Examining the concept of engagement in physical education

Hastie, Peter A.; Stringfellow, Andy; Johnson, Jerraco L.; Dixon, Cory E.; Hollett, Nikki; Ward, Kurt

doi:10.1080/17408989.2020.1861231

Cited by 22 publications

(19 citation statements)

References 74 publications

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“…From the researchers' point of view, the results of the current study may present an important springboard for further instrument development utilising a multidimensional framework including both affective and cognitive dimensions. This could allow for a deeper understanding and provide tools to assess the engagement process from a holistic perspective (Hastie et al, 2020;Wylleman et al, 2013).…”

Section: Discussionmentioning

confidence: 99%

“…Measures of individual experiences (i.e., cognitive engagement) in concert with important reciprocal interpersonal relationships (DeFreese & Smith, 2013;Laird et al, 2016;Sheridan et al, 2014) with coaches, parents, and teammates (i.e., affective engagement) provide a means for understanding engagement from a holistic perspective (Hastie et al, 2020;Wylleman et al, 2004). Although the third component of engagement (i.e., behavioural engagement) can be measured through an individual's self-reported perception of involvement and effort (Hastie et al, 2020), it essentially relates to observable indicators of behaviour (Fredricks et al, 2004). Therefore, in the sports context, behavioural engagement is most accurately assessed by external observers using an observation tool that enables accounting for time spent on and off task, as well as the intensity and extent of observably engaged effort (Hastie et al, 2020).…”

Section: The Student Engagement Instrumentmentioning

confidence: 99%

“…Although the third component of engagement (i.e., behavioural engagement) can be measured through an individual's self-reported perception of involvement and effort (Hastie et al, 2020), it essentially relates to observable indicators of behaviour (Fredricks et al, 2004). Therefore, in the sports context, behavioural engagement is most accurately assessed by external observers using an observation tool that enables accounting for time spent on and off task, as well as the intensity and extent of observably engaged effort (Hastie et al, 2020). Practitioners and academic researchers could benefit from an instrument with potential to assess affective and cognitive engagement, defined as individuals' attitudes, perceptions, and beliefs toward themselves, teachers, parents, and peers (Voelkl, 2012).…”

Section: The Student Engagement Instrumentmentioning

confidence: 99%

“…As engagement is a complex phenomenon that reflects various patterns of motivation, cognition, and behaviour (Alrashidi et al, 2016), the behavioural, cognitive, and affective subtypes of engagement are typically recognised as conceptually distinct but positively correlated constructs (Fredricks et al, 2004;Hastie et al, 2020;Li et al, 2010). A myriad of research conducted in the school context shows that social support from significant others (affective engagement) and cognitive engagement facilitate student learning through increased behavioural engagement (Nguyen et al, 2018;Voelkl, 2012).…”

Section: Predictors Of Sport Engagementmentioning

confidence: 99%

“…A myriad of research conducted in the school context shows that social support from significant others (affective engagement) and cognitive engagement facilitate student learning through increased behavioural engagement (Nguyen et al, 2018;Voelkl, 2012). However, research that assesses the specific associations between behavioural, affective, and cognitive subtypes of engagement is sparse in the sports context (Hastie et al, 2020). Among adolescent female gymnasts, higher levels of prior cognitive engagement have been shown to positively predict subsequent behavioural engagement (Weiss & Weiss, 2006).…”

Section: Predictors Of Sport Engagementmentioning

confidence: 99%

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The reliability and validity of the sport engagement instrument in the Finnish dual career context

Kuokkanen

Virtanen

Hirvensalo

et al. 2021

International Journal of Sport and Exercise Psychology

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Although engagement is key to predicting burnout and dropout, few existing instruments measure this phenomenon in the sports context. As part of a larger three-year Lower Secondary Sports Schools Pilot Project (LSSSPP) in Finland, we conducted two studies as part of the present research with the major aims of (a) constructing the Sport Engagement Instrument (SpEI) and (b) validating the new instrument in the Finnish dual career context. In the preparatory study, an expert panel constructed the SpEI, a questionnaire comprising 37 items intended to measure cognitive and affective sports engagement. The main study utilised questionnaire data collected from two independent samples (n 1 = 992 and n 2 = 465) of lower secondary school student athletes aged 13 and 14 years to validate the SpEI. Six competing factorial structures with differing numbers and subsets of the 37 items were analysed using a series of confirmatory factor analyses. The results indicate that 18 items dispersed along with four affective engagement factors and either two first-order or one second-order cognitive engagement factor described the sports engagement phenomenon most accurately in both samples. Higher levels of sport burnout correlated negatively and behavioural engagement positively with affective and cognitive dimensions of engagement, which supported the instrument's validity. Although further validation is needed, the SpEI, in combination with coach and parental observations of changes in behavioural signs, might be useful in identifying athletes with low sports engagement and developing subsequent interventions accordingly.

