Education Commons^™

Exploring Student Perceptions To Explain The Relationship Between Physical Activity And Academic Achievement In Adolescents: A Mixed Methods Study, Megan J. Hylok

College of Education and Human Sciences: Dissertations, Theses, and Student Research

A nationwide survey conducted by the Center for Disease Control in 2007 reported 65% of high school students did not meet the recommendation that youth participate in at least 60 minutes of physical activity most days of the week (CDC, 2008). While research has focused its attention primarily on bodily health, growing evidence supports the benefits of physical activity on brain health (Ratey & Hagerman, 2008). Physical activity is important and many adolescents are not meeting the recommendation, therefore, it is important to explore the adolescent perceptions to understand which factors influence physical activity participation. The significance of this study …

Cooperating Teacher's Expectations For Student Teachers During The Student Teaching Experience In Physical Education, Robert Christenson, David C. Barney

Faculty Publications

The student teaching experience is important. The student teacher wants to be successful during their student teaching experience. Part of working successfully with the cooperating teacher can greatly impact a student teacher's success. The purpose of this study was to investigate school based cooperative teachers' experiences with student teachers for the purpose of better preparing physical education teacher education majors for their student teaching. For this study 100 experienced physical educators were surveyed to find out what student teachers should expect to do to be successful when student teaching. One of the main findings from this study was for student …

Perceptions Of Heart Rate Monitor Use In High School Physical Education Classes., Julie A. Partridge, Kristi Mcclary King, Wei Ban

Faculty Scholarship

Incorporating technology into the physical education curriculum is becoming a popular strategy in which teachers can assess, motivate, and provide feedback to students regarding their physical activity participation during class. The purpose of this exploratory study was to gain a greater understanding of high school students’ perceptions of using heart rate monitors during physical education class. Qualitative data were collected through focus groups with students who had utilized heart rate monitors during the previous year of physical education class. Data were analyzed through inductive content analysis. Three major themes emerged from the data and indicated that 1) the use of …

Using Pedometers In Physical Education Teacher Education (Pete) Programs, Robert Christenson, David C. Barney

Faculty Publications

Pedometers have been found to be a valuable teaching tool in physical education class at almost every level of education (Scruggs, Beveridge, Eisenman, Watson, Shultz & Ransdell, 2003). While there are a variety of different pedometer styles, shapes and sizes, the information that can be compiled from each can be just as different. The basic pedometer can measure steps taken, distance, time a person is in activity, calories burned and a few other fundamental measures. In addition, some pedometers record heart rate, have time-of-day displays, are weather resistant, have alternate metric capabilities and provide easy-to-read displays. There has been a …

Our Top 12 "Key Instructional Elements" That Help To Build An Excellent Lesson And High Quality Physical Education Program, Robert S. Christenson, David C. Barney

Faculty Publications

One of the most fundamental issues in teaching, arguably the biggest, is discovering the most effective lesson elements for each group of learners. This includes a solid curriculum, performance objectives, age-appropriate pedagogical ingredients, ability-level activities and assessments focused on measuring learning to create a great lesson. When these elements are blended artistically with a variety of classroom management skills, necessary equipment, instructional support resources, behavior management rules and high expectations in a nurturing environment, the teacher has created the best possible learning atmosphere for each individual student.

Below, the authors have identified twelve important instructional elements for teachers to incorporate …

The Spectrum Of Teaching Styles: Style F – Guided-Discovery, Robert S. Christenson, David C. Barney

Faculty Publications

The Guided Discovery Style (F) of teaching is a highly developed trial-and-error process that is organized by the teacher to lead, by questions or challenging tasks, the student-learner to discover a predetermined correct answer (performance response, concept application, strategy resolution or the impact of a rule on play). The teacher serves as an instructional guide by presenting a series of questions, problems and challenges that channel the student-learner to a desired performance solution. Each instructional episode is based on the prior response and readiness to move to the next challenge.

