Full Issue PDF, Volume 95, Supplement 1

1

Research Quarterly for Exercise and Sport

CONTENTS

Volume 95 Number S1 Supplement 2024

2024 RESEARCH PROGRAM

PREFACE S1

2024 RESEARCH PROGRAM SCHEDULE S3

REVIEW PANEL CHAIRS AND REVIEWERS S13

PEER-REVIEWED SYMPOSIA S16

PEER-REVIEWED ABSTRACTS

  Adapted Physical Education/Activity S20

  Exercise Sciences S25

  Measurement & Evaluation S28

  Motivation & Psychology S34

  Motor Behavior S46

  Physical Activity & Health Promotion S48

  Sociocultural & Social Justice S75

  Sport & Coaching S79

  Teaching & Learning S82

SHAPE America 2024 Research Program

PAST RESEARCH COUNCIL CHAIR

Paul Wright, Northen Illinois University, IL

REVIEW PANEL CHAIRS

JoonKoo Yun, East Carolina University

You Fu, University of Nevada

Ryan Burns, University of Utah

Senlin Chen, Louisiana State University

Nancy Getchell, University of Delaware

Emily Jones, Illinois State University

Oscar Nunez Enriquez, Universidad Autónoma de Chihuahua

Clayton Kuklick, University of Denver

Heather Erwin, University of Kentucky

Cate Loiacono, University of Idaho

RESEARCH COUNCIL

Tan Leng Goh (Chair), Central Connecticut State University, CT

Paul Wright (Past Chair), Northern Illinois University, IL

Nancy Getchell, University of Delaware, DE

Kevin Andrew R. Richards, University of Illinois, IL

Weidong Li, The Ohio State University, OH

Tan Zhang, Winston-Salem State University, NC

Nicolette Suchon (Student), University of Illinois, IL

Dimetrius Brandon (Student-elect), University of Tennessee – Knoxville, TN

Joe Deutsch (BOD Liaison), North Dakota State University, ND

STAFF

Laura E. Strecker, Publications Manager and Editor

Chasity Burns Terry, Director of Professional Learning Events & Programs

Jenifer Medina, Professional Learning Events and Programs Coordinator

Research Quarterly for Exercise and Sport (Print ISSN 0270-1367, Online ISSN 2168-3824) is published quarterly in March, June, September, and December for a total of 4 issues per year by Taylor & Francis Group, LLC, 530 Walnut Street, Suite 850, Philadelphia, PA 19106, [phone]. Periodicals postage paid (Permit no. 462-600) at Reston, VA, and additional mailing offices.

US Postmaster: Please send address changes to Research Quarterly for Exercise and Sport, c/o The Sheridan Press, PO Box 465, Hanover, PA 17331.

Subscription records are maintained at Taylor & Francis Group, 4 Park Square, Milton Park, Abingdon, OX14 4RN, UK.

Subscription information: For more information and subscription rates, please see tandfonline.com/pricing/journal/urqe. Taylor & Francis journals are available in a range of different packages, designed to suit every library’s needs and budget. This journal is available for institutional subscriptions with online only or print & online options. This journal may also be available as part of our libraries, subject collections, or archives. For more information on our sales packages, please visit: librarianresources.taylorandfrancis.com.

For support with any institutional subscription, please visit help.tandfonline.com or email our dedicated team at [email protected].

Subscriptions purchased at the personal rate are strictly for personal, non-commercial use only. The reselling of personal subscriptions is prohibited. Personal subscriptions must be purchased with a personal check, credit card, or BAC/wire transfer. Proof of personal status may be requested.

Back issues: Taylor & Francis Group retains a current and one-year back issue stock of journals. Older volumes are held by our official stockists to whom all orders and enquiries should be addressed: Periodicals Service Company, 351 Fairview Ave., Suite 300, Hudson, New York 12534, USA. Tel: [phone]; email: [email protected].

Ordering information: To subscribe to the Journal, please contact: T&F Customer Services, Informa UK Ltd, Sheepen Place, Colchester, Essex, CO3 3LP, United Kingdom. Tel: [phone]; email: [email protected].

Taylor & Francis journals are priced in USD, GBP and EUR (as well as AUD and CAD for a limited number of journals). All subscriptions are charged depending on where the end customer is based. If you are unsure which rate applies to you, please contact Customer Services. All subscriptions are payable in advance and all rates include postage. We are required to charge applicable VAT/GST on all print and online combination subscriptions, in addition to our online only journals. Subscriptions are entered on an annual basis, i.e., January to December. Payment may be made by sterling check, dollar check, euro check, international money order, National Giro or credit cards (Amex, Visa and Mastercard).

Copyright © 2024 Society of Health and Physical Educators. All rights reserved. No part of this publication may be reproduced, stored, transmitted, or disseminated, in any form, or by any means, without prior written permission from Taylor & Francis Group, to whom all requests to reproduce copyright material should be directed, in writing.

Disclaimer: Society of Health and Physical Educators (SHAPE America) and our publisher Taylor & Francis Group, LLC (“T&F”), make every effort to ensure the accuracy of all the information (the “Content”) contained in our publications. However, SHAPE America and our publisher T&F, our agents, and our licensors make no representations or warranties whatsoever as to the accuracy, completeness, or suitability for any purpose of the Content. Any opinions and views expressed in this publication are the opinions and views of the authors, and are not the views of or endorsed by SHAPE America or our publisher T&F. The accuracy of the Content should not be relied upon and should be independently verified with primary sources of information and any reliance on the Content is at your own risk. SHAPE America and our publisher T&F make no representations, warranties or guarantees, whether express or implied, that the Content is accurate, complete or up to date. SHAPE America and our publisher T&F, shall not be liable for any losses, actions, claims, proceedings, demands, costs, expenses, damages, and other liabilities whatsoever or howsoever caused arising directly or indirectly in connection with, in relation to or arising out of the use of the Content. Full Terms & Conditions of access and use can be found at http://www.tandfonline.com/page/terms-and-conditions

Taylor & Francis Group, LLC, grants authorization for individuals to photocopy copyright material for private research use, on the sole basis that requests for such use are referred directly to the requestor’s local Reproduction Rights Organization (RRO). The copyright fee is exclusive of any charge or fee levied. In order to contact your local RRO, please contact International Federation of Reproduction Rights Organizations (IFRRO), rue du Prince Royal, 87, B-1050 Brussels, Belgium; email [email protected]; Copyright Clearance Center Inc., 222 Rosewood Drive, Danvers, MA 01923, USA; email [email protected]; or Copyright Licensing Agency, 90 Tottenham Court Road, London, W1P 0LP, UK; email [email protected]. This authorization does not extend to any other kind of copying, by any means, in any form, for any purpose other than private research use.

Permissions: See help.tandfonline.com/Librarian/s/article/Permissions

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All Taylor & Francis Group journals are printed on paper from renewable sources by accredited partners.

As the program chair for the Research Council at SHAPE America – Society of Health and Physical Educators, I am excited to announce the research program for the 2024 SHAPE America National Convention in Cleveland, OH. A total of 144 abstracts were accepted for inclusion in this year’s program under eight research topics: Adapted Physical Activity/Education, Measurement and Evaluation, Motor Behavior, Motivation and Psychology, Physical Activity and Health Promotion, Sociocultural and Social Justice Issues, Sport and Coaching, and Teaching and Learning. The presentation formats include 11 oral sessions, three poster sessions, two roundtables, and three symposia.

Another important aspect of the research program is the distinguished lecture and award series managed by the Research Council under the leadership of the current chair, Dr. Tan Leng Goh (Central Connecticut State University). The following were selected as 2024 Distinguished Scholars:

• Dr. Samuel Hodge (The Ohio State University) will present the C. H. McCloy Research Lecture

• Dr. Senlin Chen (Louisiana State University) will present the Raymond A. Weiss Research Lecture

• Dr. Tom Templin (University of Michigan) will present the Daryl Siedentop Scholar Lecture

• Dr. Barbara Ainsworth (Arizona State University) will present the Research Quarterly for Exercise and Sport (RQES) Lecture

• Dr. Sue Sutherland (The Ohio State University) is the recipient of the Distinguished Service Award

Another set of lectures that are awarded by the Special Interest Groups (SIGs) include:

• CSPAP Research SIG Lecture: Dr. Eloise Elliot (West Virginia University)

• Motor Behavior SIG Lolas E. Halverson Lecture: Dr. Nancy Getchell (University of Delaware)

• Measurement & Evaluation JoAnne Safrit Keynote Lecture: Dr. Barbara Ainsworth (Arizona State University)

• Curriculum & Instruction Scholar Lecturer: Dr. Sara Flory (University of South Florida) who will be presenting with Mr. Dwayne Edwards (Regis High School, New York)

Developing such a comprehensive, high-quality program requires a team effort. I thank those who volunteered their time and talent behind the scenes. First, thank you to the dozens of volunteers who reviewed abstracts. Thanks to your efforts, we have a robust research program. Second, much appreciation and thanks go to the research program chairs who are the individuals that selected the reviewers, managed the review process, and made initial decisions on the abstract submissions. These individuals are:

• Joonkoo (J.K.) Yun (East Carolina University) – Adapted Physical Activity/Education

• You Fu (University of Nevada) – Exercise Sciences

• Ryan Burns (University of Utah) – Measurement and Evaluation

• Senlin Chen (Louisiana State University) – Motivation and Psychology

• Nancy Getchell (University of Delaware) – Motor Behavior

• Emily Jones (Illinois State University) – Physical Activity and Health Promotion

• Oscar Nunez Enriquez (Universidad Autónoma de Chihuahua) – Sociocultural and Social Justice Issues

• Clayton Kuklick (University of Denver) – Sport and Coaching

• Heather Erwin (University of Kentucky) and Cate Loiacono (University of Idaho) –Teaching and Learning

Prior to the convention, the Research Council and SIGs sponsored virtual events as a way for SHAPE America members to stay engaged with research topics throughout the year. This year the Research Council hosted a webinar to highlight the new Research Fellows inducted in 2023. Drs. Brian Dauenhauer (University of Northern Colorado), Scott McNamara (University of New Hampshire), and Emi Tsuda (West Virginia University) presented their research in a webinar titled “Research Fellow Showcase: Unveiling New Research in HPE.” Dr. Collin Brooks (University of West Georgia), a leader in practical applications of AI, delivered a webinar titled, “Exploring AI-Enhanced Assessment for Health and Physical Education.” Dr. Brooks’ presentation was hosted by the Measurement and Evaluation SIG. A third webinar entitled “CSPAP: Bridging the Gap Between Research and Practice” was hosted by the Comprehensive School Physical Activity Programs (CSPAP) SIG and featured the work of Drs. Aaron Beighle (University of Kentucky) and Heather Erwin (University of Kentucky) who discussed research-backed insights and practical strategies to bridge the gap between CSPAP theory and implementation.

Finally, I want to thank Chasity Burns Terry for her attention to detail, professionalism, and care in orchestrating the logistics of the research program. Somehow, once again, she has made all of this fit within the other moving parts of the convention.

I am looking forward to the research program in Cleveland, OH, two Coffee Talks hosted by the Research Council, and celebrating all our efforts at the Research Council Social after the McCloy Lecture. Hope to see you there!

Research Quarterly for Exercise and Sport

CONTENTS

Volume 94  Number S1  Supplement 2023

2023 RESEARCH PROGRAM

PREFACE A-v

2023 RESEARCH PROGRAM SCHEDULE A-vi

REVIEW PANEL CHAIRS AND REVIEWERS A-xviii

PEER-REVIEWED SYMPOSIA A-1

PEER-REVIEWED ABSTRACTS

  Adapted Physical Education/Activity A-3

  Measurement and Evaluation A-12

  Motivation and Psychology A-19

  Motor Behavior A-28

  Physical Activity and Health Promotion A-29

  Sociocultural and Social Justice A-64

  Sport and Coaching A-77

  Teaching and Learning A-83

SHAPE America 2023 Research Program

PAST RESEARCH COUNCIL CHAIR AND 2023 PROGRAM CHAIR

Paul Rukavina, Adelphi University, NY

REVIEW PANEL CHAIRS

Cathy McKay, James Madison University

Zan Gao, University of Minnesota

Kip Webster, The University of Tennessee

Yubing Wang, University of Wisconsin-Whitewater

Brian Dauenhauer, University of Norther Colorado

Peter Stoepker, Kansas State University

Paul Wright, Northern Illinois University

Jody Langdon, Georgia Southern University

Erin Centeio, University of Hawaii

Kevin Mercier, Adelphi University

RESEARCH COUNCIL

Paul Wright (Chair), Northern Illinois University, IL

Paul Rukavina (Past-Chair), Adelphi University, NY

Nancy Getchell, University of Delaware, DE

Tao Zhang, University of North Texas, TX

Kevin Andrew R. Richards, University of Illinois, IL

Tan Leng Goh, Central Connecticut State University, CT

Ana West (student), University of North Texas, TX

Joe Deutsch (BOD Liaison), North Dakota State University, ND

STAFF

Thomas F. Lawson, Vice President of Marketing, Membership & Publishing

Chasity Burns Terry, Director of Professional Learning Events & Programs

Research Quarterly for Exercise and Sport (Print ISSN 0270-1367, Online ISSN 2168-3824) is published quarterly in March, June, September, and December for a total of 4 issues per year by Taylor & Francis Group, LLC, 530 Walnut Street, Suite 850, Philadelphia, PA 19106, [phone]. Periodicals postage paid (Permit no. 462-600) at Reston, VA, and additional mailing offices.

US Postmaster: Please send address changes to Research Quarterly for Exercise and Sport, c/o The Sheridan Press, PO Box 465, Hanover, PA 17331.

Subscription records are maintained at Taylor & Francis Group, 4 Park Square, Milton Park, Abingdon, OX14 4RN, UK.

Subscription information: For more information and subscription rates, please see tandfonline.com/pricing/journal/urqe. Taylor & Francis journals are available in a range of different packages, designed to suit every library’s needs and budget. This journal is available for institutional subscriptions with online only or print & online options. This journal may also be available as part of our libraries, subject collections, or archives. For more information on our sales packages, please visit: librarianresources.taylorandfrancis.com.

For support with any institutional subscription, please visit help.tandfonline.com or email our dedicated team at [email protected].

Subscriptions purchased at the personal rate are strictly for personal, non-commercial use only. The reselling of personal subscriptions is prohibited. Personal subscriptions must be purchased with a personal check, credit card, or BAC/wire transfer. Proof of personal status may be requested.

Back issues: Taylor & Francis Group retains a current and one-year back issue stock of journals. Older volumes are held by our official stockists to whom all orders and enquiries should be addressed: Periodicals Service Company, 351 Fairview Ave., Suite 300, Hudson, New York 12534, USA. Tel: [phone]; email: [email protected].

Ordering information: To subscribe to the Journal, please contact: T&F Customer Services, Informa UK Ltd, Sheepen Place, Colchester, Essex, CO3 3LP, United Kingdom. Tel: [phone]; email: [email protected].

Taylor & Francis journals are priced in USD, GBP and EUR (as well as AUD and CAD for a limited number of journals). All subscriptions are charged depending on where the end customer is based. If you are unsure which rate applies to you, please contact Customer Services. All subscriptions are payable in advance and all rates include postage. We are required to charge applicable VAT/GST on all print and online combination subscriptions, in addition to our online only journals. Subscriptions are entered on an annual basis, i.e., January to December. Payment may be made by sterling check, dollar check, euro check, international money order, National Giro or credit cards (Amex, Visa and Mastercard).

Copyright © 2023 Society of Health and Physical Educators. All rights reserved. No part of this publication may be reproduced, stored, transmitted, or disseminated, in any form, or by any means, without prior written permission from Taylor & Francis Group, to whom all requests to reproduce copyright material should be directed, in writing.

Disclaimer: Society of Health and Physical Educators (SHAPE America) and our publisher Taylor & Francis Group, LLC (“T&F”), make every effort to ensure the accuracy of all the information (the “Content”) contained in our publications. However, SHAPE America and our publisher T&F, our agents, and our licensors make no representations or warranties whatsoever as to the accuracy, completeness, or suitability for any purpose of the Content. Any opinions and views expressed in this publication are the opinions and views of the authors, and are not the views of or endorsed by SHAPE America or our publisher T&F. The accuracy of the Content should not be relied upon and should be independently verified with primary sources of information and any reliance on the Content is at your own risk. SHAPE America and our publisher T&F make no representations, warranties or guarantees, whether express or implied, that the Content is accurate, complete or up to date. SHAPE America and our publisher T&F, shall not be liable for any losses, actions, claims, proceedings, demands, costs, expenses, damages, and other liabilities whatsoever or howsoever caused arising directly or indirectly in connection with, in relation to or arising out of the use of the Content. Full Terms & Conditions of access and use can be found at http://www.tandfonline.com/page/terms-and-conditions

Taylor & Francis Group, LLC, grants authorization for individuals to photocopy copyright material for private research use, on the sole basis that requests for such use are referred directly to the requestor’s local Reproduction Rights Organization (RRO). The copyright fee is exclusive of any charge or fee levied. In order to contact your local RRO, please contact International Federation of Reproduction Rights Organizations (IFRRO), rue du Prince Royal, 87, B-1050 Brussels, Belgium; email [email protected]; Copyright Clearance Center Inc., 222 Rosewood Drive, Danvers, MA 01923, USA; email [email protected]; or Copyright Licensing Agency, 90 Tottenham Court Road, London, W1P 0LP, UK; email [email protected]. This authorization does not extend to any other kind of copying, by any means, in any form, for any purpose other than private research use.

Permissions: See help.tandfonline.com/Librarian/s/article/Permissions

Submission Information: See tandfonline.com/urqe

All Taylor & Francis Group journals are printed on paper from renewable sources by accredited partners.

I am excited to announce the research program for the 2023 SHAPE America National Convention in Seattle, WA. The research program consists of 185 presentations conducted under eight research topics: Adapted Physical Activity/Education, Measurement and Evaluation, Motor Behavior, Motivation and Psychology, Physical Activity and Health Promotion, Sociocultural and Social Justice Issues, Sport and Coaching, and Teaching and Learning. The presentation formats include 15 oral sessions, 4 poster sessions, 2 roundtables, and 2 symposia.

A staple within the research program are the distinguished lecture series that are selected by the Research Council. The following scholars were selected as the 2023 Distinguished Scholars:

• Dr. Darla Castelli (University of Texas at Austin) will present the McCloy Research Lecture

• Dr. Heather Erwin (University of Kentucky) will present the Raymond A. Weiss Research Lecture

• Dr. Jackie Goodway (The Ohio State University) will present the Daryl Siedentop Scholar Lecture

• Dr. Joonkoo (J.K.) Yun (East Carolina University) will present the RQES Lecture

• Dr. Bryan McCullick (University of Georgia) is the recipient of the Distinguished Service Award

Another set of lectures are awarded by the SIGs including:

• CSPAP Research SIG Lecture: Pamela Hodges Kulinna (Arizona State University)

• Motor Behavior SIG Key Lecture: Ali Brian (University of South Carolina)

• Measurement & Evaluation Joanne Safrit Key Lecture: Weimo Zhu (University of Illinois at Urbana-Champaign)

• Curriculum & Instruction Scholar Lecture: Michael Hemphill (University of North Carolina at Greensboro)

Next, I would like to thank those who volunteered their support, time, and effort behind the scenes. First, thank you to those who reviewed abstracts for the research program. Thanks to your efforts, we have a robust research program. Second, much appreciation and thanks to the research program chairs, who are the individuals who selected the reviewers and made initial decisions on the abstract submissions. These individuals are:

• Cathy McKay (James Madison University)—Adapted Physical Activity/Education

• Zan Gao (University of Minnesota)—Measurement and Evaluation

• Kip Webster (The University of Tennessee)—Motor Behavior

• Yubing Wang (University of Wisconsin-Whitewater)—Motivation and Psychology

• Brian Dauenhauer (University of Norther Colorado) and Peter Stoepker (Kansas State University)—Physical Activity and Health Promotion

• Paul Wright (Northern Illinois University)—Sociocultural and Social Justice Issues

• Jody Langdon (Georgia Southern University)—Sport and Coaching

• Erin Centeio (University of Hawaii), and Kevin Mercier (Adelphi University)—Teaching and Learning

And new this year is the inclusion of virtual events held during the year. These virtual events are means for members of SHAPE America to stay involved in the activities of the Research Council and SIGs leading up to the national convention. I would like to thank Ang Chen (University of North Carolina at Greensboro) for presenting the title “Curriculum Research and Practice: What Are We Teaching? What Should We Teach?” sponsored by the Research Council (Chair: Paul Wright, Northern Illinois University). And second, thanks to Sam Logan (Oregon State Univesity), Jerraco Johnson (North Texas University), and David Stoddan (University of South Carolina) for the session titled “Motor Behavior Applications in Teaching: AIM for Success,” sponsored by the Motor Behavior SIG (Chairs: Ali Brian, University of South Carolina, Nancy Getchell, University of Delaware, and Paul Rukavina, Adelphi University).

Last, thank you to Chasity Burns Terry for incredible work ethic, professionalism, organization, and care. Organizing the research program would not be possible without you. Looking forward to the research program in Seattle, WA, and celebrating all of our efforts at the Research Council Social after the McCloy Lecture. See you all there!

Wednesday, March 29

10:45 AM–11:45 AM

Adapted Physical Education/Activity Oral Session 1

School Administrators’ Intentions to Support Adapted Physical Education: A Qualitative Inquiry

Scott McNamara¹, University of New Hampshire; Terry L. Rizzo^F, California State University San Bernardino

([email protected])

Self-Efficacy of Pre-Service Physical Education Teachers Toward Teaching Students with Disabilities

Seo hee Lee¹, University Wisconsin of Superior; Samuel R. Hodge^F, The Ohio State University

([email protected])

Exploring the Lived Experiences of Adults with Cerebral Palsy in Integrated Physical Education

T Nicole Kirk¹, University of Georgia ([email protected])

Experiences of Students With Special Needs and Disabilities (SEND) in a Student-Designed Games (SDG) Unit

Mauro H. André¹, Western Michigan University; Peter A. Hastie^F, Auburn University ([email protected])

Physical Activity and Health Promotion Poster Session

Connectedness, Mental Health, and Adolescent Physical Activity During COVID-19

Ryan D. Burns^F1, Jason A. Armstrong, University of Utah ([email protected])

Perceived Discrimination by Parents and Child Participation in Structured Activity

Ryan D. Burns^F1, University of Utah; You Fu^F, University of Nevada, Reno ([email protected])

A National Survey on Asian-American Students’ Physical Activity and GPA

Zhenhao Howard Zeng¹, Brooklyn College of the City University of New York; Raymond E. Weston, Brooklyn College of the City University of New York, USA ([email protected])

The Impact of COVID-19 on Physical Education and Physical Activity Levels of Homeschool Students

Ben Schwamberger¹, Minnesota State University Mankato; Elizabeth B. Sharp, Colorado Mesa University

([email protected])

The Embodied Nature of Physical Theater: Expression, Creativity, Communication

Maria Kosma^F1, Nick Erickson, Ashlynn Gremillion, Louisiana State University ([email protected])

Mental Health and Physical Theater Experiences Among Active College Students

Maria Kosma^F1, Nick Erickson, Ashlynn Gremillion, Louisiana State University ([email protected])

A Study on the Effect of Sports on College Students’ Physical Self-Concept

Lingshu Li¹, Yan Li, Shanghai International Studies University ([email protected])

Effectiveness of An Outdoor Education Program With Homeschoolers

YuChun Chen¹, Tammie Stenger-Ramsey, Western Kentucky University ([email protected])

Examining College Students, Sport Education, Physical Activity, and Mental Health through Causal Mediation Analyses

Longxi Li¹, University of Washington and Springfield College; Michelle E. Moosbrugger, Elizabeth M. Mullin^F, Michael Louis, Springfield College([email protected])

Exploring Korean Elementary Teachers’ Practices of Movement Integration

Sanga Yun¹, University of Georgia; Euichang Choi, Seoul National University; Junhyuk Park, University of Georgia

([email protected])

Adolescents’ Participation in Physical Education and Leisure-Time Sport Activity on Their Social Connectedness, Depression, and Aggressive Behavior

Liana Davis¹, Doyeon Won, Texas A&M University- Corpus Christi; Hyejin Bang, Florida International University; Sanghyun Park, Yonsei University([email protected])

Age-Varying Relationships Between Depression and Cognition in Old Age: Moderation by Physical Activity

Myungjin Jung¹, Minsoo Kang^F, The University of Mississippi ([email protected])

The Associations of 24-Hour Behavior With Quality of Life in Preschoolers

Meiyuan Chen¹, East China Normal University, College of Physical Education & Health and Nanyang Technological University, National Institute of Education, Physical Education & Sports Science; Xiaozan Wang, East China Normal University, College of Physical Education & Health; Terence Chua, Michael Chia, Nanyang Technological University, National Institute of Education, Physical Education & Sports Science ([email protected])

Is It Just Me? The Power of Aesthetic in Sport

Elaine Foster¹, Idaho State University; Sharon Kay Stoll^F, University of Idaho; Jennifer M Beller, St. Mary’s Parish School ([email protected])

Use of Technology to Monitor Physical Activity Levels Among College Students

Kimberly Maljak¹, James W Ball, Northeastern Illinois University; Matthew R. Bice, Baker University; Erica Thomas, Elon University; Allan Gabriel Ramirez, Lincoln Park High School; Marisela Palma-Barraza, Richard Henry Lee Elementary School ([email protected])

Status of CSPAP Curriculum in United States Physical Education Teacher Education Programs

Cate A. Egan¹, University of Idaho; College of Education, Health, and Human Sciences; Hayley McKown, University of Idaho; Christopher B. Merica, University of North Carolina-Wilmington; Health and Fitness Education Program

([email protected])

Impact of Yoga Practice on Students’ Cognitive Function

ChenYu Jia¹, Yue Xu, Zhihua Yin, LiPing Xu, East China Normal University ([email protected])

College Student Knowledge About Fentanyl Use, Abuse, Overdose, and Death

Michael Sandlin¹, Texas A&M University; Rosanne Keathley, Sam Houston State University; Judy R. Sandlin, Texas A&M University ([email protected])

Daily Experience of Stress, Activity Characteristics, and Emotions Among Children on Wheelchair: Day Reconstruction Approach

Rokbit Lee¹, Korea University; Jinmoo Heo^F, Yonsei University; May Kim, Youngshin Lim, Korea University

([email protected])

Reversing the Negative Health Snowball: Stress and College Student Well-Being

Michael Sandlin¹, Judy R. Sandlin, Texas A&M University; Rosanne Keathley, Sam Houston State University ([email protected])

Association Between Active School Environments and Students’ Physical Activity

Joey A Lee¹, Keston G Lindsay, University of Colorado Colorado Springs; Gregory J Welk^F, Iowa State University

([email protected])

Learned Helplessness, Academic Performance, and College Student Physical Well-Being

Rosanne Keathley¹, Sam Houston State University; Judy R. Sandlin, Michael Sandlin, Texas A&M University ([email protected])

Home- and Community-Based Interventions in Early Childhood: A Systematic Review

Samantha Moss¹, Xiangli Gu^F, University of Texas at Arlington ([email protected])

Exploring Physical Activity and Health-Related Fitness Content Knowledge of College Students

Seung Ho Chang¹, Jihyun Lee^F, San Jose State University ([email protected])

The Effects of Multiple Recesses Daily on Children’s Motor Coordination

Daryl M Campbell-Pierre Sr.¹, Texas Christian University ([email protected])

The Use of Pedometers to Promote Physical Activity in Preschool Children: A SWOT Analysis

Stephanie Gonzalez¹, Jihye Lee, Tao Zhang^F, University of North Texas ([email protected])

The Effect of School-Based Multilevel Interventions on Physical Activity: A Systematic Review

Han Chen^F1, Valdosta State University; Jiling Liu^F, Texas A&M University; Haichun Sun^F, South Florida/University Of; Peng Zhang^F, East Stroudsburg University ([email protected])

HealthyU-Starts with You-Knowledge of Health Care Literacy of Secondary School Students

Megan Adkins¹, University Of Nebraska- Kearney; Alexandra Torkelson-Trout, Jacqueline Huscroft- D’Angelo, University of Nebraska at Lincoln; Shannon C. Mulhearn, University of Nebraska-Kearney ([email protected])

Closing the Gap: Girls’ MVPA Similar to Boys’

Chayene Dornelas Barbeta¹, Universidade do Oeste Paulista - Unoeste; Anderson dos Santos Carvalho, Universidade Paulista - UNIP; Pedro Pugliesi Abdalla, University of São Paulo; Nilo C. Ramos, Coastal Carolina University; Jair Rodrigues Garcia Junior, Universidade do Oeste Paulista - Unoeste

([email protected])

West Virginia Pickleball Players’ Motivations and Perceived Benefits

Jessica N Riffee¹, Eloise M. Elliott^F, West Virginia University; Alfgeir Kristjansson, West Virginia University School of Public Health; Leanne Watson, College of Applied Human Sciences, West Virginia University ([email protected])

Teaching and Learning Oral Session 1

Developing a Research Identity in the Transition from Doctoral Student to Faculty Member

K. Andrew Richards^F1, Chris J. Kinder, University of Illinois at Urbana-Champaign; Victoria N. Shiver, University of New Mexico; Amelia Mays Woods, University of Illinois at Urbana-Champaign ([email protected])

Walking the Talk: From PETE Faculty Member to Physical Educator

Kelsey McEntyre¹, University of West Georgia; Deborah Suzanne Baxter, Kennesaw State University; Victoria N. Shiver, University of New Mexico; K. Andrew Richards^F, University of Illinois at Urbana-Champaign ([email protected])

Secondary Organizational Socialization’s Influence on Early Career Faculty Members’ PETE

Meghan Dennis¹, Seung Soo Baek, Adam M Wolecki, Wonhee Lee, Natalia D Molska, R Tanner Ryan, Matt D. Curtner-Smith^F, The University of Alabama ([email protected])

Mentoring Foci of D-PETE Students

Meghan Dennis¹, Oleg A. Sinelnikov^F, Seung Soo Baek, Adam M Wolecki, Natalia D Molska, Jacob T. Peterson, Wonhee Lee, Ford Patronas, The University of Alabama ([email protected])

2:00 PM–3:00 PM

Across the Disciplines Poster Session 1

Parental Support and Concerns About Physical Activities of Their Children With Autism Spectrum Disorder During COVID-19

Jihyun Lee^F1, San Jose State University; Hyok Ju Maeng, Georgia State University; Hannah Yang, Baekseok University; Seung Ho Chang, San Jose State University ([email protected])

Physical Activity Levels of Children With and Without Disabilities With Fitness Awards

Nicole Fiscella¹, Oregon State University; Willie C Leung, University of Tampa ([email protected])

Gender Disparities Among Physical Educators: A State/National Comparison

Farrah Castleman¹, Brian Myers, Western Kentucky University ([email protected])

South Korean Adapted Physical Education Majors’ Self-Efficacy

Seo hee Lee¹, University Wisconsin of Superior; Samuel R. Hodge^F, The Ohio State University

([email protected])

Culturally Relevant Physical Education for Optimizing Physical Activity Opportunities

Stacy Imagbe¹, Senlin Chen^F, Louisiana State University ([email protected])

North American Rodeo: From Celebratory Roundup to Iconic Sport Form

Demetrius W Pearson¹, University of Houston ([email protected])

“I’m Quitting”: Impact of Secondary Organizational Socialization on Early Career Physical Education Teacher Education Professors

Chan Woong Park¹, California State University, Sacramento; Craig P. Tacla, California State University Sacramento; Minhyun Kim, Sam Houston State University ([email protected])

Impact of a Disability Sport Unit on Competence and Attitudes of Preservice Teachers Toward People With Disabilities

Wellington A De Luna¹, Georgia State University ([email protected])

Can Learner Motivation Change Positively? An Expectancy-Value Perspective

Jihyun Song¹, Chaojie Shang, Alireza Hosseini, Alexander Clayton Moss, Ang Chen^F1, University of North Carolina at Greensboro ([email protected])

Perceptions of Sexual Identity Stereotyping Among Physical Education Majors

YuChun Chen¹, Brody Johnson, Western Kentucky University ([email protected])

Impact of Sport Engagement and Social Support on Health-Related Quality of Life of Youth Athletes With Physical Disabilities

Myung Ha Sur¹, University of South Carolina; Deborah Shapiro, Georgia State University ([email protected])

“Not Modest Like the Boys”: Parents’ Perceptions of Junior-Lifeguard Uniforms

Danielle J Belcher¹, Danielle N Wong, Megan Babkes Stellino^F, University of Northern Colorado ([email protected])

Perceptions of African American Athletes Attitudes Toward Social Injustice

Robert Lindsey¹, Johnson C Smith University; Kinya Allen, Johnson C. Smith University([email protected])

Dr. Doris R. Corbett: The Supernova.

E Newton Jackson Jr.^F1, University of North Florida

([email protected])

Professional Identify for Excellence PE Teaching in Chinese

Xiaolian Zhu¹, Qiang Guo, Ningbo University([email protected])

The Importance of Integrating Native Hawaiian Culture Into HPE

Erin E. Centeio^F1, Alethea Ku`ulei Serna, Crystal Hafoka, Shoshana Cohen, University of Hawaii at Manoa ([email protected])

An Examination of Culturally Relevant Physical Education in a Suburban Area

Chris Mellor¹, Paul B. Rukavina^F, Sarah Doolittle, Bryan Seltenreich, Adelphi University; Martin Eliseo Vasquez, University of New Mexico ([email protected])

Investigating the Needs of Aspiring Fitness Instructors With Intellectual and Developmental Disabilities

Jennifer Beamer¹, Joseline Raja, Oregon State University; Willie C Leung, University of Tampa ([email protected])

Sport & Coaching Oral Session

Women’s Basketball Players Perceptions of Coach Servant Leadership

Mikayla Ferenz¹, Sharon Kay Stoll^F, University of Idaho; Jennifer M Beller, St. Mary’s Parish School ([email protected])

Parent Perspectives on How Sport Teams Impact Teens’ Sport-Related Concussions

Laura J. Petranek¹, Shelley Lucas, Boise State University; Nicole Bolter, San Francisco State University; Kurt Nilsson, Kristi Pardue, St. Luke’s Sports Medicine Concussion Clinic; Hilary Flint, Applied Research, St. Luke’s Health Systems ([email protected])

Intentional Coaching: A Pathway to Cope With Anxiety in Sport

Mark J Sowa¹, Sharon Kay Stoll^F, University of Idaho; Jennifer M Beller, St. Mary’s Parish School ([email protected])

Athletes With Dyslexia in Inclusive Sport: What Is the Influence of the Coach?

Marko Pavlovic¹, University of Memphis; Kelly L. Simonton, University of Wyoming; Laura P Casey, University of Memphis ([email protected])

3:15 PM–4:15 PM

Developing Effective Teaching in Physical Education Through Practice-Based Teacher Education

The disconnect between what preservice teachers learn in teacher education programs and what they face in classrooms has been a longstanding issue (Darling-Hammond, 2021). Practice-based teacher education (PBTE) is a framework that aims to bridge this gap. İn physical education, Ward and colleagues conceptualized PBTE at the macro (curriculum) and micro (pedagogy) levels. This symposium will present the findings of four research studies that adopted PBTE in physical education teacher education programs.

A Research Summary of Preservice Teachers’ Adaptive Competence in Teaching

Xiuye Xie¹, Missouri State University; Phillip Ward^F, The Ohio State University ([email protected])

Developing Adaptive Competence in Planning Lessons through Repeated Teaching

Toon Dehandschutter¹, KU Leuven; Hans van der Mars^F, Arizona State University; Phillip Ward^F, The Ohio State University; Peter Iserbyt, KU Leuvenven ([email protected])

Developing Preservice Teacher Teaching Adaptability Using Practice-Based Teacher Education

Kyuil Cho¹, West Virginia University; Phillip Ward^F, The Ohio State University; Emi Tsuda, West Virginia University ([email protected])

Faculty Perspectives Using Practice-Based Teacher Education

Insook Kim^F1, Kent State University; José A. Santiago, Sam Houston State University; Bomna Ko^F, East Carolina University; Erhan Devrilmez, karamanoğlu mehmetbey university; Fatih Dervent, Marmara University Faculty of Sport Sciences; Peter Iserbyt, KU Leuvenven; Emi Tsuda, West Virginia University; Xiuye Xie, Missouri State University; Phillip Ward^F, The Ohio State University ([email protected])

Sociocultural and Social Justice Oral Session 1

The Role of Career Goals in PETE Faculty Socialization

Robert Knipe III¹, Southern Connecticut State University; Xiaofen D. Keating^F, The University of Texas at Austin; Karen L. Gaudreault^F, University of New Mexico ([email protected])

Disrupting Whiteness: Critical Race Counterstories from Black/Latinx PETE Faculty

Cory E. Dixon¹, Auburn Universty; Mara Simon, Korey Boyd, Springfield College ([email protected])

Recruitment and Retention of Individuals from Diverse Backgrounds: Perspectives of Current Black Male Faculty in PETE

Jerraco Johnson¹, University of North Texas; Cory E. Dixon, Rowan University; Desmond Woodruff Delk, Langston University ([email protected])

Thursday, March 30

10:45 AM–11:45 AM

Across the Disciplines Poster Session 2

Understanding Work-Avoidance Goals in Physical Education

Ping Xiang^F1, Jiling Liu^F, Texas A&M University; Weidong Li^F, The Ohio State University; Jianmin Guan^F, University of Texas-San Antonio ([email protected])

Perceptions of Resilience: An Exploration into the Impact of Perceived and Actual Risk

Gabrielle Ryan Strittmater¹, University of Illinois - Urbana Champaign; Jenna Starck, UW - La Crosse; Ward Dobbs, University of Wisconsin - La Crosse ([email protected])

Self-Assessment of Research Skills Among Undergraduate Students: A Kinesiology Field Perspective

Junyoung Kim¹, Liang Yating, Bernard Kitheta, Missouri State University ([email protected])

Examining Students’ Online Physical Education Experiences During the Covid-19 Pandemic

Ken Murfay¹, University of Kansas ([email protected])

NCAA Women’s Soccer Matches’ Intensity Zones and Heart Rate

Mario N. O. Jr. Sevilio¹, Federal University of Maranhão and Coastal Carolina University; Victor G. S. Sousa, Jefferson F. C. Rodrigues Jr., Christian E. T. Cabido, Christiano E. Veneroso, Federal University of Maranhão; Nilo C. Ramos, Coastal Carolina University; Jason Cholewa, University of Lynchburg ([email protected])

Knowledge and Training of Physical Educators Providing Strength and Conditioning Programming in K-12 Schools

David Bellar^F1, University of West Florida; Ben D. Kern, University of Wyoming; Wesley J Wilson^F, University of Utah; Samiyah Rasheed, University of Wyoming ([email protected])

Predicting Recreational Activity Participation Using Machine Learning Algorithms

SeungBak Lee¹, The University of Mississippi; Minsoo Kang^F, The University of Mississippi ([email protected])

Relationships Between Physical Achievement, Knowledge and Emotions Across One Sport Education Model Unit

Madelyn Carson¹, Kelly L. Simonton, Tristan L. Wallhead^F, Ben D. Kern, University of Wyoming ([email protected])

The Use of Curse Words Among Secondary Athletic Coaches

Todd E. Layne¹, University of Memphis; Jamie J. Brunsdon, The University of Memphis; Kelly L. Simonton, University of Wyoming ([email protected])

Age, Gender, and Achievement Goals in Physical Activity Settings

Jianmin Guan^F1, University of Texas at San Antonio; Ping Xiang^F, Texas A&M University; William M Land, University of Texas at San Antonio; Xiaofen D. Keating^F, The University of Texas at Austin ([email protected])

A Facial Expression and Eye-tracking Analysis for Charity Advertising on Sport Team Twitter

Yongjae Kim¹, Soojin Kim, Eun Kang, Kutztown University ([email protected])

Development and Review of the Career Anxiety Measurement Scale (CAMS) for PE College Students

Sae-Hyung Kim¹, Chungbuk National University; Dongwook Cho, Alcorn State University ([email protected])

Impact of an Education Program on Youth Soccer Coaches

Colin S. Barnes¹, University of North Carolina at Wilmington; Matt D. Curtner-Smith^F, The University of Alabama ([email protected])

Revalidation of Preservice Physical Education Teacher’s Teacher Identity Scale in Chinese Physical Education Student Teachers

Anlu Yang¹, Beijing Sport University; Xiaofen D. Hamilton, The University of Texas at Austin; Lei Yao, Beijing Sport University; Yongshun Wang, Huaqiao University ([email protected])

Evaluation of Physical Fitness Tests in Adults with Intellectual Differences

Matthew Beerse¹, Rachael Harmon, Gerry Gallo, University of Dayton ([email protected])

Perception of Athletic Burnout among African American College Student-Athletes

Robert Lindsey¹, Johnson C Smith University; Alpierre Wingard, Johnson C. Smith University ([email protected])

Exploring Teacher Career Stages and Emotions of Physical Educators’

Denis Schulz¹, Karen L. Gaudreault^F, University of New Mexico; Kelly L. Simonton, University of Wyoming; K. Andrew A. Richards^F, University of Illinois Urbana-Champaign; Kevin J. Mercier^F, Adelphi University ([email protected])

TETPPACS for Pre-Service Teachers: Efficacy for Face-to-Face and Virtual Teaching

Erin E. Centeio^F1, University of Hawaii at Manoa; Hayley McKown, University of Idaho; Kelly L. Simonton, University of Wyoming ([email protected])

Comparison of Resting and Fatigue Visual-Motor Reaction Time of Turkey Men’s Deaf National Basketball Players

Ali Tatlıcı¹, Selçuk University, Faculty of Sport Science; Ömer Özer, Karamanoğlu Mehmetbey University ([email protected])

Understanding College Students’ Endorsement of Achievement Goals in PA Classes

Jihye Lee¹, University of North Texas; Ping Xiang^F, McBride Ron, Jiling Liu^F, Texas A&M University ([email protected])

Using Mindfulness for Sports Performance: An Intervention With College Athletes

Beatrice Perucchini¹, Suzanne Lindt, Tara Fox, Stacia C. Miller, Midwestern State University ([email protected])

Handgrip Strength Asymmetry Association With Gait Speed in Developing Countries

Pedro Pugliesi Abdalla¹, André Pereira dos Santos, Marcio Fernando Tasinafo, University of São Paulo; Leonardo Santos Lopes Silva, Ana Claudia Rossini Venturini, Universidade de São Paulo; Dalmo Roberto Lopes Machado, University of São Paulo; Nilo C. Ramos, Coastal Carolina University; Jorge A. Mota, CIAFEL-FADEUP ([email protected])

Affective Attitude Moderates Cognitive Attitude-Physical Activity Relationship: An Adolescent Sample

Yubing Wang¹, University of Wisconsin-Whitewater; Yaogang Han, Pan Li, Binn Zhang, Shanghai University of Sport ([email protected])

Midwestern Athletic Coaches’ Personal and Professional Media Usage

Derek W. Elton¹, University of Nebraska-Kearney; Matthew R. Bice, Baker University; Bryan Artman, Thomas Orr, University of Nebraska - Kearney ([email protected])

Physical Activity and Health Promotion Oral Session 1

Changing Trajectory of Daily Physical Activity Levels Among At-Risk Adolescents: Influences of Motivational Mechanisms

Anqi Deng¹, Nicole Zarrett, Jongho Moon, Allison M Sweeney, University of South Carolina ([email protected])

After-School Program: Evaluation of Overhand Throwing and Motor Competence

Kahyun Nam¹, Pamela Hodges Kulinna^F, Omar Albaloul, Conner Acri, Regan Glock, Malak YoussefArafat, Arizona State University ([email protected])

Generalization and Maintenance of Participation in Handball in Elementary Schools

Kian Vanluyten¹, KULeuven; Shu Cheng, KU Leuven; Cedric Roure, University of Teacher Education; Jan Seghers, KU Leuven; Phillip Ward^F, The Ohio State University; Peter Iserbyt, KU Leuven ([email protected])

Physical Education, Exercise Behaviors, and Exercise Autonomy in Secondary Students

Rick C Ferkel¹, Central Michigan University ([email protected])

3:15 PM–4:15 PM

Assessing Preschoolers’ Physical Activities: Progresses Made and to Be Made

Health scientists and practitioners have long believed that regular physical activity is essential to maintain good health. So it is not surprising that for a very long time, individual health professionals and health organizations have been making recommendations regarding the types and amounts of physical activity needed for health and fitness. As emphasized in the preceding section, scientific

Assessing Preschoolers’ Physical Activities: An Overview

Weimo Zhu^F1, UIUC ([email protected])

Challenges and Solutions of Objective Measures of Physical Activity in Preschool Children

Xiong Qin¹, School of Sports Engineering, Beijing Sport University ([email protected])

“PreActi”: Development and Validation of a Physical Activity Assessment and Management System for Preschoolers

Han Li¹, ShangHai ZhiYu Edu Tech Co, Ltd. ([email protected])

Physical Activity and Health Promotion Roundtable - Oral Session

Hyper-Parenting and Physical Activity Levels of Youth

Kendra Hansen¹, Yongsan International School of Seoul; Heather E. Erwin^F, University of Kentucky; Aaron Beighle, The University of Kentucky ([email protected])

Mind-Body Physical Activity Intervention on Stress and Well-Being During the Pandemic: A Pilot Study

Ildiko Strehli¹, Ryan D. Burns^F, Timothy A. Brusseau Jr.^F, Yang Bai, Donna Ziegenfuss, University of Utah; Martin Block, University of Virginia ([email protected])

Results of a Web-Based Health Module Pilot for Intermediate Students

Eloise M. Elliott^F1, Emi Tsuda, James D. Wyant, Olivia J. Mackey, Emily Murphy, Kaitlyn Shaffer, Erika D. Van Dyke, West Virginia University ([email protected])

A Virtual Collegiate Employee Wellness Program: Voices of Participants

Amy J. Rogers¹, Southern Union State Community College; Ellen H. Martin, Clayton R. Nicks, Columbus State University ([email protected])

The Impact of Administrators’ Perceptions on Combating Marginalization in Physical Education

Tracey Naumann¹, Brooke Doherty, The University of Texas at Austin; Rachyl Jane Stephenson, Unviersity of Wisconsin La Crosse ([email protected])

The Anatomy Academy Model for Teaching Healthy Habits … on Zoom!

Amy S. Conn¹, Avery Lahodny, Izzy Critchfield-Jain and Jonathan J. Wisco ([email protected])

Physical Activity Coordinators: A Community-based Approach to Physical Activity Promotion

Emily Kroshus¹, Seattle Children’s Research Institute; Sara Matovina, University of Washington Center for Leadership in Athletics; Kimberly Garrett, Pooja Tandon, Seattle Children’s Research Institute; Ken Turner, Office of Supt of Public Instruction; Julie McCleery, The King County Play Equity Coalition ([email protected])

Teaching and Learning Oral Session 2

Becoming an Effective Mentor: Mentoring Reflexivity

Oleg A. Sinelnikov^F1, Meghan Dennis, Adam M Wolecki, Jacob T. Peterson, Natalia D Molska, Seung Soo Baek, Wonhee Lee, Ford Patronas, The University of Alabama ([email protected])

Physical Education Teachers’ Perceptions of and Strategies for Managing Bullying

Mengyi Wei¹, University of Illinois at Urbana-Champaign; Kim C. Graber^F, University of Illinois Urbana-Champaign ([email protected])

Flipping the Script: Turning COVID Challenges to Benefits

Shannon C. Mulhearn¹, University of Nebraska-Kearney; Megan Adkins, University Of Nebraska- Kearney ([email protected])

Teaching Social and Emotional Learning and Meaningful Physical Education: A Performative Auto-Ethnography

Donal Howley¹, Towson University; Ben Dyson^F, University of North Carolina, Greensboro; Alba Rodrigues, George Mason University ([email protected])

Friday, March 31

10:45 AM–11:45 AM

Adapted Physical Education/Activity Oral Session 2

Experiences and Perspectives of College Students With Disabilities Toward Integrated Physical Education in South Korea

Seo hee Lee¹, University Wisconsin of Superior and University of Wisconsin Superior; Samuel R. Hodge^F, The Ohio State University ([email protected])

Improving Teaching Attitudes to Include Students With Physical Disabilities.

Aubrey Hope Shaw¹, Sharon Kay Stoll^F, University of Idaho; Jennifer M Beller, St. Mary’s Parish School ([email protected])

Paralympic Skill Lab and Inclusive Recreation: Four-Years of Attitude Change Data

Cathy McKay^F1, James Madison University; Xihe Zhu^F, Justin A. Haegele^F, Old Dominion University ([email protected])

Teaching and Learning Poster Session

One Elementary School Physical Education Teacher’s Efforts at Employing Character Education

Jamie J. Brunsdon¹, The University of Memphis; Diane K. Coleman, Memphis Campus School/Univ of; Keith Loupe, Todd E. Layne, University of Memphis ([email protected])

Socialization and Professional Experiences of Physical Educators Providing Strength and Conditioning Programming in K-12 Schools

Ben D. Kern¹, University of Wyoming; David Bellar^F, University of West Florida; Wesley J Wilson^F, University of Utah; Samiyah Rasheed, University of Wyoming ([email protected])

Middle School Students’ Team Cohesion Development within a Sport Education Season: A Mixed Methods Investigation

Baofu Wang¹, Western Illinois University; Senlin Chen^F, Louisiana State University ([email protected])

Influence of Occupational Socialization on Physical Education Teachers’ Career Paths

Deborah Suzanne Baxter¹, Kennesaw State University; Jamie J. Brunsdon, The University of Memphis; Matt D. Curtner-Smith^F, Byron Keith Fair II, The University of Alabama ([email protected])

Pre-Service Physical Education Teachers’ Experiences with Health-Related Fitness Self-Testing

Xiaolu Liu¹, Georgia State University; Jingwen Liu, California State University, Fullerton ([email protected])

A Review of Intervention Research on Game-Centered Approaches and Associated Students’ Outcomes

Yilin Li¹, California State University, Bakersfield; Weidong Li^F, The Ohio State University ([email protected])

“I Can Help Them Become Better Teachers, But I Can’t Help Them with edTPA”: Cooperating Teachers’ Knowledge and Experience of the Educative Teacher Performance Assessment (edTPA) in Physical and Health Education

Shelley Holden¹, Craig Parkes, University of South Alabama; Nick O’Leary, University of Wolverhampton; Jamie J. Brunsdon, The University of Memphis ([email protected])

Investigation of Preservice Teachers’ Perceptions of Teaching School Health

Xiuye Xie¹, Missouri State University ([email protected])

SEL Pedagogies in a Rural Elementary Physical Education Program

Seunghyun Baek¹, University of North Carolina at Greensboro; Ben Dyson^F, University of North Carolina, Greensboro; Justin Somers, UNCG ([email protected])

Can Physical Activity Breaks Assist Mathematics Learning? A Domain Learning Theory Perspective

Wenyi Wang¹, University of Taipei; Ang Chen^F, North Carolina-Greensboro/University of ([email protected])

Teaching Games for Understanding Research in Korea

Minji Kang¹, Youngbin Cho, Eun-Byeol Hwang, Dayea KIM, Han J. Lee, Yonsei University ([email protected])

Lessons Learned From Teaching Children With Trauma in Physical Education

Michele E. Moore¹, Sheri J. Brock^F, Vanessa Hinton, Alice M. Buchanan, Auburn University ([email protected])

Overcoming the Gender Influence on Learning in Physical Education

Chaojie Shang¹, Jihyun Song, Alexander Clayton Moss, Alireza Hosseini, Ang Chen^F, University of North Carolina at Greensboro ([email protected])

Learning in Physical Education: A Transfer of Learning Theory Perspective

Alireza Hosseini¹, Jihyun Song, Chaojie Shang, Alexander Clayton Moss, University of North Carolina at Greensboro; Ang Chen^F, University of North Carolina Greensboro ([email protected])

EALS: Identifying Korean Physical Education Teachers’ Professional Identity Formation Process

Junhyuk Park¹, University of Georgia; Euichang Choi, Seoul National University; Sanga Yun, University of Georgia ([email protected])

Concerns and Needed Support throughout Student Teaching during COVID-19 Pandemic

Jingwen Liu¹, California State University, Fullerton; Xiaolu Liu, Georgia State University; Debra Patterson, California State University, Fullerton ([email protected])

Elementary PE Teachers’ Perspectives of Socializing Agents During the Pandemic

James D. Wyant¹, West Virginia University; Edward B. Olsen, Kean University; Brooke C. Towner, Appalachian State University; Adam Keath, Charleston Southern University; Jingyang Huang, Southern Arkansas University; Wesley Robert Meeteer II, Concord University; Emi Tsuda, Lyndsay Burneisen, West Virginia University ([email protected])

Perspectives on Teacher Shortage and Retention Among K-12 Principals in Rural Areas

Yoonsin Oh¹, Saori Braun, Rece Sweere, Nick Thompson, Gabby LeClair, Brady Berg, University of Wisconsin-Eau Claire ([email protected])

Facilitation of Collaborative Practices: A Self-Study From International Teacher Educators

Carla Vidoni^F1, University of Louisville; Deniz Hunuk, Hacettepe University; Luiza Goncalves, Monash University ([email protected])

Understanding Peer Mentor-Mentee Relationships in a PETE program

Lauren Bean¹, Springfield College ([email protected])

Alternatively Certified Physical Educators’ Pedagogical Training and Professional Development

Jaehun Jung¹, Northwestern State University; Layne Case, California State University - Chico; Sam W Logan^F, Oregon State University; Joonkoo Yun^F, East Carolina University ([email protected])

Impact of a Sport Education Running Season on Cardiovascular Endurance

Zachary Wahl^F1, Northern Illinois University ([email protected])

Teachers’ Expanding Learning Experience in Taiwan: An Activity Theory Perspective

En-Hua Chan¹, Nyit-Chin Keh, Ching-Wei Chang, National Taiwan Normal University, Department of Physical Education and Sport Science ([email protected])

PE Teachers Influence on Student Fitness Levels in Hawaii

Erin E. Centeio^F1, University of Hawaii at Manoa; Alex C. Garn^F, Louisiana State University; Charles F Morgan^F, Karl Richard Hennebach, University of Hawaii at Manoa ([email protected])

Factors Influencing Content Selection Amongst High School Physical Education Teachers

Olivia J. Gillispie¹, Emi Tsuda, Eloise M. Elliott^F, West Virginia University ([email protected])

Efficacy of Need-Supportive and -Thwarting Instruction on Motivation and Performance

Taewoo Kim¹, University of Georgia ([email protected])

Washed Out or Never Washed In? A Case Study Examining Washout in Professional Socialization

Chris Mellor¹, Adelphi University; Karen L. Gaudreault^F, University of New Mexico; Kevin Richards^F, University of Illinois at Urbana-Champaign; Glenn Hushman, University of New Mexico ([email protected])

Impact of Customized Continuing Professional Development on Physical Educators’ Behavioral Capability, Self-efficacy, and Outcome Expectation for Teaching Social and Emotional Competency

Christine K Strater¹, Metropolitan State University of Denver; Ben D. Kern, Laura C Palmer, Paul Malinowski, University of Wyoming ([email protected])

Technology Professional Development for PETE Faculty: Strengths and Gaps

Jennifer M. Krause¹, University of Northern Colorado; Kason O’Neil, East Tennessee State University; Taemin Ha, Brian D. Dauenhauer, Veronica Adams, University of Northern Colorado ([email protected])

Can Standardized Sport Skill Tests Performance Transfer to Game Performance?

Yubing Wang¹, University of Wisconsin-Whitewater; Pan Li, Yaogang Han, Binn Zhang, Shanghai University of Sport ([email protected])

The Examination of Sport Faculty Students’ Soccer Content Knowledge Levels

Nergiz Erdem¹, Dumlupınar University, Institute of Social Science; Mehmet Acet, Dumlupınar University, Faculty of Sport Science; Ekrem Yasin Tabak, Karamanoğlu Mehmetbey University, Institute of Social Science ([email protected])

Validating of an Observation Tool to Assess Effective Facilitation of Adventure-Based Learning in Physical Education

James D Ressler¹, Northern Illinois University; Zach Wahl-Alexander^F, Associate Professor; Sue Sutherland^F, Ohio State University; Paul T. Stuhr^F, California State University San Marcos ([email protected])

The Impact of a Sport Education Running Season on Cardiovascular Endurance

Zach Wahl-Alexander^F1, Northern Illinois University; James Ressler, NIU ([email protected])

Student social-emotional learning competences during an afterschool physical activity program

Nolan Carey¹, Katie Juarez, Kelly L. Simonton, Aimee Gray, University of Wyoming; Victoria N. Shiver, University of New Mexico; Angela Simonton, University of Wyoming ([email protected])

The Effects of Specialized Content Knowledge Intervention on University Lecturers’ and Their PETE Students’ Content Knowledge Level

Ekrem Yasin Tabak¹, Karamanoğlu Mehmetbey University, Institute of Social Science; Erhan Devrilmez, karamanoğlu mehmetbey university; Fatih Dervent, Marmara University Faculty of Sport Sciences; Ömer Özer, Karamanoğlu Mehmetbey University ([email protected])

Physical Education Teachers’ Initial Experiences Implementing a Sport Education Unit

Sheri J. Brock^F1, Michele E. Moore, Auburn University; Nikki Hollett, University of Wisconsin-Whitewater; Peter A. Hastie^F, Alice M. Buchanan, Auburn University; Shannon Revels, Misty Spratlin, Beauregard Elementary School; Faleniko Spino, Sabrina McNeill, Thomas Pitchford, Lindsay Robert, Auburn University ([email protected])

Korean Physical Education Teacher’s Content Creating Activities on Social Media and Their Impacts on Professional Development

Geunwon Lee¹, Okseon Lee, Euichang Choi, Seoul National University ([email protected])

The Influence of Social and Emotional Learning Continuing Professional Development on Principals’ Perception of Physical Education to the School Academic Mission

Laura C Palmer¹, Ben D. Kern, Kelly L. Simonton, Alan Buss, University of Wyoming ([email protected])

Korean Traditional Dancers’ Identity Formation: Processes and Factors

Jiyun Kang¹, Yeri Hong, Euichang Choi, Okseon Lee, Seoul National University ([email protected])

1:30 PM–2:30 PM

Across the Disciplines Roundtable - Oral Session

Visual Supports for Children with ASD within Physical Education

Adam Forbes¹, University of Virginia; Joonkoo Yun^F, East Carolina University ([email protected])

Female Faculty’s Experiences in Physical Education Teacher Education: Cross-Cultural Study

Emi Tsuda¹, West Virginia University; Tomoko Ogiwara, Juntendo University; James D. Wyant, West Virginia University; Risako Murai, Wayo Women’s University; Yung-Ju Chen, Minot State University; Rio Watanabe, The Ohio State University ([email protected])

A General Physical Education Teachers’ Perception, Teaching Practices, and Needs in Inclusive Physical Education

Adriana Elise Lucero¹, Karen L. Gaudreault^F, University of New Mexico; Carolyn Hushman, The University of New Mexico; Glenn Hushman, University of New Mexico ([email protected])

Game Changers: A Participatory Action Research Pilot Project for/with Students with Disabilities in School Sport Settings

Daniel Bruce Robinson¹, St. Francis Xavier University; Joe Barrett, Brock University; Bill Walters, Saint Francis Xavier University; Sebastian Harenberg, St. Francis Xavier University ([email protected])

Cross-Gender Differences on Expectancies, Value Beliefs and Costs in Physical Education

Tyler E Smith¹, Joshua E Mickey, Tan Zhang^F, Winston-Salem State University ([email protected])

An Investigation of the Professional Socialization Phase and Grading in Physical Education

Casey Irene Hollibaugh¹, Slippery Rock University; Jackie L. Lund^F, Georgia State University ([email protected])

Examining the Lived Experience of PETE Students of Color

Ana Lisa Eberline¹, Jamie O’Conor, University of Illinois; Julia A. Valley, Northeastern Illinois University; Mara Simon, Springfield College; Emily M. Jones, Illinois State University; Kason O’Neil, East Tennessee State University ([email protected])

Working Toward a Common Goal: A Case Study Within a Universal Design for Leaning Adventure Education Class

Julia May¹, Chapel Hill, North Carolina; Gabrielle Ryan Strittmater, University of Illinois - Urbana Champaign; Jenna Starck, UW - La Crosse ([email protected])

Associations Between Perceived Competence Toward Physical Activity and Mental and Cognitive Functioning Among Young Adults

Xiaoxia Zhang¹, Centenary College of Louisiana; Xiangli Gu^F, University of Texas at Arlington ([email protected])

Understanding Students’ Cognitive and Affective Attitude and Attitudinal Structures Toward Physical Activity: A Person-Centered Approach

Yubing Wang¹, University of Wisconsin-Whitewater; Yaogang Han, Pan Li, Binn Zhang, Shanghai University of Sport ([email protected])

Physical Activity and Health Promotion Oral Session 2

Physical Educators’ Socialization and Confidence with Respect to CSPAP Implementation

Christopher B. Merica¹, University of North Carolina-Wilmington; Health and Fitness Education Program; Cate A. Egan, University of Idaho; College of Education, Health, and Human Sciences; Collin Webster, University of Birmingham Dubai; Diana Mindrila, University of West Georgia; Grace Goc Karp, University of Idaho; David R Paul, University of Idaho; College of Education, Health, and Human Sciences; Karie Lee Orendorff, Montana State University ([email protected])

A Grassroots Initiative to Engage Classroom Teachers in Physical Education Outcomes

Karie Lee Orendorff¹, Montana State University; Cate A. Egan, University of Idaho; College of Education, Health, and Human Sciences; Christopher B. Merica, University of North Carolina-Wilmington; Health and Fitness Education Program ([email protected])

Effectiveness of Online Training to Build Capacity for CSPAP Implementation

Thomas A Packebush¹, Kathy B Gunter, Oregon State University ([email protected])

Influence of Positive Youth Development Program on Children’s Physical Activity

Chris John Kinder¹, University of Illinois Urbana-Champaign; Paul Wright^F, Northern Illinois University; Kevin Richards^F, Naiman A Khan, University of Illinois at Urbana-Champaign; Kim C. Graber^F, University of Illinois Urbana-Champaign; Amelia Mays Woods, University of Illinois at Urbana-Champaign ([email protected])

Teaching and Learning Oral Session 3

Effects of Situated Game Teaching through Set Plays on Badminton Skill performances among Turkish Secondary School Students

Weidong Li^F1, The Ohio State University; Mustafa Çabıtçı, Anamur youth and sports district directorate; Erhan Devrilmez, karamanoğlu mehmetbey university; Fatih Dervent, Marmara University Faculty of Sport Sciences ([email protected])

Stakeholders’ Perceptions of Physical Education in Colorado

Xiaoping Fan¹, SUNY Cortland; Jaimie McMullen^F, University of Hawaii ([email protected])

Policies Predicting Physical Education Practices in Elementary Schools

Marissa Schulke¹, Kahyun Nam, Kylie Wilson, Pamela Hodges Kulinna^F, Allison Poulos, Arizona State University ([email protected])

A Scoping Review of Flipped Learning Research Conducted in K-12 and University Physical Education Settings

Chad M. Killian¹, University of New Hampshire; Ove Osterlie, Norwegian University of Science and Technology; Alberto Ferriz-Valero, Miguel Garcia-Jaen, University of Alicante; Julia Sargent, The Open University ([email protected])

Saturday, April 1

8:00 AM–9:00 AM

Across the Disciplines Oral Session

Academic Performance Measuring Instruments in Physical Education: A Systematic Review

Fan Zhang¹, Heather E. Erwin^F, University of Kentucky ([email protected])

Predicting Physical Activity and HRQoL for Visual Impairments and Cancer

Emily Gilbert¹, SUNY Cortland; Alex Stribing, Kean University; David F. Stodden^F, Victoria Davis, University of South Carolina; Lauren Lieberman, The College of Brockport; Collin Webster, University of Birmingham Dubai; Ali Brian^F, University of South Carolina ([email protected])

Improving Fitness Testing Data Use to Inform Physical Activity Practices

Ashleigh Johnson¹, San Diego State University; Emily Kroshus, Seattle Children’s Research Institute and University of Washington; Kiana Hafferty, Seattle Children’s Research Institute; Kirsten Senturia, University of Washington; Kimberly Garrett, Seattle Children’s Research Institute; Pooja Tandon, Seattle Children’s Research Institute and University of Washington ([email protected])

A Review on the Importance of Infant Crawling

Lingsong Kong¹, University of Massachusetts Amherst; Xiaozan Wang, East China Normal University, College of Physical Education & Health ([email protected])

Physical Activity and Health Promotion Oral Session 3

The Dissemination and Implementation of Recess During the COVID-19 Pandemic

Edward B. Olsen¹, Kean University; Emi Tsuda, James D. Wyant, West Virginia University; Ranaysia Burrell, Jessica Mukherjee, Ara McKay, Joseph Herrera, David Labrador, Kean University ([email protected])

Potential and Reality of School Recess for Combatting Overweight

David M Kahan^F1, Coastal Carolina University; Allison Ross, Arizona State University ([email protected])

The Effect of Activity Type and Social Group Size on Elementary School Children’s Physical Activity During Recess

Shu Cheng¹, KU Leuven; Kian Vanluyten, KULeuven; Jan Seghers, KU Leuven; Phillip Ward^F, The Ohio State University; Cedric Roure, University of Teacher Education; Peter Iserbyt, KU Leuven ([email protected])

Physical Activity and Cognitive Performance: Review of Systematic Reviews and Meta-Analyses

Chris John Kinder¹, University of Illinois Urbana-Champaign; Shelby A Keye, Kevin Richards^F, University of Illinois at Urbana-Champaign; Kim C. Graber^F, University of Illinois Urbana-Champaign; Amelia Mays Woods, Naiman A Khan, University of Illinois at Urbana-Champaign ([email protected])

9:15 AM–10:15 AM

Sociocultural and Social Justice Oral Session 2

Promoting intercultural competence in teacher candidates: A yearlong study

James D. Wyant¹, Emi Tsuda, Jeremy Thompson Yeats, West Virginia University ([email protected])

Did an After-school Program Improve Students’ Social Emotional Learning Skills?

Kahyun Nam¹, Pamela Hodges Kulinna^F, Omar Albaloul, Conner Acri, Regan Glock, Malak YoussefArafat, Arizona State University ([email protected])

A Gendered Space: Exploring Societal Barriers to Girls’ Physical Activity

Mijoo Kim¹, Towson University ([email protected])

Teaching and Learning Oral Session 4

Effects of Continuing Professional Development on Student and Teacher Perceptions of Social and Emotional Competencies

Ben D. Kern¹, University of Wyoming; Christine K Strater, Metropolitan State University of Denver; Laura C Palmer, Paul Malinowski, University of Wyoming ([email protected])

Teaching Social and Emotional Learning in Physical Education: A Self-Study

Donal Howley¹, Towson University; Ben Dyson^F, University of North Carolina, Greensboro; Seunghyun Baek, University of North Carolina at Greensboro ([email protected])

Exploring Physical Educators’ Efficacy Beliefs, Perceptions of Importance, and Openness for Social and Emotional Learning

Caitlin Olive¹, Adelphi University; Karen L. Gaudreault^F, University of New Mexico; Kelly L. Simonton, University of Wyoming; Michael A. Hemphill, University of North Carolina at Greensboro ([email protected])

Investigating the Perspectives of Stakeholders From a Multisite Social-Emotional Learning Physical Activity Program

Aimee Gray¹, University of Wyoming; Victoria N. Shiver, University of New Mexico; Kelly L. Simonton, Angela Simonton, University of Wyoming ([email protected])

10:30 AM–11:30 AM

Physical Activity and Health Promotion Oral Session 4

Physical Activity Mediates Associations between Sexual Orientation and Mental Health

You Fu^F1, University of Nevada, Reno; Ryan D. Burns^F, University of Utah; Nora Constantino, University of Nevada, Reno; Peng Zhang^F, East Stroudsburg University; Xavier Lopez, University of Nevada, Reno ([email protected])

Did Afterschool Program Improve Students’ Nutrition Knowledge and Eating Habits?

