This study investigated the influence of race and gender on students' self-schema for movemen... more This study investigated the influence of race and gender on students' self-schema for movement activities. Study participants were 168 male and female seventhand eighth-grade students, both African American and Euro American, from a semi-rural school in a Southeastern state. The Physical Activity Schema Analysis (PASA) was administered to measure students' endorsements of 20 different movement and team and individual sport activities. Participants were asked: in which activity they felt most competent; the highest level at which they expected to compete in the activity; how hard they thought they would have to work to be good at the activity; and how often they practiced or played in the activity. Study results revealed the importance of race and gender as predictors of schema development for particular sports and physical activities. For example, African Americans' overwhelming indication of basketball as the activity in which they perceived the highest level of compete...
Understanding how the knowledge structures of preservice teachers develop as expertise is acquire... more Understanding how the knowledge structures of preservice teachers develop as expertise is acquired would seem to be an important aspect of teacher preparation. The purpose of this study was to compare the pedagogical knowledge structures about effective teaching of preservice teachers and teacher educators in the professional preparation programs of two different institutions. Two groups of preservice teachers at two different points in their preparation program at each of the two institutions were asked to complete a concept map (Roehler et al., 1987) about effective teaching. One group completed the concept map just after the first teaching methods course, and the other group completed the map just prior to student teaching. These data were compared with concept maps of teacher educators at each institution. Quantitative and qualitative data revealed differences between the groups of preservice teachers and between the preservice teachers and the teacher educators.
This study was designed to explore the relationships among individuals’ dispositional ability con... more This study was designed to explore the relationships among individuals’ dispositional ability conceptions, intrinsic motivation, experience, perceived competence, persistence, and performance. Participants practiced a novel task, completed surveys before instruction and after practicing the task, and completed a skill test. The results indicated that participants with higher levels of entity ability conceptions were likely to exert less effort and be less intrinsically motivated during practice. Participants with more experience were likely to feel more competent before and after practice. Perceived competence, incremental ability conceptions, and performance were positive predictors of intrinsic motivation. The results suggest that providing students opportunities to experience a variety of activities and creating an environment in which students can feel competent, believe in the efficacy of effort, and experience success could foster intrinsic motivation to actively engage in act...
The purpose of this study was to validate physical activity time in middle school physical educat... more The purpose of this study was to validate physical activity time in middle school physical education as measured by pedometers in relation to a criterion measure, namely, students' accelerometerdetermined moderate to vigorous physical activity (MVPA). Participants were 155 sixth to eighth graders participating in regularly scheduled physical education classes from a suburban public school. Physical activity levels were measured by Yamax pedometers and Actical accelerometers. Descriptive analyses were conducted to calculate steps per minute (SPM) for pedometers and time engaged in MVPA (TMVPA) and percentage of time engaged in MVPA (PMVPA) for accelerometers, respectively. Correlation analyses yielded that SPM were positively and significantly related to TMVPA and PMVPA. Additionally, the percentage of agreement and modified kappa between SPM and PMVPA were .45 and .24, respectively. In conclusion, pedometer-based SPM is a valid tool to survey physical activity time against accelerometers.
The purpose of this study was to explore gender differences in reasoning about the relationships ... more The purpose of this study was to explore gender differences in reasoning about the relationships between natural ability, effort/practice, and final skill level/performance across 16 physical activities at both elite and recreational levels. The participants were 153 college students enrolled in 6 physical activity classes. They completed 2 questionnaires. The results indicated that in physical activity domains, male students tended to rate natural ability as more influential for successful skill level or performance than did female students, but the beliefs seemed to vary for activities that are gender-linked. For all the participants, natural ability was viewed as more important at the elite level than at the recreational level. A strategy for practitioners and coaches to use foster beliefs in the efficacy of effort must be developed by challenging the conception of sports as gender-typed and promoting the concept of sports for all.
