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Li H, Cheong JPG. Using the ADDIE model to design and develop physical education lessons incorporated with a functional training component. Front Public Health 2023; 11:1201228. [PMID: 37809003 PMCID: PMC10556500 DOI: 10.3389/fpubh.2023.1201228] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/06/2023] [Accepted: 09/06/2023] [Indexed: 10/10/2023] Open
Abstract
Introduction Good physical fitness is the foundation of a healthy lifestyle. For students, the school becomes the main place to improve their physical fitness. The traditional physical education class places little emphasis on improving physical fitness and students' physical fitness have continued to decline. To address these challenges, this study aimed to design and develop a functional training program that can be incorporated into existing physical education lessons to improve students' physical fitness levels. Methods This study adopted the instructional design framework of the Analysis, Design, Development, Implementation, Evaluation (ADDIE) model to guide the design and development of the functional training program. After development, the program was implemented and evaluated. Results The results showed the program aroused students' interest and significantly improved students' physical fitness. Conclusion This study showed the usefulness of functional training in improving the physical fitness of primary school students. In addition, it provided a reference for how to use functional training in conjunction with the physical education syllabus.
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Affiliation(s)
- Hailing Li
- Faculty of Sports and Exercise Science, Universiti Malaya, Kuala Lumpur, Malaysia
- Department of Physical Education, Putian University, Putian, Fujian, China
| | - Jadeera Phaik Geok Cheong
- Faculty of Sports and Exercise Science, Universiti Malaya, Kuala Lumpur, Malaysia
- UM STEM, Universiti Malaya, Kuala Lumpur, Malaysia
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Shang C, Moss AC, Chen A. The expectancy-value theory: A meta-analysis of its application in physical education. JOURNAL OF SPORT AND HEALTH SCIENCE 2023; 12:52-64. [PMID: 35051641 PMCID: PMC9923428 DOI: 10.1016/j.jshs.2022.01.003] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 07/30/2021] [Revised: 11/13/2021] [Accepted: 12/08/2021] [Indexed: 06/14/2023]
Abstract
BACKGROUND The purpose of motivating students is to enhance their learning achievement. The expectancy-value theory (EVT) has demonstrated its efficacy in motivating students in classrooms and in gymnasia. Understanding student motivation in physical education is needed. This meta-analysis review aimed to reveal the determinants and functions of EVT by evaluating the evidence in physical education research. METHODS We followed the Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA) guidelines to identify and meta-analyze the current research literature published from January 2010 to December 2020 by generating and analyzing the effect sizes from the studies. RESULTS A total of 31 studies were included. The results show that social support, motivation of teachers and peers, and positive class climate can predict student EVT motivation. EVT motivation predicts student learning behaviors, situational interests, fitness performance, health behavior function, out-of-school physical activity, and physical skill development. CONCLUSION EVT motivation could facilitate learning behaviors and situational interest development in the gymnasium. It might lead to fitness enhancement, health behavior change, out-of-school physical activity participation, and physical skill development. Fostering a learning environment with a mastery-centered and/or student autonomy approach where students perceived success and the task values can enhance and maximize student EVT motivation and learning achievement.
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Affiliation(s)
- Chaojie Shang
- Department of Kinesiology, University of North Carolina at Greensboro, Greensboro, NC 27412, USA.