The Effect Of Middle School Physical Education Curriculum On Student Attitudes, David C. Barney, Joe Deutsch

Faculty Publications

Middle school physical education can serve as an important tool in shaping students opinions and behaviors regarding lifelong physical activity. The curriculum in middle school physical education is one component that can positively or negatively affect a student's attitude toward physical activity throughout their life. The purpose of this study was to investigate the middle school physical education curriculum and its effect on middle school students' attitudes and perceptions towards their physical education class. It was found that middle school students do like the curriculum they participate in, mainly consisting of team sports.

The Teaching/Learning Process Through Mosston's "Spectrum Of Teaching Styles: The Reciprocal Style", David C. Barney, Robert S. Christenson

Faculty Publications

Mosston (1994) created the Spectrum of Teaching Styles to identify the various alternatives that exist to design as well as present instructional episodes. As there are most likely as many ways to define the styles of teaching as there are learners, Mosston's original seven teaching styles have evolved into eleven. As identified by Mosston, each of the styles is differentiated by the decisions that are made by teacher or learner. The sequence of decisions that are made by either the teacher of learner during each of the three specified phases of instruction, before (pre-impact), during (impact) or after (post-impact) helps …

The Teaching-Learning Process: A Set Of Instructional Strategies And Tactics Through Analysis Of Mosston's "Spectrum Of Teaching Styles", Robert S. Christenson, David C. Barney

Faculty Publications

This analysis of teaching is comprised of a series of articles that are intended to introduce the reader or provide for a refocusing for those familiar to Mosston's eleven styles along the spectrum of teaching styles. Mosston developed them as a result of his work at Pennsylvania's Temple University and East Stroudsburg University and then at Rutgers University and the Center on Teaching. Since the first publication of Teaching Physical Education, which introduced The Spectrum of Teaching Styles, Mosston demonstrated his love for the teaching-learning process in physical education by challenging other professionals to expand their instructional repertoires in an …

The Spectrum Of Teaching Styles: Style E – The Inclusion Style, Robert S. Christenson, David C. Barney

Faculty Publications

One of the greatest challenges physical educators face in the classroom is getting all students to be actively participating in an activity. In this continued series of Mosston's "Spectrum of Teaching Styles," the "Inclusion Style" (Style E) helps the teacher with the idea of getting and keeping all students actively involved (See Figure 2) as it offers the opportunity for each individual to choose their own challenge. Mosston's "Inclusion Style" has at its very core the intent to give all students equal opportunity to participate while allowing decisions to be made that adjust the challenge by modifying the conditions.

Physical Education Majors Team Teaching In An Early Field Experience In A Junior High School Setting, David C. Barney, Robert Christenson

Faculty Publications

The early field experience (EFE) has been considered a valuable and important component of a physical education major's education (Curtner-Smith, 1993). For this study 26 pre-service teachers (PST) (physical education majors) team taught (13 teams) in an EFE in a local junior high school. During their EFE each team taught 2 lessons in the school. From this study it was found that during the PST lessons the junior high students were active in the class activities, that the PST should have used louder voices when teaching, that the PST should have had a back-up plan for their lessons, that music …

The Spectrum Of Teaching Styles: Style D – The Self-Check Style, Robert S. Christenson, David C. Barney

Faculty Publications

Muska Mosston (1964) created, and Mosston and Ashworth (1994) revised the Spectrum of Teaching Styles in an effort to identify several of the more profound instructional episodes in the teaching-learning process. While developed with physical education as a focal point, the eleven teaching styles included in the teaching spectrum are based upon the countless instructional decisions that are made prior to (PRE-IMPACT), during (IMPACT) and following an instructional episode (POST IMPACT). Based upon who is making the decisions, styles A to E are grouped into a first cluster representing reproduction styles. Styles F to K represent a discovery style of …

Viewing And Visual Representation In The Physical Education Classroom, Craig Heynen

Faculty Work Comprehensive List

Visual representation and viewing are integral parts of language arts, communication, and physical education. Time constraints often limit a self-contained classroom teacher, or even the language arts teacher's ability to adequately address all areas of language arts. Therefore, it is important to include language arts in other content areas. Visual representation and viewing can be effectively integrated into physical education, and can enhance the physical education learning experience as a result. In this article, the author discusses several strategies to integrate viewing and visual representation in a physical education classroom.

