DE-PASS Best Evidence Statement (BESt): Modifiable determinants of physical activity and sedentary behaviour in children and adolescents aged 5-19 years-a protocol for systematic review and meta-analysis

Introduction Physical activity among children and adolescents remains insufficient, despite the substantial efforts made by researchers and policymakers. Identifying and furthering our understanding of potential modifiable determinants of physical activity behaviour (PAB) and sedentary behaviour (SB) is crucial for the development of interventions that promote a shift from SB to PAB. The current protocol details the process through which a series of systematic literature reviews and meta-analyses (MAs) will be conducted to produce a best-evidence statement (BESt) and inform policymakers. The overall aim is to identify modifiable determinants that are associated with changes in PAB and SB in children and adolescents (aged 5-19 years) and to quantify their effect on, or association with, PAB/SB. Methods and analysis A search will be performed in MEDLINE, SportDiscus, Web of Science, PsychINFO and Cochrane Central Register of Controlled Trials. Randomised controlled trials (RCTs) and controlled trials (CTs) that investigate the effect of interventions on PAB/SB and longitudinal studies that investigate the associations between modifiable determinants and PAB/SB at multiple time points will be sought. Risk of bias assessments will be performed using adapted versions of Cochrane's RoB V.2.0 and ROBINS-I tools for RCTs and CTs, respectively, and an adapted version of the National Institute of Health's tool for longitudinal studies. Data will be synthesised narratively and, where possible, MAs will be performed using frequentist and Bayesian statistics. Modifiable determinants will be discussed considering the settings in which they were investigated and the PAB/SB measurement methods used. Ethics and dissemination No ethical approval is needed as no primary data will be collected. The findings will be disseminated in peer-reviewed publications and academic conferences where possible. The BESt will also be shared with policy makers within the DE-PASS consortium in the first instance. Systematic review registration CRD42021282874

Examining physical education teachers' and pre-service physical education teachers' knowledge related to reproduction and production Teaching Styles through the Framework Theory of Conceptual Change

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Differences between leadership style and verbal aggressiveness profile of coaches and the satisfaction and goal orientation of young athletes

Coaches’ verbal aggressiveness is an influential behavioral trait that influences athletes’ perception and feelings. Similarly, coaches’ leadership behavior affects athletes’ perceptions, feelings and performance. Examining behavioral patterns independent from each other is a descriptive approach. Extracting profiles as combinations of such patterns is expected to be more explanatory and insightful. The aim of the present study was: a) to explore the perceived leadership style and verbal aggressiveness profile of coaches and b) to examine differences in athletes’ satisfaction and achievement goal orientation based on the perceived coaches’ leadership style and verbal aggressiveness profile. The findings of a two-stage cluster analysis supported two profiles of coaches. The first profile depicts coaches exhibiting a low autocratic, high democratic and low verbal aggressive behavior. The second profile includes coaches presenting a high autocratic, low democratic and high verbal aggressive behavior. Teachers categorized within the first profile promoted their athletes’ satisfaction. Similarly, athletes who are more task-oriented consider that their coaches belong to the first profile. Coaches could adopt a democratic leadership style and exhibit less verbally aggressive behaviour for promoting athletes satisfaction. © JPES

Physical education student teachers' experiences with and perceptions of teaching styles

This study is aimed at examining physical education student teachers' experiences with, beliefs about, and intention to use Spectrum teaching styles in the future (Mosston & Ashworth, 2002). Two hundred and eighty eight Physicak Education student teachers participated in the study whereas data were collected using a modified and translated version of the questionnaire developed by Cothran, Kulinna, and Ward's (2000). Participants in the study reported that as primary and secondary education students they had been more frequently exposed to reproduction teaching styles in their physical education classes whereas exposure to what can be described as productive styles had been substantially less frequent. In terms of beliefs, student teachers participating in the study perceive that the reproduction teaching styles provide students with more opportunities for fun, learning skills, and motivation for learning. In addition, as physical education instructors in the future student teachers stated that they are keener on implementing teaching styles from the reproduction cluster. Finally, the finding of the study confirmed student teachers' conceptions about their students' learning process influenced by their prior experiences as school students. © JPES

Elementary students’ knowledge development during the implementation of “after school exercise” program

Physical education should focus not only on students’ motor and emotional development but also on their cognitive development. The purpose of the present study was to examine whether elementary students’ health-related knowledge and physical activity-related goal setting increased after they participated in a program. The program aimed at promoting after school physical activity among students. Participants were 244 fifth-and sixth-grade students (116 boys and 128 girls). Students’ knowledge was examined by means of a multiple-choice test, cognitive assignments and a retrospective pre–post questionnaire. The results from the three measures indicated that students enhanced their knowledge both regarding the health benefits of physical activity (PA) and effective goal setting. Hence, it can be argued that the program was effective in promoting students’ skills and knowledge related to PA. © 2021 by the authors. Licensee MDPI, Basel, Switzerland

