Resilience in physical education: a qualitative exploration of protective factors

Resilience refers to findings that some individuals have good outcomes despite exposure to stressors, and protective factors are defined as influences that alter a person’s response to such stressors. Academic resilience research identifies factors that promote positive educational outcomes; however no research to date investigates student resilience in the unique context of Physical Education (PE). The current study sought to explore protective factors that alter secondary school students’ responses to the common stressors associated with PE participation. Interviews and focus groups were conducted with six teachers and 54 students, and transcripts were analysed using thematic analysis. In line with the conceptualisation of protective factors, higher order themes of individual assets and environmental factors were identified. Individual assets included personality, cognitive factors (e.g. value of PE activities) and behavioural factors (e.g. attending extra-curricular activities). Environmental factors included teacher and peer support, and the relative importance of PE promoted by the school and parents

Approaches to measuring academic resilience: A systematic review

Recent years have seen increased government funding into resilience-building programmes in schools. However, practitioners are unable to assess the efficacy of interventions due to the lack of an available measure of academic resilience. The aim of this review is to provide an overview of the methods investigators have employed to measure academic resilience. A computerised literature search was conducted to identify journal articles where academic resilience was either; a) inferred through assessment of risk and positive adaptation or b) assessed using a measurement scale comprising protective factors. Results demonstrated significant variability in the factors utilised to represent risk and positive adaptation, and an inconsistent use of measurement scales. Different approaches to measuring academic resilience across studies leads to inconsistencies when estimating prevalence of the concept and the impact of resilience-based interventions. A discussion of the psychometric rigor of approaches to assessment is provided, with specific recommendations for future development of a measurement of academic resilience

Approaches to measuring academic resilience: A systematic review

Recent years have seen increased government funding into resilience-building programmes in schools. However, practitioners are unable to assess the efficacy of interventions due to the lack of an available measure of academic resilience. The aim of this review is to provide an overview of the methods investigators have employed to measure academic resilience. A computerised literature search was conducted to identify journal articles where academic resilience was either; a) inferred through assessment of risk and positive adaptation or b) assessed using a measurement scale comprising protective factors. Results demonstrated significant variability in the factors utilised to represent risk and positive adaptation, and an inconsistent use of measurement scales. Different approaches to measuring academic resilience across studies leads to inconsistencies when estimating prevalence of the concept and the impact of resilience-based interventions. A discussion of the psychometric rigor of approaches to assessment is provided, with specific recommendations for future development of a measurement of academic resilience

Achievement goal profiles in school physical education: Differences in self-determination, sport ability beliefs, and physical activity

Background. Physical activity is a major public health issue as trends show inadequate levels of physical activity for health and rising levels of obesity. Understanding motivation for physical activity in youth by assessing their motivational profiles associated with school physical education could inform future interventions