Predicting Physical Activity In Arab American School Children, Jeffrey J. Martin, Nate Mccaughtry, Bo Shen

Kinesiology, Health and Sport Studies

Theoretically grounded research on the determinants of Arab American children's physical activity is virtually nonexistent. Thus, the purpose of our investigation was to evaluate the ability of the theory of planned behavior (TPB) and social cognitive theory (SCT) to predict Arab American children's moderate-to-vigorous physical activity (MVPA). Children (N = 348, ages 10–14) completed questionnaires assessing the TPB and SCT constructs as well as MVPA. Using multiple regression analyses we were able to account for 9% of the variance in MVPA. Based on standardized beta-weights, variance accounted for, and the significance of F change, we concluded that SCT variables …

Teachers' Perspectives On The Use Of Pedometers As Instructional Technology In Physical Education: A Cautionary Tale, Nate Mccaughtry, Kimberly L. Oliver, Suzanna Rocco Dillon, Jeffrey J. Martin

Kinesiology, Health and Sport Studies

We used cognitive developmental theory to examine teachers' perspectives on the use of pedometers in physical education. Twenty-six elementary physical education teachers participating in long-term professional development were observed and interviewed twice over 6 months as they learned to incorporate pedometers into their teaching. Data were analyzed via constant comparison. The teachers reported four significant shifts in their thinking and values regarding pedometers. First, at the beginning, the teachers predicted they would encounter few implementation challenges that they would not be able to overcome, but, after prolonged use, they voiced several limitations to implementing pedometers in physical education. Second, they …

The Effectiveness Of Mentoring-Based Professional Development On Physical Education Teachers' Pedometer And Computer Efficacy And Anxiety, Jeffrey J. Martin, Nate Mccaughtry, Pamela Hodges Kulinna, Donetta Cothran, Roberta Faust

Kinesiology, Health and Sport Studies

The purpose of our study was to examine the impact of mentoring-based professional development on physical education teachers' efficacy. Experienced mentor teachers were paired (n = 15) with inexperienced protégé teachers (n = 15) at the beginning of a yearlong intervention study. It was hypothesized that teachers would increase their efficacy to use pedometers and computers to enhance instruction, and reduce their computer anxiety. Repeated-measures ANOVAs for mentors and protégés revealed a variety of significant main effects. We found increases in computer and pedometer efficacy. A second set of repeated-measures ANOVAs based on mentors', protégés', and control groups' …

A Descriptive Analysis Of Undergraduate Pete Programs, Suzan F. Ayers, Lynn D. Housner

Human Performance and Health Education Faculty Research

The current study describes the nature of physical education teacher education (PETE) programs in the United States. Of the 200 institutions of higher education invited to participate, 116 PETE programs completed a comprehensive questionnaire regarding their undergraduate programs (58% response rate). Respondents reported employing an average of 3.84 (SD = 2.80) full-time and 3.07 (SD = 3.52) part-time faculty members, nearly equal in gender (females = 48%), and overly representative of Caucasians (92% of respondents reported employing a faculty of at least 60% Caucasian). First- and second-year field-based teaching experiences were provided by 77% of respondents. A majority (65.8%) of …

Do High School Students Know What Practices Are Appropriate In Physical Education, David C. Barney, Brad Strand

Faculty Publications

The NASPE Appropriate Practices for High School Physical Education document was published for the purpose of "addressing key aspects of instructional strategies and practices that are essential to delivery of quality physical education to adolescents and young adults" [pg. 3]. The purpose of this study was to investigate high school student's knowledge of appropriate practices in high school physical education. Three hundred and sixty-nine high school students were surveyed regarding appropriate practices in high school physical education. It was found that picking teams in class was appropriate, that dressing out for class and attendance is a part of their grade …

Student Teachers' Interactions With Students During Middle School Physical Education Game Play, David C. Barney, Gary Liguori