Kahyun Nam¹, Pamela Hodges Kulinna^F, Omar Albaloul, Conner Acri, Regan Glock, Malak YoussefArafat, Arizona State University ([email protected])

Association Between Physical Activity Behaviors and School Connectedness During COVID-19

Kelly Cornett¹, Centers for Disease Control and Prevention; Shannon Michael, CDC/Div Of Population; Sarah A. Sliwa, CDC/ORAU; Jingjing Li, Centers for Disease Control and Prevention ([email protected])

Principals’ Views on Student Mental Health and Physical Activity as a Mediator

Kacie V. Lanier¹, Georgia State University; Chad M. Killian, University of New Hampshire ([email protected])

Teaching and Learning Oral Session 5

Before-School Physical Activity Program: Experiences of PETE Facilitators and Students

Tan Leng Goh^F1, Central Connecticut State University ([email protected])

Preservice Teachers’ Knowledge Acquired From K-12 PE and Extracurricular Activities

Emi Tsuda¹, West Virginia University; Jose A Santiago, Sam Houston State University; Jim Ressler, Northern Illinois University; Bomna Ko^F, East Carolina University; Junyoung Kim, Missouri State University; Insook Kim^F, Kent State University; Peter A. Hastie^F, Auburn University; Phillip Ward^F, The Ohio State University ([email protected])

Creating and Performing Educational Gymnastics Using Computational Thinking Skills

YuChun Chen¹, Western Kentucky University; Lorraine (Lori) Jacques, University of Tampa ([email protected])

Examining PETE Students’ Beliefs, Emotions, and Identities During Student Teaching

Youngjoon Kim¹, Kevin Andrew Richards^F, University of Illinois at Urbana-Champaign; Kevin J. Mercier^F, Adelphi University; Kelly L. Simonton, University of Wyoming; Karen L. Gaudreault^F, University of New Mexico ([email protected])

Adapted Physical Education/Activity

Cathy McKay^F, James Madison University

• Jihoun An, East Carolina University

• Layne Case, California State University, Chico

• Weiyun Chen^F, University of Michigan

• Andrew Colombo-Dougovito^F, University of North Texas

• Justin Haegele^F, Old Dominion University

• T Nicole Kirk, University of Georgia

• Jihyun Lee^F, San Jose State University

• Adam Pennell, Pepperdine University

• E. Andrew Pitchford, Iowa State University

• Myung Ha “Mason” Sur, University of South Carolina

• Joonkoo Yun^F, East Carolina University

Measurement and Evaluation

Zan Gao^F, University of Minnesota

• Yang Bai, University of Utah

• Tiago Barreira^F, Syracuse University

• Ryan Burns^F, University of Utah

• You Fu^F, University of Nevada, Reno

• Yong Gao^F, Boise State University

• Xiangli Gu^F, University of Texas at Arlington

• Minsoo Kang^F, The University of Mississippi

• Youngdeok Kim^F, Virginia Commonwealth University

• Eddie T.C. Lam^F, Cleveland State University

• Yuanlong Liu^F, Western Michigan University

• DJ McDonough, University of Minnesota

• Tao Zhang^F, University of North Texas

• Weimo Zhu^F, University of Illinois at Urbana-Champaign

Motivation and Psychology

Yubing Wang, UW-Whitewater

• Senlin Chen^F, Louisiana State University

• Anqi Deng, University of South Carolina

• Bo Shen^F, Wayne State University

• Kelly Simonton, University of Wyoming

• Tristan Wallhead^F, University of Wyoming

• Ping Xiang^F, Texas A&M University

• Tan Zhang^F, Winston-Salem State University

• Xiaoxia Zhang, Centenary College of Louisiana

Motor Behavior

Kip Webster, Augusta University

• Nancy Getchell^F, University of Delaware

• Ryan Hulteen, Louisiana State University

• Jerraco Johnson, University of North Texas

• Sally Miedema, University of South Carolina

• Kara Palmer, University of Michigan

• Adam Pennell, Pepperdine University

• Andrew Pitchford, Iowa State University

• Deborah Shapiro, Georgia State University

Physical Activity and Health Promotion

Brian Dauenhauer, University of Northern ColoradoPeter Stoepker, University of West Georgia

• Catherine Abel-Berei, Southern Connecticut State University

• Veronica Adams, University of Northern Colorado

• Jared Androzzi, Winthrop University

• Megan Babkes Stellino^F, University of Northern Colorado

• Zack Beddoes, Brigham Young University

• Aaron Beighle, University of Kentucky

• Timothy Brusseau^F, University of Utah

• Ryan Burns^F, University of Utah

• Darla Castelli^F, The University of Texas at Austin

• Senlin Chen^F, Louisiana State University

• Dannon Cox, University of Northern Colorado

• Cate Egan, University of Idaho

• Eloise Elliott^F, West Virginia University

• Heather Erwin^F, University of Kentucky

• Xiaoping Fan, SUNY Cortland

• Tan Leng Goh^F, Central Connecticut State University

• Taemin Ha, University of Northern Colorado

• Emily Jones, Illinois State University

• Robert Knipe, Southern Connecticut State University

• Jennifer Krause, University of Northern Colorado

• Kent Lorenz, San Francisco State University

• Jaimie McMullen^F, University of Hawai′i at Manoa

• Justin Montney, Kansas State University

• Jongho (Charlie) Moon, University of South Carolina

• Brian Mosier, University of West Georgia

• Shannon Mulhearn, Arizona State University

• Lisa Paulson, University of Northern Colorado

• Christopher Pfledderer, University of Southern Carolina

• Ann Pulling Kuhn, University of Maryland

• Ryan Sacko, The Citadel

• Suzan Smith-Ayers^F, Western Michigan University

• Aspen Streetman, Kansas State University

• Michalis Stylianou, University of Queensland

• Lauren von Klinngraeff, University of South Carolina

• Robert Weaver, University of South Carolina

• Collin Webster, University of South Carolina

Sociocultural and Social Justice

Michael Hemphill, University of North Carolina GreensboroPaul Wright^F, University of Northern Illinois

• Korey Boyd, Springfield College

• Erin Centeio^F, The University of Hawai′i at Manoa

• Brian Culp, Kennesaw State University

• Sara Flory^F, University of South Florida

• Kathy Gill^F, William Paterson University

• Charles Huang, Wayland Baptist University

• Dillion Landi, Strathclyde University

• Jingwen Liu, California State University, Fullerton

• Carla Luguetti, Victoria University (Melbourne, AUS)

• Risto Marttinen^F, George Mason University

• Oscar Nunez Enriquez, Universidad Autonoma de Chihuahua (Autonomous University of Chihuahua)

• Jared Russell^F, Auburn University

• Carrie Safron, Manhattanville College

• Mara Simon, Springfield College

• Sharon Stoll^F, University of Idaho

• Jennifer Walton-Fisette^F, Kent State University

• Zi Yan^F, Merrimack College

• Nancy Zeng, University of Minnesota

• Peng Zhang^F, East Stroudsburg University

• James Zhang^F, University of Georgia

Sport and Coaching

Jody Langdon, Georgia Southern University

• Megan Buning, Florida State University

• Lori Gano-Overway^F, James Madison University

• Clayton Kuklick, University of Denver

• Charles (Hal) Wilson, Georgia Southern University

• Jeff Wuorinen, Northern Michigan University

• Liz Wuorinen, Northern Michigan University

Teaching and Learning

Erin Centeio^F, The University of Hawai′i at ManoaKevin Mercier^F, Adelphi University

• Aaron Beighle, University of Kentucky

• Korey Boyd, Springfield College

• Jamie Brunsdon, University of Memphis

• Matthew Curtner-Smith^F, University of Alabama

• Heather Erwin^F, University of Kentucky

• Xiaoping Fan, SUNY Cortland

• Sara Flory^F, University of South Florida

• Jean Helm-Allen, University of North Alabama

• Peter Iserbyt, KU Leuven

• Jayne Jenkins^F, University of Wyoming

• Jinhong Jung, North Carolina Central University

• Ben Kern, University of Wyoming

• Insook Kim^F, Kent State University

• Chris Kinder, University of Illinois

• Pamela Kulinna^F, Arizona State University

• Tanjian Liang, Central Washington University

• Bryan McCullick^F, University of Georgia

• Kelsey McEntyre, University of West Georgia

• Hayley McKown, University of Idaho

• Chris Mellor, Adelphi University

• Caitlin Olive, Adelphi University

• Kason O’Neil, East Tennessee State University

• Erica Pratt, Shrewsbury Public Schools

• Victor Ramsey, City University of New York College

• James Ressler, Northern Illinois University

• Jesse Rhoades, University of North Dakota

• Kevin Richards^F, University of Illinois at Urbana-Champaign

• Paul Rukavina^F, Adelphi University

• Jose Santiago, Sam Houston State University

• Ben Schwamberger, Minnesota State University – Mankato

• Elizabeth Sharp, Colorado Mesa University

• Kelly Simonton, University of Wisconsin – La Crosse

• Suzan Smith-Ayers^F, Western Michigan University

• Jenna Starck, University of Wisconsin – La Crosse

• Haichun Sun^F, University of South Florida

• Allison Tsuchida, University of Hawai′i at Manoa

• Julia Valley, Northeastern Illinois University

• Carla Vidoni^F, University of Louisville

• Zach Wahl-Alexander^F, Northern Illinois University

• Nick Washburn, Western Washington University

• Paul Wright^F, Northern Illinois University

Wednesday, March 29, 2023, 3:15 PM–4:15 PM

Developing Effective Teaching in Physical Education Through Practice-Based Teacher Education

Category: Teaching and Learning

Symposium Description: The disconnect between what preservice teachers learn in teacher education programs and what they face in classrooms has been a longstanding issue (Darling-Hammond, 2021). Practice-based teacher education (PBTE) is a framework that aims to bridge this gap. İn physical education, Ward and colleagues conceptualized PBTE at the macro (curriculum) and micro (pedagogy) levels. This symposium will present the findings of four research studies that adopted PBTE in physical education teacher education programs.

Extended Description: The disconnect between what preservice teachers learn in teacher education programs and what they face in classrooms has been a longstanding issue (Darling-Hammond, 2021). Practice-based teacher education (PBTE) is a framework that aims to bridge this gap. İn physical education, Ward and colleagues conceptualized PBTE at the macro (curriculum) and micro (pedagogy) levels. This symposium will present the findings of four research studies that adopted PBTE in physical education teacher education programs.

Presenting Author: Emi Tsuda

[email protected]

A Research Summary of Preservice Teachers’ Adaptive Competence in Teaching

Xiuye Xie¹, Missouri State University; Phillip Ward^F, The Ohio State University

Developing Adaptive Competence in Planning Lessons Through Repeated Teaching

Toon Dehandschutter¹, KU Leuven; Hans van der Mars^F, Arizona State University; Phillip Ward^F, The Ohio State University; Peter Iserbyt, KU Leuvenven

Developing Preservice Teacher Teaching Adaptability Using Practice-Based Teacher Education

Kyuil Cho¹, West Virginia University; Phillip Ward^F, The Ohio State University; Emi Tsuda, West Virginia University

Faculty Perspectives Using Practice-Based Teacher Education

Insook Kim^F1, Kent State University; José A. Santiago, Sam Houston State University; Bomna Ko^F, East Carolina University; Erhan Devrilmez, karamanoğlu mehmetbey university; Fatih Dervent, Marmara University Faculty of Sport Sciences; Peter Iserbyt, KU Leuvenven; Emi Tsuda, West Virginia University; Xiuye Xie, Missouri State University; Phillip Ward^F, The Ohio State University

Thursday, March 30, 2023, 3:15 PM–4:15 PM

Assessing Preschoolers’ Physical Activities: Progresses Made and to Be Made

Category: Measurement and Evaluation

Symposium Description: Health scientists and practitioners have long believed that regular physical activity is essential to maintain good health. So it is not surprising that for a very long time, individual health professionals and health organizations have been making recommendations regarding the types and amounts of physical activity needed for health and fitness.

Extended Description: Physical activities (PA) guidelines have recommended that preschoolers should actively engaged in PA most of the day. Efforts were also made to develop valid and reliable tools to assess preschoolers’ PA participation. Yet, many challenges remained. After providing a review of the progress made and challenges remaining, a new effort to develop a preschool-specific PA assessment system will be introduced.

Presenting Author: Weimo Zhu

[email protected]

Assessing Preschoolers’ Physical Activities: An Overview

Weimo Zhu^F1, UIUC

Challenges and Solutions of Objective Measures of Physical Activity in Preschool Children

Xiong Qin¹, School of Sports Engineering, Beijing Sport University

“PreActi”: Development and Validation of a Physical Activity Assessment and Management System for Preschoolers

Han Li¹, ShangHai ZhiYu Edu Tech Co., Ltd.

Adapted Physical Education/Activity

Game Changers: A Participatory Action Research Pilot Project for/With Students With Disabilities in School Sport Settings

Daniel Bruce Robinson¹, St. Francis Xavier University; Joe Barrett, Brock University; Bill Walters, Saint Francis Xavier University; Sebastian Harenberg, St. Francis Xavier University

([email protected])

Background/Purpose: Recognizing the need for continued attention and action in school sport for students with disabilities, we recently developed and piloted Game Changers—a participatory action research (PAR) pilot project. Together, students with various disabilities (i.e., student-participants), their teachers (i.e., champion-participants), university researchers (i.e., researcher-participants), and various community partners engaged in the Game Changers project with three idealized goals: a) to bring to the fore inclusive sport opportunities for all students; b) to provide an empowering opportunity for students with disabilities to participate, make choices, and act as leaders in the development of sport programming; and c) to engage youth with disabilities in sport as participants, leaders, mentors, and role models.

Method: The PAR’s first cycle had six stages, occurring over a period of just under one year. First, partners completed a participant and environmental scan before developing a framework for the Game Changers program. This framework development informed the construction of a one-day participant workshop, built upon principles of human-centred design (HCD). The goal of the workshop was to provide students with the knowledge and tools needed to create a school-based sport program that suited their needs and aligned with their interests.

Before participating in this one-day participant workshop and HCD exercise, data were collected from student-participants and champion-participants before the full implementation of the Game Changers program. They then did the same after Game Changers sport opportunities were complete. Lastly, the final stage included dissemination and refinement efforts. These efforts informed a subsequent cycle with additional participants in a new location.

The four data sources included the following: pre- and post-program survey for student-participants, pre- and post-program focus group interviews for student-participants, pre- and post-program focus group interviews for champion-participants, and school/sport observations.

Analysis/Results: Data from the surveys were analyzed through basic descriptive statistics. Data from the focus group transcripts were analyzed through an inductive process whereby the initial data were narrowed down to important groups from which participants’ perspectives and experiences could be derived. By coding and categorizing the data, dominant themes emerged, allowing for analysis and interpretation. Observational data were collected by passive observers who recorded descriptive and reflective field notes; these were transcribed into observation protocols and, again, these observational data were analyzed by searching for similarities, differences, recurring ideas, clustering, patterns, and relationships in the responses.

Conclusions: Before Game Changers, students had limited school sport experiences and faced specific barriers to participation; at the same time, they wished for opportunities. Students enjoyed the Game Changers sport opportunities though without continued champion (and financial) support, such opportunities will likely be lost. Other students and teachers in the schools also benefitted, as they became more aware of the gains to be found when involving students with disabilities in sport experiences. Future iteration of Game Changers will need to be responsive to these and other findings. Accordingly, these sites and others might consider offering inclusive (adapted) physical education classes, intramural Unified Sport, and/or Sport Education as a physical education model for sport participation.

A General Physical Education Teachers’ Perception, Teaching Practices, and Needs in Inclusive Physical Education

Adriana Elise Lucero¹, Karen L. Gaudreault^F, University of New Mexico; Carolyn Hushman, The University of New Mexico; Glenn Hushman, University of New Mexico

([email protected])

Background/Purpose: In the United States, over 90% of students with disabilities are enrolled in the general classroom (Block & Obrusnikova, 2007; Koh, 2018). The perceptions, teaching practices, learning, and needs of PE teachers are important to understand as beliefs influence teaching quality inclusive PE to all students in teachers’ early careers (Stewart & Shade, 2001; Hodge, et al., 2009), and schools offering inclusive physical education courses are shown to have positive impressions on students’ and teachers’ attitudes towards individuals with disabilities (Obrusnikova et al., 2010). The purpose of this study study was to examine one in-service general PE (GPE) teacher’s perceptions, teaching practices, and needs regarding inclusion when teaching students with disabilities in GPE.

Method: Freeman & Neimser’s (2001) Central Tasks for Learning to Teach (CTLT) provided the theoretical framework for this single case study. One novice GPE teacher in a large urban area in the southwest United States participated in the study. Data sources included individual semi-structured interviews, observations and a field note journal, and participant journal entries.

Analysis/Results: Data were analyzed inductively following Merriam & Tisdell (2016) four stage process. Trustworthiness was established by the use of multiple data sources, member checking, audit trail, and peer debriefing. Analysis revealed that four themes explained the physical educators’ perceptions of teaching students with disabilities within the GPE classroom: 1) the significance of APE coursework in the PETE program, 2) field experiences and extensive authentic teaching experiences, 3) theoretical knowledge, and 4) professional engagement outside of the gym and classroom.

Conclusions: Findings indicate support existing literature demonstrating the overwhelming significance of APE coursework within PETE programming in order to properly prepare PSTs to deliver inclusive PE within GPE and meet the needs of students with disabilities. Specifically, our study seems to indicate that cognitive and theoretical knowledge of different disabilities provides critical information needed for PSTs and in-service teachers to provide developmentally appropriate modifications and differentiation to students.

Can Learner Motivation Change Positively? An Expectancy-Value Perspective

Jihyun Song¹, Chaojie Shang, Alireza Hosseini, Alexander Clayton Moss, Ang Chen^F1, University of North Carolina at Greensboro

([email protected])

Background/Purpose: Student motivation declines overtime with age increase. The decline has been observed across grade levels and across school subjects (Jacobs et al., 2002; Lepper et al., 2005). Jacobs et al. (2002) documented the decline specifically with the expectancy belief-task value motivation (EBTV) over a period of 10 years and highlighted that the content specificity nature of the motivation as associated with specific knowledge/learning domains and settings (Chen et al., 2008; Eccles & Wigfield, 1995; Shen et al., 2008). The purpose of the study was to determine the extent to which a concept-based physical education curriculum changed learner motivation as specified by the EBTV theory.

Method: A one-group pretest-posttest design was used in this study. EBTV motivation data were collected from 9th grade students (n=335, 49.4% boys and 50.6% girls) from five randomly selected high schools that were participating a large-scale, longitudinal physical education curriculum intervention study in a southeastern state of the U.S. The concept-based physical education curriculum has two units: the first includes 10 lessons focusing on essential knowledge of nutrition and exercises needed for caloric balanced living and the second unit has 10 lessons about behavior for balanced living. Learner EBTV motivation was measured at the beginning (Time 1), middle (Time 2), and end of the curriculum intervention (Time 3). The data were collected by asking the students to respond to the 11 item EBTV motivation scale (Eccles & Wigfield, 1995) adapted for physical education (Xiang et al, 2003).

Analysis/Results: The students’ responses were reduced into the Expectancy Beliefs, Attainment Value, Intrinsic Value, and Utility Value dimensions per the Scale’s specifications. The data were then analyzed using a repeated measures MANOVA to address the research question. The results revealed that the students’ expectancy beliefs increased (M=2.20, SD=0.07 at T1 to M=2.25, SD=0.70 at T2 and M=2.34, SD=0.71 at T3, F _{2, 668}=6.99; p < 0.001). Their attainment value, however, wavered from M= 2.89, SD=0.98 at T1 to M=3.64, SD=0.65 at T2 to M=3.18, SD=1.05 at T3, F _2,668=80.29; p< 0.001. No statistically significant changes were observed with the intrinsic value (M=3.05, SD=0.35 at T1 to M=3.05, SD=0.32 at T2 and M=3.00, SD=0.41 at T3, F _{2, 668}=1.65; p = 0.193) and utility value (M=2.86, SD=0.91 at T1 to M=2.96, SD=0.97 at T2 and M=2.98, SD=0.98 at T3, F _{2, 668}=2.52; p = 0.086).

Conclusions: The findings of the study indicated a concept-based physical education curriculum helped foster EBTV motivation or at least kept the intrinsic value and the utility value throughout learning. The wavered findings of the attainment value change at T2 and T3 may suggest that specific contents in unit 1 and 2 influence the motivation change. Learning nutrition and exercises (unit 1) might contribute more to improving the attainment value than learning behavior (unit 2). In summary, the findings may imply the phenomenon of content specificity (Bong, 2001).

Experiences of Students With Special Needs and Disabilities (SEND) in a Student-Designed Games (SDG) Unit

Mauro H. André¹, Western Michigan University; Peter A. Hastie^F, Auburn University

([email protected])

Background/Purpose: In the United Kingdom, the school system is divided between mainstream schools (traditional K-12) and special schools. Special schools are designed to receive students with special needs between the ages of 2 and 25. The present study analyzed the implementation of a student-designed games (SDG) unit in physical education (PE) classes in a special school in the north of England.

Method: The intervention was implemented in a special school with 154 students divided in 14 different groups. Students in this school were divided according to their age and disability. The participants in this study were 11 (8 male) ranging from 16 to 19 years old. While the students’ disabilities were not disclosed by the school, they were considered the most advanced students in the school (regarding their cognitive development). Indeed, four of these students were graduating and they were all enrolled in community colleges for the upcoming year. The SDG unit presented 5 lessons that included: i) the introduction four categories of games (Target, Invasion, Net/Wall and Striking and Fielding), ii) the introduction of a simplified version of leading questions for game design; iii) group game design; iv) students’ presenting and playing each other’s games. The study followed an interpretivist paradigm in which sought to describe and analyze the main pedagogical considerations, students’ engagement and potential learning outcomes. The study included three methods of data collection: i) lesson plans; ii) daily journal; iii) post-intervention interviews with SEND teachers. Denzin and Lincoln (1994) systematic process of inductive analysis were used to filter the data from the three sources.

Analysis/Results: Four themes were generated from the study. First, students’ overall engagement and enjoyment of the SDG unit was higher than regular PE classes. Second, the process of game design showed to be a challenge while presenting leading questions in an open-questions format. Third, SEND teachers considered the SDG appropriate for this population, but a longer unit would be desirable. Forth, students’ affective domain learning was reported as the greatest potential as students showed a progress in their communication and negotiation skills in a very short period. Specific pedagogical considerations showed to be the main challenge that need further attention in future studies as group work and game design required much alteration from its initial plan.

Conclusions: Despite the pedagogical challenges, students reported similar outcomes of students who experienced SDG in mainstream schools, including a higher appreciation for PE (André & Hastie, 2020) and the potential of learning outcomes related to the affective domain (Vidoni & André, 2017).

Exploring the Lived Experiences of Adults With Cerebral Palsy in Integrated Physical Education

T Nicole Kirk¹, University of Georgia

([email protected])

Background/Purpose: According to the US Department of Education, most disabled students are educated in “fully inclusive” settings. Physical education (PE) classrooms are one of the most common settings of such “inclusion.” While the movement away from self-contained settings has been presented as progress, research suggests that disabled students are at risk for discrimination, reduced access to appropriate curricula and supports, and social isolation within “fully-inclusive” educational settings. Overall, the body of literature surrounding the perspectives of disabled students about integrated PE settings remains scarce. Research among visually impaired students has become an exemplar in this area inquiry because of the magnitude of studies focusing on this population in the past five years. Unfortunately, however, this body of work generally reflects experiences of lack of access, exclusion from activity, and alienation from disabled and nondisabled peers in integrated PE settings. While these accounts are foundational to our understanding of inclusion experienced in integrated PE, disability is not monolithic. The perspectives of individuals who experience other types of disabilities must be heard to understand the phenomenon of inclusion in integrated PE more broadly. In PE settings, issues of inclusion may be particularly salient among individuals whose disabilities impact neuromotor function, such as persons with cerebral palsy (CP). Therefore, the purpose of this study was to examine the experiences of individuals with CP in integrated PE.

Method: This qualitative study used an interpretivist paradigm with the assumptions of relativist ontology and subjective epistemology. Within this interpretivist paradigm, this inquiry was further situated within a qualitative descriptive approach. Participants in this study were 11 adults (aged 24-40; nine women and two men) with CP who were educated primarily in public schools in the United States. All participants completed a spoken (i.e., Zoom-based) or written (i.e., email-based) interview regarding their experiences in K-12 PE.

Analysis/Results: Following data collection, data were transcribed and analyzed thematically using a five-step process including data immersion, coding, grouping, reviewing, and finalization. Finalized themes were presented as findings. The data analysis yielded three interrelated themes. The first theme, “I had a giant spotlight on me, pointing out my differences” pertained to feeling highlighted and othered in integrated PE. The second theme, “I needed to project that I was more capable than I was” centered on feelings of internalized ableism and perceived pressure to appear more “able,” sometimes at the expense of their physical well-being. Finally in the third theme, “’do these people actually like me, or do they just feel sorry for me?’” participants discussed their interpersonal experiences in the PE classroom.

Conclusions: Findings of this study indicate that students with CP generally reported otherness, exclusion, interpersonal difficulties, and a dearth of meaningful accommodations during their time in K-12 PE. However, this study is not without its limitations. Most participants herein were cognitively typical and ambulatory during their K-12 years, which does not reflect the full presentation of CP. Thus, additional research is needed to investigate potential differences in PE experiences across the range of functional presentations of CP.

Impact of a Disability Sport Unit on Competence and Attitudes of Preservice Teachers Toward People With Disabilities

Wellington A De Luna¹, Georgia State University

([email protected])

Background/Purpose: Teacher and student related factors and curriculum considerations may be challenges that influence attitudes and inclusion of students with disabilities in General Physical Education (GPE) (Reina et al., 2021). The purpose of this study was to analyze the impact of a disability sport unit on competence and attitudes of preservice teachers towards people with disabilities.

Method: A total of 13 pre-service teachers (male = 9, female = 4) in a physical education (PE) class participated in the study. This study used a mixed method design and was situated by the Theory of planned behavior (TPB). Data were collected from pre- and post-surveys, which included a pre-and post-agreement five-point Likert scale, and a semi-structured interview.

Analysis/Results: Participants actively engaged on a wheelchair handball unit through the lens of the Tactical Games Model (TGM) to look at factors on pre-service teachers that influence attitudes towards adding disability sport into GPE. Integrating units on disability sport into the GPE curriculum has been found to be effective for improving teacher competence, raising diversity awareness, decreasing teacher and student discomfort in interacting with persons with disabilities thereby strengthening a culture of positive attitudes and increasing inclusion of students with disabilities in GPE (McKay & Park, 2019).

Conclusions: Students with disabilities can be more likely to take part in GPE if teachers have more skills and knowledge about disability sports and people with disabilities, and if students without disabilities have a positive attitude and accept their peers with disabilities. Instructional materials and models that have been used for a long time and are backed by research and organization can help teachers reach the goals of general physical education (GPE) and make sure that students with disabilities are included. Implementing a disability sport unit will give students with and without disabilities the chance to work together toward a common goal. This will raise awareness of disability and help students with and without disabilities understand and accept each other’s unique traits and sports skills.

Impact of Sport Engagement and Social Support on Health-Related Quality of Life of Youth Athletes With Physical Disabilities

Myung Ha Sur¹, University of South Carolina; Deborah Shapiro, Georgia State University

([email protected])

Background/Purpose: Health-related quality of life (HRQOL) is a multidimensional concept including domains of physical, mental, emotional, and social functioning focusing on the impact of health status on quality of life. Sport engagement and social support from significant others can positively influence the HRQOL of youth athletes with physical disabilities. Examination of the relationships between sport engagement, social support, and HRQOL and the predicting effect of sport engagement and social support on HRQOL is necessary to understand how best to design programs and interventions that promote positive sport experience with appropriate support to contribute to improved HRQOL of youth athletes with physical disabilities. Grounded in the HRQOL model, the purpose of the dissertation is to a) examine the relationships among athlete engagement, social support, and HRQOL, and (b) examine the predicting effect of athlete engagement and social support on HRQOL of youth with physical disabilities A secondary focus of analysis will be descriptively analyzing the major types of social support from different social agents toward sport engagement and HRQOL.

Method: A total of 68 youth with physical disabilities completed a survey asking about their sport engagement, perceived social support, and HRQOL. The survey was completed one time before or after a sport practice and took approximately 20-30 minutes to complete.

Analysis/Results: Correlation analysis was used to examine the relationships among measured variables. Multiple linear regression was used to examine the impact of sport engagement and social support on HRQOL. Descriptive analysis was used to examine who provides the most social support. Sport engagement, social support, and HRQOL of youth athletes with physical disabilities were statistically related to each other. In correlation analyses of subdomains of each variable, consistent and inconsistent findings were reported compared to previous literature. Social support significantly predicted HRQOL while sport engagement did not. Descriptive analysis and frequency counts showed that parents were the primary support providers for all types of social support, coaches were the second, and peers were the third most important support providers.

Conclusions: Youth athletes with physical disabilities seems to have positive perception on their sport engagement, social support provided by significant others, and HRQOL. Confidence in sport involvement can be a component positively related to HRQOL. The positive relationship between social support and HRQOL shows the importance of social support through sport context, especially from parents.

Improving Teaching Attitudes to Include Students With Physical Disabilities

Aubrey Hope Shaw¹, Sharon Kay Stoll^F, University of Idaho; Jennifer M Beller, St. Mary’s Parish School

([email protected])

Background/Purpose: Research states students with physical disabilities are excluded from physical education with two main reasons for exclusion being teacher attitudes and school resources. Researchers argue attitudes only change through education and direct experience with this specific population in the physical education setting. Moral reasoning researchers argue that writing and reflection improves attitudes and perspectives. The purpose of this research was to affect attitudes of pre-service teachers to include students with physical disabilities in physical education through a reflective perspective-taking six lesson online intervention curriculum.

Method: Participants were 44 preservice students in three different physical education preparation programs. The intervention curriculum included scenarios, videos, discussion format, and 48 first through third-ordered questions requiring written answers. Participants answered 34 first order reasoning questions (What was your initial reaction? Is this an exclusionary practice, and why?) Participants answered nine, second ordered reasoning questions focused on reflection (Explain how you would apply this concept). Five third order reasoning questions asked participants to reflect on their earlier answers and develop an answer to a complex, thoughtful question. Research in cognitive development argues that 1) the type of questions, 2) the quantity of the answer as measured by written response length, and 3) the quality of responses plays a role in attitudinal growth. Data was analyzed using percentage of line increase in writing over the intervention and correlations between level of difficulty and number of lines written.

Analysis/Results: Because of the different number of questions in each order, five questions were randomly sampled from first and second order to compare with the five third order questions. Participants wrote 1164 lines for first order. The average number of lines were 26.45. Participants wrote 1385 lines in second order. The average number of lines in second order was 31.47, an increase of 25%. The total number of lines written for third order was 1717 lines with an average of 39.02, an increase of 50%. In general. quality of response also improved from first to third order where participants applied inclusive language. For example, the participants viewed a clip of a child in a wheelchair being physically moved by an adult in a grocery line. In three sentences explain your initial reaction if someone physically moved you to get ahead in line. Participant one: “My initial reaction would likely be of shock, and then I would quickly move to anger. It would be incredibly frustrating to be made to feel as an object rather than a person”. A significant positive correlation (p<.01) was found between the coded question difficulty and the number of lines answered (r = .344 -.613; r² = 12 - .38). Level of difficulty accounted for between 12% - 38% of the lines written. As the difficulty of questions increased, so did the number of written lines.

Conclusions: Participants consistently stated that reflection made a difference and they felt prepared to include students with physical disabilities in their classes. To change attitudes, pre-service teachers may benefit from a reflective curriculum using higher ordered reasoning protocols.

Investigating the Needs of Aspiring Fitness Instructors With Intellectual and Developmental Disabilities

Jennifer Beamer¹, Joseline Raja, Oregon State University; Willie C Leung, University of Tampa

([email protected])

Background/Purpose: The benefits of physical activity (PA) on human function and performance have been well documented (Barenberg et al., 2011; Johnson, 2009; Pellegrini & Smith, 1998; Warburton et al., 2006). However, adults with intellectual and developmental disabilities (IDD) are significantly less likely to engage in regular PA compared to people without disabilities. One major barrier to being active, is the dearth of fitness instructors who are trained in working with people with IDD. Additionally, fitness instructors with visible disabilities are limited, including fitness instructors with IDD. To date, there are no training or educational opportunities specific to people with IDD that aspire to become fitness instructors. This likely limits the engagement of the community in physical activity as a whole, especially those with IDD. Therefore, the purpose of this study was to assess the needs of individuals with IDD in order to develop training modules that will help prepare them to become fitness instructors.

Method: Driven by the principles of community-based participatory research (CBPR), this project was advised by community collaborators who identify as having an IDD. Our community collaborators engaged in research question and method development as well as advised on appropriate language for our focus group questions. The community collaborators also co-led the focus group discussions alongside the primary investigators. Three mutually exclusive focus groups were held with (i) individuals with IDD, (ii) support personnel/caregivers for individuals with IDD, and (iii) fitness instructors and hiring managers. As a part of the larger discussion, participants were asked about the supports needed by adults with IDD to become fitness instructors. A thematic analysis was conducted from the focus group transcripts.

Analysis/Results: Major themes that were identified emphasized instructor characteristics such as ability to ‘command the room’ and show confidence when leading a group in exercise activity. Additionally, the modality of the training modules (online vs. in-person training) and experiential learning opportunities showed to be a prominent theme, with in-person being favored. Other themes included supports that the trainees would need to teach and engage in fitness classes (i.e. communication support and physical supports), as well as consumer expectations.

Conclusions: Based on these results, the next steps include the development of a training module with these needs taken into account. It appears that some key components of the training should include acclimating the prospective fitness instructors in a fitness teaching setting via a co-teaching modality at first, allowing them to gain exposure and opportunity to build characteristic traits of quality instructors. Further research should take into account specific kinds of training or specific settings where individuals might teach (i.e. yoga, dance, strength training).

Paralympic Skill Lab and Inclusive Recreation: Four-Years of Attitude Change Data

Cathy McKay^F1, James Madison University; Xihe Zhu^F, Justin A. Haegele^F, Old Dominion University

([email protected])

Background/Purpose: The purpose of this study was to determine the impact of participation in a Paralympic Skill Lab (PSL) on the attitudes of college students toward the inclusion of individuals with disabilities in lifetime fitness and sport activities. The PSL framework utilizes the published Paralympic School Day curriculum, with differentiation for college learners, from four-years of combined data.

Method: The data were obtained from 680 college students (59% female) in course sections that had been assigned to documentary only (n = 147), PSL (n = 333), and control (n = 200) groups randomly. The documentary only group watched a wheelchair basketball documentary; the documentary plus PSL group watched the documentary and attended a Parasport skill lab where they learned and practiced wheelchair basketball, sitting volleyball, and goalball; and the control group did not take part in either intervention. All students completed pre and post measures of the Collegian Attitudes Toward Inclusive Campus Recreation Scale (CAICR), derived from the Children’s Attitude Toward Inclusive Physical Education Scale, and the Adjective Checklist (ACL). Data were analyzed using analyses of co-variance (ANCOVA) with repeated measures (pre and post), adjusted for participant gender.

Analysis/Results: Results from the repeated measure ANCOVA showed that overall, the participants improved their CAICR scores over time, F(1, 676)=7.67, Pillai’s λ = .01, p<.01, η² = .011, CAICR_pre = 31.96, CAICR_post = 33.83. However, there is no significant group*measure interaction, suggesting no clear evidence on group superiority, F(2, 676) = .02, λ = .03, p = .33. The results showed no significant change over time for ACL, F(1,676) = .98, Pillai’s λ = .001, p = .32, and there was a significant group*measure interaction, F (2, 676) = .02, λ = .03, p < .01, η² = .03, favoring the PSL over the documentary only group, but not over the control group. The results showed that while the overall ACL scores remained stable over time, there was a significant difference between PSL (26.33-27.27) and document only group (24.82-26.23) in the posttest measure.

Conclusions: The results of this study support the effectiveness of a PSL experience on changing attitudes towards the inclusion of individuals with disabilities in inclusive lifetime sport and fitness. While there was significant improvement over time for marginal means for attitudes toward inclusive recreation, there was no significant difference among the groups in CAICR, suggesting that any experiences with these exposures would likely help improve attitudes. Overall, the PSL experience did seem to positively impact the participant’s ACL score, compared to the documentary only group; but did not show significant higher scores over the control group.

Parental Support and Concerns About Physical Activities of Their Children With Autism Spectrum Disorder During COVID-19

Jihyun Lee^F1, San Jose State University; Hyok Ju Maeng, Georgia State University; Hannah Yang, Baekseok University; Seung Ho Chang, San Jose State University

([email protected])

Background/Purpose: Parental support is one of the intertwining factors that affect physical activity (PA) in children with autism spectrum disorder (ASD). With multiple regulations due to COVID-19 that have posed many challenges for people participating in their usual social activities, including PA, there is a need to examine parent concerns about and support behaviors for PA of children with ASD.

Method: Parents (n = 253) of children with ASD in South Korea aged 10–17 years old completed an online survey that queried their children’s demographic information, parent PA support behaviors before and during the pandemic, parent and child PA, COVID-19 concerns about their children’s PA participation, and the perceived importance of their children’s PA.

Analysis/Results: Pearson correlation analysis was conducted to test for correlations between the variables. Independent samples t tests assessed significant differences in parents’ support behaviors before and during the pandemic. The results showed that parents’ COVID-19 concerns about their children participating in PA significantly correlated to the severity of their children’s ASD (r =. 143, p < .023).Parents with higher general safety concerns about their children’s PA participation tended to report greater COVID-related concerns about their children PA participation (r = .447, p < .001). Higher COVID-19 concerns among parents negatively correlated with their children’s PA. Parents’ PA support behaviors showed a significant reduction during the pandemic compared to before the pandemic (p < .001).

Conclusions: The findings suggest parents of children with ASD may perceived higher safety concerns about their children’s PA participation during COVID-19 and this could negatively affect their children’s PA due to reduced parents’ PA support. it is important to provide parents of children with ASD with information on safe PA participation and resources to promote their children’s PA during the pandemic.

Physical Activity Levels of Children With and Without Disabilities With Fitness Awards

Nicole Fiscella¹, Oregon State University; Willie C Leung, University of Tampa

([email protected])

Background/Purpose: School-based fitness testing programs, such as Fitnessgram and Presidential Challenges, are common programs in the physical education curriculum to promote physical activity among school-aged children. Advocacy around including children with disabilities in such programs has begun as participating in these programs promots inclusiveness and physical activity engagement among students with and without disabilities. However, there is limited literature examining the relationship between physical activity engagement and school-based fitness testing awards among children with and without disabilities.

Purpose: The current aims 1) examine the odds of students receiving SBFT program awards compared to students without disabilities and 2) examine the association between SBFT program awards and meeting PA guidelines among students with disabilities.

Method: Children with disabilities (i.e., receiving special education and early intervention, needing special equipment, having mobility limitations) and without disabilities between the ages of 5 to 15 years from the 2013-2016 National Health and Nutrition Examination Survey (NAHNES) were included in the analysis. The dependent variable of meeting physical activity guidelines were based on the self-reported or proxy reports from parents on whether the participants engaged in physical activity for at least 60 minutes per day for seven days. The independent variable was a binary variable of whether the participants received school-based fitness testing awards in the past years. Additionally, demographic information and characteristics served as covariates in the analysis. Chi-square and multivariate logistic models with sampling weight were used to determine the variables’ association.

Analysis/Results: A total of 4562 participants with a mean age of 10.14±.07 years were included in the analysis, with 14.52% (95% CI [89.64, 92.19]) of participants identified as children with disabilities. 8.11% (95% CI [6.85, 9.37]) of participants without disabilities and 0.97% (95% CI [0.65, 1.30]) of participants with disabilities reported receiving school-based fitness testing awards. Additionally, less than 50% of participants with and without disabilities met physical activity guidelines. The proportion of children receiving school-based fitness testing awards did not differ by disabilities status, c21, 4394 = 4.14, p = .05. The unadjusted and adjusted logistic regression found no statistically significant association between school-based fitness awards and meeting physical activity guidelines among children with disabilities and children without disabilities, separately (95% CI of odds ratio contain 1).

Conclusions: Using school-based fitness testing programs and awards might not be the best approach to promoting physical activity among children with and without disabilities. While children with disabilities are receiving school-based fitness testing awards, there is a need to identify interventions and approaches that could promote physical activity levels among school-aged children with and without disabilities. Children with and without disabilities differ in supports needed to engage in physical activity and barriers inhibiting engagement. Therefore, future research should evaluate the current approach to promoting physical activity in school settings among children with and without disabilities.

School Administrators’ Intentions to Support Adapted Physical Education: A Qualitative Inquiry

Scott McNamara¹, University of New Hampshire; Terry L. Rizzo^F, California State University San Bernardino

([email protected])

Background/Purpose: The Individuals with Disabilities Education Act (2004) specifies that students with disabilities are entitled to specially designed physical education, also known as adapted physical education (APE), if appropriate, to meet the student’s unique needs. Various circumstances can interfere with, disrupt or prevent APE services being effectively delivered to students with disabilities. One critical factor is a lack of support from school administrators, who are responsible for allocating resources and facility space to school staff (e.g., McNamara et al., 2021; Rizzo, 2020). McNamara and colleagues (in press) recently interviewed 24 APE teachers and found 4 themes in relating to their perceptions and experiences with school administrators: They found APE teachers are socialized to be marginal and settle for inadequate support, negative impressions of general physical education led to a similar outlook toward APE, administrators focused on compliance with mandates at the expense of high-quality practice in APE, and many administrators are not comfortable with APE affecting administrative support. This study used the Theory of Planned Behavior (TpB, Ajzen 1991) to investigate the beliefs, attitudes, and intentions of public-school principals toward supporting APE services. TpB served as the heuristic framework to guide principals’ responses in describing their role in supporting APE.

Method: The study used a qualitative description approach that enables the use a variety of data collection and analyses tools to provide a comprehensive summary of principals’ experiences and views (Sandelowski, 2000, 2010). Semi-structured interviews were conducted with nine school administrators about their attitudes and experiences toward APE. The interview guide used the TpB and collecting feedback from “experts” in APE and TpB.

Analysis/Results: A hybrid deductive and inductive analysis process (Fereday & Muir-Cochrane, 2006) lead to the emergence of four interrelated themes from principals’ responses. These include: (1) Attitudes: “She was in so much pain, it affected her academics. So that’s why it’s (APE) so important to start with that, and then go to academics”, (2) Subjective Norms: “It’s (APE) definitely not a high-profile area. So, it’s not necessarily something that gets a lot of attention”, (3) Perceived Behavioral Control: “ … very expensive, very expensive, and so from a practical standpoint … it’s (APE) hard to offer as a service”, and (4) Intention: “Honestly, I feel like I’ll give him whatever he asked for it … . Just tell me what you need. And I’ll get it for you”.

Conclusions: These findings demonstrate the complexities around school administrators’ intentions to support APE services. Although school administrators often depicted positive views towards APE and willingness to support these services in their schools, they also continuously demonstrated a lack motivation, resources, and knowledge to properly supervise these services. These results exemplify the importance and need to build favorable attitudes and support from people invested in special education and APE services and identify resources amongst school administrators to cultivate a commitment to support APE services.

Visual Supports for Children With ASD Within Physical Education

Adam Forbes¹, University of Virginia; Joonkoo Yun^F, East Carolina University

([email protected])

Background/Purpose: Since children with ASD are believed to have strengths in processing visual information, visual supports have been recommended as one approach to effectively teach them in physical education (PE). This strategy is suggested to create predictability and provide structure and expectations to reduce confusion within the PE setting. As a result, they can better understand task requirements and acquire motor skills. Studies indicated that visual supports could help children with ASD understand instructions during gross motor assessments or within gross motor skills. However, other studies reported limited support for the use of the approach. Without a clear presentation of information, physical educators may not be able to understand how to effectively use visual supports in PE. Therefore, the purpose of this study was to provide the best available and relevant information for physical educators to make informed decisions about visual supports.

Method: A systematic review was conducted to organize and synthesize the current literature. The review was conducted in December 2021 through four database searches using primary terms. Thereafter, articles were reviewed using inclusion and exclusion criteria. 27 manuscripts were included.

To provide meaningful and accurate information to physical educators, data was organized within different types of evidence to illustrate the current literature available (e.g., picture task cards, picture activity schedules, video modeling, and social stories).

Analysis/Results: Picture task cards with short verbal instructions improved the understanding and performance of motor tasks. Additionally, the presence of task analyses of skills did not impact motor performance with a range from 4 to 12 steps. Motor skill components broken down into picture task cards can be a technique that supports children with ASD in PE.

Picture activity schedules that use shorter sequences may help children with ASD understand motor task requirements and motor performance. The use of 12 or more items may provide too much information for children with ASD to process.

Video modeling presented the most variabilities in research studies. There was no clear evidence as to how useful it is with regard to improving motor performance. A possible explanation may be video modeling may provide too many stimuli to process due to an entire skill being presented. However, using video modeling to teach simple motor tasks may provide less sensory information to process and, therefore, better assist children with ASD in understanding and performing motor tasks.

Video prompting may provide an alternative approach to using video modeling. Similar to picture task cards, video prompting includes video models of motor skill components, presented one at a time. The presentation of one video model of one skill component may provide enough information to understand how to perform the skill. It may also be an approach to teaching complex skills.

Social stories did not provide empirical-based evidence.

Conclusions: Picture task cards, picture activity schedules, and video prompting can be effective approaches to teaching motor skills to children with ASD. However, video modeling may need to be further investigated to fully understand how to use it effectively.

Working Toward a Common Goal: A Case Study Within a Universal Design for Leaning Adventure Education Class

Julia May¹, Chapel Hill, North Carolina; Gabrielle Ryan Strittmater, University of Illinois - Urbana Champaign; Jenna Starck, UW - La Crosse

([email protected])

Background/Purpose: Contact Theory defines the concept that prejudice can be reduced between majority (general physical education students) and minority groups (students with disabilities) of people through direct contact with individuals outside of one’s group. One way to reduce prejudice against students with disabilities is to facilitate learning alongside peers within a Universal Design for Learning physical education course. Within physical education, Adventure Education creates an inclusive environment that is non-competitive and meets the needs of diverse learners by combining experiential learning, physical activity, and facilitation techniques. The purpose of this study was to explore the impact of social interactions between students with and without disabilities in an Outdoor Adventure Education course.

Method: Approximately 30 students and one teacher in a Midwest high school were purposely selected to participate in this case study over one semester. Qualitative data included formal and focus group interviews, researcher journal, weekly reflections, and final course reflection.

Analysis/Results: Qualitative themes used for deductive coding were derived from the conditions of Contact Theory included: a lack of hierarchy, minimizing roles, teacher supports social norms, perception of physical and emotional safety, common goals, and the importance of vulnerability and relationships.

Conclusions: Facilitation of the Outdoor Aventure Education model promotes the conditions of Contact Theory and assists in the reduction of prejudice through the development of relationships. By understanding the benefits of an Outdoor Adventure Education within a Universal Design, classes can be developed to enhance group development and benefit both students with and without disabilities.

Measurement and Evaluation

Academic Performance Measuring Instruments in Physical Education: A Systematic Review

Fan Zhang¹, Heather E. Erwin^F, University of Kentucky

([email protected])

Background/Purpose: Physical activity is well-known to have a positive relationship with people’s physical and mental health. However, the decrease in government funding for education systems and the push to meet academic requirements has led to a decline of physical activity offered in U.S. schools over the past decade (Erwin et al., 2019; Weight et al., 2021). Hence, many educators and professionals examine the relationship between physical activity and academic performance; most have already received positive results (CDC, 2010). Given the importance of academic research, it is important to have a bank of instruments to measure it in relation to physical activity. Thus, this work aims to review the main instruments used to measure academic performance in the physical education field to help scholars conduct similar research in the future.

Method: Academic performance outcomes are divided into three categories: cognitive skills and attitudes (e.g., attention/concentration, memory, mood); academic achievement (e.g., grades, test scores); and academic behavior (e.g., on-task behavior, attendance) by CDC (2010). In order to identify the instruments used to assess academic performance, the following keywords and terms were used in the SPORTDiscus, Academic Search Complete, Psycinfo, and Education ProQuest search engines between 2000 to June 2022 to obtain peer-reviewed English articles: “(physical activity OR physical education OR exercise) AND (attention OR intelligence OR cognition OR recognition OR learning OR mathematics OR reading OR academic OR on task).” In total, 234 related articles describing 221 studies were found and used.

Analysis/Results: This review found: (a) participants from 15 studies (6.8%) included preschool children, 112 studies (50.7%) included elementary school students, 64 studies (29%) included secondary schools, and 40 studies (18.1%) included university and college students; (b) 83 studies (37.6%) measured cognitive stills and attitudes (69 for attention), 125 studies (56.6%) assessed academic achievement (68 studies used GPA or subjects scores, 56 studies used various standardized test), and 35 studies (15.8%) evaluated academic behaviors (27 studies measured on-task/off-task behaviors); (c) 36 types of instruments were used to measure attention (17 studies used D2 Test of Attention, 13 studies used Eriksen flanker task, 8 studies used the Stroop Task), 2 different scales were used to evaluate intelligence, 20 different instruments were used to assess memory, and 7 different methods were used to measure attitude; and (d) 63.9% studies examined cognitive skill and attitude, 78.4% studies investigated academic achievement, and 85.7% studies explored academic behavior found positive association.

Conclusions: Through this literature review, we know that: (a) most studies examined academic achievement; (b) there are many different instruments used to measure cognitive skills and attitude, (c) most instruments focused on attention; (d) the most utilized instruments to investigate cognitive skills and attitude were D2 Test of Attention, Eriksen flanker task, and the Stroop Task, all of which measure attention; and (e) though most studies found positive relationships, there are still many studies showing non-significant or even negative associations, especially for cognitive skills and attitude. Hence, more research focusing on cognitive skills and attitudes with reliable instruments should be conducted in the future.

An Investigation of the Professional Socialization Phase and Grading in Physical Education

Casey Irene Hollibaugh¹, Slippery Rock University; Jackie L. Lund^F, Georgia State University

([email protected])

Background/Purpose: Grading is an integral tradition for stakeholders within the system of education (Marzano, 2000; Marzano, 2006; Olson, 1995). The purpose of grades is to inform stakeholders about student achievements of pre-determined learning outcomes, while also serving as determinants for program admissions and graduation (Airasian, 1994; Bowers, 2010; Collier, 2011; Marzano, 2000; Wormeli, 2017). Although grades are a traditional component of education, an unwillingness to change, and a lack of empirical evidence to support grade reform has resulted in the absence of unevolved grading practices across decades (Cross & Frary, 1999; Durm, 1993; Finkelstein, 1913; Guskey & Brookhart, 2019). Current methods of grading in physical education rely heavily on managerial factors like dressing out, participation, and effort (Young, 2011). The inclusion of the types of factors in grades rather than achievement-based methods increase doubt held by stakeholders on the validity and accuracy of grades (Tierney, 2013). Further, research has shown that the incorporation of noncognitive factors is more prevalent and sometimes more heavily weighted in noncore subjects like art, music, and physical education than in core subjects (Bowers, 2011; Russell & Austin, 2011).

Method: A qualitative study was conducted through the lens of Occupational Socialization Theory (OST) to investigate the professional socialization phase regarding grading. This study utilized semi-structured interviews and document analysis as primary data sources. Participants were 14 full-time faculty members from 4-year, physical education teacher education (PETE) certification granting institutions. Artifacts collected and analyzed included course syllabi, program evaluations, and program materials.

Analysis/Results: Inductive and deductive thematic analysis revealed three themes. The first, that PETE programs provide varied grading experiences for teacher candidates during pre-service training. This theme has two subthemes: (a) PETE program accreditation requirements do not include grading criteria, and (b) PETE programs accountability measures do not include demonstration of grading mastery for teacher certification. Theme two reveals that the varied grading experiences provided by PETE programs in this study rely heavily on the transitional socialization student teaching phase. This leads to theme three where much of the grading socialization process is largely influenced by mentor socialization of both the cooperating teacher during student teaching, and the university faculty during instructional experiences.

Conclusions: Overall, PETE program teacher candidates are unprepared for assigning and formulating grades in physical education.

Development and Review of the Career Anxiety Measurement Scale (CAMS) for PE College Students

Sae-Hyung Kim¹, Chungbuk National University; Dongwook Cho, Alcorn State University

([email protected])

Background/Purpose: Many college students are concerned about their uncertain future as they would face the competitive society and ‘real world’. More specifically, college students majoring physical education in Korea can have more anxiety on their future because there are so limited number of appoints for employment as K-12 teacher and it takes a lot of time to prepare for getting the PE teacher license. However, there has been no instrument to measure anxiety on college student’ career decision. Furthermore, the purpose of this study was to develop the career-anxiety measurement scale (CAMS) for PE college students by using Rasch rating scale model (RSM). The Rasch RSM calibration was applied to examine following: Development step (1) rating scale fit, (2) item fit, and (3) differential item functioning (DIF); Review step (1) dimensionality, and (2) person-item map.

Method: Based on the literature review and consultation of content and measurement experts, the 21 items with 5-point rating scale CAMS was generated. The CAMS was administered to 400 Korean college students majoring in physical education. Rasch measurement computer program, Winsteps 5.2.4 and R-program 4.2.0 were used to analyze the data. Development step (1) The rating scale fit was determined by Andrich threshold index that increased step by step. (2) Item fit was determined by Infit and Outfit index fit statistics (≥0.60 and ≤1.40). (3) The DIF was applied to examine the variation between gender by using DIF size index fit statistics (≥0.43). Review step (1) Unidimensionality was verified by the eigenvalue index of unexplained variance in 1st contrast (≤ 3.0) and dimensionality degree was verified the standardized residual contrast 1 plot cluster. (2) Person-item map was verified by person and item separation index (≥2.0).

Analysis/Results: The results indicated that the 5-point rating scale was appropriated to utilize for the CAMS by verifying that Andrich threshold index was increased step by step (-2.82<-0.98<1.32<2.48). Two items (item10, item17) had over standard item fit. Also, the finding from this study examined two items (item16, item21) were selected as the DIF between gender. Therefore, the four items were eliminated from final estimation. Thus, 17-item was finally developed as the CAMS for PE college students. And the result of the 17-item was reviewed, the unexplained variance in 1st contrast index was 4.30, so not unidimensionality, and the standardized residual contrast 1 plot showed 3-cluster. Person-item map was showed person separation index 2.86 and item separation index 11.16, so there was no problem with the developed the 17-item measuring the 400 students majoring in physical education.

Conclusions: Based on the results of Rasch RSM calibration, this study suggests 17-item and 5-point rating scale of the CAMS for college students majoring in physical education. This CAMS can be utilized to assess the career anxiety and provide psychological health information to PE college students. In addition, the newly constructed the CAMS for college students majoring in physical education should be validated to another sample to increase external validity.

Evaluation of Physical Fitness Tests in Adults With Intellectual Differences

Matthew Beerse¹, Rachael Harmon, Gerry Gallo, University of Dayton

([email protected])

Background/Purpose: Fitness testing of individuals with intellectual differences (ID) poses considerable challenges in accurately capturing levels of fitness due to potential confounding factors such as comprehension of instructions, complexity, motivation, and sustained attention. Therefore, it is imperative that fitness tests are intentionally selected and feasible for the population to complete, reliable across testing days, and sensitive to changing fitness levels. The SAMU-DISFIT fitness battery has been recently proposed for adults with ID and has shown promising feasibility and reliability, however, it fails to capture the muscular power component of fitness. The purpose of this study was to evaluate the feasibility, reliability, and sensitivity of the SAMU-DISFIT fitness tests and additional tests of lower body power.

Method: Twenty-one adults with ID were recruited from a local facility where they were engaged in weekly personal training sessions. Subjects completed four fitness testing sessions. First, subjects were familiarized with the tests. The next two sessions were data collections, where the tests were scored. Each of these three sessions were separated by two weeks. The fourth session was conducted 12-weeks after each subject’s second data collection. The subjects continued their weekly personal training sessions during this time. Subjects completed the SAMU-DISFIT battery, which included Body-Mass Index (BMI), Waist Circumference (WC), Timed Up-and-Go (TUG), Deep Trunk Flexibility (DTF), Hand Grip (HGS), Sit-Up (SUP), Timed Stand Test (TST), and 6-Minute Walk Test (6MWT). In addition, a Countermovement Jump (CMJ) and Two-Step Jump (TSJ) were added to assess lower body muscular power. Subjects completed the CMJ and TSJ on a force plate and jump height was estimated from time in the air. Feasibility was evaluated as the percentage of subjects able to complete each test. Reliability was assessed between the first two data collections using a mixed two-way model, absolute agreement intra-class correlation coefficient. Sensitivity was determined as the effect size between the second data collection and the final data collection, separated by 12 weeks.

Analysis/Results: All tests demonstrated feasibility at >75%. Only the SUP and DTF tests were unable to be completed by one and two subjects, respectively. BMI (ICC=0.990), WC (ICC=0.991), right HGS (ICC=0.907), CMJ (ICC=0.971), and TSJ (ICC=0.946) demonstrated high reliability. DTF (ICC=0.874) and left HGS (ICC=0.819) indicated good reliability, while TUG (ICC=0.744) was considered fair reliability. TST (ICC=0.642), SUP (ICC=0.659), and 6MWT (ICC=0.599) indicated scant reliability. The assessment of effect size demonstrated limited sensitivity across all tests (d<0.50), with the CMJ (d=0.47) and TST (d=0.41) as most sensitive.

Conclusions: Our findings support the feasibility and high reliability for some of the SAMU-DISFIT fitness tests and the potential additions of the CMJ and/or TSJ to evaluate muscular power. In agreement with prior studies, longer tests requiring self-regulation, such as the SUP and 6MWT were less reliable and sensitive in this population. While practitioners can have confidence in the body composition, muscular strength, and flexibility tests of the SAMU-DISFIT battery, our results suggest other tests to assess core muscular endurance and cardiorespiratory fitness should be explored for adults with ID.

Handgrip Strength Asymmetry Association With Gait Speed in Developing Countries

Pedro Pugliesi Abdalla¹, André Pereira dos Santos, Marcio Fernando Tasinafo, University of São Paulo; Leonardo Santos Lopes Silva, Ana Claudia Rossini Venturini, Universidade de São Paulo; Dalmo Roberto Lopes Machado, University of São Paulo; Nilo C. Ramos, Coastal Carolina University; Jorge A. Mota, CIAFEL-FADEUP

([email protected])

Background/Purpose: Handgrip strength (HGS) and gait speed are easy, simple, and cheap tests to monitor muscle function in older adults (Cruz-Jentoft et al., 2018). HGS asymmetry is a new promising index described as the strength discrepancies between right and left hands, and together with slow gait speed, they can be utilized for screening impaired muscle function, which can lead to higher risk of falls (McGrath et al., 2020), mobility limitations (McGrath et al., 2022), functional disability, neuromuscular system deterioration (McGrath et al., 2021), and premature mortality (Yates et al., 2017). Although the association between HGS asymmetry and gait speed has been confirmed in older adults from high-income countries (McGrath et al., 2022), it has not yet been ascertained in geriatric samples living under less favorable economic situations. Thus, the purpose of this study was to verify the association of HGS asymmetry with gait speed in older adults from low- and middle-income countries.

Method: Data of 13,015 older adults (≥60 years) from the cross-sectional database of the Study on Global Aging and Adult Health (SAGE) (conducted in China, Ghana, India, Mexico, Russia, and South Africa) were analyzed. Weight (kg) was measured using a scale (Ramlagan et al., 2014). Two attempts in each hand were executed to measure the strongest HGS of each hand. HGS asymmetry was considered with the ratio strongest HGS[kg]/strongest HGS of the other hand[kg]. Thus, all asymmetry ratios were ≥1.0. Participants were categorized into four groups according to HGS asymmetry: 1.000–1.100 or 0.0%-10.0% (reference group), 1.101–1.200 or 10.1%-20.1%, 1.201–1.300 or 20.1%-30.0%, and >1.300 or >30.0%, respectively. Gait speed was assessed using a 4-m timed walk at a usual pace and was allowed to use any mobility aids. Interviewers recorded the time to complete the 4-m course and the speed was calculated (m/s). Slowness was characterized when gait speed was <0.59 m/s and <0.51 m/s, for men and women, respectively. Multinomial logistic regression ascertained associations of HGS asymmetry and slowness based on the odds ratio (OR) adjusted by covariates of age (years), sex, low HGS (Abdalla et al., 2022) for HGS/body mass°^.4°, obesity (if BMI>30kg/m²), perceived health, and physical activity level by moderate to vigorous physical activity (MVPA) obtained with WHO GPAQ (Armstrong & Bull, 2006).

Analysis/Results: Mean age was 69.0 ± 7.0 years old and women were predominant in the sample (n = 6,835 [52.5%]). Older adults with HGS asymmetry >30.0% have higher frequency of slowness (14%) compared to older adults with 0.0%-10.0% of HGS asymmetry (10.0%). Higher asymmetry in HGS is associated with slower gait speed. The unique exception was for 20.1-30% HGS asymmetry men group. Compared to the reference group, those with 20.1%-30.0% and >30.0% of asymmetry in HGS had a higher odds for slowness (OR: 1.19; 95% CI: 0.99-1.42 and OR: 1.25; 95% CI: 1.07-1.47 respectively).

Conclusions: HGS asymmetry is associated with slowness in low- and middle-income countries. A new simplified index for impaired muscle function can be proposed based on HGS asymmetry in low- and middle-income countries.

Improving Fitness Testing Data Use to Inform Physical Activity Practices

Ashleigh Johnson¹, San Diego State University; Emily Kroshus, Seattle Children’s Research Institute and University of Washington; Kiana Hafferty, Seattle Children’s Research Institute; Kirsten Senturia, University of Washington; Kimberly Garrett, Seattle Children’s Research Institute; Pooja Tandon, Seattle Children’s Research Institute and University of Washington

([email protected])

Background/Purpose: Most middle schools in the United States include school-based physical fitness testing (SB-PFT) as part of their physical education strategy, yet there is little evidence on how it is implemented. Our collaborators in a partner school district, who collect biannual fitness data in middle schoolers, expressed interest in establishing a systematic and evidence-based approach to analyzing and using these fitness data. Guided by District-expressed needs and priorities, this school-academic partnership facilitated examination of both the SB-PFT process and fitness outcomes. The purpose of this study was to 1) explore SB-PFT experiences from stakeholders’ perspectives and 2) analyze fitness data as a case study of how it can be used by schools, including identifying predictors of meeting fitness benchmarks, procedural challenges, and best practices.

Method: This study took place in a partner school district (King County, Washington, USA). The first aim involved conducting interviews with middle school students (n=30), parents (n=20), and school staff (n=5). The second aim used a quantitative approach to identify student-level predictors of fitness levels using the district’s fitness assessment data (grades 4-8). Two-level mixed effects logistic regression models examined the association between dependent and independent variables for each grade level and fitness assessment outcome.

Analysis/Results: Four themes emerged from the interview data, including 1) students’ desire for privacy in the fitness testing and sharing of results as well as for teachers to promote a supportive testing environment; 2) parents’ preferences for the school to communicate student-level fitness data; 3) school stakeholders current use of fitness data to set physical education goals with students, track progression, and help target different parts of the district with community partners; and 4) how fitness testing fits into the larger CSPAP strategy in terms of identifying students who are at an elevated risk of not meeting physical activity/fitness goals and supporting students who struggle with fitness testing (e.g., providing opportunities for fitness outside of school hours, developing school-family partnerships, dedicating physical education time to practice fitness test components). The final analytic sample for district physical fitness data included 4,266 students from ten schools. Special education status and gender were significantly associated with meeting fitness benchmarks across middle school. Challenges in analyzing fitness data, including outliers and high levels of missing data, were also identified.

Conclusions: Findings suggest SB-PFT has potential to be useful in promoting adolescents’ fitness, but opportunities exist to improve the testing process and the ways that results are shared and utilized. SB-PFT can be improved in three key ways: (1) districts should provide teachers with resources to understand and discuss the role of SB-PFT in a physically active lifestyle with students and (2) establish a plan for how results will be analyzed and communicated; (3) teachers should ensure a positive testing experience by conducting assessments more privately and taking the time to practice assessments beforehand.

Predicting Recreational Activity Participation Using Machine Learning Algorithms

SeungBak Lee¹, THE UNIVERSITY OF MISSISSIPPI; Minsoo Kang^F, The University of Mississippi

([email protected])

Background/Purpose: Recreational activities can make people happy and healthy and provide opportunities to develop personal skills and relationships with those around them. Multiple determinants (e.g., demographic, physical measurements, and lifestyle variables) may have an impact on recreational activity participation; however, the key factors affecting recreational activity participation have been relatively unexplored from a broad perspective. Recently, machine learning plays a role in obtaining new insights in several fields, but, the application of machine learning in recreation activity research is somewhat limited. Therefore, the purposes of this study were (1) to develop recreational activity participation prediction models using machine learning, and (2) to identify important features associated with recreational activity participation.

Method: To develop recreational activity participation prediction models, 12,712 data were used from National Health and Nutrition Examination Survey from 2011 to 2018. Three types of variables (i.e., demographic, physical measurement, and lifestyle) and one target variable were collected: five demographic variables (i.e., gender, age, race, marital status, and education level), four physical measurements (i.e., weight, height, waist, and BMI), three lifestyle variables (i.e., sedentary behavior, alcohol, and MVPA), and a target variable (i.e., recreation activity participation). The study used six machine learning algorithm models, including logistic regression, support vector machine, decision tree, random forest, eXtreme Gradient Boosting (XGBoost), and Light Gradient Boositng Machine (LightGBM). Next, the study created several prediction models by combining different types of variables and assessed these models using validity indexes (i.e., accuracy, f1-score, Area under the curve [AUC], and Matthews correlation coefficient [MCC]). Lastly, the key variables were identified by the feature importance index (FII) from the model with the best performance. Data collection and analysis were conducted using Python (version 3.8) and Rstudio (version 3.7).

Analysis/Results: First, the study developed recreational activity participation prediction models using one type of variable. As the result, the LightGBM algorithm model with lifestyle variables showed the highest validity (accuracy: .822, f1-score:.853, AUC: .811, MCC: .657). Second, prediction models were explored using more than two types of variables. The result revealed that the XGBoost algorithm with demographic and lifestyle features was the top performing model (accuracy: .829, f1-score:.854, AUC: .880, MCC: .663). After identifying the best model (i.e., demographic and lifestyle variables using XGBoost), the study examined important variables associated with recreational activity participation. Among the eight variables, marital status (FII = .548), gender (FII = .137), and age (FII = .089) were considered the top three important features.

Conclusions: This study used machine learning to identify significant variables affecting recreational activity participation from a comprehensive perspective. The recreational activity prediction model with a combination of demographic and lifestyle variables showed good performance with high accuracy. This study confirmed the possibility of using machine learning in the recreational activity research and identified important factors affecting recreational activity participation.

Revalidation of Preservice Physical Education Teacher’s Teacher Identity Scale in Chinese Physical Education Student Teachers

Anlu Yang¹, Beijing Sport University; Xiaofen D. Hamilton, The University of Texas at Austin; Lei Yao, Beijing Sport University; Yongshun Wang, Huaqiao University

([email protected])

Background/Purpose: Teacher identity (TI) is a crucial aspect to pre-service physical education teachers (PPETs) to becoming high quality teachers and plays an important role their career choice. Thus, a deep understanding of their TI may help improve the quality of future PE teachers. This study aimed to provide further evidence of reliability and validity for Preservice Physical Education Teacher’s Teacher Identity Scale (PPET-TI scale).

