中学生分层能力信念与心肺功能、身体活动水平和毅力/努力的关系

本研究旨在考察体育教学中中学生的具体情境能力(自我效能感)、环境能力(能力信念)和整体能力(认知体能),对心肺功能、课堂身体活动水平和毅力/努力的预测效应。研究对象为217名中学生,每隔一天进行一堂40分钟的体育课。研究通过沿用已久的调查问卷评价学生在体育课中的自我效能感、能力信念、认知能力信念和毅力/努力,使用计步器测量课堂身体活动水平,以及采用递增速度有氧耐力跑测试其心肺功能。通过相关分析,得出能力信念与三项指标显著相关:首先,运用回归分析得出自我效能感对中学生心肺功能影响显著,此结果也反映出中学生课堂的身体活动水平。其次能力信念与中学生的毅力/努力呈显著相关。因此自我效能感是中学生心肺功能和身体活动水平的主要影响因素,而能力信念对中学生毅力/努力的作用最为显著。     

Sport Ability Beliefs, 2 x 2 Achievement Goals,and Intrinsic Motivation

We examined whether perceived competence moderated the relationships between implicit theories, 2 x 2 achievement goals, and intrinsic motivation for sports and physical activity. We placed 309 university students into high and moderate perceived competence groups. When perceived competence was high, entity beliefs did not predict the performance-avoidance goal; yet when perceived competence was moderately low, entity beliefs did predict this goal. The mastery-avoidance goal had no relationship with intrinsic motivation when perceived competence was high, but had a significant negative relationship when perceived competence was moderately low. Our findings highlight the importance of reexamining the role of perceived competence when studying implicit beliefs and the 2 x 2 achievement goals.     

Children's motivation in elementary physical education: an expectancy-value model of achievement choice

This study examined children's motivation in elementary physical education within an expectancy-value model developed by Eccles and her colleagues. Four hundred fourteen students in second and fourth grades completed questionnaires assessing their expectancy-related beliefs, subjective task values, and intention for future participation in physical education. Results indicated that expectancy-related beliefs and subjective task values were clearly distinguishable from one another across physical education and throwing. The two constructs were related to each other positively. Children's intention for future participation in physical education was positively associated with their subjective task values and/or expectancy-related beliefs. Younger children had higher motivation for learning in physical education than older children. Gender differences emerged and the findings provided empirical evidence supporting the validity of the expectancy-value model in elementary physical education.     

Pre-service physical education teachers' beliefs about competition in physical education

The discourse of competitive sport is, and has been, a defining feature of physical education for many years. Given the privileged and dominant position competition holds in physical education curricula, it is concerning that competitive physical education remains steeped in traditional pedagogies and that these pedagogies are constrained by teachers' everyday philosophies rather than any explicit understanding of pedagogy or the needs of pupils. This in turn affects pupils' experiences of physical education and specifically the type and form of activities that are offered to pupils. Physical education teachers' biographies generally show a profound attachment to sport, and in particular competitive sport, and the value of competitive sport is significant in the lives and identities of physical education recruits. However, there is a paucity of research specifically in relation to in-service and pre-service physical education teacher's beliefs about competition and its place in physical education. It is well documented that the implicit theories that pre-service, beginning and experienced teachers hold influence their reactions to teacher education and their teaching practice, with their beliefs acting as a filter through which a host of instructional judgements and decisions are made. Thus, it is important to understand pre-service physical education teachers' (PSTs') beliefs about competition. Thirty five (16 men, 15 women, 4 unknown) PSTs completed a reflective journal alongside their participation in a University-based module focused on models-based practice. The data generated were analysed using the procedures and techniques of grounded theory which revealed five major themes grouped in the discussion under the sub-categories of: (1) defining competition; (2) learning through competition; (3) competitive physical education and the sporting pathway; (4) competition needs to be got out of children; and (5) a little competition. The discussion challenges how we transform traditional views of competition and the competitive practices that alienate some young people from physical education.     

A review of motivational climate in physical activity.

