Mandigo, James, Holt, Nicholas, Anderson, Andy, and Sheppard, Joanna
European Physical Education Review, v14 n3 p407-425 Oct 2008. 19 pp.
Student Motivation, Games, Personal Autonomy, Gender Differences, Physical Education, Self Determination, Foreign Countries, Elementary School Students, Competence, Factor Analysis, and Canada
The objectives of this study were (a) to examine students' motivational experiences arising from their participation in games lessons based on autonomy-supportive strategies; and (b) to examine the interaction between boys' and girls' motivational experiences across different categories of games. A total of 759 students (380 F, 379 M) from 37 classes (grades four to seven) were taught a lesson from one of four game categories (i.e. target, net/wall, batting/fielding, invasion) using autonomy-supportive techniques. Following the lessons children completed various measures to assess their motivational experiences. Significant between-subject differences did emerge for both gender and games category. Girls reported higher levels of optimal challenge, perceived autonomy-support, and enjoyment whereas boys reported higher levels of perceived competence. For the games category, participants reported higher levels of self-determined motivation in net/wall games whereas invasion games received the lowest motivational ratings of the four games categories. (Contains 4 tables and 1 note.)
In this Cross Talk, Mark Blaauw-Hara, the author of "Mapping the Frontier: A Survey of Twenty Years of Grammar Articles in 'TETYC,'" and one of the manuscript's reviewers, Andy Anderson, engage in a brief conversation about the essay, its content, and the processes of writing, reviewing, and revising. This article is presented in three sections: (1) Andy Anderson's reviewer comments on Mark Blaauw-Hara's manuscript; (2) Mark Blaauw-Hara's response to Andy Anderson; and (3) Andy Anderson's response to Mark Blaauw-Hara.
Teaching Elementary Physical Education, v14 n1 p8-11 Jan 2003.
Elementary Education, Games, Physical Education, Teacher Effectiveness, and Teaching Methods
Presents a series of progressive activities intended to demonstrate to teachers how to incorporate four pedagogical principles (sampling, representation, exaggeration, and tactical complexity) in developing net/wall games and activities that enhance student learning within a teaching games for understanding framework. These principles enable instructors to generate activities reflecting the overall structure of the net/wall games category and offer students a framework of solutions to tactical problems. (SM)
Class Activities, Constructivism (Learning), Elementary Secondary Education, Physical Education, Teacher Student Relationship, Teaching Methods, and Thinking Skills
Explores the significance of engagement as a stance toward teaching and learning, noting how engagement can affect the way teachers and students interact in physical education settings and surrounding environments and presenting activities to encourage engagement (develop performance routines, say and switch, roundtable brainstorm, bubble gum cards, sculptures, graffiti wall, museum artifacts, family physical activity tree, exploring social issues, goal setting, photo voice, and readers/writers theater). (SM)
Journal of Physical Education, Recreation and Dance, v68 n3 p42-49 Mar 1997.
Basic Skills, Elementary School Students, Elementary Secondary Education, Evaluation Criteria, Evaluation Methods, Foreign Countries, Motor Development, Physical Education, Psychomotor Objectives, Psychomotor Skills, Running, Secondary School Students, Skill Development, Specifications, Student Evaluation, and Canada
Researchers examined procedures for collecting data on students' competency in two fundamental motor skills, criteria for assessing skill proficiency, and results across several grades. They task-analyzed videotapes of students' performance and determined that most students did not meet criterion expectations associated with an advanced form for the skills. (SM)
Journal of Health Education, v25 n1 p4-9 Jan-Feb 1994.
Adjustment (to Environment), Adolescents, Coping, Health Education, Peer Influence, Program Descriptions, Resistance to Temptation, Secondary Education, Secondary School Students, Stress Management, and Student Attitudes
Describes a three-phase stress inoculation program for health educators teaching adolescents. The program focuses on students actively interpreting and reshaping their perceptions of stress and students' ability to cope with and confront peer pressure situations. The article presents considerations for using stress inoculation in grades 7-12 health education. (SM)