A Systematic Review of Public Health-Aligned Recommendations for Preparing Physical Education Teacher Candidates

Webster, Collin A.; Webster, Liana; Russ, Laura; Molina, Sergio L.; Lee, Heesu; Cribbs, Jason

doi:10.1080/02701367.2014.980939

Cited by 39 publications

(25 citation statements)

References 31 publications

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“…Training classroom teachers to deliver physical activity breaks with fidelity, purchasing equipment or materials, and conducting follow-up visits and trainings may be more costly from an intervention delivery standpoint than working with school or district-level officials to alter school schedules to include additional physical activity opportunities [109]. Thus, while practicality is limited using extension compared to expansion, the overall cost of delivery of extension may be substantially reduced given the targeted level of the intervention as well as a potentially higher level of implementation.…”

Section: Intervention Practice and Policy Considerations When Applymentioning

confidence: 99%

The theory of expanded, extended, and enhanced opportunities for youth physical activity promotion

Beets

Okely

Weaver

et al. 2016

Int J Behav Nutr Phys Act

160

147

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BackgroundPhysical activity interventions targeting children and adolescents (≤18 years) often focus on complex intra- and inter-personal behavioral constructs, social-ecological frameworks, or some combination of both. Recently published meta-analytical reviews and large-scale randomized controlled trials have demonstrated that these intervention approaches have largely produced minimal or no improvements in young people’s physical activity levels.DiscussionIn this paper, we propose that the main reason for previous studies’ limited effects is that fundamental mechanisms that lead to change in youth physical activity have often been overlooked or misunderstood. Evidence from observational and experimental studies is presented to support the development of a new theory positing that the primary mechanisms of change in many youth physical activity interventions are approaches that fall into one of the following three categories: (a) the expansion of opportunities for youth to be active by the inclusion of a new occasion to be active, (b) the extension of an existing physical activity opportunity by increasing the amount of time allocated for that opportunity, and/or (c) the enhancement of existing physical activity opportunities through strategies designed to increase physical activity above routine practice. Their application and considerations for intervention design and interpretation are presented.SummaryThe utility of these mechanisms, referred to as the Theory of Expanded, Extended, and Enhanced Opportunities (TEO), is demonstrated in their parsimony, logical appeal, support with empirical evidence, and the direct and immediate application to numerous settings and contexts. The TEO offers a new way to understand youth physical activity behaviors and provides a common taxonomy by which interventionists can identify appropriate targets for interventions across different settings and contexts. We believe the formalization of the TEO concepts will propel them to the forefront in the design of future intervention studies and through their use, lead to a greater impact on youth activity behaviors than what has been demonstrated in previous studies.

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Section: Intervention Practice and Policy Considerations When Applymentioning

confidence: 99%

The theory of expanded, extended, and enhanced opportunities for youth physical activity promotion

Beets

Okely

Weaver

et al. 2016

Int J Behav Nutr Phys Act

160

147

View full text Add to dashboard Cite

show abstract

“…In a seminal article, Sallis and McKenzie (1991) outlined the role of physical education in the achievement of public health goals, particularly in providing youth with opportunities to develop habitual physical activity behaviors. Since then, increased attention has been given to promoting physical activity in schools, as well as in preparing physical education teachers within a public health perspective (for reviews, see Sallis et al, 2012 ; McEvoy et al, 2015 ; Webster et al, 2015 ). As Biddle et al (2014) noted, preadolescents are the most active segment of society.…”

Section: Introductionmentioning

confidence: 99%

Implementing the TARGET Model in Physical Education: Effects on Perceived Psychobiosocial and Motivational States in Girls

et al. 2017

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Grounded in achievement goal and self-determination theories, the purpose of this study was to investigate the effects of mastery and performance climate interventions on students’ psychobiosocial (PBS) states and self-determined motivation. A first study was conducted to determine the validity of the measures. In a second study, two groups of female students (N = 65, 14–15 years of age) took part in the investigation. A mastery-performance group participated in eight task-involving lessons and then in another set of eight ego-involving lessons. A performance-mastery group participated in ego-involving lessons and then in task-involving lessons. Findings revealed that the program was effective in changing PBS states and self-determined motivation in the performance-mastery group. In particular, participants in this group reported lower scores on pleasant/functional PBS states and self-determined motivation after the first phase of the intervention. Furthermore, lower levels of self-determined motivation were maintained after the second phase of the intervention, thereby suggesting detrimental carryover effects.

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“…The school, through PE and holistic approaches, is considered an appropriate place in order to promote health and wellbeing, through enhanced physical activity (Reis, Salvo, Ogilvie, Lambert, Goenka, & Brownson, 2016). Also, there is a global trend that links PE with the public health goals and many recommendations have been made in order PE teacher education programs to incorporate these approaches (Webster, Webster, Russ, Molina, & Cribbs, 2014). In the Greek settings, the fitness component of the PE curriculum can be considered effective, as it has a positive effect on students' fitness performance and on their motives for participation in school PE (Goudas, Kolovelonis, Nikitopoulou, Hassandra, & Gerodimos, 2010).…”

Section: Discussionmentioning

confidence: 99%

Untitled

Adamakis¹

2018

JPES

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This study aimed to investigate Physical Education (PE) students' belief systems toward the four important curricula outcomes goals (physical activity and fitness, self-actualization, motor skill development and social development) and to compare these beliefs according to gender and undergraduate Faculty program attended. Method: 690 Students from the three major PE Faculties in Greece were enrolled (465 males, 225 females). They completed a previously validated four-factor belief systems instrument. Results: Internal consistency reliability for the instrument was .915. A confirmatory factor analysis demonstrated a good fit of the current sample to the hypothesized four-factor outcomes model. The students did not view the outcome goals as equally important. The prevailing goal was physical activity and fitness, followed by self-actualization. Multivariate analysis of variance results for comparisons between subgroups revealed significant differences between genders and undergraduate programs attended. Discussion/Conclusion: The findings, coupled with those of previous researches, imply that PE students form their beliefs mostly based on their previous experiences. These beliefs appear to be very solid and thus, undergraduate studies seem to have a small effect on their formation and modification.

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A Systematic Review of Public Health-Aligned Recommendations for Preparing Physical Education Teacher Candidates

Abstract: This review can serve as a blueprint for PETE programs seeking to align professional preparation with public health goals.

Cited by 39 publications

References 31 publications

The theory of expanded, extended, and enhanced opportunities for youth physical activity promotion

The theory of expanded, extended, and enhanced opportunities for youth physical activity promotion

Implementing the TARGET Model in Physical Education: Effects on Perceived Psychobiosocial and Motivational States in Girls

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