Journal of Teaching in Physical Education最新文献_第10页

What Kind of Interpersonal Need-Supportive or Need-Thwarting Teaching Style Is More Associated With Positive Consequences in Physical Education? 在体育教学中，哪种人际需求支持型或需求挫败型的教学方式与积极结果更相关?

IF 2.8 2区教育学

Journal of Teaching in Physical Education Pub Date : 2022-01-01 DOI: 10.1123/jtpe.2022-0040

F. M. Leo, B. Behzadnia, M. A. López-Gajardo, M. Batista, J. Pulido

{"title":"What Kind of Interpersonal Need-Supportive or Need-Thwarting Teaching Style Is More Associated With Positive Consequences in Physical Education?","authors":"F. M. Leo, B. Behzadnia, M. A. López-Gajardo, M. Batista, J. Pulido","doi":"10.1123/jtpe.2022-0040","DOIUrl":"https://doi.org/10.1123/jtpe.2022-0040","url":null,"abstract":"Purpose: Based on a multilevel approach (individual and class level), this study aimed to test which need-supportive/thwarting teaching styles were more closely associated with students’ motivation and other positive physical education (PE) out-of-school consequences. Method: Participants were 654 primary (n = 385) and secondary (n = 269) PE students (Mage = 11.96 ± 1.95; boys = 317 and girls = 337). Results: The three need-supportive teaching behaviors were related to autonomous motivation, PE importance and usefulness, and the intentions to practice physical activity at the individual level; the role of competence support at both individual and class levels is highlighted. Competence-thwarting style was also negatively related to autonomous motivation at both levels, and jointly to relatedness-thwarting behaviors positively to a motivation at the individual level. Conclusion: Our results provide insight into how the specific type of interpersonal styles adopted by teachers can be decisive to achieve positive PE outcomes in and out of school.","PeriodicalId":50025,"journal":{"name":"Journal of Teaching in Physical Education","volume":"1 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"64038806","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"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

A Comparison of Motivation and Physical Activity Levels Between a Sport Education Season and a Hybrid Sport Education and Cooperative Learning Season 运动教育季节与混合运动教育与合作学习季节的动机与身体活动水平比较

IF 2.8 2区教育学

Journal of Teaching in Physical Education Pub Date : 2022-01-01 DOI: 10.1123/jtpe.2021-0077

Irene Rocamora, A. Casey, S. González-Víllora, N. Arias-Palencia

引用次数: 3

The Impact of Pandemic Lockdowns and Remote Learning on Student Fitness: An Investigation of Changes to High School Student Fitness Levels 疫情封锁和远程学习对学生健康的影响:对高中生健康水平变化的调查

IF 2.8 2区教育学

Journal of Teaching in Physical Education Pub Date : 2022-01-01 DOI: 10.1123/jtpe.2021-0261

Ryan Nolan, Matthew D. Zbaracki

引用次数: 0

Associations of Physical Activity Enjoyment and Physical Education Enjoyment With Segmented Daily Physical Activity in Children: Exploring Tenets of the Trans-Contextual Model of Motivation 体育活动享受和体育教育享受与儿童分段日常体育活动的关联:跨情境动机模型的原则探索

IF 2.8 2区教育学

Journal of Teaching in Physical Education Pub Date : 2022-01-01 DOI: 10.1123/jtpe.2021-0263

R. Burns, Yang Bai, L. Podlog, T. Brusseau, G. Welk

{"title":"Associations of Physical Activity Enjoyment and Physical Education Enjoyment With Segmented Daily Physical Activity in Children: Exploring Tenets of the Trans-Contextual Model of Motivation","authors":"R. Burns, Yang Bai, L. Podlog, T. Brusseau, G. Welk","doi":"10.1123/jtpe.2021-0263","DOIUrl":"https://doi.org/10.1123/jtpe.2021-0263","url":null,"abstract":"Purpose: This study examined the associations between physical activity enjoyment and physical education enjoyment with segmented physical activity in children. Method: Using student-level data from the School Wellness Integration Targeting Child Health project (N = 1,986), the Youth Activity Profile (YAP) assessed physical activity before school, during physical education, recess, after school, and evening. Segmented YAP scores were regressed onto two enjoyment variables using a seemingly unrelated regression system. Results: Physical activity enjoyment and physical education enjoyment significantly associated with YAP scores during all segments, but physical education enjoyment showed stronger associations during physical education. Older students had higher physical activity before school and in the evening, and physical education enjoyment was more influential for females before school. Conclusion: This study supports tenets of the trans-contextual model of motivation. Improving both physical activity and physical education enjoyment may yield improvements in physical activity behaviors during physical education and all other day segments.","PeriodicalId":50025,"journal":{"name":"Journal of Teaching in Physical Education","volume":"43 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"64037858","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"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

