Psychometric evaluation of the exercise identity scale among Greek adults and cross-cultural validity

The present study reported on translating the Exercise Identity Scale (EIS: Anderson & Cychosz, 1994) into Greek and examining its psychometric properties and cross-cultural validity based on U.S. individuals' EIS responses. Using four samples comprising 33, 103, and 647 Greek individuals, including exercisers and nonexercisers, and a similar sample comprising 800 U.S. individuals, the concurrent validity, factor structure, internal reliability, test-retest reliability, external validity, gender invariance, and cross-cultural validity of the EIS responses were examined using confirmatory factor analytical procedures. The results supported the concurrent validity, an adequate unidimensional factor structure for the translated EIS and the internal reliability and test-retest reliability over a 6-week interval. Further, cross-gender configural, partial metric, partial strong factorial, and partial strict factorial invariance and cross-cultural configural and partial metric invariance supported the cross-cultural equivalence of the EIS versions. Moreover, the external validity of the translated EIS responses was also supported. Overall, the findings supported the validity of the exercise identity construct outside North American boundaries and the EIS items' equivalence, providing initial evidence for its cross-cultural applicability.     

Muscle Soreness Following Resistance Exercise With and Without Eccentric Contractions

The present study reported on translating the Exercise Identity Scale (EIS: Anderson &; Cychosz, 1994) into Greek and examining its psychometric properties and cross-cultural validity based on U.S. individuals' EIS responses. Using four samples comprising 33, 103, and 647 Greek individuals, including exercisers and nonexercisers, and a similar sample comprising 800 U.S. individuals, the concurrent validity, factor structure, internal reliability, test-retest reliability, external validity, gender invariance, and cross-cultural validity of the EIS responses were examined using confirmatory factor analytical procedures. The results supported the concurrent validity, an adequate unidimensional factor structure for the translated EIS and the internal reliability and test-retest reliability over a 6-week interval. Further, cross-gender configural, partial metric, partial strong factorial, and partial strict factorial invariance and cross-cultural configural and partial metric invariance supported the cross-cultural equivalence of the EIS versions. Moreover, the external validity of the translated EIS responses was also supported. Overall, the findings supported the validity of the exercise identity construct outside North American boundaries and the EIS items' equivalence, providing initial evidence for its cross-cultural applicability.     

Gender,Class and Outdoor Traditions in the UK and Norway

ABSTRACT

We report on three projects and an accompanying critical research agenda designed to establish and evaluate a new pedagogy in Australian physical education based on the sport education curriculum model first published by Siedentop et al. [Siedentop, D., Mand, C. & Taggart, A. (1986) Physical Education: Teaching and Curriculum Strategies for Grades 5‐12 (Palo Alto, Mayfield]. The projects, involving over 80 schools throughout Australia, are set in a context featuring an amalgam of postmodern youth culture, governmental inquiries and reports and the continuing difficulties facing physical educators in their workplaces. Against a backdrop of subject marginatyia, the projects’ findings have lent support to the proposition that it is dysfunctional programme structures (rather that deficits in teaching skills) that are most to blame in denying teachers access to significant subject matter learning targets. Our work presents evidence that the student‐centred, extended‐unit sport education curriculum model has the potential to be responsive to these challenges. It is conducive to ongoing school‐based professional and curriculum development, has led to widespread programme restructuring, has improved outcomes for many lower skilled students and has generally produced positive results for aspects of students’ social development. However girls tend still to be dominated by boys in particular sports. The model is positively affecting the career expectations of pre‐service students. As the model is already diffusing rapidly in Australian schools, there is a need to identify issues and chart an educational course for any further development.     

大学生体育活动倾向性模型的构建与应用

根据高校体育活动的实际情况，构建了大学生体育活动倾向性理论结构模型。经确定5个决定因素和体育活动倾向性的操作定义，编制了相应的调查问卷，根据对828名大学生体育活动测定的结果，建立了大学生体育活动倾向性结构模型。结果表明运动乐趣、选择和个人投入对大学生体育活动倾向性有正面效应，社会约束因素对大学生体育活动倾向性有负面效应，人际关系因素对大学生体育活动倾向性有微弱的影响，建立的结构模型能较好地评价大学生体育活动的倾向性。     

Validity and reliability of the Very Short form of the Physical Self-Inventory among Turkish adolescents

The study aimed to test the validity and reliability of the Very Short form of the Physical Self-Inventory (PSI-VS) among a sample of 635 Turkish adolescents. These adolescents have completed the 12 original items of the PSI-VS, plus a positively worded reformulation of the single reverse-keyed item of the physical attractiveness subscale. A series of confirmatory factor analyses was used to examine the psychometric properties of the original and modified versions of the PSI-VS. Findings revealed superior psychometric properties with the modified version than with the original set of items. The modified version was thus subsequently used to examine its factor structure invariance across sexes, age groups and sport practice involvement. Results not only report that this version was fully invariant across, but also that latent means were significantly different across sexes and sport practice involvement. In sum, the Turkish modified version of the PSI-VS presents acceptable psychometric properties and may be used to repeatedly and/or intensively assess participants’ physical self-perceptions in the context of sport and exercise interventions.     