| | - Alexander Clayton Moss
- Department of Kinesiology, University of North Carolina at Greensboro, Greensboro, NC 27412, USA
| | - Ang Chen
- Department of Kinesiology, University of North Carolina at Greensboro, Greensboro, NC 27412, USA
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Zhang X, Gu X, Chen S, Keller MJ, Lee J. The Roles of Sex and Minority Status in Children's Motivation and Psychomotor Learning. Percept Mot Skills 2021; 128:2849-2866. [PMID: 34514897 DOI: 10.1177/00315125211046446] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
In this study, we had two inter-related goals: (a) to examine sex and minority status differences on children's motivation for physical education (PE; i.e., their expectancy beliefs, subjective task values, and situational interest) and their psychomotor learning outcomes (i.e., motor competence, cardiorespiratory fitness, and in-class physical activity); and (b) to examine the relationships between children's motivation and their psychomotor learning outcomes while testing the moderation effects of sex and minority status. We recruited 195 fourth and fifth-grade students (101 boys; 94 girls; Mage = 10.7, SD = 0.7 years) from three elementary schools in North Texas. Using multivariate analysis of variance, we identified a significant sex difference that favored boys in motivation and psychomotor learning outcomes, with no significant minority status difference in relation to these variables. Regression analysis revealed that children's expectancy beliefs were significantly associated with both motor competence (R2 = 11%) and cardiorespiratory fitness (R2 = 16%), while both situational interest and sex were associated with in-class physical activity (R2 = 18%). Thus, improving children's expectancy beliefs may be a means of enhancing psychomotor learning outcomes in PE, especially for girls. Enhancing children's beliefs in their own ability and offering diversified PE content so as to generate greater interest may facilitate psychomotor learning.
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Affiliation(s)
- Xiaoxia Zhang
- Department of Kinesiology, East Carolina University, Greenville, North Carolina, United States
| | - Xiangli Gu
- Department of Kinesiology, 12329The University of Texas at Arlington, The University of Texas at Arlington, Arlington, Texas, United States
| | - Senlin Chen
- School of Kinesiology, Louisiana State University, Baton Rouge, Louisiana, United States
| | - M Jean Keller
- Department of Kinesiology, Health Promotion, and Recreation, University of North Texas, Denton, Texas, United States
| | - Jihye Lee
- Independent Researcher, Richardson, Texas, United States
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Chen S, Sun H, Zhu X, Chen A, Ennis Posthumous CD. Learners' motivational response to the Science, PE, & Me! curriculum: A situational interest perspective. JOURNAL OF SPORT AND HEALTH SCIENCE 2021; 10:243-251. [PMID: 33742604 PMCID: PMC7987648 DOI: 10.1016/j.jshs.2019.11.001] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 12/31/2018] [Revised: 08/16/2019] [Accepted: 09/26/2019] [Indexed: 06/12/2023]
Abstract
BACKGROUND The Science, PE, & Me! (SPEM) curriculum is a concept-based physical education curriculum that offers students coherent educational experiences for constructing health-related fitness knowledge through movement experiences. The purpose of this study was to evaluate students' motivational response to the SPEM curriculum from the situational interest perspective. METHODS The study used a cluster randomized controlled design in which 30 elementary schools in one of the largest metropolitan areas in the eastern United States were randomly assigned to an experimental or comparison condition. Although all students in the 3rd, 4th, and 5th grades in the targeted schools were eligible to participate in the study, a random sample of students from the experimental (n = 1749; 15 schools) and comparison groups (n = 1985; 15 schools) provided data. Students' motivational response to the SPEM curriculum or comparison curriculum was measured using the previously validated Situational Interest Scale-Elementary. Data were analyzed using structural mean modeling. RESULTS The results demonstrated that the experimental group (as reference group) showed significantly higher enjoyment (z = -2.01), challenge (z = -6.54), exploration (z = -12.195), novelty (z = -8.80), and attention demand (z = -7.90) than the comparison group. CONCLUSION The findings indicate that the SPEM curriculum created a more situationally interesting context for learning than the comparison physical education curriculum.
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Affiliation(s)
- Senlin Chen
- School of Kinesiology, Louisiana State University, Baton Rouge, LA 70803, USA.
