Browsing by Subject "Physical education"

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A phenomenological exploration of andragogy-based professional learning using lesson study in physical education
(2022-08-09) Colburn, Jeffrey; Keating, Xiaofen; Salinas, Cinthia; Liu, Min; Hodges, Michael; Stephenson, Rachyl
The ongoing professional learning of teachers is crucial for any society to provide educational opportunities for all its youth. Teacher professional development (PD) is vital as teachers cannot possibly learn everything there is to know during their college and university preparation programs. Given the rapid changes in society (i.e., changing student demographics, increased technological advances), supporting teachers in their ongoing professional learning is needed so that responding to children’s needs stays centered in our educational system. Physical education teachers (PETs) are no different than other teachers, in that they need ongoing professional learning to stay current and effective as they work to provide physical literacy to all their students. PD for PETs has been studied vigorously for the last few decades, yet there has been limited widespread, systematic improvements in the way that continuing professional development (CPD) is provided for and pursued by PETs. While scholars have found several forms of CPD to be “effective” they also have noted that the reality is that CPD for PETs is still largely limited and rooted in more traditional practices. These practices, contrary to known effective CPD structures, are based on CPD that is often one day, limited in scope, provided by an outside expert, and presented in a one size fits all manner. The research base on CPD for PETs has been conducted primarily using (1) case studies to explore situated learning theories, and (2) large scale CPD interventions centered on specific knowledge acquisition. This dissertation will contribute to this body of research by addressing gaps in the theoretical frameworks and methodological lenses that have dominated this research and addressing scholars calls for innovations and new ways of exploring how PETs learn, and ways to support teachers as they move through their careers. This study will investigate the professional learning of elementary PETs in AbLS. Andragogy has rarely been used to understand PETs professional learning so this study will address this gap and mark one of the first attempts to explore this framework in PE. Qualitative analysis produced four first order themes: (a) collaborative planning shines light on shortened lesson plans, (b) isolated locally, AbLS provides solidarity and support, (c) AbLS increased professional confidence, including lesson planning, and (d) powerful reflective processes through AbLS. These results support the current literature in several ways that include the benefits of learning in professional groups and that confidence can result from participation in professional learning environments. This study also has identified that AbLS can serve to combat marginalization in the workplace by connecting PETs outside their districts. This study also highlighted that as PETs have shortened their lesson planning during their inservice years, AbLS served to remind PETs of why lesson planning is so important, as it was when they were preservice teachers. Future research should continue to consider the balance between initial teacher preparation and the length and time committed to lesson planning. PETE should be investigating ways that the important skill of lesson planning is taught, conceptualized, and brought into inservice teaching. Ongoing study regarding andragogy-based facilitation for PETs should also be a research priority moving forward.
Classroom physical activity and cognitive function among children
(2017-08-14) Beddoes, Zack, 1981- E; Castelli, Darla M., 1967-; Harrison, Louis; Keating, Xiaofen; Beighle, Aaron
In an era of declining physical activity (PA) among children, schools are positioned to provide PA opportunities within and beyond the school day. The recent call for greater alignment between education and health outcomes within a whole-of-school approach positions the classroom as a possible place to increase children’s PA. Along with health benefits, PA has been associated with increased cognitive performance in children. However, research on the relationship of classroom PA and cognition in a classroom setting has received little attention. Therefore, within this dissertation, three studies were conducted and together represent a process evaluation for using PA videos in classrooms. Study 1 investigated the implementation strategies and the number and intensity of PA opportunities offered by classroom teachers. Mixed methods, including interviews, observations, accelerometers, and survey measures were utilized to identify teacher profiles for classroom PA implementation. Findings suggest three distinct teacher profiles in offering PA in the classroom. Study 2 explored the effects of an acute bout of classroom PA on cognitive components of executive function (EF) and math performance. Students completed cognitive tasks measuring math performance, the speed of information processing and cognitive flexibility (Trail Making Test; TMT-A, TMT-B) and working memory (visual memory task) pre/post exercise. No group differences were detected between high and low-intensity groups. Study 3 examined the cognitive effects of sustained classroom PA. Children’s cognitive assessment scores (mathematics, TMT-B, visual memory) in high- and low-usage PA classrooms were compared over the school year. Children in classrooms consisting of high-usage PA demonstrated significantly greater improvement in mathematics performance compared to their peers in the lower-usage group. Taken together, findings from this dissertation suggest that many teachers are initially apprehensive about classroom PA, yet some have overcome fears of implementation and now offer students multiple bouts of daily PA. Frequent PA opportunities across a school year may improve children’s perception of class climate and performance on specific cognitive tasks.
