, focus groups, observations, and documents. Results : Data analysis revealed three overlapping themes with supportive categorical subthemes: (a) Dispersed and Inclusive Leadership, (b) Teacher Empowerment, and (c) Culture of Belonging. Discussion : Implications for physical education teachers include the necessity of ongoing collaboration with administrators, cross-curricular colleagues, and physical education teaching peers. Physical educators should seek to develop strong social capital within the school professional learning community.
{"title":"“No One Works in Isolation Here”: The Socialization of Physical Education Teachers Into a Professional Learning Community","authors":"Zack Beddoes, Emily Whitney, Jenna Starck, Keely Reese","doi":"10.1123/jtpe.2023-0093","DOIUrl":"https://doi.org/10.1123/jtpe.2023-0093","url":null,"abstract":"Purpose : Drawing from occupational socialization theory and social capital theory, the purpose of this study was to investigate the socialization of physical education teachers in a professional learning community during induction. Method : Because this investigation consisted of a single school, a single instrumental case study design was utilized. The school was purposely chosen given its status as a “model professional learning community.” Two physical education teachers, three school administrators, and the founding principal participated in this study. Data collection consisted of a combination of dyadic interviews, focus groups, observations, and documents. Results : Data analysis revealed three overlapping themes with supportive categorical subthemes: (a) Dispersed and Inclusive Leadership, (b) Teacher Empowerment, and (c) Culture of Belonging. Discussion : Implications for physical education teachers include the necessity of ongoing collaboration with administrators, cross-curricular colleagues, and physical education teaching peers. Physical educators should seek to develop strong social capital within the school professional learning community.","PeriodicalId":50025,"journal":{"name":"Journal of Teaching in Physical Education","volume":"60 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135211358","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Edward B. Olsen, E. Tsuda, J. Wyant, Ranaysia Burrell, Jessica Mukherjee, Ara McKay, Joseph Herrera, David Labrador
Purpose: There are limited school physical activity policy dissemination and implementation studies. This is a concern given the adverse mental, physical, and socio-emotional effects the COVID-19 pandemic has had on children and adolescents. This study explored New Jersey school administrators’ experiences in disseminating recess guidelines, procedures, and policies as well as implementation strategies in their schools during the pandemic. Methods: A total of 29 elementary school administrators participated in semi-structured interviews. The data were analyzed inductively using a conventional approach to qualitative content analysis. Results: In analyzing the data, five themes were identified: (a) adjustments for recess, (b) communications about recess, (c) successes and challenges of recess, (d) health and well-being among children, and (e) recommendations for recess postpandemic. Discussion/Conclusion: When planning, organizing, and implementing a recess in a postpandemic era, school leaders may want to consider establishing cohorts, developing a handbook, creating a rotation schedule (i.e., blacktop, field, playground), developing a recess committee, utilizing the physical education teacher for staff development, assigning recess equipment and bags, offering a variety of activities, and teaching children how to play.
{"title":"The Dissemination and Implementation of Recess Guidelines, Policies, and Practices During the COVID-19 Pandemic","authors":"Edward B. Olsen, E. Tsuda, J. Wyant, Ranaysia Burrell, Jessica Mukherjee, Ara McKay, Joseph Herrera, David Labrador","doi":"10.1123/jtpe.2022-0196","DOIUrl":"https://doi.org/10.1123/jtpe.2022-0196","url":null,"abstract":"Purpose: There are limited school physical activity policy dissemination and implementation studies. This is a concern given the adverse mental, physical, and socio-emotional effects the COVID-19 pandemic has had on children and adolescents. This study explored New Jersey school administrators’ experiences in disseminating recess guidelines, procedures, and policies as well as implementation strategies in their schools during the pandemic. Methods: A total of 29 elementary school administrators participated in semi-structured interviews. The data were analyzed inductively using a conventional approach to qualitative content analysis. Results: In analyzing the data, five themes were identified: (a) adjustments for recess, (b) communications about recess, (c) successes and challenges of recess, (d) health and well-being among children, and (e) recommendations for recess postpandemic. Discussion/Conclusion: When planning, organizing, and implementing a recess in a postpandemic era, school leaders may want to consider establishing cohorts, developing a handbook, creating a rotation schedule (i.e., blacktop, field, playground), developing a recess committee, utilizing the physical education teacher for staff development, assigning recess equipment and bags, offering a variety of activities, and teaching children how to play.","PeriodicalId":50025,"journal":{"name":"Journal of Teaching in Physical Education","volume":"1 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"64039424","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
P. Ward, Won Seok Chey, Insook Kim, E. Tsuda, Bomna Ko, D. Deglau, Kyuil Cho
Purpose: There is little known about the state of teacher education programs in this field. The aim of this article is to provide a descriptive analysis of physical education and health education teacher education programs in the United States. Method: Using published curriculums, a census of active undergraduate teacher education programs and a more in-depth analysis of one program from each state based on interviews with program coordinators was conducted. Findings: Data are reported across nine categories: (a) institution and program classifications, (b) degree designations, (c) degree and major’s hours, (d) enrollment, (e) program status and trends, (f) admission and graduation requirements, (g) curricular time, (h) faculty demographics, and (i) health education. Conclusions: The data show that there is a broad interpretation of what counts as physical and health teacher education in terms of curriculum, and there are significant and pressing challenges for the field to address moving forward.
