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Physical Education Curriculum Interventions: A Review of Research Patterns and Intervention Efficacy 体育课程干预:研究模式与干预效果综述
IF 2.8 3区 教育学
Quest Pub Date : 2022-03-02 DOI: 10.1080/00336297.2022.2032774
Baofu Wang, Senlin Chen
{"title":"Physical Education Curriculum Interventions: A Review of Research Patterns and Intervention Efficacy","authors":"Baofu Wang, Senlin Chen","doi":"10.1080/00336297.2022.2032774","DOIUrl":"https://doi.org/10.1080/00336297.2022.2032774","url":null,"abstract":"ABSTRACT The purposes of this literature review were (a) to describe the patterns of the existing research on physical education (PE) curriculum interventions, and (b) to determine the efficacy of these interventions. We followed a pre-established literature review protocol to search, identify, screen, and analyze the scholarship related to PE curriculum interventions. The year range of the review was between 1995 and October, 2021. This process yielded 48 articles that met the inclusion criteria, which were synthesized to address the research purposes. We calculated Cohen’s d to quantify the intervention effect sizes on several commonly studied outcomes including physical activity (PA), body composition, physical fitness, motor skill competence, knowledge and cognition, and well-being and social competence. The review revealed an increasing trend for research on PE curriculum interventions between 2009 and 2021 (n = 36) compared to the decade before (n = 12). A majority of these PE interventions involved a control group (n = 41); were conducted in North America (n = 23) and Europe (n = 15); and most were published in health (n = 19) and kinesiology journals (n = 18). The intervention effects on all outcomes combined were small to medium (d = 0.24). Effect sizes for the individual outcome variables of interest were reported separately. The findings with regard to the patterns and intervention efficacy may be useful to guide the design, execution, and evaluation of future PE curriculum interventions.","PeriodicalId":49642,"journal":{"name":"Quest","volume":"78 1","pages":"205 - 220"},"PeriodicalIF":2.8,"publicationDate":"2022-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86191247","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
The Unifying Theory of Physical Activity 体育活动的统一理论
IF 2.8 3区 教育学
Quest Pub Date : 2022-02-24 DOI: 10.1080/00336297.2021.2024442
T. Matias, J. Piggin
{"title":"The Unifying Theory of Physical Activity","authors":"T. Matias, J. Piggin","doi":"10.1080/00336297.2021.2024442","DOIUrl":"https://doi.org/10.1080/00336297.2021.2024442","url":null,"abstract":"ABSTRACT This article offers a governing, trans-disciplinary theory for understanding physical activity in humans. The Unifying Theory of Physical Activity involves three aspects. First, it frames physical activity as an essential human act resulting from inherent urges: to feel, to explore, to transform and to connect. These urges prelude and compel people's involvement in physical activity and contribute to the meanings and purposes that sustain life and growth. Second, we argue the act of physical activity is made of three conditions. Physical activity possesses a potentiality, and it is distinct and integrated. Third, at the external level, there are social, political, and situated forces that interplay with the urges and shape human experience in/of physical activity. We offer conclusions about how this theory can inform research, policy, and practice about physical education, physical activity and health promotion.","PeriodicalId":49642,"journal":{"name":"Quest","volume":"385 6","pages":"180 - 204"},"PeriodicalIF":2.8,"publicationDate":"2022-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72448219","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 7
Whose Knowledge Counts? Examining Paradigmatic Trends in Adapted Physical Activity Research 谁的知识最重要?研究适应性体育活动研究的范式趋势
IF 2.8 3区 教育学
Quest Pub Date : 2022-01-02 DOI: 10.1080/00336297.2021.2021258
Nancy L. I. Spencer, G. Molnár
{"title":"Whose Knowledge Counts? Examining Paradigmatic Trends in Adapted Physical Activity Research","authors":"Nancy L. I. Spencer, G. Molnár","doi":"10.1080/00336297.2021.2021258","DOIUrl":"https://doi.org/10.1080/00336297.2021.2021258","url":null,"abstract":"ABSTRACT Who is the expert? Whose knowledge counts and what knowledge for whom and by whom is produced? Consequentially, whose knowledge is marginalized? These are critical questions to ask in relation to the field of Adapted Physical Activity (APA). Guided by epistemic and ethical responsibility, the purpose of this study was to respond to these questions through an extensive review of the paradigmatic trends in APA and to report on the roles of people experiencing disability in APA research other than as participant. Attending to the level of epistemology, we go beyond reporting the state of the field to reveal in what ways APA research may or may not be guided by the concerns and needs of the people it is intended to serve and support. Building on the findings, we discuss participatory research and its relevance to APA.","PeriodicalId":49642,"journal":{"name":"Quest","volume":"103 1","pages":"1 - 16"},"PeriodicalIF":2.8,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77658802","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Navigating the Processes and Products of The Teaching Personal and Social Responsibility Model: A Systematic Literature Review 引导教学个人与社会责任模式的过程与结果:系统的文献综述