Data-driven decision making in physical education : a case study
(2014-05) Dauenhauer, Brian Daniel; Keating, Xiaofen; Lambdin, Dolly, 1951-
The purpose of this study was to explore the data-driven decision making process within the context of K-12 physical education. Although the topic has received extraordinary attention in other areas of education, it has yet to be investigated directly in physical education settings. A conceptual framework proposed by Mandinach, Honey, Light, and Brunner (2008) guided the investigation. Using a multi-site case study design, one school district previously awarded a Carol M. White Physical Education Program Grant served as the overarching case and eight schools within the district served as embedded cases. Eight physical education teachers, three district coordinators, one principal, and one school counselor participated in the study. Evidence was gathered through interviews, observations, documents, archival records, and artifacts. Analytic strategies such as pattern matching, examining rival explanations, and drawing diagrams were utilized to generate common themes within the data. Overall, findings indicated that physical education teachers collected substantial amounts of physical activity and fitness data aligned with policy requirements, often at the expense of data related to other important teaching domains. Evidence also indicated that teachers rarely transformed collected data into actionable knowledge. It seemed as though teachers were only collecting data because they were required to and held little value in the data once they were collected. Teachers reported that the data collection process was time-consuming and challenges associated with pedometers and information management systems served as barriers to the collection/organization process. In addition, professional development was not utilized to help teachers use data for effective teaching as district coordinators had limited access to teachers on designated professional development days. It is important to note that teachers had substantial concerns surrounding the validity and reliability of the data that were collected. This likely contributed to the low value that was placed upon data. Based upon the findings, ten recommendations for the enhancement of the DDDM process in physical education were generated. One of the most important recommendations is to provide physical education teachers with support in developing data literacy skills so they can take full advantage of the data they collect for the benefit of student learning.
Director of physical activity professional development outcomes
(2012-12) Centeio, Erin Elizabeth; Castelli, Darla M., 1967-
The Comprehensive School Physical Activity Program (CSPAP) model is one way to organize physical activity (PA) opportunities around specific target populations and points of intervention. It is recommended that physical education teachers serve as Directors of Physical Activity (DPA), given their expertise and experiences in the school setting. PURPOSE: This study examined the current role of physical education teachers in providing PA opportunities for students by implementing the CSPAP. The effects of professional development (PD) on teacher efficacy (TE) toward the implementation of the CSPAP were also investigated. METHODS: Using a collective case study approach, 30 physical teachers (Male=9; Experience 17.47) completed a survey on PA opportunities and self-efficacy. Twelve of the physical education teachers then participated in the DPA certification process, which consisted of a one-day workshop with 12-months of online support and follow-up to track their implementation of the CSPAP. Participants who engaged in the DPA certification participated in a series of in-depth interviews, as well as observations and site visits. Over twelve months the researcher inductively reflected on the data with the intent of forming concepts, hypotheses, and theories through organizing themes and teacher vignettes. Descriptive statistics and a MANCOVA were calculated to determine group differences while a series of RM-MANCOVA's were used to determine pre/post differences. Regression analyses were employed to determine the predictors of change in PA. RESULTS: Qualitative results revealed six themes and three teacher vignettes. RM MANCOVA's revealed no significant difference between pre/post experience, however, regression analyses revealed significant predictors of offering PA opportunities. It was identified that group, TE and PD were both significant predictors when providing PA opportunities: (a) before and after school (F(8, 21) = 2.65, p < .05, R² adj. = .31), (b) with family and community members (F(8, 21) = 2.62, p < .05, R² adj. = .31), and (c) for staff wellness (F(8, 21) = 3.80, p<.01, R² adj = .44). CONCLUSION: Physical education teachers are capable and willing to provide PA opportunities, beyond those offered during physical education, by assuming the role of a DPA. The frequency of these opportunities is influenced by TE and PD.