Method: The study went through a three-stage development process: (a) examining the content validity of original scale; (b) data collection using a sample of student teachers in physical education; (c) re-test the reliability and validity of the scale developed by Zhang (2017). The following section is organized by the order when each stage was completed.

Analysis/Results: After having re-examed the content validity by experts, the domain of affects was deleted. The modified scale then consisted of the three domains (i.e., value and expectation, perceived confidence of teaching PE, and professional growth). A total of 944 physical education student teachers in China participated in the study. Confirmatory factor analysis (CFA) was employed to investigate the construct validity.The commonly used CFA indices, such as X², CFI, TLI, GFI, and RMSEA, were used to assess the fit of the data to the model. The CFA results suggested that the data from the study did not fit the original model, resulting in the elimination of one item. After the unfitted item was excluded. All CFA fit indices were within the acceptable rante. Reliability of the scale was then examined by calculating G-C alphas for each domain and the entire scale, respectively. The alpha values were within the acceptable range. The modified model was reliable and valid.

Conclusions: The revalidation of the scale provided more us with a scale that could produce reliabile and valid score measuring PPETs’ TI.

In the future, the reseachers may use the scale to track changes of PETI-TI and it can be used to investigate the effect of experimental research which conduct in PETE course or student teaching.The teacher educators may also use the scale to examine PPETs’ current issues of TI and provide intervention in PPETs’ TI development. The schools may use it in PE teacher recruitment to identify graduates with high TI.

Self-Assessment of Research Skills Among Undergraduate Students: A Kinesiology Field Perspective

Junyoung Kim¹, Liang Yating, Bernard Kitheta, Missouri State University

([email protected])

Background/Purpose: Research skills are an important ingredient for completing and succeeding in undergraduate education. The ability to use research skills to analyze and find solutions to complex problems is becoming one of the defining requirements for hiring university graduates (Brew, 2006; Wilmore & Willison, 2016). In a fast-changing world, many higher education institutions are faced with the challenge of fulfilling their mandate of preparing students to be adept future problem solvers and change-makers. Thus, undergraduate programs should provide opportunities for students to develop resilience, critical thinking skills, analytical skills, communication skills, self-confidence, and collaborations skills which are important in the professional workforce (Ashcroft et al., 2020; Quarton, 2003; Suvedi et al., 2016). The primary purpose of this study was to assess perceived research skills and competencies among Kinesiology students at a public university in Midwest of the Unites States. The goal was an attempt to determine how prepared students perceived they were to succeed as future researchers and/ or professionals.

Method: The research team consisted of three faculty members from Missouri State University’s Kinesiology department. A total of 315 (male n= 117; female n=198) students participated in the study. The questionnaire was modelled after an instrument that measures research skills that was developed by Meerah et al (2012), which was validated and used by other researchers (Ismail, 2012; Basilio & Bueno 2019).

Analysis/Results: Most of the respondents (81.6%) represented typical college undergraduate students who are between 18 and 22 years old. As for post-graduation plans, most of the respondents (67.3%) indicated that they had plans to pursue graduate-level studies (graduate certificate, master’s degree, professional doctorate, or Ph.D. programs) after graduation. Overall, students demonstrated confidence with ‘information literacy skills’, including locating scholarly literature, synthesizing information, evaluating the trustworthiness of information, using proper citation, and distinguishing between peer vs. non-peer review articles. Further, most respondents were confident with abiding by understanding ethical principles of research, developing rationale for research, communicating research findings, and collaborating with others. The lowest average ratings were all from the ‘research methods and statistical skills’ category: choosing appropriate design, organizing data, and analysing data. Students felt less confident with formulating research questions, conducting research independently, conducting literature reviews and sharing research verbally. Independent t-tests comparing the gender difference (male v. female) on perceived confidence in research skills revealed discrepancies in two items in ‘problem-solving’

Conclusions: The current study has highlighted the importance of developing research skills among undergraduate students. Regardless of gender, age, or year level, improving research skills through mentoring and provision of resources for undergraduate students can enhance success in graduate school and the professional world.

TETPPACS for Pre-Service Teachers: Efficacy for Face-to-Face and Virtual Teaching

Erin E. Centeio^F1, University of Hawaii at Manoa; Hayley McKown, University of Idaho; Kelly L. Simonton, University of Wyoming

([email protected])

Background/Purpose: Understanding pre-service classroom teachers’ (PSCTs) efficacy towards providing physical activity opportunities for youth during the school day is important. However, there are currently few, if any, validated measures to help better understand efficacy towards physical activity within this population. Therefore, the purpose of this study was to modify and evaluate the previously validated Teacher Efficacy Toward Providing Physical Activity in the Classroom Scale (TETPPACS) scale within the pre-service classroom teacher population.

Method: Pre-service classroom teachers (N=172) from the United States completed two modified versions of the TETPPACS, using a single online survey. Participants included PSCT from 12 different universities (five US regions), were 90% female, 65% Caucasian, mean age of 25, and 75% were seeking elementary certification. The TETPPACS (Authors et al., 2022), which measured the level of self-efficacy that participants had towards providing PA to their students, has three factors (psychological, institutional, and educational efficacy) and a general overall factor of self-efficacy. TETPPACS was adapted in this study to specifically capture pre-service teacher efficacy in two different instructional settings, virtual and face-to-face.

Following procedures for the validation of the TETPPACS for in-service teachers (Authors et al., 2022) the modified scales were tested using bifactor confirmatory analysis (CFA). Previous validation showed both a general efficacy factor along with three subcomponent factors (student, institutional, and educational barriers). Additionally, invariance testing was run to compare potential differences in measurement fit between the face-to-face and the virtual efficacy scale.

Analysis/Results: Initial CFA testing of each scale included a simplified model targeting the three components of efficacy. Model fit and factor loadings were confirmed for both the face-to-face and virtual scale. From there bifactor CFA models that included a general factor were tested following previous validation procedures (Authors et al., 2022). The model fit for the face-to-face scale (χ² (117) = 264.721, CFI=.923, RMSEA=.086, SRMR= .056) and the virtual efficacy scale (χ² (117) = 230.176, CFI=.946, RMSEA=.075, SRMR= .034) both showed acceptable fit, and all factor loadings met acceptable ranges on the general efficacy factor (FL: .718-.879). This suggested the tool was valid for measuring PSCTs efficacy for PA in the classroom in each setting. Invariance testing for measurement differences between face-to-face and virtual efficacy scales included three models: configural, weak, and strong, providing increased restrictions in each model. Results showed minimal change in model fit (< .01 TLI, RMSEA) suggesting there were no measurement scale differences in the instrument among the teachers’ perceived efficacy in the two different instructional settings.

Conclusions: Overall, the TETPPACS for PSCTs is important because there is no known tool to currently measure teacher efficacy toward PA in this population. Furthermore, understanding this could help increase opportunities for all children to participate in PA during the school day. Results suggest that this tool can accurately capture PSCTs efficacy for classroom PA both in face-to-face as well as virtual instructional settings. Considerations for the three subcomponents is warranted but both in-service and PSCT scales have generated a general factor score to evaluate their overall efficacy.

Motivation and Psychology

Affective Attitude Moderates Cognitive Attitude-Physical Activity Relationship: An Adolescent Sample

Yubing Wang¹, University of Wisconsin-Whitewater; Yaogang Han, Pan Li, Binn Zhang, Shanghai University of Sport

([email protected])

Background/Purpose: Attitude has been shown to be one of the strong predictors of physical activity (PA) intention and behavior It is also one of the frequently targeted variables in intervention studies of PA promotion. Traditionally, cognitive and affective attitude are often conceptualized as two variables that independently influence PA behavior. Recently, some studies, however, imply that these two variables may interplay with each other to influence PA behavior and specifically affective attitude may moderate the effects of cognitive attitude on PA behavior. A recent study found that affective attitude did moderate the effects of cognitive attitude on leisure-time MVPA. Specifically, when affective attitude was negative, the effect of cognitive attitude on MVPA was not significant; when it was positive, the higher the value of affective attitude score, the larger the effects of cognitive attitude on MVPA (Wang et al., 2022). Wang and colleagues’ study was based on an adult sample. To further understand the moderation effects and confirm their findings, the purpose of this study was to examine the moderation effects of affective attitude on the effect of cognitive attitude on MVPA using an adolescent sample. The following research question was addressed: To what extent did affective attitude moderate the effects of cognitive attitude on MVPA behavior.

Method: A total of 1849 adolescents participated in this study (1065 middle-school students, 784 high-school students; 51% males, 49% females; average age=15.12). Their cognitive and affective attitude were measured using validated 7-point semantic differential scales. Their leisure-time MVPA level was measured using two self-report question items (Hagger et al., 2012). A multiple regression analysis with the interaction term was first conducted. Next, the Johnson-Neyman’s conditional effect analysis was conducted using Hayes’ Process program (model 1).

Analysis/Results: The multiple regression analysis showed that the interaction term of cognitive and affective attitude was significant (β =.05, p <.01). The Johnson-Neyman’s conditional effect analysis results showed that when the value of affective attitude was less than 4.16, the effect of cognitive attitude on leisure-time MVPA was not significant at the .05 level. When the value was larger than 4.16, cognitive attitude started to have significant positive effects on MVPA (effect= .09-.24, p< .05), and the larger the affective attitude score, the greater the positive effect. These results indicate that affective attitude moderate the effects of cognitive attitude on leisure-time MVPA. When adolescents’ affective attitude is negative, their cognitive attitude would not influence their leisure-time MVPA. When their affective attitude is positive, the more positive of their affective attitude, the greater influence of their cognitive attitude on leisure-time MVPA.

Conclusions: This study confirmed Wang and colleagues’ findings with an adolescent sample. It suggests that when adolescents hold negative affective attitude toward PA, their cognitive evaluation on doing PA tends not to influence their PA behavior no matter how valuable/beneficial they think doing PA is. But, when their affective attitude is positive, the more positive their affective attitude, the larger the effects of cognitive attitude on PA behavior. These finding have important implication for PE and PA promotion programs.

Age, Gender, and Achievement Goals in Physical Activity Settings

Jianmin Guan^F1, University of Texas at San Antonio; Ping Xiang^F, Texas A&M University; William M Land, University of Texas at San Antonio; Xiaofen D. Keating^F, The University of Texas at Austin

([email protected])

Background/Purpose: Gender and grade/age are two key variables associated with achievement goal adoption. Previous research in physical activity (PA) settings treated grade/age as a category variable in the examination of grade/age-related differences in achievement goals. There is a major disadvantage when a continuous variable is converted into a categorical variable. Specifically, the categorization of a continuous variable reduces the statistical power and measurement precision of the data (Cohen, 1993). To address this methodological disadvantage, there is a need for researchers to treat age as a continuous variable in relation to achievement goals. Additionally, few studies examined age and gender differences in achievement goals and their impacts on students’ self-reported persistence toward PAs across middle, high school and college PA settings. Consequently, the purpose of this study was to utilize multiple regression analyses, instead of multivariate analysis of variance, to examine a) gender and age differences in the prediction of four achievement goals (mastery-approach, performance-approach, mastery-avoidance, and performance-avoidance) across middle school, high school, and college PA settings; and b) the impact of achievement goals, gender, age, and gender-by-age on students’ self-reported persistence toward PA.

Method: A total of 1254 (612 male, 642 female) students from four middle schools (n = 248), two high schools (n = 539), and one university (n = 467) participated in this study. Two validated scales (2 x 2 achievement goals and self-reported persistence) were used to collected the data. Participants responded to the items on a 7-point Likert-type scale, ranging from 1 (not at all true for me) through 7 (very true for me).

Analysis/Results: Results showed that age had a significant positive effect on mastery-approach (β = .253, t = 6.721, p <.001), performance-approach (β = .101, t = 2.613, p = .009), and mastery-avoidance goals (β = .117, t = 3.034, p = .002), but had a significant negative effect on performance-avoidance goals (β = -.086, t = 2.237, p = .025). No significant gender differences nor age-by-gender interaction was found for the four achievement goals. Additionally, results revealed that age (β = .093, t = 3.148, p = .002), mastery-approach goals (β = .522, t = 20.531, p <.001), performance-approach goals (β = .112, t = 4.485, p <.001), and mastery-avoidance goals (β = .106, t = 4.364, p <.001) were significant positive predictors of self-reported persistence. No significant impact on students’ self-reported persistence was found related to performance-avoidance goals, gender, and the interaction of age-by-gender.

Conclusions: Age had a significant positive effect on mastery-approach, performance-approach, and mastery-avoidance goals, indicating that students were more likely to endorse these goals as they became older. Previous studies showed no significant grade-related differences in achievement goals in American middle school, high school, and college PA settings. This inconsistency demonstrates the importance and power of treating age as a continuous variable when examining differences in the prediction of achievement goals in PA settings. Findings suggest that age, instead of grade, should be included in future studies when examining the differences of achievement goals in PA settings.

Associations Between Perceived Competence Toward Physical Activity and Mental and Cognitive Functioning Among Young Adults

Xiaoxia Zhang¹, Centenary College of Louisiana; Xiangli Gu^F, University of Texas at Arlington

([email protected])

Background/Purpose: Young adulthood represents a period of increased vulnerability for a wide range of mental health challenges, and less than half of young adults meet the national physical activity guideline (Whitefield et al., 2019). Researchers suggest that one’s competence beliefs towards physical activity (e.g., I think I could do well at just about any new physical activity/sports) may contribute to his/her mental health development (Lubans et al., 2016), however, the underlying mechanism is not clear. The main purpose of this study was to examine the associations of competence beliefs towards physical activity with young adults’ mental (physical and psychosocial) and cognitive functioning. The gender and weight status effects on study variables were also examined.

Method: A total of 60 young adults (42 females; 30 overweight/obese [body mass index ≥ 25]; Mean age = 22.65 ± 4.9) were recruited from one university in North Texas. Participants completed previously validated survey for competence beliefs towards physical activity (Fox & Cobin, 1989) and physical and psychosocial functioning (Varni et al., 2001; higher scores indicate higher functioning). Composite score of spatial working memory was assessed with a computerized neuropsychological cognitive functioning test (Sahakian & Owen, 1992; lower scores indicate higher functioning). Descriptive statistics, Pearson correlational analyses, and a 2 (male vs. female) by 2 (healthy weight vs. overweight/obese) multivariate analysis of variance (MANOVA) were performed.

Analysis/Results: These young adults had relatively low competence beliefs towards physical activity with an average of 2.87 in a 5-Likert scale. The correlational analysis revealed higher competence beliefs towards physical activity was significantly associated with higher physical (r = .48, p < .01) and psychosocial functioning (r = .41, p < .01) but with lower performance in spatial working memory (r = .25, p = .05). The MANOVA resulted a significant main effect of gender on study variables (Wilk’s λ = .64, F_(4,52) = 7.31, p < .01) and no significant weight status and interaction effects were observed (ps > .05). Compared to females, males had significant higher competence beliefs towards physical activity (3.93 vs. 2.43; η² = .31), physical functioning (93.50 vs. 78.52; η² = .22), and psychosocial functioning (84.16 vs. 73.85; η² = .10) but had lower performance in spatial working memory (8.29 vs. 7.49; η² = .03; no significance was reached).

Conclusions: Findings of this study suggest that improving competence and confidence in physical activity/sport are likely to strengthen physical and psychosocial functioning among young adults. Cultivating a supportive campus and society with encouraging feedback and actual success on physical activity/sport participation would be beneficial to young adults’ mental health development, especially for female young adults. Future evidence is needed to examine the correlates with objectively assessed cognitive functioning.

Cross-Gender Differences on Expectancies, Value Beliefs, and Costs in Physical Education

Tyler E Smith¹, Joshua E Mickey, Tan Zhang^F, Winston-Salem State University

([email protected])

Background/Purpose: Expectancy-Value theory (EVT) provides researchers and practitioners a conceptual roadmap to optimal promotion of students’ engagement of physical activities in physical education settings. It specifies task-related value beliefs and expectancies as positive antecedents for motivation and engagement yet perceived costs as negative antecedents. Empirical research based on EVT revealed prevalent cross-gender differences on value beliefs and expectancies (Eccles & Harold, 1991; Yli-Piipari & Kokkonen, 2014). With the existing research extensively focused on value beliefs and expectancies, this study investigated the cross-gender differences on value beliefs, expectancies, and perceived costs to form a comprehensive understanding of the psychological processes for motivation in general and the role played by costs on motivation in specific.

Method: One-on-one interviews with a focus group of 20 middle school students (male =10) yielded 29 costs. A total of 387 middle school students (male = 201; female =186; unspecified = 29) scored the EVT questionnaire, reported their perception on the identified 29 costs and completed a 12-item knowledge test on health-enhancing fitness and physical activities. MANOVA then ANOVA were adopted to assess cross-gender differences on the EVT constructs and knowledge.

Analysis/Results: The MANOVA indicated that there was a statistically significant cross-gender difference on EVT constructs (Wilks’ Lambda = .85, F = 3.06, p < .001, partial ƞ2 = .15). Following ANOVA indicated significant cross-gender differences on expectancy beliefs (F1, 385 = 19.58, p <.001), attainment value (F1, 385 = 11.33, p < .001), intrinsic value (F1, 385 = 29.55, p < .001), and utilitarian value (F1, 385= 8.99, p = .003) with female students scored higher on all four constructs. On costs, ANOVA revealed cross-gender difference on social costs and physical costs. For social costs, female students were more likely to perceive teacher’s incapability/unwillingness of holding students accountable for their behaviors as a cost. In addition, physical costs were more salient to female students as they were more likely to perceive physical activities induced physiological changes, including sweating, heavy breathing, heart rate elevation and feeling hot, and messing up appearance as costs.

Conclusions: Empirical research found that female students are less physically active than their male counterparts. In revealing the factors that contributed to female students’ less activeness, the existing literature suggested teachers to design gender-sensitive curriculum and adopt gender-sensitive pedagogies (Murphy, Dionigi, & Litchfield, 2014). The results of this study indicated that female students had higher expectancy and value beliefs than male students. Yet, their high expectancy and value beliefs alone may not reverse their tendency for being less active. The cross-gender differences on costs could possibly contribute to their less activeness. The results of this study suggest that, to promote female students’ physical activity engagement, teachers should prioritize taking all students accountable for their behaviors. In addition, gender-sensitive task design should focus on providing physical activities with proper intensity levels for all students to reduce the perceived costs.

Examining Students’ Online Physical Education Experiences During the Covid-19 Pandemic

Ken Murfay¹, University of Kansas

([email protected])

Background/Purpose: Physical activity (PA) self-efficacy is a person’s confidence to be physically active despite common barriers to PA (Voskuil & Robbins, 2015). Increasing high school (HS) students’ confidence to be physically active within physical education (PE) is important because of the many known benefits of PA (United States Department of Health and Human Services, 2020). Furthermore, several studies have found that PA self-efficacy is positively associated with PA (Annesi, 2006; Van der Horst et al., 2007) and at times has been found to predict PA levels (Burke et al., 2015; Gao et al., 2008). One of the hypothesized sources of PA self-efficacy are vicarious experiences which are individuals’ interpretations of their observations (Bandura, 1997). Within PE, students might observe teachers or peers participating in PA either in-person or online. When individuals observe others, they might also start to compare their abilities through social comparison to the abilities of those they observe. Due to the Covid-19 pandemic, all in-person PE classes were forced to transition to online instruction during the spring of 2020. Examining PE students’ vicarious experiences online compared to in-person through the spotlight of best practices to support students’ PA self-efficacy can help guide future PE.

Method: This qualitative case study examined through an interpretive worldview how current HS PE students (n=39) from different schools (n=3) felt about their vicarious experiences within in-person and online (during the pandemic) PE. The semi-structured interview questions focused on students’ observations of others performing PA and their participation in PA in regard to social comparison. The interview data were analyzed using a deductive thematic analysis to identify themes/patterns using social cognitive theory.

Analysis/Results: These results are based on the preliminary stages of data analysis (summer 2022). Some initial themes that emerged are that most: (a) students felt awkward and more on display when participating online in PA on camera compared to participating within in-person PE and preferred to be partially on camera as opposed to fully on camera when online, (b) students’ participation in PA decreased when tasked with performing PA off camera, (c) students described observing the correct form/information as more important than observing a specific person (teacher, student, online video) model PA, (d) students described randomly observing peers successfully performing PA in-person as the most influential type of random observation on their PA self-efficacy. Preliminary results also show that there might be some gender differences that exist in the data.

Conclusions: Most study participants acknowledged that teacher demonstrations provided them with the information needed to successful complete a PA, but their PA self-efficacy was more positively influenced by observations of their peers successfully completing PA than it was from observing their teachers. Students felt more confident to perform a PA when they received instruction on how to correctly perform a PA, observed a similar peer successfully perform a PA, and participated in PA with minimized feelings of social comparison. The full report of the results/conclusion will be available for the SHAPE convention.

Exploring Teacher Career Stages and Emotions of Physical Educators’

Denis Schulz¹, Karen L. Gaudreault^F, University of New Mexico; Kelly L. Simonton, University of Wyoming; K. Andrew A. Richards^F, University of Illinois Urbana-Champaign; Kevin J. Mercier^F, Adelphi University

([email protected])

Background/Purpose: Previous research indicates that physical education (PE) teachers often experience negative emotions due to the marginalized nature of the field. The most reported teacher emotions are enjoyment, anger, and anxiety (Frenzel et al., 2015). Unlike enjoyment, which is linked to increased teacher motivation, well-being, and improved instructional strategies, anxiety and anger are often associated with decreased well-being and burnout. These negative emotions can be caused by complex student interactions, delayed learning processes, insufficient preparation skills and support, and limited coping strategies. Although these emotions are known to be experienced by PE teachers, little is known about how educators in this field would describe and identify the emotions experienced at different teacher career stages. Grounded in the teacher career stages (Fessler & Christensen, 1992) framework, this study aimed to understand the factors that would lead them to identify their current career stage and how their emotions (anger, anxiety, enjoyment) and career stage influenced each other.

Method: This qualitative study utilized semi-structured interviews as the primary data collection method with in-service physical educators (N=31; 45% male). All physical educators were recruited via email, and e-interviews were conducted virtually over Zoom. Participants who showed interest in participating in the study reviewed and signed a consent form before the interview. Teachers were interviewed once, and each interview varied anywhere from 30-40 minutes.

Analysis/Results: Semi-structured interviews were transcribed verbatim and analyzed inductively using Merriam & Tisdell’s (2016) protocol of open coding, axial coding, categorization, and theme development. Analysis of the data revealed the following themes influenced their career stage(s) and the influence of emotions: (a) practical implications of COVID-19 blurred the lines between career stages and emotions, (b) fear of the unknown, anger, and anxiety as a result of marginal status, (c) PE as a customer service culture within schools, and (d) positive emotions associated with stages of ‘enthusiastic and growing’ and ‘stability’ due to professional development and relationships.

Conclusions: Our results emphasize PE teachers’ feelings of inferiority to other subject areas and unimportant to the mission of educational systems due to the marginalized nature of PE. These feelings lead teachers to believe their positions are subordinate, diminishing their efforts to maintain best practices. Negative emotions coupled with a perception of inadequacy caused PE teachers to question their career choice. At the same time, an affinity for the profession and a supportive environment led to career advancements that were satisfying, positive, and joyful. COVID-19 was a catalyst for teachers to enter one specific stage (career frustration) approaching the end of their careers. Teachers reported their career progression during this time as non-linear but rather dynamic, where stages intertwined and coincided. Additional research is needed to identify specific strategies to mitigate negative emotions and support the development of positive feelings for physical educators.

Perception of Athletic Burnout Among African American College Student-Athletes

Robert Lindsey¹, Johnson C Smith University; Alpierre Wingard, Johnson C. Smith University

([email protected])

Background/Purpose: Because of the sheer number of the biopyschocial transitions during this period, the adaptational capacities of early adolescents are taxed and patterns of coping and competence become salient among different individuals (Simmons and Blythe, 2015). This research usually favored a three dimensional structure with factors corresponding to emotional exhaustion, depersonalizations, and reduced personal accomplishment (Abu-halal, 1995; Byrne, 1993). These findings support current theory holding that either exhaustion results from depersonalizations (Golembiewskietal, 1986). Few studies have examined perception of athletic burnout among African American college student athletes. Therefore, the purpose of the study was to examine the perception of athletic burnout among African American college student athletes.

Method: A convenient sample of student-athletes at a small southeastern private historically black college and university was utilized in the study. Athletic Burnout was measured using a modified version of the Maslasch Burnout Inventory Survey (Massachusetts and Jackson, 2010). The responses on the questionnaire ranged from 1 to 5 on a Likert scale with 1 = Almost Never to 5 = Almost Always.

Analysis/Results: Demographic data from the questionnaire was analyzed using descriptive statistics. Independent t-test and ANOVA were utilized to determine the differences between the demographic categories and the Athletic Burnout questions, alpha = .05. Students reported means above 2.5 for the following questions: Question 1. I feel overly tired from my sport participation, M = 2.56, Question 4. I am not performing up to my ability in sport, M = 2.63, Question #7, I feel physically worn out from sport, M = 2.69, and Question 11. I feel successful at sport, M = 3.50.

Analysis of variance revealed that Seniors scored higher than Freshmen, Sophomores and Juniors in regards to Question #11, “I feel successful at sport.”(F = 2.86, p = .04). Independent t test revealed that Females scored higher than Males in regards to Question #3, I don’t care as much about my sport performance as I used to”(t = 2.45, p = .02) and Question #9(I am exhausted by the mental and physical demands of sport)t = 2.12, p = .042).

Conclusions: Results from this study are similar to others in that Seniors scored higher than others in regards to questions on athletic burnout. However, more studies are needed among historically black colleges and universities. Recommendations are made to further examine Athletic Burnout among college student athletes.

Perceptions of Resilience: An Exploration Into the Impact of Perceived and Actual Risk

Gabrielle Ryan Strittmater¹, University of Illinois - Urbana Champaign; Jenna Starck, UW - La Crosse; Ward Dobbs, University of Wisconsin - La Crosse

([email protected])

Background/Purpose: Outdoor orientation programs have been identified as helping students develop resilience skills to help them transition from home to college. However, what is not known is how perceived risk and actual risk may impact their resilience skills. The purpose of this study was 1) to identify student perceptions of resilience while experiencing adventure education (AE) and outdoor pursuit (OP) settings, and 2) determine how AE (perceived risk) and OP (actual risk) contribute to participants’ perceptions of their own resilience.

Method: Sixteen first-year college students that were enrolled in an AE and OP orientation program participated in this study. Quantitative data was collected using the Brief Resilience Scale to estimate participants’ resilience nightly post AE and OP experiences. A repeated measures analysis of variance (RMANOVA) was used to analyze resilience across time. Qualitative data was collected via interviews and reflections from participants and analyzed through open, axial, and final coding to develop a thematic structure.

Analysis/Results: The RMANOVA approached but was not significant (p=0.13). Qualitative themes are as follows: (1) When perceiving risk, feeling safe promoted self-confidence, (2) social support impacted students’ perceptions of resilience, (3) intrinsic motivation promoted growth when facing adversity.

Conclusions: This study suggests that AE and OP orientation programs have the capacity to build resilience skills regardless of the type of risk.

Relationships Between Physical Achievement, Knowledge and Emotions Across One Sport Education Model Unit

Madelyn Carson¹, Kelly L. Simonton, Tristan L. Wallhead^F, Ben D. Kern, University of Wyoming

([email protected])

Background/Purpose: Understanding student emotions and their antecedents (control-value beliefs) in physical education (PE) is essential as they represent key markers of student motivation. However, there is limited understanding of how student emotions are linked to important student learning outcomes. Findings from previous research has shown that pedagogical models such as Sport Education can elicit positive student emotions such as enjoyment (Wallhead et al., 2014) but there remains limited understanding of how Sport Education may elicit emotions. Grounded in Control-Value Theory, the purpose of this study was to explore how student emotions, emotional antecedents (control-value beliefs), and achievement outcomes changed over one Sport Education season and how these changes influenced student achievement (physical and cognitive).

Method: A mixed methods design explored middle school students (N= 69; M_age= 12.33) experiences during one season of modified handball taught using Sport Education. All participants completed a pre/post validated survey that included control beliefs (Perry et al., 2001), value beliefs (Frenzel et al., 2007), emotions (Simonton et al., 2021), and interest/ability. Additionally, each student completed a pre/post cognitive exam and game performance assessment. Qualitative interviews were conducted with a sample of high, medium, and low skilled students (n=8) at the middle and end of the season. One-way repeated measures MANOVA were used to determine whether multiple dependent variables (e.g. control/value beliefs, emotions, interest/ability) changed over time, and Pearson’s r correlations were calculated to assess strength of their associations. Interview data were analyzed deductively based on CVT and coded to develop themes using constant comparison to explore students’ emotions and emotional antecedents as influenced by their experiences with the model.

Analysis/Results: Results of MANOVA indicated increases in control beliefs (p= .01) and decreases in extrinsic value (p= .04) over the season. No statistical differences were found for emotions, however, trends identified increases in enjoyment and pride for both males and female with slight decreases in boredom and shame for females. Game performance (p< .01) and tactical knowledge (p<.01) significantly improved with increases mean interest and perceived ability in handball. Strong correlations were identified between emotions and outcomes across the season. Qualitative analysis revealed that students’ perceptions of the model influenced emotional antecedents and emotions directly. Major themes included: (a) Cooperative/competitive appraisals, (b) Value in team and self, and (c) Intention for future participation. In sum, students felt the team aspect of the model was highly influential of their positive/negative experience. Meaningful and personally impactful experiences included helping teammates, individual improvement, and having leadership roles. While students shared a positive opinion of handball, it appeared their experience in tasks and with teammates was most influential on their emotions.

Conclusions: This study suggests there are strong relationships between students’ emotional experiences in PE and their perceived and objectively measured success in a Sport Education season. The features of the Sport Education model facilitated both emotional antecedents (perceived control and value in the unit) and emotions during learning. Teachers should consider exploring their students’ perceptions of the season to intervene on potential negative experiences and maximize learning and engagement.

Understanding College Students’ Endorsement of Achievement Goals in PA Classes

Jihye Lee¹, University of North Texas; Ping Xiang^F, McBride Ron, Jiling Liu^F, Texas A&M University

([email protected])

Background/Purpose: Universities provide a variety of courses for students to participate in physical activity (PA). However, there is significant evidence showing the declines in PA participation and the increases in sedentary behavior during the college years. This is concerning and needs to be addressed in research. One way to address it is to understand their purposes and reasons for taking PA classes, known as achievement goals (Nicole et al., 2003; Kim & Cardinal, 2017). This is because achievement goals influence students’ motivation and related outcomes in PA settings. Therefore, this study utilized the 3x2 achievement goal model (Elliot et al., 2011) to investigate: 1) college students’ general goals or approaches to PA classes and 2) key factors influencing their achievement goal endorsement in PA classes.

Method: Based on their achievement goal scores in college PA classes as part of a larger project, 53 students (M = 20.11 years, SD = 1.41; 32 males; 21 females) were selected for participation in the present study. They were interviewed individually with five questions for approximately 20 minutes. All interviews were audiotaped, transcribed verbatim, and subjected to content analysis (Lincoln & Guba, 1985).

Analysis/Results: The first three interview questions were analyzed together because they asked about general goals and approaches to PA classes, while questions four and five were analyzed separately. The trustworthiness of interview data was ensured by member checking, peer debriefing and data auditing. Findings from the first three questions revealed that college students considered their general goals and approaches towards PA classes primarily in terms of: (a) motivators inherent to the classroom environment (instructor positive feedback and fun activities), (b) learning and improving, (c) health-related benefits (improving cardiovascular health), and (d) external motivators/influences (required classes and competitive environment). Findings from question four showed that whether they endorsed or not endorsed certain achievement goals was determined by: (a) the role of comparison/competition, (b) emphasis on learning and improving, (c) internal motivator (having fun), (d) benefits of correct technique (preventing injuries), and (e) maximizing effort. Question five focused on factors specific to PA classes that students might perceive as contributors to their achievement goal endorsement. Four themes emerged: (a) impact of learning environment, (b) influences of self and others, (c) learning and improving, and (d) opportunity for physical activity.

Conclusions: Similar to previous research (Leenders et al., 2003; Weinfeldt & Visek, 2009), this study revealed that college students participated in PA classes to have fun/enjoyment, be social, work out/exercise regularly, and earn credit. It also supports Lackman et al (2015) that college students were more likely to enroll in PA classes when their goals were to learn new skills and activities (task/self-approach goals). Additionally, influences of others may be conducive to students’ endorsement of achievement goals. Thus, instructors are encouraged to use their influence as well as the influence of peers to help students endorse achievement goals that are motivationally beneficial, such as task/self-approach goals, in college PA classes.

Understanding Students’ Cognitive and Affective Attitude and Attitudinal Structures Toward Physical Activity: A Person-Centered Approach

Yubing Wang¹, University of Wisconsin-Whitewater; Yaogang Han, Pan Li, Binn Zhang, Shanghai University of Sport

([email protected])

Background/Purpose: Many studies have shown that cognitive and affective attitude can significantly influence physical activity (PA) behavior. A recent study found that the valence (positive or negative) of people’s affective attitude can make a big difference for the effects of cognitive attitude on PA (Wang et all., 2022). Many research findings suggest the importance of fostering strong positive affective and cognitive attitude in PA promotion. To promote students’ cognitive and affective attitudes toward PA, it is important to first understand the current status of their cognitive and affective attitude. This information can guide the development and implementation of the PA attitude interventions in PE or PA programs.

People tend to have different feelings (affective attitude) and beliefs (cognitive attitude) on doing PA, especially on moderate-to-vigorous PA (MVPA, Wang & Hollett, 2021). Many people may hold mixed/ambivalent feelings and beliefs on doing PA. For example, some people may think that doing PA is beneficial for health (positive cognitive attitude), but at the same time feel that doing PA is boring and painful (negative affective attitude).

The purpose of this study was to determine the proportion of students who were holding positive, negative, and neutral cognitive/affective attitude, and who were holding different cognitive-affective attitudinal structures toward MVPA using a person-centered approach. These proportions were also compared for students with different gender and body weight status in different school levels.

Method: A total of 3949 students participated in this study (1065 middle-school students, 784 high-school students, and 2100 college students; 53.5% males, 46.5% females). Their cognitive and affective attitude were measured using validated 7-point semantic differential scales. Affective and cognitive attitude scores that were lower than 4 was categorized as negative, higher than 4 as positive, equal to 4 as neutral. Nine cognitive-affective attitudinal structures were determined based on these cognitive and affective attitude status. Cross tabulation was used to determine the percentage of students in different cognitive and affective attitude status and cognitive-affective attitudinal structures for different gender, BMI status, and school levels. Chi-square tests were conducted to determine the differences for different gender and BMI status in different school levels.

Analysis/Results: This is a descriptive study which involves many percentages information for students with positive, neutral, and negative cognitive/affective attitude status and with each of the nine cognitive-affective attitudinal structures for different gender, BMI status, and school levels. There are also many Chi-squares test results for the differences between different gender, BMI status, and school levels. Because of the word limits, it is impossible to report all these results in this abstract. We will present these results during conference presentation, if this abstract is accepted.

Conclusions: This study furthers our understandings on the proportion of students who were holding positive, negative, and neutral cognitive/affective attitude status and who were holding different cognitive-affective attitudinal structures toward MVPA for students with different gender and BMI status in different school levels. Understanding this information can help physical educators and PA scholars determine the populations that are most needed for attitude intervention to promote PA behavior.

Understanding Work-Avoidance Goals in Physical Education

Ping Xiang^F1, Jiling Liu^F, Texas A&M University; Weidong Li^F, The Ohio State University; Jianmin Guan^F, University of Texas-San Antonio

([email protected])

Background/Purpose: It has been well documented that students pursue multiple goals to engage, perform, and learn in school settings, including physical education. These goals influence students’ motivation and important outcomes in schools. Among them are work-avoidance goals (WAGs), referring to “the desire to reduce effort, to do as little as possible, and to not work hard” (Jagacinski et al., 2020, p. 221). Classroom research has revealed that WAGs are related to negative outcomes such as boredom and dissatisfaction with school. In physical education (PE), however, little work has examined students’ WAGs. To address this deficiency in our knowledge base, we examined the mean score changes of WAGs for running over time. We also examined the prediction of WAGs in students’ persistence/effort and intention for future running participation.

Method: Participants included 256 students (128 boys,128 girls; M_Age = 13.96, SD_Age = 0.40), who were tracked from fifth to eighth grade while participating in running activities in physical education or athletics classes. WAGs for running, persistence/effort, and intention for future running participation were assessed by previously validated questionnaires on 5-point scales. Students were asked to follow the identical procedures to complete the questionnaires during regularly scheduled PE or athletics classes at the end of school year while in grades 5-8.

Analysis/Results: Descriptive statistics showed that all means, except that of WAGs at grade 5, were above the midpoint of the scale, 2.5. Bivariate correlations revealed that WAGs were negatively correlated with persistence/effort and intention for future running participation both within- and cross-grade levels (rs = -.47 - -.15, p < .05). Both linear and quadratic regression models revealed no significant mean score changes in students’ WAGs from fifth to eighth grade (R² = .001/.004, p > .05). A path analysis resulted in an acceptable model fit (χ²₍₁₈₎ = 39.921, p = 0.002, CFI = 0.985, RMSEA = 0.069, and SRMR = 0.042), in which WAGs at grade 5 negatively predicated intention for future running participation and persistence/effort at grades 5, 6, and 7 (λs = -.487 - -.138, ps < .001) and persistence/effort at grade 8 (λ = -.217, p < .001). WAGs at grade 6 negatively predicted intention for future running participation at grades 6 and 7(λ = -.349/-.132, p < .001) and persistence/effort at grades 6 and 8 (λ = -.288/-.156, p < .001). WAGs at grade 7 negatively predicted persistence/effort (λ = -.146, p < .001) at grade 7, and WAGs assessed at grade 8 negatively predicated intention for future running participation (λ = -.197, p < .001) at grade 8.

Conclusions: There were no significant changes in mean scores of students’ WAGs for running from fifth to eighth grade, suggesting this type of goals might be a stable learner characteristic. WAGs endorsed at earlier school years had more prolonged negative effects on persistence/effort and intention for future running participation at later school years. The prolonged negative predictive effects suggest that interventions focusing on improving students’ motivation and learning in PE should consider their WAGs.

Using Mindfulness for Sports Performance: An Intervention With College Athletes

Beatrice Perucchini¹, Suzanne Lindt, Tara Fox, Stacia C. Miller, Midwestern State University

([email protected])

Background/Purpose: Mindfulness is the focus on the present moment, while avoiding judgment and has been used to reduce anxiety and stress and improve performance in academics, the workplace, and in relationships. Mindfulness interventions with athletes have shown an increase in sporting results and athletes’ self-confidence, a decreased focus on irrelevant thoughts and concerns over mistakes, and decreased levels of performance anxiety. The purpose of the research was to determine whether participating in mindfulness training would decrease stress while increasing focus on the “mental game” for college athletes.

Method: During the spring 2022 semester women golf athletes at a university in the south were invited to participate. Athletes who consented to participate completed a pre-test with Likert items to measure their stress (Perceived Stress Scale) and mindfulness (Mindfulness Questionnaire). They also answered an open-ended question about their current mental game. Athletes then completed a mindfulness training course over four weeks, composed of modules with videos and readings. Athletes also completed weekly reflections to indicate stress levels and events/people in their lives leading to stress. Upon completion of the training, athletes completed the post-test for perceived stress, mindfulness and mental game.

Analysis/Results: Researchers analyzed survey data, weekly reflections, and golf scores over the four weeks. For the pre- and post-surveys, Likert responses were coded into numbers and a parallel samples’ t test was conducted to determine change in responses to stress and mindfulness. Only mindfulness observation neared significance, (t(7)= 2.05, p =.08) and indicates that athletes felt they became more aware of their own body sensations and emotions over the four weeks. Though no other scales neared significance, the mean differences indicated that athlete stress levels decreased (pre=3.35, post=3.21) over the four weeks. The question regarding athletes’ mental game was analyzed for themes, and those without a strong mental game at the beginning of the study expressed an increase over the four weeks.

The weekly responses were also analyzed for themes to determine whether the training was effective in reducing athletes’ stress and improving their golf game from week to week. Athletes indicated that they had an improved desire to increase their focus, their outlook, and their self-care over the four weeks. In addition, golf scores from the beginning to the end of the spring semester were analyzed to determine change in athlete performance. Golf scores indicate that there was not an improvement in the performance, except for one participant. Overall, golf scores showed a decrease in the golf performance for most participants between the Fall and the Spring season of the study.

Conclusions: To reduce anxiety and increase sports performance for college athletes, coaches and sports psychologists may consider incorporating mindfulness techniques into athlete training. The results of the current study support previous research to suggest that using mindfulness training over a period of weeks can help college athletes to decrease their stress levels and improve focus on the mental game.

Motor Behavior

A Review on the Importance of Infant Crawling

Lingsong Kong¹, University of Massachusetts Amherst; Xiaozan Wang, East China Normal University, College of Physical Education & Health

([email protected])

Background/Purpose: Crawling is one of the important milestones in the development of an infant’s fundamental movement skills, as well as the first stage of an infant’s independent movement. Abnormal or absent crawling movements in infancy are closely related to a variety of health problems such as Down syndrome, cerebral palsy, autism, metabolic syndrome, and mental illness. This study aimed to review the research on infant crawling and to understand the significance of crawling to the growth and development of infants, as well as to put forward the prospect of future research on infant crawling.

Method: PubMed, SPORTDiscus, and Web of Science online databases were searched in Jan 2022. The keywords associated (infant or toddler or kid or children, crawling or creeping) were used in different combinations. Additionally, journal articles were also obtained through the references in the original documents. The eligibility criteria were: (1) peer-reviewed articles or books in English or Chinese; (2) involved crawling or creeping as one of the primary variables in the study.

Analysis/Results: The search found 633 publications from 1971 to 2022, while 42 articles were included in the final review. These articles were classified into four categories as follows. (1) Crawling improves the development of the nervous system. The frequent tactile, visual, proprioceptive, and kinesthetic experiences during crawling help infants achieve the integration of various senses. The array of stimuli from crawling also enriches neural connections between the brain and cerebellum, left and right hemispheres. (2) Crawling enhances the development of the musculoskeletal system. Crawling improves muscle strength, bone density, and shoulder, elbow, wrist hip stability. Crawling can strengthen the neck muscles, consolidate infants’ neck lordosis to improve the balance of infants’ heads, and it is also conducive to the formation of lumbar lordosis. (3) Crawling promotes psychological and cognitive development. Infants are in the sensorimotor stage. Infants develop new cognitions (e.g. detours behaviors, object permanence) by accumulating experiences in crawling and analyzing them in conjunction with new things and situations. After learning to crawl, the infants can contact and communicate more with other people or objects, which develops the infants’ interest and attention on external things. (4) Crawling fosters the development of motor skills. Crawling lays the foundation for the subsequent gross motor skills (e.g. walking). Infants increase muscle strength and joint stability in limbs by crawling, which also lays the foundation for fine motor skills.

Conclusions: Crawling has significant influences on infants’ nervous system, musculoskeletal system, psychological and cognitive development, and motor skills. Longitudinal studies and studies combined with new technologies are needed to investigate the influence of crawling on infants’ development. It is important to popularize home-based crawling assessments for parents.

Comparison of Resting and Fatigue Visual-Motor Reaction Time of Turkey Men’s Deaf National Basketball Players

Ali Tatlıcı¹, Selçuk University, Faculty of Sport Science; Ömer Özer, Karamanoğlu Mehmetbey University

([email protected])

Background/Purpose: Reaction time has a very important place in sports. However, there are limited studies on the reaction times of deaf elite athletes. Studies on reaction times in fatigue are even less. The aim of the study was to investigate the visual-motor reaction time of Turkey men’s deaf national basketball players at rest and fatigue.

Method: Thirteen basketball players (Olympic level deaf athletes) (25.92±4.9 years, height 184.15± 10.22 cm; body weight 88.53± 20.29 kg) participated in the study. Subjects were administered a standard warm-up and then a visual-motor reaction test on the fit-light reaction device (Fitlight Sports Corp., Canada) was performed on the dominant hand and then the other hand 3 times and the best score was taken. Following that yo-yo intermittent recovery test level1 (Yo-Yo IR1) was performed by subjects to create fatigue. When participants completed Yo-Yo IR1, they immediately started the visual-motor reaction test again in fatigue. Average reaction time was recorded by the fitlight device automatically.

Analysis/Results: The SPSS package program was used in the analysis of the data. Paired sample t-test was used in paired comparisons. When the pre-test and post-test scores of the dominant and non-dominant hands were compared, no significant difference was found (between rest and fatigue). Also, there were no significant differences between dominant and non-dominant hands in rest and fatigue.

Conclusions: According to the results, it can be said that the visual reaction times of deaf players vary according to their individual characteristics and training levels.

Predicting Physical Activity and HRQoL for Visual Impairments and Cancer

Emily Gilbert¹, SUNY Cortland; Alex Stribing, Kean University; David F. Stodden^F, Victoria Davis, University of South Carolina; Lauren Lieberman, The College of Brockport; Collin Webster, University of Birmingham Dubai; Ali Brian^F, University of South Carolina

([email protected])

Background/Purpose: The purpose of this study was to examine the underlying mechanisms predicting physical activity and health-related quality of life (HRQoL) in youth with a visual impairment (VI) or VI sequela from cancer (VISC) beyond age, sex, and degree of vision.

Method: Participants (N = 30) had a mean age of 12.33 ± 2.64 years. Eighteen of the participants were male and 12 were female. There were two groups: VISC (n = 15) and VI (n = 15. Each of the participants with a VISC was matched by age, degree of vision, and biological sex to participants in the VI group. To examine the underlying mechanisms of physical activity and HRQoL descriptive statistics, Pearson’s correlations, and two separate multi - level hierarchical regressions were used.

Analysis/Results: Physical activity was positively associated with product motor competence (r = .71, p < .001), TGMD-3 (r = .60, p < .001), HRQoL (r = .42, p = .020) and participants’ degree of vision (r = .58, p < .001). HRQoL (PedsQLTM) was positively associated with TGMD-3 (r = .37, p = .047), product motor competence (r = .53, p = .003), perceived motor competence (r = .42, p = .020), physical activity (r = .42, p = .020), biological sex (r = -.37, p = .043), and a co-morbidity (r = -.42, p = .022). Degree of vision, perceived motor competence, and motor competence accounted for 61 percent of the variance explained (R² = .61, p = .005) in participants’ average step count scores, with motor competence accounting for 21 percent of the variance explained. A total of 51 percent of variance in participants’ total HRQoL scores was explained by the presence of a co-morbidity, biological sex, perceived motor competence and motor competence, with motor competence adding an additional 16 percent of the variance explained (R² ∆ = .16, p = .035). However, physical activity did not significantly contribute to the variance explained in HRQoL.

Conclusions: The findings of this study indicate that the physical domain has a strong relationship with overall HRQoL for youth with a VI or VISC. Specifically, motor competence was the strongest predictor for both physical activity and HRQoL beyond participant characteristics. Future research should examine if the relationships between the underlying mechanisms longitudinally continue to predict HRQoL.

Physical Activity and Health Promotion

A Grassroots Initiative to Engage Classroom Teachers in Physical Education Outcomes

Karie Lee Orendorff¹, Montana State University; Cate A. Egan, University of Idaho; College of Education, Health, and Human Sciences; Christopher B. Merica, University of North Carolina-Wilmington; Health and Fitness Education Program

([email protected])

Background/Purpose: The majority of children in the United States do not meet national physical activity (PA) guidelines. Physical education is an ideal setting for the accumulation of PA. However, most states do not follow national recommendations for physical education minutes, so alternatives for PA during the school day must be found. A Comprehensive School PA program (CSPAP) can help students achieve health-enhancing levels of PA during the school day, which includes encouraging classroom teachers to implement PA into their classrooms. However, uptake of CSPAPs in schools is low. One reason may be that CSPAPs have been driven and implemented by researchers, and little is known about grassroots efforts (led by teachers) for CSPAP implementation. Thus, the purpose of this study was to share the story of a grassroots CSPAP program (SHAPE Montana Project 150) developed by SHAPE Montana leaders to advocate for increased physical education and PA time in elementary schools.

Method: The overall goal of Project 150 was to train classrooms teachers to integrate PA into their classrooms as well as well as support classroom and physical education teachers in advocating for more physical education and PA in their schools. For the research design, narrative inquiry was employed. Narrative research allows researchers to explore human experience through textual form and allows participants to draw on their personal and shared experiences. Using narrative inquiry allows the researcher to bring a story into existence. Four members of the SHAPE Montana Board designed and championed Project 150 and participated in individual interviews (M=39.55; R=32.22-51.40) with the research team. Participants were invited to describe in detail a particular event and narrate personal and shared experiences. Example interview questions included: “Please describe your experiences with the 150 programs”, “What successes you experience with the 150 Program?”, and “What is your vision for the program?”

Analysis/Results: All transcripts were transcribed verbatim, and participants were assigned a pseudonym at the transcript level. The data was coded to reveal connections and relationships between the stories of participants to form a narrative. Additionally, the researchers also looked for elements of temporality (past, present, and future), sociality (personal and social conditions), and place (where events take place) as a way of understanding the story. The story is told by first explaining the challenge (i.e., lack of physical education requirements in Montana), then the action (program design, funding, training design), then the outcome (inviting classroom teachers to annual physical education conference, increased teacher and administrator buy-in) and finally the moral of the story (need to valid data, highlight of career, need full time people dedicated to program).

Conclusions: SHAPE Montana’s project 150 successfully trained classroom teachers and physical educators to increase PA time in their respective schools. Advocacy efforts resulted in additional teachers being hired and continued support of the program. However, Project 150 is larger than the SHAPE Montana board can handle without additional support systems (i.e., funding, universities), which are necessary to sustain and evaluate the program.

A National Survey on Asian-American Students’ Physical Activity and GPA

Zhenhao Howard Zeng¹, Brooklyn College of the City University of New York; Raymond E. Weston, Brooklyn College of the City University of New York, USA

([email protected])

Background/Purpose: Regularly participating in physical activity (PA) generates benefits for personal health, functional ability, and general quality of life became has accepted by the public society, physical inactivity, however, has become a major public health problem in most developed countries and has been recognized as a worldwide epidemic. This situation may become even worse because scientific research studies have predicted that: within the next 20 years, the rate of childhood obesity in the US will pass 40%; and predicted that: by the year 2040, Type II diabetes will affect 300 million people globally. Therefore, educating young people about the benefits of PA, and facilitating opportunities for participation have become extremely meaningful tasks in the challenges of developing a healthier next generation. Relationships among students’ PA, physical health status, and academic performance have been explored in various academic venues, however, the investigation that addressed Asian-American students nationwide has barely been covered. To address these issues and more, this study investigated the relative contributions of PA to the grade point averages (GPAs) of school-age, male and female Asian-American students. Further, we also covered the relative contributions of socioeconomic status (SES), gender, and residential status on GPAs.

Method: The hierarchical regression approach and the ‘Intersectionality theory’ were utilized. Data for this study was taken from the High School Longitudinal Study, a National Center for Educational Statistics (NCES), a primary federal entity for collecting and analyzing data related to education in the US. The baseline survey was administered to 9th-grade students in 2009, and the sample size included 944 schools with over 23,000 students, and their parents, and teachers. Public, Private, and Catholic schools were all sampled and 9th grad students were randomly selected within each school. The first follow-ups began in 2012 when the majority of the students would be in the 11th grade. In 2013 high school transcripts were collected. The second/last follow-up occurred in 2016, which would be indicative for most students of a (3-year) post-secondary education phase, etc. The Institutional Review Board permission to conduct the survey; and the “Inform Consent’ form the participants were administrated by the NCES during the investigation and the three following up. Participants in this study were 956 Asian-American High-school students.

Analysis/Results: The findings confirmed and reinforce the importance of participating in PA, and identified the relationships between the relative factors. In summary, Asian-American High-School Students who participated in after-school PA had higher GPAs. No significant impact on the GPAs from the Participants’ hours spent on extracurricular activities. Overall, female participants had higher GPAs than their male counterparts. The participants’ SES had an impact on their educational outcomes.

Conclusions: Overall, Asian-American High-School Students who participated in after-school PA and sports programs had higher GPAs. The female students had higher GPAs than their male counterparts. Participants’ SES had an impact on their educational outcomes, that is: the higher the SES, the higher the GPAs. The parental configuration had a limited impact on these participants’ GPAs, i.e., male students in ‘two-parents households’ had higher GPAs than female students in ‘one-parent households.

A Study on the Effect of Sports on College Students’ Physical Self-Concept

Lingshu Li¹, Yan Li, Shanghai International Studies University

([email protected])

Background/Purpose: Research indicated that sports can improve physical self-concept (Garn, 2020; Jeong, 2018; Dolenc, 2015). However, the influence of different sports on physical self-concept, especially with college students as research objects, is rarely considered. Therefore, the purpose of this study is to investigate the impact of sports participation on college students’ physical self-concept, while discussing how different sports can effectively improve their physical self-concept, with the aim to help college students correctly perceive their body, and form appropriate life values and promote health behaviors.

Method: The participants were 345 college students (24 males; 321 females, Mage= 19.8±0.8 years) from Shanghai, including 107 varsity athletes from the aerobics team, taekwondo team, volleyball and softball team. The Physical Self Description Questionnaire (Marsh, 1994) was used in this research to evaluate the level of physical self-concept. T-test, Pearson Correlation Analysis, and Regression Analysis were used to analyze the collected data.

Analysis/Results: The physical self-concept level of athletes was found to be higher than non-athlete students. Taekwondo athletes had a higher average score on self-esteem, flexibility, appearance, athletic abilities, motor coordination and health than the other three varsity sports teams. The aerobics team scores less than the other three teams on athletic abilities. Regarding motor coordination and flexibility, the taekwondo team and the aerobics team scored higher than the volleyball team and the softball team. No correlation was found between physical self-concept and age in the taekwondo team and the aerobics team ((p>0.05). A significant positive correlation was found between physical self-concept and age in the volleyball team on the dimension of body fat (p= 0.005<0.05) The model formula is body fat=2.333 + 0.571*age with the R2 model value to be 0.225. A significant positive correlation was also found between physical self-concept and age in the softball team (p=0.035<0.05, p=0.042<0.05). The model formula is Endurance = 2.504 + 0.512*age, and the R2 model value is 0.237, while Body fat = 3.363 + 0.384*age, and the R2 model value is 0.222.

Conclusions: The results suggest that:1. Athlete students with frequent participation in sports have a higher level of physical self-concept than non-athlete students.2. Students from the taekwondo varsity team have a higher level of physical self-concept. Students who involve in confrontational exercise have a higher level of physical self-concept than those participating in gymnastics on the dimension of athletic abilities. The training focused on limb movement conversion can effectively improve the physical self-concept on the dimensions of motor coordination and flexibility. 3. The level of physical self-concept on the dimension of body fat in volleyball players and on the dimension of body fat and endurance increases with age, indicating that the perception of athletes on certain dimensions of physical self-concept can change with age.

The results of this study help deepen students’ knowledge of physical self-concept and encourage them to reasonably choose to participate in different sports according to their own characteristics, thus promoting their overall healthy physical and mental development.

A Virtual Collegiate Employee Wellness Program: Voices of Participants

Amy J. Rogers¹, Southern Union State Community College; Ellen H. Martin, Clayton R. Nicks, Columbus State University

([email protected])

Background/Purpose: While worksites are a prime place to implement wellness programs, they can be time-consuming, require many resources and must be conducive to employee needs and desires for the program, to be successful. Previous studies conducted on wellness programs and physical activity interventions have taken place at worksites, in the general public, or at four-year universities (Butler, Clark, Brulis, Castillo, & Racette, 2015; Haines, et al., 2007; Rongen, et al., 2014a). None of these studies investigated the effects of a team-based wellness program on participant perceptions. The purpose of this qualitative study was to investigate the effects of a virtual team-based employee wellness program by examining employee perceptions prior, during and after the program through focus groups, interviews and journal entries.

Method: Faculty and staff of a community college in the southern United States participated in a team-based, 12-week wellness program delivered virtually. The seventy-five participants in the program included 24 males (32%) and 51 females (68%). The ethnic demographic makeup was predominantly Caucasian (79%) with 20% African American and 1% identifying as other or not disclosed. Participants received targeted information concerning health behaviors (i.e., steps, water-intake, sleep, nutrition) and dimensions of wellness (i.e., physical, emotional, intellectual, social, spiritual, psychological) through the virtual platform. A new health behavior was introduced every three weeks: steps, water-intake, sleep, and nutrition. During the 12-week wellness program, participants recorded health behavior data in an online platform sponsored by the College and submitted weekly journal entries. At the end of the program, purposeful, stratified sampling (Patton, 2014) was used to invite participants to participate in semi-structured interviews and purposeful, random sampling was used to identify participants for focus groups. Data triangulation was accomplished through detailed analysis of four qualitative data collection data points: (1) Data from focus groups (post wellness program), (2) semi-structured interviews (post wellness program), (3) journal entries during program, and (4) open-ended questions (pre and during wellness program).

Analysis/Results: At the end of the program, three main themes emerged from the focus groups and interviews by using grounded theory (Creswell, 2014): (1) social, (2) barriers and facilitators, (3) and dimensions of change. The pre wellness program open-ended questions and the journal entries submitted during the program were coded using the three themes. The results showed for the open-ended questions there were 94 identified statements with 10.6% classified in social, 46.8% in the barriers and facilitators (28.7% barriers, 18.1% facilitators), and 42.6% in the dimensions of change. For the journal entries, there were 1005 statements with 7.1% in social, 26.7%in barriers and facilitators (19.2% barriers, 7.5% facilitators), and 66.2% in dimensions of change.

Conclusions: Rich qualitative data shed light on participant perceptions before, during, and after the wellness program, highlighting the importance of social accountability in their participation in a wellness program. This study provided evidence that worksites that develop wellness programs would benefit if they considered adding a team-based element, which would foster participation through team accountability.

Adolescents’ Participation in Physical Education and Leisure-Time Sport Activity on Their Social Connectedness, Depression, and Aggressive Behavior

Liana Davis¹, Doyeon Won, Texas A&M University- Corpus Christi; Hyejin Bang, Florida International University; Sanghyun Park, Yonsei University

([email protected])

Background/Purpose: The current study investigated the benefits of adolescents’ participation in physical education (PE) and leisure-time sport activity (LTSA) on their subjective wellbeing, namely, social connectedness, depression, and aggression. More specifically, the study explored the mediating role of social connectedness on the relationship between adolescents’ physical activity and depression/aggression.

Method: Data were collected from 358 middle school students in Korea and primarily analyzed using structural equation modeling (SEM).

Analysis/Results: Results indicated that adolescents’ participation in PE had a direct positive effect on social connectedness, while LTSA had a direct negative effect on depression. Social connectedness was negatively associated with both depression and aggression, while aggression was positively associated with depression. Consequently, the results indicated a full mediation effect of social connectedness between PE and aggression/depression. The results of SEM analyses suggested some meaningful gender differences. The effect of LTSA on depression was significant only for females, while the relationship between social connectedness and depression was stronger for females.

Conclusions: Overall, the study suggests that PE is an effective way to enhance middle schoolers’ social connectedness, which can decrease the level of depression and aggression. Especially for female adolescents, their participation in PE and LTSA should be encouraged given the importance of their effects on depression.

After-School Program: Evaluation of Overhand Throwing and Motor Competence

Kahyun Nam¹, Pamela Hodges Kulinna^F, Omar Albaloul, Conner Acri, Regan Glock, Malak YoussefArafat, Arizona State University

([email protected])

Background/Purpose: There are significantly fewer opportunities for Physical Activity (PA) and skill development in communities with low socioeconomic status, which is associated with poorer health outcomes (Tyler et al., 2020). The Comprehensive School Physical Activity Program (CSPAP) framework serves as the conceptual framework for this project and recognizes the importance of afterschool programs (ASPs) in supporting youth physical activity opportunities and developing skills and active behaviors for a lifetime (Carson & Webster, 2020). A number of PA interventions have been implemented within ASPs to improve children’s PA outcomes. A limited number of studies; however, have investigated perceptions of motor competence among elementary students living in low-income communities as well as manipulative skills at the same time. Consequently, the purpose of this study was to determine whether ASPs would impact students’ perception of motor competence and their overhand throw skills

Method: In order to determine how students’ perception of motor competence (PMC) on overhand throw changed over the course of a five-week intervention, the Test of Gross Motor Development - 2nd Edition (TMGD-2) was administered, as well as a 23-item Likert-type questionnaire that was previously validated. A total of 64 (ASP: n = 46, control: n = 18) and 74 (ASP: n = 56, control: n = 18) completed the TGMD2 and the PMC questionnaire, respectively. For the TGMD2, the maximum skill score was 8 (2 trials 4 criteria), and questions related to overhand throw competency were answered on a scale of 1 (strongly disagree) to 5 (strongly agree).

Analysis/Results: Accounting for the results obtained from the Levene’s test, an independent t-test and the Welch’s t-tests were used to explore differences in the TGMD2 scores and PMC scales, respectively. According to the t-test results, students (M = 5.35, SD = 2.26) who participated in the ASP performed significantly better in the overhand throw compared to control students (M = 3.58, SD = 2.01) in the control group [t (72) = -3.02, p = .004]. Welch’s t-test demonstrated, however, that there was no significant difference in the PMC score after the 5-week intervention between the ASP students (M = 12.18, SD = 2.05) and the control (M = 11.42, SD = 2.83) students [t(24.73) = -1.07, p = .29].

Conclusions: ASP participants performed better at overhand throw on the post-test, suggesting that focusing on one manipulative skill (i.e., overhand throw) for five weeks can provide the students with a significant improvement. Despite the fact that the improvement in perceived motor competence was not significant, students who participated in ASP felt 10.9% more confident when responding to the scale for ‘I am good at throwing the ball.’ Additionally, the students felt 24.9% more confident about throwing the ball far and 37.7% more confident about throwing the ball at the target. While the findings were positive for perceptions and motor skill development, additional studies might lengthen intervention time and consider a person-centered approach to further understand change in motor competence development (Coppens et al., 2019).

Age-Varying Relationships Between Depression and Cognition in Old Age: Moderation by Physical Activity

Myungjin Jung¹, Minsoo Kang^F, The University of Mississippi

([email protected])

Background/Purpose: As the population ages, mental health among older adults has emerged as a major public health issue. Prior research has demonstrated that increased depression is associated with increased risk for cognitive disorders and decreased cognitive performance in later life. Yet, we have limited understanding of how depressive symptoms and cognition individually vary with age throughout late adulthood or how their relationship changes across age. Prior research has also shown that physical activity may play a key role in buffering the negative relationship between depression and cognition. Little research, however, has examined if this potential buffering effect is present throughout all of late adulthood or is only present or stronger at particular ages.

Method: Participants (N = 2,473) were older adults aged 60 to 79 from the 2011-2014 National Health and Nutrition Examination Survey. Depressive symptoms, cognition, and physical activity were measured using the Patient Health Questionnaire-9, Digit Symbol Substitution Test, and Global Physical Activity Questionnaire, respectively. Weighted time-varying effect modeling (TVEM) was employed to examine age trends in depressive symptoms and cognition by age and the relationship between depressive symptoms and cognition by age. Separate TVEM models were run among older adults meeting and not meeting physical activity recommendations to test moderating effects of this age-varying relationship. Descriptive statistics were conducted using SURVEYMEANS and SURVEYFREQ procedures in SAS version 9.4 and TVEM analyses were conducted using the %WeightedTVEM SAS macro.

Analysis/Results: The average age of the sample was 67.4 ± 0.2 years, 53% were female, and 77% were Non-Hispanic White. Depressive symptoms were most severe at age 62 (Mean = 3.7; 95% CI = 3.0, 4.5), followed by a modest decline in depression before a second peak around age 67 (Mean = 3.5; 95% CI = 2.8, 4.2). The least severe depressive symptoms were observed at age 79 (Mean = 2.2; 95% CI = 1.4, 3.0). Cognition was highest at age 60 (Mean = 62.3; 95% CI = 59.0, 65.6) and declined steadily through age 77 (Mean = 42.6; 95% CI = 40.2, 44.9). There was a negative relationship between depressive symptoms and cognition, but this relationship was only significant among participants ages 60 to 61, 64 to 69, and 78 to 79. The magnitude of the negative relationship was strongest among older adults aged 79 (β = -1.49; 95% CI = -2.65, -0.33). There was a significant difference in the age-varying relationship between physical activity groups at the ages 65 to 67, and the magnitude of the negative relationship was stronger among those not meeting physical activity recommendations.

Conclusions: While depressive symptoms varied considerably by age and cognition steadily declined with age, the significance of the negative relationship between depressive symptoms and cognition was observed at a certain age range. The findings highlight specific age groups, particularly those in later life, who might be at higher risk for cognitive decline along with their depressive symptoms. Efforts to encourage regular participation in physical activity can help protect older adults from depression-related decreases in cognitive performance.

Association Between Active School Environments and Students’ Physical Activity

Joey A Lee¹, Keston G Lindsay, University of Colorado Colorado Springs; Gregory J Welk^F, Iowa State University

([email protected])

Background/Purpose: Schools have been identified as key settings for promoting and supporting physical activity (PA) in youth. School PA environments are important for influencing the activity opportunities available to youth during and around the school day. Yet, the association between school PA environments and students’ school day PA is not entirely understood. Therefore, this study aimed to 1) examine the relationship between the whole school PA environment and student school day PA, and 2) examine the relationship between specific domains of the school PA environment and students’ PA within these specific settings.

Method: The study was conducted using baseline data compiled through the 2020 iteration of the SWITCH® (School Wellness Integration Targeting Children’s Health) capacity building intervention. Requirements for schools to participate in SWITCH included 1) obtaining principal support/approval, 2) identifying 4^th and 5^th grade classes to participate, and 3) establishing a “school wellness team” of three school staff members to facilitate SWITCH implementation and data collection. A total of 36 schools participated in SWITCH. Complete data for this study were available from 29 of the 36 schools, which included 1,484 students with complete data (50.6% male). Student PA data was collected via the Youth Activity Profile (YAP), an online, self-report tool designed specifically to assess PA behaviors within school settings. School PA environment data was assessed using the School Wellness Environment Profile (SWEP). The SWEP captures school leader’s perceptions of PA environments, practices, and policies that relate to the five dimensions of the Comprehensive School Physical Activity Programming (CSPAP) framework. Using the SWEP and YAP data (assessed as minutes of PA), associations between school PA environments and students’ PA were evaluated across the whole school PA environment and four specific sub-domains of the school PA environment: 1) recess, 2) physical education, 3) active transportation environment, and 4) before and after school. Primary data analysis included a series of five multi-level linear models to evaluate the associations between the school PA environment predictor variables and the corresponding student PA dependent variables.

Analysis/Results: The predictive probability of the overall school PA environment variable on students’ total school day PA minutes was statistically significant (p = .02). The association between the active transportation environment and students’ PA minutes via active transportation was also significant (p = .049); however, the individual models examining these the associations between recess, physical education, and before and after school PA and students PA in each of those respective settings were not significant (p > .05).

Conclusions: Findings from the present study revealed associations between school PA environments and youth PA behaviors. However, only one of the four subdomains was associated with the corresponding estimate of PA from the YAP (active transportation environments). Comprehensive approaches to school PA environments may be warranted for improving youth PA levels in schools.

Association Between Physical Activity Behaviors and School Connectedness During COVID-19

Kelly Cornett¹, Centers for Disease Control and Prevention; Shannon Michael, CDC/Div Of Population; Sarah A. Sliwa, CDC/ORAU; Jingjing Li, Centers for Disease Control and Prevention

([email protected])

Background/Purpose: The disruption of the COVID-19 pandemic on school operations and routines affected students’ physical and emotional well-being. Providing physical activity opportunities in schools can encourage students to connect and positively engage with each other, which improves relationships and promotes emotional well-being.