{"title":"An Analysis of Physical Education and Health Education Teacher Education Programs in the United States","authors":"P. Ward, Won Seok Chey, Insook Kim, E. Tsuda, Bomna Ko, D. Deglau, Kyuil Cho","doi":"10.1123/jtpe.2022-0279","DOIUrl":"https://doi.org/10.1123/jtpe.2022-0279","url":null,"abstract":"Purpose: There is little known about the state of teacher education programs in this field. The aim of this article is to provide a descriptive analysis of physical education and health education teacher education programs in the United States. Method: Using published curriculums, a census of active undergraduate teacher education programs and a more in-depth analysis of one program from each state based on interviews with program coordinators was conducted. Findings: Data are reported across nine categories: (a) institution and program classifications, (b) degree designations, (c) degree and major’s hours, (d) enrollment, (e) program status and trends, (f) admission and graduation requirements, (g) curricular time, (h) faculty demographics, and (i) health education. Conclusions: The data show that there is a broad interpretation of what counts as physical and health teacher education in terms of curriculum, and there are significant and pressing challenges for the field to address moving forward.","PeriodicalId":50025,"journal":{"name":"Journal of Teaching in Physical Education","volume":"1 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"64041622","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Mengyi Wei, K. Richards, Naiman A. Khan, A. Woods, D. Espelage, K. Graber
Purpose: The purpose of this study was to examine children’s, camp counselors’, and activity leaders’ perceptions toward the effects of a 4-week teaching personal and social responsibility model-based summer learning and enrichment program and its ability to reduce bullying behaviors among school-age children. Method: Data collection included semistructured interviews with 30 children and eight camp staff. Child participants completed the following pre- and postsurveys: Personal and Social Responsibility Questionnaire and the Illinois Bullying Scale. In addition, daily observations over a 4-week period were recorded in a field notes log. Survey data were analyzed using descriptive statistics and bivariate correlations, and all observational and interview data were coded using inductive and deductive techniques. Results: The results indicated that the implementation of teaching personal and social responsibility model was perceived to be associated with reduction in the bullying. Conclusion: Findings from the present study suggested teaching personal and social responsibility facilitated social and emotional learning and improved children’s personal and social responsibility.
{"title":"Influence of a Summer Wellness Program on Bullying Reduction Among School-Age Children","authors":"Mengyi Wei, K. Richards, Naiman A. Khan, A. Woods, D. Espelage, K. Graber","doi":"10.1123/jtpe.2022-0111","DOIUrl":"https://doi.org/10.1123/jtpe.2022-0111","url":null,"abstract":"Purpose: The purpose of this study was to examine children’s, camp counselors’, and activity leaders’ perceptions toward the effects of a 4-week teaching personal and social responsibility model-based summer learning and enrichment program and its ability to reduce bullying behaviors among school-age children. Method: Data collection included semistructured interviews with 30 children and eight camp staff. Child participants completed the following pre- and postsurveys: Personal and Social Responsibility Questionnaire and the Illinois Bullying Scale. In addition, daily observations over a 4-week period were recorded in a field notes log. Survey data were analyzed using descriptive statistics and bivariate correlations, and all observational and interview data were coded using inductive and deductive techniques. Results: The results indicated that the implementation of teaching personal and social responsibility model was perceived to be associated with reduction in the bullying. Conclusion: Findings from the present study suggested teaching personal and social responsibility facilitated social and emotional learning and improved children’s personal and social responsibility.","PeriodicalId":50025,"journal":{"name":"Journal of Teaching in Physical Education","volume":"1 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"64039112","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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