| | - Haichun Sun
- Department of Teaching and Learning, University of South Florida, Tampa, FL 33620, USA
| | - Xihe Zhu
- Department of Human Movement Sciences, Old Dominion University, Norfolk, VA 23529, USA
| | - Ang Chen
- Department of Kinesiology, University of North Carolina at Greensboro, Greensboro, NC 27402, USA
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Alcaraz-Muñoz V, Cifo Izquierdo MI, Gea García GM, Alonso Roque JI, Yuste Lucas JL. Joy in Movement: Traditional Sporting Games and Emotional Experience in Elementary Physical Education. Front Psychol 2020; 11:588640. [PMID: 33250825 PMCID: PMC7674785 DOI: 10.3389/fpsyg.2020.588640] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/29/2020] [Accepted: 10/15/2020] [Indexed: 11/24/2022] Open
Abstract
Through games a motivating learning climate is provided, generating mainly positive emotions among the students by the very nature of the game. However, while the early stages are the most important for emotional well-being development, research about scientific knowledge of emotional physical education in children is still scarce. The aims of this study were to analyze the intensity of emotions (positive or negative) produced when players took part in games of different social structure, with or without competition (winner or loser), with or without sport experience and to examine the explanations given by the participants for these emotional experiences. Participants (N = 152) were recruited from two Spanish elementary school. We applied Student’s t-test and one-factor ANOVA. Students’ subjective comments were classified through content analysis in macro-categories and we used the Chi-square Automatic Interaction Detector (CHAID, implemented in SPSSTM Answer Tree® 13.0). The application of a mixed-methods approach identified statistically significant differences in four variables: (a) the type of emotion, (b) motor domain, (c) type of outcome (winning, losing, and non-competitive), and (d) sport experience. The intensity of positive emotions was higher (M = 3.71, SD = 0.893) than negative emotions (M = 1.18, SD = 0.253, p < 0.001). Furthermore, negative emotions were felt with different intensities (F3 = 3.82, p = 0.011, ES = 0.071), depending on the motor action domain. Comments referring to negative emotions were more frequent in individual games. Winning was associated significantly (p < 0.05) with the highest intensity ratings of positive emotions, whereas losing produced the highest values for negative emotions. The intensity ratings for positive or negative emotions not were different between non-competitive games and competitive games. The sport experience relativizes the mean of emotional intensity, both positive and negative. The present study brings the value of considering games as a key role to promote a physical education addressed to the education of social-emotional well-being in schoolchildren, as the basis of academic training. Furthermore, the results could benefit teachers as well as coaches have scientific input to organize teaching content, generating the desired motor behaviors together with positive experiences.
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Roure C, Lentillon-Kaestner V, Pasco D. Students' individual interest in physical education: Development and validation of a questionnaire. Scand J Psychol 2020; 62:64-73. [PMID: 32720307 DOI: 10.1111/sjop.12669] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/13/2020] [Accepted: 06/08/2020] [Indexed: 11/27/2022]
Abstract
Identifying the specificity of students' individual interest in physical education is necessary to capture the different facets of this construct. In contrast to existing questionnaires in education which assess the multidimensionality of individual interest, the current scale used in physical education consists of a single-item measurement which rates students' individual interest for multiple physical activities taught during lessons. Even if this single-item rating provides a basis for classifying interest relative to others, it does not provide information about the nature and internal components of individual interest. Therefore, the purpose of this study was to develop a valid and reliable questionnaire measuring the multidimensionality of students' individual interest in physical education. Four stages were followed: (1) the development of a preliminary version based on the findings of a literature review on individual interest and a committee process validation; (2) a first study conducted on 481 secondary school students to establish the factor structure, and internal reliability of this questionnaire; (3) a second study based on 243 secondary school students to confirm its factor structure and to test its temporal stability; and finally, (4) a third study with 253 students to test its concurrent validity. The final form of the questionnaire consists of a three-factor structure based on 14 items that measure students' individual interest in physical education: positive affect and willingness to reengage (five items), stored utility value (four items), and stored attainment value and knowledge-seeking intentions (five items).