Method: Using a nationally representative sample of U.S. high school students from the Adolescent Behaviors and Experiences Survey (ABES), we examined the association between physical activity behaviors and school connectedness using sex-stratified and race/ethnicity-stratified multiple linear regressions models.

Analysis/Results: Participating in team sports, being more physically active, and attending physical education were all associated with higher levels of school connectedness, with variation by sex and race/ethnicity. Specifically, being more physically active throughout the week was associated with higher levels of school connectedness for both sexes and most race/ethnic groups except for Black students. Attending physical education was associated with higher levels of school connectedness but only among male students. The number of sports teams on which students participated was positively associated with higher levels of school connectedness for both sexes and all race/ethnic groups. These associations were also significant and similarly varied by sex and race/ethnicity when the physical activity behavior variables were categorized to reflect national recommendations. Daily physical activity (i.e., during the past 7 days was physically active for a total of ≥60 minutes/day on all 7 days) and daily physical education (i.e., went to physical education classes on all 5 days in average school week/week in school) also were associated with higher levels of school connectedness.

Conclusions: These findings suggest that providing opportunities for physical activity before, during, and after school, namely physical education and team sports, as part of a Comprehensive School Physical Activity Program (CSPAP), might promote school connectedness during and following crises like COVID-19. It also demonstrates the link between adolescents being more physically active and feeling more connected to people at their school. Efforts to increase ample physical activity opportunities in schools may provide numerous benefits, including increased ability to focus, strengthened interpersonal skills, and improved relationships with peers and trusted adults. These skills can enhance students’ connection to school while also improving their health and educational outcomes during and following the COVID-19 pandemic, which is a win-win for schools, students, and their families. An important future step is to continue to examine what types of physical activity strategies can most effectively bolster school connectedness as well as develop and evaluate school-based and OST interventions that incorporate these constructs. Future studies also can help reinforce strategic programmatic implementation for physical activity and school connectedness that can improve both health and educational outcomes while attenuating the burden of health inequities.

Changing Trajectory of Daily Physical Activity Levels Among At-Risk Adolescents: Influences of Motivational Mechanisms

Anqi Deng¹, Nicole Zarrett, Jongho Moon, Allison M Sweeney, University of South Carolina

([email protected])

Background/Purpose: Afterschool programs are considered highly feasible sites for physical activity (PA) promotion and commonly offer various PA programs and opportunities that can be used to supplement PA time for underserved adolescents (Zarett et al., 2021). Guided by Self-Determination Theory (SDT), the purpose of this study was to determine changes in the 16-week moderate-to-vigorous physical activity (MVPA) trajectory of underserved adolescents who participated in the Connect through Positive Leisure Activities for Youth (PLAY) intervention and the effects of changes in participating adolescents’ intrinsic and autonomous extrinsic motivations on their MVPA trajectory over the 16-week intervention.

Method: This study was a part of a 5-year prospective randomized controlled trial intervention study implemented within 30 pre-existing ASPs, a subsample of 113 adolescents (56.64% female; 61.06% African American; average age = 11.29) completed measures of daily MVPA, intrinsic motivation, and autonomous extrinsic motivation. Adolescents’ daily MVPA was measured using the Actigraph GT3X (ActiGraph LLC) for 7 consecutive days for three times (baseline, midpoint, and endpoint). Adolescents’ intrinsic motivation at baseline and endpoint was assessed by a subscale from the Interest and Regulatory Motives Scale (reliability coefficients from .93 to .94 based on the current sample; Duda et al., 1992). Adolescents’ autonomous extrinsic motivation was assessed using a sub-scale from the Treatment Self-Regulation Questionnaire (Ryan & Connell, 1989) at the baseline and endpoint.

Analysis/Results: To address the research purpose, a two-level hierarchical linear model (HLM) was built because adolescent daily MVPA across the three measurement points was nested in individual participants. The results showed that, on average, youth daily MVPA increased 6.36 minutes in each 8-week period (coefficient = 6.36, p < .01). Intrinsic motivation change (coefficient = 2.57; p = .035), but not autonomous motivation, was a significant level-2 predictor of daily MVPA changes. The gender (coefficient = -4.06; p = .067) and race (coefficient = .21, p = .79) were not significant predictors of daily MVPA changes.

Conclusions: The findings provide significant evidence suggesting a benefit of integrating SDT-based approaches and further suggest that nurturing intrinsic motivation can be a highly effective approach to supporting youth daily MVPA in under-resources afterschool programs. The results seem to support the notion that intrinsic motivation supports the most desirable and long-lasting levels of engagement (Ryan et al., 2021). Compared with identified motivation and integrated motivation, intrinsic motivation involves the highest degree of autonomous behaviors and fosters engagement in an activity for the inherent feeling of enjoyment, a personal sense of accomplishment, and/or the experience of learning new things (Ryan et al., 2021). In addition, a particularly striking finding of this study is that contrary to challenges of previous PA interventions, the current study is equally supportive of improving both boys and girls daily MVPA. The findings may be explained by the power of the Connect intervention curriculum that follows pedagogical implications of SDT. Future studies are needed to examine intrinsic and extrinsic autonomous motivations as mediators to better understand the impact of SDT-related motivational mechanisms on adolescents’ MVPA.

Closing the Gap: Girls’ MVPA Similar to Boys’

Chayene Dornelas Barbeta¹, Universidade do Oeste Paulista - Unoeste; Anderson dos Santos Carvalho, Universidade Paulista - UNIP; Pedro Pugliesi Abdalla, University of São Paulo; Nilo C. Ramos, Coastal Carolina University; Jair Rodrigues Garcia Junior, Universidade do Oeste Paulista - Unoeste

([email protected])

Background/Purpose: Sedentary behavior is one of the biggest risk factors for child mortality in the world (Kelishadi et al., 2017). It is related to the emergence of chronic non-communicable diseases (CNCD) and inadequate lifestyle habits, including urbanization and the use of technology, that contribute to reducing the intensity of physical activity (PA) (Gomersall et al., 2016). High intensities of PA are associated with improved physical fitness and the prevention of CNCD. The World Health Organization (WHO, 2018) recommends that children practice daily moderate to vigorous PA (MVPA) for at least 60 minutes. Research in this field has mostly used subjective methods to measure MVPA in children, including questionnaires, which have been criticized for their inaccuracies (Romanzini et al., 2014). While the use of accelerometers has emerged as a more accurate alternative in the last decade, albeit their high cost, few studies have used wrist accelerometry to measure PA activity levels in children (Chandler et al., 2015). Therefore, the purpose of this study was to quantify children’s MVPA and to compare boys and girls MVPA levels using wrist accelerometry.

Method: In this study, 148 children (70 boys) aged six to 10 years old used an accelerometer (Actgraph) on the dominant wrist for six days, including the weekend (Saturday and Sunday). The Magnitude Vector in counts/min was adopted to classify the intensity of PA: sedentary (≤ 3660); light (3661–9804); moderate (9805-23616) and vigorous (≥23617) (Chandler et al., 2015). The amount of PA at each intensity was recorded in min/day. The amount of PA in moderate and vigorous intensities were added to verify that the children reached the WHO recommendation (60 min/day of MVPA). The t test for independent samples was used to compare the amount of MVPA (min/day) between genders, considering α = 5%.

Analysis/Results: The majority of children of both sexes (boys: 78.6% and girls: 69.2%) reached the amount and intensity of MVPA recommended by WHO and, therefore, had an “active” classification. Boys presented higher mean MVPA (94.2 min/day) compared to girls (74.4 min/day; mean dif = 19.9 min/day; t = 3,430; p <0.001).

Conclusions: Most children reached the amount and intensity of MVPA recommended by WHO. Boys were more active than girls. The difference in percentage (9.4%) between boys and girls who achieved the recommended amount of MVPA was relatively small. This suggests that girls may be more active than previously thought due to the instrument used for measuring MVPA. More studies using wrist accelerometry may support this finding. Additionally, the findings from this study support the use of wrist accelerometry as a practical method for measuring children’s MVPA. The observed differences indicate that special attention should be given to girls as they are closer to the minimum amount of MVPA recommended, in addition to 30.8% of them not reaching the proposed threshold. The development and implementation of intervention strategies may help girls match the intensity and quantity of boys’ PA.

College Student Knowledge About Fentanyl Use, Abuse, Overdose, and Death

Michael Sandlin¹, Texas A&M University; Rosanne Keathley, Sam Houston State University; Judy R. Sandlin, Texas A&M University

([email protected])

Background/Purpose: In 2021, fentanyl was responsible for at least 64,000 deaths in the US including on college campuses. In the past year, students from West Point, Stanford, Ohio State, and the University of Colorado have died ingesting illegal drugs ALL laced with fentanyl. Even trace amounts of fentanyl are so powerful that the smallest amount can result in death. The purpose of this study was to examine college students’ knowledge about fentanyl, its use and abuse, and factors that contribute to overdose and death from fentanyl consumption.

Method: Participants were 1010 college students attending a large four-year state university in the south. The sample was equally divided between males (47%) and females (53%). The average age of the participants was 22.02 years (SD =.55) and the group came from a cross-section of ethnicities, majors, and involvement in student activities. Subjects responded to an 18-item survey associated with the purpose of the study. In addition to providing demographic information, participants answered 10 knowledge-based questions. The 10 questions were graded and an overall knowledge score was determined for each participant (higher scores indicated more fentanyl knowledge and lower scores indicated less knowledge).

Analysis/Results: Overall, the participants exhibited a somewhat high level of knowledge about fentanyl (M=6.9/10, S=.87). However, several key questions were missed frequently demonstrating a critical lack of fentanyl knowledge. The most frequently missed question was related to the physiological effects of a fentanyl overdose (966 subjects missed this question). More specifically, participants did not know that a fentanyl overdose slows or stops the respiratory system (not the cardiac system) of the body which decreases the amount of oxygen that reaches the brain and may cause a coma, permanent brain damage, or death.

Furthermore, participants did not understand the potency of fentanyl compared to morphine. They greatly underestimated its potency at 10 to 25 times more potent than morphine rather than the correct potency (50 to 100 times more potent). Participants also did not know that Naloxone (not Ipecac syrup) is a medicine that rapidly binds to opioid receptors, blocks the effects of opioid drugs, and can treat a fentanyl overdose when given right away. These questions were missed by 917 and 868 participants, respectively.

Additional analyses were conducted to assess whether fentanyl knowledge was related to two characteristics often associated to risky behavior among college students – frequent alcohol consumption and membership in a fraternity/sorority. A one-way ANOVA was used to determine if there was a significant difference in fentanyl knowledge between participants who consume alcohol 2 times/week or more vs. those who do not. More knowledge about fentanyl was observed with frequent alcohol consumption (M=7.08) compared to less frequent consumption (M=6.93), F(1,1009)=3.86; p=.05. Likewise, more knowledge about fentanyl was observed for non-fraternity/sorority members (M=7.01) compared to fraternity/sorority members (M=6.83), F(1,1009)=4.08; p=.00.

Conclusions: What can colleges do to help stop student deaths? Educational efforts are critical, but not sufficient. Colleges can help by destigmatizing fentanyl, teaching overdose awareness, CPR, and Narcan use, and distributing fentanyl test strips. Bold moves can and will save lives!!!

Connectedness, Mental Health, and Adolescent Physical Activity During COVID-19

Ryan D. Burns^F1, Jason A. Armstrong, University of Utah

([email protected])

Background/Purpose: Feeling connected to one’s social environment is a key component of health behavior change theories and plays an important role in physical activity (PA) motivation, engagement, and adherence. Although connectedness has been previously shown to correlate positively with health behaviors in non-pandemic climates, school connectedness may have been compromised during COVID-19 because of stay-at-home measures; therefore, virtual connectedness may have played a greater role. The purpose of this study was to examine the associations of school connectedness, virtual connectedness, and the mediating effect of mental health with adolescent PA during COVID-19 using a representative sample of adolescents who participated in the Adolescent Behavior and Experiences Survey (ABES).

Method: Participants were a representative sample of US high school students who completed the 2021 ABES (N=7,705; 50.4% female). Participants were recruited using a three-stage cluster sampling design with a target population of all public, Catholic, and other private US high school students enrolled within grades 9–12. The ABES was completed online during the spring of 2021 and data were analyzed during the spring of 2022. Independent variables were items asking about perceived school and virtual connectedness during the COVID-19 pandemic. A mental health latent mediator variable was constructed using indicator items of self-reported ratings of mental health and the presence of sadness or hopelessness. The dependent variable was a latent variable with indicator items asking about PA frequency, sports participation, and muscle strengthening activities. All items were recoded so that high scores reflected higher PA levels and better mental health.

Analysis/Results: Weighted structural equation models tested the direct effects of school and virtual connectedness with adolescent PA. Monte Carlo simulations obtained indirect effects to adolescent PA through mental health. The model was adjusted for age, sex, race/ethnicity, and BMI %tile. Higher levels of school connectedness (b=0.17, p<0.001) and virtual connectedness (b=0.08, p<0.001) directly associated with higher levels of adolescent PA. Indirect effects (IE) to adolescent PA through mental health were observed for both school connectedness (IE=0.020, p<0.001) and virtual connectedness (IE=0.003, p=0.007).

Conclusions: Greater feelings of connectedness within the school and virtual social environments both directly and indirectly associated with higher adolescent PA through good mental health during the COVID-19 pandemic. Cultivating social connection, especially in school environments, may help facilitate good mental health and higher levels of PA in adolescents within a pandemic climate.

Daily Experience of Stress, Activity Characteristics, and Emotions Among Children on Wheelchair: Day Reconstruction Approach

Rokbit Lee¹, Korea University; Jinmoo Heo^F, Yonsei University; May Kim, Youngshin Lim, Korea University

([email protected])

Background/Purpose: It is widely recognized that school-aged children with disabilities experience various challenges in their daily life. Especially, children on wheelchair may be exposed to additional constraints and difficulties due to limited mobility, and they are likely experience a higher level of stress. Research has shown that engaging in meaningful activity and possessing positive emotions buffer against stress. Leisure activity and learning activity may provide meaningful experience among children on wheelchair, and feelings of competence, adaptability, and self-esteem can become protective factors that contribute to well-being of children on wheelchair. The present study explored factors that are associated with stress of children on wheelchair. Factors were examined both at the experience level and individual level.

Method: Day Reconstruction Method (DRM) was used with 19 children on wheelchair in South Korea. The participants ranged from 8 to 15 years of age (9 males and 10 females, mean age = 10). DRM is a valid tool to capture everyday activities and feelings associated with activities. DRM includes asking participants to chronologically reconstruct the day into episodes. Over a period of 5 consecutive days, participants filled out a diary once per day before going to sleep. A typical day consists of various episodes and the participants indicated momentary experience (i.e., feelings, activity, social context) for each episode. The participants indicated their activities of each day in chronological order, and rated how they felt during the activity. The number of episodes per participants during the study period ranged from 16 to 50 (average = 37).

Analysis/Results: A total of 717 episodes were used in the analysis. Our data were multi-level in nature because daily episodes are nested within each individual. A 2-level Hierarchical Linear Modeling (HLM) was conducted to explore the relationships between the variables. Outcome variable were stress. Predictor variables were divided into 2 levels: episodes (level 1) and individual traits (level 2). Level 1 variables include learning activity and leisure activity. Level 2 variables were feelings of competence, adaptability, and self-esteem. Results of HLM indicate that learning activity and leisure activity were negatively associated with stress. Self-esteem had direct effects on stress, and we also observed a negative cross-level moderating effect of self-esteem on the leisure activity – stress relationship.

Conclusions: The results show that participants’ stress was lower when they were engaged in leisure activity as well as learning activity. Furthermore, participants’ stress was significantly lower when they experience a high level of self-esteem. Our findings associated with cross-level interaction show that engaging in leisure activity would be more influential in predicting level of stress among participants with a lower level of self-esteem. The present study highlights the importance of leisure activity and learning activity in the everyday lives of children on wheelchair.

Did Afterschool Program Improve Students’ Nutrition Knowledge and Eating Habits?

Kahyun Nam¹, Pamela Hodges Kulinna^F, Omar Albaloul, Conner Acri, Regan Glock, Malak YoussefArafat, Arizona State University

([email protected])

Background/Purpose: In recent years, researchers and policymakers have observed that afterschool programs (ASP) are a good venue for nutrition education (Helmick et al., 2019). Low-income children are more likely to purchase fewer nutritious foods as well as have significantly lower nutritional knowledge and eating behavior than children from high-income family (French et al., 2019).Until recently, only a limited number of studies have examined the impact of ASPs on nutritional knowledge and eating behaviors among children from low-income families. Based on the Social Cognitive Theory (with a focus on personal, behavioral and environmental influences; Bandura, 2004), the current study assessed participants’ nutritional knowledge and eating behaviors after a five-week ASP.

Method: During the ASP, the following topics were covered: (a) food groups, (b) serving sizes, (c) nutrition labels, and (d) eating habits. MyPlate (USDA, 2011) was used to examine nutritional knowledge, and the previously validated Healthy Habit Survey (HHS; Hall et al., 2015) was used to assess both nutritional knowledge and eating habits. ASP Participants (N = 60) from this Title 1 school reported mostly Hispanic (n = 54) or African American/Black (n = 3) ethnic backgrounds. Seventy-two students completed the MyPlate and HHS (ASP: 53, control: 19).

Analysis/Results: As Levene’s test indicated equal variance, an independent t-test was conducted to determine whether nutritional knowledge and eating habits had changed after the 5-week period. Moreover, multiple linear regression analysis was calculated to predict the nutritional knowledge and eating habit scores based on attendance rate. A t-test indicated that 53 students in the ASP (M = 4.11, SD = .89) scored significantly higher than the 18 students in the control group (M = 2.89, SD = .88) in identifying food groups using MyPlate [t(70) = -5.14, p < .001]. Moreover, the scores on nutritional knowledge from HHS (i.e., food group, serving size, benefits of well-balanced meal) were significantly higher for students in ASP (n = 57, M = 8.68, SD = 2.38) than for those in control group (n = 16; M = 7.38, SD = 2.22). In terms of eating habits, there were no significant differences between groups (p = .69) Results from the multiple linear regression found that the attendance rates during the ASP were a significant predictor of nutritional knowledge [F(1,71) = 8.15, p < .006, R² = .09], but not for eating behaviors [F(1,71) = .03, p < .87, R² < .001].

Conclusions: Findings suggest that ASP students were significantly better at categorizing commonly consumed foods into food groups, reading nutrition labels, and knowing the appropriate serving size for each food group. Eating behavior; however, did not improve. The extent of improvement in nutritional knowledge was linked to attendance. It is therefore recommended to engage students in ASP as another avenue to increase health behavior knowledge to supplement limited time available in Physical Education. To promote healthy eating, it may be necessary to understand an individual’s personal, behavioral and environment influences on it. It may therefore be beneficial to understand the behavior through social-ecological theory lens.

Effectiveness of an Outdoor Education Program With Homeschoolers

YuChun Chen¹, Tammie Stenger-Ramsey, Western Kentucky University

([email protected])

Background/Purpose: Compared to their public-school peers, homeschoolers are less physically active and fit (Tribby & Berrigan, 2021). An outdoor education curriculum model was chosen for the homeschool families because of their flexible schedules and ease of transportation. The purpose of this pilot study was to examine the impacts of an outdoor education program (OEP) on middle and high school-aged homeschoolers. Specific research questions (RQs) included (1) What was the fitness status of the participants before and after the OEP? (2) How (in)effective did the participants describe their life skills before and after the OEP? (3) Were there any significant differences in fitness levels or life skills by gender before and after the OEP? (4) Were there any significant changes in fitness levels or life skills after the OEP?

Method: A total of 15 homeschoolers (12 male, 3 female) participated in the OEP that met once a week (2-3 hours in length) for 10 weeks. The OEP included team building activities, hiking, compass and orienteering, rock climbing, rappelling, rope climbing, high challenge course, ziplining, archery, and mountain biking. The participants underwent a pre-test and a post-test on Fitnessgram’s PACER, curl-up, 90° push-up, and back-saver sit and reach tests as well as the Life Effectiveness Questionnaire – Version H (LEQ-H).

Analysis/Results: The fitness test scores from pre- and post-tests were compared to the Fitnessgram standards by gender and age. Descriptive statistics, Mann-Whitney U tests, and paired-samples t tests were used to analyze the data. RQ 1: Seven of the 15 participants met the criterion-referenced standards in three or more fitness components in the pre-test, and six of the same seven participants were able to maintain and/or improve their fitness levels in the post-test. RQ 2: Before participating in the OEP, the participants ranked the highest in Achievement Motivation, followed by Intellectual Flexibility and Self Confidence. After the experience, Achievement Motivation remained the highest ranked domain, followed by Active Initiative and Self Confidence. Time Management and Emotional Control stayed the lowest ranked skills at both timepoints. RQ 3: Significant differences by gender were found on the number of curl-ups, LEQ-H overall score, and the skills of Intellectual Flexibility, Social Competence, and Time Management domains after the OEP. The male participants performed/scored higher in all domains than their female counterparts. RQ 4: No significant change on overall Life Effectiveness after taking part in the OEP; however, two significant increases were identified in fitness: VO₂max and the number of push-ups performed.

Conclusions: The ultimate goal of the OEP was for the homeschool families to meet more than once a week without the guidance and facilitation of OEP providers and explore more physical activities on their own. Moreover, by facilitating debriefing conversations after programs, the researchers sought to foster participants’ personal growth and social development. Primary recommendations for future research are larger sample sizes and more equal proportions of males and females.

Effectiveness of Online Training to Build Capacity for CSPAP Implementation

Thomas A Packebush¹, Kathy B Gunter, Oregon State University

([email protected])

Background/Purpose: BE Physically Active 2Day (BEPA 2.0) is a school-based physical activity program informed by elementary educators and aligned to national physical education (PE) and health education (HE) standards for grades K-5. The program was developed to help classroom-teachers provide physical activity outside of recess and to supplement PE requirements. BEPA 2.0 trainings are structured to improve knowledge and implementation self-efficacy. Content knowledge includes information about Comprehensive School Physical Activity Programs (CSPAP), research related to school-based physical activity, and an overview of the BEPA 2.0 program. Practical aspects include activity simulation and barrier busting activities. Program implementation is supported by trainings delivered via several modalities, including in-person, remote, and asynchronous online. Mentored practice and experiential learning is directly enabled via in-person and remote synchronous training, whereas online training guides self-directed learning and practice. Our aim was to evaluate the effectiveness of the asynchronous training approach and compare training outcomes between asynchronous and in-person delivery.

Method: Between June 2021 and July 2022, asynchronous BEPA 2.0 training was provided to 122 educators across four states. Participants completed pre- and post-training surveys assessing knowledge and confidence to deliver BEPA 2.0. To assess effectiveness of the asynchronous approach, the Wilcoxon sign-rank test was used to compare pre-and post-training scores. To compare the effectiveness of the in-person and asynchronous training approaches, post-training evaluation scores from the asynchronous sample were compared to post-training scores from 214 educators who attended in-person trainings between June 2018 and February 2019 using the Wilcoxon-Mann-Whitney test.

Analysis/Results: Pre- and post-survey responses were successfully matched for 93 asynchronous training participants (76%). Knowledge and confidence increased significantly from pre- to post-training (p<0.001). When comparing training modalities, in-person scores (n=152) were significantly higher in knowledge (p=0.008), confidence (p<0.001), and self-efficacy (p<0.001).

Conclusions: Results indicate that the asynchronous training is an effective approach to increase knowledge and confidence to deliver BEPA 2.0. We hypothesize that the lower scores observed among asynchronous training participants may be due to lower exposure to mentored implementation of activities and hands-on activity practice compared to the in-person training. Previous research has shown that training is a critical predictor of BEPA 2.0 implementation and that follow-up training and support are associated with a higher frequency of implementation. As such, follow-up in-person or synchronous online booster trainings may benefit online training participants to improve implementation outcomes.

Examining College Students, Sport Education, Physical Activity, and Mental Health Through Causal Mediation Analyses

Longxi Li¹, University of Washington and Springfield College; Michelle E. Moosbrugger, Elizabeth M. Mullin^F, Michael Louis, Springfield College

([email protected])

Background/Purpose: College-aged adults are formulating their worldview of physical literacy and future physical activity behaviors while experiencing crucial transitions pertaining to mental health and physical activity engagement. Within the past decade, researchers have examined factors influencing and interactions among physical and health education, physical activity, and mental health in higher education (Downes, 2015; Ghrouz et al., 2019; Maher et al., 2021; Maldari et al., 2021; Pauline, 2013). Despite evidence relating physical activity to health outcomes, many struggle to reap benefits. Limited studies shed light on the importance of physical education and the Sport Education instructional model on physical activity participation and wellbeing in college students. Physical education involves establishing knowledge, skills, and dispositions necessary to lead a physically active lifestyle (SHAPE America, 2016). As an instructional model in physical education, Sport Education Model includes the primary intended outcomes of cultivating competent, literate, and enthusiastic sports persons (Siedentop et al., 2019). In the current study, we explored the effectiveness of Sport Education on stress reduction and physical activity in a college setting.

Method: Undergraduate students (N = 236) participated in a 16-week intervention; Sport Education (experimental) was compared to Direct Instruction (control). Causal Mediation Analyses were conducted. A mixed factorial ANOVA was used to examine Sport Education and physical activity engagement.

Analysis/Results: Sport Education students participated in physical activity significantly (F_1,234 = 67.15, p < .001, η_p² = 0.22) longer than the Direct Instruction group at posttest; perceived task climate had causal mediating effect on task orientation (Average Causal Mediation Effects [ACME] = 0.07, p = .006) and physical activity participation (ACME = 0.06, p = .006); task-orientation had causal mediation effect on social dysfunction (ACME = - 0.06, p < .001); social dysfunction had causal mediation effect on perceived stress (ACME = - 0.75, p = .03).

Conclusions: Evidence from this study supported the argument that Sport Education benefits college students. Sport Education is an effective remedy for physical inactivity and concerning mental health status. Through Sport Education, students were motivated to participate in more leisure time physical activity. Interaction among students was facilitated through teamwork and role playing; social dysfunction was weakened; and perceived stress level dropped even at the end of semester and during the pandemic. Sport Education is an effective approach to support physical activity and mental health in college students.

Exploring Korean Elementary Teachers’ Practices of Movement Integration

Sanga Yun¹, University of Georgia; Euichang Choi, Seoul National University; Junhyuk Park, University of Georgia

([email protected])

Background/Purpose: Movement Integration(MI) is a teaching activity that involves infusing various physical activities into academic subjects during regular classroom time. MI was proposed to increase physical activity and promote students’ health in elementary school in terms of Comprehensive School Physical Activity Program(CSPAP). Having been re-examined from the perspective of embodied learning, MI is discovering educative value beyond health promotion(Madsen & Aggerholm, 2020). The purpose of this study is to understand the broad educational practices of MI by exploring how Korean elementary classroom teachers integrate movements into their classrooms. Moreover, it aims to analyze key components that characterize students’ and teachers’ movements integrated into elementary classrooms.

Method: The research was carried out in a qualitative case study method. Participants were composed of two groups. Group 1 consists of 53 randomly sampled elementary teachers who participated in an online questionnaire. Group 2 consists of 12 purposively sampled elementary teachers who participated in semi-structured interviews. The selection criteria were five years or more of teaching experience and having experience implementing MI in class. Additional data were collected through class photos, local documents, and online materials. Data were analyzed and categorized using open and axial coding techniques(Corbin & Strauss, 2015). In order to increase the trustworthiness of the research, triangulation, member check, and peer debriefing were employed.

Analysis/Results: This study proposes two spectrums that can explain and categorize a variety of practices of MI. One is regarding the relationship between content knowledge and movement. From low to high intensity of integration between content knowledge and physical activity, ‘incidental integration,’ ‘individual integration,’ ‘indirect integration,’ and ‘direct integration’ were found. The other focuses on the degree of students’ autonomy in their movement. From low to high levels of freedom, ‘imitated movement’, ‘accompanied movement’, ‘fundamental movement’, ‘open movement’, and ‘free movement’ were discovered. These two spectrums were organized into the y-axis and the x-axis to form Movement Integration Style Quadrant(MISQ). By placing the practices of MI on the MISQ, ten styles of MI were identified as follows; ‘rhythmic-style’, ‘transition-style’, ‘sport-style’, ‘play-style’, ‘repetition-style’, ‘simulation-style’, ‘shape-style’, ‘drama-style’, ‘sensory-style’, and ‘expression-style ‘. Locations of ten MI styles on the MISQ differed depending on whether they focused on physical activity or subject matter. The ‘rhythmic-style’, ‘transition-style’, ‘sport-style’, ‘play-style’, and ‘repetition-style’ that are located near the lower-left part of the quadrant had little relevance to educational content, and juxtapose physical activity with the subject’s academic goals, making it Activity-Oriented(AO). On the contrary, the ‘simulation-style’, ‘shape-style’, ‘drama-style’, ‘sensory-style’, and ‘expression-style’ that are placed near the upper-right part of the quadrant focused on achieving educational goals by matching physical activity with educational content, making it Content-Oriented(CO).

Conclusions: MISQ can provide ample information about MI in elementary schools because the two spectrums that contain students’ and teachers’ intentions explain the interactive relations among teacher, student, and subject. Also, it can stimulate broad MI practices encompassing health promotion perspectives and embodied learning perspectives.

Exploring Physical Activity and Health-Related Fitness Content Knowledge of College Students

Seung Ho Chang¹, Jihyun Lee^F, San Jose State University

([email protected])

Background/Purpose: Participating in physical activities can help college students have opportunities to improve their level of physical activity and fitness and maintain active lifestyles (Kim & Cardina, 2017). In addition, acquiring content knowledge of physical activity (PA) and health-related fitness (HRF) is significant to be a physically active individual and increase positive attitude toward PA and HPF. Several studies have been conducted to investigate pre and in-service physical education teachers’ (Harris, 2014; Santiago et al., 2012) and kinesiology students’ (Chang & Lee, 2016) content knowledge of PA and HRF. However, there is little known about how much college students know about PA and HRF. Thus, the purpose of this study was to explore college students’ content knowledge of PA and HRF.

Method: A total of 458 college students (329 females and 129 males) enrolled at a university in California participated in this study. The age of participants ranged from 17 to 50 years old (M = 22.3, SD = 3.9). College students were asked to complete The Appropriate Physical Activity and Health-Related Fitness (APAHRF) test developed by Santiago, Morales, Disch, and Gaus (2011). The APAHRF knowledge test items are classified into either PA or HRF category. It is based on PA and HRF content that should be acquired during K-12 physical education. A KR₂₀ reliability coefficient of the APAHRF test was 0.67, which is considered an acceptable level of internal consistency (Santiago et al., 2012)

Analysis/Results: The total mean percentage score was 51% (M = 21.3, SD = 4.45). The mean percentage score for the PA and HRF categories of the APAHRF test was 53.5% (M = 10.7, SD = 2.3) and 50% (M = 10.5, SD = 3.1), respectively. Independent t-test, t(456) = .686, p >.05revealed no significant difference between males and females college students’ content knowledge of PA and HRF. The KR-20 reliability coefficient of the APAHRF test for this sample yielded 0.58. The difficulty indices ranged from .10 to .96.

Conclusions: The results of the study indicate poor APA and HRF content knowledge of college students measured by the APAHRF knowledge test. These results are consistent with previous studies (Chang & Lee, 2016; Santiago et al., 2012; Santiago et al., 2016). In particular, participants of the current study scored poorly on items related to PA guidelines, components of HRF, concepts regrading body composition and muscular endurance, and principles of exercise. These findings suggest that college may need to design and provide the general education course focusing on teaching adequate content knowledge of PA and HRF and practical applications for their students.

Generalization and Maintenance of Participation in Handball in Elementary Schools

Kian Vanluyten¹, KULeuven; Shu Cheng, KU Leuven; Cedric Roure, University of Teacher Education; Jan Seghers, KU Leuven; Phillip Ward^F, The Ohio State University; Peter Iserbyt, KU Leuven

([email protected])

Background/Purpose: The purpose was to investigate the effect of generalization and maintenance of participation in team handball from elementary physical education classes to voluntary organized recess sessions. Previous research has shown that offering children the physical activities they learned in physical education during recess provides an opportunity to be physically active and can make a significant contribution to the daily recommended MVPA for all children, regardless of skill level and sex (Cheng et al., 2021; Coolkens et al., 2018). In this study, we investigated how many children voluntary participated during organized recess based on sex and skill level and how many MVPA was generated based on sex.

Method: A total of 133 (53 girls, 80 boys) K-3 elementary school children from six schools received a 10-lesson team handball Sport Education season in Physical Education by their regular PE teachers. During this Sport Education season (i.e., generalization phase), five organized recess sessions were implemented. After the Sport Education seasons, handball was no longer taught in PE but another five handball recess sessions were organized (i.e., maintenance phase). Both the physical education lessons and the organized recess sessions took place in the gymnasium and were led by the physical education teachers. During organized recess, no new content was taught. Participation in all organized recess sessions was voluntary and MVPA during physical education and organized recess was measured using systematic observation. Participation in organized recess was reported through proportions, MVPA was reported in terms of % of intervals.

Analysis/Results: On average 48% of children participated in organized recess, both during generalization and maintenance phase. Girls participated significantly more (52%) than boys (43%; p=.046), while low skilled children participated more (51%) than high skilled children (43%; p=.45). Preliminary data on MVPA showed that children on average spent 34% in MVPA during organized recess, with no significant difference between girls (39%) and boys (30%).

Conclusions: During the organized recess sessions, more girls and low skilled children participated, offering them extra opportunities to practice the skills learned during physical education. Participation during organized recess shows potential to contribute to the daily guidelines for MVPA. It shows that both girls and low skilled children are willing to engage in invasion games during organized recess sessions when connected with physical education.

HealthyU-Starts With You-Knowledge of Health Care Literacy of Secondary School Students

Megan Adkins¹, University Of Nebraska- Kearney; Alexandra Torkelson-Trout, Jacqueline Huscroft- D’Angelo, University of Nebraska at Lincoln; Shannon C. Mulhearn, University of Nebraska-Kearney

([email protected])

Background/Purpose: Low heath literacy, defined as the ability to obtain, process, and understand basic health needs and information, has been linked to increased rates of poor mental health, chronic conditions, and hospitalizations; less frequent use of preventative care; and poorer self-reports of overall health. Health decisions are influenced by ones’ health literacy, or the ability to access, manage, and use health related information. This includes health choices such as medication use, medical insurance, the types of health screening to complete, and other decisions about personal treatment of ones’ own health. Although the world wide web has made access to information easier, understanding and finding credible health information is a challenge, along with processing and understanding what is found. To assist with the knowledge and access gap in rural communities. The purpose of this study was to evaluate the health literacy of high school students living in rural communities. Measurements of applied health literacy, perceptions of preparedness to access and manage personal health care, and ratings of health-related quality of life were appraised.

Method: An electronic questionnaire was sent to twelfth grade students in the Fall of 2022 through their school email account following IRB approval from the University, parent consent, and youth assent. Students were recruited by receiving information through their homeroom teacher and an email addressed to their guardians. The 45 multiple choice, identifying, and likert scale questions related to youth health and youth healthcare literacy. After completing the survey students received a $10 gift card.

Analysis/Results: 75 students completed the survey (29= M, 39=F, 4=Non-Bi). Students (89.3%) felt their school health classes were helpful in improving their own health literacy and believed they were prepared to address their health needs (93.3%). Areas where students indicated the most confidence about related to knowing where to find resources and in their ability to communicate with medical personnel. Examples included ability to “determine the type and amount of medicine to take when I am sick” with 56.0% Very Confident and 28.0% Somewhat Confident; “determine the amount of fat, sugar, salt, calories, and nutrients in food” with 54.7% selecting Very Confident and another 33.3% Somewhat Confident.

Areas of health literacy students reported feeling less confident dealt with areas of selecting care givers and understanding insurance coverage and payment options. Examples included knowing how to “use a health insurance card” with 28.4% Not Confident and 23.0% only A little confident, and “identify and choose specialists” with 18.7% Not Confident and 40.0% only A little confident. Similarly, 37.3% were Not Confident and 32% were only A little confident about their “ability to describe the terms co-payment, premium, and deductible.”

Conclusions: Given these findings, it is evident that students have basic understandings of their own power over their health care. However, they are lacking in the area of self-efficacy and confidence when it comes to understanding legalities and terminology surrounding health coverage. As these insecurities could lead to failure to seek medical care when needed, there is a need for specific health literacy educational curriculum.

Home- and Community-Based Interventions in Early Childhood: A Systematic Review

Samantha Moss¹, Xiangli Gu^F, University of Texas at Arlington

([email protected])

Background/Purpose: The purpose of this systematic review was to examine the effects of home/family and community-based interventions on physical activity (i.e., MVPA, sedentary behavior) and developmental outcomes (i.e., BMI, motor skills) in early childhood (2-5 years old). This review highlighted effective and preferred strategies for early childhood interventions in home/family, and community settings and identified salient environmental factors to promote optimal childhood health and development.

Method: A comprehensive search strategy was employed using four electronic databases (Academic Search Complete, CINAHL Complete, MEDLINE, and SPORTDiscus) to locate peer-reviewed articles published between 2011-2021. Interventions investigating outcomes relevant to weight status (i.e., BMI), physical activity, and/or motor proficiency that took place in home, family, or community settings were assessed. Studies were eligible if they were peer-reviewed, available in English, and if their sample consisted of young children (2-5 years old). Studies that included interventions that were exclusively focused on schools- or early childcare centers were not eligible.

Analysis/Results: There were a total of 24 studies retained for this review that included 8,183 participants spanning from the United States (n=11), Australia (n=3), Canada (n=2), Switzerland (n=2), Finland (n=2), Netherlands (n=1), and other Eastern European countries (n=2). There were 19 studies that incorporated home- and family-based approaches and 14 studies that incorporated community-based approaches. Studies ranged in intervention duration from six weeks to two years. Three studies found no significant improvements in their intended outcomes (weight status, physical activity, sedentary behavior, or motor skills). Different strategies are recommended for different outcomes, however, distributing educational material to parents/families, consistently fostering direct contact with parents, and encouraging community engagement were all effective strategies in promoting physical activity, healthy weight status, and motor skills and reducing sedentary behavior in young children.

Conclusions: These findings underscore the effective strategies that home/family- and community-based interventions may yield on young childhood physical activity and developmental outcomes. It’s important for future interventions to incorporate a comprehensive approach that targets both home/family and community aspects during the intervention (i.e., create tailored and educational content for families to keep and use, sustain contact with parents throughout the duration of the study, schedule group sessions for participants to interact with other families in their community).

Hyper-Parenting and Physical Activity Levels of Youth

Kendra Hansen¹, Yongsan International School of Seoul; Heather E. Erwin^F, University of Kentucky; Aaron Beighle, The University of Kentucky

([email protected])

Background/Purpose: As a means of fostering positive social, emotional, cognitive, and physical health, many parents work to provide their children with a broad range of experiences. These efforts can often be too extensive. While typically rooted with good intentions, having youth engaging in too many opportunities and experiences can lead to adjustment issues, stress or burnout, anti-social activities, resentment and enmeshment (Priyadharsini, 2017). To describe this phenomenon, Alvin Rosin (2001) coined the term “hyper-parenting,” also known as helicopter parenting, to describe childrearing focused excessively on providing the perfect childhood for children. It is unknown whether hyper-parenting affects children’s physical activity. Thus, the purpose of this study was to review the literature on hyper-parenting and youth physical activity.

Method: For this review, a systematic search of seven databases was performed. The abstracts of research located during the search were examined for relevance to the review. Data were extracted through an in-depth survey and reading of applicable articles. Each study’s key findings were summarized, and references of extracurricular activities, sports participation, physical activity, physical education, or exercise were noted. The parenting styles mentioned in association with these terms were recorded, along with keywords from the studies. If physical activity was linked to parenting style, this was noted as “Yes” in the table and “No” if the mention of physical activity did not relate directly to parenting style.

Analysis/Results: The initial database search resulted in 30 articles when duplicates were removed. Abstracts and criteria were screened for applicability, and 20 articles were retrieved. These studies were then reviewed for any mention of physical activity (exercise, activity, extracurricular, sport, or physical education) upon which nine papers qualified. The physical activity mentioned in these papers was then examined in relation to the parenting style discussed and only one paper was found to have demonstrated any link between hyper-parenting and physical activity. The one study most applicable to the purpose of this review, connecting physical activity level and hyper-parenting, concluded that hyper-parenting was negatively associated with physical activity among 7-12 years olds (Janssen, 2015). They found that high scores of hyper-parenting (styles including little emperor, tiger mom, and concerted cultivation) was correlated with lower physical activity among adolescents when compared to those with low scores of hyper-parenting. However, the hyper-parenting style of helicopter parenting led to no independent associations with physical activity (Janssen, 2015). The eight other studies included in the review mentioned physical activity in some way but did not link it to a specific parenting style or level of activity.

Conclusions: The findings indicated that little is known about how hyper-parenting affects the physical activity levels of children and that continued studies are needed in this area. Initial findings point toward a negative effect of hyper-parenting and physical activity levels. However, to avoid speculation, more research should be done on this growing parenting trend to determine if physical activity levels are being significantly affected among an already globally inactive population of children.

Impact of Yoga Practice on Students’ Cognitive Function

ChenYu Jia¹, Yue Xu, Zhihua Yin, LiPing Xu, East China Normal University

([email protected])

Background/Purpose: Cognitive function (CF) is the ability of the brain to reflect the characteristics, states and interrelations of objective things, and to reveal the meaning and function of things to people. It is a high-level psychological function. CF can be a strong predictor of student academic success and improved physical functioning (Blair, 2014). Yoga originated in ancient India and is an exercise system that uses body posture, breath control, mind concentration and deep relaxation techniques to achieve harmony and unity of body, mind and spirit. The beneficial effects of yoga on physical and mental disorders such as low back pain, osteoarthropathy, and depression in adolescents have been demonstrated (Nagrathna, 1985). However, the literature on yoga practice and cognition in adolescents is limited. Therefore, the purpose of this study was to investigate the effect of yoga practice on cognitive improvement in students.

Method: A total of 60 students who met the criteria were randomly divided into a yoga practice group (20 students), a physical training group (20 students) and a control group (20 students) by drawing lots.5 months, 4 times a week, 1 hour of activity intervention each time, among which, the yoga practice group performed yoga exercises including 40 minutes of asana and 20 minutes of meditation each time, and the physical training group performed each time of 40 minutes of running and 20-minutes group activities, while the control group only performed daily activities. Before and after the intervention, participants completed the Montreal Cognitive Assessment(MoCA) to assess the behavioral performance of cognitive function. MoCA scores were analyzed using repeated measures ANOVA.

Analysis/Results: There were no significant between-group differences in MoCA scores during the pre-intervention test, after intervention the cognitive scale scores of the yoga practice group increased significantly (27.300±1.675vs.28.835±1.732, P<0.05), while the scores of the physical training group and the control group did not change significantly.

Conclusions: Yoga practice can have a positive effect on students’ cognitive function, which is reflected in the improvement of cognitive scale scores . This may be related to the training of attention and meditation in yoga practice. Thus, yoga can be widely promoted in physical fitness and school sports as an effective cognitive enhancement method. This study has problems such as a small sample size. Future research should expand the sample and adopt more advanced assessment methods to further explore the impact of yoga on adolescent cognition.

Influence of Positive Youth Development Program on Children’s Physical Activity

Chris John Kinder¹, University of Illinois Urbana-Champaign; Paul Wright^F, Northern Illinois University; Kevin Richards^F, Naiman A Khan, University of Illinois at Urbana-Champaign; Kim C. Graber^F, University of Illinois Urbana-Champaign; Amelia Mays Woods, University of Illinois at Urbana-Champaign

([email protected])

Background/Purpose: Physical inactivity has been identified as a risk factor for developing chronic disease (Booth et al., 2012; Lee et al., 2012). Recent evidence has suggested that child and adolescent physical activity levels decrease over the summer months (Carrel et al., 2007; Jago & Baranowski, 2004), thus contributing to an increase in weight status and fitness loss, particularly among children from low-income families. As a result, several school-based physical activity programs have formed due to this increased attention from health and educational professionals. While evidence has shown that summer programs may assist with increasing PA and enjoyment among youth (Wilson et al., 2017), less is known specifically about the PA experiences of low-income, elementary-aged children engaged in a positive youth development program with an explicit social-emotional learning (SEL) focus. Accordingly, the purpose of the study was to evaluate the effectiveness of one positive youth development program in increasing participants’ MVPA through the implementation of the Teaching Personal and Social Responsibility (TPSR) model.

Method: This observational study utilized a purposive sampling approach. Participants included 76 children between the ages 6-12 years, who enrolled in a youth physical activity summer program framed around the TPSR model. First, MVPA data accumulated during the program were objectively be measured with the triaxial ActiGraph accelerometer wGT3X+. In addition, the System for Observing Fitness Instruction Time (SOFIT) supplemented PA data captured using accelerometry by observing instructor behavior and lesson context. Next, the Tool for Assessing Responsibility-based Education (TARE) assisted with assessing TPSR implementation fidelity. Along with observational data, participants completed the Personal and Social Responsibility Questionnaire. Demographic and several anthropometric measures (i.e., height [cm], weight [kg], and body-fat percentage) were collected on the last day of the first and last weeks of the program.

Analysis/Results: Findings suggested that integration of SEL into the youth development program had a small, statistically significant relationship with underserved youth’s PA engagement, specifically, sex differences between the amount of time spent in MVPA. A summary of the twelve TARE observations showed that instructors often provided a wealth of opportunities for success and fostered social interactions. Not surprisingly, role in assessment and setting expectations were the least frequently observed teaching behaviors. Concurrent with additional notes taken during the TARE observations, instructors of the enrichment program rarely set or reinforced expectations, and the nature of the summer program prevented the likelihood of providing children the chance to have a role in assessments.

Conclusions: The results of the current study indicate that positive perceptions of personal responsibility while controlling for BMI percentile, were positively associated with increased MVPA during a youth development program. Furthermore, implementing a positive youth development program resulted in higher proportions of MVPA, which might increase the likelihood of improving other health-related outcomes for children and adolescents. The findings suggest that perceptions of personal responsibility and the promotion of a supportive, positive instruction climate has the potential to increase daily PA and more importantly increase overall MVPA engagement.

Is It Just Me? The Power of Aesthetic in Sport

Elaine Foster¹, Idaho State University; Sharon Kay Stoll^F, University of Idaho; Jennifer M Beller, St. Mary’s Parish School

([email protected])

Background/Purpose: Kinesiology professionals work to promote and enhance healthy active lifestyles by emphasizing objective outcomes, such as improving health, gaining friendships, and achieving goals. Given that over a third of the US population is overweight/obese, it appears that adherence to an active/healthy lifestyle remains elusive for many. Perhaps the subjective experience of movement, rather than the objective, may be more meaningful and lead to more commitment to sport/PA. Unfortunately, the subjective is often neglected in kinesiology curriculum although sport philosophers have long discussed its role in sport/PA engagement. The purpose of this study was to analyze the effectiveness of an educational curriculum about participants’ subjective, aesthetic sport experiences (ASE), on their commitment and motivation to sport/PA.

Method: As an assignment in their course, 68 students taking a 200-level philosophy-based kinesiology course completed the curriculum over nine weeks. Students (n=47) enrolled in one of three 100-level activity-based kinesiology courses served as controls. Treatment and controls pre and post-tested using two valid and reliable tools: the Rickel Values Inventory (RVI) (measures objective & subjective sport values); the Motives for Sport and Physical Activity Measure-Revised (measures Fitness Motivation, Interest & Enjoyment Motivation, Competence Motivation, Appearance Motivation, and Social Motivation). Because no significant difference was found between groups on the pretest measures, differences between treatment and control were examined using an independent t-test on posttest scores. Bonferroni adjustments were employed.

Analysis/Results: Treatment participants scored significantly higher than controls on subjective commitment, t(84) = 2.38, p =.02; treatment mean on subjective commitment was (25.51 ± 4.64) while the control mean was (23.09 ± 5.84). A significant difference was found on social motivation, t(88) = 2.58, p =.01; treatment mean on social motivation was (4.46 ± 1.33) while the control mean was (3.74 ± 1.58).

Conclusions: Results indicate that kinesiology students may become more subjectively committed and socially motivated to sport/PA when given space to consider their personal ASEs. As subjective experiences may improve sport/PA behavior, kinesiology curriculum should value and include subjective experiences. Subjectively committed and motivated kinesiology students may promote subjective experiences among those they work with in the future.

Learned Helplessness, Academic Performance, and College Student Physical Well-Being

Rosanne Keathley¹, Sam Houston State University; Judy R. Sandlin, Michael Sandlin, Texas A&M University

([email protected])

Background/Purpose: Learned helplessness (LH) occurs when one repeatedly faces intense, stressful situations and does not take control or cope even when change is possible. Research on LH in various contexts and situations has shown its negative impact on the mental, physical, and academic functioning. Given that physical health significantly reduces the incidence and severity of stress-related, mood disorders, we investigated the relationship between physical well-being, academic performance, and levels of learned helplessness among college students.

Method: The average age of participants was 22.32 (S=1.84) and they came from a cross-section of genders, ethnicities, years in school, and majors at a southwest US university. Participants (n=348) responded to a 35-item survey related to the purpose of the study. Subjects also provided information about their fitness, diet, and body fat levels. A sample question was, “If 1=low and 10=high, rate YOUR current level of physical fitness.” Higher scores were associated with better levels for each measure of wellness.

Subjects also responded to the Learned Helplessness Scale. The scale is composed of 20 items rated from 1 (strongly agree) to 4 (strongly disagree). The minimum score on the scale is 20 and the maximum score is 80, with higher scores indicating a greater degree of LH. A score greater than 41 has been defined as consistent with a significant degree of LH.

Analysis/Results: The average LH was 40.12 (S=7.75) indicating a significant degree of LH in a large percentage (36%) of our participants. Overall M (and S) for fitness, diet, body fat, and GPA are 6.20 (1.96), 5.91 (1.86), 6.05 (2.34), and 3.38 (.42), respectively.

To determine the effects of LH on the measures of physical well-being and academic performance, participants were divided based on those who do (LH>41, high) and do not (LH<40, low) display a significant degree of LH. With regard to fitness, an independent t-test revealed that low LH participants had significantly higher levels of fitness (M=6.67) compared to those with high LH (M=5.56), t(345)=4.61, p=.000. Similar results were found for diet, t(345)=4.50, p=.000, and body fat, t(345)=1.97, p=.049. The low LH group had better levels of both diet (M=6.30) and body fat (M=6.26) compared to the high LH group (M=5.41 and M=5.76, respectively).

For academic achievement, GPA-scores for both groups were investigated. The low LH group reported higher GPAs (M=3.41) compared to the high LH group (M=3.31), t(345)=1.99, p=.047. Participants in the high LH group were asked to check all that apply from a list of 10 descriptors that portray their feelings about themselves as a college student. The highest rated phrase selected was Anxious 66% followed by Frustrated 39%, Depressed 29%, Frustrated 24% and Low Self-Esteem 24%. Lower selection rates were observed for Helpless, Incapable, and Negative, 7%, 8%, and 14%, respectively. Lastly, 22% selected none of the items on the list described them.

Conclusions: That the mind and body are interconnected cannot be denied. Teaching resilience and coping strategies will result in positive changes not only on the mental and physical, but also academic, functioning of college students.

Mental Health and Physical Theater Experiences Among Active College Students

Maria Kosma^F1, Nick Erickson, Ashlynn Gremillion, Louisiana State University

([email protected])

Background/Purpose: College students can face major mental health challenges, especially during the Covid-19 era, like increased stress and depression due to life pressures like staying healthy, succeeding academically, and becoming financially independent (Healthy People, 2030; Haseltine, 2020; Kosma, 2021; Kosma et al., 2022). Although artistic expression like dancing can have positive effects on mental and physical health among college students (e.g., Koch et al., 2019; Kosma et al., 2021^a, 2021^b), this effect can be only transient due to constant life challenges (Kosma & Buchanan, 2019). Little is known about the effects of physical theater (corporeal artistic expression) on mental and physical health. Therefore, the purpose of this study was to examine mental health changes and physical and psycho-social experiences of a physical theater class among mainly active college students.

Method: This was a quasi-experimental, mixed-methods study among seven US college students (M age = 20.43 years old, males =1, females =6), who participated in a semester-long physical theater class at a major Southeastern university. The students met twice per week, 1.5 hrs./time and participated in playful, embodied, theatrical activities. They were individually interviewed prior to and towards the end of the class (pretest-posttest assessment). First, they completed two standardized questionnaires about their levels of depression (Radloff, 1977) and stress (Cohen et al., 1983). Second, they were asked about their physical theater experiences in relation to their physical and mental health. Demographic and exercise information was also obtained.

Analysis/Results: All participants viewed the physical theater class as a form of exercise. Although all seven students were regularly active or somewhat active, six of them experienced moderate to severe stress levels while three of them reported moderate to severe depression. Based on the dependent T-test, there was not a statistically significant difference in stress (p = .21) and depression (p = .37) from pretest to posttest. However, there was a tendency for stress levels to meaningfully decrease over time approaching a medium effect size (Cohen’s d = .32; M_difference = 3.43). Based on the qualitative, phronetic analysis in the latest version of NVivo, three themes emerged: a) positive physical theater experiences (body expression, exploration, confidence, and comfort; challenging, non-stop growing; caring and supportive environment), b) physical theater is playful (e.g., child-like environment; fun, interactive, explorative; unstructured, creative; outside real life), and c) negative physical theater experiences (e.g., injury; performance anxiety; darkness in theatrical expression).

Conclusions: Based on this study, the physical theater class had positive psycho-social and physical benefits among college students. Although quantitatively there was not a statistically significant decrease in stress and depression levels (perhaps due to the small sample size and lack of depth in standardized assessment), qualitatively the physical theater class had profound effects on the students’ mental, social, and physical health, including increased body comfort and confidence, creativity, personal growth, social support, and playful experiences. Considering the risk of injury and performance anxiety, the study results showcase that playful, embodied, and theatrical movement experiences can be meaningful and strengthen psycho-social and physical well-being.

Mind-Body Physical Activity Intervention on Stress and Well-Being During the Pandemic: A Pilot Study

Ildiko Strehli¹, Ryan D. Burns^F, Timothy A. Brusseau Jr.^F, Yang Bai, Donna Ziegenfuss, University of Utah; Martin Block, University of Virginia

([email protected])

Background/Purpose: The purpose of this pilot study was to examine the preliminary effectiveness and feasibility of a tailored MBPA intervention on well-being, stress, interoceptive sensibility, and objective physical activity (PA) in a sample of college students during COVID-19. Participants were 21 university students (81% were female).

Method: The study was conducted within an Interrupted Time-Series Design framework. Self-report data, well-being (WHO-5), stress (PSS-4), and interoceptive sensibility were collected at six time points. Objective PA data were assessed using a wrist-worn ActiGraph GT9X accelerometer over three 7-day periods, at baseline, mid-and postintervention.

Analysis/Results: Mixed design Analysis of Variance (ANOVA) tests with repeated measures showed that participants’ time spent in light (LPA) and moderate-to-vigorous physical activity (MVPA) was significantly higher during and at the end of the intervention compared to baseline (LPA [F (2, 36) = 11.9, P = .003, partial eta-squared = 0.39]; MVPA [F (2, 36) = 11.2, P < .001, partial eta-squared = 0.38]). It was found that participants’ subjective well-being main effect for time [F (5, 75) = 1.1, P = .363, partial eta-squared = 0.07], perceived stress [F (5, 75) = 1.2, P = .281, partial eta-squared = 0.44], and interoceptive sensibility [F (1.4, 19.0) = 2.8, P = .097, partial eta-squared = 0.18] did not change significantly.

Conclusions: In conclusion, results indicate conducting a more extensive study. The MBPA intervention’s positive effects and trends promise to be a feasible intervention to increase PA among students in higher education.

Perceived Discrimination by Parents and Child Participation in Structured Activity

Ryan D. Burns^F, University of Utah; You Fu^F, University of Nevada, Reno

([email protected])

Background/Purpose: Daily structure has been positively linked to better health behaviors, lower substance abuse, and better mental health. Structured activities that involve physical activity can help prevent manifestation of disease risk factors and can provide participants a sense of belonging, purpose, and achievement. Real or perceived discrimination by parents may preclude child access to structured activities. The purpose of this study was to examine the association between perceived discrimination by parents and child participation in sports and other structured activities.

Method: Participants were a representative sample of US children and adolescents from the 2020 National Survey of Children’s Health (NSCH; N=30,656; 6–17 years old; 49.0% female). A random sample of selected addresses of US households were mailed instructions to access the online survey. Parents completed an initial screener questionnaire followed by completion of one of three versions of a topical questionnaire based on a randomly selected household child’s age. Data were analyzed in 2022. The dependent variables were four binary (No/Yes) response items asking parents about their child’s participation in sports, clubs, organized activities, and volunteer work. Two binary response items asked parents if they perceived their child was ever treated or judged unfairly because of their child’s race/ethnicity and because of their child’s sexual orientation/gender identity.

Analysis/Results: Weighted multivariable logistic regression models examined associations between the discrimination variables and dependent variables controlling for age, sex, race, ethnicity, family income, and weight status. After controlling for family income and other covariates, discrimination because of race/ethnicity associated with higher odds of child participation in sports (OR=1.57, 95%CI:1.17–2.03, p=0.002), clubs (OR=1.81, 95%CI:1.40–2.37, p<0.001), and volunteer work (OR=1.54, 95%CI:1.17–2.01, p<0.002). Conversely, discrimination because of sexual orientation/gender identity associated with lower odds of child participation in sports (OR=0.43, 95%CI:0.27–0.69, p<0.001).

Conclusions: After family income and other covariates were considered, perceived discrimination by parents because of their child’s race/ethnicity associated with higher likelihood of structured activity participation. Perceived discrimination by parents because of their child’s sexual orientation/gender identity associated with a lower likelihood of sports participation. This study provides initial evidence that the lower prevalence of sports participation often observed in sexual minority individuals or individuals who have a certain non-binary gender identity could be partially a function of perceived discrimination by parents during childhood and adolescence.

Physical Activity and Cognitive Performance: Review of Systematic Reviews and Meta-Analyses

Chris John Kinder¹, University of Illinois Urbana-Champaign; Shelby A Keye, Kevin Richards^F, University of Illinois at Urbana-Champaign; Kim C. Graber^F, University of Illinois Urbana-Champaign; Amelia Mays Woods, Naiman A Khan, University of Illinois at Urbana-Champaign

([email protected])

Background/Purpose: Youth engagement in MVPA has been shown to improve cardiovascular fitness levels, which can provide long-term benefits such as improved cognition (Pindus et al., 2016). The relationship between aerobic fitness and enhanced executive functioning is abundantly evident (Chaddock et al., 2011; Erickson et al., 2019; Ludyga et al., 2020), however limited studies have examined the extent to which chronic physical activity and MVPA correlates with cognitive control and scholastic success. Accordingly, the purpose of this study was to explore the literature base surrounding youth physical activity, academic achievement, and cognition by critically reviewing systematic reviews and meta-analyses surrounding this topic.

Method: The process of this review was conducted in accordance with the guidelines outlined in the Preferred Reporting Items for Systematic Reviews and Meta-Analysis checklist (Littell et al., 2008). Following a three-step procedure, wherein the lead author consulted with two research team members to develop and refine a comprehensive search strategy, reviewed all systematic reviews and meta-analyses investigating suitable measures and outcomes, and conducted a final repeated search with the identical search algorithm to ensure all records were identified. To select pertinent reviews, keyword searches were performed using five databases: (a) Web of Science, (b) PubMed, (c) SportDiscus, (d) Academic Search Ultimate Plus, and (e) ERIC Educational Literature (Ebsco). Next, a data extraction form was piloted and adjusted to ensure all relevant data presented were captured. A Measurement Tool to Assess Systematic Reviews (AMSTAR-2; Shea et al., 2017) was implemented to assess the methodological quality of systematic reviews and meta-analyses included in this review

Analysis/Results: A total of 38 records were identified, of which five were considered systematic reviews and meta-analyses, eight meta-analyses only, 16 were systematic reviews only, and nine were classified as reviews. Findings suggested extensive heterogeneity among reviews and meta-analyses, however, most report small to moderately positive and null effects of chronic PA and MVPA on academic achievement and cognition. Next, authors of the studies in the review employed a wide range of methods to capture chronic and acute PA, as well as aerobic fitness with the specified target population. A common thread among all reviews and meta-analyses was the lack of standardization across studies has led to non-replicable approaches to measuring PA, fitness, and cognitive functioning.

Conclusions: Several of the conclusions drawn regarding the effects of chronic PA and MVPA on cognitive functioning and academic performance show small to moderate positive effects, however careful consideration and interpretation of effect sizes and results described should be warranted. A lack of accounting for confounding variables along with the absence of assessing and reporting baseline PA may have significantly influenced the interpretation of reported data. Comparatively, this review has demonstrated that nearly half of the studies (48.27%) found small, but favorable brain outcomes while examining chronic PA. While each cognitive control outcome (i.e., subdomains and composites) was assessed with and against findings from relevant reviews, results varied from null, mixed or favorable. Altogether, these findings are somewhat inconsistent with previously published systematic reviews and meta-analyses.

Physical Activity Coordinators: A Community-Based Approach to Physical Activity Promotion

Emily Kroshus¹, Seattle Children’s Research Institute; Sara Matovina, University of Washington Center for Leadership in Athletics; Kimberly Garrett, Pooja Tandon, Seattle Children’s Research Institute; Ken Turner, Office of Supt of Public Instruction; Julie McCleery, The King County Play Equity Coalition

([email protected])

Background/Purpose: A “Whole School, Whole Community” approach to physical activity (PA) promotion in schools is theorized to be a best practice for school-based PA promotion. The King County Play Equity Coalition (KCPEC) is a non-profit, collaborative, stakeholder-led organization that includes school, community, regional/governmental, and academic stakeholders across multiple organizations, districts, and sectors. Its mission is to function as ”a network of organizations dedicated to challenging and changing systems to shift power and center PA as a key part of health and youth development.” Our purpose is to describe how the KCPEC worked collaboratively to create and implement the Physical Activity Coordinator (PAC) program. We also describe lessons learned and best practices that can be used to adapt this approach to other communities.

Method: We used mixed methods identify key community needs and assets, and a participatory process to prioritize and plan a strategy for change (the PAC program). Ongoing and iterative mixed methods data collection continues to guide efforts to meet emergent community stakeholder and school needs as the PAC program is implemented in schools.

Analysis/Results: The PAC program was developed in response to survey and qualitative data about school and community needs and assets for PA promotion. Key needs indicated by this process were the need for: additional staffing for PA in schools, staff training and support for trauma-sensitive PA, strengthened connections between schools, communities, and families. From these needs, core components of the PAC program were articulated: (1) an Americorps Staff member assigned to each school to assist in implementing PA programming in response to school-articulated needs, (2) training and support for the Americorps staff member and other interested school and community members in trauma-informed/healing-focused approaches to PA, and (3) a community of practice comprised of KCPEC stakeholders to strengthen school-community connections. Key learnings thus far include the following: (1) The importance of stakeholder-driven planning for buy-in; (2) The importance of mutuality and bidirectional learning. Mutual benefit was centered in the approach to external trainings, with trainings (e.g., about trauma-sensitive/healing-focused coaching) designed to increase capacity among both school and community stakeholders. Such an approach means both school and community organizations benefit. It also increases collective capacity within the KCPEC to understand and address the issues raised in training activities. (3) Collective strategies to navigate resource limitations. Implementing new programming in schools requires staff time or other resources, and these tend to be constrained in both schools and community organizations. Engaging the broader KCPEC has helped address resource challenges by leveraging relationships with regional organizations that have more resources, academic members who can collaboratively apply for grant funding, and others who have examples of successfully accessing resources or adapting to resource constraints.

Conclusions: A diverse coalition that includes representation across sectors, communities, and schools, provides a strong foundation for developing a community of practice to support school- and community-stakeholders in school-based PA promotion. KCPEC’s value of collaboration across sectors provides a foundation for implementation of the PAC program locally and creates a potential model for other communities.

Physical Education, Exercise Behaviors, and Exercise Autonomy in Secondary Students

Rick C Ferkel¹, Central Michigan University

([email protected])

Background/Purpose: The need to increase physical activity levels for students outside of school to enhance fitness now and in the future is a key objective for secondary physical education. As students’ progress through a secondary physical education program, they should be equipped with the tools (e.g., movement quality, knowledge to develop a fitness plan, appreciate and understand the need to be active and fit) for a lifetime of activity and fitness. With the aforementioned premise, as students’ go through physical education their competency should increase along with exercise autonomy. The following research is derived from a preliminary data set investigating secondary physical education curriculum’s influence on psychological, physical, and behavioral outcomes. The purpose of this research is to investigate the correlations between the amount of physical education taken, exercise autonomy, physical activity behaviors, and health-related fitness knowledge.

Method: The current study is pre-test data from a further expanding data set currently in progress. A total of 848 students from a Midwest school district (grades 7-12) completed measures which included: 1.) demographics and background questionnaire, 2.) self-report PA (Leisure Time Exercise Questionnaire, Godin and Shepherd, 1985), 3.) health-related fitness knowledge test (FitSmart Test, Zhu et al., 1999), and 4.) exercise autonomy (Behavioural Regulation in Exercise Questionnaire-2, (BREQ-2), Markland & Tobin, 2004). The BREQ-2 was used as a unidimensional index to evaluate the degree of self-determination, Relative Autonomy Index (RAI), through five regulation areas: intrinsic, identified, introjected, external, and amotivation.

Analysis/Results: Findings indicated that PE semesters taken significantly correlated, though minimal, with cardiovascular exercise habits (r = .067, p < .05), muscle strengthening exercise habits (r = .068, p < .05) and health-related fitness knowledge (r = .136, p < .01), but did not correlate with overall PA and exercise autonomy. Exercise autonomy correlated with cardiovascular exercise habits (r = .427, p < .01), muscle strengthening exercise habits (r = .417, p < .01), and overall PA (r = .252, p < .01) but did not correlate with health-related fitness knowledge, though significance level was close at p =.057.

Conclusions: These results suggest that despite the current amount of physical education taken, student’s belief in their ability to participate in exercise and develop an appreciation/need for exercise and physical activity (i.e., exercise autonomy) is limited. This is of concern, as exercise autonomy is shown in this study and others as a key indicator in individuals participating in physical activity and exercise now and in the future. From these findings, we as physical education professionals can see the need to develop the skills, knowledge, concepts, and appreciation of fitness in students to develop autonomy in exercise/physical activity. Unfortunately, in many PE curricula, the traditional sport and game model is not all encompassing for students to obtain the needed competency to develop high amounts of autonomy. The field of physical education must be comprehensive and robust in creating well-rounded PE curriculum to provide students the tools to stay active and fit for a lifetime.

Physical Educators’ Socialization and Confidence With Respect to CSPAP Implementation

Christopher B. Merica¹, University of North Carolina-Wilmington; Health and Fitness Education Program; Cate A. Egan, University of Idaho; College of Education, Health, and Human Sciences; Collin Webster, University of Birmingham Dubai; Diana Mindrila, University of West Georgia; Grace Goc Karp, University of Idaho; David R Paul, University of Idaho; College of Education, Health, and Human Sciences; Karie Lee Orendorff, Montana State University

([email protected])

Background/Purpose: Nationally, 76% of school-aged children fail to meet recommendations for 60 minutes of daily physical activity (PA). To increase school-based PA, a comprehensive school physical activity program (CSPAP) is recommended. Physical education teachers’ (PET) involvement in CSPAPs, particularly as a physical activity leader (PAL; i.e., organizer, leader, and promoter of PA), is considered essential to successful program implementation. However, research on the association of being a PAL to CSPAP training experiences and PETs’ confidence to be a PAL is sparse. Additionally, limited research has investigated how PETs experiences with PA promotion as a K-12 student and/or how school contexts during employment are associated with confidence to be a PAL involved with a CSPAP. To adequately explore these gaps in the literature, teacher socialization in physical education theory (socialization) provides a suitable theoretical lens. The purpose of this study was to examine in-service PETs’ confidence to be a PAL involved with a CSPAP from the perspective of socialization.