Here we provide, within a social-cognitive framework, a critical review of research on the motivational impact of different psychological climates in physical activity. Motivational, cognitive, affective and behavioural outcomes are considered in sport, school physical education and exercise. We first review laboratory and field studies that tried to manipulate the perceived structures of motivational environments and to examine the subsequent outcomes on participants' cognitive and affective responses. Then we discuss studies influenced by the work of Ames in classroom settings and involving questionnaires to measure individuals' perceptions of 'motivational climates'. The impact of mastery and performance climates on various indices of motivation is narratively reviewed, and statistically estimated effect sizes from 14 studies (n = 4484) are presented as supporting evidence. We conclude that a mastery motivational climate is associated with more adaptive motivational patterns, while a performance climate is linked with less adaptive or maladaptive motivational and affective responses. Future research should determine the personal and situational variables that can moderate the impact of such relationships. Furthermore, a broader perspective is proposed, to understand the creation of perceived motivational climates, which is based on the integration of political, cultural, coaching and parental influences.     

Effect of implicit theories on judgement of cheating acceptability in physical education: The mediating role of achievement goals

Abstract

We tested a hypothetical model that examined both the effects of implicit theories of ability on the judgement of cheating acceptability in a physical education context and the mediating role of the achievement goals defined in the social-cognitive model of achievement motivation. Data were collected from 477 middle-school students, who completed measures of implicit theories of ability, achievement goals, and judgement of cheating acceptability in team sports within a cross-sectional design. The results indicated that performance-approach and performance-avoidance goals mediated the relationships between entity theory and the judgement of cheating acceptability, and mastery-approach and mastery-avoidance goals mediated the relationships between incremental theory and the judgement of cheating acceptability. Further research is needed to determine whether these results would be replicated with other moral variables and other contexts.     

"...lf I had a choice, I would..." a feminist poststructuralist perspective on girls in physical education

A significant number of studies evidence girls' lack of participation in physical education. This study used feminist poststructuralism to examine the ways in which high school girls participated in or resisted physical education. Using qualitative research methods, researchers collected field notes, informal interviews, and formal interviews with the teacher and 15 female students. In contrast to previous studies, girls in this study enjoyed and valued physical activity. As active agents, they chose to participate in or resist specific physical activities through their negotiations of gender relations. Physical education classes emerged as a contested terrain in which girls supported the notion of equal opportunity in physical activity but perceived limits on their choices in physical education as compared to male peers.     

Content specificity of expectancy beliefs and task values in elementary physical education

The curriculum may superimpose a content-specific context that mediates motivation (Bong, 2001). This study examined content specificity of the expectancy-value motivation in elementary school physical education. Students' expectancy beliefs and perceived task values from a cardiorespiratory fitness unit, a muscular fitness unit, and a traditional skill/game unit were analyzed using constant comparison coding procedures, multivariate analysis of variance, X2, and correlation analyses. There was no difference in the intrinsic interest value among the three content conditions. Expectancy belief attainment, and utility values were significantly higher for the cardiorespiratory fitness curriculum. Correlations differentiated among the expectancy-value components of the content conditions, providing further evidence of content specificity in the expectancy-value motivation process. The findings suggest that expectancy beliefs and task values should be incorporated in the theoretical platform for curriculum development based on the learning outcomes that can be specified with enhanced motivation effect.     

Rationales and practices used by caring physical education teachers

This paper examines the reasons that physical education teachers exhibited caring behaviors during teaching. Four physical education teachers, identified as caring physical education teachers, were formally and informally interviewed and observed teaching. Data were analyzed using content analysis and inductive coding, and three themes emerged. The teachers (a) share similar beliefs about why it is important to be caring and had similar influences on their teaching conduct, (b) similarly believe that physical activity/physical education makes a difference in the lives of youth, and (c) share a common interest in broadening relationships with students. The results suggest that there are common reasons these caring teachers care for their students—in particular, personal biography seems to be a strong influence—and that more studies are needed to examine further these results and the relationship between the concept of caring and teaching.     