The focus of this study was to investigate the effects of various augmented feedback conditions o... more The focus of this study was to investigate the effects of various augmented feedback conditions on students' self-perceptions of ability (SPA), practice behaviors, and performance during motor skill instruction of a novel task. Fourth grade physical education students (n=103) participating in a one week instructional unit on the skill of cupstacking were randomly assigned to one of four feedback conditions: (a) no feedback, (b) motivational feedback, (c) task or informational feedback, and (d) motivational and task feedback combined. While students practiced simple (3x6x3) and complex (1x10x1) cupstacking skills, instruction and feedback were provided by university education majors. Following an introductory video, students completed surveys indicating their self-perceptions of ability to learn (SPAL) cupstacking and in particular their selfperceptions of ability to perform (SPAP) the 3x6x3 skill. Pretest performance scores were recorded, and students received 30 minutes of instruction and feedback. Ability perceptions were reassessed and posttest performance scores recorded. Procedures were repeated while students under the same instructor and same feedback condition practiced the 1x10x1 skill. Gasses were videotaped in order to code student practice behavior. Final SPAL cupstacking were assessed by students on a survey. The results indicate an overall increase in SPA and performance scores and a general decrease in on-task behavior. Specifically, task and combined motivational and task feedback produced greater gains in performance scores on the complex skill, and better on-task behavior patterns with both skills than did no feedback or simple motivational feedback. The results suggest the importance of task feedback during initial learning phases of a novel skill both in terms of positive student engagement and actual performance improvement, and highlight the need for physical educators capable of providing appropriate, meaningful feedback. Though SPA were not altered vii Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. significantly, the combined task and motivational feedback did show a tendency towards interaction with the more specific SPAP measurement This supports the notion of SPA specificity and correspondence to criterial task (Pajares, 1996). Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
In this article, the roles of individuals' expectancy beliefs and incentives (i.e., task value, o... more In this article, the roles of individuals' expectancy beliefs and incentives (i.e., task value, outcome expectancy) in sport and physical education are examined from expectancy-value model and self-efficacy theory perspectives. Overviews of the two theoretical frameworks and the conceptual and measurement issues are provided, followed by a review of developmental and gender/racial differences and the influences of sport and physical education on children's motivational beliefs.
Introduction. Physical Education (PE) is a way of promoting sports in adolescents, and teachers c... more Introduction. Physical Education (PE) is a way of promoting sports in adolescents, and teachers can encourage this sport adherence by generating motivation in students through their teaching intervention. The aim of the study was to develop and implement teaching intervention strategies to generate an optimal motivational climate and assess their impact on different variables that affect students' situational motivation in Physical Education classes. The Achievement Goal Theory and the Self-determination Theory were taken as reference. Method. The intervention was based on the TARGET areas, developing an orientational teaching unit with the participation of 113 3 rd year ESO (secondary education) students (58 boys and 53 girls; M age = 14.83 and SD= 0.72), who were divided into an experimental group (n=46) and a control group (n=67). Different instruments were used to measure perceived motivational climate, basic psychological needs, self-determined situational motivation and affective consequences (satisfaction-enjoyment and boredom). Results. The results showed that the experimental group obtained significantly higher values with respect to the control group in the mastery motivational climate, as well as in autonomy, perceived competence, identified regulation and satisfaction-enjoyment. The amotivation values were significantly lower in the experimental group. Discussion. The results highlight the importance of the PE teacher transmitting task motivational climates to optimise different variables that affect motivation in PE classes, thus improving the teaching-learning process Conclusion. We highlight that the TARGET areas are effective to optimise the teaching intervention in the orientational content and to help improve the students' motivation in PE.