An examination of Greek physical educators’ implementation and perceptions of Spectrum teaching styles

The main purpose of the present study was to examine Greek physical education (PE) teachers’ self-reported use of the Spectrum of teaching styles and their perceptions of the benefits of adopting these styles for their students. An additional goal was to explore the teachers’ perceived ability to implement these teaching approaches. The participants of the study were 219 (132 males, 87 females) PE teachers. Using an adaptation of Kulinna and Cothran’s (2003) Spectrum of teaching styles questionnaire, the PE teachers reported greater implementation of the command, inclusion, and practice styles than the self-check, learner-initiated, and self-teaching styles in their teaching. The PE teachers also perceived that the reproduction and production clusters of teaching styles were equally effective in promoting fun, skill learning, and motivation for learning in their students. Results also revealed that the teachers’ self-perceived ability was highest for command style use and their perceived benefits of the styles for their students were highest for the practice approach. The findings of the present study reinforce that a variety of personal experience factors can influence PE teachers’ tendency to implement a specific teaching style. © 2015, © The Author(s) 2015

Greek preservice physical education teachers’ mental models of production and reproduction teaching styles

The purpose of this study was to examine Greek preservice physical education (PE) teachers’ presuppositions, beliefs and mental models about the reproduction and production teaching styles. The participants were 16 preservice PE teachers (10 males, six females). A qualitative methodology was used with data collected using semi-structured interviews. A multi-level analysis process using open coding and axial coding was sequentially conducted. Findings revealed two generative mental models about teaching styles. For the first mental model (n = 5), learning is considered as a transmissive and unidimensional (i.e. one goal pursued at a time) process. Presuppositions supported by this mental model urge the preservice teachers to believe that the reproduction teaching styles promote effective learning, class control, students’ safety and discipline. For the second mental model (n = 11), learning is viewed as a constructivist and multidimensional (i.e. multiple goals pursued at a time) process. Presuppositions supported by this mental model urge the participants to believe that the production teaching styles effectively promote students’ learning, critical thinking, responsibility, motivation, autonomy and discipline. The aforementioned mental models highlight the developmental nature of preservice PE teachers’ learning concerning the production and the reproduction teaching styles. These mental models reveal the diversity of PE preservice teachers’ understanding of the teaching and learning processes. Furthermore, findings support Vosniadou’s assumption that learners come to formal education not as a tabula rasa but holding a naive understanding about the world. © The Author(s) 2018

Physical education teachers' experiences and beliefs of production and reproduction teaching approaches

The study aimed to identify participants' teaching preferences and the underlying reasons that support the implementation of the reproduction and production teaching approaches. Ten physical education (PE) teachers (6 males and 4 females) participated in the research. The phenomenological analysis indicated that the majority of the sampled PE teachers implemented the reproduction rather than the production approach. The findings revealed a pattern between the class goals the PE teachers’ set as top priority and their teaching preferences. Furthermore, a variety of factors that influence their teaching preferences were identified including class management, time management, active time, discipline and students taking responsibility. © 2017 Elsevier Lt

A needs assessment study on refugees' inclusion through physical education and sport. Are we ready for this challenge?

In recent years, European countries have become hosting destinations for thousands of people who have been forced to leave their home countries. Greece is one of the main European hosting countries of refugees, especially children. Thus, the pupil population is gradually changing and the need for intercultural education is increasing. Physical education (PE) and sports have been recorded as suitable contexts for this process. However, there are still many challenges present in these contexts. The following study attempts to present the perceptions of PE teachers, coaches, and academics on the inclusion of refugees in PE and sports. Fifteen PE teachers/coaches and academics involved in the field of intercultural education participated in the study. A phenomenological approach was followed through semi-structured interviews. The method of thematic analysis was chosen to analyze the data. While all the participants considered PE and sports to be the most suitable contexts for the inclusion of refugees, they emphasized certain barriers to be overcome: The lack of training for PE teachers and coaches, prejudices of the parents of both natives and refugees, and refugees' socioeconomic status and gender issues. Participants also shared their ideas for an adequate training program to improve PE teachers' and coaches' attitudes and promote their knowledge and skills regarding the inclusion of refugees. The participants underlined the need for intercultural education and well-structured training programs to properly manage culturally diverse environments. © 2021 Eleftheria Papageorgiou et al., published by Sciendo