Scope

 

The scope of the journal encompasses original research, reviews, case studies, research notes, practitioner’s notes, and commentaries in the fields of all areas of physical education, health and sports. Manuscripts considered for publication are those that add theory based new knowledge through original research or reviews. Both quantitative and qualitative research paradigms are welcome.

 

As a fundamental principle, all materials submitted for publication shall be evaluated for relevance and contribution to the field of kinesiology and for clarity of the narrative via a peer review process that enlists members of the Editorial Board and the designated Expert Reviews. The Editor-in-Chiefs, in consultation with the Editorial Board members and Reviewers, reserves the right to accept, accept with required modifications, or reject a manuscript.

Associations between Adolescents’ Situational Motivation and Objectively-Determined Physical Activity Levels in Physical Education

Abstract

Purpose: This study aimed to examine the predictive strength of adolescents’ situational motivation to their physical activity physical activity levels in physical education. Method: A total of 259 middle school students ranging from 11 to 14 years old participated in the study. Participants completed the Situational Motivation Scale in one class. Their PA levels were then assessed by pedometers and Actical® accelerometers for three days. Physical activity levels were quantified as steps per minute for pedometers and percentages of time in sedentary behavior as well as light physical activity and moderate-to-vigorous physical activity for accelerometers. Results: Multiple regression analyses yielded adolescents’ intrinsic motivation was the only positive predictor for their time in moderate-to-vigorous physical activity (ß = .22, p < .05), and a significant negative predictor in sedentary behavior (ß = -.28, p < .01). Additionally, amotivation negatively predicted steps per minute (ß = -.15, p < .05). Conclusion: Physical educators should identify effective strategies to enhance adolescents’ intrinsic motivation.

Keywords: amotivation, external regulation, identified regulation, intrinsic motivation, moderate-to-vigorous physical activity

Category: Secondary P.E.

 

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Integration of Active Video Games in Extracurricular Activity at Schools

Jung Eun Lee 1, Charles Huang, Ph.D. 2 Zachary Pope 1, and Zan Gao, Ph.D. 1

1 School of Kinesiology, the University of Minnesota, Minneapolis, MN

2 School of Education, Wayland Baptist University, Plainview, TX

 

Abstract

Active video games require players to be physically active. Dance Dance Revolution (DDR) is an interactive dancing game that requires fast-foot movement coordinated with energetic music and visuals. The Wii and Xbox Kinect games have also become good active video games for the promotion of physical activity participation. These games are much more interactive than traditional games because more body movements are added to the video game experiences. Active video games, if applied in extracurricular settings, will be helpful in maximizing the opportunity for children to be active. As such, this article discusses the health benefits of these active video games, and how to integrate these games into after-school physical activity programs. Additionally, the article also provides strategies for the implementation of DDR, Wii and the Xbox to stage the games, establish competitive/non-competitive physical activity atmospheres, promote teamwork, and improve student physical activity levels.

Keywords:

Dance Dance Revolution, physical activity, school children, Wii, Xbox Kinect

Category

Technology in P.E.

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How many P.E. videos are in the video database?

Surf through our 3602 P.E. Videos

Defining Success within a “Successful” Men’s NCAA Division I Sport Program

Dr. Seth E. Jenny - Winthrop University, Rock Hill, SC, USA
Dr. Glenn F. Hushman - University of New Mexico, Albuquerque, NM, USA

Abstract

A coaching philosophy is a personal doctrine, or individual set of experiences and values, that guides a coach’s beliefs, actions, and coaching style (Huber, 2013). The humanistic coaching philosophy involves a collaborative coach/athlete process which considers individual athlete differences, abilities, and goals, with the long-term aim of developing a self-confident and self-regulated athlete (Lyle, 1999). Opposite of the traditional model where success is determined by wins or losses, within the humanistic approach winning is redefined so that the process is emphasized and achievement of individual athlete goals indicates success. Through coach interviews, athlete interviews, training session observations, and artifact collection, the aim of this case study was to explore the coaching philosophy and methods of a successful men’s NCAA Division I cross country coach and explore to what extent they are humanistic. Definition of success emerged as a primary theme where results indicated that while the participant coach was extrinsically motivated by outcome measures (i.e., winning NCAA national championships), his methods ascribed to the humanistic values of striving for individual athlete potential, holistic development, and self-actualization. Findings suggest that while the NCAA espouses to holistic development of the student-athlete, it is hard to separate athletic outcome measures as at least a portion of the definition of success for coaches working within this setting. .

Keywords:

coaching philosophy, humanism, distance running, cross country

Category

Original Research

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Learning how to do a handstand

Learning how to do a handstand is one of the most important steps to becoming a good gymnast ... It is one of the first moves that gymnasts learn.

Manual for Acrobatics: Handstand, hand to hand, banquine ( 50 p.)

