Finnish interpretations of Creative Physical Education

Quay, John; Kokkonen, Juha; Kokkonen, Marja

doi:10.1080/18377122.2016.1196115

Cited by 7 publications

(20 citation statements)

References 8 publications

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“…The teacher-led discussions permitted a greater involvement within the lesson, mobilizing the students for self-questioning, a cognitive comprehension strategy [17] which, by implication, guided them to monitor their interaction and, by implication, discover effective solutions for both the mingling problems. Our findings are consistent with the notion that learning-by-discovery and learning-by-doing tasks encourage students to activate their thinking processes [18].…”

Section: B Discussionsupporting

confidence: 91%

The Implementation of Contextual Learning in Improving the Quality of Motor Development Course for PETE Students

Mahendra¹,

Nuryadi²,

Lubay³

et al. 2019

Proceedings of the 3rd International Conference on Sport Science, Health, and Physical Education (ICSSHPE 2018)

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Learning a theoretical lesson with so many contents related to facts and information like the course of "Children Motor Development," can be so boring and non-motivating to the students. From repeated experiences, it can be observed that the class atmosphere is mostly relatively passive and characterized by low students; enthusiasm. The purpose of this research was to find the best solution on what learning model should be employed to improve the quality of learning processes and results, fit into the characteristics of the course. Finally, the teaching team chose one learning model called contextual learning (CTL) that relies on 7 to 8 steps to be implemented, all of which are directed to provide deep meaning to the brain and the way students think. To do that, the R and D method was chosen and a certain modified steps were followed. The results was satisfactory for the class atmosphere was getting better and almost all students made positive comments that they enjoy the learning situation and they enthusiastically involved in all learning step to accomplish their projects.

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Section: B Discussionsupporting

confidence: 91%

The Implementation of Contextual Learning in Improving the Quality of Motor Development Course for PETE Students

Mahendra¹,

Nuryadi²,

Lubay³

et al. 2019

Proceedings of the 3rd International Conference on Sport Science, Health, and Physical Education (ICSSHPE 2018)

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“…These prior-to-intervention procedures, together with discernible application of the principles of CPE, are essential intervention fidelity indicators, providing rich description of both the curricular elements and programme context, and validation of the model implementation, as suggested by Hastie and Casey (2014). Details of the programme context, curricular elements, and the planning and implementation phases of CPE over the school year are published in our previous paper (Quay et al, 2016). In addition, Table 1 details the way CPE was interpreted and implemented by teachers for the fifth grade students in the intervention school during a 2-week period in August 2012, contrasting this with the classes conducted in the control school during the same period.…”

Section: Intervention and Fidelitymentioning

confidence: 99%

“…As Landi et al (2016) have highlighted, citing Jewett and 48 Bain (1985, p. 81), "physical educators should be cognizant that each model 'makes assumptions 49 about human beings, the role of education in society and the nature of subject matter in physical 50 education'" (p. 402). A model developed from a theoretical position that takes these 51 considerations into direct account is Creative PE (CPE; Quay et al, 2016; Peters, 52 2008, 2012). 53 CPE is founded in an existential framework that marries phenomenological-ontological 54 and pragmatic interpretations of experience and applies this to education (Quay, 2013(Quay, , 2015.…”

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confidence: 99%

Effectiveness of a creative physical education intervention on elementary school students’ leisure-time physical activity motivation and overall physical activity in Finland