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Affiliation(s)
- Cédric Roure
- University of Teacher Education, Lausanne, Switzerland
| | | | - Denis Pasco
- School of Education, University of Bourgogne Franche-Comté, Besançon, France
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Roure C, Pasco D, Benoît N, Deldicque L. Impact of a Design-Based Bike Exergame on Young Adults' Physical Activity Metrics and Situational Interest. RESEARCH QUARTERLY FOR EXERCISE AND SPORT 2020; 91:309-315. [PMID: 31718499 DOI: 10.1080/02701367.2019.1665621] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/28/2019] [Accepted: 09/05/2019] [Indexed: 06/10/2023]
Abstract
Purpose: Despite the benefits of commercial exergames, in the practical application, players might not be spending sufficient time in physical activity levels compatible with health outcomes. We adopted a design-based exergame approach to build a bike exergame called Greedy Rabbit. The purpose of this study was to identify the impact of Greedy Rabbit on players' physical activity metrics and situational interest. Method: Sixty undergraduate students were assigned to two groups: an experimental group playing Greedy Rabbit (N = 41) and a control group playing a placebo version of Greedy Rabbit (N = 19). The physical activity metrics measured were maximum oxygen consumption, heart rate and cadence. Results: The experimental group reported higher scores for all physical activity metrics and for two dimensions of situational interest (instant enjoyment and attention demand). Furthermore, the physical activity metrics increased more during the exergame for the experimental group, reaching the standard guidelines for vigorous physical activity. Conclusion: This study demonstrated that a design-based bike exergame might be a good option to enhance players' health-related physical activity outcomes and situational interest.
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Scott L, Shen B, Price A, Centeio E. The Role of Content Specificity in Situational Interest and Physical Activity. RESEARCH QUARTERLY FOR EXERCISE AND SPORT 2020; 91:127-135. [PMID: 31617828 DOI: 10.1080/02701367.2019.1650879] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/30/2018] [Accepted: 07/28/2019] [Indexed: 06/10/2023]
Abstract
Purpose: To identify the role of content specificity in moderating situational interest and its relationship with physical activity (PA), we examined the between- and within-content relations of situational interest and PA in an urban elementary physical education context using fitness and basketball as comparative contents. Method: Fourth and fifth graders (N = 125) completed questionnaires and wore pedometers to assess situational interest and PA across a fitness unit and a basketball unit, respectively. Results: Based on our confirmatory factor analyses and fit indexes, situational interest, and PA demonstrated strong content specificity. Strengths of associations between the two units differed by situational interest dimensions and PA (r ≤ .50). Within-content interrelations of these dimensions and PA were not consistent (X2 Decrease ≥ 3.40, p < .05). Conclusion: Our findings suggest that content specificity in physical education plays a significant role in moderating students' motivation and its function on PA.
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Roure C, Lentillon-Kaestner V, Méard J, Pasco D. Universality and Uniqueness of Students' Situational Interest in Physical Education: A Comparative Study. Psychol Belg 2019; 59:1-15. [PMID: 31328007 PMCID: PMC6625538 DOI: 10.5334/pb.446] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/13/2018] [Accepted: 12/18/2018] [Indexed: 11/21/2022] Open
Abstract
Situational interest (SI) has been conceptualized in physical education (PE) as a multidimensional construct including five dimensions: instant enjoyment, exploration intention, attention demand, novelty and challenge. Consistent with Ding, Sun and Chen (2013), who argued for the need 'to develop cross-culture models to examine the universality of the motivation constructs', the purpose of this study was to investigate the universality and uniqueness of students' SI by comparing three French-speaking PE contexts. Participants were 1812 secondary school students from Belgium, France, and Switzerland. They responded to the French 15-item SI scale and the Total Interest scale (Roure, Pasco & Kermarrec, 2016) after practicing learning tasks in regular PE lessons. The relationships between the SI dimensions and total interest were compared between the three samples using correlation and regression analyses. A multivariate analysis of variance was also used to compare SI scores between the contexts. The results revealed that instant enjoyment and exploration intention were the two major motivating dimensions, highlighting the universality of students' SI, whereas challenge and novelty revealed the uniqueness of this construct explored.
