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Female Undergraduate Students’ Experiences Facilitating an Out-of-School Physical Activity Program for Middle School Girls 女大学生推动中学女生校外体育活动的经验
IF 2.8 2区 教育学 Q1 Social Sciences Pub Date : 2023-01-01 DOI: 10.1123/jtpe.2022-0240
Peter Stoepker, Duke D. Biber, Jaimie M. McMullen
Purpose: To explore undergraduate students’ experiences leading and facilitating an out-of-school-time (OST) physical activity program for middle school girls. Method: Five female undergraduate students (N = 4 Black or African American) participated in semistructured individual interviews and submitted weekly reflections during their time leading the OST Girls Empowering Movement (program). The data were analyzed inductively by conducting systematic searches across interview transcripts and artifacts. Results: Four themes were generated, including: find something that they would like, sometimes it is hard to calm chaos, those girls cling to me, and this experience was really good for me. Conclusion: The findings indicate that the undergraduate students who facilitated the Girls Empowering Movement program experienced significant growth and learned the complexities involved in facilitating and leading an OST program. These findings have practical implications when considering physical activity leadership practices and experiences leading OST physical activity programming.
目的:探讨大学生主导和推动中学女生校外体育活动项目的经验。方法:五名女本科生(N = 4名黑人或非裔美国人)参加了半结构化的个人访谈,并在领导OST女孩赋权运动(项目)期间每周提交反思。通过对采访记录和人工制品进行系统搜索,对数据进行归纳分析。结果:产生了四个主题,包括:找到自己喜欢的东西,有时很难平息混乱,那些女孩粘着我,这次经历对我来说真的很好。结论:研究结果表明,促进女孩赋权运动项目的本科生经历了显著的成长,并学会了促进和领导一个OST项目所涉及的复杂性。当考虑体育活动领导实践和领导OST体育活动规划的经验时,这些发现具有实际意义。
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引用次数: 0
Cross-Cultural Adaptation and Psychometric Properties of the Persian Version of the Life Skills Scale for Physical Education 波斯版体育生活技能量表的跨文化适应与心理测量特征
2区 教育学 Q1 Social Sciences Pub Date : 2023-01-01 DOI: 10.1123/jtpe.2023-0030
Mohsen Vahdani, Lorcan Cronin, Najmeh Rezasoltani
Purpose : The purpose of this research was to develop and assess the psychometric properties of the Persian version of the Life Skills Scale for Physical Education (P-LSSPE). Method : During Study 1, which included four translators, eight physical education experts, and 45 physical education students, the LSSPE was translated and adapted into Persian, and its content validity was assessed. Study 2 assessed evidence for the factorial validity and reliability of the scale with a sample of 1,004 students. Study 3, which included 462 students, assessed nomological validity evidence. Results : In Study 1, the content validity analyses indicated that the P-LSSPE items and their dimensions were clear in language, practical in application, and represented the life skills in question. In Study 2, a bifactor confirmatory factor analysis model was the best representation of the data and provided evidence for the construct validity of the scale. In Study 3, evidence for the nomological validity of the P-LSSPE was provided, with the correlation coefficients indicating that teacher autonomy support was associated with students’ development of all eight life skills and total life skills. Discussion/Conclusion : Overall, the findings of this research suggest that the P-LSSPE can be used to accurately measure the life skills development of Iranian physical education students.