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Section: Discussionmentioning

confidence: 99%

Section: The Student Engagement Instrumentmentioning

confidence: 99%

Section: The Student Engagement Instrumentmentioning

confidence: 99%

Section: Predictors Of Sport Engagementmentioning

confidence: 99%

Section: Predictors Of Sport Engagementmentioning

confidence: 99%

See 3 more Smart Citations

The reliability and validity of the sport engagement instrument in the Finnish dual career context

Kuokkanen

Virtanen

Hirvensalo

et al. 2021

International Journal of Sport and Exercise Psychology

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Unveiling the longitudinal reciprocal relationship between burnout and engagement among adolescent athletes in sport schools

Kuokkanen,

Saarinen,

Phipps

et al. 2024

Journal of Adolescence

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IntroductionBurnout and engagement are pivotal for adolescents' well‐being and have received extensive attention in the educational literature. However, less is known about how these factors develop and interact within and between school and sport when adolescent athletes follow dual (school and sport) careers. The aim of this study was to examine the reciprocal relationship between engagement and burnout in school and sport through a cross‐lagged analysis of longitudinal associations.MethodsA sample of 165 Finnish adolescent athletes (aged 14.5 years, 48.9% girls) enrolled in lower secondary sport schools (i.e., junior high schools) participated in a survey in spring 2019 (i.e., in Grade 8) and 1 year later, in spring 2020 (i.e., in Grade 9).ResultsEngagement and burnout had significant autoregressive relationships within school and sport. Furthermore, low levels of sport engagement in Grade 8 predicted sport burnout in Grade 9, and low levels of school burnout in Grade 8 predicted school engagement in Grade 9. Regarding cross‐domain effects, high levels of school engagement in Grade 8 predicted low levels of sport engagement in Grade 9.ConclusionsThe study shows that school and sport are distinct domains with unique associations between engagement and burnout in each domain. It also shows that adolescent athletes may maintain high school engagement by reducing their sport engagement. These findings highlight the need for sport school practitioners to develop intervention programs to address adolescents' school and sport needs and to support their holistic well‐being.

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Kognitive Aktivierung im Sportunterricht: ein Scoping Review zur Umsetzung methodisch-didaktischer Merkmale und zugrundeliegender konzeptioneller Grundannahmen

Engelhardt,

Hapke,

Töpfer

2023

Unterrichtswissenschaft

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ZusammenfassungIn der empirischen Bildungsforschung gilt kognitive Aktivierung als bedeutsame Dimension von Unterrichtsqualität, die fachspezifisch konkretisiert werden muss. Die Idee, dass sich Schüler*innen vertieft mental mit dem Lerngegenstand auseinandersetzen, findet sich für das Fach Sport auch in anderen Ansätzen wieder (z. B. Aufgabenkultur, cognitive engagement). Aufgrund unterschiedlicher konzeptioneller Ansätze stehen empirische Befunde zu konkreten Umsetzungsmerkmalen eines kognitiv aktivierenden Sportunterrichts bislang relativ isoliert und unverbunden nebeneinander. Der Beitrag fragt, welche didaktischen Merkmale sich zur Umsetzung kognitiver Aktivierung im Sportunterricht in empirischen Studien finden und auf welchen konzeptionellen Grundannahmen diese empirischen Studien basieren. In einem Scoping Review kamen deutsch- wie englischsprachige Suchbegriffe, die die aus der Unterrichtsforschung stammende Idee der kognitiven Aktivierung abbilden (z. B. Reflexion, engagement), in unterschiedlichen Datenbanken (z. B. Scopus, ERIC) zum Einsatz. Die Suche ergab 4798 Treffer, von denen 52 Studien in die Analyse einbezogen wurden. Basierend auf fünf konzeptionellen Zielkategorien eines kognitiv aktivierenden Sportunterrichts (z. B. gesundheitsbezogenes Wissen, Spielverständnis und -fähigkeit) wurden neun didaktische Merkmale zur Umsetzung eines kognitiv aktivierenden Sportunterrichts identifiziert (z. B. offene Problemstellungen, Reflexion des sportlichen Handelns). Bei der sportunterrichtlichen Umsetzung dieser Merkmale hatten Sportlehrkräfte mitunter Schwierigkeiten (z. B. bei der Gestaltung von Reflexionsphasen). Weiterer Forschungsbedarf besteht u. a. hinsichtlich der Wirksamkeit eines kognitiv aktivierenden Sportunterrichts.

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Examining the concept of engagement in physical education

Cited by 22 publications

References 74 publications

The reliability and validity of the sport engagement instrument in the Finnish dual career context

The reliability and validity of the sport engagement instrument in the Finnish dual career context

Unveiling the longitudinal reciprocal relationship between burnout and engagement among adolescent athletes in sport schools

Kognitive Aktivierung im Sportunterricht: ein Scoping Review zur Umsetzung methodisch-didaktischer Merkmale und zugrundeliegender konzeptioneller Grundannahmen

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