{"title":"Erratum: Cheng et al. (2021)","authors":"","doi":"10.1123/jtpe.2022-0035","DOIUrl":"https://doi.org/10.1123/jtpe.2022-0035","url":null,"abstract":"","PeriodicalId":50025,"journal":{"name":"Journal of Teaching in Physical Education","volume":null,"pages":null},"PeriodicalIF":2.8,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"64038796","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}
The academic publishing process is fraught with challenges, inconsistencies, and the absence of clearly articulated guidelines and recommendations, particularly for doctoral students and other newcomers. Our goal is to overview key information that authors may consider and decisions they will need to make when determining authorship and preparing manuscripts for submission. Specifically, we discuss how authors can consider (a) the ongoing discussion of authorship, (b) identifying a target journal, and (c) submitting a manuscript for review. We draw influence from how processes are conducted relative to the Journal of Teaching in Physical Education in approaching our commentary as a point of reference. Nevertheless, while acknowledging differences in journal style and submission formats, many of the considerations discussed are relevant across publication outlets. Common threads across the discussion impress the importance of being intentional, proactive, and adaptive when engaging in authorship conversations and identifying target journals for submission.
{"title":"A Practical Approach to Negotiating Authorship and Preparing Manuscripts for Publication","authors":"K. Richards, M. Hemphill, S. Flory","doi":"10.1123/jtpe.2022-0146","DOIUrl":"https://doi.org/10.1123/jtpe.2022-0146","url":null,"abstract":"The academic publishing process is fraught with challenges, inconsistencies, and the absence of clearly articulated guidelines and recommendations, particularly for doctoral students and other newcomers. Our goal is to overview key information that authors may consider and decisions they will need to make when determining authorship and preparing manuscripts for submission. Specifically, we discuss how authors can consider (a) the ongoing discussion of authorship, (b) identifying a target journal, and (c) submitting a manuscript for review. We draw influence from how processes are conducted relative to the Journal of Teaching in Physical Education in approaching our commentary as a point of reference. Nevertheless, while acknowledging differences in journal style and submission formats, many of the considerations discussed are relevant across publication outlets. Common threads across the discussion impress the importance of being intentional, proactive, and adaptive when engaging in authorship conversations and identifying target journals for submission.","PeriodicalId":50025,"journal":{"name":"Journal of Teaching in Physical Education","volume":null,"pages":null},"PeriodicalIF":2.8,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"64038887","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. Iserbyt, H. van der Mars, H. Drijvers, J. Seghers
Purpose: Comprehensive School Physical Activity Programs aim to maximize the application of skills learned in physical education (PE) in other settings. We investigated students’ generalization of participation in fitness activities from PE to organized fitness programs during lunch recess. Method: Voluntary participation of 153 (74 girls, age 12.4 years) students from five schools in a fitness recess program before, during, and after a 12-lesson sport education fitness season in PE was assessed by gender and skill level. Moderate to vigorous physical activity was assessed through systematic observation. Results: After the sport education season, participation in fitness recess dropped from 41% to 9%, p < .001, effect size = 0.34. Average moderate to vigorous physical activity was higher in fitness (45%) compared with traditional recess (11%), p < .001, effect size = 0.50, irrespective of gender and skill level. Discussion/Conclusion: Generalization of participation in fitness activities from PE to lunch recess is a promising strategy to increase students’ moderate to vigorous physical activity.