The physical education predisposition scale: Preliminary tests of reliability and validity in Australian students

The main aim of this study was to psychometrically test the Physical Education Predisposition Scale (PEPS) with a cohort of Australian students, to assess secondary school students’ perceived PE ability and PE worth. Secondary aims were to explore how the two variables were related and to investigate age and gender differences. Altogether, 266 Year 7, 8, 9 and 10 students (aged 12–16 years), from four schools within the South Eastern region of Melbourne, completed the PEPS at both time points. Principal components analysis revealed the presence of a simple two-factor structure explaining 66.9% of the variance. Factor 1 (labelled perceived PE worth) reflected enjoyment and attitude (α = .91), and factor 2 (labelled perceived PE ability) represented perceptions of competence and self-efficacy (α = .92). Significant positive correlations were observed between the two factors (r = .50–.82, P < .001). Boys scored significantly higher than girls on perceived PE ability (P = .01), and year 7 students scored significantly higher compared to Year 9 students (P = .002). Our results support the potential of the PEPS as a concise measurement tool for use in the PE setting, for both teachers and researchers.     

Getting Generation Y to attend: Friends,interactivity and half-time entertainment

People from Generation Y, given their number and stage in the family life-cycle, represent a key emerging audience for major sports. The study focussed on the effect of friends and half time enhancements on likely attendance at matches. The sport domain was the Australian Football League (AFL), the elite Australian rules football competition. The enhancements being tested were half-time entertainments based on performers from well-known television talent shows, Australian Idol and It Takes Two. Scenarios with and without interactive participation, based on short messaging service (SMS) messages, were tested. The study used a general population sample of 909 Generation Y people in a traditional AFL market and one where AFL is not the major winter competition. Previous attendance and sport orientation were the major influences on attendance at major sports, including the AFL. Friends influenced likely attendance at a game, but no effects were found for half-time entertainments. People who attended matches with friends typically had social activities before and after the game. This suggested that one promotional strategy to expand existing markets was to find and engage the social networks of existing fans, making sport attendance a broader part of an overall social event.     

Measuring the perception of the teachers’ autonomy-supportive behavior in physical education: Development and initial validation of a multi-dimensional instrument

This research aimed to develop and validate an instrument to assess the students’ perceptions of the teachers’ autonomy-supportive behavior by the multi-dimensional scale (Multi-Dimensional Perceived Autonomy Support Scale for Physical Education). The participants were 1,476 students aged 12- to 15-years-old. In Study 1, a pool of 37 items was generated based on past literature and feedback from students and academic experts. In Study 2, the factorial structure of the questionnaire was tested using exploratory and confirmatory factor analysis. The confirmatory factor analysis yielded a final 15-item three-factor solution of the Multi-Dimensional Perceived Autonomy Support Scale for Physical Education, covering organizational, procedural, and cognitive dimensions of perceived autonomy support. In Study 3, the incremental validity of the Multi-Dimensional Perceived Autonomy Support Scale for Physical Education was supported. The results provided initial evidence for the reliability and validity of the Multi-Dimensional Perceived Autonomy Support Scale for Physical Education, as well as its invariance across gender and age. Suggestions for the use of the scale and further research are discussed.     

Determinants and patterns of physical activity practice among Spanish university students

The purpose of the present study was to investigate the socio-demographic and lifestyle determinants of physical activity practice, as well as the motivations for being or not being physically active in Spanish university students. A representative sample of students from a Spanish university (n = 2,051; 42.1% males; mean age 21.9, s = 4.8 years) participated in the present cross-sectional study. A questionnaire including questions regarding lifestyle, dietary habits, parents' characteristics, and physical activity habits was administered to the students. The socio-demographic and lifestyle determinants of physical activity practice were assessed using multivariable logistic regression. 68.4% of men and 48.4% of women reported to practise physical activity in the present sample. Those who practised physical activity consumed more fruits and were less likely to be smokers compared to non-physically active students. Also, physically inactive men spent more time in front of the computer and physically inactive women spent more time in front of the TV and were more likely to be frequent alcohol consumers. Maternal educational level and maternal physical activity habits were also important determinants of physical activity practice among men and women respectively. In conclusion, physically active students tended to engage in other healthy habits in the present population, suggesting the clustering of healthy or unhealthy lifestyle factors among specific subgroups.     