Method: A previously validated survey was sent to a national sample of PETs (N=2,976) identified using stratified random sampling from a list of all United States public schools. The survey remained open for five weeks and a total of 199 PETs completed the survey (7% response rate). In addition, the survey was distributed by a link via social media (i.e., Facebook) twice within a period of 21 days and generated an additional 60 responses (N=259 responses).

Analysis/Results: Data were analyzed using descriptive statistics and exploratory structural equation modeling (ESEM). A total of 31 survey variables were used to examine socialization factors underlying the data, and three variables to separately estimate a single factor measuring role breadth self-efficacy (confidence) of PETs’ to be a PAL and implementor of CSPAP. In addition, four open-ended survey questions were analyzed to better understand the participant’s experiences related to each factor. The survey variables had an approximately normal distribution and exploratory procedures yielded a 3-factor solution that clearly described distinct dimensions of socialization (i.e., acculturation [AC], professional socialization [PS], organizational socialization [OS]). The ESEM results showed that the PS and OS factors were significant predictors of PETs’ confidence to be a PAL, whereas the AC factor was not. Open-ended qualitative responses from the survey supported these findings.

Conclusions: PETs who receive PS experiences with PAL and CSPAP training, and/or experience support from students, faculty, administrators, and have access to facilities/resources for CSPAPs in the schools where they work, are confident to be a PAL and implement a CSPAP. Our results suggest, (1) PETE program training of pre-service teachers to be PALs and implementors of CSPAP is of value, and (2) continued support from school contexts is important to increasing PET confidence to be involved with CSPAP and sustain program longevity.

Potential and Reality of School Recess for Combatting Overweight

David M Kahan^F1, Coastal Carolina University; Allison Ross, Arizona State University

([email protected])

Background/Purpose: Physical education alone is insufficient to promote the necessary energy expenditure to prevent childhood overweight. Recess of sufficient duration, frequency, and intensity can help mitigate the shortfall. We quantified energy expenditure associated with school recess in the US based on four scenarios: professional recommendations and state policies for the conduct of recess, previous studies that measured physical activity intensity during recess, and no daily recess.

Method: Estimated energy expenditure (kcal) averaged over six years of elementary school was determined for boys and girls using secondary data and a standard formula: Intensity x duration x frequency x mass. Resultant values were compared by gender and across scenarios.

Analysis/Results: Boys and girls would expend similar energy under the professional recommendation (~33,225 kcal) and state policy (~33,075 kcal) scenarios (i.e., “potential”). These values were significantly greater than no recess (~16,225 kcal). The greatest energy expenditure was found for actual studies that measured physical activity intensity during recess (i.e., “reality”), with boys expending more energy (39,534 kcal) than girls (36,795 kcal).

Conclusions: Professional recommendations and state policies for recess duration may be overly conservative and recommendations for percentage of moderate-to-vigorous physical activity may be overly liberal compared to the reality of energy expended during recess. Both potential and real estimates dwarf a scenario of withholding recess (i.e., no recess), which is discouraged in only six state policies. Mandated reporting with “groundtruthing” is needed to determine true recess frequency/duration and state policy compliance.

Principals’ Views on Student Mental Health and Physical Activity as a Mediator

Kacie V. Lanier¹, Georgia State University; Chad M. Killian, University of New Hampshire

([email protected])

Background/Purpose: Mental health plays a key role in the overall health of a person. However, mental health problems continue to increase, especially in youth. Given that a significant majority of mental illnesses develop by early adulthood, it is important to support students’ mental well-being and teach them strategies to support their mental health throughout their K-12 school experiences. Many school-based mental health support programs are well-supported and emphasize cognitive and affective strategies; however physical activity (PA) and exercise participation are mediating factors that can reduce symptoms of anxiety, depression, and stress and promote mental health in youth. Schools are environments where students are provided PA opportunities and where they can regularly engage in PA. These school-based PA opportunities have been shown to support student mental health, but the extent to which PA is viewed as mechanism for mental health support is unclear. Given the prominent role school administrators play in the provision of wellness related initiatives in their schools, it is essential to understand their views on student mental health and the role of PA as a potential mediator. Therefore, the purpose of this exploratory study was to examine principals’ views on their students’ mental health and the role PA might play as a strategy for mental health support.

Method: This study employed an exploratory, qualitative descriptive design. A total of 8 school administrators who worked in schools across two states participated in semi-structured, open-ended WebEx interviews. All interviews were recorded and transcribed verbatim using a professional transcription service. Data were initially coded using a standard interpretive approach grounded in inductive analysis and constant comparison methodology. Subsequent deductive analysis relied on the Social Ecological Model as a guiding framework to facilitate further interpretation of participant responses.

Analysis/Results: Three main themes were generated. Principals noted student mental health is a significant concern, which has been exacerbated by the COVID-19 pandemic. Increases in student stress, anxiety, and depression have been observed in the aftermath of mandated at-home learning adding to already significant mental health issues related to household neglect, bullying, and adjacent learning differences. Comprehensive psychological supports were in place to support students’ mental health. Participants noted their schools spent substantial energy and resources to address challenges with student mental health and to support their well-being. These supports were generally integrated throughout the curriculum, collaborative across internal and external stakeholders, and mainly targeted social-emotional strategies and concepts. Physical activity was regarded as important for maintaining mental health, but there was limited time for it during the school day. Significant barriers to expanding physical activity opportunities were expressed and alternative mental health support strategies took precedence.

Conclusions: Institutional level resources for student mental health support were generally robust in participants’ schools, but emphasized alternative strategies other than PA. While participants agreed school-based PA represented key support mechanisms for students’ mental health, policy and systems level barriers limited PA time during school and presented challenges for the expansion of PA opportunities.

Results of a Web-Based Health Module Pilot for Intermediate Students

Eloise M. Elliott^F1, Emi Tsuda, James D. Wyant, Olivia J. Mackey, Emily Murphy, Kaitlyn Shaffer, Erika D. Van Dyke, West Virginia University

([email protected])

Background/Purpose: The WV Coronary Artery Risk Detection in Appalachian Communities (CARDIAC) Project is a health surveillance, intervention, and research initiative in West Virginia that is school-based and includes health screenings and implementation of interventional resources for schools and families. During the COVID-19 pandemic when schools were not in session or visitors were not permitted, the CARDIAC Project developed and disseminated a web-based instructional module to teachers of 5^th graders in all state schools. The module provides standards-based health lessons focused on physical activity, nutrition, and social-emotional health and also collected self-reported health data, including BMI metrics, health behaviors at home and at school, and students’ perceptions and willingness to improve their health-related behaviors.

Method: The learning module was developed using a five step process including 1) formation of the panel of experts in physical activity, nutrition, and well-being and discussion of standards-based content 2) development of module content and graphical illustrations, 3) content review and revisions by expert team, 4) development of the student survey using pre-existing surveys and contextual variables 5) survey review and revisions by expert team, 5) distribution of the learning module for pilot testing. The learning module along with directions and an overview of module content was sent to WV teachers with an option to complete the module over the following month. Participants (n=991) were 5^th graders who attended a public elementary school in WV.

Analysis/Results: The final number of participants after the data was cleaned was 722 (female n=355; male n=367) with the average age of 11.33 years. The participants were from 19 of the 55 WV counties. BMI was calculated using self-reported height and weight and using the CDC classification (CDC, 2022). Descriptive statistics were used to analyze BMI, current health-related behaviors, and perceptions toward changes to behaviors due to the COVID-19 pandemic. Spearman rho analyses were used to investigate the association among perceived changes in behaviors and the relationship between weight classification and behaviors. Related to BMI, 42.7% of the participants were classified as either overweight or obese. More than 70% did not meet the recommended amount of servings of fruits and vegetables per day, and 55% responded that they are not meeting the recommended 60 minutes of daily physical activity. More than 82% responded that they watch more than two hours of screens per day. Related to the participants’ perceptions, over 70% had positive perceptions about their health behaviors. Related to COVID-19 pandemic behaviors, less than 40% responded to any of the survey items that the pandemic had negative effects on their health. The data found a slight relationship among weight classification, current and perceived health-related behaviors, and changes in behaviors due to the pandemic.

Conclusions: After completing the virtual health learning module, participants overwhelming set positive goals for daily physical activity engagement and consumption of fruits and vegetables and were willing to change their health-related behaviors. The evidence shows that standards-based lessons and evidence-informed content development and dissemination can have a positive effect on students’ perceptions and behaviors related to their health.

Reversing the Negative Health Snowball: Stress and College Student Well-Being

Michael Sandlin¹, Judy R. Sandlin, Texas A&M University; Rosanne Keathley, Sam Houston State University

([email protected])

Background/Purpose: College students now report being more stressed-out than ever. Among the top stressors are poor time management/time constraints, financial and academic difficulties, social and living issues, and health breakdowns. Based on their stress level, college students’ wellness habits, or the lack thereof, often result in steep declines in physical activity, poor food choices, and weight gain. This study analyzed perceived stress and self-reported fitness, diet, and body fat levels with the intent to reverse the negative health snowball among college students.

Method: Participants were primarily female (51%), Caucasian (62%), and upper classman (64%) at a southwest US university. Subjects ranged in age from 18-32 and came from a cross-section of ethnicities and majors at the university.

Each (n=861) completed the 10-item Perceived Stress Scale (PSS). PSS scores range from 0 to 40 with higher scores indicating higher levels of stress. Scores ranging from 0–13 are considered low stress, between 14 and 26 represents moderate stress, and between 27–40 represents high stress. Students also rated their self-identified level of fitness, diet, and body fat on a 10-point scale. A sample question was, “If 1=low and 10=high, rate YOUR current level of physical fitness.” Higher scores were associated with better levels for each measure of wellness.

Analysis/Results: The overall average PSS score was 20.05 (S=6.55) indicating a “moderate” stress level which were consistent with other recent (Kostic, J., Zikic, O., Dordevic, V. & Krivokapic, Z., 2021) PSS scores found among college students (M=20.37; S=7.62). Interestingly, our PSS scores ranged from a low=0 and high=40 – the full span of possible PSS scores. Our participants rated their respective levels of wellness relatively high with fitness scores (M=5.70, S=2.14); diet scores (M=5.35, S=1.91); and body fat scores (M=6.25, S=2.40). All wellness scores also followed the entire range of possible scores of 1 to 10.

Participants were grouped based on their PSS score – low, moderate, or high perceived stress. Separate one-way ANOVA’s were used to determine if significant differences were present among the groups based on self-reported fitness, diet, and body fat levels. With regard to fitness, significant differences were found among the groups, F(2, 858)=23.36; p=.00. Post-hoc independent t-tests with a Bonferroni adjustment revealed significant differences among all levels of stress. Participants reporting low stress had the highest self-reported fitness, M=6.53; moderate stress reported medium fitness, M=5.71 and high stress reported low fitness levels, M=4.79. Similar results were observed for diet, F(2, 858)=13.91; p=.00 and body fat, F(2, 858)=15.47; p=.00. Follow-up post-hoc where identical to the findings for fitness with average diet scores of M=5.94, 5.36, and 4.73, respectfully, for low, moderate, and high stress groups and for body fat, M=7.17, 6.19, and 5.60, respectfully, for low, moderate, and high stress groups.

Conclusions: Stress among college students is one of the top threats to personal well-being. Students who can identify and understand stress will be able to proactively reverse the negative health snowball often seen in college students.

Status of CSPAP Curriculum in United States Physical Education Teacher Education Programs

Cate A. Egan¹, University of Idaho; College of Education, Health, and Human Sciences; Hayley McKown, University of Idaho; Christopher B. Merica, University of North Carolina-Wilmington; Health and Fitness Education Program

([email protected])

Background/Purpose: Currently, less than half of United States youth meet national physical activity (PA) recommendations. School-based physical education can help students achieve nationally recommended minutes of PA. However, most schools fail to offer physical education daily, so alternative PA opportunities during the school day must be found. The Comprehensive School Physical Activity Program (CSPAP) is designed to help students and staff achieve health enhancing levels of PA. Teachers are called upon to be PA leaders (PAL) of CSPAPs, however teachers lack adequate training which may be a reason for low CSPAP uptake. SHAPE America recommends training that focuses on four competencies to be a PAL (content knowledge, leadership, communications/promotion, and collaboration), which can be integrated into pre-service teacher education programs. However, little is known about CSPAP preparation in teacher education programs for pre-service classroom and physical education teachers related to PAL competencies. Thus, the purpose of this study is to better understand CSPAP curricular offerings related to SHAPE America PAL competencies in pre-service teacher education programs.

Method: A 28 question online survey (yes/no, open-ended) was sent to 513 Physical Education Teacher Education (PETE) programs across the United States. Participant email addresses were identified on PETE program websites. Survey questions were developed based on a review of current literature and the SHAPE America PAL training competencies, and then sent to CSPAP content experts for review (n=13). Revisions to the survey were made based on content expert feedback. Example questions included, “Does your PETE program train pre-service classroom and/or classroom teachers for CSPAP implementation?”, “In the following areas please indicate the types of CSPAP leadership competencies you train your pre-service teachers for (motivating and inspiring, steps to initiate a CSPAP, engaging stakeholders, etc.)”, and “Please indicate the number of courses that address CSPAP content.”

Analysis/Results: Data preparation and analysis included organizing survey data, descriptive statistics, and data frequencies. A total of 142 participants completed the survey (28% response rate) from universities across the United States. Participants (82%) reported that their program trains teachers to implement CSPAP, 30% reported that they train both physical education teachers and classroom teachers, 42% train physical education teachers only, and 3% train classroom teachers only. Participants reported addressing the following CSPAP components: quality physical education (100%), PA before/after school (71%), PA during school (92%), staff involvement (59%), family and community engagement (75%). Participants reported training in the following PAL competencies: 92% content knowledge, 29% leadership competencies, 18% communication and promotion, and 49% collaboration competencies. Further data results will be presented on pre-service classroom teachers’ training, specific PAL competencies addressed, CSPAP-component based experiences, and more.

Conclusions: The results of this study build off previous research which identified the types of CSPAP experiences (e.g., field based, incorporation into existing classes) that are offered in PETE programs. Results from this study indicate which areas of PAL training competencies are being addressed, how classroom teachers are being prepared for CSPAP, and which CSPAP components are addressed in PETE programs. Infusing targeted PAL learning experiences in pre-service training may lead to greater CSPAP uptake in schools.

The Anatomy Academy Model for Teaching Healthy Habits … on Zoom!

Amy S. Conn¹, Avery Lahodny, Izzy Critchfield-Jain and Jonathan J. Wisco

([email protected])

Background/Purpose: Anatomy Academy is a seven-week engaging service-learning outreach program that helps combat childhood obesity by inspiring children to develop healthy habits and good self-efficacy. Preclinical undergraduate and graduate professional student paraprofessional teachers (henceforth deemed “Mentors”) and the elementary school students (“Students”) are partners in the educational process and learn from each other (Diaz et al., 2019). Due to the COVID-19 pandemic, instruction was limited to online instruction via Zoom, and report here that even in the Zoom environment, Students benefited from Anatomy Academy instruction.

Method: Fifty students (ages 9-11) from Salt Lake Arts Academy (a partially Title 1 school) participated in a series of seven 1-hr sessions via Zoom during the spring of 2021, when COVID precautions were still implemented. Mentors trained in best practices of engaged teaching and learning, with supplemental instruction specifically for online teaching, taught lessons in pairs to small groups of 8-10 5th grade students. Each lesson consisted of large group and small group instruction utilizing Zoom breakout rooms. In this IRB-approved exempt study, seven of the 50 students (14%) participated in the research project. We employed the Healthy Eating and Physical Activity Behavior Recall Questionnaire for Children and Healthy Eating and Physical Activity Self-Efficacy Questionnaire for Children designed for children (Lassetter et al., 2018) and asked Students to evaluate their experience.

Analysis/Results: Together, the data collection instruments asked subjects to respond to 19 variables. We used a thematic approach to reduce the variables into four groups, and used the average of the Likert ratings from each group for our final analysis. Wilcoxon Signed-Rank test (non-parametric paired t-test) with two-tailed alpha=0.05 compared responses to the new variables relating to making healthy choices. The results for each paired comparison were all non-significant. A Spearman’s rho (non-parametric) correlation test was used to determine if any individual questions in the instruments were statistically related. We found a significant association between the post-survey statements, “I will eat a balanced diet and I will make healthy choices even if others around me are not” and “I will exercise everyday and I will avoid unhealthy choices even if others around me are not.” (Spearman r=0.984, p=0.041) Response questions were analyzed using a grounded theory approach. Students expressed 1) the most impact with learning about pulmonary function and smoking, and gastrointestinal anatomy and healthy diet; 2) Zoom allowed students to perform the curriculum experiments at home using their own resources, which was more enjoyable; 3) the 2-dimensional aspect of learning online made some aspects of the curriculum difficult to see, especially if Internet accessibility or dysfunction was an issue.

Conclusions: Our data suggests that the students still make connections between eating a balanced diet and making healthy choices, even though the learning environment was online. This suggests that teachers can still have impactful lessons when given the opportunity to learn best practices for engaged teaching in an online environment.

The Associations of 24-Hour Behavior With Quality of Life in Preschoolers

Meiyuan Chen¹, East China Normal University, College of Physical Education & Health and Nanyang Technological University, National Institute of Education, Physical Education & Sports Science; Xiaozan Wang, East China Normal University, College of Physical Education & Health; Terence Chua, Michael Chia, Nanyang Technological University, National Institute of Education, Physical Education & Sports Science

([email protected])

Background/Purpose: Quality of life (QoL) is at the core of research and practice in pediatrics. Studies have shown that health-related QoL of preschool children is strongly associated with physical activity(PA), sleep(SL), and sedentary behavior(SB). However, PA, SB and SL are components of a 24-hour day, and even though some research have examined the relationships between PA and SL or linked SB and PA together in studies, many researchers fail to address the bidirectionality of these lifestyle behaviors, thereby limiting the benefits of behavioral optimization on health. Therefore, the study presented analyzed data on PA, SL and SB in preschool children over a 24-hour period based on a component perspective so as to explain the associations between 24-hour behaviors of PA, SB & SL and health-related QoL providing insights to the effect of alterations in PA, SB & SL to paediatric QoL

Method: 1087 parents from Singapore participated in the study. We collected PA, SB & SL data of the children aged 2-5 years using an online Surveillance of digital Media hAbits in earLy chiLdhood Questionnaire (SMALLQ®), while health-related QoL was evaluated using the Pediatric Quality of Life Inventory (PedsQL™). Using compositional data analysis, a variation matrix was computed and this explained the interdependence of PA, SB & SL. Subsequently, a linear regression model was developed by using ilr transformed data to investigate the associations between PA, SB and SL and children’s health-related QoL. An isotemporal substitution model was developed to examine the effect of time change in PA, SB and SL, on the QoL of preschool children.

Analysis/Results: The results of the study showed a stronger interdependence between PA and SL (log _PA/SL=0.36) as compared to PA and SB (log _PA/SB=0.49) and SL and SB ((log _SB/SL=0.41). For the linear regression model which adjusted for age and gender, QoL was highly significant (R²=0.04, p<0.001), in which, relative to SL and SB, preschoolers’ weekend PA time showed a significant positive correlation with the QoL (β=2.86, p<0.001). In a similar regard, relative to PA and SL, SB showed a significant negative association with QoL (β=-2.7, p<0.001), whereas SL did not show a significant correlation with the QoL. In reallocating time between PA, SL, and SB on a 15-minute block up to 60 min, children’s QoL improved 0.3%, 0.6%, 0.9% and 1.2%, respectively when SB was reallocated to PA . Also QoL improved 0.1%, 0.2%, 0.4% and 0.5%, respectively when SB was reallocated to SL. When SL was reallocated to PA, children’s QoL improved 0.2%, 0.3%, 0.5% and 0.6% respectively. Conversely, when PA or SL was reallocated to SB and the PA was reallocated to SL, children’s QoL decreased.

Conclusions: The interdependence between weekend PA and SL is strong in preschool children. Weekend PA, SL, and SB are strongly associated with QoL. For preschoolers, reducing weekend SB and increasing PA and SL at the same time is most beneficial for improving children’s QoL. It appears that increasing PA on weekends is more effective than increasing SL for improving the QoL of preschoolers.

The Dissemination and Implementation of Recess During the COVID-19 Pandemic

Edward B. Olsen¹, Kean University; Emi Tsuda, James D. Wyant, West Virginia University; Ranaysia Burrell, Jessica Mukherjee, Ara McKay, Joseph Herrera, David Labrador, Kean University

([email protected])

Background/Purpose: The purpose of this study was to explore NJ school administrators’ experiences in disseminating recess guidelines, expectations, and policies, as well as implementation strategies in their schools during the COVID-19 Pandemic. Currently, research is needed on how schools are disseminating and implementing recess during the pandemic and how or if schools are meeting S. 847 (recess law) (Olsen et al., 2022). In addition, there have been limited physical activity policy dissemination (Weatherson et al., 2016) and implementation (Griffo et al., 2022; Olsen et al., 2022; Stylianou & Walker, 2018) studies conducted.

Method: This study utilized an exploratory case study research design (Yin, 2014). Participants were recruited throughout NJ using a maximum variation approach and snowball sampling (Patton, 2015). A total of 29 elementary school administrators using a semi-structured interview protocol (Rubins & Rubins, 2012) participated in the study. The interview questions were informed by the ecological model of school physical activity policy and children’s physical activity (Lounsbery et al., 2019). This model was used to understand NJ school administrators’ behaviors and interventions towards recess in relation to the national reopening guidelines (i.e., SHAPE), state policies (i.e., S. 847), state reopening guidelines (i.e., New Jersey Department of Education), and district and school expectations. Trustworthiness of the interview data were accomplished through intercoder reliability, triangulation of researchers, audit trail, field testing, and member checking.

Analysis/Results: The interview data were analyzed inductively using a conventional approach to content analysis (Hsieh & Shannon, 2005). The researchers identified five themes following analysis of the data. These included: (a) adjustments for recess, (b) communications about recess, (c) successes and challenges of recess, (d) health and wellbeing among children, and (e) recommendations for recess post-pandemic. The major adjustments for recess were the cohort model, zones, equipment modifications, sanitation, social distancing, and hand washing. Faculty meetings, physical walk-throughs, and documents (plans) were the primary platforms to communicate recess guidelines, expectations, and policies. The major stakeholders communicating them were superintendents, principals, assistant principals, school counselors, teachers, and lunch aides. Participants attributed recess success to the cohort model and thoughtful planning, management, organization, and communication. The challenges to implementing recess were personnel coverage, equipment use, time, and academics. Children suffered from weight gain, anxiety, and socio-emotional withdrawal as a result of the pandemic. It appears recess may have helped to mitigate some of these effects caused by the pandemic. In the future, school administrators need to communicate the value and importance of recess and emphasize the need for solid planning, organization, and implementation strategies.

Conclusions: Schools disseminated recess guidelines, expectations, and policies using a variety of platforms and stakeholders. When planning, organizing, and implementing recess, schools may want to consider establishing cohorts, developing a handbook, creating a rotation schedule (i.e., blacktop, field, playground), developing a recess committee, utilizing the physical education teacher for staff development, assigning recess equipment and bags, offering a variety of activities, and teaching children how to play.

The Effect of Activity Type and Social Group Size on Elementary School Children’s Physical Activity During Recess

Shu Cheng¹, KU Leuven; Kian Vanluyten, KULeuven; Jan Seghers, KU Leuven; Phillip Ward^F, The Ohio State University; Cedric Roure, University of Teacher Education; Peter Iserbyt, KU Leuven

([email protected])

Background/Purpose: School recess plays an indispensable role in helping children meet the recommended guidelines of 60 minutes of daily moderate-to-vigorous physical activity (MVPA) (Woodfield et al., 2021; Ridgers et al., 2012). Previous work has shown that physical activity of boys and girls differs as a function of different activity types and social group size during recess (Ridgers et al., 2011). For instance, Ridgers et al. (2011) found that boys preferred sports (i.e., soccer) within large groups, while girls preferred to play active games (i.e., dance, rope skipping) within small groups. This study addressed two research questions. (1) What is the effect of activity type on children’s physical activity? (2) what is the effect of social group size on children’s physical activity? For both research questions the effect of sex was investigated.

Method: A total of 88 (40 girls) K-2 elementary children from ten schools participated in this study. After lunch, schools provided play equipment and children were free to play on the playground. The mean duration of recess was 45 minutes. Teachers or school staff were responsible for children’s safety during recess. On average 12 recess sessions in each school were observed. Six Target children from each school were randomly chosen and multiple times observed during recess. Children’s MVPA and vigorous physical activity (VPA), activity type (e.g., active games, locomotion, sedentary activity, sports) and social group size (e.g., alone, small (2 to 4 people), medium (5 to 9 people), and large group (more than 10 people)) during recess were collected using the System for Observing Children’s Activity and Relationship during Play (SOCAR) (Ridgers, McKenzie, & Stratton, 2012) by reliable observers. These three dependent variables were precisely (line-by-line) analyzed. A total of 33% of all data was check for interobserver agreement (mean IOA: 92%). Statistical Package for the Social Science (SPSS, 28.0) was used to conduct data analysis.

Analysis/Results: Boys and girls achieved similar MVPA (64% vs. 59%) and VPA (45% vs. 40%) when they engaged in active games, as well as during locomotion (99% vs. 99% for MVPA, 26% vs. 26% for VPA). However, boys accrued higher MVPA (23% vs 3%, p = .049) and VPA (8% vs 0%, p = .039) compared to girls when they played sports. In terms of social group size, no significant differences were found between boys’ and girls’ MVPA (64% vs. 57%) and VPA (14% vs. 20%) when they played alone, or in medium groups (50% vs. 44% for MVPA, 24% vs. 21% for VPA), and large groups (more than 10 people) (23% vs. 19% for MVPA, 12% vs. 8% for VPA). Nevertheless, boys generated higher VPA than girls (27% vs. 12%, p = .042) when they were in small groups.

Conclusions: Both boys and girls spent half of school recess time in active games to generate MVPA and VPA. Children spent half of recess time engaging in physical activity alone or in small and medium groups. Elementary school can increase children’s daily physical activity by offering more diverse or organized activities during recess.

The Effect of School-Based Multilevel Interventions on Physical Activity: A Systematic Review

Han Chen^F1, Valdosta State University; Jiling Liu^F, Texas A&M University; Haichun Sun^F, South Florida/University Of; Peng Zhang^F, East Stroudsburg University

([email protected])

Background/Purpose: Insufficient physical activity (PA) has become a pandemic in many countries. Low PA is the major cause of most chronic diseases that account for up to 4.6% of direct national healthcare cost in many countries. Interventions thus are needed to start early and target children or adolescents for the promotion of PA. According to social ecological theory, health behaviors are influenced by factors at multiple levels including individual, society, institution, and the environment. However, it is not clear if multilevel interventions could help improve PA for school-aged students. The current study aims to conduct a systematic review to investigate the effect of school-based multilevel interventions for PA promotion.

Method: We searched multiple databases such as ERIC, SPORTDiscuss, ScienceDirect, PsycINFO, Academic Search Ultimate, Child Development & Adolescent Studies, and Education Full Text in Summer 2022. We only include randomized controlled school-based intervention studies that target at least two levels of interventions. The primary outcome is the accelerometer-measured PA.

Analysis/Results: A total of four articles were included the current study. All studies involved 2-4 levels of interventions. The intervention strategies included before/after school physical education (PE), integrated PA in classroom setting, PA during recess, school policy/environment, staff involvement, family and community engagement. The intervention length ranged from 36 weeks to 2 years. Participants included preschoolers, children, and adolescents. Findings show that three studies demonstrated significant intervention effects on daily MVPA improvement (all p<.05). The study that did not generate intervention effects may due to relatively high MVPA level in the baseline.

Conclusions: Based on the studies reviewed, it seems that the multilevel interventions are effective to increase participants’ daily MVPA. However, the number of studies focusing on multilevel interventions is small. Therefore, more studies are needed to testify the and effectiveness of multilevel interventions and to identify more effective strategies in PA improvement.

The Effects of Multiple Recesses Daily on Children’s Motor Coordination

Daryl M Campbell-Pierre Sr.¹, Texas Christian University

([email protected])

Background/Purpose: Most Texas elementary schools have cut recess from their schedules to address more classroom content resulting in sedentary behaviors for most of the school day. The LiiNK Project is a recess intervention comprised of four 15-minute unstructured, outdoor play breaks daily, implemented in several school districts across Texas. Research shows that daily physical activity will enhance gross motor coordination. The LiiNK intervention has published studies showing that children with 60 minutes of unstructured, outdoor recess daily engage in 900 more steps and significantly more MVPA daily than children who engage in 30 minutes or less of recess daily. This study aims to examine six schools of 3rd-5th grade children ranging from 15 to 60 minutes of recess daily to determine if more recess daily improves motor coordination and balance over less recess daily. It is hypothesized that children who receive 60 minutes of recess daily will report significantly better motor coordination than those from the other two recess groups.

Method: The proposed study is a longitudinal pretest-posttest nonequivalent group design within the larger ongoing LiiNK intervention project. Participants will be selected from six public elementary schools across three school districts in Texas that implement differing amounts of recess, i.e., 60, 30, or less than 15 minutes daily. The sample will be focused on -grades 3-5 (ages 8-10) from these schools for one full school year (fall to spring). Group 1, then 60 minutes of recess group, will include two public elementary schools (N=300, 3rd=100, 4th=100, 5th=100). Group 2, the 30-minute recess group, will include two public schools (N=300 3rd=100, 4th=100, 5th=100), and Group 3, the 15-minute or less recess group, will include two public schools (N=300 3rd=100, 4th=100, 5th=100). The inclusion criteria will be any child in grades 3-5 who follows a typical school schedule and participates in recess regularly throughout the school year. Children will be excluded if any injury prevents them from participating in recess or participating in the KTK assessment or their parent denies participation.

Analysis/Results: Children that received 60 minutes of recess had significantly higher motor coordination scores than the comparison groups that received 30 minutes or 15 minutes or less of the recess (p<.001). There was a significant difference in children that received 30 minutes of recess verse 15 minutes of recess.

Conclusions: Incorporating recess in a child’s school day can positively impact motor coordination abilities to help the growing trend of non-fatal falls in school-aged children. Even if 30 minutes of the recess which can be broken into two 15 minutes breaks throughout their day, can have a significant impact on children where recess is being diminished in their school districts.

The Embodied Nature of Physical Theater: Expression, Creativity, Communication

Maria Kosma^F1, Nick Erickson, Ashlynn Gremillion, Louisiana State University

([email protected])

Background/Purpose: Artistic expression like dancing and aerial dancing can improve health and well-being among young adults (e.g., Koch et al., 2019; Kosma et al., 2021^a, 2021^b). The embodied nature of artistic expression can also lead to the love of movement and long-term physical activity participation (Kosma & Buchanan, 2021; Kosma & Erickson, 2020; Kosma et al., 2021^b). Based on Merleau-Ponty’s Phenomenology of Perception (1945/2014), embodied movement encompasses the unity of body, mind, and emotion. The body is elevated to a subject, the Lived Body, that dances, climbs, feels, expresses, and communicates. Therefore, the purpose of this study was to examine the embodied nature of physical theater regarding expression, creativity, and communication among mainly active college students.

Method: This was a phronetic, qualitative study among seven US college students (M age = 20.43 years old, males =1, females =6), who participated in a semester-long physical theater class at a major Southeastern university. The students met twice per week, 1.5 hrs./time and participated in embodied, theatrical activities. They were individually interviewed prior to and towards the end of the class (pretest-posttest assessment). Based on the interview guide, participants were asked about their bodily sensations, expressions, and communication with others within and outside physical theater. Demographic and exercise information as well as future physical theater goals were discussed.

Analysis/Results: Based on the qualitative, phronetic analysis in the latest version of NVivo, nearly all participants were active: five = regularly active; two = somewhat active. Most of them exercised at gyms, while a few participants performed aerial dancing and dancing. All participants viewed the physical theater class as a form of exercise. Based on the qualitative analysis, four physical theater themes emerged regarding increased embodied sensations and the love for movement from pretest to posttest: a) embodied artistic expressions (e.g., first imagining a piece and then practicing; sensing the character; feeling out the movement; expressing through the body and not as planned; more comfortable with bodily expressions; body and mind in unity – sense of flow), b) embodied emotions (e.g., creating based on feelings; being aware of how the body feels; expressing emotions bodily, with confidence; accepting vulnerability; stabilizing emotions), c) embodied communication (e.g., embodied transaction of message given and received; emphasis on body language; more communicative with and attentive to the audience; use of corporeal communication methods in speech therapy), and d) the love for future artistic expression (e.g., long-term participation in physical theater; love for expressive movement like dancing and aerial dancing; more comfortable, enjoyable, “pedestrian” and spontaneous movement).

Conclusions: Based on the study findings, the students in the physical theater class found value in embodied movement experiences regarding artistic expression, communication with others, and corporeal manifestation and expression of emotions. All students wanted to continue with physical theater and/or other embodied artistic expressions in the future either as a hobby or profession. Therefore, exercise promoters should include embodied, expressive, and theatrical movement experiences in their programs, leading to potentially enjoyable long-term participation in physical theater and other related (e.g., exercise) activities.

The Impact of Administrators’ Perceptions on Combating Marginalization in Physical Education

Tracey Naumann¹, Brooke Doherty, The University of Texas at Austin; Rachyl Jane Stephenson, Unviersity of Wisconsin La Crosse

([email protected])

Background/Purpose: School administrators are considered the leaders of their communities. They are the catalysts between students, parents, and teachers, that have the potential to greatly influence the culture and climate of their schools. As large influencers of the school, their perceptions towards physical education (PE) can have a great impact on PE teachers and the PE curriculum itself. Using the Occupational Socialization Theory, this study aims to understand how administrators’ prior socialization experiences impact their current perceptions towards PE. The purpose of this study is to investigate administrators’ perception on PE and how they use these perceptions to combat marginalization.

Method: A qualitative case study was used to obtain an understanding of how five participants’ childhood and professional experiences impact their perception and action towards PE. Data was collected through a questionnaire, autobiography, and three rounds of interviews. The data was examined with a collaborate qualitative analysis approach.

Analysis/Results: The findings from the study were described thematically and results were categorized into three main themes: the power of memory: (a) the impact of positive experiences during childhood PE and physical activity, (b) disservice to PE: lack of administrative preparation, and (c) PE was valued despite marginalization witnessed. Within the first theme there were three subthemes: (a) experiences within administrators’ own K-12 PE and physical activity, (b) involvement of sport and athletics helped develop a strong appreciation for physical activity, and (c) community, family, and friends impacted positive perceptions of PE and physical activity throughout childhood. The second main theme was comprised of two subthemes: (a) preparation into administrative roles was deficit in preparing them to support PE and (b) administrators established a culture and provided advocacy for PE teachers to overcome marginal status.

Conclusions: The results suggest that administrators’ positive childhood experiences in PE were derived from a collection of experiences related to PE and events organized by the PE teacher. Despite the lack of training to supervise or support PE during the professional or training phase of their life, the appreciation that was developed throughout childhood, make them advocates for PE in their current schools and communities.

The Impact of COVID-19 on Physical Education and Physical Activity Levels of Homeschool Students

Ben Schwamberger¹, Minnesota State University Mankato; Elizabeth B. Sharp, Colorado Mesa University

([email protected])

Background/Purpose: COVID-19 significantly impacted our everyday lives. In the traditional school setting, it impacted how students received physical education, as well as how they remained physically active. State and local governments enacted various restrictions further impacting our ability to remain physically active, which is problematic because physical inactivity has been found to be a key risk factor for severe COVID-19 cases. While we have begun to see how students in the traditional school setting have been impacted, one area we know very little about is the homeschool setting. Homeschooling across the United states continues to increase. The current research study examined how homeschool families are dealing with the inclusion of physical education during COVID-19, and whether children are able to continue to engage in physical activity.

Method: The primary methodology used was a case study, which explored the insights of 33 parents of homeschool students during the fall of 2021 during the COVID-19 pandemic. The study applied qualitative methods: A structured 26-question survey with multiple-choice, and open-ended questions, meant to determine the experiences of homeschool families as they engaged in physical education and physical activity was employed. A semi-structured 14-question formal interview, which was optional, and whom five participants took part in was also a data collection technique used.

Analysis/Results: Inductive analysis and constant comparison were used to analyze data. Data was also coded according to themes which emerged. The data was collected during the fall of 2021. Participants for the study were recruited through an online recruiting email sent to homeschool physical education teacher education programs, and other homeschool organizations throughout the country. The study required participants to be parents or guardians of homeschool children. Results showed a mixed bag in terms of the impact COVID-19 had on how homeschool student’s engaged in and received physical education, as well as how they remained physically active. For some families, COVID-19 surprisingly was not a factor, or served as a positive in terms of physical education and physical activity. For example, as a result of COVID-19, some families actually became more physically active and engaged in more outdoor pursuits. For others, physical education ceased to exist or was offered in a very different manner than the pre-pandemic period. Most parents still indicated that their children were able to remain physically active, just in different ways. Another key finding was that children’s mental health was a concern for parents, because of not being able to socialize with fellow peers due to the restrictions put into place to try and lesson COVID-19.

Conclusions: For homeschool families, the COVID-19 pandemic did impact their children’s ability to engage in and receive physical education as well as how they remained physically active. However, this did not appear to be as drastic of an issue as what students in a more traditional school setting endured. Regardless more research is needed to examine how the homeschool community incorporates physical education and gets students to engage in physical activity.

The Use of Pedometers to Promote Physical Activity in Preschool Children: A SWOT Analysis

Stephanie Gonzalez¹, Jihye Lee, Tao Zhang^F, University of North Texas

([email protected])

Background/Purpose: Preschoolers between the ages of 3-5 years old should be engaged in physical activity (PA) throughout their day to enhance growth and development (U.S. Department of Health and Human Services [USDHHS], 2020). The use of pedometers has shown many potentials to promote preschoolers’ physical activity (PA) and goal setting (GS) (Statiano et al., 2017). Previous studies have focused on the accuracy and precision of using a pedometer as a tool for measuring physical activity (Husted & Llewellyn, 2017; Duncan et al., 2007). However, there is limited research that provides an overview of the use of pedometers on preschoolers. Therefore, there is a need to better understand the use of pedometers and explore the effectiveness of pedometer on PA behavior changes of preschoolers.

Method: A strengths, weaknesses, opportunities, and threats (SWOT) analysis is a useful tool to examine the effectiveness of the use of pedometers with preschoolers to become more physically active (Pickton & Wright, 1998). A SWOT analysis identifies the internal and external factors in businesses and research (Engelbrecht et al., 2019; Pickton & Wright, 1998). The internal factors include strengths (e.g., helpful in achieving goal) and weaknesses (e.g., harmful in achieving goal). The external factors include opportunities (e.g., external conditions that help goal) and threats (e.g., external conditions that harm the goal) (Leiber et al., 2018). This study also provides an overview of the use of pedometers of the benefits and limitations with preschoolers through a SWOT analysis.

Analysis/Results: The strengths revealed in pedometers were: (a) higher engagement (e.g., fun to use a piece new equipment) and (b) personal interest (e.g., interested in how pedometers are used, and how many steps they took). The weaknesses of pedometers were (a) time (e.g., may lose interest as time goes) and (b) tampering of equipment (e.g., able to lose data, or inaccurate measure of steps). Opportunities in pedometers are (a) promoting physical activity (e.g., preschoolers being more physically active), (b) goal tracking (e.g., preschoolers are able to meet their set goals), and (c) progress checking (e.g., preschoolers able to see progress as their seeing the number of steps they take). The threats of using pedometers were (a) various measures of physical activity (e.g., accelerometer and heart rate monitors) and (b) cost (e.g. pricing of different pedometers)

Conclusions: The findings in the SWOT analysis indicated using pedometers can provide an exciting and motivating way for young children to become more physically active compared to objective other tools. In addition, empirical evidence has indicated that pedometers are the best a tool for easily documenting relative PA behavior changes (Trost, 2001). Teachers and coaches can have an opportunity to make children more interested in becoming physically active by allowing them to keep track of their goals when participating in physical activity. However, there are limitations in keeping the preschooler’s interests and the tampering of equipment.

Use of Technology to Monitor Physical Activity Levels Among College Students

Kimberly Maljak¹, James W Ball, Northeastern Illinois University; Matthew R. Bice, Baker University; Erica Thomas, Elon University; Allan Gabriel Ramirez, Lincoln Park High School; Marisela Palma-Barraza, Richard Henry Lee Elementary School; Carolyn Crost, St. Charles North High School

([email protected])

Background/Purpose: It has been found that approximately 50% of college students do not meet physical activity (PA) recommendations, with 22.4% engaging in “little to no PA”, while obesity rates often increase when young adults enter university settings. The motivation to be physically active can decrease when students enter a university, with time, energy, and willpower cited as main barriers to being physically active. According to Deci and Ryan (2000), self-determination theory (SDT) suggests the more one perceives their psychological needs (autonomy, competence, and relatedness) are met, the more they will be physically active, which maximizes growth, social development, and well-being. The use of technology can increase PA behavior and contribute to need satisfaction for physical activity in college students.

Method: This study is a mixed-methods design. Undergraduate students at one Midwestern university completed surveys containing questions regarding demographics, technology use, PA levels, and PA motivation (N=365). The Perceived Need Satisfaction Exercise (PNSE) scale, developed by Wilson, Rogers, Rodgers, and Wild (2006) was used to assess PA motivation. Pearson correlation and an ANOVA were conducted to compare technology use, PA levels, and PA motivation. Data were analyzed using SPSS v22. Statistical significance was established at p<0.01. Researchers randomly selected 30 of those students, ages 18-46, to participate in one 45-minute individual interview. Qualitative data was analyzed using constant comparison and inductive analysis throughout to identify themes. Trustworthiness was sought by triangulation, peer debriefing, negative case analysis, and member checking.

Analysis/Results: Pearson correlations revealed significant associations between technology and motivational constructs and the total SDT model (p = 0.05). Expanded ANOVA analyses revealed significant differences among participants who used technology to supplement physical activity behaviors as it relates to the psychological needs constructs (Competence, p = 0.003; Autonomy, p = 0.005; Relatedness, p = 0.001; Combined SDT model, p = 0.001). The qualitative data revealed that college students used social media to learn new workouts and used smart watches to set PA goal reminders.

Conclusions: The mixed methods design strengthened the results of this study. The mixed methods design revealed that college students who used technology to monitor their PA were more motivated to be physically active. The quantitative data revealed that students who used technology perceived their need to be physically active as more satisfied than students who did not use technology. The qualitative data revealed the most common form of technology used by participants were social media to learn new workouts and smart watches for tracking progress. It also revealed that technology can help college students learn new workouts, set PA goals, and set PA reminders.

West Virginia Pickleball Players’ Motivations and Perceived Benefits

Jessica N Riffee¹, Eloise M. Elliott^F, West Virginia University; Alfgeir Kristjansson, West Virginia University School of Public Health; Leanne Watson, College of Applied Human Sciences, West Virginia University

([email protected])

Background/Purpose: West Virginia consistently leads the nation in the prevalence of poor physical health, poor mental health, and activity limitations, and around a quarter of West Virginian adults are considered physically inactive with the highest rates occurring among adults 65 years and older. Correspondingly, research has demonstrated that aging and rural populations are disproportionately associated with decreased levels of physical activity and higher risk of obesity and comorbidities. Increasing physical activity has been shown to attenuate adverse health conditions, and additionally, motivations are key factors that stimulate and maintain individuals’ participation in physical activity to achieve these health-related benefits. Leisure sports have been shown to motivate their participants’ adherence. Specifically, a racket sport called pickleball, characterized by simple rules, comparably low injury risk, ease of play, high accessibility and social features, is quickly growing in popularity. The purpose of this pilot study is to gain greater insight into pickleball players’ motivations and perceived benefits across the state of West Virginia.

Method: To recruit the 173 volunteers, a two-step method was adapted. The first step was to request lists of potential participants from prominent leaders within the pickleball community across the state, and the second was to directly enlist a “call to action” via private social media groups from various geographical regions. After which, a self-administered, internet questionnaire was implemented to collect the participants’ data. The content of this survey was adapted from previously validated instruments and peer-reviewed research in order to address pickleball players’ motives, benefits, and barriers of being physically active. Also within the questionnaire development process, the survey was pre-tested three times .

Analysis/Results: 65 responses were utilized for analysis, and an array of statistical analyses were performed corresponding to the variety of questions employed within this questionnaire. 88% of the participants were found to be between the ages of 50 and 70+ years old. Additionally, most of the participants play 2-3 times/week. The pickleball players’ motivations centered on enjoyment and physical health, and the primary motivations listed most frequently used terms related to enjoyment, physical health, social interaction, and competition. Moreover, the central tendencies of the perceived benefits emphasized enjoyment. Furthermore, Pearson correlation analyses revealed strong relationships between the pickleball players’ motivations and perceived benefits regarding health pressures (r=.52), cultural influences (r=.61), competition(r=.42), psychological health (r=.74), and enjoyment (r=.71).

Conclusions: The results demonstrated that the pickleball players’ were meeting the suggested frequency of the Physical Activity Guidelines, around 3 days/week. Between this finding and the players’ emphasis on health-related perceived benefits, it still can be conjectured that pickleball effectively promotes physical activity and improves the participants’ health. Additionally, the insight into the relationships between the pickleball players’ motives and perceived benefits could assist in increasing participants’ adherence within various physical activity programs or interventions. These results theorize that programs or interventions that target improvements related to their participants’ motivations to become physically active will effectively maintain their members and further benefit their progress toward achieving health-related benefits.

Sociocultural and Social Justice

A Gendered Space: Exploring Societal Barriers to Girls’ Physical Activity

Mijoo Kim¹, Towson University

([email protected])

Background/Purpose: Many countries have developed educational policies to promote greater gender equality in schools, such as Title IX of the Education Amendments Act of 1972 in the United States. In South Korea, mixed-gender classes increased in the mid-1990s as part of a move toward more gender equality in education (Moon et al., 2016). Yet, in reality, girls often receive an ‘equal’ opportunity to physical education (PE) programs favoring boys (Garrett, 2004). Bias in the curriculum, teacher behavior and expectations, limited opportunity, hostile environments, and stereotypical gender roles being enforced in PE all contribute to lower physical activity (PA) engagement among girls than boys (Evans, 2006; Mears, 2007). There is a lack of research on girls’ PA in secondary schools in East Asian contexts, and in South Korea in particular, where the PA rates of adolescents are considerably low, especially for females (Oh et al., 2019). Thus, this study investigated South Korean PE teachers’ and female secondary school students’ beliefs about what influences girls’ PA participation with a particular focus on societal factors.

Method: Employing the theory of planned behavior (TpB) and a qualitative research design, data were collected from six PE teachers and 12 female students in public middle schools and high schools in South Korea through demographic questionnaires, a series of semi-structured interviews with teachers and students, and non-participant observations of the PE teachers’ classes.

Analysis/Results: Using thematic analysis with TpB to guide the coding, the major findings of this study suggest that socially constructed gender norms influenced girls’ engagement in PE, shaping their perceptions of gender appropriateness and self-efficacy. Students reported gendered surveillance in the public class environment and societal notions of femininity as central barriers to their participation in PA in PE. Teachers indicated that significant gender differences in students’ past opportunities to engage in sports impacted their skill development, PA familiarity and preferences, participation rates, and overall confidence and interest in class. Both teachers and students voiced that pressure to conform to gender norms and stereotypes as promoted by the media had a strong influence on girls’ perception of the gender appropriateness of engaging in different types of PA. In response to the heavy influence of the media on female students’ PA engagement, the Korean PE teachers in this study intentionally tried to turn it into a motivational factor by incorporating students’ favorite stars and successful stories in the curriculum, using videos to challenge students’ gendered assumptions, and playing popular music during class.

Conclusions: This study examined girls’ PA in an under researched context and expanded the use of TpB in qualitative research. Even though PE is focused on providing opportunities for all students to engage in PA, the curriculum and methodology can produce and reproduce gendered discourses about the body and movement, which can be limiting for female students’ physical identity and holistic development. Thus, a greater understanding of PE as a gendered space can help educators to become more aware of the societal factors that influence student engagement.

An Examination of Culturally Relevant Physical Education in a Suburban Area

Chris Mellor¹, Paul B. Rukavina^F, Sarah Doolittle, Bryan Seltenreich, Adelphi University; Martin Eliseo Vasquez, University of New Mexico

([email protected])

Background/Purpose: There is an increasing need for teachers to have the capability to see, understand and connect with students from family backgrounds and experiences unlike their own. While the professional literature on culturally relevant and inclusive teaching in physical education (PE) is growing, most research is on urban underserved schools serving racial minority populations. This literature appears to focus on a disconnect between White teachers from middle class suburban backgrounds who teach racial minority students from low income communities. There is much less literature on teachers from suburban or more affluent schools. Occupational or teacher socialization provided the theoretical framework for this study (Lawson, 1983; Schempp & Graber, 1992; Templin, Padaruth, Sparkes & Schempp, 2017).

The purpose of this study was to examine the culturally relevant physical education (CRPE) that experienced PE teachers implement in the context of suburban schools and how socialization influences that learning to teaching process. Studying experienced PE teachers working in a variety of suburban K-12 school districts offers a way to explore how CRPE is interpreted and implemented in suburban, relatively affluent school districts.

Method: Five White experienced teachers were purposefully sampled due to their experience and commitment to engaging all students in PE. These participants have also worked as adjuncts, field placement supervisors and collaborated with faculty in a physical education teacher education program. Data were collected through document review, semi-structured in-depth interviews, and class observations. Transcribed interviews were confirmed by participants, documents with details of their past education and teaching/coaching work, and field notes from school visitations and class observations were analyzed through a semi-structured conceptual framework of Culturally Relevant Physical Education (Flory & McCaughtry, 2011) and expanded to include details and explanations for how and why particular strategies and content changes were implemented in their PE programs. Analysis was conducted through constant comparison. Trustworthiness procedures included peer debriefing, data triangulation, and member checking.

Analysis/Results: Two themes emerged from the data. 1) Teachers use of CRPE strategies differed by teachers’ conceptualization of their workplace socialization. 2) Teachers have learned strategies informally outside of professional socialization in response to the school’s culture.

Conclusions: Teachers’ conceptualization of culture and socialization differed, some determined culture as ethnicity and language, but others focused on ability, social emotional learning or mental health. Also, teachers identified unengaged students differently, either by individual students or groups of students that needed to be included. In physical education programs, CRPE may mean recognizing and respecting the backgrounds and interests of students, adjusting teaching perspectives, class management patterns, and curriculum content, thus potentially positioning physical education as one of the best school programs to reach students who feel marginalized and disengaged in school. Since nationally a majority of teachers work in school districts are characterized as suburban and middle class, the concept of culturally relevant physical education should be applied in a more nuanced way to address teacher education in suburban physical education contexts.

Culturally Relevant Physical Education for Optimizing Physical Activity Opportunities

Stacy Imagbe¹, Senlin Chen^F, Louisiana State University

([email protected])

Background/Purpose: Physical education (PE) teachers and PE teacher education (PETE) faculty must adapt educational opportunities to meet the needs of increasingly culturally diverse students in K-12 schools. Culturally relevant pedagogy (CRP) is believed to support all students in achieving success in education regardless of their gender, race, ethnicity, religion, language, or social class. This literature review aimed to (a) synthesize existing scholarship on culturally relevant physical education (CRPE) in relation to physical activity opportunities (PAOs) within schools, and (b) identify cost-effective PETE and in-service teacher training strategies for promoting CRPE and physical activity promotions.

Method: Following a pre-determined literature review protocol, a comprehensive literature search was conducted on the search engine provided by a major public university in the United States between November 2021 and April 2022. This search engine is connected to 372 databases across disciplines including the commonly used databases in Kinesiology and physical education such as ERIC, PubMed, SportDiscus, and PsychoInfo. The following key words were entered: “culturally relevant pedagogy (search filed = Title)” AND “physical education (search filed = abstract)”, where the search scope was limited to articles published in academic, scholarly peer-reviewed journals, and English language. The search yielded 178 results, 20 of which were included for meeting the inclusion criteria: (a) must be based on empirical research (reviews, commentaries were excluded); (b) must be focused on CRP-based PE; (c) outcome variables must relate to cultural competence; (d) must have a focus on regular K-12 PE.

Analysis/Results: Based upon the synthesis of the literature review, we verify the significance of CRP in and beyond the gymnasium. CRPE (e.g., gender binary deconstruction, equitably structured environment, and enactment of the cultural relevance cycle) can improve the cultural competence of PE teachers and allow all students to contribute to valued knowledge in learning spaces. CRPE outcomes evoke changes in discursive constructs to create safe educational spaces for all students when engaging in physical activities. However, research on CRPE for the purpose of optimizing PAOs remains limited. Implementing CRPE is faced with many challenges. This review also identified cost-effective strategies and best practices for promoting CRPE and PAOs from three perspectives: (a) pre-service teachers (PSTs), (b) PETE faculty, and (c) PE teachers. For example, PSTs should consider cultural components of teaching and the entire society to help students recognize silenced voices and understand cultural discrepancies. PETE faculty should use social justice approaches to identify everyone’s own social identity and biases to address sociocultural issues. PE teachers must explicitly create socially just environments for students to engage in physical experiences that have personal and cultural meaning.

Conclusions: This literature review synthesized the existing scholarship on CRP in and beyond PE, in relation to promoting PAOs for all students. This review revealed several cost-effective strategies and best practice for promoting CRP-based practices. The findings indicate expedited needs for better preparing or continually training PSTs, PETE faculty, and PE teachers to ultimately offer CRPE to close social disparities and advance equitable health.

Did an After-School Program Improve Students’ Social Emotional Learning Skills?

Kahyun Nam¹, Pamela Hodges Kulinna^F, Omar Albaloul, Conner Acri, Regan Glock, Malak YoussefArafat, Arizona State University

([email protected])

Background/Purpose: In recent years, professional organizations focusing on youth have increasingly endorsed social-emotional learning (SEL; Howard & Ferrari, 2021) as it promotes the development and maintenance of healthy relationships, the inability to cope with difficulties, and the maintenance of overall well-being for the child (Green et al., 2021). Thus, states have integrated SEL into school learning standards (Dusenbury et al., 2011). However, in families of low socioeconomic status and minority populations, SEL programs have been found to have less robust evidence of their impact on social and emotional outcomes (Lewis et al., 2021). While after-school programs can provide academic support, recreational and enrichment activities for at-risk youth in low-income neighborhoods (Bayless et al., 2018), only limited studies have taken SEL into account as an outcome measure. Hence, based on the theory of action (Yoder et al., 2021), the purpose of the study was to examine the impact of 5-week ASP on SEL among children in low-income community.

Method: A 33-item likert-type social-emotional learning survey (Panorama Education, 2014) was administered to determine the extent to which students’ social-emotional skills and competencies (i.e., engagement, emotion regulation, self-efficacy, self-management, social awareness) changed over the course of a 5-week intervention. A total of 67 students responded to the survey (ASP: 52; control: 15).

Analysis/Results: In light of the results of the Levene’s test indicating equal variance, an independent t-test was used to examine the differences between the scores obtained by students by group. Furthermore, the scores were also compared by subcategories for a more detailed analysis. A t-test indicated no significant difference between students who participated in the ASP (M = 120.5, SD = 20.7) compared to students in the control group (M = 116.4, SD = 24.6) [t(65) = -,64 p = .52]. In the five subcategories of social-emotional skills and competencies, the t-test also indicated that there was no significant difference between the two groups [engagement: t(17.9) = -.10, p = .92, emotion regulation: t(65) = -.28, p = .78, self-efficacy: t(65) = -.39, p = .70, self-management: t(65) = -.79, p = .43, social awareness: t(65) = -.91, p = .37].

Conclusions: The results revealed no differences between the ASP participants and the students in the control group with regards to the post-test means of overall scores and the five tested variables (i.e., engagement, emotion regulation, self-efficacy, self-management, social awareness). Although the difference was not significant, it is important to note that the scores of those who participated in the ASP were higher in four subcategories, excluding the social awareness measure. These results suggest that five weeks of ASP may not be sufficient to promote social-emotional development. Although educators continue to advocate for greater attention to students’ social-emotional development, there exists little guidance on how long an ASP should be in order to maximize their social-emotional development. This reinforces the need for future research to determine the appropriate length of ASP to promote social-emotional development.

Disrupting Whiteness: Critical Race Counterstories from Black/Latinx PETE Faculty

Cory E. Dixon¹, Auburn Universty; Mara Simon, Korey Boyd, Springfield College

([email protected])

Background/Purpose: Higher education and PE teacher education (PETE) have been identified as overwhelmingly white, in spite of vocal calls to diversify the field (Graber et al., 2019; Simon et al., 2021). Predominantly White Institutions (PWIs) and PETE programs too often maintain existing racialized power dynamics that overlook, “other,” and burden Black and Latinx PETE faculty (Delgado & Stefanic, 2012).

Method: Participants were 11 Black and Latinx PETE faculty who worked in current PWIs, or historically white institutions with changing student demographics and white administrations. Criteria for inclusion was to identify as Black/Latinx and work in PETE, although several had shifted to other kinesiology-related fields.

We collected data through a set of two individual interviews (semi-structured and conversational) with each participant using a piloted interview protocol that cultivated stories and images (Crewell & Poth, 2016). The first interview explored participants’ backgrounds and current position, while the second was conversational, asking participants to develop critical counternarratives of race, gender, and class intersections. We used photo elicitation during the second interview, where participants chose images that were significant to them and then shared and discussed the images. After each interview, all three researchers wrote reflections, documenting connections with other narratives and literature. Finally, we performed an email member check confirming participants’ transcripts and asking final reflection questions.

We completed two rounds of analysis, starting with an introductory analysis (Creswell & Poth, 2016) to highlight potential counterstories. We then performed a deductive analysis, placing participants’ stories and images within a CRT framework to understand racialized data points from an intersectional lens (Prosser, 2007). Trustworthiness measures included member checks, data crystallization, prolonged engagement, and researcher reflexivity.

Analysis/Results: Participants’ critical race counterstories, or narratives that reject majoritarian white discourse, highlighted both overtly and disturbingly racist instances, along with subtler forms of “othering” and marginalization, from being “the only one,” to feeling a lack of belonging within the white spaces they occupied. The long-term, emotional and material consequences of racism for the participants led to several of them changing departments and institutions, highlighting a “leaky pipeline” effect. However, participants’ also demonstrated resilience in the face of adversity, identifying reasons for staying at their PWIs and viewing their negotiations of a racialized identity in white spaces as a form of resistance.

Conclusions: The counterstories affirm race salience within a field typically focused on psychomotor control, and also serve as a harsh reminder of the ugliness that Black and Latinx faculty endure when working at PWIs. The results also remind us that part of the collective counternarrative include strength, determination, and a need for support from white colleagues in the field and institution. At a time in which lip service to diversity, equity, inclusion, social justice, and allyship is high, participants’ counternarratives call to question the degree to which white PETE faculty are equipped to disrupt institutional racism within our field. Continued research highlighting the voices and experiences of Black and Latinx faculty is paramount for notable progress towards creating truly diverse and inclusive PETE programs and departments.

Dr. Doris R. Corbett: The Supernova

E Newton Jackson Jr.^F1, University of North Florida

([email protected])

Background/Purpose: A woman of color, attended her undergraduate degree at North Carolina College (now called North Carolina Central University). She was taught and mentored by then HPERD department chair, LeRoy T. Walker, PhD. Years later she finished her doctoral degree at The University of Maryland at College Park in Sociology of Sport. Dr. Corbett, a tenured faculty member at Howard University for decades, serving as department chair, retiring as Professor Emeritus. Later named Director/Dean of the School of Kinesiology, Allied Health, & Human Services at University of Northern Iowa. At the real HU, she was the first head basketball coach for the 1^st women’s basketball team. One of her team members went on to become a career long assistant basketball coach at Howard University (thus displaying Corbett’s impact). She served as a visiting professor at Military Academy at West Point, receiving the Outstanding Civilian Service Medal from the Department of the Army, was a US Congressional Research Fellow at the United States Capitol Historical Society in Washington, DC. She was instrumental in the National Girls and Women in Sport Day (held at the US Capitol). Named distinguished professorship at Nanyang Technological University, School of Physical Education, Republic of Singapore.

Method: An exhaustive archival related literature review was conducted along with personal analysis from contact among, special collection librarians, sport historians, nationwide higher education and sport legends. An inter-rater reliability was performed (among three coders, all with advanced degrees), to ensure historical facts for accuracy. Finally, the researcher utilized multiple data collection sources to enhance validity and reliability of this examination thus (Pitney & Parker, 2009) creating a data source triangulation.

Analysis/Results: This historical and archival investigation provided the discovery of Dr. Corbett as one of the most impactful persons in the global world of HPERD. Her success was magnified by her being elected in national leadership roles as President of National Association for Girls & Women in Sport (NAGWS), American Alliance for Health, Physical Education, Recreation & Dance (AAHPERD), & International Council for Health, Physical Education, Recreation, Sport & Dance (ICHPERSD). All of these accomplishments as the first African American Woman elected. She mentored countless scores of professionals in our allied fields (white, Black, Latinos, male and female), in the field, in higher education and the global sport.

Conclusions: The total involvement of Dr. Doris R. Corbett as a major educator, and global leader as the first woman of color so honored, for her professional service and work shall not be ignored, nor dismissed. Many across this nation have no idea of her nor her impact. The young professional award in SHAPE has been renamed for her. In AAHPERD (now SHAPE AMERICA) she was named a Luther H. Gulick Awardee, and R. Tait McKenzie Awardee. The first person of color to give any address at National Association of Kinesiology in Higher Education (NAKHE), specifically, the Delphine Hanna Lecture, and Amy Morris Hommans Lecture. Sadly, she is not mentioned in textbooks nor courses nationwide within our allied profession. She has been a Supernova.

Examining the Lived Experience of PETE Students of Color

Ana Lisa Eberline¹, Jamie O’Conor, University of Illinois; Julia A. Valley, Northeastern Illinois University; Mara Simon, Springfield College; Emily M. Jones, Illinois State University; Kason O’Neil, East Tennessee State University

([email protected])

Background/Purpose: Faced with declining enrollment and the closure of prominent PETE programs, PETE faculty must re-examine the effectiveness of traditional recruitment strategies used to acquire and retain high-quality teacher candidates. One area of potential growth includes the much-needed recruitment of teachers of color. With only a small percentage of teachers representing this demographic, this population requires greater intentionality in student recruitment and retention efforts. The absence of teachers of color in PETE, continues to impact a student of color’s ability to see themselves as future teachers in the field. In hopes of creating a more inclusive and multicultural environment for future educators and their students, this research examines the lived experiences of PETE students of color. In interviews with students, we explore their PE experiences growing up, discuss motivations for entering the educational field, and ask who they perceive as confidants/mentors when navigating their PETE program. This research aims to help guide faculty in the recruiting and retaining PETE students of color.

Method: This research applied a phenomenological approach to understanding the lived experiences of PETE students of color. This qualitative process included in-depth, semi-structured interviews with pre-service PE teachers of color. The interview guide contained questions asking participants to extend and expand upon the lived experiences in the college and career choice journey. Questions were informed by Social Capital Theory and emphasized enrollment influences or factors combined the identification of PE mentors. Sample questions included: How did you come to enroll in your PETE program? What are factors that you considered prior to enrolling at the University and/or program? and Who, if anyone, has provided support or assistance during your time in the program?

Analysis/Results: Our initial findings have been categorized into the two following themes: Enrollment Influences or Factors, and the Identification of Confidante(s)/Mentors. When discussing why students decided to enroll in their PETE program, participants discussed their proximity to family, financial cost and accessibility of attending college, and the trusted others who encouraged, or in some cases discouraged, their pursuit of a PETE degree. People who influenced students’ decision-making process and continue to aid participants retention in the program included former PE teachers and coaches, peers and family, faculty members of color, and current PETE faculty. Although some students recognized faculty members and peers who helped foster a sense of belonging or connection within their PETE programs, other students remarked having to relying only on themselves to get through difficulties and struggles at college.

Conclusions: As our findings begin to identify why some students of color have chosen a career in PETE, we can use this information to encourage current PETE faculty to reflect on how inclusive teaching practices can better serve a diverse student body. Questions to consider moving forward include, How might PE teachers create environments that encourage connections with fellow students with the profession?, What information can we provide to confidants and mentors to recruit students into the profession?, and How might potential (unconscious) biases influence how PE teachers promote the profession?

Female Faculty’s Experiences in Physical Education Teacher Education: Cross-Cultural Study

Emi Tsuda¹, West Virginia University; Tomoko Ogiwara, Juntendo University; James D. Wyant, West Virginia University; Risako Murai, Wayo Women’s University; Yung-Ju Chen, Minot State University; Rio Watanabe, The Ohio State University

([email protected])

Background/Purpose: Higher education is essential to shaping the future of our society (Teague, 2015). However, only 25.5% of faculty members in higher education are female in Japan (World Economic Forum, 2020), while 46% are female in the United States (U.S.; National Center for Education Statistics, 2019). Anecdotally, this small number of female faculty in PETE programs is consistent with or less than the percentage of 25.5%. In addition, a recent study (Graber et al., 2020) illustrated that though there is no gender difference in the number of faculty in the U.S., a gender gap exists in the number of publications. Exploring the female faculty’s experiences and future directions is especially important in the field as sport and exercise are the places where gender stereotypes (e.g., masculinity and femininity) are still pervasive, and physical education (PE) teachers have enormous power to influence children and adolescents. The purpose of this study was to explore the experiences of female faculty from Japan and the U.S. in the PETE programs to identify future directions to improve the status quo of both countries. The study was underpinned by the gender interaction career model (Judge et al., 1995).

Method: The study employed a cross-cultural study design. The participants’ inclusion criteria were being a full-time faculty in a PETE program, having more than three years of experience as a PE teacher educator, and having at least one published peer-reviewed research article in the PE field. The total number of participants was seven in Japan and eight in the U.S. (n=15). Two data sources were a demographic background survey and a semi-structured interview to engage participants in an in-depth conversation relative to the experiences and challenges tied to gender gaps in higher education.

Analysis/Results: Through a constant comparative method (Boeije, 2010), five themes were identified. In theme one, experience and perceptions about work, the faculty in both countries consistently discussed their lack of time spent on research compared to teaching. The second theme, work environment, revealed that while U.S. faculty explained strong representations of female leaders in their college, Japanese faculty described a lack of females and transparency in decision-making processes. In the third theme, life incidents and work as a female, the participants in both countries primarily discussed how pregnancy and raising children impacted their work. The fourth theme was norms and status quo, which addressed how social norms and stereotypes still exist and how they had impacted the faculty. The last theme, the current issues and future directions, highlighted the different future needs of the two countries (increasing the awareness of gender gaps in Japan and educating how to collaborate and develop research networks in the U.S.).

Conclusions: The results showed the individual faculty’s experiences are not necessarily visible from the outside but are important to be heard by people in the field. It is critical for individuals to be aware of these faculty’s experiences and support each other to further develop the field and higher education.

Gender Disparities Among Physical Educators: A State/National Comparison

Farrah Castleman¹, Brian Myers, Western Kentucky University

([email protected])

Background/Purpose: The 2010 Healthy People report stated that physical education (PE) is the “primary source of physical activity (PA) and fitness instruction” for children and adolescents (US Department of Human Services, 2000). PE teachers have a direct impact on the future PA levels of K-12 students and adults in America. Some studies have shown that teacher gender can have influence on academic achievement, and therefore the gender makeup of PE faculty should be studied. The purpose of this study was to determine if there is a statistically disproportionate number of male or female PE teachers in Kentucky relative to the rest of the nation.