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Affiliation(s)
- Cédric Roure
- Université Catholique de Louvain, Louvain-la-Neuve, BE
| | | | | | - Denis Pasco
- University of Bourgogne Franche-Comté, Besançon, FR
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10
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Fernandez-Echeverria C, Mesquita I, Conejero M, Moreno MP. Perceptions of elite volleyball players on the importance of match analysis during the training process. INT J PERF ANAL SPOR 2018. [DOI: 10.1080/24748668.2018.1559544] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
Affiliation(s)
| | | | - Manuel Conejero
- Faculty of Sport Sciences, University of Extremadura, Cáceres, Spain
| | - M. Perla Moreno
- Faculty of Sport Sciences, University of Extremadura, Cáceres, Spain
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Machlev M, Karlin NJ. The Relationship Between Instructor Use of Different Types of Humor and Student Interest in Course Material. ACTA ACUST UNITED AC 2017. [DOI: 10.1080/87567555.2017.1333080] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
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12
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Likesas G, Zachopoulou E. Music and Movement Education as a Form of Motivation in Teaching Greek Traditional Dances. Percept Mot Skills 2016; 102:552-62. [PMID: 16826677 DOI: 10.2466/pms.102.2.552-562] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
Research has shown that motivation for participating in physical education, particularly in traditional dances, has decreased dramatically. The aim of this research was to examine whether a music and movement program would increase pleasure and intrinsic motivation of students in elementary education while teaching them Greek traditional dances. 232 students were divided into two groups, a trained group of 135 participants (72 boys, 63 girls) and a control group of 97 (53 boys, 44 girls). The trained group was taught using the music and movement teaching model of traditional dances. The control group was taught using the instructional or guided teaching method of traditional Greek dances. To measure effectiveness of the two methods was accomplished by the completion of McAuley's Intrinsic Motivation Inventory. Analysis of scores showed use of music and movement education had a positive effect on intrinsic motivation for dancing and active participation of students, especially of the trained boys' group.
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Affiliation(s)
- G Likesas
- Department of Physical Education and Sport Science, Aristotle University of Thessaloniki.
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Cheng FW, Monnat SM, Lohse B. Middle school-aged child enjoyment of food tastings predicted interest in nutrition education on osteoporosis prevention. THE JOURNAL OF SCHOOL HEALTH 2015; 85:467-476. [PMID: 26032277 PMCID: PMC4452953 DOI: 10.1111/josh.12268] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/20/2014] [Revised: 11/14/2014] [Accepted: 12/07/2014] [Indexed: 06/04/2023]
Abstract
BACKGROUND NEEDs for Bones (NFB), based on the Health Belief Model, is a 4-lesson osteoporosis-prevention curriculum for 11- to 14-year-olds. This study examined the relationship between enjoyment of food tastings and interest in NFB. METHODS NFB was administered by teachers as part of standard practice and evaluated after the fourth lesson using a 21-item survey. Significant clustering of students within classrooms required use of random-intercept multilevel ordinal regression models in SAS proc GLIMMIX, with students nested within classrooms. Analyses considered tasting experience, eating attitudes, sex, grade, and cohort. RESULTS Students (N = 1619; 50% girls) participated from 85 fourth to eighth grade classrooms (47% sixth grade and 31% seventh grade) in 16 Pennsylvania SNAP-Ed eligible schools over 2 academic years. For all foods tasted, students who did not enjoy the food tasting were less interested in the lesson than students who did enjoy the food tasting (all p < .001); refried beans (odds ratio [OR] = 0.30), soy milk (OR = 0.55), cranapple juice (OR = 0.51), sunflower kernels (OR = 0.48), and Swiss cheese (OR = 0.49). The relationship persisted net of covariates. CONCLUSIONS Enjoyment of food tasting activities can predict interest in nutrition education on osteoporosis prevention, supporting resource allocation and inclusion of food tasting activities in school-age nutrition education.