{"title":"Generalization of Participation in Fitness Activities From Physical Education to Lunch Recess by Gender and Skill Level","authors":"P. Iserbyt, H. van der Mars, H. Drijvers, J. Seghers","doi":"10.1123/jtpe.2021-0091","DOIUrl":"https://doi.org/10.1123/jtpe.2021-0091","url":null,"abstract":"Purpose: Comprehensive School Physical Activity Programs aim to maximize the application of skills learned in physical education (PE) in other settings. We investigated students’ generalization of participation in fitness activities from PE to organized fitness programs during lunch recess. Method: Voluntary participation of 153 (74 girls, age 12.4 years) students from five schools in a fitness recess program before, during, and after a 12-lesson sport education fitness season in PE was assessed by gender and skill level. Moderate to vigorous physical activity was assessed through systematic observation. Results: After the sport education season, participation in fitness recess dropped from 41% to 9%, p < .001, effect size = 0.34. Average moderate to vigorous physical activity was higher in fitness (45%) compared with traditional recess (11%), p < .001, effect size = 0.50, irrespective of gender and skill level. Discussion/Conclusion: Generalization of participation in fitness activities from PE to lunch recess is a promising strategy to increase students’ moderate to vigorous physical activity.","PeriodicalId":50025,"journal":{"name":"Journal of Teaching in Physical Education","volume":null,"pages":null},"PeriodicalIF":2.8,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"64036699","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: Social media has become a popular platform for forming professional learning communities (PLCs) for educators. However, few studies have been conducted to understand physical educators’ behaviors in these social media-based PLCs. This study aimed to investigate physical educators’ help-seeking behaviors in a social media-based PLC on Facebook. Method: A case study was conducted to explore physical educators’ help-seeking behaviors. A total of 4,323 posts were collected and analyzed using content analysis procedures. Both descriptive and qualitative analyses were performed. Findings: More than half (51.45%) of posts published in this Facebook PLC aimed to seek help. Six themes reflecting the types of help that physical educators sought were generated: teaching ideas and materials, equipment and technology, classroom management and discipline, extracurricular event and program development, career and professional development, and social and emotional support. Conclusion: The findings suggest that social media-based PLCs can provide physical educators at all levels opportunities to seek help.
{"title":"Understanding Physical Education Teachers’ Help-Seeking Behaviors in a Facebook Professional Learning Community","authors":"Xiuye Xi̇e, Y. Chen","doi":"10.1123/jtpe.2021-0238","DOIUrl":"https://doi.org/10.1123/jtpe.2021-0238","url":null,"abstract":"Purpose: Social media has become a popular platform for forming professional learning communities (PLCs) for educators. However, few studies have been conducted to understand physical educators’ behaviors in these social media-based PLCs. This study aimed to investigate physical educators’ help-seeking behaviors in a social media-based PLC on Facebook. Method: A case study was conducted to explore physical educators’ help-seeking behaviors. A total of 4,323 posts were collected and analyzed using content analysis procedures. Both descriptive and qualitative analyses were performed. Findings: More than half (51.45%) of posts published in this Facebook PLC aimed to seek help. Six themes reflecting the types of help that physical educators sought were generated: teaching ideas and materials, equipment and technology, classroom management and discipline, extracurricular event and program development, career and professional development, and social and emotional support. Conclusion: The findings suggest that social media-based PLCs can provide physical educators at all levels opportunities to seek help.","PeriodicalId":50025,"journal":{"name":"Journal of Teaching in Physical Education","volume":null,"pages":null},"PeriodicalIF":2.8,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"64037368","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: Evidence demonstrates that many school children fail to master fundamental movement skills (FMS). Little is known about the teaching and learning of FMS in Hong Kong. This study aimed to capture voices from both teachers and students to better understand the current FMS practices in primary physical education Methods: Semistructured interviews with physical education teachers and focus groups with students were conducted. Thematic analysis of teacher transcriptions was performed. Student focus groups were analyzed using a framework approach, guided by TARGET (i.e., Task, Autonomy, Recognition, Grouping, Evaluation, and Time). Results: Several “teacher” level themes were developed: Self-efficacy (mis)judgment, limited pedagogical content knowledge, ineffective instructional and assessment strategies, insufficient teacher training, and deprioritization of skill development in physical education. Students perceived the need for a more student-centered approach to the teaching of FMS. Conclusions: Results highlighted the need for a different approach to initial and continuous teacher education in FMS. Further investigation into the most effective forms of teacher education is necessary, in order to improve the teaching and learning of FMS in schools.
