The Development of a Physical Education Teachers\u27 Physical Activity Self-Efficacy Instrument

In the present investigation a questionnaire was developed to assess physical education teachers\u27 self-efficacy for teaching classes in which their students were engaged in high levels of physical activity (i.e., at least 50% of class time). Exploratory and confirmatory factor analyses resulted in the development of a 16-item, 4-factor, multidimensional physical education teachers\u27 physical activity self-efficacy scale (PETPAS) that produced reliable and valid scores. The Student factor reflected teachers\u27 efficacy for managing students who didn\u27t enjoy or value physical activity. The Time factor was indicative of teachers\u27 efficacy when they didn\u27t have enough time to teach. The Space factor reflected teachers\u27 efficacy perceptions when they had difficulty teaching because of a lack of space. Finally, the Institution factor was composed of questions that represented teachers\u27 efficacy beliefs for overcoming a lack of institutional support. The results of the current study provide preliminary psychometric support for the PETPAS

Extended Life Testing of Duplex Ball Bearings

Sierra Nevada Corporations Space Systems performed bearing life testing for the Scan Mirror Motor/Encoder Assembly (SMMA), part of the Scan Mirror Assembly on-board the Aerosol Polarimetry Sensor (APS) on the NASA Glory Spacecraft. The baseline bearing life test duration extended beyond the launch date for the Glory Spacecraft; a risk that the program was willing to undertake with the understanding that if any anomalies or failures occurred before the required life was achieved, then the mission objectives or operating profile could be modified on orbit to take those results into account. Even though the Glory Spacecraft failed to reach orbit during its launch in March of 2011, the bearing life testing was continued through a mutual understanding of value between Sierra Nevada Corporation and our customer; with a revised goal of testing to failure rather than completing a required number of life cycles. Life testing thus far has not only exceeded the original mission required life, but has also exceeded the published test data for Cumulative Degradation Factor (CDF) from NASA/CR-2009-215681. Many lessons were learned along the way regarding long life testing. The bearing life test has been temporarily suspended due to test support equipment issues

The Emotional Dimensions of Urban Teacher Change

This study used an emotional geographies theoretical framework to analyze the emotional dimensions of urban teacher change. Fifteen urban physical education teachers involved in a comprehensive curriculum reform project were interviewed and observed multiple times across one school year. Data were analyzed using inductive analysis, and trustworthiness measures included triangulation, peer debriefing, researcher journals, and member checks. Teachers reported that emotional dimensions related to their urban students, colleagues, and status heavily influenced their engagement in the project. The discussion section maps the emotional dimensions of these teachers\u27 change experiences onto an emotional geographies framework that situates their experiences in change literature and offers a roadmap for future reform initiatives

Association Between Empathy and Burnout Among Emergency Medicine Physicians

Background: The association between physician self-reported empathy and burnout has been studied in the past with diverse findings. We aimed to determine the association between empathy and burnout among United States emergency medicine (EM) physicians using a novel combination of tools for validation. Methods: This was a prospective single-center observational study. Data were collected from EM physicians. From December 1, 2018 to January 31, 2019, we used the Jefferson scale of empathy (JSE) to assess physician empathy and the Copenhagen burnout inventory (CBI) to assess burnout. We divided EM physicians into different groups (residents in each year of training, junior/senior attendings). Empathy, burnout scores and their association were analyzed and compared among these groups. Results: A total of 33 attending physicians and 35 EM residents participated in this study. Median self-reported empathy scores were 113 (interquartile range (IQR): 105 - 117) in post-graduate year (PGY)-1, 112 (90 - 115) in PGY-2, 106 (93 - 118) in PGY-3 EM residents, 112 (105 - 116) in junior and 114 (101 - 125) in senior attending physicians. Overall burnout scores were 43 (33 - 50) in PGY-1, 51 (29 - 56) in PGY-2, 43 (42 - 53) in PGY-3 EM residents, 33 (24 - 47) in junior attending and 25 (22 - 53) in senior attending physicians separately. The Spearman correlation (ρ) was -0.11 and β-weight was -0.23 between empathy and patient-related burnout scores. Conclusion: Self-reported empathy declines over the course of EM residency training and improves after graduation. Overall high burnout occurs among EM residents and improves after graduation. Our analysis showed a weak negative correlation between self-reported empathy and patient-related burnout among EM physicians