Can Pre-Service Physical Education Majors Identify Learning Standards During Authentic Teaching Episodes?

Mike Kniffin, John Foley, Lynn Couturier MacDonald and Kath Howarth
The State University of New York - Cortland

Abstract

Only a handful of research studies have been conducted to determine whether or not physical educators or pre-service physical education teachers are utilizing learning standards in their teaching. While pre-service teachers are typically required to align lesson objectives and content, their extent of their understanding of how learning standards are implemented in actual teaching is unknown. The purpose of this study was to determine if undergraduate physical education majors could identify instances and non-instances of physical education teachers incorporating learning standards in their lessons. Pre-service teachers viewed a series of secondary physical education teaching episodes captured on digital video recordings. The inter-agreement (IOA) scores for 101 physical education majors ranged from 65%-82% for the four New York State Learning Standards and from 51%-98% for the six National Association of Sport and Physical Education Standards. The researchers found that participants had the most difficulty identifying New York State Learning Standard 2 and National Association of Sport and Physical Education Learning Standard 5, with IOA scores of 65% and 51% respectively. Both of these standards involve personal and social responsibility and fall within the affective domain.

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The Effects of Role Modeling on Technology Integration within Physical Education Teacher Education

Dr. Helena Baert Assistant Professor Physical Education SUNY Cortland, NY, USA
Abigail Stewart, BSc Candidate, SUNY Cortland

Abstract

The national standards for physical education teacher education (PETE) in the US state that teacher candidates should be able to plan and implement technology infused lessons that meet lesson objectives and enhance learning in physical education (standard 3.7). Research shows that role modeling of technology integration can have a positive impact on the attitudes teacher candidates have in relation to integrating technology that as a result will enhance learning (Mishra & Koehler, 2006). The purpose of the study was to examine the perceptions of physical education teacher candidates on the integration of technology within a large PETE program that does not require pre-service teachers to take an undergraduate technology course; rather, technology is embedded within the program. In addition, the effects of role modeling by current and past university professors on technology integration were evaluated. This study used the Technological, Pedagogical, and Content Knowledge (TPACK) framework as the theoretical foundation and examined the effect of role modeling on the seven different constructs that make up the TPACK framework (Mishra & Koehler, 2006) using a survey adopted from Schmidt et al. (2009). Results showed that pre-service teachers perceived high levels of TPACK. Role modeling of technology made a significant impact on their perceived levels of technological knowledge (TK), technological content knowledge (TCK), technological pedagogical knowledge (TPK) and technological, pedagogical content knowledge (TPACK). The types of technologies modeled within the PETE program were focused around computer technologies, physical activity monitoring, and video feedback. Further research is encouraged to evaluate and compare perceived and actual TPACK levels of pre-service teachers.

Keywords

TPACK, PETE, technology, physical education, pre-service, role modeling

Category

Original Research

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Basic Land Drills for Swimming Stroke Acquisition

Basic Land Drills for Swimming Stroke Acquisition

Peng Zhang - East Stroudsburg University

Abstract

Teaching swimming strokes can be a challenging task in physical education. The purpose of the article is to introduce 12 on land drills that can be utilized to facilitate the learning of swimming strokes, including elementary back stroke, sidestroke, front crawl, back stroke, breaststroke, and butterfly. Each drill consists of four components (ready position; movement criteria; recommended practice time; and critical cues) which provide not only detailed descriptions of the drill but also pedagogical knowledge to optimize learning outcomes. Four recommendations are offered in the end of the paper to enhance the safety, effectiveness, and enjoyment facts associated with the applications of the drills.

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Hundreds of ways you can utilise emerging technologies in your PE classroom Occasionally!

by Jarrod Robinson

I get asked by teachers why anyone would bother introducing technology into Physical Education. This usually turns into quite an interesting discussion about what exactly do they mean by .‘technology.’, which is then typically followed up with concern over the replacement of Physical Activity for some sort of online alternative.

In this situation, I respond with the following:

  1. “Technology is all around us, it involves every aspect of Physical Education, from the shoes the students wear to the sports equipment used during the game. So I assume you are talking about digital technologies?.”
  2. “The introduction or emerging of digital technologies in Physical Education does not seek to replace physical activity; it aims to help explore physical activity. Technology becomes like any other tool in the PE teachers toolkit, useful for whenever the situation demands it, never just for the sake of it.”.

I would also indicate within my response that elite sports organisations take advantage of the latest technology to enhance sports performance. This is the same thing we try to achieve in Physical Education, albeit with students rather than sports stars.

A typical semester in my physical education classes would most likely involve 90% physical activity that included absolutely no involvement of emerging technologies. It.’s during the 10% of a semester that we spend exploring the powers of technology to improve our understanding of human activity.

So I urge you to read along as I take you through hundreds of ways you can utilise emerging technologies in your PE classroom for the better.

More info …

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