Method: The gender makeup of PE teachers in the state of Kentucky were compared to the rest of the United States. A total of 79 school districts in Kentucky were examined and revealed that there are currently 307 male (62%) and 192 female (38%) physical educators currently working in those districts. As compared to the entire United States, there are a total of 31,302 PE teachers employed with 60.6% of them male and 39.4% female.

Analysis/Results: Analysis revealed the chi-square statistic is 0.1753. The p-value is .675437, which is not significant when setting value at p < .05.

Conclusions: While not significant, this disparity among genders could have an affect on the impact that PE teachers have on adolescent female students, and their PA levels. Having a more balanced gender makeup of PE teachers could have a positive effect on student achievement in PE, and also increase interest among future female physical educators to pursue a career in the field. The implications of gender disparities among PE teachers in the United States should be studied further to better understand the teacher-student relationship and its’ affect on physical activity levels.

North American Rodeo: From Celebratory Roundup to Iconic Sport Form

Demetrius W Pearson¹, University of Houston

([email protected])

Background/Purpose: This sociocultural and historical analysis highlights some of the salient issues related to race/ethnicity, equity, and social justice pertaining to the origin and evolution of North American rodeo. The presentation will focus on the evolutionary aspects of contemporary rodeo. Unbeknownst to many, rodeo can be traced back to the Hispanic semiannual roundup of nomadic mustangs and cattle. This vaquero (Mexican cowboy) occupational activity known commonly as “herding” led to the branding, earmarking, and castrating of bulls. These tasks became celebratory over time when family members gathered to watch vaqueros engage in these activities, as well as other quasi-athletic competitions. This ultimately led to their most revered festive athletic pastime: charrería or ro-day-o (Pearson, 2021). The latter term is from the Spanish word rodear, meaning to surround or encircle. Unfortunately, the Mexican fiesta and much of the Hispanic rodeo legacy has been marginalized and omitted due to prejudice (LeCompte, 1985). Their fairs and fiestas were deemed trivial by Anglo historians. As a result, [they] “failed to appreciate their cultural merits and instead identified them with frivolous propensities of Tejanos” (DeLeon 1983, p. 34). Ironically, Anglo fairs were much like the Mexican fiestas and were the precursor to American Wild West Shows and rodeos

Method: A qualitative research methodology was employed utilizing an ethnographic approach. This included diverse data collection techniques including semi-structured interviews, non-participant observations, document/artifact examinations, and an extensive archival literature review. The use of multiple data collection sources helped frame the study and enhanced both reliability and validity, thereby serving as a form of data source and methodological triangulation (Brown & Holloway, 2013; Pitney & Parker, 2009).

Analysis/Results: The study suggests North American rodeo is an outgrowth of the Hispanic fiestas of the early19^th century in Mexican Texas. Several contemporary rodeo events are akin to those of the charrería and indicative of the roots of rodeo including colear el toro (tailing the bull) or the coleadero, which is like steer wrestling, and manganas a caballo, an event similar to calf roping. Not only were certain events adapted and incorporated into anglicized rodeos, so were cattle herding equipment and apparel (e.g., saddles, spurs, chaps, lariats, etc.). Thus, the prole (working class) North American sport of rodeo emanated from a Hispanic cultural celebration.

Conclusions: Although differences exist between contemporary North American rodeo and charrería, they both reflect a proletariat oriented sport form that has reached iconic stature internationally via various aspects of life (e.g., film, fashion, entertainment, art, literature, and lore). However, the Hispanic rodeo archetype has yet to receive the celebrity acclaim he is due. Allen (1998) aptly summed up the omission: “Interestingly, and despite his importance in the origins and evolution of the rodeo folk festival, the Mexican American cowboy is the one character who lacks a full-scale artistic treatment in English language” (p. 177). Racism is said to be a major reason for the marginalized status, a factor that has plagued African American involvement and depictions within livestock management and rodeo.

Perceptions of African American Athletes Attitudes Toward Social Injustice

Robert Lindsey¹, Johnson C Smith University; Kinya Allen, Johnson C. Smith University

([email protected])

Background/Purpose: Social injustice is best defined as the equitable and just connection that exists between a person and society (Grantham, 2016). The practice of discrimination often exposes unjust treatment of a person or a specific group due to prejudice (Bleich et al., 2019).Modern society, on the other hand, focuses on the concealed and unrealized hurdles to economic equality and social mobility (Hartmann, 2019). Few studies have examined the perception of African American athletes’ attitudes towards social injustice. Therefore, the purpose of this study was to examine perceptions of African American athlete’s attitudes towards social injustice.

Method: A convenient sample of college students from classes in the Department of Health and Human Performance at a small southeastern private historically black college and university was utilized in the study. Perceptions of athletes’ attitudes towards social injustice was measured using a Modified version of the Athletes Attitudes towards Social Injustice Survey (Johnson, 2019). The responses on the questionnaire ranged from Yes, No, and I don’t know.

Analysis/Results: Demographic data from the questionnaire was analyzed using descriptive statistics. Chi square analysis was utilized to determine the difference between demographic categories and the athlete’s attitude towards social injustice questions, alpha = .05. Thirty- seven students (72.5) reported Yes to Question #7 Do you think that you have a role in fighting the issue of social injustice?, Forty- seven students (92.2) reported Yes to Question #8 Do you think that athletes can be affected financially by their stance for social activism?, Forty- one students (80.4) reported yes to Question #12 do you think that collegiate or professional athletes are affected socially by their stance for social activism?

Chi square analysis revealed that juniors had more knowledge than freshman’s, sophomores, and seniors in regards to Class and Question #6, “Are you active in discussing social justice advocacy? (X² = 8.69, p = .03). Chi square analysis also revealed that juniors had more knowledge than freshman’s, sophomores, and seniors in regards to Class and Question #15, “Have you ever become conflicted between choosing your stance of social injustice over your athletic career? (X² = 7.34, p = .05).

Conclusions: Results from this study are similar to others there was a significant difference between classification and the perceptions towards Athletes Versus Social Injustice. However, more studies are needed among historically black colleges and universities. Recommendations are made to further educate African American college students in improving their attitudes towards social injustice.

Perceptions of Sexual Identity Stereotyping Among Physical Education Majors

YuChun Chen¹, Brody Johnson, Western Kentucky University

([email protected])

Background/Purpose: Gender identity refers to an individual’s sense of being a male or a female (or of being outside the gender binary), and it is influenced by home, school, workplace, and society (Bussey, 2011). Traditional gender roles associate men with masculinity and women with femininity. As male/female athletes display their skills in cross-gender sports and obtain the physiques required to be competitive, a threat of opposing traditional masculine/feminine traits surfaces; consequently, they run the risk of being labelled as homosexual regardless of their actual sexual identity. Female PE teachers encounter a similar threat because of the close link to sports. Most previous research conducted on sexual identity stereotyping (SIS) and homophobia in PE focuses on in-service and retired teachers. The purpose of this study was to examine (a) the perception of PE majors on the concept of SIS, (b) their experience with SIS, and (c) how SIS would impact their career in PE.

Method: Three male and three female undergraduates enrolled in a PETE program at a public university in the mid-south United States participated in the study. They were not asked to identity their sexual identity because sexuality was no longer a dichotomous term (“straight” and “gay”) and could be fluid for some, making verification of one’s sexual identity difficult. Semi-structured interviews were conducted with each participant. Additional questions suitable to the male perspective were added to the interview script recommended by Chen and Curtner-Smith (2014). Each interview lasted approximately 50 minutes and was audio-recorded and then transcribed verbatim.

Analysis/Results: The standard interpretive methods of analytic induction and constant comparison were used to analyze the data. Credibility and trustworthiness were secured by a thorough search for negative and discrepant cases and member checking. Five of the six participants were aware of the concept of SIS and its association to female athletes participating in “masculine sports” such as football, basketball, and soccer. Although not as prevalent, male athletes participating in “feminine sports” such as dance and figure skating were also believed of running the risk of being labelled as gay. As for SIS of PE teachers, four of the six participants acknowledged its existence but only with female although male PE teachers had also suffered from SIS and homophobia according to previous research (Anderson, 2000; Landi, 2018). Two participants had personal encounter with SIS in high school because his involvement in badminton and her participation in basketball. All participants indicated that SIS did not present as a threat on their path of becoming PE teachers – if anything, they would use SIS and homophobic incidents as teachable moments to educate their students about issues of sexuality.

Conclusions: PE should be a gateway for all children and youth to explore and express their passions despite the perceived limitations based on gender. They may not all become professional athletes but should have the opportunity to participate in sports and physical activities without being judged or harassed by others. It is the goal of all physical educators to create a safe learning environment for all students.

Professional Identify for Excellence PE Teaching in Chinese

Xiaolian Zhu¹, Qiang Guo, Ningbo University

([email protected])

Background/Purpose: The purpose of this study is to investigate the professional identify for excellence PE teaching among pre-service and on-service, teacher educators.

Method: Participants were recruited 135 pre-service teachers, 17 teacher educators from Ningbo University and 43 on-service teachers in the field of PE who were asked to fill out a questionnaire. The structured questionnaire focuses on the practical teaching of physical education curriculum, which includes 5 dimensions: motor skill, content knowledge, teaching practice, research in PE, teaching design, and PE micro-teaching.All of them fill in the questionnaire respectively.Frequency analysis and descriptive statisticswere conducted to analyze the data.

Analysis/Results: For pre-service teachers, the highest proportion of teaching ability to be a qualified PE teacher is motor skills(51.7-52.9%). In China, pre-service teachers pay more attention to content knowledge in PE teaching. For esearch capability, only 5.88% of teacher educators of college think that is very important to improve PE teaching.None of the them regards it as ability that pre-service teachers need to improve most. However, 29.17% of pre-serviceteachers and 35.7% of on-service teachers realized the importance of educational research capability for improving PE teaching. 52.9% of teacher educators of college takes skill training as the main way to improve PE teaching, but only 4.8% of on-service teachers thought the same way.

Conclusions: The above findings indicate thatteacher educators still regard sports skills as the main goal of training pre-service teachers,the teaching abilitycognition deviation exerts a great influence on the result of training quality of pre-service teachers.

Promoting Intercultural Competence in Teacher Candidates: A Yearlong Study

James D. Wyant¹, Emi Tsuda, Jeremy Thompson Yeats, West Virginia University

([email protected])

Background/Purpose: Today, teachers are more likely to be in classrooms where they will have to instruct students from culturally diverse backgrounds (US Department of Education, 2018). It is estimated that by 2025 ethnic minority students will increase to 55 percent of the student population (Kena et al., 2016). Preparing teacher candidates (TCs) for a culturally diverse classroom is an emerging challenge for (physical education teacher education) PETE programs. On this point, scholars in the field have called for PETE programs to do more to prepare TCs for the modern classroom (Harrison Jr. & Clark, 2016). Calls for action are also rooted in the 2017 SHAPE America Initial Teaching standards, where cultural competence is directly mentioned. In response to these calls, this study aimed to evaluate the effectiveness of a curricular strand that centers on prompting intercultural competence (ICC) among TCs.

Method: A mixed-methods study design was used to collect data. Participants in the study included 29 TCs (female=9; male=20; mean age=22.18, SD=2.43) enrolled in a PETE program at a mid-Atlantic University. The participants engaged in various learning activities to promote ICC throughout the 2021-2022 academic year; those include attending a guest speaker’s lecture, engaging in an online cultural exchange program, and learning more about the topic during regular class time. Pre-and post ICC levels were measured with the Intercultural Development Inventory (IDI) (Hammer, 2021). Three journal entries were completed throughout the year (pre, mid-year, and post). In addition, from this group of 29 participants, eight TCs (female=2; male=6) were invited to participate in semi-structured interviews at the beginning and end of the academic year. At post-data collection, the number of participants decreased from 29 to 25. Descriptive and inferential statistics were employed to examine IDI data. Journal entries and semi-structured interviews were analyzed using inductive content analysis and constant comparison analysis (Lincoln & Guba, 1985; Boeije, 2010).

Analysis/Results: In examining change in IDI data across the academic year, it was found that most participants (n = 17, 68%) improved the level of ICC with an average improvement of 11.36 points (SD =11.94). Eight participants (32%) had a decrease in their level of ICC, with 18.62 points being the average change in score (SD=14.86). Four dominant themes emerged from the participants’ qualitative data. The first theme, experience with cultural diversity, showed how participants lacked experience with cultural diversity during their formative years. The second theme, confidence to teach culturally diverse student populations, described how the participants were confident in their abilities to teach culturally diverse student populations. In the third theme, making sense of ICC, participants expressed an appreciation for ICC and its relevance to teaching physical education. Finally, theme four, reflection on action, captured the participants’ feelings toward the experiences they believed created positive change in their ICC. The four themes included nine sub-themes that illustrate the strengths and weaknesses of a curricular strand to promote TCs’ ICC.

Conclusions: Faced with preparing TCs for the modern-day classroom, PETE faculty should strive to implement and evaluate strategies aimed at promoting ICC.

Recruitment and Retention of Individuals From Diverse Backgrounds: Perspectives of Current Black Male Faculty in PETE

Jerraco Johnson¹, University of North Texas; Cory E. Dixon, Rowan University; Desmond Woodruff Delk, Langston University

([email protected])

Background/Purpose: Data has consistently shown a consistent lack of diversity in higher education, and consequently, within Physical Education Teacher Education (PETE). However, recent scholarship has shown PETE as a reasonable mechanism for recruiting, retaining, and supporting Black males in the professoriate (Clark, 2020; Wallace et al., 2022). As PETE programs continue efforts to diversify their faculty, it is imperative to highlight the voices of Black males that are already in the professoriate to better understand their pathways into the field. The purpose of this study was to examine the educational experiences and perspectives of three Black male faculty to identify strategies for the recruitment and retainment of individuals of color in higher education.

Method: A collaborative autoethnography (CAE) approach was employed. The participants were three Black tenure track faculty members who were graduates of a southeastern university and affiliated with a graduate school bridge program. The primary data sources were reflective journals, semi-structured interviews, and transcribed conversations with each other as critical friends. Data were interpreted using qualitative methods.

Analysis/Results: This study resulted in the generation of three themes related to the recruitment and retention of students of color. These themes have been given the following labels: (a) We Want YOU: making contact and establishing an initial interaction; (b) Demystifying the process: bridging gaps and developing relationships, and (c) Securing the BAG: providing support and solidifying the family unit. These results highlight the steps that were taken for us to get to and through graduate school at a predominately white institution (PWI) in addition to the extent to which those factors impacted us specifically.

Conclusions: We strongly recommend PWIs take an honest assessment of their efforts to recruit and retain students of color for their programs. PWIs must identify potential barriers that students of color may face before admission into a program and offer solutions. This process can begin with looking toward successful models of recruitment and retention. Here, we offer specific and practical strategies PWIs may employ to address these potential barriers. The data provide evidence that exposure to graduate programs, establishing rapport and developing relationships with HBCUs, participating in graduate school fairs/workshops at HBCUs, hosting student bridge programs, and providing adequate resources and support to admitted students are proven mechanisms to recruit and retain people of color in PETE. Ultimately, we believe that doing these things creates an inclusive environment that supports students from diverse backgrounds.

The Importance of Integrating Native Hawaiian Culture Into HPE

Erin E. Centeio^F1, Alethea Ku`ulei Serna, Crystal Hafoka, Shoshana Cohen, University of Hawaii at Manoa

([email protected])

Background/Purpose: Native Hawaiian (NH) youth face physical, social, emotional, and academic inequities. In fact, in Hawaii, NH youth have lower test scores, higher absenteeism, and lower college enrollment rates than their peers, along with greater health disparities than other ethnic groups in the islands. While several school-based interventions have successfully modified school environments to improve health-related behaviors in children, few have taken NH culture into account throughout intervention development. Accordingly, the purpose of this presentation is to provide insight into the need for culturally responsive programming among schools that have a high population of NH youth and how a culturally responsive, multi-component school-health intervention could impact the physical, social, and emotional health and knowledge of NH students.

Method: The authors will discuss the I Pa’a Ka Huewai Pawehe project, which is guided by the Whole School, Whole Community, Whole Child (WSCC) model and Nā Hopena A’o, a framework that integrates NH principles into the everyday work of teachers. Preliminary teacher and student data around knowledge, behavior in health and physical activity (PA) will be shared, as well as how the six principles of Nā Hopena A’o (strengthened sense of: belonging, responsibility, excellence, Aloha, total well-being, and Hawai′i) can be intertwined within health and physical education (PE) to create a culturally responsive and holistic educational approach.

Baseline data were collected from teachers and students across 20 schools before initial professional developments took place. Basic descriptive statistics were calculated for teachers and students, as well as a summarization of qualitative written answers. Additionally, an overall design of the program will be shared.

Analysis/Results: Preliminary baseline data suggests that only 40% of students understand that they should be participating in at least 60 minutes of PA a day and only 34% report engaging in PA for 60 minutes 5+ days/week. Additionally, 55% of students reported spending 3+ hours/day on screens outside of school. Finally, students reported being bullied at school and feeling unsafe. Fitness data will also be discussed. When asked what they wanted to change about their PE classes, students stated they wanted more exciting activities and more variety. Additionally, students reported that they wanted more fitness-based activities and more equipment to use during PE classes. For health education students felt that their experiences were adequate but some expressed concerns about instructional strategies and expressed the need to learn more about sexual health education and social/emotional health.

Preliminary teacher data suggests the need for resources and training in health and PE as well as cultural trauma and culturally relevant activities related to NHs specifically. Due to word limitations, teacher data could not be reported in this abstract.

Conclusions: There is a great need to integrate health and wellness concepts throughout the school setting, especially those that are predominately Native Hawaiian. However, little is known about how to successfully train teachers to integrate programming that is culturally relevant and motivating for students in this population. Understanding current programming, baseline data, and intervention strategies is important.

The Role of Career Goals in PETE Faculty Socialization

Robert Knipe III¹, Southern Connecticut State University; Xiaofen D. Keating^F, The University of Texas at Austin; Karen L. Gaudreault^F, University of New Mexico

([email protected])

Background/Purpose: Russell et al. (2016) posits five phases that socialize PETE faculty: acculturation, initial professional socialization, initial organizational socialization, secondary professional socialization and secondary organizational socialization. This expanded view of Lawson’s initial conceptualization of Occupational Socialization Theory (OST) (1983a; 1983b) in physical education offers different actors and organizations have influences on aspiring PETE faculty members at each phase. Clearer understanding of the occupational socialization of PETE faculty members has the potential to illuminate the development of subjective warrants (Lortie, 1975) and reveal understandings of the roles they have embodied throughout preparation and within their faculty role. Grounded in OST, the purpose of this study was to explore the socialization of an early career PETE faculty member who had adopted a professional goal of a career in higher education during their time as an Inservice physical education teacher.

Method: Using a retrospective case study design, one faculty member with ten years of K-12 teaching experience and two years of experience within higher education was selected using purposeful sampling. Data sources included: semi-structured and unstructured interviews, critical incident accounts and document analysis. Data were analyzed inductively following Merriam and Tisdell (2016) using open coding, axial coding, categorization, and theme development. Trustworthiness was ensured by member checking, an audit trail, and the use of a peer debriefer.

Analysis/Results: Analysis revealed four themes that influenced his socialization: 1) achievement orientation rooted in his learning disability, 2) physical pursuits that fostered the achievement orientation, 3) desire to make a significant difference as an in-service teacher, and 4) constant search for opportunity and challenge.

Conclusions: This study provides implications for PETE including recruitment, preparation programs, and induction support both for Inservice teachers and PETE Faculty. Results indicate that in-service teachers considering a move to higher education can do so without compromising their instructional quality in the K-12 gymnasium. Further, our findings indicate that a personal disposition toward achievement can provide a significant influence underpinning physical education professionals’ activity. Given this, PETE faculty may consider the importance of professional disposition when screening students for admission into teacher training programs. In Future research needs to continue to address how socialization forces impact PETE faculty members’ beliefs and values and how they manifest and interact with their roles as researchers, teachers and community servants.

“I’m Quitting”: Impact of Secondary Organizational Socialization on Early Career Physical Education Teacher Education Professors

Chan Woong Park¹, California State University, Sacramento; Craig P. Tacla, California State University Sacramento; Minhyun Kim, Sam Houston State University

([email protected])

Background/Purpose: Following Lawson’s (1983a, 1983b) early theoretical work, research examining the occupational socialization of physical education (PE) teachers provided critical information that helps to explain why PE teachers plan and teach in the ways that they do. Compared to what is known about K-12 physical educators, less attention has been paid to the university faculty members who prepare future educators. To reduce the reality and cultural shock of a new faculty member and to increase job satisfaction and retention rate, a better understanding of organizational socialization in higher education is warranted. Therefore, the purpose of the study was to investigate the impact of the secondary organizational socialization of early career physical education teacher education (PETE) faculties who are/were employed in the U.S. institution. Specifically, we were mainly interested in developing an in-depth understanding of the dynamic socialization process and factors that lead to early career faculty members switch career or institution.

Method: Six current and/or past PETE professors (2 females/4 males, average of 4.8 years of teaching) were purposefully recruited for the study. The main sources of data were formal semi-structured interviews, follow-up informal interviews to verify and confirm findings, emerging trends, and themes. Additionally, participants were asked to submit multiple documents (e.g., course syllabi, course evaluations) that they had developed, and which illustrated their perspectives, practices, and experience as a PETE faculty.

Analysis/Results: During the first stage of the analysis, the researchers reviewed each participant’s data to create a separate profile for all participants. During the second stage, a cross-case analysis was conducted to sort the data from all the sources into broad sets. The data were coded and categorized by employing the techniques of analytic induction and constant comparison (Goetz & LeCompte, 1984). Trustworthiness and credibility of the data were established by triangulation, searching for negative cases, and member checking (Goetz & LeCompte, 1984). Three themes (unfavorable conditions, conservative culture, and job security) emerged from the data regarding the factors that influenced participants to leave higher education and/or move to a new institution. All participants have expressed unfavorable conditions such as “heavy workload”, “low salary”, and “conservative” culture as significant factors for leaving higher education and/or changing institutions. Furthermore, participants expressed concerns about “program elimination” due to low student enrollment and “uncertainty of tenure” as other factors.

Conclusions: The result of this study highlighted the factors which lead early career PETE faculty members to leave the profession or institutions. To increase the retention rate and job satisfaction of new faculty members, we suggest that senior faculty members and administrators be aware of these findings. Additionally, we recommend actively checking in with new faculty and offer constructive mentoring during the first two years to decrease cultural and reality shocks.

“Not Modest Like the Boys”: Parents’ Perceptions of Junior-Lifeguard Uniforms

Danielle J Belcher¹, Danielle N Wong, Megan Babkes Stellino^F, University of Northern Colorado

([email protected])

Background/Purpose: Positive Youth Development (PYD) is a framework used to promote cognitive, emotional, and physical development in youth through physical activity (PA) programs (Catalano, 2004). The Junior Lifeguard (JG) Program is a youth-based summer program that promotes PYD by integrating lifesaving ocean education and PA. Certain aspects of the lifeguard profession, such as the uniforms typically worn by male and female lifeguards, are required and may reflect societal expectations associated with gender with particular emphasis on body image. Mandatory uniforms are assigned according to gender and are to be worn during the JG Program. Parents and their children unwaveringly abide by these program rules and wear the designated program’s uniforms with unquestioned acceptance in order to be part of the JG community. However, there has yet to be an examination of how JG parents perceive the uniforms their children must wear while participating in the program. The purpose of this study was to qualitatively explore JG parents’ perspectives of JGs’ and program instructors’ uniforms in relation to the appearance, functionality and according to conceptions of gender and body image.

Method: Parents’ (N = 288) perceptions of the JG program participants’ and instructors’ uniforms were examined in this study. Parents answered four open-ended questions that asked them to reflect upon the fit and functionality of the JGs’ and instructors’ uniforms (e.g., what is your perception of the functionality of the JG uniforms?). These data were collected through an online survey from Spring of 2020 to Summer of 2021 that was part of a larger project.

Analysis/Results: Researchers conducted content analyses independently to examine parents’ short answer responses. They coded data deductively to explore parents’ perceptions. Researchers then came together to deliberate, discuss and arrive at consensus with their findings. The coded data were grouped into themes, which were defined to reflect and encompass a comprehensive overview of the data that naturally emerged. Results revealed parents’ perceptions aligned with stereotypical gender and body image norms and expectations based on the emergence of the following specific themes: Public Image, Coverage, and Gender Roles. ‘Public Image’ and ‘Coverage’ reflected the perceptions parents had as viewers of the program and in response to how the JGs appeared to the public. ‘Gender Roles’ reflected how parents clearly expressed more criticism and dissatisfaction towards the female uniforms and the individuals who wore them. Parents had considerably more negative evaluations of the uniforms required to be worn by female participants than the male participants.

Conclusions: These findings provide blatant, evidence-based insight into how cultural practices and dominant ideology associated with gender and body image translate to a salient aspect of youth PA-based leisure program; the uniforms that are expected to be worn. Implications illuminate the prevalence of how parents’ gender biases may affect the nature of their children’s development of various perceptions of their own bodies. Families, practitioners, and program coordinators should be aware of the potential impacts that expectations and specific uniform designs can have on developmental experiences for children, parents/guardians, and their families.

Sport and Coaching

Athletes With Dyslexia in Inclusive Sport: What Is the Influence of the Coach?

Marko Pavlovic¹, University of Memphis; Kelly L. Simonton, University of Wyoming; Laura P Casey, University of Memphis

([email protected])

Background/Purpose: Dyslexia is a common disability that impacts learning and personal-social development across all settings, including youth sport. With many youth with dyslexia participating in inclusive sporting environments, coaching education is needed to ensure all players succeed. These students may require unique approaches to instructing and fostering their development as a result. Coaches relying on the predominant “one size fits all” approach may limit these participants understanding, confidence, and overall enjoyment. The purpose of this study was to investigate youth athletes’ with dyslexia and their perceptions of their coaches, coaching climates, and their emotional experience in the sport utilizing a social ecological approach to identifying critical factors and strategies for coaches in an inclusive setting.

Method: Participants were purposefully selected (N= 12; M_age= 12.5; six males and six females) who have dyslexia and participated in inclusive sport. Researchers employed a cross-sectional qualitative design. Interviews were used to explore their perceptions of the sporting experience and how coaches supported their needs (self-confidence, physical skills, motivation, enjoyment). This study also evaluated their perceptions of their coach’s ability to support their needs, provide a mastery climate, and offer positive emotional awareness. Lastly, athletes were asked about the emotions felt while playing and their perceptions of teammate relationships.

Analysis/Results: Each participant completed a one-on-one interview. Interviews were analyzed using a thematic approach to explore perceptions of the social environment (coaches, peers) and personal characteristics (emotional, motivational). Inductive and deductive coding was used in conjunction with constant comparison techniques across the participants and sport backgrounds. Analysis resulted in three themes: (a) hidden disabilities tend to stay hidden, (b) caring is coaching, and (c) social impacts emotional. Overall, participants felt levels of shame and did not want coaches/peers to know about their disability. Athletes reported that when confused, they would rather fail then ask for help. They had a tendency to feel less than their teammates but noticed times their coaches showed caring tendencies. Overall, the social experience with their team played a larger role in predicting growth and positive emotional experiences as compared to winning/losing.

Conclusions: Sporting experiences can have tremendous impact on student athletes with dyslexia including their social, physical, and psychological growth. This research also recognizes that the motivational climate created by the coach is a huge determinant of psychological, emotional, and motivational aspects of youth-athletes’ with dyslexia development. Lastly, the importance of utilizing a humanistic approach to coaching is essential for quality development of players. In summary, coaches may struggle with assisting those with hidden disabilities, like dyslexia, and given it’s prevalence, more training is needed.

Impact of an Education Program on Youth Soccer Coaches

Colin S. Barnes¹, University of North Carolina at Wilmington; Matt D. Curtner-Smith^F, The University of Alabama

([email protected])

Background/Purpose: To improve standards of play, enjoyment, and safety, in the last 40 years governing bodies of youth sport have increasingly required coaches to be certified through coach education programs (CEPs). To date, the effectiveness of these CEPs has not been widely assessed. The purposes of the study were to describe: (a) the impact of a progressive CEP on grassroots youth soccer coaches’ perspectives and practices, and (b) the factors that helped and hindered the CEP’s effectiveness.

Method: The study was guided by occupational socialization theory. We conducted a mixed methods case study of two grassroots soccer coaches who participated in the CEP. We purposefully selected Andros and Christian because they had little training and possessed limited content and pedagogical knowledge. Andros and Christian were observed during the CEP and pre- and post-CEP while coaching practices and games. Data were collected through formal and informal interviews, non-participant observation, and document analysis. Practices and games were also filmed and coded with two systematic observation instruments. These were a modified version of the Coach Analysis and Intervention System (CAIS) and the Instrument for Identifying Teaching Styles (IFITS).

Analysis/Results: Qualitative data were reduced to themes by employing analytic induction and constant comparison. Descriptive statistics were computed for the categories in the systematic observation instruments. The CEP had a significant impact on Andros’ perspectives and practices and a negligible impact on those of Christian. Prior to the CEP, Andros espoused and employed a traditional direct pedagogy focused on skill learning. Following the CEP, he supported and used the indirect method known as play-practice-play that was focused on tactical understanding as well as skill acquisition. Christian largely rejected the play-practice-play method presented in the CEP, although he did incorporate elements of it into his traditional approach to coaching. Further, Christian’s managerial skill appeared to improve as result of attending the CEP. Occupational socialization theory helped explain why the CEP had a different impact on the coaches. Specifically, Andros’ acculturation had a negligible impact on his perspectives and practices regarding coaching youth soccer and the professional socialization provided in the CEP was more powerful than his organizational socialization. In contrast, Christian’s professional socialization (i.e., the CEP) was less powerful than his conservative acculturation and organizational socialization. Elements of the CEP that helped to make it effective were its indirect and participatory nature, the instructor’s expertise, the inclusion of new content, and the ability of participants to form a community of practice. Elements of the CEP that hindered its effectiveness were its brevity and the lack of follow-up support provided for coaches.

Conclusions: Practical implications of this study are that CEPs need to be relatively long and include follow-up support for coaches after they have concluded. We suggest that this support is best provided by the instructor of the CEP. Further, the study indicates that coach educators’ and their CEPs’ effectiveness might be improved were they to have an understanding of the extent to which their charges’ occupational socialization will help or hinder them in teaching new perspectives and practices.

Intentional Coaching: A Pathway to Cope With Anxiety in Sport

Mark J Sowa¹, Sharon Kay Stoll^F, University of Idaho; Jennifer M Beller, St. Mary’s Parish School

([email protected])

Background/Purpose: Division I athletes are consistently exposed to daily stressors and how to cope with increasing anxiety and depression. The win at all costs nature of elite level athletics produces an environment focused on performance rather than the person, increasing levels of stress and anxiety. This study created a systematic coaching intervention based on an existential philosophical framework focusing on the subjective lived experience of athletes.

The purpose of this quasi-experimental study was to examine the effect of a twelve-week systematic coaching education on the mental health and well-being of athletes as measured by levels of trait anxiety and athletic coping skills.

Method: The quasi-experimental design was a two group pre/posttest design. Participants were NCAA female swimmers. Treatment (n=23) and controls (n=27) completed pre and posttests using the SAS-2 (trait anxiety) and ACSI-28 (coping skills). The treatment group received twelve reflection modules consisting of readings, discussions, and journaling.

Analysis/Results: A significant difference was found with the interaction of Time X Group on trait anxiety scores Wilk’s Lambda F (1, 48) = 8.39, p<.034, partial eta ² = .09. Treatment group trait anxiety scores decreased from a pretest score of 35.0 ± 1.7 to posttest score of 30.8 ± 1.6, while control group trait anxiety scores remained the same from pretest 35.2 ± 1.6 to posttest 34.6 ± 1.5. No significant difference was found with the interaction of Time X Group on coping skills Wilk’s Lambda F (1, 48) = 5.76, p< .056, partial eta ² = .074. Treatment group scores approached significance, increasing from a pretest score of 70.5 ± 2.4 to posttest score of 75.6 ± 2.3. Control group scores remained the same from pretest 69.7 ± 2.2 to posttest 70.2 ± 2.1. An exploratory analysis showed that the curriculum had an impact on new incoming swimmers on coping skills (pre = 69. 3 ± 3.3; post =77.1 ± 3.2) and trait anxiety (pre=38.0 ± 2.3; post=31.2 ± 2.2).

Conclusions: This pedagogical study shows promise that a twelve-week systematic coaching intervention positively affects anxiety and coping skills in female swimmers.

Knowledge and Training of Physical Educators Providing Strength and Conditioning Programming in K-12 Schools

David Bellar^F1, University of West Florida; Ben D. Kern, University of Wyoming; Wesley J Wilson^F, University of Utah; Samiyah Rasheed, University of Wyoming

([email protected])

Background/Purpose: Strength and conditioning (SC) practices continue to evolve in K-12 schools, particularly as evidence is produced supporting the role of resistance training in sport performance and the number of SC facilities in schools grows. Resistance training supports health-related physical fitness, and K-12 physical education (PE) teachers are looked to for expertise in promoting health-related fitness for students with a range of fitness goals. There is also an expectation that PE teachers have the knowledge to instruct and program resistance training for both students enrolled in PE courses and athletes training for sport. Physical education teacher education (PETE) programs typically do not include SC training as part of the curriculum and professional development opportunities for PE teachers are sparse. The purpose of this project was to assess PE teachers’ knowledge of SC practices along with their preparation in PETE and sources of professional development.

Method: To survey the knowledge of PE teachers regarding resistance training and SC, an instrument was developed. To accomplish this, questions were developed both from an experienced SC collegiate instructor and the National Strength and Conditioning Association practice question bank. These were merged together and sent to a group of collegiate Exercise Science students. After factor analysis, the survey contained 15 items and good internal consistency (a=0.765, average interitem correlation =0.171). The final factor model suggested one factor, resistance training knowledge (RK). Following this, an electronic survey was distributed to 2,189 middle/high school PE teachers, with 626 consenting to participate (28.6% response rate), and 605 providing complete data. Descriptive statistics were used to present overall RK and ANOVA along with multiple linear regression analysis were used to examine RK against elements of PETE programs and sources of professional development.

Analysis/Results: Overall the mean for RK (N=605) was 6.77 correct out of 15 (45%.) When examined against participant characteristics, personal training or SC certification was associated with higher scores (F=12.06, p<0.001), as was teaching a SC PE unit (F=31.00, p<0.001) and instructional level (HS, MS, Elem F=7.02, p=0.001). Years of teaching experience (F=1.01, p=0.315) and level of education (F=0.551, p=0.648) were not associated with RK. Multiple linear regression produced a significant model examining components of PETE programs as predictors of RK (r²=0.129, p<0.001). In this model PETE preparation including courses in exercise physiology, and weightlifting activity course were significant predictors. Regression also produced a significant model for sources of SC professional development predicting RK (r²=0.084, p<0.001). For this model SC online coursework, meeting with SC professionals, and reading SC publications were associated with improved RK.

Conclusions: Overall RK among the surveyed PE teachers was low, and only marginally higher among HS teachers or those with a certification. Some features of PETE programs were associated with higher RK, but reflected a small percentage of the overall sample. PE teachers involved in SC seek professional development, however it is primarily opportunistic rather than structured and vetted through a governing body. More formal professional development is needed for PE teachers and RK content included in PETE programs may be warranted.

Midwestern Athletic Coaches’ Personal and Professional Media Usage

Derek W. Elton¹, University of Nebraska-Kearney; Matthew R. Bice, Baker University; Bryan Artman, Thomas Orr, University of Nebraska - Kearney

([email protected])

Background/Purpose: The world is experiencing a digital revolution, as technology advances, professions have been forced to adapt to the advent of social media (SM). Many gaps in the literature exist on professional SM use, this is especially true in the field of athletic coaching. SM provides coaches the ability to interact with others, fostering conditions for collegiality, reflective analysis, practice-based professional development and presumably more efficient communication pathways with athletes and parents. While SM can be beneficial, some coaches choose to limit professional usage due to inherit risks. The purpose of this study was to gain insight into the role SM has in the field of coaching.

Method: A total of 386 athletic coaches from the Midwest fully completed an online survey distributed via email. Access to participants came by means of being a member of a regional professional organization. A cross-sectional mixed methods census research design was used to examine personal and professional SM usage as well as qualitative data about individuals’ feelings towards the use of SM in the respective category. Descriptive statistics, correlations, and group comparison analyses were used to determine associations/relationships and variable/group differences. Qualitative data was organized, coded, and themed for interpretation. Data was analyzed using SPSSv26 and deemed significant at p<0.05. The current study was approved by the investigator’s institutional review board #110421-1.

Analysis/Results: An exploratory approach was used to examine SM use among coaches. Females reported significantly higher total personal SM usage than males (F= 68.053,p= 0.001). When examining individual platform professional use, males reported using Twitter significantly more than females (F= 3.911,p= 0.049), and females showed a significantly higher usage of Facebook (F= 14.534,p= 0.001). Furthermore, Facebook users reported at a significant rate to use the platform to connect with parents (F= 21.441,p= 0.0001) and access motivational content for students (F= 7.363,p=0.007). Facebook, users also cited their primary problem with SM was having to have multiple SM platforms (F= 4.317,p= 0.002). Moreover, those who used Twitter significantly reported to use the site for accessing credible coaching content (F= 7.664, p= 0.006), accessing motivational content (F= 19.948,p= 0.0001), and building community and support for athletes (F= 801, p= 0.005). Those who used Twitter also cited their primary purpose of using SM was to stay up to date on the most recent coaching techniques (F= 19.445, p= 0.0001).

Conclusions: SM has the potential to professionally help coaches and provide better resources to athletes. Previous studies have shown that involvement in high school athletics increases self-efficacy and has a direct impact on predicting future healthy behaviors. Applying SM in professional settings could have a similar impact as coaches provide a better experience for their athletes by understanding how other coaches utilize SM. As SM continues to become more prevalent in society, future studies should investigate how to maximize potential benefits and sport-specific tactics beneficial to athletes and coaches. Information from this study will provide insight into how SM can be used to enhance the coaching profession by mode of emerging SM platforms.

NCAA Women’s Soccer Matches’ Intensity Zones and Heart Rate

Mario N. O. Jr. Sevilio¹, Federal University of Maranhão and Coastal Carolina University; Victor G. S. Sousa, Jefferson F. C. Rodrigues Jr., Christian E. T. Cabido, Christiano E. Veneroso, Federal University of Maranhão; Nilo C. Ramos, Coastal Carolina University; Jason Cholewa, University of Lynchburg

([email protected])

Background/Purpose: NCAA Division I women’s soccer has drawn the attention of researchers in the field of sports science for its organization and peculiarity of the matches (Sausaman et al., 2019). The condensed match schedule, short training period and the possibility of making unlimited substitutions during matches provide for a dynamic and high intensity environment particular to NCAA college soccer (McFadden et al., 2020). It is necessary to understand the physical demands to which players are exposed to during competition to assist coaches and strength and conditioning coaches to be more precise and meet players’ individual needs in players’ training prescriptions (Favero et al., 2016; Kupperman et al., 2021). Although there are studies with college women’s soccer (Sevilio, et al., 2021), none of them described the dynamics of match intensity, through heart rate (HR), during a competitive season. Therefore, the purpose of this study was to describe the intensity of matches, using HR, in a regular season of NCAA division I women’s soccer.

Method: Data from 13 regular season matches of one NCAA Division I women’s soccer team (19.2 ± 1.1 years, 167.9 ± 2.24 cm, 64.6 ± 7.8 kg, 50.5 ± 6.5 ml/kg/min and 23.4 ± 3.6% fat) were collected and analyzed. Data on average, minimum and maximum intensity were collected from both halves of each match, as well as the accumulated time in each HR zone. The HR zones adopted were: Z1 = 50-59%, Z2 = 60-69%, Z3 = 70-79%, Z4 = 80-89% and Z5 = 90-100% of maximum HR (HRmax). Data were recorded using a Polar GPS heart rate monitor (Polar Team Pro® model, which has an integrated 10Hz GPS). Data normality was analyzed using the Shapiro-Wilk test. Data were presented as mean and standard deviation. A statistical significance level of p < 0.05 was adopted.

Analysis/Results: The average, minimum and maximum intensity of the 13 matches evaluated were, respectively, 89.08 ± 1.42%, 67.12 ± 2.71% and 97.66 ± 0.98% of HRmax. On average, players spent on each match 30.17 ± 4.76 minutes in Z5, 16.89 ± 3.75 minutes in Z4, 4.20 ± 1.97 minutes in Z3 and very little time in Z2 and Z1 (0.92 ± 0.50 minutes and 0.18 ± 0.11 minutes, respectively). It is worth mentioning that during the matches the players easily exceeded 200 bpm, and one player in particular reached a HRmax of 229 bpm at least three times in different matches, demonstrating how intense the matches were.

Conclusions: The intensity of matches in a regular season in NCAA Division I women’s soccer is higher when compared to professional athletes and most of the time played in a match is spent at high intensity, observed by the longer accumulated times in zones Z4 and Z5 of HR. This information may be used by coaches and strength and conditioning coaches to prepare players to the real physiological demands of the matches aiming at better preparation and performance of the team.

Parent Perspectives on How Sport Teams Impact Teens’ Sport-Related Concussions

Laura J. Petranek¹, Shelley Lucas, Boise State University; Nicole Bolter, San Francisco State University; Kurt Nilsson, Kristi Pardue, St. Luke’s Sports Medicine Concussion Clinic; Hilary Flint, Applied Research, St. Luke’s Health Systems

([email protected])

Background/Purpose: It has been estimated that approximately 1.1 to 1.9 million youth under the age of 18 sustain sport-related concussions (SRCs) each year. Fortunately, a majority of them will recover within a few weeks; however, there is still about a third of that population who have a difficult time recovering from a SRC resulting in prolonged symptoms. Sport coaches and, when available, athletic trainers, are part of a concussion management team that help identify SRCs and facilitate a return-to-play (RTP) plan during the recovery period. Adolescence is an important developmental stage that uniquely affects the recovery from an SRC. For example, teens seek to establish their independence, while relying on their friends and teammates for social support and acceptance. Parents still play an important role in advocating for their teen in the recovery process, as well as navigating aspects of SRC recovery that typically include health care, return-to-learn, and RTP processes. The purpose of this research study was to: (1) explore the perspectives of parents of teens recovering from an SRC, (2) to examine the impact of the sport team (e.g., coaches, athletic trainers, teammates) on teens’ experience with their injury, and (3) to educate members of the sport community to help provide support to a teen recovering from an SRC.

Method: Eleven parents (9 mothers, 2 fathers) and one guardian (grandparent) of teens who suffered persistent post-concussive symptoms were individually interviewed. Teens (7 females, 5 males) were between the ages of 14-17 years of age, were experiencing symptoms more than 6 weeks after the date of injury, and had sustained a concussion in a variety of sport contexts (basketball, cheerleading, football, soccer, softball, track, volleyball). These parents/guardians were asked to describe their experiences helping their teen as they recovered from their injury and tried to reintegrate back to daily life with their friends and family, with academics and school, as well as back to activity with their sport teams. In this research we will focus primarily on participants’ responses to the experiences they had with their teens’ coaches, athletic trainers (if available), as well as teammates.

Analysis/Results: A thematic analysis resulted in three major themes. The first theme focussed on concussion education, participants expressed that concussion education should increase in terms of quality and quantity to protect and support their teenage athletes. The second and third themes related to the level and/or absence of support from coaches, athletic trainers, and teammates. Participants observed that supportive actions by the sport team positively contributed to their teen’s experience with recovery, yet also described ways that non-supportive actions acted as a barrier to recovery.

Conclusions: Findings offer new ideas for how to educate sport coaches, as well as the involvement of the entire team including athletic trainers and teammates, when working with teenage athletes who are returning to sport following an SRC.

The Use of Curse Words Among Secondary Athletic Coaches

Todd E. Layne¹, University of Memphis; Jamie J. Brunsdon, The University of Memphis; Kelly L. Simonton, University of Wyoming

([email protected])

Background/Purpose: An important role of a coach is to help an athlete with their physical development for sport. In addition, the leadership skills of a coach can help shape the psychological well-being of the individual. This guidance can produce positive outcomes and lead an individual into early adulthood. However, a coach’s impact may not always be positive (Weinstein, Smith, & Weisenthal, 1995). Kassing and Infante (1999) discovered that coaches who communicated more aggressively with their team were perceived as less favorable. In addition, these teams exhibited less sportsmanship and were not as successful in winning percentage. One specific aggressive approach that is used by coaches is the use of curse words. While research has examined the use of curse words (Sherman, Fuller, & Speed, 2000; Koivula, 2001; Howell & Giuliano, 2011), no study has specifically examined why coaches use curse words and the overall impact on their team and program.

Method: This study utilized a quantitative approach via survey analysis of cursing among secondary sports coaches in the state of Tennessee. Participants were asked questions on a variety of topics related to cursing in sports. Current middle/high school coaches of 21 different sports were eligible to participate. Approximately 4,100 coaches were invited via email to participate in the study. Each participant was asked to complete a survey which included approximately 20 questions. All coaches were asked to give consent prior to completing the survey. The study was anonymous since only demographic information will be collected.

Analysis/Results: A link to the online questionnaire (Google Docs) was distributed by the researchers to all coaches in the Tennessee Secondary School Athletic Association (TSSAA) system. The following website https://portal.tssaa.org/common/classification/ was used to find schools and their coaches email address for the 2021-2022 school year. The questionnaire consisted of different sections with the intent of obtaining information related to: 1) demographic information of the participant including gender, age, sport currently (and career) coaching and grade level, number of years coaching and as a head coach, 2) cultural impact of cursing and if they believe it is a problem in sports, 3) if cursing should be acceptable in sport and if they curse in everyday life, 5) when they most often use curse word, curse words most often used, and the motivation for cursing as a coach, and 6) the impact it has on those associated with their sport. Descriptive analysis of survey data will occur, along with empirical testing to find potential differences. Results from this study are ongoing but will be completed and analyzed in the next couple of months.

Conclusions: Research has been conducted on a broad spectrum of ideas on the use of cursing in sports. This study will provide an analysis of cursing among secondary coaches and potentially provide an understanding of its overall impact. Additionally, the results from this study will lead to more focused research on topics associated with cursing among coaches.

Women’s Basketball Players Perceptions of Coach Servant Leadership

Mikayla Ferenz¹, Sharon Kay Stoll^F, University of Idaho; Jennifer M Beller, St. Mary’s Parish School

([email protected])

Background/Purpose: Within every institution a leader exists. Most models of leadership are autocratic where the leader assumes authority and decision-making is centralized. A contrast style is servant leadership where the leader places themselves at the bottom of the ladder by placing their subordinates’ needs and interests above their own.

Most college coaches believe they are leading well and even perhaps are servant leaders. But are they? The National Collegiate Athletic Association is big business. The prospect of capital gain places tremendous pressure on coaches and student-athletes. Student-athletes face stress and pressure. Coaches often become focused on extrinsic rewards and athletes’ well-being has paid the price. Most coaches believe they serve athletes well but what do their athletes perceive?

The purpose of this observational study is to describe coaches’ servant-leader characteristics preferred and perceived by collegiate women’s basketball players using the Revised Servant Leadership Profile for Sport (RSLP-S).

Method: Participants were 98 women’s college basketball players throughout the western United States. Using the valid/reliable Revised Servant Leader Profile for Sport, or RSLP-S, which measures three major dimensions of servant leadership: trust/inclusion, humility, and service, participants were asked how much they prefer their coach to display the servant leadership characteristics trust/inclusion, humility, and service. Participants were also asked how much they perceive their current coach to display the same characteristics. Data was analyzed using t-tests.

Analysis/Results: Collegiate women’s basketball players preferred their coaches to display more servant leader characteristics on all three of the RSLP-S preferred subscales compared to the RSLP-S perceived subscales. A significant difference was found for the preferred trust/inclusion subscale (M = 14.96 ± 4.76) compared with the perceived trust/inclusion subscale (M = 32.95 ± 17.56), t = 9.77, p < .0001. A significant result was also found for the preferred humility subscale (M = 11.39 ± 4.28) compared with the perceived humility subscale (M = 19.30 ± 8.24), t = 8.71, p < .0001. Finally, a significant result was found for the preferred service subscale (M = 7.77 ± 2.86) compared with the perceived service subscale (M = 13.59 ± 7.11), t = 7.88, p < .0001).

Given the number of participants with different coaches and the balance of male coaches (n=45) to female coaches (n=53), subscale data was analyzed by coach gender. Female coaches scored better than male coaches on all three of the perceived RSLP-S subscales. Players coached by men, perceived their coaches to be significantly less servant leader-like than players coached by females on all three RSPL-S perceived subscales. Current coach gender had no significant effect on players’ preferences for servant leadership. In analyzing the results, female coaches appear to be perceived as more servant leader-like by their players than male coaches within women’s college basketball.

Conclusions: A collegiate coach could benefit from the leadership role of a servant leadership. Players perceive their coaches as less servant leader-like than what they would like their coaches to be. Perhaps women’s basketball coaches would benefit from servant leadership education.

Teaching and Learning

A Review of Intervention Research on Game-Centered Approaches and Associated Students’ Outcomes

Yilin Li¹, California State University, Bakersfield; Weidong Li^F, The Ohio State University

([email protected])

Background/Purpose: Since 1980s, various game-centered approaches (GCAs) have been developed to teach sports and games to address the limitations of a technique-focused approach. A number of studies have been conducted to investigate the effects of GCA on students’ outcome variables in school physical education. In recent years, evidence-based practices have been gaining in popularity among researchers in the field of physical education. It is time to review the literature to support the implementation of evidence-based teaching approaches. The purposes of this review, therefore, were to provide a comprehensive analysis of experimental research on GCAs in physical education settings with the goal of identifying the status, gaps, and future trends of research trends, and summarize the findings of quality experimental research to support evidence-based practices and discuss their teaching implications and applications.

Method: A systematic search of five electronic databases was conducted from their year of inception to 30 March 2021. The search identified 28 articles that examine the effects of GCAs on student outcomes that met the inclusive and exclusive criteria. All 28 articles were coded using a coding template. A total of nine articles that met the quality criteria were included for further analysis. Eight articles were randomly selected for inter-rater reliability. Both coders independently coded those eight articles using the coding template. The inter-rater reliability coefficient was 96%. The disagreements were discussed and a consensus was reached. Then, the first author coded independently the rest of twenty articles.

Analysis/Results: For each of the coding categories, frequencies and percentages were calculated. All descriptions were categorized and summarized. Previous intervention studies mainly focused on Teaching Games for Understanding (46%), Tactical Games Model (21%), Play Practice (11%), and Invasion Games Competence Model (11%). The majority of studies lack rigor due to inappropriate research design, inappropriate statistical analyses, and limited information on fidelity check of teachers’ training and implementation of interventions. Students’ game play performance was assessed using a variety of measurements.The results from the nine articles with good quality showed that the length of an intervention should be at least ten hours to have significant effects on students’ learning outcomes. The level of evidence regarding the effects of GCAs on students’ learning outcomes including skill performance, knowledge, and game performance was inconclusive.

Conclusions: There is a need to examine the validity and reliability of those game play performance measurements and how those measurements are aligned with the conceptual framework of those GCAs. Limited evidence is available to support the effectiveness of GCAs on students’ learning outcomes and recommend any of the GCA for school physical education teachers to adopt. More experimental research with a rigorous design is needed.

A Scoping Review of Flipped Learning Research Conducted in K-12 and University Physical Education Settings

Chad M. Killian¹, University of New Hampshire; Ove Osterlie, Norwegian University of Science and Technology; Alberto Ferriz-Valero, Miguel Garcia-Jaen, University of Alicante; Julia Sargent, The Open University

([email protected])

Background/Purpose: The use of digital technology in education continues to grow rapidly. Flipped learning (FL) is a popular format used across subjects that leverages digital technology to deliver instruction to students prior to face-to-face classes. In physical education (PE), FL uses asynchronous digital instruction to expand learning and physical activity opportunities beyond the school day to prime students for upcoming face-to-face classes where they engage in guided movement experiences designed to extend prior learning (Osterlie et al., in press). The format of FL and use of digital instruction represents a departure from traditional pedagogical approaches in PE, however the potential of FL to support positive PE outcomes has been documented (Killian et al., 2016; Killian et al., 2019). Recent efforts to identify evidence from FL research independently from broader online PE literature was limited to non-university students (Gosalbez-Carpena et al., 2022). Therefore, the purpose of the present study was to extend this review by presenting results from studies on FL in K-12 and higher education PE settings. This study also synthesized common factors of FL implementation as an initial, evidence-based constitution of FL in PE.

Method: The Preferred Reporting Items for Systematic Reviews and Meta-Analysis extension for Scoping Reviews (PRISMA-ScR) guidelines were used to guide the review process. Peer-reviewed studies were included when they related to the use of FL within K-12 and higher education physical education contexts. Full-text studies and articles were evaluated against a priori inclusion criteria and unrelated articles were excluded from this review.

Analysis/Results: A total of 82 peer-reviewed studies were considered for inclusion. Only 16 studies fulfilled the inclusion criteria and qualified for this review. Most studies were conducted in K-12 settings, in Europe, using quantitative methods. Lesson content of FL studies was broad and mainly on fitness related information and non-traditional activities like orienteering, parkour, and korfball. Sample sizes varied widely across studies, with a majority of studies focusing on student motivation and learning outcomes. Overall, the use of FL had an inconsistent but generally positive impact on these variables. Student autonomy and time spent in motor learning were also generally positively impacted across several studies. School approved learning management systems were most commonly used to deliver FL instruction in included studies. Length of FL implementation ranged mostly between three and six lessons and was mainly applied promote learning for the key aspects of lesson material.

Conclusions: The results of this review suggest that research on FL in PE is still in its early stages, but is gaining attention from researchers globally. Use of the FL approach in PE appears to benefit students when compared to the use of traditional pedagogies. This review showed FL has potential to improve student motivation and support student learning. Currently, there is limited inquiry related to important PE outcomes like physical activity, motor learning and socio-emotional learning. Further research is necessary to develop a stronger evidence-base for practice. Expanded methodologies should be applied to better understand phenomena related to FL implementation across all grade-levels and varied contents.

Alternatively Certified Physical Educators’ Pedagogical Training and Professional Development

Jaehun Jung¹, Northwestern State University; Layne Case, California State University - Chico; Sam W Logan^F, Oregon State University; Joonkoo Yun^F, East Carolina University

([email protected])

Background/Purpose: One initiative to address teacher shortage is using alternative teacher certification programs (ATCP). ATCP, in general, is designed to provide bachelor’s degree holders in non-educational majors with a shorter pathway to becoming certified teachers. Jung et al. (2022), however, pointed out that physical educators from ATCP may provide lower quality instruction compared to physical educators from traditional programs, particularly when teaching students with disabilities. It is possible that alternatively certified physical educators may not receive sufficient pedagogical training prior to starting their positions. However, it remains unclear how ATCP train their Physical Education teacher candidates. In addition, it is also unclear how alternatively certified physical educators continue to improve their teaching skills. Therefore, this study aimed to investigate the differences in training, including through (a) teaching methods courses and (b) professional development opportunities, between alternatively and traditionally certified physical educators.

Method: This study examined data from the 2017-2018 National Teacher and Principal Survey. The analytic sample included 1,850 physical educators. Seven survey items were used to measure involvement in specific teaching methods courses, including (a) classroom management, (b) lesson planning, (c) assessment, (d) usage of student performance data, (e) teaching students from diverse backgrounds, (f) teaching students with disability, and (g) teaching students who are limited-English proficient, within their teacher education program. Seven additional items were used to measure respondents’ participation in professional development related to (a) their teaching assignment, (b) technology to support instruction, (c) behavior management, (d) instructional strategies for students with disabilities, (e) differentiated instruction, (f) assessments, and (g) analyzing student achievement data.

Analysis/Results: Within the sample, 12.2% respondents entered the teaching profession through ATCP. The results from seven separate logistic regressions suggest that alternatively certified physical educators were less likely to take teaching methods in all seven content areas before entering the profession, with odds ratios ranging from .15-.55. For example, 84% of traditionally certified physical educators took the course related to teaching students with disability, while only 54% of alternatively certified physical educators took the course. In contrast, there were no significant differences in participation in professional development between the two groups except for professional development related to instructional strategies to teach students with disabilities (OR = 1.65, 95% CI [1.03, 2.62]). Specifically, physical educators from ATCP were more likely to participate in professional development related to teaching students with disabilities.

Conclusions: This study provides a potential answer to Jung et al.’s (2022) concern about lower quality instruction from alternatively certified physical educators. The lower likelihood of taking courses related to teaching methods may directly impact the quality of instruction. However, this study also suggests that physical educators from ATCP participate in the same level or more professional development opportunities than their counterparts. Moving forward, it will be important that ATCP develop and provide essential teaching methods courses to their trainees. Also, it is essential that professional development opportunities related to quality instruction are available for all teachers, particularly physical educators from ATCP.

Becoming an Effective Mentor: Mentoring Reflexivity

Oleg A. Sinelnikov^F1, Meghan Dennis, Adam M Wolecki, Jacob T. Peterson, Natalia D Molska, Seung Soo Baek, Wonhee Lee, Ford Patronas, The University of Alabama

([email protected])

Background/Purpose: For teacher education to be successful in training quality physical education teachers, serious development of highly-qualified teacher educators must occur (Russell et al., 2016; Zeichner, 2005). This development takes place in doctoral physical education teacher education (D-PETE) programs, yet primary focus of many D-PETE programs remains on developing future researchers (Mitchel et al., 2021; van der Mars, 2011). Scholars recommend the infusion of a mentoring paradigm into D-PETE programs to aid doctoral students develop practical skills that future teacher educators need in their profession (Richards et al., 2018; Richards & Sinelnikov, 2019). Effective mentoring process requires mentors to be reflective practitioners (Griggs et al., 2016), yet there is limited evidence-based research that describes how doctoral students can acquire reflective skills and what their experiences are during such process.

Purpose: This study described the experiences of D-PETE students in an interdivision mentoring program in which they mentored pre-service teachers during methods courses and early field experiences. Specifically, the aim of the study was to examine D-PETE students reflexive processesduring mentorship.

Method: Four participants were purposefully selected (2 males and 2 females; age = 32 (SD=4.9)) with criteria for participant selection including: (1) current enrollment in D-PETE program; (2) have experience with models-based practices; and (3) have limited or no experience mentoring pre-service physical education teachers. Each participant served as a mentor to a pre-service teacher to best enhance the mentor-mentee relationship (Keyser et al., 2008) during a secondary methods course (8 weeks) and subsequent early field experiences at a local middle school where pre-service teachers taught physical education classes (9 weeks). Data were collected through a combination of seven qualitative techniques (Patton, 2015): formal interviews (8x60 min), stimulated recall interviews (4x60 min), focus group interviews (2x90min), informal interviews, critical incident reports (48), document analysis of participants field notes and reflection journals.

Analysis/Results: A constant comparison and analytic induction (Goetz & LeCompte, 1984) with the purpose of extracting common categories and themes (Patton, 1990) were used for data analysis. Trustworthiness and credibility of data were ensured by data and researcher triangulation, members check and negative case analysis. The results demonstrated four different phases of reflexive process displayed by mentors, i.e. D-PETE students serving as mentors to pre-service teachers. These levels included (1) before-action, (2) in-action, (3) on-action and (4) beyond-action. In the before-action phase, participants progressed from expressing feelings of “inadequacy in their prior training and experiences” to a collaborative and productive process of “becoming an effective mentor”. In-action phase included the portrayal of “multidimensionally” of the mentoring process. “Validation as a mentor” highlighted on-action reflective phase, while the feelings of “believing in oneself” and the mentoring experiences “informing future teaching practices” were identified in the beyond-action reflective phase.

Conclusions: This is the first study to date that examined and reconstructed D-PETE students’ reflections and experiences when mentoring pre-service teachers. This study demonstrated the usefulness of Schon’s (1983) and Edwards’ (2017) reflective paradigm as a model to examine in action/on action reflections in a mentoring process when developing future teacher educators.

Before-School Physical Activity Program: Experiences of PETE Facilitators and Students

Tan Leng Goh^F1, Central Connecticut State University

([email protected])

Background/Purpose: Physical Education (PE) teachers are often tasked to organize and implement the components of Comprehensive School Physical Activity Programs (CSPAP) to promote physical activity (PA) among children and adolescents in schools. However, authentic experiences within Physical Education Teacher Education (PETE) programs to prepare preservice teachers to implement CSPAPs have been limited. Therefore, the purpose of this qualitative study was to examine the experiences of preservice teachers majoring in PE, the university faculty and the PE teacher who implemented a before-school PA program, as well as the middle school students who participated in the program.

Method: A university PETE program in the Northeast region of United States collaborated with a middle school to implement the before-school PA program for eight weeks each semester from Fall 2018 to Spring 2022. Due to the Covid-19 pandemic, the program was halted halfway in Spring 2020, and was not implemented in Fall 2020 and Spring 2021. The 30-minute program consisted of warm up activities, fitness exercises, sports or games, and cool down activities. Infused as part of two PETE program courses, a total of 103 preservice teachers assisted the PE teacher to implement the program from 2018 to 2022. Additionally, 167 middle school students (6^th to 8^th grades) participated in the before-school program. The preservice teachers submitted journals documenting their experience as part of coursework and a sample of them (n = 61) voluntarily participated in focus group discussions. Two university faculty and the PE teacher who facilitated the program participated in semi-structure interviews, while the middle school students completed open-ended surveys on questions regarding their experience engaging in the program. The focus group discussions and interviews were audio recorded and transcribed verbatim.

Analysis/Results: Data from the focus group discussions, semi-structured interviews, journals, and open-ended surveys were inductively analyzed. Reflexivity and triangulation were used to establish trustworthiness and credibility in the study. The generated themes were: (a) expand preservice teachers’ view beyond PE, (b) benefits for preservice teachers and students, and (c) future opportunities. Having no prior experience in before-school PA programs, the preservice teachers were surprised at the enthusiasm of the middle school students during the program early in the morning. Reportedly, the preservice teachers benefited from the hands-on experience that included opportunities to refine their pedagogical skills and serve as mentors for the middle school students, while the middle school students felt energized to begin the school day. Finally, the preservice teachers reflected on future CSPAP offerings that can positively impact the school community.

Conclusions: Infusing a before-school PA program into existing PETE curriculum can provide opportunities for preservice teachers to gain CSPAP knowledge and hone their implementation skills in a school-based setting. The school-university partnered before-school PA program was beneficial for both the preservice teachers and the middle school students. PETE programs can consider collaborating with K-12 schools to incorporate CSPAPs for preservice teachers to build their competency in implementing CSPAPs through practical experiences.

Can Physical Activity Breaks Assist Mathematics Learning? A Domain Learning Theory Perspective

Wenyi Wang¹, University of Taipei; Ang Chen^F, North Carolina-Greensboro/University of

([email protected])

Background/Purpose: The Model of Domain Learning theory (MDL) explains that successful learning is guided by instructional strategies that constantly keep the learner focusing on the subject matter by creating their strong interest, providing relevant knowledge components connecting to their prior knowledge, and leading the learner to initiate selective and relevant information processing (Alexander, 1997). Deviating from this focus may lead to distraction that tends to disrupt the constructive learning experience and renders the instructional effort ineffective. Based on MDL, the purpose of this study was to determine the extent to which PA breaks integrated in mathematics lessons in elementary schools would benefit pupils learning of mathematics content.

Method: The study was conducted in Taiwan, where mathematics learning has been a paramount necessity for all school children. Participants included 420 fourth-grade students from eight urban public elementary schools in Taipei, Taiwan. The study used a randomized-control experimental design with a multi-level structure to control cluster (class) effects. The experimental classes (n=11) implemented the in-lesson PA break program in mathematics lessons for 12 weeks, 32 lessons. The control classes (n=11) followed the original mathematics program in instruction. The integrated lessons were conducted by trained classroom teachers. The PA breaks were integrated in various segments of the lessons with an average length of 7.75 (±0.81) minutes. The PA intensity was determined in a pilot study using ActiGraph, GT3X+ accelerometer with a range from light to vigorous. The impact of the PA breaks on mathematics learning was measured prior to and after the instructions of 32 40 min. mathematics lessons. Mathematics knowledge assessments were assessed using the standardized aptitude tests accompanying the curriculum, which encompassed five knowledge domains. The independent samples t-test and MANOVA analyses were conducted with the residual-adjusted knowledge gain scores as the dependent variables and experimental condition as the independent variable to determine the impact of the PA breaks on total and domain specific knowledge gains.

Analysis/Results: The analyses indicated that the students in both conditions did not differ in terms of the knowledge gain and the rate of knowledge gain. The findings suggest that the PA breaks did not lead to meaningful overall knowledge gain in mathematics (M _experimental =52.09/SD=1.97, M _control =52.45/SD=2.11, t₂₀=-428, p =.673). The MANOVA results show no statistically significant difference in knowledge gains in all five mathematics knowledge domains (Hotelling’s T=.293, F=.938, p=.483). The findings support findings from other studies that raised questions about the value of PA breaks for facilitating learning in academic subject areas.

Conclusions: The findings correspond to literature that question the effects of PA breaks on mathematics performance (Moe, et al., 2018). The study revealed that whether the students were in the experimental or control condition, their mathematical academic development existed moment and over time in the domain of learning. One positive note is that the experimental students did have 10 minutes of PA without sacrificing their academic learning. However, the long-term PA break effects on mathematics remain unclear, especially for the high-level mathematics domain of Learning, which needs further investigation.

Can Standardized Sport Skill Tests Performance Transfer to Game Performance?

Yubing Wang¹, University of Wisconsin-Whitewater; Pan Li, Yaogang Han, Binn Zhang, Shanghai University of Sport

([email protected])

Background/Purpose: Standardized sport skill tests are often used to assess students’ sport proficiency level in physical education (PE) and in many research studies. For example, the AAHPERD basketball skill tests are often used to assess students’ proficiency level in basketball. In recent years, many scholars and educators started to question the validity of using standardized sport skill test results to reflect students’ game performance levels. Many argue that high levels of performance in standardized skill tests may not be able to transfer to high levels of performance in real games because of the differences on the stability of the performing environment. In PE, many physical educators, in recent years, started to advocate using the authentic game performance assessment to replace the standardized skill tests. Despite of the intense debate, few empirical studies have examined the transferability of the sport skill test performance to authentic game performance.

Gender stereotype is prevalent in sports. Different sports tend to have different levels of gender appropriateness. Basketball is often considered to be a male sport by many people. Boys and girls tend to have different participation levels and skill levels in basketball.

The following are the two research questions addressed in this study: (a) To what extent did students’ performance on AAHPERD basketball dribbling, passing, and shooting tests predict their performance in a 3V3 basketball game? (b) Were there any differences for the above predictability between boys and girls?

Method: A total of 124 sixth grade students (70 boys, 54 girls) completed this study. These participants first completed the AAHPERD basketball dribbling, passing, and shooting tests. About one week later, they played a 3V3 basketball game with their peers. The scoring of the skill tests was following the AAHPERD basketball test protocols. Their 3V3 games were video-recorded and scored by four basketball experts guided by a 5-point game performance rubric. Multiple regressions were conducted to address the research questions with dribbling, passing, and shooting scores as the independent variables and game performance scores as the dependent variable.

Analysis/Results: Results showed that dribbling, passing, and shooting scores significantly predicted game performance scores (F_{(3, 120)} =14.47, p<.01; R²= .27; β coefficients: dribbling= -.21, p=.04; passing=.20, p=.02; shooting=.24, p=.02). For boys, the three skill test scores marginally significantly predicted game performance scores (F_{(3, 66)} =2.58, p=.06; R²= .11; β coefficients: dribbling= -.32, p=.04; passing=.03, p=.80; shooting= -.02, p=.92). For girls, the three skill test scores significantly predicted game performance scores (F_{(3, 50)} =11.32, p< .01; R²= .40; β coefficients: dribbling= .02, p=.89; passing=.32, p< .01; shooting= .48, p< .01).