A Systematic Review Investigating the Effects of Implementing Game-Based Approaches in School-Based Physical Education Among Primary School Children 在小学校本体育教学中实施游戏教学法效果的系统评价

IF 2.8 2区教育学

Journal of Teaching in Physical Education Pub Date : 2022-01-01 DOI: 10.1123/jtpe.2021-0279

Jin Yan, Brad Jones, Jordan J. Smith, P. Morgan, N. Eather

{"title":"A Systematic Review Investigating the Effects of Implementing Game-Based Approaches in School-Based Physical Education Among Primary School Children","authors":"Jin Yan, Brad Jones, Jordan J. Smith, P. Morgan, N. Eather","doi":"10.1123/jtpe.2021-0279","DOIUrl":"https://doi.org/10.1123/jtpe.2021-0279","url":null,"abstract":"Purpose: To evaluate the effectiveness of game-based approaches on game performance, fundamental movement skills, health-related indicators, and physical activity outcomes among children (5–12 years) when delivered in the primary physical education school setting. Method: A systematic search of six electronic databases without date limitation was conducted on June 11, 2021. Results: Among included studies (N = 17), positive outcomes were found for children’s game performance, fundamental movement skills, physical and mental health, and/or physical activity. Game-based approaches intervention success appears to be related to the contents of teacher training, especially the inclusion of a theory-based syllabus, mentoring, and reflection sessions. Conclusions: The findings of this review confirm that hybrid sport education-invasion games interventions delivered in primary schools are beneficial for improving a range of student outcomes. To improve physical self-perception, intrinsic motivation, well-being, physiological, and potential psychological outcomes for children, it is necessary to explore more game-based approaches’ longitudinal and intervention research with high quality.","PeriodicalId":50025,"journal":{"name":"Journal of Teaching in Physical Education","volume":"1 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"64038070","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"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: 3

Exploring the Effects of a Context Personalization Approach in Physical Education on Students’ Interests and Perceived Competence 探讨体育教学情境个性化对学生兴趣和感知能力的影响

IF 2.8 2区教育学

Journal of Teaching in Physical Education Pub Date : 2022-01-01 DOI: 10.1123/jtpe.2021-0283

Cédric Roure, D. Pasco

{"title":"Exploring the Effects of a Context Personalization Approach in Physical Education on Students’ Interests and Perceived Competence","authors":"Cédric Roure, D. Pasco","doi":"10.1123/jtpe.2021-0283","DOIUrl":"https://doi.org/10.1123/jtpe.2021-0283","url":null,"abstract":"Purpose: The context personalization approach refers to matching educational content with characters, objects, and themes of students’ out-of-school interests. Considering the positive effects of individual interest on the regulation of student-in-context experiences, this study used the context personalization approach to match physical education (PE) lessons with students’ out-of-school interest for video games. The purpose was to explore the effects of a context personalization approach through a gamified PE unit on students’ interests and perceived competence. Method: One hundred and eighty-four students from eight PE classes were allocated to either an experimental group or a control group. All classes experienced a handball unit (six lessons), inspired by the Games-Centered Approach. The only difference between the experimental classes (N = 5) and the control classes (N = 3) was the presence or the absence of a context personalization approach centered on students’ out-of-school interest for video games. The effects were assessed on three outcomes variables: students’ individual interest, situational interest, and perceived competence. Results: The gamified PE unit resulted in positive effects on students’ individual interest, situational interest, and perceived competence in handball, since the experimental classes reported higher scores for all variables compared to the control classes. However, the effects on students’ situational interest were principally moderated by students’ individual interest, indicating that the effect of the context personalization approach was higher for the students having low preintervention individual interest. Discussion/Conclusion: Using a context personalization approach based on a gamified unit is a promising strategy in PE to impact students’ interests and perceived competence.","PeriodicalId":50025,"journal":{"name":"Journal of Teaching in Physical Education","volume":"1 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"64038287","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"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: 3