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Affiliation(s)
- Feon W Cheng
- Department of Nutritional Sciences, The Pennsylvania State University, 110 Chandlee Laboratory, University Park, PA 16801.
| | - Shannon M Monnat
- Department of Agricultural Economics, Sociology, and Education, Pennsylvania State University, 103 Armsby Building, University Park, PA, 16801.
| | - Barbara Lohse
- Department of Nutritional Sciences, The Pennsylvania State University, NEEDs Center, 205 Chandlee Laboratory, University Park, PA 16802.
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Lavega P, Alonso JI, Etxebeste J, Lagardera F, March J. Relationship between traditional games and the intensity of emotions experienced by participants. RESEARCH QUARTERLY FOR EXERCISE AND SPORT 2014; 85:457-467. [PMID: 25412128 DOI: 10.1080/02701367.2014.961048] [Citation(s) in RCA: 20] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/04/2023]
Abstract
PURPOSE The aims of this study were to analyze the intensity of emotions (positive, negative, or ambiguous) produced when players took part in traditional games with a different social structure and to examine the explanations given by those participants for these emotional experiences. METHOD Participants (N = 556) were recruited from 4 Spanish universities. After taking part in each of the games, they were asked to complete the Games and Emotions Questionnaire to indicate the intensity of their emotional experiences and to explain what, in their view, had led to the strongest emotion felt. RESULTS The application of a mixed-methods approach identified statistically significant differences in relation to 3 variables. These were (a) the type of emotion, (b) motor domain, and (c) type of result (win, loss, and noncompetitive). The intensity of positive emotions was higher in cooperative games and lower in individual games. Comments referring to negative emotions were more frequent as the social structure of games became more complex (minimal presence of individual games and predominance of cooperation-opposition games). Winning was associated with the highest intensity ratings of positive and ambiguous emotions, whereas being defeated produced the highest values for negative emotions. The intensity ratings for negative emotions were lower in noncompetitive games than in games where players lost. CONCLUSION The results confirm that traditional games can play a key role in relation to the emotional facets of physical education.
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Amado D, Del Villar F, Sánchez-Miguel PA, Leo FM, García-Calvo T. Analysis of the Impact of Creative Technique on the Motivation of Physical Education Students in Dance Content: Gender Differences. JOURNAL OF CREATIVE BEHAVIOR 2014. [DOI: 10.1002/jocb.69] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/05/2022]
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Chen A. Top 10 research questions related to children physical activity motivation. RESEARCH QUARTERLY FOR EXERCISE AND SPORT 2013; 84:441-7. [PMID: 24592774 PMCID: PMC5708137 DOI: 10.1080/02701367.2013.844030] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/03/2023]
Abstract
Physical activity is critical to healthy development of children. It is well documented that helping children develop and sustain a physically active lifestyle requires children to become motivated. Many studies have been conducted in the past 2.5 decades on determinants and correlates for children and adolescents' physical activity motivation. The findings have informed researchers and practitioners about motivation sources for children and effective strategies to motivate children in given physical activity settings. Built on the extensive knowledge base and theoretical platforms formed by these research studies, the purpose of this article is to take a look at the current research landscape and provide subjective thoughts about what we still need to know about children's physical activity motivation. The product of this subjective thinking process rendered 10 potential questions for future research on children's physical activity motivation in both in-school and out-of-school settings. These topics encompass those focusing on children's physical activity motivation as a mental dispositional process, those conceptualizing the motivation as an outcome of person-environment interactions, and those attempting to dissect the motivation as an outcome of social-cultural influences and educational policies. It is hoped that the topics can serve researchers interested in children's physical activity motivation as starting blocks from which they can extend their conceptual thinking and identify research questions that are personally meaningful. It is also hoped that the list of potential questions can be helpful to researchers in accomplishing the imperative and significant mission to motivate children to be physically active in the 21st century and beyond.
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Affiliation(s)
- Ang Chen
- Department of Kinesiology, School of Health and Human Sciences, The University of North Carolina at Greensboro, 237M HHP Building, 1408 Walker Avenue, Greensboro, NC 27412, USA.