Effect of autonomy on children’s moderate to vigorous physical activity, enjoyment, and competency during high-intensity interval training in physical education
(2020-06-22) Burford, Kathryn Gray; Bartholomew, John B.; Jowers, Esbelle Marie
PURPOSE: Little is known about children’s enjoyment and competency with HIIT during school, and no efforts have been made using Self-Determination Theory (SDT) to make school based, HIIT interventions more accepted by children. The purpose of this study is to describe children’s physical activity levels, enjoyment, and competency of HIIT within a SDT framework (autonomy) in elementary school physical education (PE) classes. The study will further explore children’s enjoyment and competence towards high intensity, low intensity, and strength activities. METHODS: Participants were 402 children from one diverse elementary school (49.4% female, 21.1% Latino or Hispanic, 59.6% white). Student enjoyment and competency were collected from each child following teacher (non-autonomous) and student led (autonomous) conditions. 201 children wore accelerometers to measure moderate-to-vigorous physical activity (MVPA). Enjoyment and competency were assessed for each activity type (high, strength, and low). ANALYSIS: The primary hypotheses were assessed through a series of 2-way ANOVAs; 2 (condition) x 2 (sex) x 4 (grade), with repeated measures on the first factor (condition). A 4 (grade) by 2 (sex) MANCOVA on enjoyment and competence for type of activity (high, strength, low). RESULTS: Children significantly enjoyed (M=4.52, SD=0.87) and felt more competent (M=4.45, SD=0.74) during the autonomous HIIT condition compared to the nonautonomous HIIT condition, (M=4.08, SD=1.09; M=4.36, SD=0.80); percent MPVA was significantly lower in the autonomous condition (M=41.89, SD=12.16) compared to the nonautonomous condition (M=54.77, SD =11.51). Females enjoyed low intensity activity significantly (M=4.56, SD =0.55) more than males (M=4.38, SD =0.69) and males enjoyed high intensity (M=4.17, SD =0.72) and strength activities (M=3.96, SD =1.01) significantly more than females (M=3.95, SD =0.75; M=3.67, SD =1.11). CONCLUSION: Girls across grades tended to enjoy lower intensity activity, while boys enjoyed high intensity and strength activities. In addition, the inclusion of choice to provide a sense of autonomy increased enjoyment of HIIT, which was associated with competence, but lowered physical activity intensity. These data can be used to inform the design of school based, HIIT interventions.
Human capital : survey development, adolescent perceptions and correlates
(2017-05) Bryant, Lynne, Ph. D.; Castelli, Darla M., 1967-; Hughes, Joan E; Harrison, Louis; Jowers, Esbelle
This study sought to investigate the saliency of Human Capital (HC), a set of six positive assets as contributors to the overall health, well-being and success of an adolescent population. Furthermore, given the mediating potential of individual attributes, this study also examined the role of gender, age and context. PURPOSE: Comparing the perceived human capital (HC), as a set of positive assets, among adolescents and the influence of educational experiences on the development of HC. Secondarily, this research investigated the predictive characteristics of individual characteristics such as gender, age, and context on perceived HC. METHODS: Focus groups & interviews were conducted with adolescents, teachers, and teacher educators to establish content validity and relevance to adolescents in the development of the HC survey. Repeated measures were used to test the reliability of the survey and exploratory factor analysis confirmed the presence of 6 factors including emotional, physical, intellectual, social, individual, and financial were identified as subscales of HC. Construct validity was examined through confirmatory factor analysis and 1312 (Mage 15.6, 40% female) adolescents completed the HC survey. Hierarchical regression was run to identify predictors of HC and ANOVAs were run on total capital by age, gender, and ethnicity to compare means and interactions. RESULTS: Qualitative data from the interviews and focus groups were open coded, and teacher’s emergent themes were 1) Developing HC knowledge, 2) Supporting the big picture, 3) Human capital, and 4) Power of opportunity. Teachers and adolescents were very interested in the topic of HC. In hierarchical regression, the model was statistically significant F(5,903)=33.24, p<.000, R²=.155, Adjusted R²=.151. Based on structure coefficients, the best indicator of total HC described in the model was free lunch followed by gender. Age was also shown to be a predictor of total HC as total HC increased as adolescent ages advanced. Ethnicity was statistically significant demonstrating that Hispanic adolescents’ perceptions of HC were lower than all other ethnicities in total HC. CONCLUSION: Schools and communities have daily access to adolescents and the power to provide positive HC building experiences through opportunities before, during, and after school
Integrating computing through physical activity in elementary school classrooms
(2022-05-06) Fritz, Connor Douglas; Julien, Christine, D. Sc.