{"title":"Understanding the Teaching and Learning of Fundamental Movement Skills in the Primary Physical Education Setting: A Qualitative Study","authors":"C. Chan, A. Ha, N. Lander, J. Ng","doi":"10.1123/jtpe.2021-0206","DOIUrl":"https://doi.org/10.1123/jtpe.2021-0206","url":null,"abstract":"Purpose: Evidence demonstrates that many school children fail to master fundamental movement skills (FMS). Little is known about the teaching and learning of FMS in Hong Kong. This study aimed to capture voices from both teachers and students to better understand the current FMS practices in primary physical education Methods: Semistructured interviews with physical education teachers and focus groups with students were conducted. Thematic analysis of teacher transcriptions was performed. Student focus groups were analyzed using a framework approach, guided by TARGET (i.e., Task, Autonomy, Recognition, Grouping, Evaluation, and Time). Results: Several “teacher” level themes were developed: Self-efficacy (mis)judgment, limited pedagogical content knowledge, ineffective instructional and assessment strategies, insufficient teacher training, and deprioritization of skill development in physical education. Students perceived the need for a more student-centered approach to the teaching of FMS. Conclusions: Results highlighted the need for a different approach to initial and continuous teacher education in FMS. Further investigation into the most effective forms of teacher education is necessary, in order to improve the teaching and learning of FMS in schools.","PeriodicalId":50025,"journal":{"name":"Journal of Teaching in Physical Education","volume":null,"pages":null},"PeriodicalIF":2.8,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"64037601","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}
Kelly L. Simonton, T. Layne, Boone Brown, Keith Loupe
Teaching physical education during the COVID-19 pandemic presented challenges, putting a spotlight on problematic school structures and teacher beliefs that influence teacher effectiveness and well-being. The purpose of this study was to capture physical education teachers’ (N = 10) experiences during the pandemic to understand perceptions of support, teaching beliefs, and emotions/reactions to the new environment. Short-term longitudinal qualitative analysis was used to collect pre/post semester interviews and critical incidence forms throughout the semester. Resulting themes included: (a) superficial versus tangible support, (b) planning for curricular changes, (c) student–teacher connections, and (d) emotional labor and uncertainty. Results provide insight about thriving versus surviving as learned from teaching during a pandemic. Teachers who displayed positive emotions, sought student connections, and exhibited stronger core beliefs, resilience, and flexibility within instructional decisions perceived more effectiveness and well-being. Findings support investigating holes in teacher belief systems and the interconnectedness between emotions and teacher effectiveness and well-being.
{"title":"Physical Education Teacher Experiences Through the Lens of a Pandemic: Putting a Spotlight on Teacher Beliefs, Practices, Emotional Fragility, and Well-Being","authors":"Kelly L. Simonton, T. Layne, Boone Brown, Keith Loupe","doi":"10.1123/jtpe.2021-0216","DOIUrl":"https://doi.org/10.1123/jtpe.2021-0216","url":null,"abstract":"Teaching physical education during the COVID-19 pandemic presented challenges, putting a spotlight on problematic school structures and teacher beliefs that influence teacher effectiveness and well-being. The purpose of this study was to capture physical education teachers’ (N = 10) experiences during the pandemic to understand perceptions of support, teaching beliefs, and emotions/reactions to the new environment. Short-term longitudinal qualitative analysis was used to collect pre/post semester interviews and critical incidence forms throughout the semester. Resulting themes included: (a) superficial versus tangible support, (b) planning for curricular changes, (c) student–teacher connections, and (d) emotional labor and uncertainty. Results provide insight about thriving versus surviving as learned from teaching during a pandemic. Teachers who displayed positive emotions, sought student connections, and exhibited stronger core beliefs, resilience, and flexibility within instructional decisions perceived more effectiveness and well-being. Findings support investigating holes in teacher belief systems and the interconnectedness between emotions and teacher effectiveness and well-being.","PeriodicalId":50025,"journal":{"name":"Journal of Teaching in Physical Education","volume":null,"pages":null},"PeriodicalIF":2.8,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"64037657","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}
Hairui Liu, Wei Shen, Anyi Hu, Wen Wang, Wei Li, P. Hastie
Purpose: To examine the consistency of findings between two studies examining the impact of sport education on Chinese physical education preservice teachers’ content knowledge and performance of volleyball and basketball. Methods: One hundred and six preservice teachers’ from a university in central China participated in six semester-long courses of basketball taught using either a Multi-Activity or Sport Education model of instruction. Pre- and postcourse measures of game performance were recorded for common content knowledge and specialized content knowledge. Results: After controlling for preintervention scores, statistically significant differences favoring Sport Education were found for common content knowledge as well as specialized content knowledge. Students in Sport Education had 62 times higher odds of reaching the specialized content knowledge benchmark depth for acceptable content development. Conclusion: These findings provide support for the idea that the accountability mechanisms specific to Sport Education, together with the tasks related to designing team training plans, serve to promote students’ ability to design and sequence tasks based on their team’s needs.