Children's physical inactivity is an importan... more Children's physical inactivity is an important health concern, and, as suggested, school efforts can be important in increasing activity. The purpose of this study was to use collective efficacy as a framework to examine elementary classroom teachers' and principals' perceptions about integrating physical activity. Three hundred fourteen elementary teachers and 38 school principals completed survey information to assess variables related
The type of learning activity offered in physical education may influence students' motivational ... more The type of learning activity offered in physical education may influence students' motivational beliefs, physical activity participation and effort/persistence in class. However, most empirical studies have focused on the individual level rather than on the learner-content interactions. Accordingly, the potential effects of learning activities on these outcome variables have been overlooked. This study examined whether students' motivational beliefs (self-efficacy and outcome expectancy), moderateto-vigorous physical activity (MVPA) and effort/persistence in physical education classes varied as a function of learning activity (soccer vs. fitness). Participants were 225 students (112 boys, 113 girls) in grades 6-8 from a suburban public school in the Southeastern region of the U.S. Each of the three grade levels incorporated three classes, and 25 participants were randomly selected from each class. Students responded to questionnaires measuring their self-efficacy, outcome expectancy and perceived effort/persistence toward soccer and fitness classes, respectively. Students' MVPA in soccer and fitness classes were measured via Actical accelerometers. The results revealed that students reported higher scores in self-efficacy and outcome expectancy toward fitness than they did toward soccer. However, students exhibited higher MVPA in the soccer classes. Regression analyses yielded that only self-efficacy significantly predicted MVPA, while both self-efficacy and outcome expectancy emerged as predictors of effort/persistence across learning activities. The findings may have significant implications for educational practice. For example, physical educators must consider psychological and physical effects that different learning activities may have on students when designing and implementing physical education programs.
The purpose of this study was to validate physical activity time in middle school physical educat... more The purpose of this study was to validate physical activity time in middle school physical education as measured by pedometers in relation to a criterion measure, namely, students' accelerometerdetermined moderate to vigorous physical activity (MVPA). Participants were 155 sixth to eighth graders participating in regularly scheduled physical education classes from a suburban public school. Physical activity levels were measured by Yamax pedometers and Actical accelerometers. Descriptive analyses were conducted to calculate steps per minute (SPM) for pedometers and time engaged in MVPA (TMVPA) and percentage of time engaged in MVPA (PMVPA) for accelerometers, respectively. Correlation analyses yielded that SPM were positively and significantly related to TMVPA and PMVPA. Additionally, the percentage of agreement and modified kappa between SPM and PMVPA were .45 and .24, respectively. In conclusion, pedometer-based SPM is a valid tool to survey physical activity time against accelerometers.
This study investigated the influence of race and gender on students' self-schema for movemen... more This study investigated the influence of race and gender on students' self-schema for movement activities. Study participants were 168 male and female seventhand eighth-grade students, both African American and Euro American, from a semi-rural school in a Southeastern state. The Physical Activity Schema Analysis (PASA) was administered to measure students' endorsements of 20 different movement and team and individual sport activities. Participants were asked: in which activity they felt most competent; the highest level at which they expected to compete in the activity; how hard they thought they would have to work to be good at the activity; and how often they practiced or played in the activity. Study results revealed the importance of race and gender as predictors of schema development for particular sports and physical activities. For example, African Americans' overwhelming indication of basketball as the activity in which they perceived the highest level of compete...
Understanding how the knowledge structures of preservice teachers develop as expertise is acquire... more Understanding how the knowledge structures of preservice teachers develop as expertise is acquired would seem to be an important aspect of teacher preparation. The purpose of this study was to compare the pedagogical knowledge structures about effective teaching of preservice teachers and teacher educators in the professional preparation programs of two different institutions. Two groups of preservice teachers at two different points in their preparation program at each of the two institutions were asked to complete a concept map (Roehler et al., 1987) about effective teaching. One group completed the concept map just after the first teaching methods course, and the other group completed the map just prior to student teaching. These data were compared with concept maps of teacher educators at each institution. Quantitative and qualitative data revealed differences between the groups of preservice teachers and between the preservice teachers and the teacher educators.
This study was designed to explore the relationships among individuals’ dispositional ability con... more This study was designed to explore the relationships among individuals’ dispositional ability conceptions, intrinsic motivation, experience, perceived competence, persistence, and performance. Participants practiced a novel task, completed surveys before instruction and after practicing the task, and completed a skill test. The results indicated that participants with higher levels of entity ability conceptions were likely to exert less effort and be less intrinsically motivated during practice. Participants with more experience were likely to feel more competent before and after practice. Perceived competence, incremental ability conceptions, and performance were positive predictors of intrinsic motivation. The results suggest that providing students opportunities to experience a variety of activities and creating an environment in which students can feel competent, believe in the efficacy of effort, and experience success could foster intrinsic motivation to actively engage in act...