Most children in the US fail to achieve the recommended daily amount of physical activity. This can have deleterious effects on children’s health and academic performance, yet physical education is an often-neglected component of elementary school curricula. Similarly, there is little emphasis on improving computer science knowledge and computational thinking skills in elementary students despite the increasing relevance of computer science. Two initiatives – Project moveSMART and the Sensory Motor Lab – aim to explore and address these issues. Project moveSMART is a collaborative online game made to improve elementary students’ physical activity levels, academic achievement, and computational thinking skills. Students log their physical activity levels to advance through the game, during which they unlock educational content. Much of this content is composed of the moveSMART curriculum, which consists of a series of tutorials that promote physical activity, computational thinking, and learning related to state standards. Project moveSMART was developed as a collaboration between researchers and educators at Hornsby Dunlap Elementary School. A similar collaboration resulted in the development of the Sensory Motor Lab- a space in which students can do physical activities intended to help develop sensorimotor skills. The Sensory Motor Lab consists of ten stations and a system for recording student utilization of the lab for later analysis. This thesis describes Project moveSMART, the moveSMART curriculum, and the Sensory Motor Lab by detailing information relevant to the future users and developers of these projects. We also describe a pilot deployment performed during the Spring of 2021 in which 4th and 5th grade students completed activities from the moveSMART curriculum delivered through the Project moveSMART web application. 4th grade students were familiar with the web application and completed more of the curriculum, while 5th grade students were not familiar with the application and completed a relatively small proportion of the curriculum. We found that 4th grade students had a significantly improved confidence in their coding abilities and perception of coders after the intervention, while 5th grade students did not. This thesis ends by discussing lessons learned from the pilot study, and by making recommendations for future work.
Physical training and athletics : care of the body, playground games and equipment, athletic contests, organization of meets, leagues, etc.
(University of Texas, 1914-01-22)
Not available
Pre-service physical education teacher attitudes toward school-based health-related fitness testing and the professional preparation for using fitness tests through physical education teacher education programs
(2020-07-30) Liu, Xiaolu; Keating, Xiaofen; Harrison, Louis; Liu, Min; Liu, Jingwen
The primary purpose of this project was to explore pre-service physical education teacher (PPET) attitudes toward health-related fitness testing (HRFT). The secondary purpose was to examine HRFT preparation in physical education teacher education (PETE) programs from faculty members’ perspectives. Three studies were implemented using a parallel mixed-method approach. The first study used a survey research method to investigate American PPETs’ attitudes toward HRFT and the differences in demographic variables. The results from a total of 501 participants indicated slightly positive overall attitudes toward HRFT among American PPETs. Moreover, PPETs’ previous experience with fitness tests had significant effects on all aspects of attitudes. Senior PPETs had significantly higher scores in overall attitudes and belief in the importance of fitness tests than those for sophomore PPETs. Caucasians had a significantly lower score in the enjoyment of fitness tests than Native Americans. No gender difference was found. The second study conducted inter-country comparisons regarding PPET attitudes toward HRFT. The findings from a total of 1267 participants (N Chinese = 766; N American = 501) indicated that Chinese PPETs had more positive overall attitudes than American PPETs. Specifically, Chinese PPETs had higher scores in the cognitive component of attitude but lower scores in the affective component than their American PPETs counterparts. PPETs’ characteristics such as gender, year in university, and previous experience with fitness tests all had significant main effects on attitudes toward HRFT between Chinese and American PPETs. The third study explored PPET preparation for HRFT in PETE programs in the state of Texas, where Fitness testing is mandated by the state law. The perspectives from seven PETE faculty members through in-depth interviews, online surveys, and document analysis emerged in four themes: (a) Required courses are the primary means for preparing PPETs to use HRFT, but barriers (e.g., a lack of time devoted to HRFT content) existed; (b) PETE faculty members modeled the use of HRFT. However, cooperating teachers can negatively influence faculty’s role in HRFT preparation; (c) PPETs explored the use of HRFT in PETE programs through peer teaching and testing activities; and (d) field-based experiences in local schools for HRFT preparation were lacking. The findings of the study provide PETE programs with insights on how to better prepare PPETs for HRFT in the future.