{"title":"The Impact of Sport Education on Physical Education Majors’ Basketball Content Knowledge and Performance","authors":"Hairui Liu, Wei Shen, Anyi Hu, Wen Wang, Wei Li, P. Hastie","doi":"10.1123/jtpe.2022-0058","DOIUrl":"https://doi.org/10.1123/jtpe.2022-0058","url":null,"abstract":"Purpose: To examine the consistency of findings between two studies examining the impact of sport education on Chinese physical education preservice teachers’ content knowledge and performance of volleyball and basketball. Methods: One hundred and six preservice teachers’ from a university in central China participated in six semester-long courses of basketball taught using either a Multi-Activity or Sport Education model of instruction. Pre- and postcourse measures of game performance were recorded for common content knowledge and specialized content knowledge. Results: After controlling for preintervention scores, statistically significant differences favoring Sport Education were found for common content knowledge as well as specialized content knowledge. Students in Sport Education had 62 times higher odds of reaching the specialized content knowledge benchmark depth for acceptable content development. Conclusion: These findings provide support for the idea that the accountability mechanisms specific to Sport Education, together with the tasks related to designing team training plans, serve to promote students’ ability to design and sequence tasks based on their team’s needs.","PeriodicalId":50025,"journal":{"name":"Journal of Teaching in Physical Education","volume":null,"pages":null},"PeriodicalIF":2.8,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"64038426","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}
This study examines the culturally responsive teaching self-efficacy of graduates from a Physical Education Teacher Education program focused on social justice issues. We examined barriers to culturally responsive teaching and areas where alumni felt least efficacious. Forty-three graduates of a Physical Education Teacher Education program completed the culturally responsive teaching self-efficacy scale and demographic questions via Qualtrics, and 13 completed a 45- to 60-min interview regarding urban teaching experience. Quantitative data were analyzed using descriptive statistics and comparative data analysis to determine areas of lower self-efficacy. Two major themes emerged from this data: (a) misalignment between expectations and reality and (b) lack of practical experiences with communication. Specific coursework, training, and supports need to be implemented to address the mismatch between participants’ lived experiences and their daily challenges upon induction. Physical Education Teacher Education programs need to critically examine the experiences preservice teachers have interacting and communicating with English language learners and their caregivers prior to induction.
{"title":"Challenges to Culturally Responsive Teaching in Physical Education Teacher Education Alumni: A Mixed-Methods Analysis","authors":"S. Flory, Craigory Nieman, R. Wylie","doi":"10.1123/jtpe.2021-0312","DOIUrl":"https://doi.org/10.1123/jtpe.2021-0312","url":null,"abstract":"This study examines the culturally responsive teaching self-efficacy of graduates from a Physical Education Teacher Education program focused on social justice issues. We examined barriers to culturally responsive teaching and areas where alumni felt least efficacious. Forty-three graduates of a Physical Education Teacher Education program completed the culturally responsive teaching self-efficacy scale and demographic questions via Qualtrics, and 13 completed a 45- to 60-min interview regarding urban teaching experience. Quantitative data were analyzed using descriptive statistics and comparative data analysis to determine areas of lower self-efficacy. Two major themes emerged from this data: (a) misalignment between expectations and reality and (b) lack of practical experiences with communication. Specific coursework, training, and supports need to be implemented to address the mismatch between participants’ lived experiences and their daily challenges upon induction. Physical Education Teacher Education programs need to critically examine the experiences preservice teachers have interacting and communicating with English language learners and their caregivers prior to induction.","PeriodicalId":50025,"journal":{"name":"Journal of Teaching in Physical Education","volume":null,"pages":null},"PeriodicalIF":2.8,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"64038625","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}
F. M. Leo, B. Behzadnia, M. A. López-Gajardo, M. Batista, J. Pulido
Purpose: Based on a multilevel approach (individual and class level), this study aimed to test which need-supportive/thwarting teaching styles were more closely associated with students’ motivation and other positive physical education (PE) out-of-school consequences. Method: Participants were 654 primary (n = 385) and secondary (n = 269) PE students (Mage = 11.96 ± 1.95; boys = 317 and girls = 337). Results: The three need-supportive teaching behaviors were related to autonomous motivation, PE importance and usefulness, and the intentions to practice physical activity at the individual level; the role of competence support at both individual and class levels is highlighted. Competence-thwarting style was also negatively related to autonomous motivation at both levels, and jointly to relatedness-thwarting behaviors positively to a motivation at the individual level. Conclusion: Our results provide insight into how the specific type of interpersonal styles adopted by teachers can be decisive to achieve positive PE outcomes in and out of school.
