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

Greek physical education students’ calibration accuracy in sport and knowledge tasks – a comparison

This study comprised two experiments comparing students’ calibration accuracy in sport-related knowledge tests and a sport skill test in Greek physical education. In experiment 1, participants were 88 sixth grade students who completed a knowledge test regarding key elements of basketball shooting technique and performed a basketball shooting test. In experiment 2, 83 seventh and eighth grade students completed a sport rules knowledge test and performed a basketball shooting test. Students also provided their estimations for their performance in these tests. Calibration accuracy index was calculated based on students’ estimated and actual performance in each of these tests. Results of both experiments showed that students were more accurate in estimating their performance in the basketball shooting test than in the sport-related knowledge tests. These results are discussed with reference to theoretical and empirical evidence regarding calibration accuracy in knowledge and sport tasks. Practical implications, limitations, and directions for future research are also provided. © 2019, Logos Verlag Berlin GmbH. All rights reserved

Relating students' participation in sport out of school and performance calibration in physical education

This study examined associations between students’ participation in sport out of school and their calibration of sport performance in physical education. Four hundred twenty nine fifth and sixth grade students reported their sport participation and performed a basketball shooting test after they had estimated their performance in this test. Two calibration indices, bias and accuracy, were calculated. The results showed that most of the students were overconfident. Sport participants compared to non-sport participants were more accurate in estimating their performance, and sport participation predicted students’ calibration accuracy. Accurates reported higher sport participation than overestimators, and overestimators were more within non-sport than sport participants. These results were discussed with reference to calibration and self-regulated learning in sport and physical education. © 2019, Western Australian Institute for Educational Research Inc.. All rights reserved

Exploring performance calibration in relation to better or worse than average effect in physical education

The aim of this study was to explore students’ calibration of sport performance in relation to better or worse than average effect in physical education settings. Participants were 147 fifth and sixth grade students (71 boys, 76 girls) who were tested in a soccer passing accuracy test after they had provided estimations for their own and their peers’ performance in this test. Based on students’ actual and estimated performance, calibration indexes of accuracy and bias were calculated. Moreover, students were classified in better, worse, or equal than average groups based on estimated scores of their own and their peers’ average performance. Results showed that students overestimated their own performance while most of them believed that their own performance was worse than their peers’ average performance. No significant differences in calibration accuracy of soccer passing were found between better, worse, or equal than average groups of students. These results were discussed with reference to previous calibration research evidence and theoretical and practical implications for self-regulated learning and performance calibration in physical education. © 2018, PsychOpen. All rights reserved

Students' recording accuracy in the reciprocal and the self-check teaching styles in physical education

The aim of the study was to record students' recording accuracy when they practised with the reciprocal and the self-check styles in physical education and examine whether recording accuracy contributed to students' performance. Participants were 48 fifth- and sixth-grade students who were randomly assigned to 3 experimental groups (reciprocal style, self-check style, sequential use of the reciprocal and the self-check styles). The results showed that students were moderately accurate in peer- and self-recording with a tendency to overestimate their performance. No difference among the 3 experimental groups in recording accuracy was found. Students who received more accurate feedback outperformed in the chest pass test those who received less accurate feedback. The results are discussed with reference to the use of the reciprocal and the self-check styles and the development of self-regulated learning in physical education. © 2012 Copyright Taylor and Francis Group, LLC

The relation of physical self-perceptions of competence, goal orientation, and optimism with students' performance calibration in physical education

Two studies were conducted to examine associations between students' calibration accuracy with their self-perceptions of competence (i.e., global self-worth, sport competence, perceived competence, and self-efficacy), goal orientation, and dispositional optimism and pessimism. Participants were 138 (study 1) and 236 (study 2) fifth and sixth grade students. An index of absolute accuracy of performance prediction was calculated based on students' predicted and actual performance in a basketball shooting test. Person-related factors were measured with self-reported questionnaires. Results showed no associations between absolute accuracy and students' global self-worth, sport competence, optimism and pessimism (study 1) while students' absolute accuracy was associated with their task orientation, self-efficacy, and perceived competence (study 2). An overconfidence effect was also found in both studies. These results were discussed with reference to previous evidence and views of calibration research in academic, sport, and physical education domains. Interactions between person-related factors and calibration and their effects on the development of students' self-regulated learning of sport skills in physical education were also highlighted. © 2017 Elsevier Inc

Does Performance Calibration Generalize Across Sport Tasks? A Multiexperiment Study in Physical Education

Three experiments examined students' calibration in physical education in relation to task characteristics. Participants in the 3 experiments were 388 students. Calibration accuracy and bias were calculated based on students' predicted and actual performance in tests including variations of a sport task (basketball shooting) and tasks from different sports (basketball and soccer). An overconfidence effect was found in all experiments, and evidence regarding the hard-easy effect emerged. High compared with low performers were more accurate, and some variations with respect to gender also emerged. The magnitude of calibration error was similar across tasks, whereas approximately half of the students were consistent in the direction of calibration (most of them were overestimators). Results are discussed with reference to theoretical and empirical evidence associated with performance calibration and self-regulated learning in physical education. Methodological issues, practical implications, and future directions are also discussed. © 2019 Human Kinetics, Inc

The development of self-regulated learning of motor and sport skills in physical education: A review

This review presents recent research findings regarding self-regulated learning in physical education. First, a brief overview of self-regulated learning is provided focusing on social cognitive models of self-regulation development. Then, research conducted in physical education settings adopting a social cognitive perspective of self-regulated learning is reviewed. Research findings support the effectiveness of the four-level training model of self-regulation development. According to this model, students learn effectively motor and sport skills when they experience sequentially observational, emulative, self-controlled, and self-regulated learning. Thus, this model can be used as an instructional approach for teaching motor and sport skills in physical education. Reflecting on research findings, directions for future research are discussed and practical applications are offered

Physical education students’ calibration accuracy and academic achievement: Α longitudinal study

Two studies were conducted to examine associations between undergraduate physical education students’ calibration accuracy, assessed both at the local and global level, and their short and long-term achievement in two academic courses (developmental and sport psychology). Participants were 68 Greek senior and 112 first-year physical education students who completed knowledge tests and provided their judgments regarding their performance in these tests. Students’ degree grade and time of graduation were also obtained in study two. Results showed that calibration accuracy could explain a small amount of variance of students’ academic achievement measured both with short-term (i.e., knowledge tests in the middle and in the end of the semester) and long-term indicators (e.g., degree grade). Calibration at the local level was generally a better predictor of students’ short and long-term academic achievement while results regarding differences in the accuracy of the judgments provided at the local and the global level were mixed. These finding are discussed with reference to the theoretical and practical implications for undergraduate students’ academic achievement. © 2022, Western Australian Institute for Educational Research Inc.. All rights reserved