心理控制源与奖赏结构对大学生操作技能的影响

根据交互作用理论,采用重复测量1个因素的3因素混合实验设计,考察了心理控制源、奖赏结构及其交互作用对操作技能的影响。研究共分两个实验：实验1研究内外控者在个人条件下的操作技能表现。实验2研究内外控者在合作条件下的操作技能表现。研究主要结论如下：（1）主效应的验证：不同心理控制源老的操作成绩没有显著差异,在竞争结构下和在个体化结构下的操作成绩没有差异;在合作条件下,在竞争合作奖赏结构下内一内控配对者的操作成绩显著好于外-外控配对者,竞争合作奖赏结构下的操作成绩显著好于一般合作奖赏结构下的操作成绩。（2）交互作用的验证：外控者在个体化奖赏结构下的操作技能成绩显著好于在竞争奖赏结构下的成绩,而内控者在竞争奖赏结构下的操作成绩显著好于在个体化奖赏结构下的成绩。     

Three-Year Study of Students’ Attitudes Toward Physical Education: Grades 4–8

Purpose: A relationship exists between attitudes toward physical education and future physical activity. The purpose of this study was to examine changes in attitude toward physical education as students progressed from upper elementary school (Grade 4) through middle school (Grade 8). Method: Three cohorts of students (Cohort 1, Grades 4–6, n = 96; Cohort 2, Grades 5–7, n = 71; and Cohort 3, Grades 6–8, n = 73) were each followed for 3 years to examine changes in attitudes toward physical education. Results: After an initial increase from Grade 4 to Grade 5, a significant decrease was observed from Grades 5 to 8 in students’ positive attitudes toward physical education, with a faster rate of change for girls than boys. Conclusion: This longitudinal study provides further insights regarding the attitudes of students as they progress from Grade 4 to Grade 8 and expands on previous findings identifying decreasing positive attitudes toward physical education as students age, particularly for girls. The results provide evidence to support targeted interventions.     

调动学生锻炼的主观能动性经营自身的“健康银行”

文章指出体育与健康课程应以身体运动为主要手段,以体育与健康知识、技能和方法为主要学习内容,以增进学生的健康为主要目的,并设有专门“运动技能”学习领域。了解在学习中的态度主动或被动,其效果相差甚远。所以调动学生的主观能动性至关重要,其效果事半功倍。     

Student outcomes of the physical education and physical literacy (PEPL) approach: a pragmatic cluster randomised controlled trial of a multicomponent intervention to improve physical literacy in primary schools

ABSTRACT

Background: Health organisations such as the United Nations continue to place an expectation on school physical education (PE) programmes and wider school strategies to ensure students develop physical literacy and receive the well-established benefits of meeting physical activity guidelines. Barriers to meet this expectation such as lack of trained PE teachers, lack of time and greater emphasis on academic achievement are ongoing challenges to schools. The purpose of this study was to evaluate the impact of the multi-component Physical Education Physical Literacy (PEPL) intervention, designed to improve students’ fundamental movement skill, perceived physical abilities and level of physical activity.

Method: A qualified PE teacher implemented the PEPL intervention across seven schools, and another seven schools formed a control group as part of a randomised cluster-based trial. Grade 5 students (N?=?318, age 10.4 years?±?SD 0.4) completed assessments of physical activity, fundamental movement skill, attitudes towards PE, and self-perceptions of physical abilities before and after a 33-week intervention. Intervention effects were examined using general linear mixed models. Post-intervention focus groups with students were used to develop insights into experiences and outcomes.

Results: With no significant gender interactions, the PEPL approach led to enhanced object control skills (β?=?1.62; SE?=?0.61; p?=?0.008), with little evidence of any other fundamental movement skill improvements in excess of those in the control group. There was also modest evidence for an effect on accelerometer measured moderate-to-vigorous physical activity (MVPA) during school time (β?=?4.50; SE?=?2.39; p?=?0.058), but this was not accompanied by any significant intervention effect over the entire week. Questionnaires indicated students in the PEPL programme became less satisfied with their own sporting ability (β?=??0.20; SE?=?0.08; p?=?0.013) but qualitative data analyses suggested that they enjoyed the PEPL approach experience, becoming more motivated and confident in their physical abilities.

Conclusions: Evidence of enhanced object control skill, increased confidence and motivation to be physically active, and moderate evidence of more MVPA during school time, indicate that the introduction of the PEPL approach contributed to the development of student physical literacy. A decrease in perceived sporting competence warrants greater attention on student’s self-perceptions in future iterations of the intervention.

Trial registration: Australian New Zealand Clinical Trials Registry identifier: ACTRN12615000066583.     