Conclusions: The three AAHPERD basketball skill tests scores can explain 40% of game performance scores for sixth grade girls and 11% for sixth grade boys. To assess students’ basketball game proficiency level, AAHPERD basketball skill tests tend to be better tests for girls than boys. For boys, only the dribbling test can significantly predict students game performance, while for girls only the shooting and passing tests can significantly predict game performance.

Concerns and Needed Support Throughout Student Teaching During COVID-19 Pandemic

Jingwen Liu¹, California State University, Fullerton; Xiaolu Liu, Georgia State University; Debra Patterson, California State University, Fullerton

([email protected])

Background/Purpose: Student teaching is often perceived as challenging, and concerns have been widely reported among student teachers (STs). When STs are more likely to implement effective and innovative teaching that they acquired from teacher education programs. Existing studies on the topic were based on Fuller (1969)’s concerns theory, which was found to be neither robust nor comprehensive in capturing physical education STs’ concerns over time. In response to additional concerns as STs adapted to a virtual learning and practicum environment, teacher education programs and credentialing agencies have been updating curricula and policies regarding teacher credentials. An inquiry on STs’ concerns during the pandemic is needed to make sure any implemented changes have taken into account STs’ perspectives. To this end, this study aimed to examine pre- and post-practicum concerns and needed support among STs during the academic year 2020-2021.

Method: This study utilized a descriptive phenomenological approach. A total of six STs (three males, three females, Mage = 25.33 years, SDage = 3.44 years) from a one-year credential program in physical education participated in a semi-structured interview in August 2020 and May 2021. Interview questions were designed to inquire about concerns in various areas (e.g., lesson planning, teaching, evaluation, workplace environment, work-life balance) and needed support from potential sources (e.g., coursework, cooperating teachers, university faculty, peers). All interviews were conducted and recorded via Zoom and transcribed verbatim for analyses.

Analysis/Results: Two researchers conducted open and axial coding in NVivo Mac. Peer debriefings were conducted throughout the analyses to establish intercoder consensus and credibility. Member-checking was conducted with all participants to ensure the trustworthiness of the analyses. STs’ pre-practicum concerns were a) insufficient time for meeting program requirements due to school closures; b) inadequate preparation for virtual teaching and learning; c) a lack of content-specific support for credential evaluations; and d) exposure to COVID-19. STs expressed the need for in-time and transparent communications with various stakeholders about expectations and guidance from physical education teacher educators. Towards the end of the credential program, STs reported that they had experienced or were experiencing concerns in different areas: a) engaging students and managing students in different modalities; b) dealing with conflicts with the cooperating teacher; c) establishing a teacher identity in various contexts; d) passing teacher credential evaluations; and e) a lack of experiences in the pre-COVID teaching context. In addition to what was needed pre-practicum, STs revealed the need for transparency in workload and fees associated with the credential program before admission. They also aspired to be independent of their cooperating teachers and needed more opportunities to experiment with teaching practices.

Conclusions: STs during the COVID-19 pandemic faced unique and different concerns at the beginning and toward the end of their credential program. Their needed support also varied as they went through their credential program.

Creating and Performing Educational Gymnastics Using Computational Thinking Skills

YuChun Chen¹, Western Kentucky University; Lorraine (Lori) Jacques, University of Tampa

([email protected])

Background/Purpose: Computational thinking (CT) is a conceptual foundation for solving problems effectively and efficiently with solutions that are reusable in different contexts with or without computers (Shute et al, 2017). Previous research has documented the process of solving a problem in STEM-related fields and across disciplines like geology, Chinese characters, and health. One of the problems in physical education (PE) is the motivation for improvement, especially when the course, topic, or learning objective is a requirement rather than the student’s interest. The purpose of this presentation is to describe (a) how CT skills were used to help PE majors create and perform educational gymnastics and (b) the lessons learned in this process.

Method: Four CT skills were taught to 23 PE majors enrolled in a movement themes and concepts class at a public university in southeastern United States. Algorithm design helped participants create a series of ordered movements that met requirements and automated execution of their gymnastic performance. Decomposition and abstraction structured (a) breaking down the muscles and fitness components required with each movement, (b) recognizing patterns in these movements based on the major muscles/fitness components and (c) creating fitness plans to improve performance. After three weeks of logging individualized fitness plans and using feedback and video recordings from their first performance, participants learned debugging to identify problems or weaknesses and improve performance.

Analysis/Results: Seven data sources were collected: video recordings of CT-specific sessions, students’ routine plans, video recordings of gymnastic performance, analysis of gymnastic routines, fitness plans, fitness logs, and instructor evaluation/feedback. The techniques of analytic induction and constant comparison (Goetz & LeCompte, 1984) were used to analyze the data. Participants absorbed the algorithm design, decomposition, and abstraction skills quickly as most designed and performed their movements in a logical order. For example, Nick started his routine with low movements such as knee scale pose, dog traveling movement, back rocker, candlestick balance, and log roll, then progressed to medium-level traveling movements and high-level jumping actions. Analysis of gymnastic routines and fitness plans indicated the participants’ understanding in using major muscles (e.g., deltoids, rectus abdominis, hamstrings) and fitness components (e.g., balance, speed, power) to target manageable amounts of muscles/fitness groups instead of each one involved. Participants struggled with debugging as fixing problems or for improvement; most fixed their issues by replacing movements with “easier” ones (e.g., replacing a headstand with a front scale pose) without exploring other options such as incorporating different props, changing the order of certain movements, or adding more practices and helpful exercises in the fitness plan.

Conclusions: students. However, the skills and concepts taught in a gymnastic unit are foundations for most, if not all, competitive sports and lifetime activities. In this study, CT skills along with day-to-day examples and sport-related references were introduced to a group of PE majors. Data suggests the CT skills helped them find effective and efficient ways to do well in a topic that might not be in their interest.

Developing a Research Identity in the Transition From Doctoral Student to Faculty Member

K. Andrew Richards^F1, Chris J. Kinder, University of Illinois at Urbana-Champaign; Victoria N. Shiver, University of New Mexico; Amelia Mays Woods, University of Illinois at Urbana-Champaign

([email protected])

Background/Purpose: The occupational socialization of physical education doctoral students and faculty members has developed into a budding area of scholarship (Lee & Curtner-Smith, 2011; Richards et al., 2021). This emerging research on PETE doctoral and faculty socialization points to the importance of mentorship (Lee and Curtner-Smith, 2011), the challenges of transitioning from doctoral student to faculty member (McLoughlin et al., 2019), and developing effective pedagogies of teacher education (Casey and Fletcher, 2012). Nevertheless, there remains a need to better understand the transition from doctoral student to faculty member, particularly in relation to the development of one’s research identity (McLoughlin et al., 2019). Through the lens of occupational socialization theory (Lawson, 1983), the purpose of this study was to understand how pre-tenure faculty members’ previous socialization and current workplace conditions frame the development of their identities as researchers.

Method: The current study was part of an ongoing investigation into the socialization of PETE doctoral students and pre-tenure faculty members. We conceptualized this as a panel study with the goal of understanding a cohort of participants’ experiences in the social world they inhabited and moved through over time (Patton, 2015). Participants in this study (N =23) were pre-tenure physical education teacher educators in institutions of higher education. Among the 23 participants (12 males, 11 females), the average age was 38.5 years (SD = 8.97), and over half (n = 13, 56.52%) had prior teaching experience. Data were collected through one in-depth, individual interview focused on each participant’s perspectives on and experiences with academic and scholarly research as well as excerpts extracted from up to six previous interviews that focused on learning about and conducting research.

Analysis/Results: Data were analyzed using a multiphase approach to thematic analysis grounded in inductive and deductive methods (Richards & Hemphill, 2018). Methodological decisions to enhance trustworthiness (Lincoln & Guba, 1985) included researcher triangulation, data triangulation, peer debriefing, negative case analysis, and the maintenance of an audit trail. Results suggested that learning about and how to conduct research was a social process that evolved over time and was influenced by prior experience and facilitators or inhibitors in the workplace. Faculty mentors and fellow students ignited a passion for research and framed participants early career research agenda. While most participants were trained as researchers, their initial faculty positions included more emphasis on teaching. The match between institutional and personal goals for research was important for understanding the participants evaluations of their current working situations and job satisfaction.

Conclusions: Developing an identity as a researcher is an ongoing process that plays out through doctoral education and into one’s career as a faculty member. In concert with previous research (Gardner, 2007), it is also a social process framed by relationships with key mentors and colleagues. Evidence from this study suggests that physical education doctoral students may be overprepared for research relative to its positioning in most early career faculty positions, which reinforces calls to reconsider the content of doctoral programs (Ward, 2016). Future scholars may consider interventions aimed at balancing teaching and research preparation.

EALS: Identifying Korean Physical Education Teachers’ Professional Identity Formation Process

Junhyuk Park¹, University of Georgia; Euichang Choi, Seoul National University; Sanga Yun, University of Georgia

([email protected])

Background/Purpose: Professional identity formation(PIF) is a journey of integrating individual’s identity into the professional spirit of the professional community, which is a process of internalizing the values and attitudes of a professional. As in other professions such as doctors, this concept can play a key role for PE teachers to internalize the fundamental values or attitudes as PE teachers. This study aims to explore and analyze the stages of Korean PE teachers’ PIF process.

Method: Based on the social constructivist paradigm, the researcher conducted a multiple case study(Creswell, 2013) to investigate Korean PE teachers’ PIF stages. The participants consisted of 12 PE teachers who were selected through purposeful sampling(Patton, 2002) according to the selection criteria: teaching career, gender, participation in the teacher learning community, school level, and school type, which are the major characteristics Korean PE teachers possess. Data collected through open-ended questionnaires, in-depth interviews, and local documents went through the process of description, analysis, and interpretation. To increase the trustworthiness of the research, triangulation, member check, and peer debriefing were used.

Analysis/Results: The characteristics of the PE teachers’ PIF stages were analyzed based on Bebeau’s Adaptation of Kegan’s Stages of Mental Complexity(Bebeau & Lewis, 2003), and there was a total of 4 stages. The 1^st stage is ‘Enduring,’ which refers to the stage of taking the first step as a PE teacher and becoming socialized in the professional community. The 2^nd stage is ‘Adapting,’ the stage of having the minimum required PI components needed to become a PE teacher. The 3^rd stage is ‘Leading,’ where a fully grown PI is formed and plays a pivotal role in school with it. The 4^th stage is ‘Sharing.’ This is the stage of giving influence on the outside world by sharing and giving guidance with the fully formed PI they have. This process did not proceed only in one direction, showing constant regression-stagnation-progression phases from Stage 1 to Stage 4 throughout their careers as a PE teacher.

Conclusions: The concept of professional identity formation expands the lateral scope of PETE because it allows people to understand the deep and implicit dimension of PE teachers’ professionalism. Suggestions are as follows: First, at the policy level, it is necessary to reorganize pre-service PETE through a comprehensive understanding of the professional identity formation process. Second, individual PE teachers should be able to continuously identify and assess their own professional identity formation process throughout their professional life as PE teachers. Third, it is necessary to support various opportunities and environments based on the understanding of professional identity formation stages.

Effects of Continuing Professional Development on Student and Teacher Perceptions of Social and Emotional Competencies

Ben D. Kern¹, University of Wyoming; Christine K Strater, Metropolitan State University of Denver; Laura C Palmer, Paul Malinowski, University of Wyoming

([email protected])

Background/Purpose: Student social and emotional learning (SEL) is a recent educational focus in physical education, and the five Collaborative for Academic, Social, and Emotional Learning (CASEL) competencies: (a) Self-awareness (SA), (b) Self-management (SM), (c) Social awareness (SO), (d) Relationship skills (RS), and (e) Responsible decision-making (RDM) are recognized as the standard for student SEL achievement (Wright & Richards, 2022). Continuing professional development (CPD) is recommended for physical education (PE) teacher professional growth, particularly with regard to using teaching strategies that result in improved student behavior per the CASEL competencies. Despite recommendations for both inclusion in the curriculum and changes to instructional delivery, no research to date has measured the extent to which CPD targeting SEL strategies for PE teachers promotes student growth in the five CASEL competencies. The purpose of this study, therefore, was to determine the effectiveness of a SEL-focused CPD initiative on student social/emotional competence. It was hypothesized that a series of CPD workshops with follow-up instructional support would increase student self-reported and teacher-observed behavior per the five CASEL competencies.

Method: Twelve physical education teachers (9-female) participated in a 3-part (16 contact hours) series of CPD workshops focused on SEL teaching strategies. At baseline and following the CPD, students of teacher-participants (N=424) completed the Social Skills Improvement Systemä Social-Emotional Learning Edition (SSIS-SEL) 46-item student questionnaire. Teachers completed the 51-item SSIS-SEL teacher questionnaire for all students in their respective class sections. The SSIS-SEL student and teacher editions are valid and reliable instruments that each measure student competency in five latent constructs defined by multiple items relating to SA, SM, SO, RS, and RDM (Gresham et al., 2020). Following the first and second workshop, instructional support personnel observed and consulted with teachers on-site regarding their use of SEL strategies learned in CPD.

Analysis/Results: Factor analysis (maximum likelihood extraction) of post-CPD student and teacher SSIS-SEL values were performed and revealed a five-factor structure that aligns with previously validated findings (Gresham & Elliot, 2008). Means of the five latent construct (CASEL competencies) values at each distribution point (student pre/post, teacher pre/post) were computed and used in non-parametric hypothesis testing (a > .94). Wilcoxon signed-rank tests were performed to determine if pre-to-post-CPD student self-reported and teacher-observed SA, SM, SO, RS, and RDM differed from baseline to conclusion of the CPD. Significance was accepted at p<.01. Wilcoxon signed-rank tests indicated student self-reported social/emotional competency increased significantly from baseline to post-CPD (SA: Z=6.317; SM: Z=6.311; SO: Z=4.256; RS: Z=5.578; RDM: Z=5.99, all values p<.000). Likewise, teacher observed social/emotional competency increased significantly (SA: Z=17.77; SM: Z=15.352; SO: Z=12.329; RS: Z=10.466; RDM: Z=11.007, all values p<.000).

Conclusions: Results indicate CPD focused on SEL teaching strategies is effective in increasing student social/emotional skill in all five CASEL competencies and results are consistent between student self-report and teacher-observed measures. Well-designed CPD can impact physical educators’ implementation of SEL teaching strategies, that in turn, result in student social/emotional competency increases. The CPD model used in the study could be replicated by schools/districts to improve student social/emotional capacity.

Effects of Situated Game Teaching through Set Plays on Badminton Skill performances Among Turkish Secondary School Students

Weidong Li^F1, The Ohio State University; Mustafa Çabıtçı, Anamur youth and sports district directorate; Erhan Devrilmez, karamanoğlu mehmetbey university; Fatih Dervent, Marmara University Faculty of Sport Sciences

([email protected])

Background/Purpose: The Situated Game Teaching through Set Plays (STGSP) model extends the previous game-centered approaches by adopting theory of situated learning as a framework to focus on the relational and situational nature of the changing relations of all game parameters in a specific momentary game scenario (Li et al., 2018). The SGTSP model includes four components: (a) situated set plays; (b) cue perceptions, relational analysis, and decision making; (c) executing set plays; and (d) game performance. There is initial evidence to support its effectiveness in soccer and volleyball (Dervent et al., in press; Li et al., 2018). However, several gaps exist in the literature. No study has focused on students’ skill performances and learning outcomes in individual sports. The use of the unit of analysis was inappropriate. Therefore, the purpose of this study was to examine the effects of the SGTSP model on secondary students’ skill performances in badminton when compared to a technique-focused approach during a 10-lesson unit.

Method: A quasi-experimental design with a repeated measure was used to examine the effectiveness of the SGTSP model in comparison with a technique-focused approach. Participants were two physical education teachers and their 158 6th-grade students from eight classes at two middle schools located in Karaman, Turkey. The entire unit had 10 lessons for instruction. Classes were randomly assigned to either the SGTSP or the technique-focused approach condition. Both teachers taught a 10-day badminton unit to the comparison groups using a technique-focused approach. Then, they attended a workshop to be trained to teach badminton using the SGTSP model. After the training workshop, both teachers taught a 10-day badminton unit using the SGTSP model. The treatment integrity was conducted. Participants’ forehand long serve, forehand clear, smash, and drop skill performances were assessed before and after the intervention.

Analysis/Results: Four MANOVAs with a nested structure and a repeated measure were conducted to examine whether changes in students’ forehand long serve, clear, drop, and smash skill performances in badminton from pre to post between the STGSP model and the technique-focused approach. Teachers, gender, and skill levels were included in the analysis. The MANOVA analysis showed that there was a statistically significant time effect for forehand long serve, F(1, 140)= 4286.44, p<.0001, η_p²=.97, clear, F(1, 140)= 3103.5, p<.0001, η_p²=.96, smash, F(1, 140)= 3673.28, p<.0001, η_p²=.96, and drop, F(1, 140)= 4976.71, p<.0001, η_p²=.97. There was a statistically significant time by conditions effect for forehand long serve, F(1, 140)= 314.17, p<.0001, η_p²=.69, clear, F(1, 140)= 402.47, p<.0001, η_p²=.74, smash, F(1, 140)= 221.27, p<.0001, η_p²=.61, and drop, F(1, 140)= 152.04, p<.0001, η_p²=.52. Participants in both groups improved their forehand long serve, forehand clear, smash, and drop skill performances from pre to post. Participants in the SGTSP condition had significantly better improvements in forehand long serve, forehand clear, smash, and drop skill performances than those in the comparison condition over time.

Conclusions: Evidence supports that the SGTSP model is more effective to develop students’ badminton skill performances than a technique-focused approach.

Efficacy of Need-Supportive and -Thwarting Instruction on Motivation and Performance

Taewoo Kim¹, University of Georgia, Yongju Hwang, University of Georgia, Yangyang Deng, University of Georgia, Sami Yli-Piipari, University of Georgia

([email protected])

Background/Purpose: Grounded in the Self-Determination Theory (SDT) framework, need-supportive instruction (NSI) is theorized to enhance participants’ skill performance and self-determined motivation, e.g., intrinsic motivation. Specifically, SDT theorizes that NSI supports participants’ skill performance, as NSI nurtures participants’ three basic psychological needs of autonomy, relatedness, and competence and subsequently improves self-determined motivation. Need-thwarting instruction (NTI), i.e., instruction that violates these three basic needs, is theorized to negatively impact skill performance and self-determined motivation (e.g., increased external regulation and amotivation). Considering this theoretical postulation and a lack of experimental evidence to test the premise, the purpose of this study was to test the central tenets of the SDT. Specifically, this study aimed to compare the effects of NSI and NTI on participants’ motor skill performance and motivation during a three-ball juggling skill course.

Method: This study was a cluster randomized controlled trial. All participants were blinded to their intervention. A sample was 109 undergraduate students (M_age 20.56±5.41; 69 females, 40 males) enrolled in four (M_{class_size} = 27.5) university’s basic physical education classes with no previous experience in juggling. Participants were allocated to two intervention arms: NSI and NTI (two classes for each condition). One instructor with six years of experience in teaching physical education, and a specialist in SDT and NSI, taught 20 (five lessons for each group) 50 min lessons in two weeks, with lessons identical in dose, frequency, and content but different in instructional modality. Specifically, NSI and NTI were utilized when teaching the pre-determined content based on five nine specific instructional strategies (e.g., NSI: providing tangible goals and reasonable expectations; NTI: providing inadequate goals and unrealistic or extrinsic expectations). Pre- and post-test data on motivation and skills were collected. The Behavioral Regulations Questionnaire-3 was used to measure self-determined motivation, and the traditional three-ball juggling test was used to assess skill performance. In addition, the observation data on teacher’s adherence to each specific instructional strategy were collected.

Analysis/Results: Our fidelity analyses suggested that the teacher was able to differentiate his teaching between NSI and NTI Analysis of covariance test results showed a statistically significant between-group intervention effect on skill performance (F[1,104]=4.31, p=.040, ηp²=.04), intrinsic motivation (F[2,107]=6.62, p=.011, ηp²=.06), introjected regulation (F[2,107]=4.56, p=.035, ηp²=.01), external regulation (F[2,107]=6.13, p=.015, ηp²=.05), and amotivation (F[2,107]=12.26, p=.001, ηp²=.10). Participants in the NSI group had higher performance and intrinsic motivation, whereas NTI group had higher introjected regulation, external regulation, and amotivation.

Conclusions: The key findings of this experimental study supported the central postulations of the SDT. It was shown that NSI was a superior teaching strategy compared to NTI improving participants’ skill performance and intrinsic motivation and reducing introjected regulation, external regulation, and amotivation. In the physical activity contexts, e.g., physical education, NSI over NTI is suggested as it leads to better performance and motivation.

Elementary PE Teachers’ Perspectives of Socializing Agents During the Pandemic

James D. Wyant¹, West Virginia University; Edward B. Olsen, Kean University; Brooke C. Towner, Appalachian State University; Adam Keath, Charleston Southern University; Jingyang Huang, Southern Arkansas University; Wesley Robert Meeteer II, Concord University; Emi Tsuda, Lyndsay Burneisen, West Virginia University

([email protected])

Background/Purpose: The COVID-19 pandemic brought unprecedented changes to schools. Since the Spring of 2020, the education system has been subject to a series of changes. Terms such as remote learning, hybrid learning, technology, quarantine, and social distancing are commonly used. Physical education (PE), a field that has historically prided itself on being “hands-on,” was forced to usher in multiple changes because of the pandemic (Varea et al., 2020). Physical educators’ lived experiences were central to the adaptation process. It has long been understood that PE teachers working in the K-12 environment are exposed to influential socializing agents, such as students, administrators, and parents (Richards et al., 2014; Templin, 1981). Scholars examining the influence of socializing agents on physical educators noted that students impact curricular goals (Curtner-Smith, 1997); administrators are vital to the retention of teachers (Watkins, 2005); and parents can be viewed as not caring about PE (O’Sullivan, 1989). The pandemic also stood as an agent of change, increasing the number of teachers considering leaving the profession (Zamarro, 2021). To this end, this study aimed to understand how prominent socializing agents (e.g., students, administrators, parents) have impacted elementary PE teachers during the pandemic. The study was informed by occupational socialization theory (Lawson, 1983).

Method: The study employed a phenomenological research design (Creswell & Pope, 2018). A maximum variation sampling technique was used to identify a range of elementary PE teachers (Creswell & Poth, 2018). In total, there were fifteen participants in the study. The primary data source for this study was a semi-structured interview. Semi-structured interviews were analyzed using inductive content analysis (Lincoln & Guba, 1985) and constant comparison analysis (Boeije, 2010). Member checks and independent reviews of the data were in place to ensure the accuracy of the data analysis and results.

Analysis/Results: The analysis of semi-structured interviews revealed five emergent themes. The first theme, the impact of the pandemic on students, captured the deficiencies that elementary physical educators have observed in students, primarily related to the affective domain. The second theme, the impact of pandemic teaching on elementary PE teachers, indicated that teachers’ feelings about pandemic teaching were influenced by students, administrators, and their feelings about teaching PE. In the third theme, student behavior in PE, the participants described how the pandemic affected student behavior and evolved how they teach PE. In the fourth theme, the impact of stakeholders on physical educators, participant data showed the importance of effective leadership from school administrators. The fifth theme, teaching beyond the pandemic, captures what participants needed to perform their job at the highest level. Finally, the themes illustrated how socializing agents had a bi-directional (i.e., positive, negative) impact on elementary PE teachers throughout the pandemic.

Conclusions: Participant data showed that teaching experiences through the pandemic varied for elementary teachers based on key contextual variables (i.e., student behavior, administrative support). It will be essential to help PE teachers manage the lasting effects of the pandemic by providing them with appropriate support (e.g., professional development, policy improvement).

Examining PETE Students’ Beliefs, Emotions, and Identities During Student Teaching

Youngjoon Kim¹, Kevin Andrew Richards^F, University of Illinois at Urbana-Champaign; Kevin J. Mercier^F, Adelphi University; Kelly L. Simonton, University of Wyoming; Karen L. Gaudreault^F, University of New Mexico

([email protected])

Background/Purpose: Teachers’ emotional experiences have been found to influence instructional quality, student learning and emotion, and teacher wellbeing (Taxer et al., 2018). Physical education (PE) teachers have more specifically reported experiencing negative emotions associated with subject marginalization, lack of support from administrators, and isolation from other teaching colleagues (Lee, 2010). Research on teacher emotions in PE is still developing (Simonton et al., 2021), particularly in relation to the experiences of preservice teachers. Student teaching presents an emotional and stressful experience as preservice teachers navigate teaching more autonomously while building relationships with cooperating teachers and university supervisors (McEntyre et al., 2018). Through the appraisal theory of emotions (Moors et al., 2014), the purpose of this study was to examine preservice PE teachers’ beliefs, emotions and identities during student teaching.

Method: The study adopted parallel mixed methods approach by drawing simultaneously on qualitative and quantitative data (Creswell & Creswell, 2018). Participants included 172 preservice PE teachers (88 male, 84 female) who were engaged in student teaching at their respective institutions. The majority self-reported their race/ethnicity as White/Caucasian (n = 144; 83.70%) and they averaged 23.44 years of age (SD = 3.53). Data collection started with an online survey that included previously validated instruments to measure teacher beliefs (Fan et al., 2018), emotions (i.e., enjoyment, anger, anxiety; Simonton et al., 2021), and identity (i.e., self-definitions, teaching goals, professional responsibilities; Liu & Keating, 2022). Following survey completion, the preservice PE teachers were invited to engaged in a follow-up interview to delve more deeply into their emotional experiences while student teaching. A total of 16 participants scheduled and completed interviews

Analysis/Results: Survey data were cleaned and screened appropriately (Tabachnick & Fidell, 2013) and then analyzed using descriptive statistics and independent sample t-tests to examine differences in study variables based on gender. Interview data were analyzed using a multiphase approach to qualitative data analysis grounded in analytic induction and deduction as well as the constant comparative method (Richards & Hemphill, 2018). Participants reported high values for enjoyment and teaching goals, moderate to high values for self-definitions and professional responsibilities, and moderate levels for beliefs, anxiety, and anger. None of the t-tests reported significant differences based on student teacher gender. Three themes were developed through analysis of qualitative data: (a) positive emotions: congruence between teacher beliefs/identities and student teaching environment, (b) negative emotions: incongruence between teacher beliefs/identities and student teaching environment, and (c) faked emotions: desired emotions in the situation do not align with teachers’ values or beliefs.

Conclusions: Results align with the appraisal theory of emotions that explains how emotions are psychologically generated (Moors et al., 2014). Further, the results add to the literature related to how teachers may feign emotions to comply with contextual norms. Such displays have, however, been connected to lower satisfaction and higher burnout (Lee, 2019; Richards et al., 2020). Future scholars may consider investigating interventions that help preservice teachers better understand and manage their emotions, which aligns with recent scholarship related to inservice teacher emotions (Pennington et al., 2021).

Exploring Physical Educators’ Efficacy Beliefs, Perceptions of Importance, and Openness for Social and Emotional Learning

Caitlin Olive¹, Adelphi University; Karen L. Gaudreault^F, University of New Mexico; Kelly L. Simonton, University of Wyoming; Michael A. Hemphill, University of North Carolina at Greensboro

([email protected])

Background/Purpose: In response to changes in student performance and behavior, social and emotional learning (SEL) has received increasing attention and interest in education (Bartlett, 2019). Physical education (PE) has also given increased attention to implementing SEL in physical activity spaces (Richards et al., 2019). Thus, it is important to evaluate teachers’ beliefs about SEL in order to understand their willingness to implement this curriculum effectively. The purpose of this study was to evaluate the relationships of several environmental and personal perceptions about PE teachers’ beliefs for implementing SEL.

Method: A quantitative survey design was employed in order to capture physical educators’ beliefs about SEL. Following a pilot test of survey items, the survey was sent to in-service physical educators (N = 157; 49.7% male) in K-12 schools from the Southeast (62.4%), Northwest (20.4%), Southwest (13.4%), Northeast (3.18%), and Midwest (1.9%) United States. The instrument included the measure of three subscales: comfortability, competency, and culture using the Teacher SEL Beliefs Scale (Brackett et al., 2012a). Perceived barriers to implementing SEL was captured using items from Buchanan et al. (2009). Perceived importance of SEL was measured with 3-items using a 5-point Likert scale.

Analysis/Results: MANOVA tests were conducted to evaluate differences among all factor means by a series of demographic and contextual variables. Box’s Test of Equality of Covariance was used for each MANOVA and showed nonsignificant results (p > .05) suggest equal variances amongst the data sets. Multivariate results for differences by teacher gender (female and male) and SEL beliefs (comfort, competence, and culture) were nonsignificant, (Wilk’s L = .993, F (3, 153) = 0.66, p= .79). Multivariate results for teaching context (rural, suburban, and rural) and SEL beliefs showed significant differences (Wilk’s L = .923, F(6, 308) = 2.11, p= .05). Specifically, differences in reported culture was found to be significant by context (F(2, 308) = 2.968, p= .05), with post-hoc analysis showing that there were perceived culture differences between suburban and urban contexts (p= .016), with suburban teachers reporting higher perceived SEL culture in their schools.

Conclusions: As SEL will have continued importance in schools results of this study provide meaningful insight into physical educators’ implementation of SEL in PE. it is crucial to understand the barriers that prevent teachers from incorporating SEL into their classrooms. Most significantly, over 60% of participants agreed that SEL programs should be taught in PE and over 90% agreed that SEL is important to be successful in school and in life. Future research should identify strategies to provide high quality professional development for physical educators in this area.

Facilitation of Collaborative Practices: A Self-Study From International Teacher Educators

Carla Vidoni^F1, University of Louisville; Deniz Hunuk, Hacettepe University; Luiza Goncalves, Monash University

([email protected])

Background/Purpose: In the educational scenario, research suggests that to become a facilitator of collaborative practices, teacher educators need to leave traditional prescriptive models (e.g., supervision styles) on the side to go beyond what skills and content are needed to help learners grow for themselves (Poekert, 2011). Although the PETE literature has addressed facilitators’ actions, there is still the need to specifically examine how facilitators develop their skills (Parker et al., 2022). The purpose of this self-study was to analyze the contribution of collaborative reflection within a PETE community to the understanding of individual processes of learning to become a facilitator.

Method: Three PETE faculty were part of this study: one from Brazil, one from Turkey, and one from the USA. This study was designed in accordance with the principles and practices of collaborative self-study of teacher education practices (S-STEP) methodology (Laboskey, 2004), which involves: (a) self-initiation and self-focus, (b) improvement-aimed, (c) interactivity in purpose of methodology and pedagogy, (d) generating from multiple qualitative data sources, and (e) positioning validity as a process based in trustworthiness. Data were collected through individuals’ memory work, discussions and presentations reported and recorded during group meetings, field notes and reflective journals. The theoretical framework used to describe and explain the findings of this study was based on situated learning theory (Lave & Wenger, 1991).

Analysis/Results: Data analysis was conducted through inductive content analysis. The findings are organized in two major categories: (a) Challenges and opportunities to become facilitators, and (b) Self-study: the rise of new insights. Four themes emerged from the challenges and opportunities to become facilitators: (a) Isolation and struggles to reflect on practice, (b) The power game is always present, (c) The role of mentorship, and (d) Learning by experiencing the facilitation process. Furthermore, two themes emerged from the self-study: the rise of new insights category: (a) Group meetings and impact on perceptions about facilitation, and (b) The renascence stage and beginning of critical friendship.

Conclusions: The findings of this study showed that through a collaborative self-study, the participants understood that becoming a facilitator is a never-ending journey that brings not only different challenges but also spaces for facilitators’ growth and development. Becoming a facilitator is a situated learning process that requires living the experience of facilitating under the support and guidance of masters or peers, in this case, mentors and critical friends. Future research is needed to expand the literature (a) on how to become a facilitator, (b) the effects of facilitators on preservice and inservice teachers’ perceptions of collaborative practices, and (c) the effects of critical friends on facilitators’ professional growth.

Factors Influencing Content Selection Amongst High School Physical Education Teachers

Olivia J. Gillispie¹, Emi Tsuda, Eloise M. Elliott^F, West Virginia University

([email protected])

Background/Purpose: SHAPE America (2013) suggests high school (HS) physical education (PE; HS-PE) has the potential to play an imperative role in the refinement of adolescents’ motor skills, knowledge, and interests to help prepare them to be independent, physically active individuals as they transition into adulthood. However, rates of engagement and satisfaction in PE decrease as students get older, especially once they reach HS (Subramanian & Silverman, 2007). Research suggests that the content taught in HS-PE is one of the most influential factors on student attitudes (Banville et al., 2021; Rikard & Banville, 2006). Students are often exposed to the same team sports throughout grade school, and many perceive this curriculum content as repetitive or overly focused on competition (Banville et al., 2021; Phillips et al., 2020). At present, there is a lack of literature regarding factors that influence PE teachers’ content selection process at the HS level. This pilot study aimed to evaluate a teacher survey designed to explore the activities taught in HS-PE curricula, alignment with the SHAPE America National Standards and Grade-Level Outcomes, and the factors that influence the curriculum and content selection decision-making processes of HS-PE teachers.

Method: Researchers developed a 20-question, electronic survey designed to assess a variety of contextual variables related to HS-PE curricula and teachers’ decision-making processes throughout content selection. The instrument consisted of seven sections: (a) demographics, (b) prioritization of SHAPE America National Standards, (c) activity categories most commonly taught amongst the seven SHAPE America activity categories (Games and Sports, Fitness, Individual Performance, Outdoor Pursuits, Dance and Rhythmic, Aquatics, and Lifetime Activities), (d) unit duration, (e) access to facilities and equipment, (f) physical activity background, and (g) factors that influence teachers’ curriculum and content decision-making process. A non-probability, purposive sample of 112 HS-PE teachers were recruited from 17 HSs. The final survey sample size was 39 HS-PE teachers (female n=18, male n=21).

Analysis/Results: Descriptive statistics were used to analyze the data. Results suggest that HS-PE teachers in this sample prioritize Standard 1 (75.1%) and 2 (71.8%) when developing their curriculum. Participants reported including content from the Games and Sports and Fitness activity categories more often than content from the Outdoor Pursuits, Dance and Rhythmic, or Aquatics. Additionally, participants’ content knowledge and perceived competence aligned with their activity category choices. Furthermore, several internal (e.g., physical activity background) and external factors (e.g., personal beliefs, departmental decisions, and student interests) were shown to have some associations with teachers’ curriculum and content decision-making processes.

Conclusions: Although the National Standards and Grade-Level Outcomes for HS-PE are focused on lifetime physical activities, the durability of a team-sports driven curricula remains in HS-PE programs. Additionally, HS-PE teachers’ decision-making process for curriculum and content selection is complex and associated with multiple internal and external factors. Findings from this pilot study warrant adjustments to the survey instrument for further exploration of the HS-PE curriculum and content, as well as factors that influence teachers’ decision-making processes on a grander scale to best support teachers in the implementation of activities that promote lifetime physical activity.

Flipping the Script: Turning COVID Challenges to Benefits

Shannon C. Mulhearn¹, University of Nebraska-Kearney; Megan Adkins, University Of Nebraska- Kearney

([email protected])

Background/Purpose: During the pandemic, the abruptly switch to remote teaching was particularly challenging for physical educators. Since returning to face-to-face learning, student disengagement has become a concern across all levels of education from K-12 to higher education. The combination of challenges and changes over the past two years is having an impact on practicing teachers as evidenced by the numbers of teachers leaving the profession. For these reasons, it is critical to follow up with teachers to learn how they are coping with the challenges since returning to face-to-face teaching. The purpose of this study was to learn about successful coping strategies physical educators have used throughout the pandemic and ways teachers are self-selecting to integrate technology into physical education currently.

Method: Phase I involved video-based semi-structured interviews during Fall 2020. Questions focused on teachers’ strategies for coping with online learning in K-12. Phase II included an electronic questionnaire based on the themes that resulted from Phase I. Current physical education teachers were recruited through social media and provided a link to an electronic questionnaire. Open-ended questions allowed respondents to share their thoughts about student engagement and ways they are now using technology tools and skills learned through forced adaptations during remote learning to benefit their students following the return to face-to-face classes. A priori thematic analysis was used to identify common themes in the data.

Analysis/Results: Physical educators in Phase I experienced high levels of marginalization, a sense of devalue of their field, and a deep disconnect from their school community. All respondents in Phase II had returned to in-person teaching and noted a sense of a lack of student engagement in classes that has not yet returned to pre-COVID states. Teachers described disengaged students as demonstrating, “lack of caring”, and “poor attentiveness during instruction”. All teachers also indicated they had adopted new technology during remote teaching with video conferencing and shared documents being the most often noted. Following the return to face-to-face classes, many physical educators indicated they have continued to integrate video creations and video/media sharing resources into their classes and homework assignments.

Within the physical education classroom setting, strategies that were shared as being conducive to encouraging student engagement included “[using] mental health activities”, “more breaks during class”, and “more empathy, 1 on 1 conversations with students more often”. Many teachers mentioned student preferences for options used during remote learning that allowed flexibility in completing tasks in the privacy of their own home. Another teacher shared an observation that students are struggling with communication now that they are having to do it in person. In these cases, teachers are utilizing their Google classrooms or shared documents as places for the discussions to begin and to support those students who are still building up their in-person movement confidence.

Conclusions: Although the pandemic deeply affected the field of physical education, there are lessons to be learned from successful strategies that were utilized during remote teaching and from how K-12 physical educators are using their remote experiences to enhance current practices.

Impact of a Sport Education Running Season on Cardiovascular Endurance

Zachary Wahl^F1, Northern Illinois University

([email protected])

Background/Purpose: The summer months have been identified as an integral phase of the year where children gain excess weight and see reductions in physical fitness. Summer camps (e.g., day camp, residential camp) represent the most prevalent setting outside of school, serving over 13 million children every year, and this setting has been offered as a potential solution to thwart overall fitness declines during the summer months. Sport Education is a pedagogical model that has been shown to successfully provide high levels of MVPA, while improving health-related fitness scores in both the physical education and camp setting. Within physical education, there are early indications that such seasons can significantly improve cardiovascular endurance however, to date, there has yet to be any fitness based Sport Education seasons in a residential camp setting. Therefore, the purpose of this study is to examine body mass index (BMI) and cardiovascular endurance levels of adolescents participating in a Chariots of Fire, running-based Sport Education season in a camp setting.

Method: The study was conducted in a residential summer camp called, Mountain Brook Camp (MBC), located in Northeast portion of the United States. Participants were 62 male campers (M_age = 15.2 years), all of who participated in the running-based season. Data collection was administered prior to, and at the conclusion of the season, and included, height, weight and the PACER.

Analysis/Results: Anthropometric (height, body mass, and BMI) and physical performance (Pacer Tests) measures were analyzed with separate factorial analyses of variance. Statistical analysis revealed significant improvements from pre-test to post-test time-points on BMI (D = -0.90 kg/m², p < 0.001, d = 0.77) and the PACER (D = +12.6 laps, p < 0.001, d = 0.68)

Conclusions: The primary aim of this study was to explore the impact of a running-based Sport Education season on male campers health-related fitness markers. The results of this study indicate that the participants saw significant improvement in their BMI (2.7% pre- to post- test). Further, the campers demonstrated significant improvements in their cardiovascular endurance, represented by an improvement of over 12 laps. Although these drastic improvements cannot be solely attributed to this Sport Education season, these findings do appear favorable to other studies exploring health-related fitness markers in adolescents attending residential camps. The results from this study provide preliminary support for integrating Sport Education seasons within a camp setting to reduce deterioration of fitness enhancements made during the school year.

Impact of Customized Continuing Professional Development on Physical Educators’ Behavioral Capability, Self-Efficacy, and Outcome Expectation for Teaching Social and Emotional Competency

Christine K Strater¹, Metropolitan State University of Denver; Ben D. Kern, Laura C Palmer, Paul Malinowski, University of Wyoming

([email protected])

Background/Purpose: Well-designed, in-depth continuing professional development (CPD) is paramount for teacher professional growth, especially in assisting/educating teachers to change current practices and implement instructional strategies that promote student social and emotional learning (SEL; Wright & Richards, 2022). Tailoring critical aspects of the CPD approach in order to meet individual teachers’ needs regarding their readiness for change and unique teaching contexts is recommended for maximizing pedagogical change (Kern et al., 2021; Sum et al., 2021), yet little is known about best practices in the design of customized CPD (C-CPD). Social Cognitive Theory (SCT) contends that for new behavior, such as change in teachers’ pedagogy to be initiated and sustained, individuals must possess sufficient behavioral capability (e.g. knowledge and skills), self-efficacy (e.g. confidence), and outcome expectation (e.g. belief that change is beneficial). The purpose of this study was to examine the impact of a C-CPD initiative focused on promoting teaching student SEL competency on physical educators’ behavioral capability, self-efficacy, and outcome expectation.

Method: Eleven K-12 physical educators completed a 3-part C-CPD series of workshops for implementing SEL teaching strategies, along with approximately eight hours of on-site instructional coaching/modeling with a master teacher referred to as site-coordinator (SC). On-site coaching/modeling was customized by the SC to enhance strengths and remediate weaknesses in teachers’ behavioral capability, self-efficacy, and outcome expectations. At the completion of the C-CPD, all teachers participated in a 60-minute in-depth interview using a semi-structured guide about their experiences and perceived changes to teaching behavior in implementing instructional strategies for improving student SEL competency. The SC also participated in a 90-minute in-depth interview with regard to their perception of the C-CPD approach in enhancing teachers’ behavioral capability, self-efficacy, and outcome expectations in using SEL teaching strategies. Interviews were transcribed verbatim and analyzed using SCT as the lens for qualitative analysis.

Analysis/Results: Constant comparison methodology was used initially in an inductive manner to examine the teachers’ and SC interview data and assign open codes. The analysis subsequently became deductive in nature as data approached saturation and axial codes were assigned to theory-based categories. The teacher interview data were triangulated with the SC data in order to enhance the depth and truth value of findings. Peer debriefing, member checks, negative case analysis, and research journaling also ensured the trustworthiness and credibility of findings. Preliminary analysis resulted in the following themes: (a) Knowledge of What SEL is (and is not) is Critical, (b) Teaching SEL is Student-centered, (c) SEL Teaching Self-efficacy is a Work-In-Progress, (d) Empathy + Autonomy = Increased Engagement and Learning.

Conclusions: Results indicate that a C-CPD approach focused on teaching SEL can improve teachers’ behavioral capabilities and shift their instruction from teacher-centered to student-centered with a relatively low amount of contact hours and site-support. The C-CPD approach implemented in this study may require additional practice time beyond what was offered in order to achieve maximal teaching efficiency. School stakeholders and others seeking to promote change in instructional effectiveness and reform should consider a C-CPD design, particularly for implementing SEL strategies.

Influence of Occupational Socialization on Physical Education Teachers’ Career Paths

Deborah Suzanne Baxter¹, Kennesaw State University; Jamie J. Brunsdon, The University of Memphis; Matt D. Curtner-Smith^F, Byron Keith Fair II, The University of Alabama

([email protected])

Background/Purpose: Drawing from only a handful of interpretive studies to date, the main work conditions negatively impacting teachers’ career cycles and motivating them to leave the teaching profession were school cultures, unhealthy relationships, isolation, poor working conditions, strenuous workloads, and limited opportunities to progress. In contrast, when teachers experience career success by receiving tenure and promotion, working in supportive school cultures, being provided with opportunities for personal and professional growth, having access to continuous professional development, they are more likely to experience positive career cycles and to remain within the teaching vocation. Following Lawson (1983b), the research aimed to answer three important sub-questions: (a) What kinds of socialization lead to teachers remaining in the PE profession for lengthy careers? (b) What kinds of socialization lead to teachers leaving the PE profession and at what stage do they leave? And (c) What kinds of occupation do former PE teachers move to and why are these more attractive?

Method: The participants were formally interviewed. The interview script was based on those previously employed by Curtner-Smith et al. (2008). Following Patton (1990), the protocol for its use were semi-structured. Thus, the same set of primary questions were asked of all participants, but multiple follow-up prompts and questions were permitted. The interview script was designed to collect relevant background information, and data pertaining to participants’ acculturation, professional socialization, organizational socialization, and career paths. Each interview lasted between 90-120 minutes and was audio taped and transcribed verbatim.

Analysis/Results: First, data was examined in isolation with the goal of producing individual profiles. The focus was on tracing participants’ career paths and identifying data which explain why they took the career paths they did. Second, data was examined using analytic induction and constant comparison (Goetz & LeCompte, 1984) to categorize and code data across the participants based on concepts from the occupational socialization literature.

Results from this study were organized into two main categories: (a) remainers and (b) refrainers. Two main themes emerged from the data that attracted the remainers to the profession: (a) the F.A.C.E.S. of students and (b) the values and virtues of the participants. Two main themes also emerged from the data that attracted the refrainers either away from the physical education profession—accommodation and administration—or attracted them to an entirely new career path—allocation. The data from this study revealed that the participants who had an external focus on their students remained (and still remain) in the profession longer than the participants who began to focus on their internal desires.

Conclusions: This investigation offers an opportunity for researchers to see the plethora of factors that influence the career cycles of participants who were graduates from the same university PETE program. It would seem that the dialogic nature of advanced societies has deeply manifested itself into schools and is therefore a topic which ought to be explored more thoroughly if we are to understand its impact on future generations of movers, physical educators and teacher educators.

Investigating the Perspectives of Stakeholders From a Multisite Social-Emotional Learning Physical Activity Program

Aimee Gray¹, University of Wyoming; Victoria N. Shiver, University of New Mexico; Kelly L. Simonton, Angela Simonton, University of Wyoming

([email protected])

Background/Purpose: Afterschool programming for youth development has become more prolific in recent years to support additional opportunities for developing positive personal/social skills, social-emotional learning (SEL) concepts, and increased physical activity (PA) time. Traditional approaches to these programs often include bringing youth to a collective site and offering targeted programs. In the current study, a multi-site training and delivery approach was taken to put onus on instructors and stakeholders in offering afterschool programming. Physical educators and their respective school leadership collaborated to offer social emotional physical activity sessions afterschool using the Teaching Personal and Social Responsibility (TPSR) Model as a framework. The purpose of this study was to explore the perceived impact the program had on physical educators and their role within the school district.

Method: Physical educators who served as program instructors (N=4), program assistants (N= 8), school principals (N=4), and a district administrator (N=1) served as the participants for this study. All stakeholders volunteered to partner with university personnel to design and implement the afterschool program. Teachers and assistants participated in a 6-hour training and received continued SEL-focused feedback for eight weeks. Data was collected before, during, and after the 8-week program via focus group interviews, individual interviews, open ended question and answer, and site observations. Data was analyzed using elements of Richards and Hemphill’s (2018) multiphase qualitative collaborative approach. Trustworthiness was strengthened through peer debriefing, triangulation, the development of a clear audit trail, and negative case analysis (Lincoln & Guba, 1985).

Analysis/Results: Three themes emerged in the data including, (a) perceptions of student growth with SEL, (b) provided SEL implementation foundation, and (c) transfer to teaching and leadership in school. Students were provided opportunities to practice SEL concepts (e.g., communication, problem solving, relationships) and all stakeholders identified positive results from students use of autonomy, choices and voices, and overall SEL use throughout the program. Stakeholders also found SEL professional development and resources (e.g., program manual, training) to be essential in understanding and implementing SEL. In addition, they believed that training should be provided beyond the program and offered district wide. Teachers experienced challenges with the model and classroom management through the SEL lens (e.g., leading group discussions). While they had challenges, practice improved overtime and teachers ended up incorporating the SEL practices beyond the program and into their daily teaching practices. All stakeholders foresaw these physical educators as leaders in SEL for the district.

Conclusions: The program provided important training opportunities for challenging models-based instruction (e.g., TPSR) followed by practical implementation leading to perceptions of success in offering SEL. This program was held at multiple sites where students and teachers were housed in their own community as opposed to one site allowing more opportunities for learning and practice. Teachers valued the professional training they received as it supported new pedagogies that transferred to their daily teaching. Based on findings, this program provided a strategy for physical educators to utilize SEL as an avenue for advocacy of themselves as well as the field.

Investigation of Preservice Teachers’ Perceptions of Teaching School Health

Xiuye Xie¹, Missouri State University

([email protected])

Background/Purpose: The link between health and learning has been long known with national organizations recognizing this close relationship and the need to promote well-being within educational settings for students. Health education in K-12 schools plays an essential role in facilitating students’ development of health literacy, which refers to the competencies to access, understand, appraise, and apply health information. Research studies have well documented the importance of effective teaching on student’s learning. As one of the most important stakeholders of teacher workforce, teacher education programs are essential to prepare future health-literate teachers who can enable K–12 students to learn health concepts and skills. The purpose of this study was to investigate classroom preservice teachers’ (PSTs’) perceptions of teaching school health after one health methods course. Specifically, three research questions were addressed: (a) How did PSTs perceive their preparedness and confidence in teaching health? (b) How could PSTs potentially integrate health topics and skills into their classroom teaching? and (c) What barriers or challenges did PSTs perceive in teaching health?

Method: Participants were forty-one PSTs who enrolled in one introductory health methods course (Males n=7; Females n=34), with education backgrounds from different teacher education programs (e.g., special education, elementary education). A qualitative methodology was utilized to explore PSTs’ perceptions of teaching school health. Approval from the Institutional Review Board and participants’ consent were secured prior to the study. Data were collected from focus group interviews (n=6) at the end of the semester, with 6 to 8 participants per focus group and each interview lasting about one hour long. A set of pre-established interview questions were asked, with relevant prompts used to further expand responses for data richness and comprehensiveness. All interviews were recorded, and data were transcribed manually by professional transcription service. Statements from students who did not give consent were removed from the transcription.

Analysis/Results: Researcher’s field notes and informal interviews with course instructor on PSTs’ academic performance were used to triangulate the focus group interview data. Inducive and constant comparison analysis (Strauss & Corbin, 1998; Taylor & Bogdan, 1998) were used to analyze the data. Four themes emerged with regards to PSTs’ perception of teaching school health: (a) impact of experiences on PSTs’ confidence and preparedness; (b) integration of school health into different subject teaching and whole school; (c) health skills are important for healthy lifestyle development; and (d) family involvement is the leading barrier to promote children’s healthy lifestyle.

Conclusions: The findings show that classroom PSTs recognize the importance of school health and believe it is a critical part of whole child education. A variety of health topics and skills could be potentially integrated into PSTs’ future teaching practices in a classroom setting. PSTs’ levels of confidence and preparedness in teaching school health are different, which may be impacted by their educational background and experiences. It is suggested that more future studies should be conducted to examine how family involvement impacts children’s healthy lifestyle development.

Korean Physical Education Teacher’s Content Creating Activities on Social Media and Their Impacts on Professional Development

Geunwon Lee¹, Okseon Lee, Euichang Choi, Seoul National University

([email protected])

Background/Purpose: Recently, many PE teachers are using social media as a tool for voluntary professional development activities(Lee et al., 2018). In particular, beyond simply using social media as a source for information, more and more PE teachers have become creators who directly produce or share their classes or education-related information as content. PE teachers’ content creating activities on social media led to the improvement of professional capital in physical education and especially during the COVID-19 pandemic, became a great driving force of overcoming the crisis of online physical education classes. Nevertheless, little research has been conducted on PE teachers’ content creating activities on social media. The purpose of this study is to explore the value of content creating activities on social media of PE teachers as a part of CPD. Accordingly, it is intended to investigate the motivation types of PE teachers’ social media content creating activities, and then to explore the effects it has on teachers’ professional development.

Method: Based on the social constructivist paradigm, the study was conducted through a multiple case study(Crewsell, 2013) to investigate the value of PE teachers’ content creating activities on social media. The participants consisted of 5 PE teachers who were selected through purposeful sampling(Patton, 2015). The selection criteria is as follows: PE teachers working on the field who have been producing education-related content on social media for more than 3 years. Data was collected through in-depth interviews and their work on social media. The collected data went through the process of description, analysis, and interpretation. To increase the trustworthiness of the research, member check, and peer debriefing were used.

Analysis/Results: There were three types of motivation for PE teachers’ social media content producing activities, and these types showed hierarchical characteristics. The first is ‘recorder’, which produces content for recording and reflection. The second is ‘sharers’ who produce content for information sharing and interacting. The third is ‘pioneer’, recognizing their identity as a social media content creator, actively creating content and exerting influence. The effects on the development of teacher expertise were found to be a) ‘improving instructional expertise through self-reflection and peer coaching’, b) ‘self-efficacy and upward hypocrisy’, c) ‘increasing actual learning time and inducing interest and motivation’, and d) ‘improving digital literacy’.

Conclusions: Creating activities of PE teachers on social media to produce educational content appeared progressing from ‘recorder’ to ‘pioneer’ and had a positive effect on teachers’ professional development. This suggests that PE teachers’ content creating activities on social media should be recognized as an important form for CPD. Therefore, it is necessary to understand what factors promote or hinder the content creating activities on social media of these PE teachers and find a way to actively support them.

Korean Traditional Dancers’ Identity Formation: Processes and Factors

Jiyun Kang¹, Yeri Hong, Euichang Choi, Okseon Lee, Seoul National University

([email protected])

Background/Purpose: Teenage student dancers majoring in Korean traditional dance have to go through a rigorous competition for high school and college entrance, resulting in a serious identity crisis in their twenties. Moreover, in Korea, dance education is divided into Korean dance, Contemporary dance, and Ballet, and the westernization of Korean dance makes the boundaries between genres blurred. At this point, Korean traditional dance that embodies Koreans’ very own soul and culture has the potential to be a part of student dancers’ identity formation. Most studies regarding this issue was conducted with quantitative methods and even a few qualitative studies did not take into account the genre-specific context and its pedagogical implications. Therefore, the purpose of this study is to explore how student dancers develop their identities as Korean traditional dancers in Korean traditional dance education and to identify the factors influencing the process. To achieve this, the study was conducted within the framework of Identity Status(Marcia, 1966), which explained the phased development of identity, and Korean Dance Spirit(Choi et al. 2012), which demonstrated the core educational contents of Korean dance.

Method: The participants consisted of 6 Korean dance major students in twenties (male: 3, female: 3) who were selected through purposeful sampling according to the selection criteria: experience of Korean traditional dance education, age, and gender. Data was collected through in-depth interviews with semi-structured interview guides, and the collected data was analyzed through the three-step analysis process(Corbin & Strauss, 2008).

Analysis/Results: The identity formation process of Korean traditional dancers in Korean traditional dance education was analyzed based on Marcia(1966)’s Identity Status theory. A total of 4 stages were identified: a) identity diffusion, b) identity foreclosure, c) identity moratorium and d) on the way to identity achieved. The factors influencing the formation were a) teaching of Korean Dance Spirit and b) internalizing Korean Dance Spirit. Specifically, Korean Dance Spirit was composed of Physical dimension, Cognitive dimension, Emotional dimension, and Spiritual dimension. As the dancers progress toward identity formation, the two factors also progress from poor/absence to rich/initiation, and finally to expansion/deepening.

Conclusions: Passing down the tradition gives us a chance to discover the meaning of existence in the culture we live in. In this respect, this study has significance in showing the possibility for moving toward mature identity achieved when Korean Dance Spirit education and internalization are well accomplished. Suggestions are as follows: First, it is necessary to develop Korean Dance Spirit education programs for Korean Dance students. Second, it is also required to develop programs for dance educators teaching Korean Dance Spirit.

Learning in Physical Education: A Transfer of Learning Theory Perspective

Alireza Hosseini¹, Jihyun Song, Chaojie Shang, Alexander Clayton Moss, University of North Carolina at Greensboro; Ang Chen^F, University of North Carolina Greensboro

([email protected])

Background/Purpose: Transfer of learning is defined as applying knowledge learned in one context to either a similar context (near transfer) or a different context (far transfer) (Perkins and Salomon 1992, Perkins 1992). The Near-Transfer is the transfer of knowledge between similar contexts whereas the Far-Transfer refers to the transfer between dissimilar contexts. The purpose of this study was to determine the role of high school students’ knowledge about energy-balanced living on learning the knowledge in PE for a potential far transfer to their daily life.

Method: Participants were 1,038 students of 9^th grade from a random sample of six high schools that were randomly assigned as Experimental and Control schools. the students in the Experimental schools learned a unit (10 lessons) focused on the nutrition and exercise science for caloric balanced living, in the second unit (10 lessons) they applied the science to solve exercise problems (near transfer). Students on both conditions assessed using standardized knowledge tests at the pre-instruction, end of the first unit, and end of the second unit. The researchers established the curriculum implementation fidelity through daily on-site observations that documented the consistency of the instruction with the lesson plans

Analysis/Results: A repeated measure analysis conducted to determine the knowledge improvement from the baseline (prior knowledge). The results from the repeated-measures MANOVA indicate a statistically significant Time x Condition interaction effect (λ=.99, F=6.44, p=.002, effect size η=.01). The student in the Experimental condition improved their knowledge test scores from 5% correct to 11% correct at Unit 1 and 6.2% correct at Unit 2; whereas the test scores of the students in the Comparison condition remained low at level or 3.3% correct from pre- to post-tests. The findings appear to suggest that the students in the Experimental condition acquired the knowledge to a degree and were able to transfer the knowledge to Unit 2 to help solve exercise problems.

Conclusions: Previous study (Gould and Carson 2008)the knowledge and skills acquired in schools often are the foundation for meaningful transfer of knowledge and skill to real life applications. In this study, the set of knowledge acquired by the students in the Experimental condition appear to have served for this purpose as manifested in the near transfer that took place in unit 1 and unit 2 learning. Consequently, near transfer objectives should be directed to the procedural knowledge to arise either far transfer in the decelerative knowledge or influence life out of PE class.

Lessons Learned From Teaching Children With Trauma in Physical Education

Michele E. Moore¹, Sheri J. Brock^F, Vanessa Hinton, Alice M. Buchanan, Auburn University

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Background/Purpose: An increasing number of elementary school age children in the United States have experienced some form of trauma in their lives with limited forms of relief in the educational field. Additionally, teachers often feel ill-equipped to provide support to children who have experienced trauma, and the unfortunate result is sometimes exclusion or lack of participation in class activities. Physical education is a prime opportunity to provide social and emotional support for children experiencing trauma. The purpose of this study was to explore the experiences of a physical education teacher teaching a fundamental movement-based program to elementary children identified as having experienced trauma.

Method: The participant for this study was a teacher providing daily physical education lessons to a small class of students identified as having experienced a trauma. Data collection took place over the period of one school year and included daily teacher journal reflections, researcher observations, and periodic semi-structured interviews. A large portion of this study utilized ethnographic methodological techniques. This was achieved by utilizing teacher reflections of the experiences of teaching daily lessons in a small physical education class to students who were identified as experiencing trauma. Researcher observations accompanied by periodic interviews of the physical education teacher were implemented into the study to aid in achieving the ethnographic demands of the study design.

Analysis/Results: The data analysis for this study were consistent with typical qualitative data analysis practices. The data from the physical education teacher reflections, researcher observations, and interviews were transcribed and analyzed through methods of constant comparison by two researchers. Analysis indicated three dominant themes including: 1) educational impacts from the home through situational responses; 2) small group functionality and familiarity; and 3) teacher proactivity in a reactive environment.

Conclusions: The findings of this study describe the experiences of a physical education teacher providing fundamental movement skill instruction to children identified as having experienced trauma. Often through trial and error, the physical education teacher discovered many techniques that aided socialization and increased participation of the children. This study is an attempt to explore ways a teacher aided in breaking through the stigma of children with trauma being labeled as “problem children” and provided an equitable physical education experience. In addition, these findings serve to potentially aid in the socialization of children with trauma into the larger population of a general physical education class.

Mentoring Foci of D-PETE Students

Meghan Dennis¹, Oleg A. Sinelnikov^F, Seung Soo Baek, Adam M Wolecki, Natalia D Molska, Jacob T. Peterson, Wonhee Lee, Ford Patronas, The University of Alabama

([email protected])

Background/Purpose: Future physical education teacher educators benefit from applied mentorship training during their doctoral physical education teacher education (D-PETE) programs (Richards et al., 2018; Richards & Sinelnikov, 2019). Effective mentoring relationships consist of interactions and connections serving to promote learners’ growth. (Johnson-Bailey & Cervero, 2004; Long, 1997). Recognizing that knowledge and learning is socially constructed through positive and cooperative interactions with others, scholars agree that the advancement of knowledge and learning is heavily reliant on interactions in small social groups that foster learning (Davis et al., 2017). Doctoral students use shared experiences to learn how to emphasize various areas of focus while developing as a PETE professional (Nordlof, 2014; Liu & Chen, 2010), however there is a lack of research examining what those areas of focus are for doctoral students. The purpose of this study was to examine the foci of D-PETE students as they mentored pre-service teachers during a methods course and sequential early field experience. Social Constructivist theory (Vygotsky, 1986) served as a theoretical framework for the study.

Method: Participants for this study were five doctoral students (3 male and 2 female) enrolled in a graduate level course at a major university in the Southeastern U.S. Within this course, each participant mentored a pre-service teacher for a 16-week period. During this time, a pre-service teacher participated in a secondary methods course and taught physical education classes at a middle school. Ten formal interviews (60 min. each), five stimulated recall interviews (60 min. each), two focus group interviews (90 min. each), informal interviews and reflection journals comprised qualitative data collection procedures (Patton, 2015).

Analysis/Results: Data were analyzed using thematic analysis (Patton, 1990) while member checks, data and researcher triangulation, and negative case analysis ensured data trustworthiness and credibility. One of the most compelling findings of this study demonstrated that during the mentoring process, mentors’ foci were “multi-dimensional” and ever changing. Furthermore, the change in foci depended on concurrent events and situational context during the physical education lessons. Mentors primarily focused on areas where they felt most comfortable; however with time, mentors would “redirect their focus” by relying on their peers to fill knowledge gaps to best suit the needs of their mentee. As part of the mentorship process, all participants in the study focused on the effective teaching behaviors and pedagogical content knowledge of their mentees.

Conclusions: This study demonstrated the complexity of the mentorship process in which foci of mentors were shown to be transitory and multi-dimensional in nature. The results also supported the notion of socially constructed knowledge in the realm of mentorship and in the specific acts of mentor-mentee engagements. Initially, mentors used their own previous experiences, understanding, and knowledge to guide their reactions in the moment. Subsequently, in congruence with social constructivism (Vygotsky, 1986), through shared experiences participants in this study advanced their individual knowledge and that of their mentees to “make [their] practice better for the long run.”

Middle School Students’ Team Cohesion Development Within a Sport Education Season: A Mixed Methods Investigation

Baofu Wang¹, Western Illinois University; Senlin Chen^F, Louisiana State University

([email protected])

Background/Purpose: Team cohesion is critical to the functioning and success of groups or teams. Sport Education (SE) has the potential to develop team cohesion due to its emphasis on authentic, team-based sporting experiences in physical education (PE). The purposes of the study were: (a) to examine the longitudinal changes of team cohesion within a SE season; (b) to identify facilitators and barriers associated with cohesion development.

Method: A longitudinal, concurrent, mixed-methods design was employed to address the research purposes. Students from 6th to 8th grades (all girls; n = 76), in small teams (n = 15), and their PE teacher from one convenience private school in a southern United States state participated in this study. The students who were exposed to a team handball SE season completed the validated Youth Sport Environment Questionnaire, to measure team cohesion at three time points (early-, mid-, and late-season). Regular field observations, focus group interviews with students, and individual interviews with student leaders and the PE teacher were conducted to capture the facilitators and barriers underlying cohesion development throughout the season. Implementation fidelity check was conducted using a checklist. Inferential statistical analyses (e.g., MANOVA, ANOVA) were conducted to detect the change of team cohesion. Qualitative data were analyzed to characterize the facilitators and barriers underling team cohesion development.

Analysis/Results: The fidelity check showed that Coach Heather (pseudonym), the PE teacher, faithfully implemented essential elements of the SE model throughout the season. Quantitative results showed that cohesion development did not demonstrate the hypothesized growth pattern. ANOVA with total team cohesion as the outcome variable did not show statistically significant time effect (F_2,46 = .145, p = .87, η_p²= .006). However, cohesion development was moderated by student leadership (effective vs. less-effective leadership), especially for task cohesion. Repeated measure ANOVA with task cohesion as outcome variable showed significant time by leadership interaction effect (from T2 to T3: λ = .92, F_1,48 = 4.074, p = 0.049, η_p²=.078; from T1 to T3:λ = .92, F_1,50 = 4.207, p = 0.046, η_p²=.078). Qualitative data from multiple methods and sources identified seven facilitators (e.g., positive interaction between teammates, student leadership) and seven barriers (e.g., less-effective student leadership, lack of opportunity to play) contributing or hampering cohesion development.

Conclusions: The study revealed limited development of team cohesion as reported by female middle school students who experienced a team handball SE season, but their change of perceived task cohesion was moderated by leadership effectiveness, favoring those teams with more effective student leadership. The study also unraveled multiple factors that facilitated or hampered cohesion development. Future research and practice may emphasize these facilitators and overcome the barriers, to optimize student, engagement, social processing, and learning in SE-based PE settings.

One Elementary School Physical Education Teacher’s Efforts at Employing Character Education

Jamie J. Brunsdon¹, The University of Memphis; Diane K. Coleman, Memphis Campus School/Univ of; Keith Loupe, Todd E. Layne, University of Memphis

([email protected])

Background/Purpose: The purpose of this study was to describe one elementary school physical education teacher’s efforts at employing a neo-Aristotelian interpretation of character education (Aristotle et al., 2009; Brunsdon & Walker, 2021; JCCV, 2017). It’s guiding questions were: (a) What methods, content and organizational structure did the practitioner employ to teach character education? and (b) What barriers and facilitators served to limit and facilitate the practitioner’s ability to employ character education?

Method: This study deployed an in-depth case study design (Yin, 2018). A main objective of this design is to “reveal patterns and connections, in relation to theoretical constructs, in order to advance theoretical development” (Mills et al., p. 2). The participant in this study was Paris (pseudonym), a 63-year-old physical education teacher who worked at Flourishville (a fictitious name) Elementary School in the Southeastern region of the United States. At the time of the study, Paris identified as a white able-bodied female and had taught at Flourishville for 41 years. Paris was purposefully invited to participate because of her advanced teaching experience and expertise.

Prior to beginning the study, Paris was provided with a guiding framework for character education in schools (JCCV, 2017) and was instructed to interpret, plan for, and implement a physical education-based character education curriculum as she believed appropriate. In response, Paris employed what came to be described as a “content-based approach” to teaching character to two fifth grade classes during one semester. Totaling 50 taught classes, and not including the first and final class of the curriculum that were 60-minutes in duration, each class received two 30-minute lessons twice a week for a 12-week period. Class sizes did not exceed 25 students.

Data were collected with eight interpretive methods during a period of 27 weeks, and included two semi-structured interviews, multiple informal interviews, formal observations and field notes, 40-hours’ worth of teaching film, the supplementation of documents and artefacts, and digital communication. Data were analyzed using standard thematic methods (Patton, 2015). Credibility and trustworthiness of data analysis were established through data triangulation, searching for negative and discrepant cases, and follow up informal interviews.

Analysis/Results: Paris employed what came to be known as a “content-based approach” to teaching character: that was, an approach that was driven by the nature of the content presently organized within the school curriculum. Specifically, Paris taught 20 moral, civic, intellectual, and performance virtues through jump rope, parachute, and rock-climbing content. In addition, she employed the practice, inclusion, and guided discovery teaching styles predominantly, and believed in the importance of building learners’ understanding of what it means to be a “flourishing sportsperson.” The factors complimenting Paris’s ability to employ character were the school ethos, the power of physical education-based content, and responsiveness of pupils. The factors inhibiting Paris’s ability to employ character were external sport settings, and complexity of assessment.