IF 2.8 3区 教育学
Quest Pub Date : 2022-01-02 DOI: 10.1080/00336297.2021.2017988
Yanhua Shen, T. Martinek, B. Dyson
{"title":"Navigating the Processes and Products of The Teaching Personal and Social Responsibility Model: A Systematic Literature Review","authors":"Yanhua Shen, T. Martinek, B. Dyson","doi":"10.1080/00336297.2021.2017988","DOIUrl":"https://doi.org/10.1080/00336297.2021.2017988","url":null,"abstract":"ABSTRACT The Teaching Personal and Social Responsibility (TPSR) model has been widely utilized in school-based and out-of-school sports and physical activity settings to promote children’s meaningful and transferable life skills. The purpose of this systematic literature review was to identify the process elements and the product outcomes of TPSR-based programs. Based on a systematic literature screening process, 41 articles were included for a systematic process of deductive and inductive analysis. Three themes were identified as process elements, including creating a positive learning environment, promoting leadership, and facilitating transfer. Four themes were found as product outcomes, including positive behavioral changes, improved interpersonal skills, enhanced emotional processes, and improved academic performance. This literature review presented key strategies and extensive outcomes of TPSR-based programs. The review also provided future recommendations for TPSR-based programs and studies, including collaborative efforts between multiple stakeholders, a focus on children’s physical and psychomotor development, and the utilization of a mixed-methods approach.","PeriodicalId":49642,"journal":{"name":"Quest","volume":"8 1","pages":"91 - 107"},"PeriodicalIF":2.8,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82189467","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 11
The PETE Collaborative: Established in Crisis, Sustained through Community PETE协作:在危机中建立，通过社区维持
IF 2.8 3区 教育学
Quest Pub Date : 2022-01-02 DOI: 10.1080/00336297.2021.2012212
Jaimie M. McMullen, Chad M. Killian, K. A. Richards, E. Jones, Jennifer Krause, Kason O’Neil, R. Marttinen
{"title":"The PETE Collaborative: Established in Crisis, Sustained through Community","authors":"Jaimie M. McMullen, Chad M. Killian, K. A. Richards, E. Jones, Jennifer Krause, Kason O’Neil, R. Marttinen","doi":"10.1080/00336297.2021.2012212","DOIUrl":"https://doi.org/10.1080/00336297.2021.2012212","url":null,"abstract":"ABSTRACT In March 2020, the COVID-19 pandemic disrupted life around the world, and the (traditional) educational system came to a screeching halt. Educational systems, including physical education teacher education, moved to remote and online teaching modalities almost overnight. This shift, coupled with the cancellation of academic conferences, resulted in many physical education teacher education faculty members feeling isolated and uncertain in their pedagogical approaches. In April 2020, the PETE Collaborative was formed. Initial meetings centered on faculty-related concerns for how to modify content and provide meaningful opportunities for preservice teachers to engage in field experiences during the pandemic. As the community grew, so did the purpose of the Collaborative, which adapted to meet the needs of the members it was established to connect. Therefore, the purpose of this paper is to tell the story of the PETE Collaborative, describe its theoretical underpinnings and provide some thoughts for the future of the initiative.","PeriodicalId":49642,"journal":{"name":"Quest","volume":"62 1","pages":"74 - 90"},"PeriodicalIF":2.8,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83629124","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
Positively Prosocial: Conceptualizing Prosocial Behaviors as Institutional Work within Sport Organizations 积极亲社会:将亲社会行为概念化为体育组织中的制度工作
IF 2.8 3区 教育学
Quest Pub Date : 2021-12-28 DOI: 10.1080/00336297.2021.2005642
Calvin Nite, Nicola Melton, Mark McCormack