Influence of personal and lesson factors on caloric expenditure in physical education

BackgroundIncreasing caloric expenditure in physical education is considered an effective school-based approach to addressing the child obesity epidemic. This study was designed to determine synergistic influences of student characteristics and lesson factors on caloric expenditure in elementary and middle school physical education.MethodsThe study used a multi-level design. Level-1 factors included personal characteristics: age, gender, and body mass index. Level-2 factors included lesson length, content, and school level. Based on the Center for Disease Control and Prevention age–gender adjusted growth chart, students in 87 classes from 14 elementary and 15 middle schools were pre-screened into “Overweight”, “Healthy weight”, or “Thin” groups. One boy and one girl were randomly selected from each group in each class as data providers (264 elementary and 294 middle school students). Caloric expenditure was measured in 243 physical education lessons using accelerometers.ResultsAnalysis of variance revealed and hierarchical linear modeling confirmed separate age by body mass index, age by gender, and content by lesson–length interaction effects, suggesting that the personal and lesson factors influenced caloric expenditure independently. Older male and heavier students burned more calories in all lessons. Students burned more calories in 45–60 min sport skill or fitness lessons than in shorter (30 min) or longer (75–90 min) game or multi-activity lessons.ConclusionsThe hypothesized cross-level interaction was not observed in the data. Caloric expenditure can be optimized in 45–60 min sport skill or fitness development lessons. It can be recommended that schools adopt 45–60 min lesson length and provide skill and fitness development tasks in physical education to maximize caloric expenditure.     

Attitudes of Males toward Selected Aspects of Physical Education

Abstract

The evaluative dimension of the Semantic Differential was used, after factor analysis, to investigate male attitudes toward selected aspects of physical education. Indexes of homogeneity of meaning for five aspects were calculated for each of six groups of 50 subjects drawn from 300 males representing school boys, teachers, physical education majors, graduate students, and academic staff. Results obtained were discussed in terms of their possible delineation of a physical education image.     

Physical Fitness,Self-Esteem,and Attitudes toward Physical Activity

Abstract

A total of 165 adolescent boys took measures of physical fitness, general self-esteem, and attitudes toward physical activities. High-fit compared to low-fit boys were higher in self-estimates of physical ability (P < .007) and self-reported attraction to physical activities (P < .007) but not significantly different in general self-esteem nor in reported extent of participation in voluntary physical activities. In addition significant correlations were observed between self-estimates of physical ability and attraction to physical activity, and between attraction to physical activity and extent of voluntary participation in physical activity.     

Immediate External Feedback in the Learning of Golf Skills

Abstract

This study sought to investigate the effect of immediate external feedback on the learning of the golf drive and the 5-iron approach shot. The subjects were 80 university females who met the criterion of rank beginners in golf. They were randomly assigned to a control or an experimental group. The experimental factor was the graph-check-sequence camera used to photograph the movement patterns of each member of the experimental group. The photos were available for the student and instructor to observe performance strengths and weaknesses immediately. The criterion measure was a battery of three golf skill tests. Results were tabulated with a 2 × 2 × 2 factorial design to determine the main effect factors or interaction factors on learning achievement. The only significant F's were methods main effects. Therefore, it was concluded that immediate external feedback through use of the graph-check-sequence camera facilitates the learning of the golf drive and the 5-iron approach shot.     

Effects of dispositional ability conceptions, manipulated learning environments, and intrinsic motivation on persistence and performance: an interaction approach

The present study used an interaction approach to investigate how individuals' dispositions about ability as incremental or fixed (entity), manipulated learning environments, and intrinsic motivation affect persistence and performance on a challenging, novel motor skill. Seventy-two female college students who were assigned to either an incremental or entity learning condition for instruction and practice completed questionnaires and attempted to learn the skill. The results indicated that participants oriented toward incremental beliefs were likely to be more intrinsically motivated. Participants who were intrinsically motivated were likely to perform better on a final skill test. The significant interaction effect on persistence suggests that participants who were highly intrinsically motivated in the incremental condition persisted longer than those in the entity condition.     

Undergraduate Physical Education Majors' Perceptions of the Roles of Teacher and Coach

Abstract

This investigation examined undergraduate physical education majors' perceptions of the roles of teacher and coach. A questionnaire was administered to a sample of 80 physical education majors at a large urban university. Subjects were asked to rate the importance of twelve characteristics or abilities for teachers and for coaches. Results indicated that the subjects viewed the abilities needed for each of the roles as similar. Subjects were asked to indicate their job preference, and to estimate their ability to perform each of the roles. Gender was significantly related to role preference, with males indicating a greater preference for the coaching role. Students indicating a preference for teaching only have less experience in athletics than the coaching only and the teaching/coaching groups.