Erratum. Understanding Physical Education Teachers’ Help-Seeking Behaviors in a Facebook Professional Learning Community 勘误表。了解Facebook专业学习社区中体育教师的求助行为

IF 2.8 2区教育学

Journal of Teaching in Physical Education Pub Date : 2022-01-01 DOI: 10.1123/jtpe.2022-0081

引用次数: 0

“We’ve Never Studied Bullying at University:” Bullying-Related Beliefs, Training, and Strategies Among Physical Education Preservice Teachers “我们从未研究过大学欺凌:”体育职前教师中与欺凌相关的信念、训练和策略

IF 2.8 2区教育学

Journal of Teaching in Physical Education Pub Date : 2022-01-01 DOI: 10.1123/jtpe.2022-0124

Xènia Ríos, Carles Ventura, Maria Prat

引用次数: 1

Effectiveness of Adventure Education on Health Outcomes Related to Physical, Psychological, and Social Development in Children: A Systematic Review 冒险教育对儿童身体、心理和社会发展相关健康结果的有效性:一项系统综述

IF 2.8 2区教育学

Journal of Teaching in Physical Education Pub Date : 2022-01-01 DOI: 10.1123/jtpe.2022-0106

Zhou Peng, P. Lau

{"title":"Effectiveness of Adventure Education on Health Outcomes Related to Physical, Psychological, and Social Development in Children: A Systematic Review","authors":"Zhou Peng, P. Lau","doi":"10.1123/jtpe.2022-0106","DOIUrl":"https://doi.org/10.1123/jtpe.2022-0106","url":null,"abstract":"Objective: This systematic review aims to investigate the impact of adventure education (AE) on children’s physical, psychological, and social development (children’s age range: 0–18 years old). Methods: The review was reported based on Preferred Reporting Items for Systematic Review and Meta-analysis (PRISMA 2015). Articles were retrieved from seven databases (EMBASE, PubMed, MEDLINE, Web of Science, SPORTDiscus, PsycINFO, and Psychology Database) from 2000 to 2021. Methodological quality was examined according to Version 2 of the Cochrane risk-of-tool for randomized trials (RoB 2). Results: Eighteen studies were screened. AE was found to contribute to the improvement of physical development in nonhealthy children aged 9 to 16 years and nonhealthy children aged 3 to 7 years. All results showed a positive psychological impact of AE except for inconsistent results for self-esteem, self-efficacy, and quality of life. Moreover, AE was found to be an approach that enhanced social development among nonhealthy and healthy children aged 11–17 years and nonhealthy children aged 3–7 years. Conclusion: AE intervention produces physical, psychological, and social benefits in children. Most studies analyzed in this review focused on 9- to 18-year-old unhealthy and healthy children. Only one study involved 3- to 7-year-old unhealthy children. However, most of the studies in this field have weak methodological quality, and thus, the present evidence should be interpreted carefully. Future work with superior methodology in AE intervention would help us establish a greater degree of accuracy in this area of study. Implications: AE intervention with better study design is needed. Research also needs to be conducted to examine the effectiveness of AE on physical, psychological, and social development in healthy younger children.","PeriodicalId":50025,"journal":{"name":"Journal of Teaching in Physical Education","volume":"1 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"64039291","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"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

Mercury and Motion: The Influence of Seasonality on Off-School Hours High School Facility Use 汞和运动:季节性对校外时间高中设施使用的影响

IF 2.8 2区教育学

Journal of Teaching in Physical Education Pub Date : 2022-01-01 DOI: 10.1123/jtpe.2021-0203

Shannon C. Mulhearn, Hyeonho Yu, H. van der Mars, Janelle M Griffo, P. Kulinna

引用次数: 0