Portuguese Physical Literacy Assessment for adolescents (15–18 years): validation using confirmatory factor and composite analyses

ObjectiveThe aim of this study was to assess the construct validity and reliability of the Portuguese Physical Literacy Assessment (PPLA) instruments (a questionnaire and a tool using teacher-reported data). We also investigated the conceptual and practical implications of reflective vs. formative measurement of Physical Literacy using the PPLA.MethodsMultiple Confirmatory Factor Analysis (CFA) and Confirmatory Composite Analysis (CCA) models were used complementarily to assess construct validity in a sample of 521 grade 10–12 Portuguese students from Lisbon, Portugal. Bifactor model-based indices (ω), Explained Common Variance (ECV), and Percentage of Uncontaminated Correlations (PUC) were used to assess score reliability and adequacy.ResultsUsing CFA, an asymmetrical bifactor model (S*1-1) provided the best fit to the data [Robust Comparative Fit Index = 97, Robust Root Mean Square Error Of Approximation = 0.05 (0.04–0.06), Standardized Root Mean Square Residual (SRMR) = 0.04], while CCA resulted in the best absolute fit for single first-order composite models (dG, dL, and SRMR below or borderline of their 95% critical value). Through a reflective paradigm, the total PL score should not be used in isolation (ECV = 0.49, ωH = 0.71, lower than recommended 0.80). Subscales for the Physical, Psychological, and Social domains attained acceptable reliability scores (ωs = 0.76, 0.82, 0.80, and 0.60).ConclusionsA general trait of PL accounts for considerable variance in all indicators. We advise calculation of a total summed PL score and domain scores, which should be interpreted conjointly in applied settings. Despite both paradigms being tenable, future research efforts should use a bifactor measurement model, which permits disentanglement of the variance attributed to the general PL trait and its domains. Overall, evidence supported the construct validity and reliability of the PPLA for its intended use as an integrated tool to measure PL as a multidimensional construct in 15- to 18-year-old Portuguese students in a physical education setting

“I’m a Facilitator of Learning!” Understanding What Teachers and Students Do Within Student-Centered Physical Education Models

The role of the facilitator has become almost synonymously associated with student-centered approaches. However, how a teacher functions as a facilitator is less well defined. This article begins to define teacher action in student-centered learning environments. Through an exploration of teacher behavior, teacher–student interactions, and discussions around teacher-as-activator, the article argues that the teacher must play an active role in the classroom and should be considered much more than a “guide on the side.” Teachers should use a range of direct and indirect behaviors and dialogical exchanges to support and extend learning. These actions and interactions should be contextually relevant and aligned with the learning aims of the student-centered approach. In suggesting that facilitation provides a narrow perspective on teacher action, the article calls for further consideration around teacher-as-activator to consider the teacher as someone who activates new learning possibilities.16 page(s

O. D. Edwards, Arnold O. Morgan, Decker S. Womack and Dean Gano to Gov. Ross Barnett, 28 September 1962

Senders state that for every border patrolman sent to carry out Bobby\u27s order they will send another Texan to face him. Message was forwarded to Jackson, MS.https://egrove.olemiss.edu/west_union_gov/1065/thumbnail.jp

What drives quality physical education? : a systematic review and meta-analysis of learning and development effects from physical education-based interventions

Objective: To determine the effects of learning interventions aimed at optimizing the quality of physical education (PE) on psychomotor, cognitive, affective and social learning outcomes in children and adolescents. Design: A systematic review and meta-analysis. Data Sources: After searching PsycInfo, ERIC, and SportDiscus electronic databases, we identified 135 eligible studies published between January 1, 1995 to May 1, 2021. Eligibility Criteria for Selecting Studies: We included randomized controlled trials, quasi-experimental studies, and controlled trials that assessed the effect of a PE-based intervention against one of the four identified learning domains in youth at school (aged 5-18 years). Results: One hundred and thirty five (135) studies with over 42,500 participants and 193 calculated effect sizes were included in the study. The mean effect across all the learning and development outcomes was small to medium (Cohen's d = 0.32, 95% confidence interval [CI] (0.27-0.37). When adjusted for publication bias using the Duval and Tweedie Trim and Fill Method, this mean effect size increased to d = 0.40 (CI = 0.34-0.46). Effect sizes varied significantly based on learning and development outcomes. Interventions that consistently report above or below the mean d = 0.40 effect are identified based on learning outcome. The greatest effects across interventions were witnessed in psychomotor learning outcomes (d = 0.52) followed by affective (d = 0.47), social (d = 0.32), and cognitive (d = 0.17) learning outcomes. A minority (< 10%) of PE interventions captured by this systematic review and meta-analysis reported having a negative effect on student learning and development. Conclusion: The interventions with the greatest effects on student learning and development were dependant on the learning domains. Some PE interventions with a pedagogical focus such as games-based approaches, TARGET/Mastery Teaching, and Sport Education were found to be strong investments across multiple domains. The evidence is limited however by consistency in intervention dosage, study design, and data collection instruments. The study received no internal or external funding and was not prospectively registered