Healthy bodies: construction of the body and health in physical education

In physical education, bodies are not only moved but made. There are perceived expectations for bodies in physical education to be ‘healthy bodies’—for teachers to be ‘appropriate’ physical, fit, healthy and skilful ‘role models’ and for students to display a slim body that is equated with fitness and health. In teachers’ monitoring of students with the intention of regulating health behaviour, however, the surveillance of students’ bodies and associated assumptions about health practices are implicated in the (re)production of the ‘cult of the body’. In this paper, we consider issues of embodiment and power in a subject area where the visual and active body is central and we use data from Australian and Swedish schools to analyse the discourses of health and embodiment in physical education. In both Swedish and Australian physical education there were discourses related to a fit healthy body and an at risk healthy body. These discourses also acted through a range of techniques of power, particularly regulation and normalisation.     

Determinants and patterns of physical activity practice among Spanish university students

Abstract

The purpose of the present study was to investigate the socio-demographic and lifestyle determinants of physical activity practice, as well as the motivations for being or not being physically active in Spanish university students. A representative sample of students from a Spanish university (n = 2,051; 42.1% males; mean age 21.9, s = 4.8 years) participated in the present cross-sectional study. A questionnaire including questions regarding lifestyle, dietary habits, parents' characteristics, and physical activity habits was administered to the students. The socio-demographic and lifestyle determinants of physical activity practice were assessed using multivariable logistic regression. 68.4% of men and 48.4% of women reported to practise physical activity in the present sample. Those who practised physical activity consumed more fruits and were less likely to be smokers compared to non-physically active students. Also, physically inactive men spent more time in front of the computer and physically inactive women spent more time in front of the TV and were more likely to be frequent alcohol consumers. Maternal educational level and maternal physical activity habits were also important determinants of physical activity practice among men and women respectively. In conclusion, physically active students tended to engage in other healthy habits in the present population, suggesting the clustering of healthy or unhealthy lifestyle factors among specific subgroups.     

论高校校园武术文化国际传播的内涵与功能

武术,在我国高校中有着深厚的群众基础.经过多年的发展,武术已成为高校文化活动的一道亮丽的风景.探讨校园武术文化国际传播的内涵与功能,充分利用校园的人文环境优势进行民族文化传播,无论对于我国高校或武术发展而言,都具有一定的现实意义且不失为1种双赢战略.     

The life of a gay student in a university physical education and sports department: a case study in Turkey

While Turkey is mostly a Muslim country, officially it is a secular country; traditional gender roles are still maintained, and homosexuality is a taboo subject. The Turkish sporting world is no exception; it also excludes and ignores the existence of homosexuals and homosexuality. Using a single case study, this study aimed to contribute to fill the gap in the understudied subject of homosexuality in physical education (PE) and sports literature through investigating the experiences of a gay male Turkish PE and sports major. The respondent was aged 25 and a fourth-year undergraduate student at the time. Purposive sampling was used to select the respondent based on his willingness to participate in the study and a semi-structured interview allowed for data to be collected regarding being gay in Turkey, and in particular in the PE and sports environment. The four major themes derived from the analysed interview data were (1) conflicting feelings about coming out of the closet, (2) life in the Turkish community, (3) life in a PE and sports department and (4) perceived roots of homophobia. The findings indicated that the respondent's disclosure of his sexual orientation to friends resulted in positive reactions; however, he still hesitates to acknowledge his homosexuality publicly. Traditional gender roles, misconceptions about homosexuality and homosexuals and religion were perceived as the most influential factors for homophobic attitudes and behaviour in Turkish society. His experiences in Turkey's world of PE and sports were rife with homophobia.     

‘I didn’t even know that there was such a thing as aboriginal games’: a figurational account of how Indigenous students experience physical education

This article is about how Indigenous students from Year 7 to 10 at three government schools in the Australian Capital Territory (ACT) experience PE. The research question being, how do Indigenous students experience PE at the schools selected for the research? A process oriented approach was used to answer this question. In particular, figurational sociology was chosen because of its usefulness in interpreting sociological problems processually. The idea of the figuration or configuration was utilized to represent human power relationships, as well as systems and processes. The study also drew upon the complimentary figurational concept of habitus. An accompanying methodology sympathetic to figurational sociology reconstructed the macro and micro levels of the figuration studied. This figuration being the PE provision across the three sites. The macro level depicts the contemporary social structure or ‘rules’ of the figuration and the micro level the individuals that exist within this social structure. Data were collected over a two year period using semi-structured interviews, school websites, school based documentation and wider ACT Education and Training Directorate system level documents. The research found that Indigenous students experience almost entirely Eurocentric PE that lacks acknowledgment of their own culture. The PE provided is an example of ‘superior’ knowledge characteristic of dominant groups. The research also showed that the habituses of key players such as principals, Health and Physical Education curriculum writers and teachers were pivotal as long-term processes in upholding Eurocentric PE content. The findings suggest that for Indigenous perspectives to be included in PE as stipulated in national level documentation, policy directives alone are inadequate. For meaningful change to take place alteration at the habitus level of the mentioned key players has to occur and such change requires a multi-faceted approach.     