目的:本研究的目的是开发和评估波斯语版体育生活技能量表(P-LSSPE)的心理测量特性。方法:在研究1中,包括4名翻译人员、8名体育专家和45名体育学生,将LSSPE翻译成波斯语,并对其内容效度进行评估。研究2评估了量表的析因效度和信度的证据,样本为1004名学生。研究3包括462名学生,评估了法效度证据。结果:研究1的内容效度分析表明,P-LSSPE的条目及其维度在语言上清晰,应用上实用,并代表了所讨论的生活技能。在研究2中,双因子验证性因子分析模型是数据的最佳代表,为量表的结构效度提供了证据。在研究3中,为P-LSSPE的逻辑效度提供了证据,相关系数表明教师自主支持与学生所有八项生活技能和总生活技能的发展相关。讨论/结论:总体而言,本研究结果表明,P-LSSPE可以准确地衡量伊朗体育学生的生活技能发展。
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引用次数: 0
Evaluating the Feasibility of the Education, Movement, and Understanding (EMU) Program: A Primary School-Based Physical Education Program Integrating Indigenous Games Alongside Numeracy and Literacy Skills 评估教育、运动和理解(EMU)项目的可行性:一个以小学为基础的体育项目,将土著游戏与算术和识字技能结合起来
IF 2.8 2区 教育学 Q1 Social Sciences Pub Date : 2023-01-01 DOI: 10.1123/jtpe.2021-0284
N. Eather, Nicolas Riley, Mark J. Babic, A. Bennie, John Maynard, P. Morgan
Purpose: The aim of this study was to develop, implement, and evaluate a 16-lesson integrated physical education program focusing on Indigenous games: Education, Movement, and Understanding (EMU). Method: The study aligned with current physical education, English, and mathematics syllabi and involved 105 children (9–12 years) from two primary schools (Awabakal Country, Australia; 2020). Children participated in sixteen 45–60 min EMU lessons over 8 weeks, with feasibility and preliminary efficacy outcomes assessed via mixed methods. Results: EMU was delivered successfully by the research team, with excellent student and teacher evaluations (M = 4.36–5.0 across 20 items). Improvements resulted for children’s cardiorespiratory fitness (d = 0.37, p = .001), enjoyment of sport (d = 0.27, p = .024), physical self-perceptions (d = 0.27, p = .043), and academic achievement (spelling d = 0.91, addition d = 0.40, subtraction d = 0.53, and division d = 0.68). No significant changes in well-being or multiplication scores resulted. Conclusion: Our results provide support for the feasibility and preliminary efficacy of EMU as a beneficial and enjoyable integrated primary school physical education program.
目的:本研究的目的是开发、实施和评估一个16课的综合体育教育计划,重点是土著游戏:教育、运动和理解(EMU)。方法:该研究与现行的体育、英语和数学教学大纲相一致,涉及来自两所小学(澳大利亚Awabakal Country;2020)。儿童参加为期8周的16节45-60分钟的EMU课程,通过混合方法评估可行性和初步疗效结果。结果:研究团队成功交付了EMU,学生和教师评价均为优秀(20项M = 4.36-5.0)。儿童心肺健康(d = 0.37, p = .001)、运动乐趣(d = 0.27, p = .024)、身体自我知觉(d = 0.27, p = .043)和学业成绩(拼写d = 0.91,加法d = 0.40,减法d = 0.53,除法d = 0.68)均有改善。幸福感和乘法分数没有显著变化。结论:本研究结果支持了EMU作为一种有益的、愉快的小学综合体育教学方案的可行性和初步效果。
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引用次数: 0
Preservice Teachers’ Assessment Literacy Within Models-Based Practice 基于模型实践的职前教师素养评估
IF 2.8 2区 教育学 Q1 Social Sciences Pub Date : 2023-01-01 DOI: 10.1123/jtpe.2022-0181
Jenna R. Starck, Oleg A. Sinelnikov, K. Richards
Purpose: Using the assessment literacy framework, the purpose of this study was to explore preservice teachers understanding and enactment of the message system during an early field experience. Method: Six PTs employed SE seasons totaling 540 min. Seven qualitative data methods were utilized. Data analysis included deductive and inductive analysis using a thematic approach. Trustworthiness included data triangulation, peer debriefing, negative case analysis, and the maintenance of an audit trail. Results: Three main themes derived from the data included: instructional decisions were driven by the SE model and informal assessment; formal assessment was driven by the structure of SE; and high assessment value but low assessment literacy. Discussion/Conclusion: The SE model drove PTs to use formal assessment, but primarily in an evaluative manner. The PTs lacked assessment literacy, felt pressure to follow the model, did not use assessment to inform teaching, and had concerns for future assessment use.