A significant relationship was found for selected background variables with estimated role performance. The variables most highly related to confidence in one's ability to teach were positive role models and skill in a wide range of activities, and those most related to estimated ability to coach were positive role models and very high skill in at least one activity.     

The Development of Skill and Knowledge During a Sport Education Season of Track and Field Athletics

Purpose: The purpose of this study was to examine the relative effectiveness of 2 forms of physical education instruction on students' skill and technical performance, as well as content knowledge in 3 track and field events. Method: Students from 6 classes in 3 Portuguese schools completed 900-min units conducted under the auspices of sport education or a more traditional teacher-directed format. Classes were randomly assigned to these conditions within each school. Results: Although both groups improved significantly from pretest to posttest, the sport education classes outperformed the traditional classes in both technique and skill execution. Only the sport education group made significant improvements in content knowledge. When the students in the traditional group were tested at the point in time where they would usually complete a unit of physical education (450 min), there were no significant improvements in any of the study's variables. Conclusion: The explanation given for the superior performance outcomes of the sport education classes lies in the nature of formal competition and team affiliation, which are cornerstones of this pedagogical model. That is, students take their learning experiences more seriously than in traditional and often inauthentic classes. In terms of content knowledge, the fact that sport education has a level of content-embedded accountability that holds students accountable for their officiating duties is postulated as a significant contributor to their increased understanding of rules and protocols of athletic events.     

A Cardiopulmonary Instructor's Perspective on a Standardized Patient Experience: Implications for Cardiopulmonary Physical Therapy Education

Purpose: Standardized patients (SP) in Doctor of Physical Therapy (DPT) curricula are increasingly used for students to practice developing clinical reasoning, communication, and professional skills in an authentic learning environment. The purposes of this article are to: (1) describe an instructional model that synthesized SPs, Internet-based communities of practice, and reflection to teach clinical reasoning in DPT students; and (2) a cardiovascular and pulmonary physical therapy (CPPT) instructor''s perspective on the educational process and student clinical skill development. Summary of Key Points: The model, employed in a course: “Integrative Physical Therapy Practice,” enabled the instructor to document student clinical performance and reasoning during an SP interaction. For students, clinical reasoning was illuminated through the model''s assessment process. Data collected through the assessment process provided important feedback to the instructor on classroom instructional effectiveness. Conclusions: Examination of student learning experiences enabled the instructor to consider: (1) key aspects of examination and management for persons with cardiovascular or pulmonary disorders, (2) methods for visualizing clinical reasoning, (3) the impact of teaching on student learning, and (4) strategies for teaching CPPT. More research is indicated to investigate pedagogy for the development of clinical reasoning in DPT students.Key Words: standardized patient, clinical reasoning, reflection, physical therapy education, cardiovascular, pulmonary     

Sixth-Grade Physical Education: An Acculturation of Bullying and Fear

Purpose: Although bullying is recognized as a serious problem among adolescents, more information is needed regarding bullying within the context of physical education. Grounded in a social-ecological framework, the purpose of this investigation was to discover the perceptions students and teachers have about bullying in physical education and about peer and adult support. Method: Data collection included formal and informal interviews with 24 students and 4 teachers and 20 observations of 6th-grade physical education classes in 1 Midwestern school. Data were analyzed using a constant-comparative process. Results: The results indicate that adults acculturate students to support a bullying climate by providing mixed information regarding social interactions, ignoring nonphysical instances of bullying, and promoting inappropriate curricular selections. Participants also report that perceived differences such as appearance, body size, physical ability, and personal attire ignite most episodes of harassment in physical education. Further, students perceive that fear prevents many from (a) reporting instances of bullying to those in authority, (b) assisting bullied friends, and (c) feeling safe in certain physical education locations. Finally, students and teachers report that bullying impacts students' desire to participate in physical education. Conclusions: Overall, evidence from this investigation suggests that an efficacious support system does not exist for addressing the magnitude of the bullying problem. Although this study provided an initial step toward understanding the social-ecological factors affecting peer harassment in physical education, additional research is warranted.     