Kokkonen

Yli-Piipari

Kokkonen

et al. 2018

European Physical Education Review

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5This study investigated the effectiveness of a creative physical education (CPE) intervention on 6 students' perceptions of motivational climate in physical education (PE), leisure-time physical 7 activity (PA) motivation, and overall PA. A sample of 382 fourth to sixth grade students (Mage = 8 10.87[.93]) from two elementary schools were assigned to the CPE intervention (n = 196; Mage = 9 10.84[.95]) and control 'PE-as-usual' (n = 186; Mage = 10.90[.90]) groups. Students' perceived 10 task-and ego-supportive climate in PE, leisure-time PA motivation, and overall PA were 11 measured before and after the one-year intervention. Analyses of covariance and path analyses 12 were implemented to test the effectiveness of the intervention. The intervention had a positive 13 effect on students' perceptions of task-supportive climate in PE (p<.001) and a negative effect 14 on ego-supportive climate (p<.001). Students' perceptions of task-supportive climate had a 15 positive effect on their leisure-time PA motivation (p<.001), which, in turn, had a positive effect 16 on their overall PA (p<.001). The results suggest that CPE-based PE may increase students' 17 perceptions of task-supportive climate in PE, which predicts their later leisure-time PA 18 motivation outside the school context and overall PA. 19 20 Keywords: child-centered approach, motivational climate, school physical education, models-21 based practice 22Education (Hastie, 2011;Siedentop, 1998). However there is limited evidence of the ways these 46 model-based practices impact students' PA participation. Models are useful pedagogical tools 47 but should not be accepted uncritically. As Landi et al. (2016) have highlighted, citing Jewett and 48 Bain (1985, p. 81), "physical educators should be cognizant that each model 'makes assumptions 49 about human beings, the role of education in society and the nature of subject matter in physical 50 education'" (p. 402). A model developed from a theoretical position that takes these 51 considerations into direct account is Creative PE (CPE; Quay et al., 2016; Peters, 52 2008, 2012). 53 CPE is founded in an existential framework that marries phenomenological-ontological 54 and pragmatic interpretations of experience and applies this to education (Quay, 2013(Quay, , 2015. 55This existential framework enables CPE to offer a more developed conception of child-centered 56 pedagogy, one that embeds both curriculum and pedagogy in ontology. Noting that Finnish 57 teachers of PE tend to use more teacher-centered pedagogies (Jaakkola and Watt, 2011), we 58 hypothesize that CPE should positively impact students' PA participation, a hypothesis this study 59 investigated by testing the effect of a CPE intervention on Finnish elementary school students' 60 perceptions of motivational climate in PE, their leisure-time PA motivation, and overall PA. 61 62 Motivation and physical activity 63This study was guided by two postulations: (1) PE students' perceptions of their 64 psychological environment (i.e. motivational climate) wi...

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“…Other comprehensive pedagogical models exist which emphasize students' motivation by also drawing on taking personal and social responsibility in PE [29]. Amongst these is creative physical education (CPE) [12,[72][73][74][75], so called because it involves students in teams creating a game that can be played in a sport season where team improvement is the focus.…”

Section: Pedagogical Links Between Learning Context Social Competencmentioning

confidence: 99%

Contribution of Motivational Climates and Social Competence in Physical Education on Overall Physical Activity: A Self-Determination Theory Approach with a Creative Physical Education Twist

Kokkonen

Gråstén

Quay

et al. 2020

IJERPH

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Using a cross-sectional study design, we tested a structural equation model of hypothesized relationships among a group of variables: motivational climate in physical education (PE), students’ social competence in PE, out of-school physical activity (PA) motivation, PA intention and their moderate-to-vigorous PA (MVPA). Based on the self-reports of 363 fourth to sixth grade elementary school students (172 girls, 191 boys), the model revealed that the task-involving motivational climate in PE was linked to higher MVPA via cooperation in PE, and also via extrinsic motivation and PA intention. Ego-involving motivational climate was related to higher extrinsic motivation and amotivation, further to higher PA intention and, finally, to higher MVPA. Task-involving motivational climate was positively linked to students’ social competence markers of cooperation and empathy, and negatively to disruptiveness. Ego-involving motivational climate was positively related to disruptiveness and impulsivity, the markers of low social competence. The study showed that the motivational climate and co-operational aspect of social competence both played significant roles in students’ PA motivation, PA intention and MVPA. A pedagogical model that brings the learning of social competence relevant skills to the fore is creative physical education (CPE). Analysis of CPE is provided which highlights teaching behaviors which contribute to the students’ MVPA through motivational climates, co-operation, PA motivation and PA intention.

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Finnish interpretations of Creative Physical Education

Cited by 7 publications

References 8 publications

The Implementation of Contextual Learning in Improving the Quality of Motor Development Course for PETE Students

The Implementation of Contextual Learning in Improving the Quality of Motor Development Course for PETE Students

Effectiveness of a creative physical education intervention on elementary school students’ leisure-time physical activity motivation and overall physical activity in Finland

Contribution of Motivational Climates and Social Competence in Physical Education on Overall Physical Activity: A Self-Determination Theory Approach with a Creative Physical Education Twist

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