目的:本研究采用评估素养框架,探讨职前教师在早期实地体验中对信息系统的理解和制定。方法:6例患者采用SE季节,共540 min。采用7种定性资料方法。数据分析包括采用主题方法的演绎和归纳分析。可信度包括数据三角测量、同行汇报、负面案例分析和审计跟踪的维护。结果:从数据中得出的三个主要主题包括:教学决策由SE模型和非正式评估驱动;形式评价受SE结构驱动;评价价值高,评价素养低。讨论/结论:SE模型促使PTs使用正式的评估,但主要是以评估的方式。PTs缺乏评估素养,感到遵循模型的压力,没有使用评估来指导教学,并且担心未来的评估使用。
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引用次数: 0
Physical Education Teachers’ Perceptions of a Motor Competence Assessment Digital App 体育教师对运动能力评估数字App的认知
IF 2.8 2区 教育学 Q1 Social Sciences Pub Date : 2023-01-01 DOI: 10.1123/jtpe.2022-0222
E. Sousa‐Sá, N. Lander, A. A. Alqumsan, Shehab Alsanwy, D. Nahavandi, Nicole Toomey, Shady M. K. Mohamed, Steven Lewis, L. Barnett
Purpose: To refine a motor competence assessment app prototype, enabling its redesign. Method: Workshops were conducted to inform the prototype development. App’s usability was evaluated on its ability to communicate relevant information to the teachers (n = 9). A “think out loud” protocol was applied by the users. Results: Both workshops refined the app, namely: interface, background, acceptability/feasibility, results, teachers themselves, and effectiveness. Competitor analysis revealed recommendations for the wireframe, visuals, and proposed skills to be assessed. The need to include a demonstration for first-time users, video guidance, and links to more information for each skill was also raised. There was a recommendation on the design brief features and experiences. Conclusions: This study will provide guidance in discovering how digital solutions may shape motor competence assessment. The usability testing process with the teachers provides insight on the essential/desirable features required on these apps, enabling the prototype’s redesign to meet the users’ needs.
目的:完善运动能力评估应用程序原型,使其能够重新设计。方法:开展研讨会,为原型开发提供信息。通过App与教师沟通相关信息的能力来评估App的可用性(n = 9)。用户采用了“大声思考”协议。结果:两场研讨会都对app进行了细化,即:界面、背景、可接受性/可行性、结果、教师本人、有效性。竞争对手分析揭示了线框、视觉效果和建议技能的建议。还提出需要为首次使用者提供演示、视频指导以及每种技能的更多信息链接。有一个关于设计简要特点和体验的建议。结论:这项研究将为发现数字解决方案如何影响运动能力评估提供指导。教师的可用性测试过程提供了对这些应用程序所需的基本/理想功能的见解,使原型的重新设计能够满足用户的需求。
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引用次数: 0
A Whole-of-School Approach to Physical Activity Promotion: The Case of One Secondary School in England 促进全校体育活动的方法:以英国一所中学为例
IF 2.8 2区 教育学 Q1 Social Sciences Pub Date : 2023-01-01 DOI: 10.1123/jtpe.2022-0289
Emma Jaymes, C. Webster
Purpose: Whole-of-school approaches to physical activity (PA) promotion are recommended internationally, but there remains little descriptive research detailing the implementation of such approaches, especially at the secondary level. The purpose of this case study, which drew upon a social-ecological perspective, was to examine a whole-of-school approach used by one secondary school in England. Method: Participants (N = 30) included three members of the school’s senior leadership team, eight teachers, 15 students, and four parents. Data were collected during 5 months using open-ended questionnaires that all participants completed, 14 staff interviews with staff, three focus groups with students, six observations, and attendance records from various PA opportunities. Results: Thematic analysis identified five key PA opportunities and uncovered four themes in relation to these opportunities: Student Autonomy, Support from Leadership, New School, and Physical Education Time. Discussion/Conclusion: This study highlights the importance of targeting multiple levels of influence when implementing whole-of-school PA programming.
