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

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

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

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

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

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

Comparing the impact of the Sport Education model on student motivation in Kuwaiti and American students

BackgroundSport Education (SE) stands as the most researched pedagogical model in physical education. While researchers have consistently underscored its capacity to improve student motivation in physical education, a gap remains concerning its implications in Arab nations. Moreover, no studies have been identified comparing the outcomes of SE between the U.S., where the model originated, and other countries.PurposeThis study was conducted to (1) determine the impact of SE on Kuwaiti students' motivation, (2) determine any differential effects of SE on Kuwaiti and American students' motivation, and (3) explore students' perceptions of SE in both countries.MethodsA replicated mixed methods quasi-experimental pre-test and post-test design was used. Participants were 33 secondary school students (nine girls and 24 boys; ages 11–12) from two classes in southwestern US, and 37 secondary school students (12 girls and 25 boys; ages 10–11) from two classes in Kuwait. Both sets of classes across the two countries were instructed by the same teacher who was trained in teaching SE. Student interest/enjoyment, perceived competence, effort/importance, and pressure/tension were measured using the Intrinsic Motivation Inventory instrument (IMI). Student perceptions of SE were assessed using a group Semi-structured interview. Quantitative data were analyzed using repeated measures and mixed ANOVAs followed by t-tests. Qualitative data were analyzed using a thematic analysis technique.ResultsKuwaiti students' perceived interest/enjoyment, perceived competence, effort/importance, and pressure/tension scores significantly improved in the group that taught using SE only. Comparing the impact of the SE on students' motivation between the two countries showed no significant differences. The interview data reflected further support for the IMI results.ConclusionSE can be effective in increasing Kuwaiti students' motivation in physical education. This motivating effect of SE was observed consistently across both Kuwaiti and American students

Teachers\u27 Preferences on the Qualities and Roles of a Mentor Teacher

Research Note: From the preface: The purpose of this investigation was to address the gap in professional development literature related to mentoring, specifically as it applies to nontraditional cases, beyond new teacher induction. In particular, we examined teachers\u27 preferences on mentoring characteristics and practices to determine whether nontraditional mentoring (owing to grade level changes, subject area changes, and newly adopted school district curricula) would be consistent with or contradict models of mentoring based primarily on the induction of new teachers. This report is part of a larger investigation that explored a curricular change initiative in a large urban school district and is a companion to another article published in JTPE about the same program (see McCaughtry, Kulinna, Cothran, Martin, & Faust, 2005). This report takes a more phenomenological approach to the investigation of mentoring as we report only teachers\u27 mentoring preferences. We wanted to share, in their own words, how teachers described effective mentoring and then compare that perspective to theorized models

Relationship Between Teachers' Attitudes and Actions Toward Teaching Physical Activity and Fitness

219 p.Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1997.The purpose of this study was to investigate teachers' attitudes toward physical activity and fitness and the relationship between their attitudes and what is taught in their classes. A secondary purpose was to validate an instrument measuring teachers' attitudes toward physical activity and fitness. This study was conducted in multiple phases. Thirty-one participants were involved in developing the attitude instrument in the preliminary study. Participants for the content validity study were 28 experts in physical education pedagogy. Participants for the reliability and validity study were 252 physical education teachers. Finally, participants for the relationship between teachers' attitudes and actions study were 42 teachers selected based on high physical activity/fitness or low physical activity/fitness scores on the validated attitude instrument. Results from the preliminary study were used to revise the attitude instrument. The mean percent agreement of the experts on all items of the final attitude instrument was.91. Reliability results from the reliability and validity study showed a high level of inter-item agreement (G-C alpha coefficients ranged.81-.89). Omega coefficients (.84-.90) and confirmatory factor analysis results also provide evidence that a reliable and valid instrument was developed. Repeated measures ANOVA results for the four attitude groups suggested that physical activity/fitness was the most important outcome goal for teachers in this study followed by self-actualization, motor skill, and social development, respectively. Tukey follow up tests indicated significant differences between all combinations of groups except motor skill and social development. Years of teaching experience was related to the outcome goals of self-actualization and social development. MANOVA revealed significant differences in teaching priorities among elementary, middle/junior high and high school teachers. MANOVA results from the relationship between teachers' attitudes and actions study did not show a significant effect between the attitude groups. There were no significant differences between the high fitness and low fitness attitude groups in the percent of class time spent in moderate to vigorous physical activity, fitness activities, or teacher behaviors related to fitness. In all three areas, however, there were trends in the hypothesized direction.U of I OnlyRestricted to the U of I community idenfinitely during batch ingest of legacy ETD