{"title":"What Kind of Interpersonal Need-Supportive or Need-Thwarting Teaching Style Is More Associated With Positive Consequences in Physical Education?","authors":"F. M. Leo, B. Behzadnia, M. A. López-Gajardo, M. Batista, J. Pulido","doi":"10.1123/jtpe.2022-0040","DOIUrl":"https://doi.org/10.1123/jtpe.2022-0040","url":null,"abstract":"Purpose: Based on a multilevel approach (individual and class level), this study aimed to test which need-supportive/thwarting teaching styles were more closely associated with students’ motivation and other positive physical education (PE) out-of-school consequences. Method: Participants were 654 primary (n = 385) and secondary (n = 269) PE students (Mage = 11.96 ± 1.95; boys = 317 and girls = 337). Results: The three need-supportive teaching behaviors were related to autonomous motivation, PE importance and usefulness, and the intentions to practice physical activity at the individual level; the role of competence support at both individual and class levels is highlighted. Competence-thwarting style was also negatively related to autonomous motivation at both levels, and jointly to relatedness-thwarting behaviors positively to a motivation at the individual level. Conclusion: Our results provide insight into how the specific type of interpersonal styles adopted by teachers can be decisive to achieve positive PE outcomes in and out of school.","PeriodicalId":50025,"journal":{"name":"Journal of Teaching in Physical Education","volume":null,"pages":null},"PeriodicalIF":2.8,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"64038806","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}
Irene Rocamora, A. Casey, S. González-Víllora, N. Arias-Palencia
Purpose: To understand how a season of sport education (SE) and a hybrid SE and cooperative learning season impacted on elementary school students’ physical activity levels and motivation and to examine possible differences according to gender. Method: A total of 97 fourth- to fifth-grade students in four intact classes participated in a 14-lesson handball season. Results: Students in SE had higher levels of moderate-to-vigorous physical activity levels than the hybrid season. When sorted by gender, boys were significantly more active than girls in both interventions. However, students in the hybrid season reported higher levels of motivation than participants in the SE season, especially for intrinsic motivation. Conclusion: The hybridization of models positively affected students’ motivation in PE, while the reverse is true of SE with regard to physical activity levels.
{"title":"A Comparison of Motivation and Physical Activity Levels Between a Sport Education Season and a Hybrid Sport Education and Cooperative Learning Season","authors":"Irene Rocamora, A. Casey, S. González-Víllora, N. Arias-Palencia","doi":"10.1123/jtpe.2021-0077","DOIUrl":"https://doi.org/10.1123/jtpe.2021-0077","url":null,"abstract":"Purpose: To understand how a season of sport education (SE) and a hybrid SE and cooperative learning season impacted on elementary school students’ physical activity levels and motivation and to examine possible differences according to gender. Method: A total of 97 fourth- to fifth-grade students in four intact classes participated in a 14-lesson handball season. Results: Students in SE had higher levels of moderate-to-vigorous physical activity levels than the hybrid season. When sorted by gender, boys were significantly more active than girls in both interventions. However, students in the hybrid season reported higher levels of motivation than participants in the SE season, especially for intrinsic motivation. Conclusion: The hybridization of models positively affected students’ motivation in PE, while the reverse is true of SE with regard to physical activity levels.","PeriodicalId":50025,"journal":{"name":"Journal of Teaching in Physical Education","volume":null,"pages":null},"PeriodicalIF":2.8,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"64036541","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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