Cross-cultural generalizability of the theory of planned behavior among young people in a physical activity context

The present study tested the cross-cultural generalizability of the measurement and structural parameters of the theory of planned behavior (TPB) among youth in a physical activity context. Pupils from five cultural groups completed measures of attitudes, subjective norms, perceived behavioral control (PBC), and intentions for physical activity. Five weeks later, participants completed self-report measures of physical activity behavior. Confirmatory factor analyses and multisample structural equation models revealed well-fitting models within each sample with minimal variations in the measurement parameters across cultures. There were a few significant cross-cultural differences in the structural relations among the TPB constructs. Attitudes predicted intentions in all samples (beta range = .300 to .550), whereas the effect of the subjective norms on intention was nonsignificant in all but the Hungarian sample (beta = .243). Conversely, the effect of PBC on intentions was significant (beta range = .302 to .573) in all but the Hungarian sample. Findings support the generalizability of the measures and pattern of effects for the TPB among young people in a physical activity context.     

体育锻炼对高职院校学生心理健康影响的比较分析

为了解江门职业技术学院学生的心理健康状况,应用SCL-90症状自评量表与体育锻炼前后心理健康反应问卷调查表进行调查,比较分析了高职学生和中职学生的心理健康情况,调查结果显示:江门职业技术学院学生SCL-90各因子均分都高于国内常模;中职学生的心理健康水平与高职学生相比存在着显著差异;中职一、二年级学生出现心理不良反应的明显高于高职学生;高职学生心理健康状况由差到好排序为:二年级、一年级、三年级。提出运用各种方式积极参加有规律的体育锻炼,能够预防学生心理问题的发生,体育锻炼是治疗心理疾病的有效手段。     

论我国残疾人体育的可持续发展——澳大利亚残疾人体育的包容性给我们的启示

本文通过对澳大利亚残疾人体育运动条件、体育发展政策、体育教育和培训的研究,提出社会对残疾人的接纳和包容是残疾人体育可持续发展的重要因素,对解决我国残疾人竞技体育和群众体育的不对称、不和谐的问题及残疾人体育可持续发展有重要的借鉴作用。     

中国、澳大利亚网球高级教练员执教特征对比研究

对中国、澳大利亚高级网球教练员进行了对比研究。认为 ,两国教练员在队伍的管理、训练的严格要求、与队员保持良好的关系方面具有一致性。中国教练员在全面关心运动员、训练组织的严密性、鼓动性方面优于澳籍教练员。澳籍教练员在新技术的指导、技术原理的分析、陪练技巧方面优于中国教练员     

Framing citizenship: from assumptions to possibilities in health and physical education

Within the Australian context physical education (PE) and more recently health and physical education (HPE) have long been ascribed utilitarian value for producing healthy citizens. Whilst this has not been a linear progression over time, traces from the past do inform current assumptions about this utilitarian role. Of consequence are historical contingencies and responses to societal problems around health-related conduct and capabilities of the nations’ citizens. In this paper a genealogical approach is adopted to explore discourses and power relations that have framed the contribution of PE and HPE in shaping students for healthy citizenship. Disciplinary technologies associated with military-style physical training, civilising technologies of game play and responsibilising governmental technologies of contemporary policies will be explored. I conclude in arguing that if HPE is to prepare all students for equitable, inclusive citizenship what is required is the adoption of curricula and pedagogies that counteract hegemonic notions of individual responsibility for healthy citizenship.     

Development of a Questionnaire Assessing School Physical Activity Environment

This study was designed to develop the Questionnaire Assessing School Physical Activity Environment (Q--SPACE) based on student perceptions. Twenty-eight items rated on 4-point Likert scales were administered to 244 middle school students in 9 schools. Exploratory factor analysis was used to evaluate the underlying structure of the items and 2 factors were extracted: physical environment (PE) and social environment (SE). Twelve and 8 items loaded saliently on PE (e.g., gym classes available) and SE (e.g., teacher encouragement), respectively. Factor scales had alpha coefficients of .86 (PE) and .81 (SE). One-week test–retest reliabilities for the factor scales of PE and SE were .78 and .72, respectively. Differences in PE scale scores across schools and PE and SE scale scores across student school physical activity behavior (e.g., participation on school teams) provided some evidence of scale construct validity. Overall, Q–SPACE demonstrates acceptable reliability for capturing middle school students' perceptions of school physical activity environment. The factorial validity needs to be assessed with confirmatory factor analysis and invariance testing procedures.