Faculty Publications

Teacher/student interactions are a daily occurrence during a class period. What the teachers say, and how they say it, can affect student learning (Ring, 2002). The purpose of this study was to investigate the types of interactions student teachers had with the students during their middle school physical education game play. The subjects were two male senior physical education majors who were concluding their course work with their student teaching experience. For this study students wore a wireless microphone in order for the researcher to hear the types of interactions they had with their students during class time. It was …

A Social Semiotic Analysis Of Knowledge Construction And Games Centred Approaches To Teaching, Jan Wright, G. Forrest

Faculty of Education - Papers (Archive)

Games centred approaches (GCA) such as TGfU, Game Sense, Tactical Games are widely promoted as alternatives to traditional forms of teaching games within physical education. Despite a growing body of empirical research and a considerable theoretical literature, there are no analyses in the GCA literature, of interactions in actual lessons. In this paper we argue that social semiotics provides the tools for such an analysis. We give an example of how such an approach might be used by analysing questioning, as exemplified in the GCA literature and teacher resources, for the ways it constructs knowledge and interpersonal relations. We argue …

The Theory Of Planned Behavior: Predicting Physical Activity And Cardiorespiratory Fitness In African American Children, Jeffrey J. Martin, Pamela Hodges Kulinna, Nate Mccaughtry, Donetta Cothran, Joe Dake, Gail Frances Fahoome

Kinesiology, Health and Sport Studies

The purpose of our study was to evaluate the ability of the Theory of Planned Behavior (TPB) to predict African American children’s moderate to vigorous physical activity (MVPA) and cardiorespiratory fitness. Children (N = 548, ages 9–12) completed questionnaires assessing the TPB constructs and MVPA and then had their cardiorespiratory fitness assessed with the Progressive Aerobic Cardiovascular Endurance Run (PACER) test. Commonly used Structural Equation Modeling fit indices suggested the model was an adequate representation for the relationships within the data. However, results also suggested an extended model which was examined and supported. Tests of direct paths from subjective …

Student Physical Activity Patterns: Grade, Gender, And Activity Influences, Pamela Hodges Kulinna, Jeffrey J. Martin, Qin Lai, Amy Kliber, Brett Reed

Kinesiology, Health and Sport Studies

The purpose of this study was to determine how physical education students' cardiovascular responses as determined by mean heart rate, standard deviation of heart rate, and percentage of time in target heart rate zone varied according to student characteristics. Participants were 505 students in Grades 3 through 12. The Polar Accurex Plus heart rate telemetry system was used to measure the physiological load on the cardiovascular system. Three-way ANOVA results suggested that heart rate patterns in physical education varied according to gender, grade, and activity. For example, secondary school girls were more active in individual activities while secondary school boys …

Umaine Student Honored As Future Professional, Kay Hyatt

General University of Maine Publications

University of Maine junior Tara Bryant of Brewer recently returned from Philadelphia where she participated in a national conference of physical and recreational educators as an Outstanding Future Professional. She was one of two Maine college students selected for the 2003 honor by the Maine Association of Health, Physical Education, Recreation and Dance (MAHPERD).

Children’S Fitness Expert To Lead Institute For Physical Education Teachers, Kay Hyatt

General University of Maine Publications

It’s well documented that lifelong participation in physical activity can improve both physical and mental well-being, but far too many of the nation’s children are left lagging on the sidelines or bleachers during what should be a prime opportunity for learning new skills, strengthening young bodies and building self-esteem — physical education class.

No Time Like The Holidays To Add A Little Exercise To Life, Kay Hyatt

General University of Maine Publications

The hustle and bustle of the holidays can wreak havoc with even the best of fitness schedules and provide more excuses for all those who know they should make time for exercise but keep putting it off. If exercise is viewed as a daily grind, then it's time to change that attitude and get moving, says a University of Maine fitness specialist.

Salve Observes National Physical Education & Sports Week, Salve Regina College

Press Release Archive

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Building The School Entertainment Day By Day: Cooperating Rather Than Competing In Play, Jennie Moore

All Faculty Scholarship for the College of Education and Professional Studies

To justify any school entertainment as an educational instrument, it must be rich in the learnings gained by day in the school through careful teacher guidance. How well does the average athletic meet express sound educational practice?