Art Meets Sport::What Can Actor Training Bring to Physical Literacy Programs?

The aim of this communication is to highlight synergies and opportunities between the fields of education, sport and health and the performing arts for the promotion of physical literacy. First, physical literacy is introduced and then defined according to the definition used in this communication. Secondly, we highlight the gap in physical literacy interventions, in that they do not address learning based on a holistic comprehensive definition of physical literacy. Then we provide examples of interventions that do borrow from the arts, such as circus arts, and show how these approaches explicitly link to the discipline of arts. This is followed by program examples, which approach motor and language development from discipline-specific perspectives. Then we introduce actor training (within the discipline of arts) in terms of how this approach may be useful to our understanding of physical literacy and how to expand the conception of physical literacy to include affective meaning making, and tolerance for ambiguity and discomfort in not-knowing. Finally, we conclude with the next step for the bridging of disciplines in order to further our journey to understand and improve physical literacy

Does physical activity mediate the associations between blue space and mental health? : a cross-sectional study in Australia

Background Research has begun to examine whether blue space is beneficial to mental health. While results are promising, it is difficult to know which aspects of mental health or mental ill-health may benefit most. Physical activity has been proposed as one potential mechanism via which blue space may be associated with better mental health. However, very few studies have examined mechanisms. We examined associations between blue space proximity and a range of mental health outcomes and examined which of these associations were mediated by physical activity. Methods 350 participants (M=38.74, SD=14.92, 70% female) self-reported their weekly physical activity and completed measures of depression, anxiety, and psychological wellbeing. We then used GIS software to calculate blue space proximity (i.e., coastal and inland), and structural equation modelling with mediation paths to determine the role of physical activity in the associations between bluespace and mental health. Results Physical activity partially mediated the associations between coastal proximity and depression (β=0.02, 95% CI=0.001, 0.05), anxiety (β=0.03, 95% CI=0.01, 0.06), and wellbeing (β = −0.03, 95% CI=−0.08, −0.01), and fully mediated the associations between inland water proximity and depression (β=0.02, 95% CI=0.003, 0.05), anxiety (β=0.03, 95% CI=0.01, 0.07), and wellbeing (β = −0.03, 95% CI=−0.07, −0.01). Conclusion While physical activity appears to explain associations between inland blue space and mental health outcomes, it only partially explains the association between coastal blue space and mental health, suggesting other mechanisms may play a role and even inactive exposure may be beneficial

Overview of Mark-recovery Studies on Adult and Juvenile Atlantic Menhaden, Brevoortia tyrannus, and Gulf Menhaden, B. patronus

Extensive mark-recapture studies using internal ferromagnetic tags have been conducted on Atlantic menhaden, Brevoortia tyrannus, and Gulf menhaden, B. patronus. From 1966 through 1969, 1,066,357 adult Atlantic menhaden were tagged; subsequently, from 1970 through 1987, 428,272 juveniles of this species were tagged. Similarly, from 1969 through 1971, 75,673 adult Gulf menhaden were tagged; concurrently from 1970 through 1985, 236,936 juveniles were tagged and released. This report provides an overview of the history of the tagging program, methodologies for both release and recovery activities, a summary of release areas and number of fish tagged within each area, and a review of assumptions necessary for the analysis of this type of mark-recovery data. The resulting data sets have proven to be highly useful for a variety of analyses ranging from determination of migratory patterns and population structure to estimating mortality rates. The relatively wide range of acceptance of tagging results by laymen, industry, and analysts alike have made these data extremely useful for management-oriented analyses

Theology, News and Notes - Vol. 38, No. 03

Theology News & Notes was a theological journal published by Fuller Theological Seminary from 1954 through 2014.https://digitalcommons.fuller.edu/tnn/1112/thumbnail.jp