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Sun H. Exergaming impact on physical activity and interest in elementary school children. RESEARCH QUARTERLY FOR EXERCISE AND SPORT 2012; 83:212-20. [PMID: 22808707 DOI: 10.1080/02701367.2012.10599852] [Citation(s) in RCA: 33] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/21/2023]
Abstract
In this study, I explored the impact of exergaming on in-class physical activity (PA) and motivation in physical education. Elementary children participated in a 4-week exergaming unit and a 4-week fitness unit. A t test showed the children's in-class PA in the exergaming unit was significantly lower than in the fitness unit. Results also indicated that students' situational interest in exergaming was significantly higher than in the fitness unit at the beginning and end of instruction. Children's interest declined significantly in both units and at the same rate. The evidence suggests that exergames may have strong motivational power but it is premature to claim they will increase physical activity enough for children to receive health benefits in physical education.
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Affiliation(s)
- Haichun Sun
- School of Physical Education and Exercise Science, University of South Florida, Tampa, FL 33620, USA.
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Chen S, Chen A, Zhu X. Are K-12 learners motivated in physical education? A meta-analysis. RESEARCH QUARTERLY FOR EXERCISE AND SPORT 2012; 83:36-48. [PMID: 22428410 DOI: 10.1080/02701367.2012.10599823] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/31/2023]
Abstract
Previous studies devoted to K-12 learner motivation in physical education share a general assumption that students may lack motivation. This meta-analytic study examined published original studies (n = 79) to determine students' motivation level and the association between motivation and outcomes. Original means of motivation measures were converted and aggregated to determine motivation levels. Correlation effect sizes were calculated to determine the association between motivation and outcome measures. The analyses revealed that K-12 students are motivated regardless of the theoretical constructs used in the studies (M > 50). The correlation effect sizes (r = .20-.30, p < .05) indicate a weak association between motivation and outcome. The findings suggest a need to involve meaningful learning and pedagogy variables in motivation research.
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Affiliation(s)
- Senlin Chen
- Department of Kinesiology, Iowa State University, Ames, IA 50011, USA.
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Testing the hierarchical SDT model: the case of performance-oriented classrooms. EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION 2011. [DOI: 10.1007/s10212-011-0089-y] [Citation(s) in RCA: 12] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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Zhu X, Chen A, Ennis C, Sun H, Hopple C, Bonello M, Bae M, Kim S. Situational interest, cognitive engagement, and achievement in physical education. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2009; 34:221-229. [PMID: 26269662 PMCID: PMC4531099 DOI: 10.1016/j.cedpsych.2009.05.002] [Citation(s) in RCA: 26] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
Abstract
Students' learning has been the center of schooling. This study examined the contribution of situational interest motivation and cognitive engagement in workbooks to student achievement in learning health-related fitness knowledge. Situational interest, performance on solving workbook problems, and knowledge gain in cardio-respiratory fitness and benefits were measured in 670 third-grade students from 13 randomly selected urban elementary schools. Structural equation modeling and regression curve estimation analyses revealed that situational interest contributed little to workbook performance and knowledge gain. Performance on solving workbook problems contributed significantly to knowledge gain. The results also show that skipping workbook tasks had stronger negative impact on knowledge gain than performing the tasks incorrectly, suggesting the importance of engaging students in the learning process by attempting the workbook tasks. The findings reinforced the value of using workbooks to facilitate cognitive knowledge learning in physical education, but raised questions about the direct function of situational interest on engaging students in cognitive learning.