{"title":"Positively Prosocial: Conceptualizing Prosocial Behaviors as Institutional Work within Sport Organizations","authors":"Calvin Nite, Nicola Melton, Mark McCormack","doi":"10.1080/00336297.2021.2005642","DOIUrl":"https://doi.org/10.1080/00336297.2021.2005642","url":null,"abstract":"ABSTRACT Institutional work, defined as the actions aimed at creating, disrupting, and maintaining institutions, has become an important framework within sport organization research. Despite important theoretical advances, scholars have called for more research to better develop theoretical understandings of how embedded actors influence institutions. The aim of this paper is to examine how individual actors may engage in relational institutional work within sport organizations through prosocial behaviors. In this paper, the authors outline how prosocial behaviors such as organizational citizenship behaviors, whistleblowing, voice behaviors, mentoring, knowledge-sharing, and brokering introductions may impact the creation, maintenance, and disruption of institutions. Thus, this paper extends the institutional work framework by explicating how daily interactions impact institutionalization within sport settings.","PeriodicalId":49642,"journal":{"name":"Quest","volume":"46 1","pages":"58 - 73"},"PeriodicalIF":2.8,"publicationDate":"2021-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80596008","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Understanding and Learning to Do Teacher Education in an Introductory Methods Course 《方法导论》课程中教师教育的理解与学习
IF 2.8 3区 教育学
Quest Pub Date : 2021-12-17 DOI: 10.1080/00336297.2021.2003830
Won Seok Chey, Scott Trai̇ner, P. Ward
{"title":"Understanding and Learning to Do Teacher Education in an Introductory Methods Course","authors":"Won Seok Chey, Scott Trai̇ner, P. Ward","doi":"10.1080/00336297.2021.2003830","DOIUrl":"https://doi.org/10.1080/00336297.2021.2003830","url":null,"abstract":"ABSTRACT The development of a teacher educator requires a sustained, systematic, and critical inquiry into one’s own practice. The purpose of this study was to explore how two doctoral students, in their first semester of doctoral study, understood how to do physical education teacher education in an introductory teaching method class, through the lens of socialization theory. This was a collaborative self-study using an interpretative phenomenological analysis. Three themes were identified. First, social justice and its sub-themes: (a) challenges in changing habited behaviors, (b) social justice issues embedded in the class material, and (c) understanding diversity, change, and the importance of adaptability. Second, practice-based teacher education and its two sub-themes: (a) alignment between theory and practice, and (b) core teaching practices. Third, adapting to the COVID-19 environment and sub-themes of: (a) environmental constraints, (b) improving while being online, and (c) creating a supportive and caring atmosphere in the breakout sessions. Our recommendations include using self-study as a tool to help doctoral students understand and do teacher education.","PeriodicalId":49642,"journal":{"name":"Quest","volume":"1 1","pages":"17 - 36"},"PeriodicalIF":2.8,"publicationDate":"2021-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88585176","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Assessment of the Feasibility of a National Curriculum for Improving the Quality of Physical Education in the United States 提高美国体育教学质量的国家课程可行性评估
IF 2.8 3区 教育学
Quest Pub Date : 2021-12-10 DOI: 10.1080/00336297.2021.2003831
Junghwan Oh, K. Graber, Amelia Mays Woods, T. Templin
{"title":"Assessment of the Feasibility of a National Curriculum for Improving the Quality of Physical Education in the United States","authors":"Junghwan Oh, K. Graber, Amelia Mays Woods, T. Templin","doi":"10.1080/00336297.2021.2003831","DOIUrl":"https://doi.org/10.1080/00336297.2021.2003831","url":null,"abstract":"ABSTRACT In response to the global pressure that has led to an increased emphasis on international comparisons of student achievement since the 1980s, multiple federal reforms aimed at producing greater consistency in curricula have been initiated in the United States. The purpose of this study was to examine the feasibility of a national curriculum and whether it has the potential to improve the quality of physical education. Twenty-eight national leaders in physical education teacher education participated in formal and informal interviews. The themes that emerged indicated a uniform curriculum would not be readily realized or successfully implemented in the US due to the polyphonic governance structure and anti-federal sentiment, and widespread convictions among the educational community about an idiosyncratic curriculum approach.","PeriodicalId":49642,"journal":{"name":"Quest","volume":"16 1","pages":"37 - 57"},"PeriodicalIF":2.8,"publicationDate":"2021-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82563850","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 5
Normative Fitness in Undergraduate Exercise Science Students: How Do They Compare? 运动科学本科学生的规范体能:如何比较?