Pre-service physical education teachers’ experience of fitness testing in educational settings
(2023-04-19) Doherty, Brooke Elizabeth; Keating, Xiaofen; Salinas, Cinthia; Davila, Denise; Naumann, Tracey
Health-related fitness testing (HRFT) is not often utilized in the college setting, despite studies showing a sharp decline in physical activity (PA) between high school and college. The designed goal of HRFT is to motivate students to lead healthy and active lives. In K-12, research has identified the school physical education (PE) teachers as having a vital role in administering and setting the tone for the testing process. Due to the impact that PE teachers can have on their students, it is important to examine pre-service physical education teachers (PPETs)’ experiences and preparation of HRFT implementation. However, to date, our understanding about this topic is very limited. As such, there is a need to examine this strand of research to understand if PPETs are adequately prepared to administer HRFT, in a state where has required HRFT by the state of law. The purpose of this study was to investigate PPETs’ previous and current perceptions on HRFT in schools and their level of readiness for implementing HRFT in the field. Guided by the dilemma theory, through semi-structured interviews, field observations, online discussions, and an online questionnaire, data were gathered from three PPETs enrolled in a large state university. A constant content comparison method was used to analyze the data. The following themes emerged. The first main theme, highlighting the conceptual dilemma, positive fitness testing perceptions based on appreciation for PA in K-12 programs with the lack of a thorough understanding about the real purposes of fitness testing, had one subtheme: (a) outstanding fitness testing and PA experience from athletics instead of PE, and lack of a deep understanding of the purposes of fitness testing. The second main theme, related to both the conceptual and pedagogical dilemmas, PETE provided strong content knowledge and teaching practices concerning HRFT in PE programs had two subthemes: (a) PPETs understand the fitness testing content and (b) PPETs learned how to grade student fitness testing performance. The third and final main theme, grounded in the pedagogical, cultural, and political dilemmas, lack of preparation for administering fitness testing in the field had three subthemes: (a) PPETs struggle to identify potential barriers and solutions with stakeholders and administration, (b) PPETs lack differentiation skills and motivation, and (c) PPETs had few opportunities to observe cooperating teachers (CTs’) HRFT practice during their student teaching. The results showed that the PPETs each had a positive experience HRFT as a child and developed content knowledge and teaching skills through the Physical Education Teacher Education program at their university. However, significant gaps in their learning were identified, most notably due to a lack of HRFT observations and field experience during their student teaching. It is concluded that the PPETs are not well prepared to administer HRFT on their own in the field or accommodate for a diverse group of students with different backgrounds and interests.
Sport for academic development
(2023-08-25) Abrams, Henri; Mills, Brian M.; Bowers, Matthew T.
