Fair play instruction during middle school physical education: A systematic replication.

Vidoni, Carla; Ulman, Jerome D.

doi:10.1037/h0100546

Cited by 5 publications

(8 citation statements)

References 20 publications

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“…The teacher reported that the strategy was easy to implement, challenged students and helped them to set and achieve goals during the lesson. These findings confirm previous studies that applied the model of social skills in middle school physical education classes (Vidoni and Ulman, 2010;Ward, 2006, 2009). These studies showed that setting up goals to change students' behavior and informal accountability are feasible strategies to be tied to the teaching of sports units.…”

Section: Discussionsupporting

confidence: 92%

Effects of a group contingency strategy on middle school physical education students’ heart rates

Vidoni

Azevedo

Eberline

2012

European Physical Education Review

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The purpose of this study was to assess the effects of a dependent group contingency on eighthgrade students' heart rates. Participants were 18 male and female students. A multielement research design was used to examine the intervention effects. The intervention consisted of: (a) teacher explanation about effort; (b) students' suggestions to increase effort; (c) a chart posting the target heart rate zones goals; and (d) teacher prompts to remind students about their effort. Participants' heart rates were monitored during physical education lessons. The target rate was set between 70 and 85% of the participant's estimated maximum heart rate. The results show that participants increased their time in and above target heart rate zone from 42.1% in baseline to 62.9% during intervention. Therefore, we can conclude that the intervention was successful to increase the exercise intensity during physical education lessons.

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Section: Discussionsupporting

confidence: 92%

Effects of a group contingency strategy on middle school physical education students’ heart rates

Vidoni

Azevedo

Eberline

2012

European Physical Education Review

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“…This intervention package includes evidence-based strategies (e.g., teaching classroom expectations, increasing teacher praise, using positive reinforcement) at the group or individual level to positively impact student behavior and academic success. The remaining five studies (Hollingshead et al, 2016; Lee & Laspe, 2003; Närhi et al, 2017; Swinson & Cording, 2002; Vidoni & Ulman, 2010) implemented praise in combination with other strategies (e.g., behavioral expectations, goal setting, poster prompts, reducing reprimands). Of the 11 IN studies, nine (82%) collected data on treatment fidelity.…”

Section: Resultsmentioning

confidence: 99%

“…Vidoni and Ulman (2010) found that “fair play,” an intervention which included teaching students to positively report on their peers’ appropriate behaviors and a teacher praising students’ positive peer reports, was effective in increasing students’ helpful nonverbal behaviors; however, the intervention was not effective in decreasing harmful verbal or nonverbal behaviors. Another in-service training which included designing classroom rules, reducing reprimand, and increasing BSP did not effectively impact classwide OTB (Hollingshead et al, 2016).…”

Section: Resultsmentioning

confidence: 99%

“…2010) found when teachers were provided incentives for writing praise notes, there was a significant negative correlation between praise notes written and student office discipline referrals. We calculated PND (see Table 2) for five of the 11 studies using graphed data Haydon & Musti-Rao, 2011;Hollingshead et al, 2016;Lee & Laspe, 2003;Vidoni & Ulman, 2010). Using PND, effect sizes above 90 are considered very effective, 70-90 are considered effective, 50-70 are questionably effective, and below 50 are considered ineffective (Scruggs & Mastropieri, 1998).…”

Section: Praise In Middle and High Schoolsmentioning

confidence: 99%

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Middle and high school praise: A systematic review of the literature.

Floress,

Luh,

Heuermann

et al. 2024

School Psychology

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Despite the existing research and evidence for teacher praise, this strategy has been studied less frequently in secondary school settings. To better understand and support teacher praise across all school settings, it is important to understand gaps in the literature, especially related to middle and high school settings. In this review, we examined middle and high school praise research by screening a total of 523 unique abstracts and identified, reviewed, and coded 32 empirical studies. A study was included if (a) praise was the focus (i.e., identified as either an independent or dependent variable), (b) the study was empirical and peer-reviewed, (c) at least 51% of the sample included middle or high school students, (d) praise involved teachers praising students (rather than student-to-student praise), and (e) the study took place in a school/classroom setting. Descriptive methods were used to identify and code praise themes. We found most studies (71%) examined the effects of teacher praise on student behavior or the effects of teacher training on teachers' use of praise. Few studies examined praise preferences at the secondary level. We also summarized the methodological characteristics and findings from 32 studies and provide recommendations for future research and practice. Impact and ImplicationsMost middle and high school praise research has focused on the efficacy of praise and praise training. Few studies have focused on praise preference at the secondary level. Additional research on praise preference may increase acceptability and use of this strategy among secondary teachers.

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“…During mediations of students, the positive attitudes had increased, in contrast to negative attitudes that persist either low or reduced by way of interventions, the fair play concerned with sociable attitudes in lesson of physical education, in particular of football [25], while the role of communicational features in the D. Bardas framework of fairness has also been examined [26].…”

Section: Literature Reviewmentioning

confidence: 99%

Leadership Style, Machiavellianism and Fair Play at the School: Interaction of Instructors and Students in Physical Education

Bardas¹,

Bekiari²

2019

JSS

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In this study, correlations among physical education instructors' leadership style and students' fair play behaviors and Machiavellian tactics were examined. The sample consisted of 292 students (151 males, 141 females) of 10-15 years old from primary and secondary schools. Three types of questionnaires were completed during physical education courses. Statistically significant differences were observed in perceived instructors' leadership style (more "autocratic" style toward male students and "democratic" toward female), antisocial behaviors by male students and pro-social behaviors by the female ones and Machiavellianism by male students. It has been found that the students of the 5 th class of primary school are especially susceptible to see autocratic leadership style on their instructors and to perceive more gamesmanship, cheating, and Machiavellianism on themselves. However, the students of the 3 rd class of secondary school tend to see more democratic leadership style on their instructors and to believe that they present more convention and respectfulness to their teammates. Perceived instructors' autocratic leadership style was negatively related to students' prosocial fair play behaviors, while it was positively related to students' antisocial fair play behaviors and Machiavellian tactics. Moreover, leadership style could significantly predict the variables of students' fair play behaviors and Machiavellianism. Three particular profiles have been proposed: the "bad and controlled student", the "respectful and weak student" and the "typical autocratic instructor". Thus, both academic and practical added value is expected to have been produced by the particular research.

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Fair play instruction during middle school physical education: A systematic replication.

Cited by 5 publications

References 20 publications

Effects of a group contingency strategy on middle school physical education students’ heart rates

Effects of a group contingency strategy on middle school physical education students’ heart rates

Middle and high school praise: A systematic review of the literature.

Leadership Style, Machiavellianism and Fair Play at the School: Interaction of Instructors and Students in Physical Education

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