Motivation for physical activity in young people: entity and incremental beliefs about athletic ability

Three studies are reported of children and youth aged 11–19 years (n?=?3478) examining the nature of beliefs about athletic ability. Drawing on related research in academic, moral and stereotyping domains, development of a psychometric instrument assessing athletic ability beliefs is detailed. Support was found for a multidimensional hierarchical structure that is invariant across age and gender. Confirmatory factor analysis revealed a structure comprising two higher-order factors of entity and incremental beliefs underpinned by beliefs that athletic ability is stable and a gift (entity), and is open to improvement and can be developed through learning (incremental). Incremental beliefs, indirectly through a task goal orientation, and entity beliefs directly, predicted self-reported amotivation towards physical education and sport. On the other hand, enjoyment of physical activity in youth was predicted directly by task orientation and incremental beliefs. Predictions concerning the moderating role of perceived competence were not supported. Our findings highlight the importance of ability beliefs and goals in understanding the determinants of physical activity in children and youth.     

Motivation for physical activity in young people: entity and incremental beliefs about athletic ability

Three studies are reported of children and youth aged 11-19 years (n = 3478) examining the nature of beliefs about athletic ability. Drawing on related research in academic, moral and stereotyping domains, development of a psychometric instrument assessing athletic ability beliefs is detailed. Support was found for a multidimensional hierarchical structure that is invariant across age and gender. Confirmatory factor analysis revealed a structure comprising two higher-order factors of entity and incremental beliefs underpinned by beliefs that athletic ability is stable and a gift (entity), and is open to improvement and can be developed through learning (incremental). Incremental beliefs, indirectly through a task goal orientation, and entity beliefs directly, predicted self-reported amotivation towards physical education and sport. On the other hand, enjoyment of physical activity in youth was predicted directly by task orientation and incremental beliefs. Predictions concerning the moderating role of perceived competence were not supported. Our findings highlight the importance of ability beliefs and goals in understanding the determinants of physical activity in children and youth.     

Social physique anxiety experiences in physical activity: a comprehensive synthesis of research studies focused on measurement,theory, and predictors and outcomes

Physical activity (PA) settings such as sport, exercise, and physical education are inherently social and evaluative in nature, with much attention directed at how the body looks and performs. As such, these settings foster a host of positive and negative emotional experiences. Social physique anxiety (SPA) is a commonly studied emotion that emanates from, or motivates, PA behaviors. In this synthesis of the 126 identified research papers focused on SPA and related experiences in sport, exercise, and physical education, we summarize the theoretical roots and measurement of SPA, present research evidence on predictors and outcomes of SPA experiences, explore links between SPA and PA behaviors, and offer insight on the future directions of SPA research. Specifically, researchers in sport and exercise psychology are encouraged to broaden the study of SPA to conduct longitudinal and experimental studies, develop quality intervention strategies aimed at reducing SPA experiences, and expand on the theoretical and operational understandings of SPA experiences across the lifespan.     

Sports mega-event legacies and adult physical activity: A systematic literature review and research agenda

Sports mega-events, such as the Olympic and Paralympic Games, have the potential to inspire increases in population physical activity, yet investigations concerning such legacy outcomes have been inconclusive. This may be due to research design limitations or inconsistent leveraging of potential hosting benefits by event organizers. This systematic review aims to identify current knowledge about the capacity of sports mega-events to inspire increases in physical activity participation among adult populations and develop a research agenda to guide future legacy evaluations. Peer-reviewed, English-language studies published on or after the year 2000 were considered. Six academic databases and grey literature sources were searched, and articles were assessed for methodological quality. Reporting followed PRISMA conventions for systematic reviews. Nine studies were selected after quality evaluation, including previous reviews, quantitative and qualitative research. Most studies found no evidence for long-term physical activity outcomes associated with hosting sports mega-events, although limitations and gaps were identified. These included lack of longitudinal or cohort studies, limited differentiation of subpopulations, use of non-validated instruments, and lack of triangulation for qualitative findings. Only one cohort study from Japan identified sustainable and significant physical activity increases resulting from a previous sports mega-event. Considering theory, the commonly cited Demonstration Effect was reportedly an unreliable framework, although the Festival Effect and Social Ecological Model appear more promising for anticipating and explaining legacy effects. With less than two years until the Tokyo 2020 Olympiad, it is appropriate to commence high-quality legacy research drawing on lessons learned from previous studies.     