IF 2.8 3区 教育学
Quest Pub Date : 2021-11-19 DOI: 10.1080/00336297.2021.1994431
A. Barton, H. Zabriskie, J. Moxley, T. Blackshear
{"title":"Normative Fitness in Undergraduate Exercise Science Students: How Do They Compare?","authors":"A. Barton, H. Zabriskie, J. Moxley, T. Blackshear","doi":"10.1080/00336297.2021.1994431","DOIUrl":"https://doi.org/10.1080/00336297.2021.1994431","url":null,"abstract":"ABSTRACT The purpose of this study was to report normative physical fitness data for Exercise Science undergraduate students and compare the findings with criteria published by the American College of Sports Medicine (ACSM). 514 participants (males, n = 204; females, n = 310) aged from 18 to 29 years participated in this descriptive study. Pre-exercise heart rate and blood pressure, body mass index, waist circumference, skinfold thicknesses to estimate total body fat percentage (BF%), estimated maximal oxygen intake (VO2max), and muscular endurance were evaluated. Percentiles were calculated and compared to those from the ACSM, with hypothesis testing of the medians. The median BF% for male students was leaner (p < 0.001) than criterion standards. VO2max was lower compared to the published median in both sexes (p < 0.001). Students performed on par with ACSM-published muscular endurance assessments. Exercise Science students are not fitter than the normative data published by the ACSM.","PeriodicalId":49642,"journal":{"name":"Quest","volume":"12 1","pages":"108 - 122"},"PeriodicalIF":2.8,"publicationDate":"2021-11-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79631976","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
Sport Education for Social Competence in K-12 Physical Education 中小学体育教育中社会能力的体育教育
IF 2.8 3区 教育学
Quest Pub Date : 2021-10-02 DOI: 10.1080/00336297.2021.1986410
Baofu Wang, Senlin Chen
{"title":"Sport Education for Social Competence in K-12 Physical Education","authors":"Baofu Wang, Senlin Chen","doi":"10.1080/00336297.2021.1986410","DOIUrl":"https://doi.org/10.1080/00336297.2021.1986410","url":null,"abstract":"ABSTRACT Physical education is a relevant setting to develop students’ social competence. The sport education model has the potential to promote social competence as it provides students with meaningful socialization opportunities. The purpose of this literature review paper was to (a) describe the inherent structures and characteristics of the sport education model that may promote social competence, and (b) summarize the patterns of the published studies that examined social competence in sport education-based physical education, and then (c) elucidate the effect of sport education on social competence in physical education. We used keywords to search full-text articles related to social competence in sport education and then applied inclusion criteria to identify 31 articles for data analysis. The sport education model has shown usefulness in advancing citizenship education and social relationship. Two essential factors for nurturing students’ social competence in sport education-based physical education are (a) striking an optimal balance between competition and cooperation and (b) promoting inclusiveness. The article concludes with highlighting three research gaps that warrant future research.","PeriodicalId":49642,"journal":{"name":"Quest","volume":"5 1","pages":"391 - 409"},"PeriodicalIF":2.8,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80166799","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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