The purpose of this study was to validate physical activity time in middle school physical educat... more The purpose of this study was to validate physical activity time in middle school physical education as measured by pedometers in relation to a criterion measure, namely, students' accelerometerdetermined moderate to vigorous physical activity (MVPA). Participants were 155 sixth to eighth graders participating in regularly scheduled physical education classes from a suburban public school. Physical activity levels were measured by Yamax pedometers and Actical accelerometers. Descriptive analyses were conducted to calculate steps per minute (SPM) for pedometers and time engaged in MVPA (TMVPA) and percentage of time engaged in MVPA (PMVPA) for accelerometers, respectively. Correlation analyses yielded that SPM were positively and significantly related to TMVPA and PMVPA. Additionally, the percentage of agreement and modified kappa between SPM and PMVPA were .45 and .24, respectively. In conclusion, pedometer-based SPM is a valid tool to survey physical activity time against accelerometers.
The purpose of this study was to explore gender differences in reasoning about the relationships ... more The purpose of this study was to explore gender differences in reasoning about the relationships between natural ability, effort/practice, and final skill level/performance across 16 physical activities at both elite and recreational levels. The participants were 153 college students enrolled in 6 physical activity classes. They completed 2 questionnaires. The results indicated that in physical activity domains, male students tended to rate natural ability as more influential for successful skill level or performance than did female students, but the beliefs seemed to vary for activities that are gender-linked. For all the participants, natural ability was viewed as more important at the elite level than at the recreational level. A strategy for practitioners and coaches to use foster beliefs in the efficacy of effort must be developed by challenging the conception of sports as gender-typed and promoting the concept of sports for all.
The focus of this study was to investigate the effects of various augmented feedback conditions o... more The focus of this study was to investigate the effects of various augmented feedback conditions on students' self-perceptions of ability (SPA), practice behaviors, and performance during motor skill instruction of a novel task. Fourth grade physical education students (n=103) participating in a one week instructional unit on the skill of cupstacking were randomly assigned to one of four feedback conditions: (a) no feedback, (b) motivational feedback, (c) task or informational feedback, and (d) motivational and task feedback combined. While students practiced simple (3x6x3) and complex (1x10x1) cupstacking skills, instruction and feedback were provided by university education majors. Following an introductory video, students completed surveys indicating their self-perceptions of ability to learn (SPAL) cupstacking and in particular their selfperceptions of ability to perform (SPAP) the 3x6x3 skill. Pretest performance scores were recorded, and students received 30 minutes of instruction and feedback. Ability perceptions were reassessed and posttest performance scores recorded. Procedures were repeated while students under the same instructor and same feedback condition practiced the 1x10x1 skill. Gasses were videotaped in order to code student practice behavior. Final SPAL cupstacking were assessed by students on a survey. The results indicate an overall increase in SPA and performance scores and a general decrease in on-task behavior. Specifically, task and combined motivational and task feedback produced greater gains in performance scores on the complex skill, and better on-task behavior patterns with both skills than did no feedback or simple motivational feedback. The results suggest the importance of task feedback during initial learning phases of a novel skill both in terms of positive student engagement and actual performance improvement, and highlight the need for physical educators capable of providing appropriate, meaningful feedback. Though SPA were not altered vii Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. significantly, the combined task and motivational feedback did show a tendency towards interaction with the more specific SPAP measurement This supports the notion of SPA specificity and correspondence to criterial task (Pajares, 1996). Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
In this article, the roles of individuals' expectancy beliefs and incentives (i.e., task value, o... more In this article, the roles of individuals' expectancy beliefs and incentives (i.e., task value, outcome expectancy) in sport and physical education are examined from expectancy-value model and self-efficacy theory perspectives. Overviews of the two theoretical frameworks and the conceptual and measurement issues are provided, followed by a review of developmental and gender/racial differences and the influences of sport and physical education on children's motivational beliefs.