This report delves into the potential of utilizing sports as an innovative and effective educational tool for teaching core academic subjects such as mathematics, geometry, and physics in American schools. Drawing upon extensive research on motivation, interest, and intelligence, this study aims to demonstrate the viability of integrating sports-based curricula to foster deeper engagement, enhance learning outcomes, and bridge the gap between physical activities and intellectual pursuits. The report begins by examining the intrinsic connection between sports and human motivation, highlighting how the competitive and goal-oriented nature of sports naturally aligns with fundamental psychological drivers. By leveraging these motivational factors, educators can design dynamic and interactive lessons that harness students' passion for sports to drive engagement and active participation in academic subjects. The report also explores the concept of situational interest, emphasizing the role of sports in capturing students' attention and creating opportunities for contextualized learning experiences. Incorporating real-life examples from sports scenarios into mathematical, geometrical, and physical concepts not only enhances comprehension but also promotes critical thinking and problem-solving skills.The study also delves into the cognitive benefits of using sports to teach academic subjects, drawing on intelligence research to illustrate how physical activities can stimulate brain function and enhance information retention. By integrating sports-related contexts, educators can create multi-dimensional learning environments that cater to diverse learning styles and tap into various intelligences, ultimately leading to a more holistic educational experience. Through a comprehensive analysis of existing programs and case studies, this report showcases successful instances where sports have been seamlessly integrated into academic curricula, yielding improved student performance, increased interest, and positive attitudes towards traditionally challenging subjects. By aligning with national educational standards and leveraging interdisciplinary approaches, sports-based learning models have the potential to reshape the educational landscape, fostering a generation of well-rounded and motivated learners. Furthermore, this report underscores the transformative potential of sports as a viable tool in the educational process, demonstrating that strategic integration of sports with core academic subjects can lead to enhanced student motivation, deeper interest, and improved learning outcomes. By capitalizing on the inherent motivational factors of sports and tailoring instructional strategies to individual learning preferences, educators can harness the power of sports to create dynamic, engaging, and effective educational experiences that prepare students for success in both academic and real-world contexts.
The effect of refugee resettlement on physical educators’ behaviors and teaching practice
(2019-06-12) Sears, Jack Vaughn, Jr.; Harrison, Louis, 1955-; Castelli, Darla M; Reddick, Richard J; Keating, Xiaofen
Refugee resettlement is the direct result of persecution brought on by politics, war, ethnic violence, or religious persecution. The United States has traditionally been the place where many refugees settle. Refugee families find their way to cities all across America with hope for a better life, employment and quality education for their children. The physical education (PE) teacher typically has interaction with every student in the school, and is likely to affect, and be affected by, a refugee students’ school experience. Currently, there is little to no research concerning the beliefs and subsequent behaviors and teaching practices of PE teachers interacting with refugees. The purpose of this phenomenological multiple case study is to examine the personal, cultural, and professional experiences of physical educators in schools where there is a substantial refugee student population. James Banks’ conceptual framework of multicultural education was used to help discover how PE teachers create PE learning environments that are relevant and beneficial to refugee students. Research questions sought to understand how refugees affect the PE teacher’s beliefs, behavior, cultural sensitivity and pedagogical practices. This study was conducted over a two-year period and qualitative data was collected from seventeen PE teachers. A snowball sampling method allowed for more teachers to participate therefore allowing the potential for further enrichment of the study. While completing the literature review, a pilot study was conducted, interviewing and observing five teachers. Overall, seventeen participants were interviewed, and twenty-one observations of PE classes were made. Relevant artifacts were collected along with the researcher’s field and observation notes. Upon completion of all interviews and observations a thorough analysis was completed and brought to a conclusion for submission in this dissertation. Findings indicated seven primary themes: the presence of refugee students will shape teaching practices; language and culture influence relationships and teaching; professional development is deficient; a student’s culture may enlighten one’s worldview; diversity in the classroom may reduce prejudice; the PE teacher becomes aware of adverse childhood experiences; and cultural competency matters. Findings indicated that the behaviors and practices of PE teachers are affected by the presence of refugee students. PE teachers recognize that this phenomenon of diverse student populations in the classroom makes the learning and teaching experience challenging and influential.