试论高师体育专业开设体育社会学课程的必要性

由于体育社会学学科本身的特点及研究内容的广泛,业已成为体育社会科学领域中众所关注的热点,同时也成为填补高师体育专业学生知识结构失衡的迫切之需,它应与自然学科、运动技术和工具学科共同组成学生完整的知识体系。因此,建议将体育社会学列入高师体育专业的教学计划中,既使在初期作为选修课也是很有必要进行尝试的。这不仅会为今后其它体育社科的前沿学科开课奠定基础,更主要的是有利于在高层次上达到我们的培养目标     

The impact of physical activity and fitness on academic achievement and cognitive performance in children

The potential for physical activity and fitness to improve cognitive function, learning and academic achievement in children has received attention by researchers and policy makers. This paper reports a systematic approach to identification, analysis and review of published studies up to early 2009. A three-step search method was adopted to identify studies that used measures of physical activity or fitness to assess either degree of association with or effect on a) academic achievement and b) cognitive performance. A total of 18 studies including one randomised control trial, six quasi-experimental and 11 correlational studies were included for data extraction. No studies meeting criteria that examined the links between physical activity and cognitive function were found. Weak positive associations were found between both physical activity and fitness and academic achievement and fitness and elements of cognitive function, but this was not supported by intervention studies. There is insufficient evidence to conclude that additional physical education time increases academic achievement; however there is no evidence that it is detrimental. The quality and depth of the evidence base is limited. Further research with rigour beyond correlational studies is essential.     

The effects of physical activity and physical fitness on children's achievement and cognitive outcomes: a meta-analysis

It is common knowledge that physical activity leads to numerous health and psychological benefits. However; the relationship between children's physical activity and academic achievement has been debated in the literature. Some studies have found strong, positive relationships between physical activity and cognitive outcomes, while other studies have reported small, negative associations. This study was a comprehensive, quantitative synthesis of the literature, using a total of 59 studies from 1947 to 2009 for analysis. Results indicated a significant and positive effect of physical activity on children's achievement and cognitive outcomes, with aerobic exercise having the greatest effect. A number of moderator variables were also found to play a significant role in this relationship. Findings are discussed in light of improving children's academic performance and changing school-based policy.     

Implicit beliefs of ability,approach-avoidance goals and cognitive anxiety among team sport athletes

Abstract

People's implicit beliefs of ability have been suggested as an antecedent of achievement goal adoption, which has in turn been associated with behavioural, cognitive and affective outcomes. This study examined a conditional process model with team sport athletes' approach-avoidance achievement goals as mediators between their implicit beliefs of sport ability and sport-related cognitive anxiety. We expected gender to moderate the paths from implicit beliefs of ability to approach-avoidance goals and from approach-avoidance goals to cognitive anxiety. Team sport athletes with a mean age of 20 years (163 females and 152 males) responded to questionnaires about their implicit beliefs of sport ability, approach-avoidance goals and sport-related cognitive anxiety. Incremental beliefs, gender and the interaction between them predicted mastery-approach goals. Gender also predicted mastery-avoidance goals, with females reporting higher levels than males. Mastery-avoidance goals, gender and the interaction between them predicted cognitive anxiety, with females reporting higher levels of anxiety than males. Entity beliefs positively predicted performance-avoidance goals and the interaction between performance-approach and gender predicted anxiety. The indirect effects also showed gender differences in relation to performance-approach goals. Taken together, our results suggest that coaches trying to create a facilitating climate for their male and female athletes may be wise to consider their athletes' anxiety and achievement goal patterns as these may affect both the athletes' well-being and performance.     