目的:国际上推荐全校推广体育活动(PA)的方法,但很少有详细介绍这种方法实施的描述性研究,特别是在中学层面。本案例研究借鉴了社会生态学的观点,目的是研究英国一所中学采用的全校教学方法。方法:参与者包括学校高层领导团队成员3人,教师8人,学生15人,家长4人。在5个月的时间里,通过使用所有参与者完成的开放式问卷、14次与员工的访谈、3次与学生的焦点小组、6次观察以及各种PA机会的出勤记录来收集数据。结果:主题分析确定了五个关键的PA机会,并揭示了与这些机会相关的四个主题:学生自治,领导支持,新学校和体育时间。讨论/结论:本研究强调了在实施全校PA规划时针对多个影响层面的重要性。
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引用次数: 0
Socializing Influences in the Careers of South Korean Female Physical Educators 社会对韩国女体育工作者职业生涯的影响
IF 2.8 2区 教育学 Q1 Social Sciences Pub Date : 2023-01-01 DOI: 10.1123/jtpe.2022-0299
Okseon Lee, K. Richards, Yeri Hong, Youngjoong Kim
Purpose: Grounded in the occupational socialization theory, this study explored how gender interacted with and influenced socialization experiences in the careers of South Korean female physical educators. Specific attention was directed toward the gendered experiences that female teachers experienced and the coping strategies to navigate them. Methods: The study adopted a qualitative case study design, and the participants were 15 female secondary school physical educators. Data were collected through life story timelines, critical incident writings, and individual interviews. Results: Four themes emerged: (a) unwelcomed and invisible; (b) experiencing a physicality-driven hierarchy; (c) dual marginalization as female physical educators; and (d) retreating, masking, redefining, or leaving to cope with challenges. Discussion/Conclusions: The findings indicated that female physical educators experienced being dual-marginalized due to the interplay between gender and subject matter. In response to the challenges, some conformed to their gender role to be safe; however, other teachers employed various strategies to overcome the status quo.
目的:本研究以职业社会化理论为基础,探讨性别与韩国女性体育工作者职业社会化经历的互动与影响。特别关注的是女性教师所经历的性别经验和应对策略。方法:采用定性案例研究设计,研究对象为15名中学女体育工作者。数据通过生活故事时间线、关键事件写作和个人访谈收集。结果:出现了四个主题:(a)不受欢迎和不可见;(b)经历肉体驱动的等级制度;(c)作为女性体育教育者的双重边缘化;(d)退缩、掩饰、重新定义或离开以应对挑战。讨论/结论:研究结果表明,由于性别和学科的相互作用,女性体育工作者经历了双重边缘化。为了应对这些挑战,一些人遵从自己的性别角色,以求安全;然而,其他教师采用各种策略来克服现状。
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引用次数: 0
Physical Activity Promotion on Private School Websites: The Case of Maryland 私立学校网站的体育活动推广:以马里兰州为例
IF 2.8 2区 教育学 Q1 Social Sciences Pub Date : 2023-01-01 DOI: 10.1123/jtpe.2023-0008
David Kahan, T. McKenzie, Maya Satnick, Olivia Hansen
Purpose: Content analysis of school websites may reveal the degree to which schools value physical education (PE) and physical activity (PA). We used the approach to quantify Maryland’s private school websites’ PE/PA content and associations with school characteristics. Method: The analytic sample (n = 387) was examined for mention of PE-/PA-related content (e.g., curriculum, dosage, intramurals). Associations between content and school characteristics (e.g., grade levels offered, religious orientation) were examined using Pearson’s chi-squared test. Results: PE (∼75% of school websites) was mentioned most frequently, and PA images and PE curriculum (∼30% each) were mentioned least frequently. Elementary and Catholic school websites were proportionately less and more likely, respectively, to mention various PE/PA content. Discussion/Conclusion: Representation of PE/PA content among Maryland’s private schools surpassed that found in previous studies. Nonetheless, relative omission of some content may allude to PE/PA being less valued compared with other academic subjects. Follow-up with stakeholders may help elucidate factors that influence content gatekeeping.
