James L. Mandigo

Developmental coordination disorder and reported enjoyment of physical education in children

Children with developmental coordination disorder (DCD) are less likely to enjoy participating in physical education (PE) than children without motor coordination difficulties. However, no studies have attempted to quantify this relationship or examine potentially modifiable mediating variables. Using a large sample (N = 590) of children (aged 9 to 14), we examine differences in the enjoyment of PE classes between children with DCD and those without using a standardized measure. We also examine whether differences in perceived adequacy towards physical activity, body fat and fitness explain why children with DCD score lower on this scale. Of all these measures, perceived adequacy accounts for the largest proportion of the effect of DCD on enjoyment. Interventions aimed at improving enjoyment of PE for children with DCD should target perceptions of their abilities with regard to physical pursuits.

The primary schoolteacher and physical education: a review of research and implications for Irish physical education

This article reviews research on primary physical education (PE). In primary schools around the world PE is taught by the classroom teacher rather than by a PE specialist. Most classroom teachers feel poorly prepared to teach PE programmes that are meaningful to pupils and provide the types of experiences that lead to lifelong participation. This had led some scholars to suggest that PE taught by non-specialist teachers in the early years may impact upon the broader state and status of PE. There has been much research related to PE and the primary classroom teacher; however, this body of literature has not been critically reviewed to identify important findings, significant challenges, and promising practices. We reviewed international research published between 1990 and 2010, highlighting emerging issues and implications for Irish PE policy and research.

Elementary Classroom Teachers and Physical Education: Change in Teacher-Related Factors during Pre-Service Teacher Education.

Background: In many contexts, elementary physical education (PE) classes are taught by the classroom teacher rather than by a PE specialist. Elementary classroom teachers often cite negative attitudes resulting from experiences as school pupils and inadequate pre-service PE teacher education as barriers to teaching a quality PE programme. Purpose: This research considers the extent to which changes in student teachers’ (a) identity as teachers of PE and (b) self-efficacy to overcome barriers to teaching PE occurred during pre-service teacher education. Participants and Setting: Participants (n = 308) were elementary classroom teachers who were drawn from a one-year, post-baccalaureate teacher education programme located in a North American urban centre. Data collection: Scales from a survey developed by Faulkner, Reeves, and Chedzoy were administered to participants before (n = 308) and after (n = 285) they attended a mandatory 12-hour PE methods course and two practice teaching placements. The scales used measured two constructs: identity as teachers of PE and self-efficacy to overcome barriers to teaching PE. Following the initial survey, 10 student teachers were invited to participate in three semi-structured interviews conducted before they attended the PE course; after the completion of the PE course, and following the second of two practice teaching placements. Data analysis: Survey data were analysed using descriptive statistics and inferential statistics. Descriptive statistics provided mean scores for the two constructs measured at pre- and post-test stages; inferential statistics (repeated measures t-tests) were used to identify significant changes in pre- and post-test data. Interview data were analysed using the principles of constant comparison as outlined in grounded theory approaches. Findings: Quantitative analysis suggested that there was a positive and significant change in survey respondents’ identities as teachers of PE. Interview participants felt that the pre-service PE course and practice teaching placements provided them with useful examples of how to promote inclusive practice and collaborative opportunities for learning. It also allayed several participants’ anxieties that they would be expected to teach PE the same way that they were taught as school pupils. No significant difference was found in self-efficacy for overcoming barriers to teaching PE. Conclusions: The results of this study suggest that it may be worthwhile for PE teacher educators to focus coursework for elementary student teachers on developing their identities as teachers of PE. While in one brief course, the steps that student teachers can make towards forming an identity as a teacher of PE may be small, they are essential given the importance of professional identity development in the processes of learning to teach.

Early Validation Evidence of a Canadian Practitioner-Based Assessment of Physical Literacy in Physical Education: Passport for Life.

Physical and Health Education Canada has developed and implemented a formative, criterion-referenced, and practitioner-based national (Canadian) online educational assessment and support resource called Passport for Life (PFL). It was developed to support the awareness and advancement of physical literacy among PE students and teachers. PFL consists of three assessments for each of the four components (active participation, fitness, movement, and living skills). The aim of this study was to uncover initial validation evidence for its current uses using four of the five broad guidelines (content, response processes, internal structure, relations with other variables) for establishing satisfactory score validity as established by the Standards for Educational and Psychological Testing. We conducted a pilot test with 860 students in Grades 4 and 5 in 2013–2014. We analyzed these data, along with data collected across 2 years for Grades 3 to 6 (n = 1,036 in 2013–2014 and 1,254 in 2014–2015) and Grades 7 to 9 (n = 1,793 in 2013–2014 and 1,151 in 2014–2015). A portion (15 to 25%) of these students completed some of the assessments a second time in each of these years. Validation evidence included the development of PFL by a number of domain experts, the nature and format of the components and scales relative to existing literature and evidence, the administrative procedures to guide teachers to implement the assessments, the alignment of items with each component construct and scale, teacher feedback, and positive and significant relations and temporal (predictive) consistency over the 2 years within and across scales and components. These results provide general support for the PFL and its intended use and highlight several cautions and recommendations. Subscribe to TPE

The Role of Physical Education in the Prevention of Youth Violence: A Life Skills-Based Approach in El Salvador

Abstract Purpose El Salvador’s youth have faced a climate of violence for decades. Schools have been identified as the most cost-effective ways to help students develop the life skills they need to prevent violence. This study examined the potential role of a physical education (PE) program taught by some of the first Salvadoran teachers to be trained to foster life skills through PE within schools. Design/methodology/approach Fourteen schools that had hired a PE teacher trained in life skills-based PE volunteered to participate in the study. Semi-structured interviews with the school director, PE teacher, and a focus group of students at each school were conducted. Findings Interviews were content analyzed and potential themes were initially placed into one of three life skills categories using a deductive analysis based upon the World Health Organization’s (WHO) (2002) three categories of life skills: (i) Coping and Self-Management; (ii) Communication and Interpersonal; (iii) Decision Making/Problem Solving. Then, using an inductive analysis, various themes within each life skills category were identified. The findings revealed that participants in the study identified the role that PE provides in developing life skills in each of the three categories and many identified the importance of these life skills to prevent violence both in and out of schools. Social implications Findings from this study highlight the important role that schools play in the development of life skills and the prevention of youth violence. PE in particular offers a promising approach due to its applied nature and opportunity for students to learn through doing and the application of life skills in a safe manner. The findings also support the importance of trained PE teachers to deliver such programs. Originality/value Central America has and continues to be a region with high levels of youth violence. Given that PE is a mandatory school subject in Salvadoran schools (and in other Central American countries), shifting the focus toward a life skills-based approach to PE offers educators an opportunity to address the country’s number one public health concern which is youth violence. To our knowledge, this is the first study of its kind in El Salvador to explore the role of PE as it relates to youth violence and can help in future curricular revisions in schools and the development of degree programs at local universities.