Introduction. Physical Education (PE) is a way of promoting sports in adolescents, and teachers c... more Introduction. Physical Education (PE) is a way of promoting sports in adolescents, and teachers can encourage this sport adherence by generating motivation in students through their teaching intervention. The aim of the study was to develop and implement teaching intervention strategies to generate an optimal motivational climate and assess their impact on different variables that affect students' situational motivation in Physical Education classes. The Achievement Goal Theory and the Self-determination Theory were taken as reference. Method. The intervention was based on the TARGET areas, developing an orientational teaching unit with the participation of 113 3 rd year ESO (secondary education) students (58 boys and 53 girls; M age = 14.83 and SD= 0.72), who were divided into an experimental group (n=46) and a control group (n=67). Different instruments were used to measure perceived motivational climate, basic psychological needs, self-determined situational motivation and affective consequences (satisfaction-enjoyment and boredom). Results. The results showed that the experimental group obtained significantly higher values with respect to the control group in the mastery motivational climate, as well as in autonomy, perceived competence, identified regulation and satisfaction-enjoyment. The amotivation values were significantly lower in the experimental group. Discussion. The results highlight the importance of the PE teacher transmitting task motivational climates to optimise different variables that affect motivation in PE classes, thus improving the teaching-learning process Conclusion. We highlight that the TARGET areas are effective to optimise the teaching intervention in the orientational content and to help improve the students' motivation in PE.
Children's physical inactivity is an importan... more Children's physical inactivity is an important health concern, and, as suggested, school efforts can be important in increasing activity. The purpose of this study was to use collective efficacy as a framework to examine elementary classroom teachers' and principals' perceptions about integrating physical activity. Three hundred fourteen elementary teachers and 38 school principals completed survey information to assess variables related
The type of learning activity offered in physical education may influence students' motivational ... more The type of learning activity offered in physical education may influence students' motivational beliefs, physical activity participation and effort/persistence in class. However, most empirical studies have focused on the individual level rather than on the learner-content interactions. Accordingly, the potential effects of learning activities on these outcome variables have been overlooked. This study examined whether students' motivational beliefs (self-efficacy and outcome expectancy), moderateto-vigorous physical activity (MVPA) and effort/persistence in physical education classes varied as a function of learning activity (soccer vs. fitness). Participants were 225 students (112 boys, 113 girls) in grades 6-8 from a suburban public school in the Southeastern region of the U.S. Each of the three grade levels incorporated three classes, and 25 participants were randomly selected from each class. Students responded to questionnaires measuring their self-efficacy, outcome expectancy and perceived effort/persistence toward soccer and fitness classes, respectively. Students' MVPA in soccer and fitness classes were measured via Actical accelerometers. The results revealed that students reported higher scores in self-efficacy and outcome expectancy toward fitness than they did toward soccer. However, students exhibited higher MVPA in the soccer classes. Regression analyses yielded that only self-efficacy significantly predicted MVPA, while both self-efficacy and outcome expectancy emerged as predictors of effort/persistence across learning activities. The findings may have significant implications for educational practice. For example, physical educators must consider psychological and physical effects that different learning activities may have on students when designing and implementing physical education programs.
The purpose of this study was to validate physical activity time in middle school physical educat... more The purpose of this study was to validate physical activity time in middle school physical education as measured by pedometers in relation to a criterion measure, namely, students' accelerometerdetermined moderate to vigorous physical activity (MVPA). Participants were 155 sixth to eighth graders participating in regularly scheduled physical education classes from a suburban public school. Physical activity levels were measured by Yamax pedometers and Actical accelerometers. Descriptive analyses were conducted to calculate steps per minute (SPM) for pedometers and time engaged in MVPA (TMVPA) and percentage of time engaged in MVPA (PMVPA) for accelerometers, respectively. Correlation analyses yielded that SPM were positively and significantly related to TMVPA and PMVPA. Additionally, the percentage of agreement and modified kappa between SPM and PMVPA were .45 and .24, respectively. In conclusion, pedometer-based SPM is a valid tool to survey physical activity time against accelerometers.
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