Multivariate Relationships of Specific Impression Cues with Teacher Expectations and Dyadic Interactions in Elementary Physical Education Classes

Abstract

The purpose of this study was to determine the multivariate relationships of the impression cues of attractiveness and effort with teacher expectations and dyadic interactions in two elementary age groups of children. Three elementary physical education teachers and 128 children (K-3) served as subjects. The children were classified into two groups, one consisting of kindergarten and first grade children and the other second and third grade children. Physical attractiveness was determined from ratings of black and white photographs of each student. Student effort was determined by the ratings of the teachers according to the amount of expressed effort demonstrated by each student during physical activity instruction. Teachers were also asked to rate their students according to four expectancy variables. A dyadic version of Cheffers' Adaptation to Flanders' Interaction Analysis System was the observational tool used to describe teacher-student behaviors. For the older group only, teachers' expectations for the students' social relations, cooperative behavior and ability to reason significantly related to both impression cues. For the younger group, teachers' expectations for social relations and cooperative behavior were significantly related to teacher praise, direction-giving, criticism, and predictable student responses. For the older group, however, the teachers' expectation for cooperative behavior was significantly related to eight behavioral variables, especially to information giving and student-initiated responses.     

大学生体育与健康行为的培养 ——体育与健康整合教育的实践研究

通过教学实验和问卷调查,研究评估高校体育与健康整合教育的效果,结果显示在实施教育后不仅实现了向学生传授体育与健康知识、技术、技能的作用,而且也实现了使学生获得体育与健康的态度、健康意识、价值观念、行为规律等作用.     

The development of skill and tactical competencies during a season of badminton

Abstract

In this study, we examined the development of skill competence and tactical knowledge of 41 eighth-grade students (mean age 13.6 years) as they completed a season of badminton conducted following the features of Sport Education. Using data from students’ performance on badminton skills tests, their competence in game play, and their tactical knowledge, it was determined that these students made significant improvements in their ability to not only control the shuttle, but also to hit it more aggressively. This resulted in improvements in both the selection (what shot to make) and execution (ability to produce the desired shot) dimensions of their game play. In addition, the students demonstrated significant improvements in their ability to select tactical solutions and make arguments for those decisions when watching videotaped performances of badminton games. The key explanation for the development of competence in this setting was that the structure of the Sport Education season allowed for significant practice opportunities, and that the authenticity and consequential nature of the game play helped move all but weak novice students from a more cooperative version of net-game play to one where tactical decision making and execution was valued.     

东北地区大学生冬季体育锻炼的影响因素及策略研究

通过对影响东北地区高校大学生冬季体育锻炼因素的分析,得出影响东北地区大学生冬季体育锻炼的原因有冬季独特的寒冷气候,缺少场地器材,学生学习压力大,缺少技术指导,缺少伙伴,活动经费少等。鉴于此,提出解决方法或建议,为培养学生冬季体育锻炼习惯提供参考。     

The Applicability of Item Response Theory to Tests of Motor Behavior

Abstract

The purpose of the study was to examine how young children interact in the context of learning fundamental motor skills. Twenty-nine preschool children were observed during a period of six consecutive months while they were participating in their daily motor skills program. Fieldwork research methodology was used and data were collected using participant observation techniques. During data analysis, emerging patterns were identified and cross-referenced against data collected from other sources (triangulation). Girls were found to interact in a cooperative, caring, and sharing manner. Bays were found to interact in a competitive, individualized, and egocentric manner. A cultural pattern of cooperative interaction among Asian children was found. In addition, both boys and girls tried to maintain their gender style of interaction when dealing with the opposite sex. This study reveals several aspects of the social environment that may need to be considered when teaching motor skills to young children.     

Obesity: Analysis of Attitudes and Knowledge of Weight Control in Girls

Abstract

A questionnaire involving attitudes toward obesity, food, and physical exercise, and knowledge about weight control, was administered to 225 obese female adolescents and 213 controls. Results indicated an obsession on the part of the obese with their weight, to such an extent that nonrelated areas became involved in the issue. Despite the greater knowledge of the obese concerning weight control, and their more positive attitudes toward exercise, these factors seemed to have little effect in helping them deal with their obesity.     

Inventories and Norms for Children's Attitudes Toward Physical Activity

Abstract

This paper summarizes the development of an inventory for the assessment of children's attitudes toward physical activity (CATPA), including an overview of its psychometric properties. Through a series of studies, an original and frequently used attitude inventory was restructured, resulting in a revised inventory which is both shorter and psychometrically superior to the original. This instrument, which assesses attitudinal dispositions toward each of seven physical activity subdomains, is shown to possess high internal consistency and strong factor validity. In addition, a new CATPA inventory suitable for grade 3 children is introduced. The two inventories are presented, along with instructions for their administration and scoring. Norms, based on samples of approximately 500 children of each grade and sex, are provided for boys and girls in grades 3, 7, and 11. Throughout the paper consideration is given to research applications, as well as cautions relative to the use and interpretation of the two CATPA inventories.