Untitled

Abstract

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.

An Examination of the Structural Validity of Instruments Assessing PE Teachers’ Beliefs, Intentions, and Self-Efficacy towards Teaching Physically Active Classes

“…To provide more focus on content related to physical activity, as opposed to movement competency, Kulinna and Silverman [18,19] developed a valid and reliable instrument, underpinned by educational and psychological theories (e.g., social cognitive theory, self-efficacy) that was capable of assessing a teacher's attitude towards physical activity and fitness. Subsequent instrument validation work on the curricular outcome goals for physical education has been conducted by Adamakis and colleagues [20][21][22][23], and Guan, McBride, and Xiang [24]. These studies confirmed the presence of a four factor model (physical activity and fitness, self-actualisation, motor skill development, and social development) through internal consistency and confirmatory factor analysis.…”

“…This is due to the attention and focus by governments and researchers on the importance and promotion of physical activity behaviours amongst children and adolescents for both educative and health outcomes [10,31]. To date, there are only a few studies available in the literature examining these constructs [18][19][20]23]. Studying these is an important research area given the importance of the physical activity engagement of students during school health and physical education as well as the nature of teachers' pedagogical practices in affording or constraining such engagement.…”

The Paris Conference on Education 2023: Official Conference Proceedings

“…The intentional choice of participants was privileged for a deeper understanding of the analyzed cases and considering the research questions . For this reason, preservice teachers were selected for convenience and criteria from previous research on epistemic beliefs, such as gender (Adamakis, 2018;Kulinna et al, 2010) and sports experience (Yildizer, 2020).…”

Influencia de los datos biográficos y experiencia deportiva de los estudiantes universitarios de educación fisíco-deportiva sobre sus creencias, actitudes y autoconcepto físico

“…Muchas de las creencias que tienen las y los estudiantes universitarios/as de magisterio sobre la enseñanza de la Educación Física provienen de sus experiencias como alumnos/as (Adamakis, 2018). Como señala Zoglowek (2021) los propios docentes de Educación Física ven su campo de actividad como un trabajo divertido, sin exigencias ni cargas especiales, que permite convertir una afición en una profesión o un trabajo con alto riesgo de burnout.…”