目的:通过对学校网站内容的分析,可以看出学校对体育教育和体育活动的重视程度。我们使用该方法量化了马里兰州私立学校网站的PE/PA内容以及与学校特色的关联。方法:对分析样本(n = 387)的PE / pa相关内容(如课程、剂量、校内)的提及情况进行检查。内容与学校特征(例如,提供的年级水平,宗教取向)之间的关联使用Pearson卡方检验。结果:体育(约75%的学校网站)被提及的频率最高,PA图像和体育课程(各约30%)被提及的频率最低。小学和天主教学校的网站按比例分别较少和较多地提到各种体育/PA内容。讨论/结论:马里兰州私立学校PE/PA内容的代表性超过了以往的研究。尽管如此,某些内容的相对遗漏可能暗示PE/PA与其他学术科目相比不那么受重视。与利益相关者的后续跟进可能有助于阐明影响内容把关的因素。
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引用次数: 0
Contributions of Tasks With Different Cognitive Load to High School Students’ In-Class Physical Activity 不同认知负荷任务对高中生课堂体育活动的贡献
IF 2.8 2区 教育学 Q1 Social Sciences Pub Date : 2023-01-01 DOI: 10.1123/jtpe.2022-0107
Anqi Deng, Ang Chen
Purpose: Cognitive load theory focuses on providing appropriate cognitive engagement to facilitate knowledge learning. The purpose of this study was to determine the contributions of cognitive load on high school students’ in-class physical activity. Method: A stratified random sample of high school students (N = 150) who participated in a large curriculum intervention study provided the data. A path analysis and Hayes’ PROCESS analysis were used to test a correlation model and moderation effect from gender and race. Results: The results showed that the reasoning learning tasks directly contributed to their in-class physical activity (path coefficient = .54, p < .01) and the gender and race factors were not significant moderators (p > .05). Conclusion: The findings imply that high cognitive load tasks can facilitate in-class physical activity. The findings suggest the power of the concept-based physical education curriculum in providing productive learning opportunities to all students.
目的:认知负荷理论侧重于提供适当的认知投入以促进知识学习。摘要本研究旨在探讨认知负荷对高中生课堂体育活动的影响。方法:对参加大型课程干预研究的高中学生(N = 150)进行分层随机抽样。采用通径分析和Hayes ' s PROCESS分析检验性别和种族的相关模型和调节效应。结果:推理学习任务对学生的课堂体育活动有直接影响(路径系数=。54, p .05)。结论:高认知负荷任务能促进课堂体育活动。研究结果表明,以概念为基础的体育课程在为所有学生提供富有成效的学习机会方面的力量。
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引用次数: 1
Can Physical Activity Breaks Assist Mathematics Learning? A Domain Learning Theory Perspective 体育活动间歇能帮助数学学习吗?领域学习理论视角
IF 2.8 2区 教育学 Q1 Social Sciences Pub Date : 2023-01-01 DOI: 10.1123/jtpe.2022-0199
Wen-Yi Wang, Ang Chen
Purpose: Guided by the model of domain learning theory, this study was intended to determine the extent to which integrating a 10-min physical activity (PA) break in elementary school mathematics lessons would enhance the learning of mathematics content. Methods: A sample of 22 intact classes from a random sample of eight schools in Taiwan were randomly assigned to an experimental condition with PA breaks (n = 11) and a control condition (n = 11) for 12 weeks. Students’ (N = 420) mathematics knowledge was assessed using the standardized aptitude tests accompanying the curriculum, which encompassed five knowledge domains. Results: Analysis on class means showed that adding the PA breaks did not benefit mathematics learning, which lends support to the model of domain learning theory. Discussion/Conclusion: The findings seem to question the theoretical foundation for adding PA breaks to classroom-taught content, including mathematics. Although interdisciplinary or cross-disciplinary instruction and learning may be necessary to advance students’ knowledge, including PA in classroom-taught subjects needs extensive research.
目的:在领域学习理论模型的指导下,本研究旨在确定在小学数学课程中整合10分钟体育活动(PA)休息时间对数学内容学习的促进程度。方法:从台湾省8所学校随机抽取22个完整班级,随机分为PA休息实验组(n = 11)和对照组(n = 11),为期12周。学生(N = 420)的数学知识评估使用标准化的能力倾向测试随课程,其中包括五个知识领域。结果:课堂均值分析表明,增加PA休息对数学学习没有好处,这支持了领域学习理论的模型。讨论/结论:研究结果似乎质疑在课堂教学内容(包括数学)中增加PA休息的理论基础。虽然跨学科或跨学科的教学和学习对于提高学生的知识可能是必要的,但包括课堂教学科目的PA需要广泛的研究。
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引用次数: 0
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Journal of Teaching in Physical Education
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