The Influence of Professional Development on Teachers\u27 Psychosocial Perceptions of Teaching a Health-Related Physical Education Curriculum

The impact of a yearlong professional development intervention on physical education teachers\u27 psychosocial perceptions was investigated. Experienced mentor teachers (n = 15) were paired with inexperienced protégé teachers (n = 15) who helped them learn how to teach a health-related physical education curriculum (i.e., the Exemplary Physical Education Curriculum). Using the theory of planned behavior as the guiding theory, it was hypothesized that teachers would experience favorable increases in various psychological constructs (e.g., attitude) and variables reflecting the social culture of their schools (e.g., administrator\u27s perceptions) as compared with control teachers (n = 17). A variety of statistically significant main and interaction effects with mean scores in expected directions were found. In general, mentors and protégés developed a more positive view of their own psychological state (e.g., perceived behavioral control) and of the immediate school social environment (i.e., support from administrators and fellow teachers). The significant results, combined with meaningful effect sizes, supported the effectiveness of this intervention

Determinants of Physical Activity in an Inclusive Setting

The purposes of this study included (a) to determine if the Theory of Planned Behavior (TPB) predicted intentions of individuals with and without disabilities to be physically active, (b) to determine if the TPB predicted behaviors of individuals with and without disabilities to be physically active, and (c) to determine if significant differences were present in physical activity opportunities between inclusive and non-inclusive elementary physical education classes taught by the same teacher. Students (N = 114, ages 10-13) completed questionnaires assessing the TPB constructs and had four days of PA evaluated through pedometer measurements. Analyses revealed that subjective norm and perceived behavioral control predicted studentsʼ intentions to be active, while behavioral intention was the only significant predictor of activity level by step count accrued in PE classes. Finally, the inclusion of students with autism did not significantly affect overall physical activity

Teachers Mentoring Teachers: A View Over Time

from the introduction: It was the purpose of this investigation to explore one school districtʼs professional development program intended to address the challenges that newer teachers face when learning new curricula

The Effectiveness of Mentoring-Based Professional Development on Physical Education Teachers\u27 Pedometer and Computer Efficacy and Anxiety

The purpose of our study was to examine the impact of mentoring-based professional development on physical education teachers\u27 efficacy. Experienced mentor teachers were paired (n = 15) with inexperienced protégé teachers (n = 15) at the beginning of a yearlong intervention study. It was hypothesized that teachers would increase their efficacy to use pedometers and computers to enhance instruction, and reduce their computer anxiety. Repeated-measures ANOVAs for mentors and protégés revealed a variety of significant main effects. We found increases in computer and pedometer efficacy. A second set of repeated-measures ANOVAs based on mentors\u27, protégés\u27, and control groups\u27 scores revealed a significant interaction for computer efficacy, indicating that both mentors and protégés significantly increased their computer efficacy compared with the control group. Finally, a significant interaction effect was also found for pedometer efficacy, again indicating that both groups significantly increased their efficacy compared with control teachers

Student Physical Activity Patterns: Grade, Gender, and Activity Influences

The purpose of this study was to determine how physical education students\u27 cardiovascular responses as determined by mean heart rate, standard deviation of heart rate, and percentage of time in target heart rate zone varied according to student characteristics. Participants were 505 students in Grades 3 through 12. The Polar Accurex Plus heart rate telemetry system was used to measure the physiological load on the cardiovascular system. Three-way ANOVA results suggested that heart rate patterns in physical education varied according to gender, grade, and activity. For example, secondary school girls were more active in individual activities while secondary school boys were more active in team sport activities. Elementary students were the most active group and had the most variability in their heart rate patterns