Application of network meta-analysis in the field of physical activity and health promotion

Continued advancement in the field of physical activity and health promotion relies heavily on the synthesis of rigorous scientific evidence. As such, systematic reviews and meta-analyses of randomized controlled trials have led to a better understanding of which intervention strategies are superior (i.e., produce the greatest effects) in physical activity-based health behavior change interventions. Indeed, standard meta-analytic approaches have allowed researchers in the field to synthesize relevant experimental evidence using pairwise procedures that produce reliable estimates of the homogeneity, magnitude, and potential biases in the observed effects. However, pairwise meta-analytic procedures are only capable to discerning differences in effects between a select intervention strategy and a select comparison or control condition. In order to maximize the impact of physical activity interventions on health-related outcomes, it is necessary to establish evidence concerning the comparative efficacy of all relevant physical activity intervention strategies. The development of network meta-analysis (NMA)—most commonly used in medical-based clinical trials—has allowed for the quantification of indirect comparisons, even in the absence of direct, head-to-head trials. Thus, it stands to reason that NMA can be applied in physical activity and health promotion research to identify the best intervention strategies. Given that this analysis technique is novel and largely unexplored in the field of physical activity and health promotion, care must be taken in its application to ensure reliable estimates and discernment of the effect sizes among interventions. Therefore, the purpose of this review is to comment on the potential application and importance of NMA in the field of physical activity and health promotion, describe how to properly and effectively apply this technique, and suggest important considerations for its appropriate application in this field. In this paper, overviews of the foundations of NMA and commonly used approaches for conducting NMA are provided, followed by assumptions related to NMA, opportunities and challenges in NMA, and a step-by-step example of developing and conducting an NMA.     

Construct validity evidence for single-response items to estimate physical activity levels in large sample studies

Valid measurement of physical activity is important for studying the risks for morbidity and mortality. The purpose of this study was to examine evidence of construct validity of two similar single-response items assessing physical activity via self-report. Both items are based on the stages of change model. The sample was 687 participants (men = 504, women = 183) who completed an 8-response (PA8) or 5-response (PA5) single-response item about current level of physical activity. Responses were categorized as meeting or not meeting guidelines for sufficient physical activity to achieve a health benefit. Maximal cardiorespiratory fitness (CRF) and health markers were obtained during a clinical examination. Partial correlation, multivariate analysis of covariance, and logistic regression were used to identify the relations between self-reported physical activity, CRF, and health markers when controlling for gender and age. Single-response items were compared to a detailed measure of physical activity. Single-response items correlated significantly with CRF determined with a maximal exercise test on a treadmill (PA8 = .53; PA5 = .57). Differences in percentage of body fat and cholesterol were in the desired direction, with those self-reporting sufficient physical activity for a health benefit having the lower values. The single-response items demonstrated evidence of construct validity and may provide feasible, cost-effective, and efficient methods to assess physical activity in large-scale studies.     

Factors affecting the likelihood to engage in adequate physical activity to promote health

The aim of this study was to assess the likelihood of individuals to participate in enough physical activity to promote fitness and, more conservatively, to accrue only health benefits. Sedentary ( n = 883; 20.5%) and active ( n = 1144; 26.5%) groups were identified from the 1990 Allied Dunbar National Fitness Survey of English adults ( n = 4316). The data were analysed using logistic regression. Participants were described using 20 variables identified from previous research, six of which made a significant contribution to the model ( P ? 0.05). The odds of being sedentary increased with age, self-perception of lifestyle problems, and lower scores on education, self-perception of motivation to exercise, perception of own participation in physical activity and recognition of exercising enough for health benefits. The odds of being active were associated with the opposite characteristics to those observed for sedentary behaviour. The extreme scores varied from individuals who may be 385 times more likely to be sedentary, to those who were 29 times more likely to be active, depending on scores on the selected variables. The results of this study provide a means to determine individual propensity to participate in adequate physical activity, and to identify those who may benefit most from health promotion campaigns.