The impact of administrators’ perceptions on combating marginalization in physical education
(2022-05-19) Naumann, Tracey Jannelle; Keating, Xiaofen; Stephenson, Rachyl Jane; Brown, Kefferlyn; Liu, Min
School administrators are considered the leaders of their communities. They are the catalysts between students, parents, and teachers, that have the potential to greatly influence the culture and climate of their schools. As large influencers of the school, their perceptions towards physical education (PE) can have a great impact on PE teachers and the PE curriculum itself. Using the Occupational Socialization Theory, this study aims to understand how administrators’ prior socialization experiences impact their current perceptions towards PE. The purpose of this study is to investigate administrators’ perception on PE and how they use these perceptions to combat marginalization. A qualitative case study was used to obtain an understanding of how five participants’ childhood and professional experiences impact their perception and action towards PE. Data was collected through a questionnaire, autobiography, and three rounds of interviews. The data was examined with a collaborate qualitative analysis approach. The findings from the study were described thematically and results were categorized into three main themes: the power of memory: (a) the impact of positive experiences during childhood PE and physical activity, (b) disservice to PE: lack of administrative preparation, and (c) PE was valued despite marginalization witnessed. Within the first theme there were three subthemes: (a) experiences within administrators’ own K-12 PE and physical activity, (b) involvement of sport and athletics helped develop a strong appreciation for physical activity, and (c) community, family, and friends impacted positive perceptions of PE and physical activity throughout childhood. The second main theme was comprised of two subthemes: (a) preparation into administrative roles was deficit in preparing them to support PE and (b) administrators established a culture and provided advocacy for PE teachers to overcome marginal status. The results suggest that administrators’ positive childhood experiences in PE were derived from a collection of experiences related to PE and events organized by the PE teacher. Despite the lack of training to supervise or support PE during the professional or training phase of their life, the appreciation that was developed throughout childhood, make them advocates for PE in their current schools and communities.
The influence of alternative field based experiences on preservice teachers’ perceptions of assessment in physical education : an occupational socialization inquiry
(2020-03-25) Stephenson, Rachyl Jane; Keating, Xiaofen; Brown, Christopher; Harrison, Louis; Starck, Jenna
There have been recent developments of new approaches to assessment in physical education (PE), but due to an extensive history of assessment in PE as being an area of concern, there is still a high demand for research on the topic. The profession of PE needs to gain insight on how to better prepare assessment literate preservice teachers. This study employed Occupational Socialization Theory as a conceptual framework to explore three preservice PE teachers’ perceptions of assessment during an alternative based field experience. The aims of the study were to investigate how the alternative based field experiences, along with how their socialization experiences, influenced their assessment perceptions. A qualitative, phenomenological research design was utilized to gain an understanding of the participants lived experience of an alternative field based setting within a methods course. The participants were recruited through their course as a convenience sample. All data were qualitative and collected through autobiographies, lesson plans, video recordings of teaches, and 3 rounds of interviews per participant. The data were examined with a collaborative qualitative analysis approach. The findings from the study were described thematically. Results were categorized into three major themes: (a) out of sight out of mind: assessment disappears in actual teaching practices, (b) preservice teachers cognitively valued assessment, and (c) professional socialization impact PPETs assessment implementation in alternative field experiences. Within the first main theme there was one subtheme – disconnect from planning to implementation with four sub-subthemes. The second main was comprised of two subthemes: (a) value assessment to promote learning (two sub-subthemes), and (b) recognized the potential impact of assessment on student learning as a motivator or demotivator (one sub-subtheme). The third main theme had three subthemes that emerged: (a) recognition of assessment importance throughout PETE programming, (b) faculty and staff had negative and positive influences on PPETs’ assessment perceptions, and (c) absence of assessment exposure and modeling. The results suggest that preservice PE teachers value assessment, and there are socialization factors that influence their perceptions. However, even with supports that existed at the alternative field based setting, there was still a lack of implementation of assessment
The patterns of physical activity and sedentary behaviors among university students : application of the Transtheoretical Model to sedentary behaviors
(2014-12) Han, Ho, Ph. D.; Kohl, Harold W., 1960-; Pettee Gabriel, Kelley; Bartholomew, John; Cance, Jessica; Castelli, Darla
