Self-determination in physical education: designing class environments to promote active lifestyles

The purpose of this study was to investigate the relationships between self-determination, perceptions of the motivational climate, attitude, perceived ability, engagement in physical activity, and health-related fitness indicators. Two structural models related to engagement/intention to engage in physical activity and health-related fitness were tested. The premise of both models is that perceived competence predicts the outcome variables (engagement or health-related fitness), with self-determination, attitude, and motivational climate predicting perceived competence. Participants were 827 sixth, seventh, and eighth graders. Motivation, perceptions of the climate, attitude, perceived competence, and self-reported physical activity levels were assessed using surveys. Pedometers were used to record steps taken during physical education classes to obtain a quantifiable measure of physical activity. Body mass index and skinfold measures were used to assess body composition, and a measure of cardiovascular endurance was also collected. Perceptions of competence were related to both engagement and health indicators. Engagement and health indicators were also indirectly affected by the motivational climate, where the focus was on learning and mastery. This study suggests that providing a learning climate and structuring the environment so that students can be successful in their physical education endeavors fosters active engagement and is positively associated with health related components of fitness

Service as Leadership

This Grants Collection for College Algebra was created under a Round Eleven ALG Textbook Transformation Grant. Affordable Learning Georgia Grants Collections are intended to provide faculty with the frameworks to quickly implement or revise the same materials as a Textbook Transformation Grants team, along with the aims and lessons learned from project teams during the implementation process. Documents are in .pdf format, with a separate .docx (Word) version available for download. Each collection contains the following materials: Linked Syllabus Initial Proposal Final Reporthttps://oer.galileo.usg.edu/business-collections/1008/thumbnail.jp

Behavioral and Psychological Aspects of Physical Education and Coaching

This Grants Collection for Behavioral and Psychological Aspects of Physical Education and Coaching was created under a Round Eleven ALG Textbook Transformation Grant. Affordable Learning Georgia Grants Collections are intended to provide faculty with the frameworks to quickly implement or revise the same materials as a Textbook Transformation Grants team, along with the aims and lessons learned from project teams during the implementation process. Documents are in .pdf format, with a separate .docx (Word) version available for download. Each collection contains the following materials: Linked Syllabus Initial Proposal Final Reporthttps://oer.galileo.usg.edu/education-collections/1009/thumbnail.jp

Programming and Problem Solving I

This Grants Collection for Programming and Problem Solving I was created under a Round Eleven ALG Textbook Transformation Grant. Affordable Learning Georgia Grants Collections are intended to provide faculty with the frameworks to quickly implement or revise the same materials as a Textbook Transformation Grants team, along with the aims and lessons learned from project teams during the implementation process. Documents are in .pdf format, with a separate .docx (Word) version available for download. Each collection contains the following materials: Linked Syllabus Initial Proposal Final Reporthttps://oer.galileo.usg.edu/compsci-collections/1020/thumbnail.jp

Become a Champion for Healthy, Active Schools

The Alabama Champions for Healthy, Active Schools is a state-wide wellness initiative for grades K-12 that utilizes the Whole School, Whole Community, Whole Child (WSCC) model. A champion school is encouraged to provide 60 minutes of physical activity throughout the academic day; provide nutritious meals, nutritious smart snacks, and nutrition education, as well as engage staff, families and community members in the wellness initiative. Physical education is the key ingredient in the Alabama Champions initiative, and must be standards-based, identify clear objectives, provide instruction in a wide variety of skills, accommodate all students to ensure success, including students with disabilities. This article describes how the champion schools initiative can be put into practice by following these steps: 1) find one champion or advocate at the school, 2) establish key partners, 3) complete the School Health Index (SHI), and 4) create a plan to address the SHI