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Affiliation(s)
- Xihe Zhu
- Department of Kinesiology, University of Maryland – College Park, MD 20742-2611, USA
| | - Ang Chen
- Department of Kinesiology, University of North Carolina, Greensboro, NC 27402-6170, USA
| | - Catherine Ennis
- Department of Kinesiology, University of North Carolina, Greensboro, NC 27402-6170, USA
| | - Haichun Sun
- School of Physical Education & Exercise Science, University of South Florida, Tampa, FL 33620-5650, USA
| | - Christine Hopple
- Department of Kinesiology, University of Maryland – College Park, MD 20742-2611, USA
| | - Marina Bonello
- School of Education, Manhattanville College, Purchase, NY 10577, USA
| | - Mihae Bae
- Department of Kinesiology, University of Maryland – College Park, MD 20742-2611, USA
| | - Sangmin Kim
- Department of Kinesiology, University of Maryland – College Park, MD 20742-2611, USA
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Sun H, Chen A, Ennis C, Martin R, Shen B. An examination of the multidimensionality of situational interest in elementary school physical education. RESEARCH QUARTERLY FOR EXERCISE AND SPORT 2008; 79:62-70. [PMID: 18431952 PMCID: PMC4477690 DOI: 10.1080/02701367.2008.10599461] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/26/2023]
Abstract
It has been demonstrated that situational interest in physical activity may derive from five dimensional sources, Novelty, Optimal Challenge, Attention Demand, Exploration Intent, and Instant Enjoyment. The purpose of this study was to examine the multidimensional sources in elementary school physical education. The five dimensions were measured in 5,717 students in third, fourth, and fifth grades from a random sample of 30 elementary schools. Students' responses were randomly divided into two samples for a two-step confirmatory factor analysis. The results confirmed that the five dimensions are primary sources of situational interest for elementary school physical education. The findings implied that situational interest should be taken into account as a necessary curricular component in elementary physical education.
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Affiliation(s)
- Haichun Sun
- School of Physical Education and Exercise Science, University of South Florida, Tampa, FL 33620, USA.
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Shen B, McCaughtry N, Martin J, Dillion S. Does "sneaky fox" facilitate learning? Examining the effects of seductive details in physical education. RESEARCH QUARTERLY FOR EXERCISE AND SPORT 2006; 77:498-506. [PMID: 17243224 DOI: 10.1080/02701367.2006.10599384] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/13/2023]
Abstract
While seductive details are enjoyable, they are unimportant content or activities intentionally inserted to make class fun and interesting. The purpose of this study was to examine the effect of seductive details on students' learning of net games in physical education. Participants were 240 middle school students. A videotaped lesson example named "outfox your opponent" was used as the stimulus, and a 2 x 3 (condition x grade) factorial analysis was designed. The results showed that seductive details directly interrupted students' recall of important learning content and transferring problem solving in learning net games. It is suggested that the function of seductive details on learning should be reconsidered when designing effective motivational strategies in physical education.
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Affiliation(s)
- Bo Shen
- Division of Kinesiology, Health, and Sport Studies, Wayne State University, Detroit, MI 48202, USA.
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Lee AM, Solmon MA. Pedagogy research through the years in RQES. RESEARCH QUARTERLY FOR EXERCISE AND SPORT 2005; 76:S108-21. [PMID: 16122134 DOI: 10.1080/02701367.2005.10599293] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/04/2023]
Abstract
This paper examines the growth in research on teaching, curriculum, and teacher education in Research Quarterly for Exercise and Sport, describing how this body of work has evolved over the past 75 years. The research stream progressed from "expert" discourses about what physical education should be to scientific approaches that have generated a body of knowledge based on evidence rather than beliefs. Investigations focused on the teaching and learning process have evolved to provide research-based benchmarks for designing teacher education programs and evaluating instruction as well as informing effective teaching practice. We advocate for a broad view of pedagogy and argue that pedagogical researchers can make an important contribution to efforts to increase levels of physical activity through interdisciplinary projects.
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Affiliation(s)
- Amelia M Lee
- Department of Kinesiology, Louisiana State University, Baton Rouge, LA 70803, USA.
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Chen A, Shen B. A web of achieving in physical education: Goals, interest, outside-school activity and learning. LEARNING AND INDIVIDUAL DIFFERENCES 2004. [DOI: 10.1016/j.lindif.2004.02.003] [Citation(s) in RCA: 11] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
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25
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Individual and Situational Interest: The Role of Gender and Skill. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2002. [DOI: 10.1006/ceps.2001.1093] [Citation(s) in RCA: 61] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022]
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26
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