Insufficient physical activity and prolonged sedentary behaviors among college students are primary public health concerns. The present research seeks to 1) estimate the patterns of physical activity and sedentary behaviors performed outside of a physical education (PE) course among university students, 2) develop and validate assessments for understanding the stages and processes of sedentary behavior change, and 3) examine the association between physical activity status and estimates of sedentary behaviors derived from the abovementioned assessments. A convenience sample of 225 university students aged 18 to 24 years and enrolled in a weight training course was recruited. In order to measure the amounts of time spent in physical activity and sedentary behaviors, accelerometer and self-administered questionnaires were used. Because most estimates of physical activity and sedentary behaviors were not normally distributed, nonparametric statistical tests were primarily used. More than half of the students in a weight training course did not achieve the recommended aerobic physical activity levels, and the amount of time spent in physical activity and sedentary behaviors beyond their class times did not significantly differ from those who were not involved in any PE courses. In addition, a significant difference in accelerometer-derived moderate to vigorous intensity physical activity was found by gender and by days of the week. The results indicated that the Transtheoretical Model (TTM) was successfully applied to sedentary behaviors. Strong concurrent and construct validity was found compared to objectively measured sedentary time and other TTM constructs, respectively. The TTM questionnaire for sedentary behaviors also demonstrated high internal consistency and test-retest reliability over two weeks. The findings suggest that the TTM questionnaires for sedentary behaviors are acceptable to use when targeting a reduction in sedentary behaviors in theory-based interventions. A majority of the participants were in the stages of precontemplation, contemplation, or preparation and differences in men and women by stages were shown. There were also gender differences with regards to processes of change. No associations were found between physical activity and sedentary behaviors. This research supports the necessity of additional encouragement to participate in regular physical activity outside of PE class. Further, findings demonstrate the success of applying the TTM to sedentary behaviors.
The role of career goals in physical education teacher education faculty socialization
(2022-05-09) Knipe, Robert, Ph. D.; Keating, Xiaofen; Lux Gaudreualt , Karen; Salinas, Cinthia; De Lissovoy, Noah
Purpose: Through the lens of Occupational Socialization Theory, the purpose of this study was to explore the socialization of an early career PETE faculty member who adopted a professional goal of a career in higher education. Method: Using a retrospective case study design, a faculty member with two years of experience was selected using purposeful sampling (n = 1). Data sources included: semi-structured and unstructured interviews, critical incident accounts and document analysis. Results: The study yielded two themes across the five phases of socialization: (a) a care ethic was present within the participant, teachers and mentors, and (b) an achievement orientation shaped by his early life experiences pushes his goals to be ever expanding. Conclusions: The earlier career faculty member’s socialization framed the role of teacher and professor as a position rooted in care. Once the earlier career faculty member had set intentions of a career in higher education, the goal did not impact Connor’s engagement and effort in their current position of K-12 Inservice teacher.
Understanding preservice physical education teachers’ teacher identity
(2019-06-21) Liu, Jingwen; Keating, Xiaofen; Harrison, Louis; Horwitz, Elaine; Tucker-Drob, Elliot
Quality physical education programs are essential in preventing childhood obesity, and its implementation depends on the quality of preservice physical education teachers (PPETs) who may develop a strong teacher identity in physical education. However, existing research in PPET-TI is very sparse. This study aimed to examine the essential elements of PPET-TI and the psychometric properties of the scale measuring PPET-TI. Two studies were conducted using a mixed-methods research design. In study 1, semi-structured interviews were conducted with 19 PPETs. Three essential themes were identified: self-definition of roles and projected professional positions, teaching goals, and professional responsibilities for self-growth and changing the physical education profession. In study 2, survey items were developed based on results from study 1 and a literature review, which were evaluated by 10 experts to establish content validity. A survey of 26 items was distributed to 552 PPETs’ to examine validity and reliability. Confirmatory factor analysis and model specification revealed an adequate model fit to the data for a 17-item PPET-TI Scale consisting of three domains: self-definition, teaching goals, and professional responsibilities. Convergent validity, criterion validity, and discriminant validity of the scale scores were also adequate. The scores of the PPET-TI Scale showed an acceptable internal consistency (Cronbach’s alpha = .91 for the entire scale). It is recommended to use the PPET-TI Scale for PPET recruitment, PETE program effectiveness evaluation, and PETE curriculum improvement. Future studies may use the PPET-TI Scale to identify influencing factors of identity development.