Conclusions: This was the first in-depth case study to investigate how a neo-Aristotelian interpretation of character education can be meaningfully implemented in physical education. This research can complement the field’s knowledge of pedagogies of affect.

Overcoming the Gender Influence on Learning in Physical Education

Chaojie Shang¹, Jihyun Song, Alexander Clayton Moss, Alireza Hosseini, Ang Chen^F, University of North Carolina at Greensboro

([email protected])

Background/Purpose: Gendered perception of content may impact student learning in physical education (Andersion et al., 2017). Through appropriate task design, teachers can create an environment to motivate students of different genders to learn (Solmon, 2014). Guided by expectancy-value theory (EBTV) (Wigfield & Eccles, 2000), this study aimed to identify the power of a concepted-based curriculum to minimize gender impact on student learning in physical education. We are specially interested in determining gendered preferences in terms of EBTV motivation and learning performance.

Method: A total of 339 students in 9^th grade participated in this study and self-identified as either female (n = 167) and male (n = 172), albeit given other options. A pre-and post-test design was adopted in this study with a 20-lesson knowledge-activity integrated curriculum as the intervention. Motivation was measured using the 5-point Likert EBTV scale adopted for physical education (Xiang et al., 2003). The learning performance was measured using 33 questions regarding health-related knowledge prior to and after the instruction.

Analysis/Results: A repeated-measure multivariate analysis of variance was conducted with gender as the between-subject and time as the within-subject independent variables and learning performance, expectancy beliefs, attainment value, intrinsic value, and utility value as the dependent variables.

On average, females’ score was 2.00 (SD = 1.28) for learning performance, 3.63 (SD = .73) for expectancy beliefs, 4.10 (SD = 1.53) for attainment value, 3.36 (SD = 1.02) for intrinsic value, and 3.02 (SD = .83) for utility value and males’ score was 2.05 (SD = 1.25), 3.97 (SD = .69), 4.55 (SD = 1.35), 3.79 (SD = .85), and 3.26 (SD = .99), respectively, in the pretest. In the posttest, on average, females’ score was 5.90 (SD = 2.24) for learning performance, 3.56 (SD = .69) for expectancy beliefs, 2.71 (SD = 1.08) for attainment value, 3.27 (SD = 1.01) for intrinsic value, and 2.92 (SD = 1.00) for utility value and males’ score was 5.84 (SD = 2.61), 3.93 (SD = .67), 3.13 (SD = 1.03), 3.62 (SD = .84), and 3.15 (SD = .93), respectively.

No statistically significant effect was found in gender-time interaction effect (Hotelling’s Trace = .004, F (1,336) = .29, p = .92), but for gender (Hotelling’s Trace = .09, F (1,336) = 6.00, p = .00); gender impact was found in beliefs (p = .00), attainment value (p = .00), intrinsic value (p = .00), and utility value (p = .01), but not in knowledge gain (p = .97).

Conclusions: This study shows that learning in a concept-based curriculum might minimize gender impact on students’ learning, but not on their motivation. These findings correspond to the literature that gendered perception plays an important role in shaping students’ motivation (Eccles & Wigfield, 2020) and that adopting concept-based curriculum may equally benefit students’ learning (Solmon, 2014), but without a deliberate effort in task design, it may not facilitate students’ motivation with gender equality.

PE Teachers’ Influence on Student Fitness Levels in Hawaii

Erin E. Centeio^F1, University of Hawaii at Manoa; Alex C. Garn^F, Louisiana State University; Charles F Morgan^F, Karl Richard Hennebach, University of Hawaii at Manoa

([email protected])

Background/Purpose: Time spent in physical education (PE) with certified and fulltime PE teachers has declined over the last decade. Simultaneously, childhood obesity has become a prominent health risk to children, with key national organizations calling for schools to play a role in addressing children’s health. The purpose of this study was to investigate the role of PE teachers in predicting changes in elementary students’ health-related fitness. Specifically, we examined the extent that having PE teachers compared to classroom teachers in elementary PE classes predicted changes in health-related fitness.

Method: Data was collected by teachers as part of a district mandate and shared with researchers. Teachers and volunteers collected data at two points during two separate school years (2017-2018 & 2018-2019) with two cohorts of fifth grade students. The FITNESSGRAM battery included the following six tests: Progressive Aerobic Cardiovascular Endurance Run (PACER), curl-ups test, push-ups test, BMI, trunk lift, and back-saver sit and reach. Students completed FITNESSGRAM tests at the beginning (i.e., pre-test) and end (i.e., post-test) of grade five.

The sample consisted of just under 3000 students (N = 2933) in grade 5. Approximately 85% of the students attended PE classes with a certified PE teacher while the other 15% had classroom teachers providing PE instruction. There were slightly more boys (51%) in the sample than girls (49%). The ethnicity of the student sample was diverse, with only 13% of students reporting their ethnicity as White. Just under half of the students (45%) were categorized as economically disadvantaged.

Changes in aerobic fitness was modeled by including students’ pre-test aerobic capacity score as a predictor of their post-test aerobic capacity score. The same approach was used for percentage of healthy fitness zone scores, where the number of FITNESSGRAM tests that students reached the healthy fitness zone (HFZ) criteria was divided by the total number of tests they completed at both pre-test and post-test.

Analysis/Results: Results of the aerobic capacity regression model revealed that pre aerobic capacity was the strongest predictor of students’ post aerobic capacity (p<.001) and both pre BMI (p<.001) and students economically disadvantaged status (p<.05) were negative predictors of changes in aerobic capacity. Having a PE teacher provide instruction in PE classes was a positive predictor of changes in aerobic capacity (p<.001). The role of age, sex, and ethnicity with also be discussed.

Results of the healthy fitness zone percentage hierarchal regression model produced similar findings whereby pre HFZ percentage was the strongest predictor of students’ post HFZ percentage (p<.001) and Pre BMI (p<.001) and students economically disadvantaged status (p<.001) were negative predictors of changes in HFZ percentage. Having a PE teacher provide instruction in PE classes was a positive predictor of changes in HFZ percentage (p<.001). Ethnicity, age, and sex will also be discussed.

Conclusions: In an era where time spent in PE as well as the cutting of certified PE teachers, especially at the elementary level, it is important to understand the role that PE teachers can still play in children’s health-related fitness.

Perspectives on Teacher Shortage and Retention Among K-12 Principals in Rural Areas

Yoonsin Oh¹, Saori Braun, Rece Sweere, Nick Thompson, Gabby LeClair, Brady Berg, University of Wisconsin-Eau Claire

([email protected])

Background/Purpose: There are currently 567,000 fewer educators in K-12 public schools as compared pre-coronavirus (COVID-19) pandemic, contributing to the high demand for teachers in the United States. School districts and administrators have struggled to hire and retain quality educators for their students. Previous studies on teachers’ job satisfaction and burn out emphasized for the role of administrative support on teachers’ retention. The purpose of the study was to explore the perspectives from school administrators on teacher shortage and retention.

Method: A total of 6 principals (4 males and 2 females) were recruited by snowball and purposive sampling from a community in a Mid-western rural area. Participant demographics were obtained using the Qualtrics platform, and they are from elementary to high school with ranges of experience of 3 to 20 years. Semi-structured online interview using Zoom platform was conducted inquiring on participants’ experience and perspectives on their role, how they support teacher with funding, how their recruiting teachers and retaining teachers are going, and their perspectives on teacher shortage. The interviews were audio-recorded and transcribed verbatim. Qualitative analysis methods using categorization based on grounded theory was used. After a team analysis for triangulation, the researchers came to an agreement on the common themes and drew conclusions from the themes.

Analysis/Results: The three main themes that emerged from the responses of the interview questions were: 1) teacher shortage with decreases of the number of applicants, emergency hiring and districts hiring someone who are not certified to teach, 2) COVID-19 impact on school with difficulty finding substitute teachers and supporting teachers switching their classes in-between in person and virtual, and 3) supporting early career educator with mentorship program and mid-to-late career educators with funding and professional development opportunities.

Conclusions: Participants emphasized the importance of listening the needs and supporting their teachers to do their job in various ways. Principals in this study generally satisfied with their job and enjoyed their responsibilities such as hiring, job retention, and teacher support. To combat teacher shortage and to increase the numbers of future teacher candidates, teacher education preparation program could continue to work on recruiting passionate students and developing them to become high quality beginning teachers who are resilient in their profession. Future study is warranted in investigating current teachers’ perspectives specifically on school administrators’ support to decrease the gap that exists between school administrators and teachers.

Physical Education Teachers’ Initial Experiences Implementing a Sport Education Unit

Sheri J. Brock^F1, Michele E. Moore, Auburn University; Nikki Hollett, University of Wisconsin-Whitewater; Peter A. Hastie^F, Alice M. Buchanan, Auburn University; Shannon Revels, Misty Spratlin, Beauregard Elementary School; Faleniko Spino, Sabrina McNeill, Thomas Pitchford, Lindsay Robert, Auburn University

([email protected])

Background/Purpose: Many curriculum models in physical education strive to promote positive group work experiences and social-emotional development. Sport education in particular focuses on building a sense of purpose within groups through roles and instruction intended to foster group cohesion, responsibility, and achievements while participating in sport (Siedentop, et al., 2011). Moy, et al (2018) pointed out that instruction related to social-emotional learning must be intentional, modeled, continuously monitored, and immersive to produce productive peer relations and outcomes. The purpose of this study was to investigate the experiences of two physical education teachers utilizing the sport education curriculum model for the first time.

Method: Two physical education teachers with over 10 years of experience participated in this study. Both teachers typically utilized a direct style of teaching but were looking for techniques to promote positive social behaviors that allowed their students to work more effectively in groups. The teachers and a university faculty member taught a 20-lesson four-square unit to 87 grade four students with a brief daily socio-emotional learning component based on the Collaborative for Academic, Social, and Emotional Learning framework (CASEL, 2019). Sport education model fidelity was determined based on the standards put forth by Hastie and Casey (2014). Data collection included daily informal interviews and semi-structured individual interviews.

Analysis/Results: Interview data were transcribed and analyzed using qualitative methods of constant comparison. Results indicated three main themes including: 1) teacher’s reluctancy to ‘trust the process’; 2) observations of student transition from ‘me’ to ‘we’ during competition; and 3) transfer of socio-emotional learning supports and sport education concepts to other units.

Conclusions: The findings of this study describe the experiences of two physical education teachers who were not familiar with the sport education curriculum model prior to this study. Initially, both teachers expressed discomfort that it would be too difficult when students were given too much freedom and required to self-regulate within their teams for decision-making and strategy. Harvey, et al. (2020) referred to this transition as a necessary ‘conceptual shift’. The teachers progressively developed an appreciation for the increased prosocial behaviors, active participation, and team ownership students were exhibiting. This study provides evidence that teachers with no prior experience with sport education viewed it as a viable option for increasing student prosocial behaviors, particularly with the added socio-emotional learning components.

Physical Education Teachers’ Perceptions of and Strategies for Managing Bullying

Mengyi Wei¹, University of Illinois at Urbana-Champaign; Kim C. Graber^F, University of Illinois Urbana-Champaign

([email protected])

Background/Purpose: Inservice teachers have emphasized the importance of training in relation to classroom management and prevention of school bullying (Gorsek & Cunningham, 2014). Physical education (PE) teachers specifically have expressed concerns about delivering effective instruction when bullying occurs (McCormack, 1997; Sahin, 2010). Arguably, teachers play the most prominent role in managing and preventing bullying in schools (Veenstra et al., 2014). While researchers have focused on how classroom teachers respond to bullying (Sahin, 2010; Yoon et al., 2016), little is known about how previous experiences of physical education teachers impact their responses to bullying as teachers. The current study aimed to provide insights into how teachers’ socialization experiences influence their perceptions and to investigate strategies to prevent and respond to bullying.

Method: Thirty in-service PE teachers (18 males, 12 females), with a range of 1 to 37 years of teaching experience, were recruited from ten states within the United States. One semi-structured, individual interview was conducted with all participants lasting 45-60 minutes. An inductive and deductive approach to data analysis was employed (Patton 2015), and the results were grounded in occupational socialization theory.

Analysis/Results: Teachers’ perceptions of bullying and their use of bullying prevention strategies were influenced by different socializing phases they experienced as they progressed from pretraining to preservice to induction. Three subthemes emerged to describe how teacher socialization influenced bullying management, including: (a) bullying experiences during K-12 and family members, (b) professional training: classes, mentors, and student teaching experiences, and (c) significant socializing agents and professional development. Five bullying prevention strategies emerged from the data, including: (a) establishing strict rules and clear expectations at the beginning, (b) building relationships with students, (c) promoting defending and intervention behaviors among students, (d) integrating social emotional learning (SEL) into lessons, and (e) reinforcing the implementation of school anti-bullying programs and policies. Although participants had developed intervention routines for responding to traditional bullying, they felt unprepared to address or intervene in cyberbullying in PE.

Conclusions: The current study suggests that while enrolled in a physical education teacher education program, preservice teachers should be provided greater knowledge about and strategies for addressing bullying. In-service teachers are encouraged to pursue professional development that increases their self-efficacy in handling bullying in their classes. Finally, future studies should address student perspectives related to which bullying prevention strategies are most effective.

Policies Predicting Physical Education Practices in Elementary Schools

Marissa Schulke¹, Kahyun Nam, Kylie Wilson, Pamela Hodges Kulinna^F, Allison Poulos, Arizona State University

([email protected])

Background/Purpose: Schools are optimal settings to promote physical activity (PA) for children’s health and wellbeing. Comprehensive School Physical Activity Programming (CSPAP) includes five settings for PA during the comprehensive school day (before and after school, during school, family and community engagement, staff involvement), with physical education as the core setting. Physical education is critical for students to develop skills for a lifetime of PA and healthy behavior adoption as well as an opportunity to connect with peers, improving social and emotional health (SHAPE America, 2015). Despite these benefits, physical education classes have experienced enrollment declines due to substitute courses, waivers, and exemptions (NASPE & AHA, 2012). Policies supporting physical education class time, teacher certification, and class sizes exist; however, the presence of a policy alone does not always translate to practice. While implementation depends on the strength of policies, resources, or support for implementation (Lounsbery et al., 2013) and awareness of existing policies, physical education policies often lack measures of accountability and adherence (Burson et al., 2021). The purpose of this study was to identify whether the strength of reported district, and/or school level policies predicted school-based physical education practices using a social-ecological model (e.g., individual level, social environment and policy level influences).

Method: This study was part of a larger study of CSPAP policies and practices in Arizona K-5 schools. An adapted version of the Comprehensive School Physical Activity Programming Questionnaire (CSPAP-Q; Stoepker et al., 2021) was administered online to a pilot group of 18 school health advocates (N = 7; 38.89% response rate) and then principals, PE teachers, and/or wellness coordinators at K-5 schools across the state of Arizona (N = 266; 14.46% response rate).

Analysis/Results: Summative indices of policy and practices at the school, district, and overall levels were created from responses on the physical education component of the modified CSPAP-Q, with higher scores representing best practices. A series of linear regression analyses were conducted to determine if scores on the physical education policy index predicted practice scores. School socioeconomic status, enrollment, and locale were included as covariates. The overall model was significant, F(4,162) = 3.107, p < .05, Adj. R2 = 0.048, with overall physical education policy scores predicting higher practice scores (β = .117, SE = .056, p < .05). When examined by level, both the school, F(4,162) = 2.875, p < .05, Adj. R2 = 0.043, β = .331, and district, F(4,162) = 2.809, p < .05, Adj. R2 = 0.042, β = .304, SE = .110, p < .05, models were also significant.

Conclusions: Having physical education policies in place was associated with a higher number of reported best physical education practices at the district, school, and overall levels. Not all schools and districts currently have policies. It is necessary to increase accountability when existing PE policies are not enforced or implemented. Findings support the importance of policy at both the school and district level to impact physical education practices for promoting children’s health and wellbeing.

Pre-Service Physical Education Teachers’ Experiences With Health-Related Fitness Self-Testing

Xiaolu Liu¹, Georgia State University; Jingwen Liu, California State University, Fullerton

([email protected])

Background/Purpose: Physical educators are expected to implement health-related fitness testing (HRFT) in K-12 schools. A lack of effective teaching and appropriate testing practices could lead to students’ negative experiences and low interest in HRFT. Therefore, preparing pre-service physical education teachers (PPETs) to teach and implement HRFT effectively is imperative. Given the criticisms of the teacher-led HRFT, researchers have proposed an alternative self-testing approach to addressing some of the existing issues. Through “learning by doing,” PPETs may better understand HRFT and its testing procedures. This study aimed to examine PPETs’ experiences with self-testing to better prepare them for implementing HRFT.

Method: The study used a phenomenological approach to examine PPETs’ experiences with self-testing. Applying a convenient sampling strategy, 11 PPETs (N _female = 4, 36.4%; N _male = 7, 63.6%; M _age = 21.1 ± 1.3) from a physical education pedagogy class at a four-year university located in the western district of the United States participated in the study. Based on self-determination theory, self-testing was designed to meet three basic psychological needs: (a) autonomy: during class, PPETs were allowed to decide the order of taking the three tests (i.e., curl-up test, push-up test, back saver sit-and-reach test); they completed the one-mile walk test in their own time and self-recorded testing results on a worksheet; (b) relatedness: PPETs could choose to complete any of the tests by themselves or with their peer(s); and (c) competence: Instructions and demonstrations were given before tests; visual aids and handouts were provided to guide students during the test. Data were collected through a focus group interview immediately following the self-testing, individual semi-structured interviews one week after the test, researcher observations and field notes, and written reflections from participants. Data triangulation, peer debriefing, member checking, and audit trails were applied to ensure the trustworthiness and credibility of the results.

Analysis/Results: Two researchers transcribed audio-recorded interviews and open-coded data to categorize substantial codes into themes with internal relations identified among all data sources. Four themes were summarized: (a) PPETs had an overall positive experience with self-testing; (b) self-testing helped PPETs understand their fitness level and develop goals for improvement; (c) self-testing motivated PPETs to inquire about each test’s purpose, protocol, and standards, leading to a better understanding of the underlying principles in HRFT implementation; and (d) PPETs were concerned that self-testing results may be inaccurate and misleading for K-12 students and that the tests used for self-testing might not accommodate students with special needs.

Conclusions: Self-testing may be a feasible way to help prepare PPETs for implementing HRFT. PPETs’ positive experiences in self-testing may motivate them to continue self-monitoring their health-related fitness and thus, serve as role models for their future students. Moreover, through self-testing, PPETs can actively learn knowledge and skills to administer HRFT. Therefore, physical education teacher preparation programs should consider incorporating the self-testing practice into the curriculum, and more empirical research is needed to determine the feasibility of such action. Notably, researchers and practitioners need to consider the concerns raised by PPETs to advance health-related fitness self-testing protocols.

Preservice Teachers’ Knowledge Acquired From K-12 PE and Extracurricular Activities

Emi Tsuda¹, West Virginia University; Jose A Santiago, Sam Houston State University; Jim Ressler, Northern Illinois University; Bomna Ko^F, East Carolina University; Junyoung Kim, Missouri State University; Insook Kim^F, Kent State University; Peter A. Hastie^F, Auburn University; Phillip Ward^F, The Ohio State University

([email protected])

Background/Purpose: The importance of common content knowledge (CCK) has been established by previous studies (Darling-Hammond & Oakes, 2019; Ward & Ayvazo, 2016) and by their importance in the National Standards for Initial Physical Education Teacher Education (SHAPE America, 2017). Recent studies have shown that physical education preservice teachers’ (PSTs) obtain minimal CCK from their K-12 physical education and extracurricular activities (Tsuda et al., 2019; Ward et al., 2018). However, the sample sizes of these studies were small (less than 25 participants per content area), and Tsuda et al. (2019) study’s CCK measures were only content validated. This study aimed to address these gaps in the literature. We examined the CCK levels of tennis and volleyball among a representative sample of United States PSTs at the time they entered their PETE program to provide evidence to inform future curricular decisions on content courses. The secondary purpose was to investigate to what extent the demographic backgrounds of the PSTs contribute to their CCK levels.

Method: A research team consisting of eight physical education teacher educators from eight universities across different regions of the U.S. purposefully recruited PSTs at the entry year of their PETE programs. A total of 136 PSTs (male n=89; female n=47) in volleyball and 130 PSTs (male n=81; female n= 49) in tennis participated in the study. The data sources of this study include participants’ demographic backgrounds (11 questions) and valid and reliable CCK multiple-choice tests (Tsuda et al., 2021) of volleyball (40 items) and tennis (41 items).

Analysis/Results: The descriptive statistics showed that the mean percentages of the correct scores for both volleyball and tennis CCK were below 45% (volleyball 43.54%, SD=12.54; tennis 44.75%, SD=12.32). Statistically significant differences were not found for sex in volleyball, F (1, 134)=1.18, p=.278, η²=.009 (a small effect; Male M=42.69, SD=10.49; Female M=45.16, SD=15.71), but the differences were detected in tennis, F (1, 128)=7.80, p=.006, η²=.057 (a medium effect; Male M=47.03, SD=12.40; Female M=40.97, SD=11.32). Hierarchical multiple regression analyses indicated that the five independent variables (university, sex, playing recreational, playing competitive, and teaching/coaching experiences) accounted for 32.0% of the variance in volleyball CCK. Similarly, the five independent variables accounted for 24.7% of the variance in tennis CCK.

Conclusions: This study contributes to a growing evidence base demonstrating that PSTs enter teacher education programs with low CCK levels in the content they need to teach in school physical education, regardless of their playing, coaching, and teaching experiences. This data further supports the critical need for teaching content knowledge to PSTs in PETE programs.

Secondary Organizational Socialization’s Influence on Early Career Faculty Members’ PETE

Meghan Dennis¹, Seung Soo Baek, Adam M Wolecki, Wonhee Lee, Natalia D Molska, R Tanner Ryan, Matt D. Curtner-Smith^F, The University of Alabama

([email protected])

Background/Purpose: Recently, researchers have started to examine how sport pedagogy faculty members’ (FMs) beliefs, values, and views about teaching physical education and physical education teacher education (PETE) are influenced by their secondary organizational socialization (i.e., the impact of a university’s culture and conditions). The researchers’ objective has been to provide data that might help improve FMs’ training, workplaces, and delivery of PETE. Our aim was to build on this initial work. The study’s purpose, therefore, was to describe the influence of secondary organizational socialization on early career FMs’ delivery of PETE. The specific research questions we attempted to answer were: (a) In what forms did FMs deliver PETE? and (b) What factors helped and hindered FMs as they delivered PETE?

Method: We employed key constructs from occupational socialization theory to frame the study. Participants were 10 early career sport pedagogy FMs who had worked full-time within universities in three different countries for seven years or less. The universities at which the FMs worked varied in terms of focus and size. The FMs completed formal semi-structured interviews, supplied documents that illustrated the form of PETE they delivered, wrote their ideal PETE program, and provided pre-recorded film of themselves delivering PETE.

Analysis/Results: We employed analytic induction and constant comparison to reduce the data to themes. Findings indicated that the FMs delivered PETE in congruence with the behavioristic, traditional/craft, and critical-inquiry orientations to teacher education. 7 of the FMs’ university cultures and conditions helped them deliver PETE. 3 of the FMs’ university cultures and conditions hindered their attempts at delivering PETE. The key cultural components that shaped the FMs’ delivery of PETE were administrators, other FMs, preservice teachers, support from the community, and the focus of the university. The main conditions that helped or hindered the FMs’ delivery of PETE were time, resources, the quality of schools and cooperating teachers, the extent and nature of the university teacher education bureaucracy, and national and regional standards for teacher education. FMs employed in helpful cultures and conditions fully complied with them. FMs coped with adverse cultures and conditions by engaging in strategic compliance or strategic redefinition. Findings were similar across countries

Conclusions: The study’s findings were congruent with those of previous research and should help improve the preparation of sport pedagogy doctoral students and their transition into the role of FM. Moreover, the study’s findings could lead to senior sport pedagogy faculty and administrators making improvements in the culture and conditions that neophyte FMs encounter when first employed. For example, we hope our study might lead to administrators examining the time and resources allocated for PETE, the provision of mentoring programs provided for early career FMs, the quality of preservice teachers recruited into PETE, and the university teacher education bureaucracy surrounding PETE. Future research needs to expand into other countries in order to see whether the findings of this study transfer to them.

SEL Pedagogies in a Rural Elementary Physical Education Program

Seunghyun Baek¹, University of North Carolina at Greensboro; Ben Dyson^F, University of North Carolina, Greensboro; Justin Somers, UNCG

([email protected])

Background/Purpose: A growing body of research has focused on Social and Emotional Learning (SEL) implementation across different school levels (Jagers et al., 2019). Even though numerous studies have proved that Physical Education (PE) can be an effective setting to promote students’ SEL (Gordon et al., 2016), how SEL can be implemented in PE has not been fully explained yet (Dyson et al., 2021). Furthermore, given that there has been relatively limited empirical evidence on rural school contexts (Cicchinelli & Beesley, 2017), what specific pedagogies are needed to enhance SEL in rural elementary PE settings needs to be investigated.

The purpose of this study is to explore the implementation of SEL pedagogies in PE at a rural elementary school. The guiding research question was “What pedagogies does a PE teacher use to promote SEL at rural elementary school?”.

Method: Using a case study design (Merriam, 1995), this research was conducted at a rural elementary school where the majority of students are under-resourced ethnic minorities. The participant is a PE specialist who has been working at the school for four years. Data were collected using in-depth interviews, observations, and reflexive journals of the first author. Using inductive qualitative data analysis (Patton, 2015), the data were analyzed through open coding and axial coding (Saldaña, 2013). The trustworthiness was established by triangulation, peer debriefing, and member checks (Lincoln & Guba, 1985; Miles et al., 2014).

Analysis/Results: Four findings were generated in this study.

1. Being a good role model: “I’ve noticed a lot this year, with a lot of negative reactions. … So, I have modeled, and I have really worked with my kids on responding positively to reinforcement or to a direction”; “I got to also be mindful that there’s kids watching. There are kids listening”.

2. Building long-term relationships: “I think relationships is everything. … These fifth graders look at me as more than just some guy spitting rules out, … and they know that I have their best interests in mind”

3. Setting clear and consistent expectations: “They know the expectations. So, it’s just a morale when kids feel that they can be themselves but also be held accountable”

4. Considering students’ lives outside school: “I tried to bring up local parks that they’ve been to, that they go to regularly. … I try to bring up local sports”; “Especially in this demographic, in this school, a lot of these kids come here not feeling very confident, they don’t get told ‘You’re doing a great job!’”.

Conclusions: This study investigated what specific pedagogies can be used for SEL in a rural elementary PE setting where most of the students are socio-culturally marginalized. The findings in this study infer that SEL pedagogies such as Restorative Practice and Cooperative Learning can be more effective in a rural school PE program when they are tailored to the specific needs of the students. We suggest that more research should be conducted in rural elementary PE settings to fully legitimize these findings.

Socialization and Professional Experiences of Physical Educators Providing Strength and Conditioning Programming in K-12 Schools

Ben D. Kern¹, University of Wyoming; David Bellar^F, University of West Florida; Wesley J Wilson^F, University of Utah; Samiyah Rasheed, University of Wyoming

([email protected])

Background/Purpose: As part of their required duties, many US middle and high school physical educators provide programming that occurs primarily in a weight room setting and instruct students in a variety of strength and conditioning exercises. Many also supervise/instruct physical training programs before or after school as part of school-wide strength and conditioning services designed to support participation in extracurricular sports. Little, however, is known about the educational preparation and professional experiences of this subpopulation of physical educators despite estimates that approximately 75% of all US secondary school physical education teachers provide this programming as a part of their general physical education classes or teach classes where strength and conditioning is the primary course focus (Kern et al. in review). The purpose of this study, therefore, was to explore the socialization and professional development experiences of physical educators that provide strength and conditioning programming in K-12 schools.

Method: Thirty-one middle/high school physical educators, representing 12 US states, participated in approximately 60-minute in-depth interviews. All participants reported providing instructional programming focused on strength and conditioning in their general physical education curriculum and/or teaching entire physical education courses dedicated to strength training in a weight room or fitness center setting as part of their individual job descriptions. Semi-structured interviews were conducted with Occupational Socialization Theory as a guiding framework for investigation and the lens through which the qualitative data were analyzed.

Analysis/Results: Analysis of the qualitative data included use of constant comparison methodology to open and axially code individual responses to questions and to develop associated themes (Strauss & Corbin, 2015). Special consideration was given to the development of teachers’ beliefs through socialization about the purpose of and their expertise and role in providing strength and conditioning related programming in the physical education curriculum. Trustworthiness of findings were enhanced through member checks, multiple peer debriefing sessions with experienced physical educators and certified strength and conditioning professionals, negative-case analysis, and research journaling. Preliminary analysis resulted in the following themes: (a) Beliefs Develop Through Socialization Not Training, (b) Teaching or Coaching Orientations Dictate Practice, but Roles are Ambiguous (c) Strength and Conditioning Programming is Less Marginalized, (d) Strength & Conditioning Programs Serve Extracurricular Sports, (e) Professional Development is Scant but Needed and Wanted.

Conclusions: Results suggest that secondary school physical educators teaching strength and conditioning programming lack adequate pre-service preparation and most professional learning about safe and effective practice stems from personal experience as students in K-12 (e.g. acculturation) and knowledge sharing with colleagues (e.g. organizational socialization). Teachers working in this capacity frequently align their programs with extracurricular sports, which may result in decreased marginalization, and despite a desire to grow professionally, most do not have access to quality professional development. Physical education teacher education programs should consider offering formal training for pre-service teachers in safe, effective, and equitable strength and conditioning practices. Schools should support physical educators’ continuing professional development to deliver appropriate weight room instruction that maximizes student learning and safety, as well as avoid potential legal liability.

Stakeholders’ Perceptions of Physical Education in Colorado

Xiaoping Fan¹, SUNY Cortland; Jaimie McMullen^F, University of Hawaii

([email protected])

Background/Purpose: Understanding the nature of physical education is the foundation of implementing quality physical education within schools. While physical education is supposed to be implemented as described in the SHAPE America national standards, it is important to consider stakeholders’ views on the subject. Considering different groups of stakeholders’ perceptions contributes to understanding what is actually happening during physical education and can act as a reference point when designing and implementing physical education programs. This study aimed to explore the perceptions of students, parents, classroom teachers, and administrators on physical education. The social ecological model served as the theoretical framework for this study, incorporating environmental considerations for the development of physical education within schools (Bronfenbrenner, 1992).

Method: This study employed an interpretive qualitative research design to explore stakeholders’ perceptions on “typical” physical education which focused on what physical education was like prior to the global pandemic that started in March 2020 (Merriam & Tisdell, 2016). Participants (N = 28) included students (n = 8), parents (n = 8), classroom teachers (n = 9), principals (n = 2) and one assistant principal. Data sources included interviews (i.e., focus group interviews or individual interviews) and artifacts consisting of physical education documents (i.e., class schedule, curriculum documents, syllabi, budget plan, etc.), policy documents (e.g., district policy in physical education), the PE for All Colorado physical education model policy (Colorado Health Foundation, 2016), and the Colorado state profile of physical education (SHAPE America, 2016). To understand each group of stakeholders’ insights on physical education, the researcher employed open and axial coding to analyze the interview data by group and used document analysis for artifacts.

Analysis/Results: The results of this study are presented based on the perceptions of four groups of stakeholders: students, parents, classroom teachers, and administrators on physical education at their/their children’s school. Their perceptions included four themes: the purpose of physical education, the impact of physical education on children, the learning environment, and suggestions to improve physical education. Overall, the students and administrators in this study had a good awareness of physical education in their schools, followed by classroom teachers, and parents, who had some understanding. Stakeholders believed that schools provide effective physical education for students. Each group of stakeholders believed that physical education had various benefits for children, and all of them valued the role of physical education in students’ physical health and ability to be physically active for a lifetime. They provided their own suggestions for the implementation and improvement of physical education.

Conclusions: In conclusion, stakeholders’ understanding of physical education is associated with their experience in and attitude toward physical education. While stakeholders had their own unique perceptions, most of them had positive attitudes toward physical education. Further, the interactions between physical education and stakeholders are mutual that physical education has an impact on stakeholders and, in turn, it is also influenced by them (Bronfenbrenner, 1992). Therefore, schools and physical education teachers should take stakeholders’ insights into consideration to design quality physical education programs.

Student Social-Emotional Learning Competences During an Afterschool Physical Activity Program

Nolan Carey¹, Katie Juarez, Kelly L. Simonton, Aimee Gray, University of Wyoming; Victoria N. Shiver, University of New Mexico; Angela Simonton, University of Wyoming

([email protected])

Background/Purpose: Being involved in afterschool activities provides essential social interaction opportunities in which youth develop personal and social strengths, confidence, and interests. Afterschool programs that target social-emotional learning (SEL) combined with physical activity (PA) have been shown to support positive development of these identity beliefs. The development of SEL competencies may be particularly essential following the predominance of COVID-19 restrictions that youth experienced. The purpose of this study was to investigate students’ perceptions of their personal and social responsibility skills during and following an 8-week PA program focused on SEL competencies. Specifically, student knowledge of SEL competencies as they related to COVID-19 restrictions were targeted.

Method: Youth participants (N= 134; 52% Male; M_age= 9.87) from four elementary schools participated in an afterschool program offered by trained physical education teachers and assistants. Using a mixed methods approach, youth participants completed a pre/post survey with validated SEL and PA attitude measures, focus group interviews (n=8 per school), and a self-reflection journal entry and drawing after each session. Descriptive statistics and targeted repeated measures analysis of variance was used to explore survey data. Additionally, all interviews were transcribed and coded to identify major themes in understanding perceptions of the SEL competencies targeted in each session. Triangulation of data was completed by coding interviews, interpreting self-reflection sheets, and analyzing observation notes.

Analysis/Results: Survey results showed no significant change in perceived personal and social responsibility skills in participants over time. However, mean score trends showed positive increases in perceived relationship skills and positive attitudes towards PA. Trends also revealed that older students reported lower personal/social abilities compared to younger participants. Qualitative analysis revealed four general themes including: (a) knowledge of skills precluded application; (b) self-consciousness of competencies increased; (c) COVID restrictions resulted in surface level communication/relationships; (d) peer relationships lacked depth. In sum, students were eager to describe SEL competencies they had learned and were able to connect them to opportunities outside of the program. However, in practice, students noticed they were less effective, and that their peers were not always capable of offering quality communication, support, and awareness. Connections to COVID were stark. Students felt they never really got to “be with” their friends and spoke to not having opportunities for private social relationships. Lastly, student relationships lacked depth and subtle norms association with effective SEL competencies, like conversational tone and reacting to non-verbal communication, were limited in this group.

Conclusions: Results suggest that more time is needed to see substantial changes in students’ perceived SEL competencies. However, students showed a progressively stronger ability to identify personal and social abilities and ways to apply them. A reduction in negative attitudes to general PA was also found. The surface level understanding and practice these students previously had with SEL skills in active settings was appropriately supplemented by the program. Participants reported the artificial relationship skills that developed during the height of the COVID-19 restrictions. Through the in-person program, participants identified previously unknown norms regarding their personal awareness and relationship skills.

Teachers’ Expanding Learning Experience in Taiwan: An Activity Theory Perspective

En-Hua Chan¹, Nyit-Chin Keh, Ching-Wei Chang, National Taiwan Normal University, Department of Physical Education and Sport Science

([email protected])

Background/Purpose: Under the national education curriculum reform in Taiwan, the “General high school physical education subject center (GHS-PESC)” in Taiwan resumed the important responsibility for promoting the development of a competence-oriented curriculum. The curriculum development of curriculum mapping was used to move toward the goal of a high-quality competence-oriented curriculum. The purpose of this study was to analyze how teachers of the curriculum mapping development team in the GHS-PESC deal with the curriculum reform under the context of the transformation. The way they conducted curriculum understanding and transformation in the new curriculum, and the extensive learning experience and process of the contradiction and organizational development in the activity system.

Method: This study adopted the case study method to explore the development process of the 6 experienced physical education teachers from the teacher professional learning community in the curriculum mapping development team. The data were collected through focus group interviews, in-depth interviews, observations of physical education classes, lesson plans, and related documents. Engeström’s activity theory of cultural and historical approach structure was used to analyze these qualitative data.

Analysis/Results: The results indicated that there were four levels of contradictions in the course of their development: Contradiction 1: Understanding and recognition of the curriculum mapping calendar; Contradiction 2: Curriculum mapping calendar revision and promotion; Contradiction 3: The impact of curriculum mapping calendar on school-based curriculum and sports culture and Contradiction 4: Reflection on students’ learning performance, and this contradiction also prompted teachers to carry out the following expanding actions: (1) Reflection on the nature of the subject;. (2) Enhancing professional learning and establishment of a shared culture; (3) Organizational reengineering and task-based division of teamwork; (4) Modifying “Tools” to promote curriculum mapping; (5). Teachers’ beliefs were transformed into curriculum practice.

Conclusions: It might be concluded that the developmental learning process promoted the professional growth of teachers and the development of the subject knowledge system. It is suggested that the planning and development of “tools” should be emphasized in the future, starting from the learning concept of the subject, and aware of the dynamic clues in dialogue under the sports ethics system and culture, as well as being able to explore the curriculum mapping for long-term practice. Students’ learning performance should be the focus of curriculum practice and foster competence-oriented curriculum development through teacher education.

Teaching Games for Understanding Research in Korea

Minji Kang¹, Youngbin Cho, Eun-Byeol Hwang, Dayea KIM, Han J. Lee, Yonsei University

([email protected])

Background/Purpose: Teaching Game for Understanding (TGfU) model (Thorpe and Bunker, 1982) is a useful approach to teaching and coaching sports skills in game-like situations. TGfU is one of physical education (PE) curriculum models that have a profound impact on teaching and learning in PE all around the world. TGfU has been introduced to Korean sport pedagogy community as an instructional model in 1996. Korean sport pedagogy community is currently unknown about the impact of TGfU approach on student learning, and about knowledge structures of TGfU in Korean PE and sports context. The purpose of this study was to review TGfU-related studies published in Korea. The research question was (1) what were the major research topics of TGfU? (2) What would be the future directions of TGfU research in Korea?

Method: TGfU-related peer-reviewed research papers published in Korea were searched and collected using Korea Citation Index database. We tried to search online databases with the term as “TGfU, tactical games, game sense approach, physical education, teaching, coaching, etc.”. Abstracts of the papers (N= 60) published during 1996 and 2020 were used as data. Then We analyzed the TGfU paper in Korea using a similar method as Wallhead and O’Sullivan (2005) have used. Also, the data were analyzed by the text-mining package. Stolz and Pill’s (2014) review categories were used as an analytical framework.

Analysis/Results: Results of this study showed that TGfU studies were fall into two categories: the non-empirical-scientific literature (e.g., theories of sport teaching/learning; advocacy for a better practice) and empirical-scientific literature (e.g., perspective of PE teachers; curriculum outcomes). Keyword network analysis revealed that PE, performance, and knowledge were playing key nodes in TFGU-related research.

Conclusions: A comprehensive review of TGfU-related studies in Korea indicated that the major topics were by and large classified into the following three directions: Theories of teaching and learning in sport and PE, advocacy of better practice for teaching and learning, and perspectives of the teachers. Findings were compared and discussed with Stolz and Pill’s (2014) study to bridge the gap between theory and practice in teaching PE and sports. More empirical evidence is required to further examine the dynamic interaction between TGfU model and student-centered learning.

Teaching Social and Emotional Learning and Meaningful Physical Education: A Performative Auto-Ethnography

Donal Howley¹, Towson University; Ben Dyson^F, University of North Carolina, Greensboro; Alba Rodrigues, George Mason University

([email protected])

Background/Purpose: Teachers’ capacities for regulating emotions is crucial, since that can “neutralize potentially negative or emotionally harmful situations” (Chen, 2020, p. 503). However, limited attention has been paid to physical educators’ emotion related experiences (Simonton et al., 2021). Drawing on Dewey’s continuity of experience, the purpose of this performative autoethnography is to present the emotional class-by-class tribulations and tensions experienced by a Teacher-Researcher (TR) in his efforts to evolve his pedagogy to promote Social and Emotional Learning (SEL) and Meaningful Physical Education (MPE).

Method: The context for this performative auto-ethnography is four consecutive 75-minute PE lessons taught by the male TR involving 16 ninth grade students in an alternative education setting. Data sources involved the TR’s immediate post lesson reflections, a personal journal before and after each lesson, and critical friend observations. Inspired by Oliver’s (1998) call for narrative analysis offering more meaningful insights that focus on setting, character and plot, the TR conducted a performance analysis (Riessman, 2008). The resulting narrative was presented to the critical friend for peer-review. An additional external audit was conducted by the third author before the final performative narrative was confirmed and further interrogated and discussed utilizing the theory to draw conclusions from the experience.

Analysis/Results: Findings are presented in the form of an internal monologue as the TR navigates his way through a series of four acts (i.e. the four lessons) and scenes (i.e. moments within each lesson). It demonstrates the TR’s commitment to teaching SEL and MPE in both his planning and implementation. However, his understanding of what SEL and MPE constitutes and involves is repeatedly challenged and reconstructed. As acts and scenes across lessons progress, so too does the TR’s understanding of what SEL and MPE encompass and how at times such learning outcomes were and were not accomplished. He repeatedly encounters being conflicted in what he considers to be appropriate pedagogical decisions that further prioritize SEL and MPE at the expense of other outcomes. He is repeatedly challenged to consider the extent to which his own experiences, emotions, thoughts were contributing and/or inhibiting SEL and MPE being accomplished. He grapples with moving away from pre-established behaviorist approaches to teaching and learning. In particular, he struggles demonstrating an authentic and consistent commitment to care and equity when observing and responding to an array of social and emotional situations and meaningful interactions involving students during class activities which require him to make sound pedagogical and classroom management decisions which are socially just and meaningful in the moment.

Conclusions: Utilizing performative autoethnography helped the TR better access and understand how his lesson-by-lesson, moment by moment experiences at once conflicted and complimented the accomplishment of SEL and MPE outcomes. It creatively demonstrates how teaching and learning for SEL and MPE in PE is a fluid and, at times, dramatic, emotional, and uncertain experience. Future research on SEL and MPE should look to further utilize a similar dramaturgical approach which presents such experiences creatively and accessibly to researchers and practitioners.

Teaching Social and Emotional Learning in Physical Education: A Self-Study

Donal Howley¹, Towson University; Ben Dyson^F, University of North Carolina, Greensboro; Seunghyun Baek, University of North Carolina at Greensboro

([email protected])

Background/Purpose: There exists a need to explore how teachers can align pedagogy with theory to link Social and Emotional Learning (SEL) outcomes with contemporary best practices in Physical Education (PE) (Wright & Richards 2021; 2022). Drawing on social constructivist learning theory and CASEL’s Framework for Systemic Social and Emotional Learning (CASEL 2015), the purpose of this self–study is to present and explore one teacher-researcher (TR) evolving his approach to implementing pedagogy promoting SEL in an alternative high school setting. Three questions guided the research: 1) What prior knowledge and experience did the TR have of promoting SEL? 2) How did the TR’s approach evolve throughout the course? 3) What knowledge was constructed from the process that could help inform future approaches?

Method: A self–study research design was implemented. The setting was an urban alternative high school. Participants included one male PE TR, a critical friend, and two teaching assistants. Over 10 weeks and 20 75-minute lessons, the TR taught a course purposefully designed with the intention of developing his 16 ninth grade students’ understandings and applications of SEL in PE. Data collection involved one critical friend interview, 20 post teaching reflections, 22 journal entries, and 15 observational field notes. A predominantly deductive approach utilizing the Miles, Huberman and Saldana Framework for Qualitative Data Analysis (2014) was implemented, with inductive analysis also applied.

Analysis/Results: The following themes were constructed: Managing emotions while moving; showing self-awareness more sharply; learning to uplift others; your team needs you; and stepping back so students step up. The TR acknowledged that explicit and intentional promotion of SEL was not something that he had previously prioritized, and struggled initially when implementing strategies. He sought to promote motivation and agency to students to accomplish personal and collective goals demonstrating self-management. Intentionally focusing on self-awareness allowed him better consider his own and students’ prior feelings, values, and thoughts around PE and physical activity and while also being aware of his own and others prejudices and biases to promote social awareness. Focusing on relationship skills, he evolved to better navigate sensitive and emotional interactions he and students encountered. His efforts to promote responsible decision making with students caused him to contest, reconsider, and evolve his own pedagogical approach to be more student centered.

Conclusions: Findings demonstrate how the TR’s explicit and intentional focus on infusing SEL within already established pedagogies allowed him to evolve and feel better equipped to teach for and promote SEL alongside core content, becoming an iterative process of navigating critical incidents, experiences, ideas, and practices. Findings inform researchers and practitioners working in high school settings of the merits of evolving their teaching and learning approaches to work in this way, as well as some of the potential realities and turning points they might also face. The TR regularly flirted with emotion and movement—class by class, moment by moment. Ultimately, this experience demonstrates the benefit of evolving pedagogy to teach SEL not just for teachers, but for students also.

Technology Professional Development for PETE Faculty: Strengths and Gaps

Jennifer M. Krause¹, University of Northern Colorado; Kason O’Neil, East Tennessee State University; Taemin Ha, Brian D. Dauenhauer, Veronica Adams, University of Northern Colorado

([email protected])

Background/Purpose: Teacher educators, including those in physical education teacher education (PETE), should prepare pre-service teachers to perform a variety of teaching tasks, including the integration of technology (ISTE, 2018; SHAPE America, 2017; CAEP, 2016). Programs should integrate technology across the program, rather than through a single technology course, and therefore, all faculty should be competent with technology use (Department of Education, 2017). The Teacher Educator Technology Competencies (TETCs) guide teacher educators to prepare future teachers to use technology (Graziano et al., 2017). Little is known, however, about how PETE faculty learn to teach with technology. Therefore, the purpose of this study was to determine the extent to which PD offerings for PETE faculty provide information relative to the TETCs.

Method: This study involved an analysis of physical education-related synchronous PD conference sessions delivered between 2018-2020 across 18 synchronous conferences. Researchers first identified 129 conference sessions related to technology from conferences typically attended by PETE faculty. Then, the first-listed session presenters were invited to complete the TETC PD Presenter Survey, where presenters rated the extent to which their sessions aligned (1 = no alignment, 2 = somewhat aligned, 3 = prominent alignment) with each of the TETCs’ 41 criteria. Finally, of the eight presenters who indicated they would be willing, six participated in a semi-structured interview to further discuss their session’s content and alignment with the TETCs.

Analysis/Results: A total of 35 participants (one presenter per session) completed the survey. Presenters identified as male (n = 17), female (n = 16) and non-binary (n = 1) and averaged 18.1 years of experience in education. Descriptive analyses showed that presenters identified designing instruction that utilizes content-specific technologies to enhance teaching and learning (TETC 1, M = 2.2) to overwhelmingly be the most strongly aligned TETC criteria among all sessions. The use technology to connect globally with a variety of regions and cultures (TETC 8, M = 1.3) and using appropriate technology tools for assessment (TETC 10, M = 1.5) were identified as the least aligned TETC criteria among the sessions. Researchers interviewed six participants about their specific PD sessions and discussed results of the participants’ surveys in terms of alignment and further detail about the session. Interviews revealed specific aspects of the sessions that related to the TETCs with the most alignment, further validating the survey results.

Conclusions: Results suggest that of the professional development opportunities observed in this study, there have been many opportunities for PETE faculty to enhance competency with designing instruction using content-specific technologies to enhance teaching and learning. Opportunities to further develop knowledge and skills around technology use for global networking and use for assessment, however, have been lacking among the conferences typically attended by PETE faculty. Future physical education-related conferences should aim to seek out sessions that address all TETCs to build competence for PETE program faculty, and in turn, help further develop preservice teachers’ technology skills and knowledge.

The Effects of Specialized Content Knowledge Intervention on University Lecturers’ and Their PETE Students’ Content Knowledge Level

Ekrem Yasin Tabak¹, Karamanoğlu Mehmetbey University, Institute of Social Science; Erhan Devrilmez, karamanoğlu mehmetbey university; Fatih Dervent, Marmara University Faculty of Sport Sciences; Ömer Özer, Karamanoğlu Mehmetbey University

([email protected])

Background/Purpose: Content knowledge (CK) is the core knowledge that teachers must have in order to teach subject matter. CK has been conceptualized into two categories; common content knowledge (CCK) and specialized content knowledge (SCK) (Ball et al., 2008; Ward, 2009). In physical education, CCK is the knowledge of game and safety rules, etiquette and knowledge of techniques and tactics. SCK is the knowledge of common student errors and knowledge of instructional tasks and representations (Ward, 2009). Physical education teacher education (PETE) students are expected to have deep CK in order to teach sport in school setting when they graduate (Dervent et al., 2018; Devrilmez & Dervent, 2019). Studies showed that CCK and SCK level of PETE students were lower than expected level (Dervent et al., 2020). University instructors, carrying out the courses in PETE programs, are expected to have sufficient content knowledge for teaching specific sports. Very few studies examined the university instructors’ content knowledge level. The purpose of this study was to investigate the effects of specialized content knowledge intervention on university lecturers’ and their PETE students’ content knowledge level.

Method: A quasi-experimental design with a repeated measure was used to examine: a) CCK and SCK acquisition of PETE students after 12 weeks gymnastic instructional courses, b) gymnastic CCK and SCK pre and post test data were collected from university instructors, and c) University instructors’ knowledge of student errors. Participants were two male instructors and 42 male and 41 female, totally 83 PETE students. University instructors’ ages were 42 and 55 years. PETE students’ ages range from 18 to 27 (M=22.14, SD=2.78). They were randomly assigned as either an experimental condition (SCK focused; n=45) or a comparison condition (performance-focused; n=38).

Analysis/Results: PETE students’ and university instructors’ gymnastic CCK level were measured with gymnastic CCK test developed by Devrilmez et al. (2019). SCK level of both instructors and PETE students was assessed with content maps (Ward et al., 2017). To determine instructors’ knowledge of student errors, we used Sadler and Sonnert (2016)’ methodology. Data were analyzed by Mixed ANOVA statistical calculation. Results showed that both experimental and comparison group PETE students increased their CCK and SCK level from pre to posttest (F_(1,81)= 124.39, p<.05). Experimental group participants had significantly higher CCK and SCK level than comparison group (F_(1,81)= 84.65, p<.05). According to knowledge of student errors results, experimental group instructor (%.44.71) had higher estimation percentage than comparison group instructor (%.27.35).

Conclusions: SCK intervention significantly improved experimental group university instructor’ and their PETE students’ CK level while comparison group instructor’ and their PETE students’ CK level were not sufficient.

The Examination of Sport Faculty Students’ Soccer Content Knowledge Levels

Nergiz Erdem¹, Dumlupınar University, Institute of Social Science; Mehmet Acet, Dumlupınar University, Faculty of Sport Science; Ekrem Yasin Tabak, Karamanoğlu Mehmetbey University, Institute of Social Science

([email protected])

Background/Purpose: Content knowledge (CK) is defined as core knowledge for teaching specific subject matter. CK has been studied on physical education field since last decade. Ward (2009a) conceptualized CK as: common content knowledge (CCK) and specialized content knowledge (SCK). CCK is how to play a specific sport. It includes: a) rules etiquette and safety, and b) Technique and tactics. SCK is how teach specific subject matter knowledge. It includes: a) Student errors, and b) Instructional task and representation (Ward, 2009). To have deep CK, a person/ a student is required to have sufficient CCK and SCK level (Dervent et al., 2020; Ward et al., 2017). In Turkey, there are different departments in faculty of sport science. These departments are physical education teacher education, department of sport management, recreation and coaching education (Turgut, Gökyürek, & Yenel, 2004). Soccer is carried out as an elective course in all departments in faculty of sport sciences. Hence, sport faculty students are expected to have sufficient soccer CK level when they completed the course successfully. To date, few studies examined the specific sport related CK level of sport faculty students (Devrilmez & Dervent, 2019). The purpose of this study was to examine soccer CK differences among sport faculty students.

Method: A causal-comparative design was utilized for this study. Data were collected from faculty of sport science students, who are following coaching education (n=38), department of sport management (n=45) and department of recreation (n=34) at the end of the 2021-2022 spring semester soccer course. Their mean ages were 21.14 (SD=2.14) for coaching education students, 22.76 (SD=3.44) for department of sport management students and 22.04 (SD=3.35). All participants didn’t have soccer playing or coaching experience. Data were collected with soccer CCK test (Dervent et al., 2018) for CCK level and content map (Ward et al., 2017) for SCK level.

Analysis/Results: One way ANOVA was used for statistical calculation. Results showed that soccer CCK scores of three groups were lower than expected value (at least 70% correct answers). Similar low performance was detected on SCK scores (lower than 3.0). ANOVA results showed that there was no significant difference among three groups in terms of CCK (F_(1,114)=1.07, p>.05) and SCK (F_(1,114)=.76, p>.05) levels.

Conclusions: Students of coaching education, sport management and recreation could not reach expected soccer CCK and SCK scores. There were no differences among departments of faculty of sport science. Departments in faculty of sport science should be redesigned according to CK sub-domains.

The Impact of a Sport Education Running Season on Cardiovascular Endurance

Zach Wahl-Alexander^F1, Northern Illinois University; James Ressler, NIU

([email protected])

Background/Purpose: The summer months have been identified as an integral phase of the year where children gain excess weight and see reductions in physical fitness. Summer camps (e.g., day camp, residential camp) represent the most prevalent setting outside of school, serving over 13 million children every year, and this setting has been offered as a potential solution to thwart overall fitness declines during the summer months. Sport Education is a pedagogical model that has been shown to successfully provide high levels of MVPA, while improving health-related fitness scores in both the physical education and camp setting. Within physical education, there are early indications that such seasons can significantly improve cardiovascular endurance however, to date, there has yet to be any fitness based Sport Education seasons in a residential camp setting. Therefore, the purpose of this study is to examine body mass index (BMI) and cardiovascular endurance levels of adolescents participating in a Chariots of Fire, running-based Sport Education season in a camp setting.

Method: The study was conducted in a residential summer camp called, Mountain Brook Camp (MBC), located in Northeast portion of the United States. Participants were 62 male campers (M age = 15.2 years), all of who participated in the running-based season. Data collection was administered prior to, and at the conclusion of the season, and included, height, weight and the PACER.

Analysis/Results: Anthropometric (height, body mass, and BMI) and physical performance (Pacer Tests) measures were analyzed with separate factorial analyses of variance. Statistical analysis revealed significant improvements from pre-test to post-test time-points on BMI (D = -0.90 kg/m 2, p &lt; 0.001, d = 0.77) and the PACER (D = +12.6 laps, p &lt; 0.001, d = 0.68)

Conclusions: The primary aim of this study was to explore the impact of a running-based Sport Education season on male campers health-related fitness markers. The results of this study indicate that the participants saw significant improvement in their BMI (2.7% pre- to post-test). Further, the campers demonstrated significant improvements in their cardiovascular endurance, represented by an improvement of over 12 laps. Although these drastic improvements cannot be solely attributed to this Sport Education season, these findings do appear favorable to other studies exploring health-related fitness markers in adolescents attending residential camps. The results from this study provide preliminary support for integrating Sport Education seasons within a camp setting to reduce deterioration of fitness enhancements made during the school year.

The Influence of Social and Emotional Learning Continuing Professional Development on Principals’ Perception of Physical Education to the School Academic Mission

Laura C Palmer¹, Ben D. Kern, Kelly L. Simonton, Alan Buss, University of Wyoming

([email protected])

Background/Purpose: School principals’ perception of the purpose of physical education (PE) and the role of physical educators influences important decisions regarding resource allocation, class scheduling, and opportunities for professional development. The occupational socialization experiences principals have prior to serving in their respective administrative roles may impact their viewpoints about the role of PE in schools, ultimately impacting their vision of the academic value of PE. While principals widely support continuing professional development (CPD) and social and emotional learning (SEL) efforts for students, it is unclear whether a CPD intervention with SEL in PE as the focus affects principal perceptions of PE as a content area and/or PE teachers. Therefore, the purpose of this study is to examine the impact of a SEL in PE related CPD initiative on school principals’ perception of the contribution of PE to the school’s academic mission.

Method: A qualitative study with a pseudoscientific design was used to compare principal perceptions of PE before and after participation of the school PE teacher in a SEL/PE CPD intervention. Principals of schools where an individual PE teacher completed the CPD (N = 11) participated in a semi-structured interview about, and conducted an observation of, their respective PE teacher implementing SEL strategies both before and after the intervention. The Occupational Socialization Theory served as a guiding framework for investigation and the lens through which the qualitative data were analyzed.

Analysis/Results: Constant comparison methodology was used to analyze qualitative data and identify themes (Strauss & Corbin, 2015). Trustworthiness and credibility were enhanced through member checks, peer debriefing, negative case analysis, and data triangulation. Preliminary analysis resulted in the following themes: (a) Support for SEL in PE Linked to Prior Initiatives, (b) Principals Perceive Physical Education Teacher’s SEL Leadership Role, (c) Principal Perceptions of PE Contribution to Academic Mission Unchanged.

Conclusions: Results suggest that the contextual relevance of SEL within schools influenced principals’ support of their PE teacher’s involvement with the CPD and may have promoted valuation of physical educators as SEL leaders. Additionally, the SEL CPD intervention did not alter school principal perceptions of the value of PE as a content area to the school’s academic mission. Physical educators should consider adding SEL to their programming and engage their school principal for support and potential school building leadership opportunities. More work is needed to determine ways to influence principals’ perception of the value of PE to the academic mission of schools.

Understanding Peer Mentor-Mentee Relationships in a PETE Program

Lauren Bean¹, Springfield College

([email protected])

Background/Purpose: Low enrollment and increasing attrition rates for physical education teacher education programs across the country have been cause for concern over the last decade. Depreciation and marginalization for the profession, increasing difficulty in state licensure, higher education program requirements, and concerns over salary and job sustainability are major factors. Low numbers and attrition in PETE results in a lack of licensed physical educators in the field and closure of PETE programs. PETE programs have recently struggled with recruiting and retention. One possible solution to increase retention in PETE can be to assist students through connection building of peers in the program. A research-based peer mentor program was developed and implemented in a PETE program to facilitate the building of connection and understanding of the relationship between mentor and mentee.

Method: An exploratory qualitative pilot study was implemented for a newly developed mentor program at a private college in the Northeastern United States. Third and fourth year students voluntarily mentored first and second year students throughout the academic year. Participants were recruited to interview through purposeful sampling. The researcher utilized semi-structured guides to interview participants individually and in small focus groups.

Analysis/Results: A constant comparison analysis was used to inductively make meaning of interview transcripts and field notes. Open and axial coding were utilized to assign categories and themes to units of data. An outside peer reviewer analyzed the data to ensure inter-rater reliability. Saturation was reached following the analysis of individual and focus groups interview transcripts from a total of seven mentors and mentees. There were a variety of themes presented in the data that alluded to PETE students forming relationships that, ultimately, created a support system with their mentors and made them feel more connected within the program. Main themes from both mentors and mentees regarding a supportive relationship were communication, being open to learn, empathy, using available resources, and truly wanting to participate in the program.

Conclusions: The results of this study will help PETE programs better understand the relationships between mentor-mentee and how to more fully support undergraduate students to build connections with cross-level peers. Results will assist programs in retaining students by providing areas in which students may create meaningful connections with others while participating in a rigorous program of study. Identifying ways in which a mentor program supports and help students build connections could also be used as a form of recruitment for prospective students.

Validation of an Observation Tool to Assess Effective Facilitation of Adventure-Based Learning in Physical Education

James D Ressler¹, Northern Illinois University; Zach Wahl-Alexander^F, Associate Professor; Sue Sutherland^F, Ohio State University; Paul T. Stuhr^F, California State University San Marcos

([email protected])

Background/Purpose: Adventure-Based Learning (ABL) is a student-centered model and strength-based approach through which intrapersonal and interpersonal relationship skills can be developed. The direct experiences while participating in the model involves a deliberate use of sequenced activities that foster the development of intrapersonal and interpersonal skills (Cosgriff, 2000). A highlight of the model is its commitment to a student-centered approach where the educative purpose of the experience is emphasized (Sutherland & Legge, 2016). The purpose of the study is to better understand teaching and learning practices of Adventure Based Learning (ABL), and more specifically the intent to validate an observation tool for effective facilitation of the pedagogical model in action, per individual lesson, by current and future teachers.

Method: The instrument was pilot tested with colleagues who have a long tenure of facilitating ABL programming in their respective contexts. Each facilitator worked off a set a norms and common practices from applied literature (Sutherland et al., 2021; Frank, 2013; Panicucci et al., 2002) for planning, instructing, and processing. A series of twenty lessons were video recorded and coded using an adopted evaluation instrument peer facilitations of ABL activities in an undergraduate teacher education class in Methods of Adventure Based Learning. The recorded sessions were delivered by an experienced ABL facilitator and instructor of the course with 33 students in their methods course. Lessons were retrospectively coded and notated for themes congruent with the peer evaluation instrument used in the class that aligns to the central themes of the model and commonly known expectations for effective facilitation (Ressler, 2012; Stuhr et al., 2016). The range of lessons, themes, activities, and daily practices were comparable to common time frames of (a) lesson length, (b) lesson structure, and (c) length of unit. Content validity was established through open sharing of early iterations of a peer facilitation checklist with four colleagues. Sample materials have been compared and critiqued, questioned for accuracy with the team who each continue to conduct research in the area and apply to their ongoing teaching and scholarship. Triangulation was and will be employed using respective course materials among experts, empirical research in the areas of effective ABL facilitation, student voice, processing, and debriefing informed the current project.

Analysis/Results: Initial findings indicate common mechanics to ABL facilitation, following a template of commonly used phrasing during phases of briefing students, leading activities and initiatives, and debriefing. There was an increased variability in the demonstrated form, questioning, and facilitator behaviors when engaging in more open-ended segments of an ABL lesson, particularly initiating a debrief and asking follow-up questions for understanding and deeper application of practiced skills to more real-world, transferable contexts.

Conclusions: Effective ABL facilitation practices can provide intentional, sustainable learning experiences for students throughout the course of a single lesson, instructional unit, and PE program when given necessary attention to the structure of the model. More attention should be considered for an increased use of student-centered strategies and ongoing training of types of engagement for beginning and expert facilitators.

Walking the Talk: From PETE Faculty Member to Physical Educator

Kelsey McEntyre¹, University of West Georgia; Deborah Suzanne Baxter, Kennesaw State University; Victoria N. Shiver, University of New Mexico; K. Andrew Richards^F, University of Illinois at Urbana-Champaign

([email protected])

Background/Purpose: While many teacher educators worked as inservice teachers prior to transitioning into higher education, some forgo initial teaching experience (van der Mars, 2011). These latter individuals may make efforts to gain experience in schools to better understand the realities of teaching, such as gaining experience teaching physical education firsthand. Self-study of teacher education practices (S-STEP) employs targeted reflection with the goal of helping practitioners reflect upon and learn to improve their own practice (Laboskey, 2004). Occupational socialization theory (Templin & Schempp, 1989), a dialectical approach to understanding workforce socialization of physical educators, was employed to examine Kate’s year-long experience of leaving higher education to serve as a physical education teacher, with the purpose of informing her future practice as a physical education teacher education (PETE) faculty member.

Method: S-STEP (Laboskey, 2004), along with a layered approach to critical friendship, was employed (Fletcher et al., 2016). Kate, who lacked previous K-12 teaching experience, but served as a PETE faculty member for three years, temporarily left higher education to teach pre-K through 8^th grade physical education for one year. Qualitative data were collected over the course of the year. Kate wrote an average of two journal entries per week, yielding 51 total entries. Journal entries were shared with Darla, Kate’s critical friend and current PETE faculty member, who also had 12 years of experience as an inservice physical educator. Darla read each journal entry and wrote questions or comments to engage Kate in further dialogue throughout the journal. In addition, six critical friend discussions averaging 90 minutes were conducted throughout the academic year. The critical friend discussions, which were audio-recorded and transcribed, used the ongoing journal conversations as a launching point. Karen, a PETE faculty member who had both conducted S-STEP research and served as a critical friend, served as the meta-critical friend and provided critique of Kate and Darla’s critical friendship.

Analysis/Results: Occupational socialization theory (Templin & Schempp, 1989) guided data analyses. Initial inductive and deductive analyses (Patton, 2015) were conducted by Kate. Throughout the analysis process, constant comparison (Corbin & Strauss, 2008) was employed as new data were coded. The coding process was guided by turning points (Bullock & Ritter, 2011), which are periods when individuals develop understanding through S-STEP. Analyses led to the development of gradual turning points: (a) deeper understanding of marginalization in physical education and (b) realization of the need to further prepare her future preservice teachers for workplace socialization. Throughout the year, Kate experienced increasing frustration regarding the school’s organizational culture and attitudes toward physical education. These experiences led to insight regarding preparation of preservice teachers.

Conclusions: This examination of Kate’s experience as a PETE faculty member temporarily leaving academia to work as an inservice physical educator adds a unique perspective to the literature surrounding occupational socialization. Kate’s immersive experience as an inservice teacher allowed her to critique her previous practices as a teacher educator and yielded new insights to apply in her own practice as she transitions back into the role of teacher educator.

Washed Out or Never Washed In? A Case Study Examining Washout in Professional Socialization

Chris Mellor¹, Adelphi University; Karen L. Gaudreault^F, University of New Mexico; Kevin Richards^F, University of Illinois at Urbana-Champaign; Glenn Hushman, University of New Mexico

([email protected])

Background/Purpose: Washout occurs during a teacher’s career due to socialization difficulty that does not mimic the espoused pedagogy learned in formal training (Curtner-Smith, 2001). It is often assumed that if an educator is not teaching in accordance with the curriculum of their alma mater, that information was washed out. However, washout literature should explore the possibility that pedagogy and curriculum might have never been washed in. While research has documented the shortcomings of teacher education programs (Graber, 1998; Zeichner & Tabachnick, 1981), there is little empirical evidence documenting the process of wash in or never washed in during formal training. Again, most of the washout literature is situated within organizational socialization. However, washout needs to be explored more holistically by adding the dimensions of wash-in and never washed in during professional socialization.

Guided by Occupational Socialization Theory, the purpose of this study was to examine the professional socialization of one pre-service teacher with respect to washout and the physical education teacher education (PETE) curriculum. This study particularly focused on gaining knowledge on why this pre-service teacher did not wash in some pedagogy and curriculum.

Method: A single case study design was selected to provide rich details of the experiences of the participant. One pre-service teacher was purposefully selected due to his willingness to participate, established trust with the researcher, and he was accessible for field work and observations. Data were collected through semi-structured interviews, unstructured interviews, email/text communication, and artifacts. Following an inductively analysis approach (Merriam & Tisdell, 2016), data was open coded, axial coded, and themes were subsequently developed. Trustworthiness was established through triangulation, peer debriefing, an audit trial, and member checking.

Analysis/Results: The themes that emerged were as follows: 1) the totality of espoused pedagogy became problematic, 2) research was not practically presented to the student, and 3) faculty displayed a lack of a shared technical culture.

Conclusions: PETE faculty need to very intentional and cognizant about how they approach delivering content. Teacher educators could be the determining factor of whether or not pre-service teachers espouse pedagogy. For instance, approaching any research readings in coursework should be accompanied by practical examples, but also possibilities to conduct research themselves when applicable and at varying degrees. Furthermore, pre-service teachers need to be afforded growth-based measures when it comes to displaying pedagogy in the field. There is no room for an all or nothing approach while students are developing. Lastly, PE departments need to regularly revisit their ideology and scope and sequence to identify a possible lack of shared technical culture. A lack of shared technical culture can disrupt pre-service teachers’ development and understanding of material.

“I Can Help Them Become Better Teachers, But I Can’t Help Them With edTPA”: Cooperating Teachers’ Knowledge and Experience of the Educative Teacher Performance Assessment (edTPA) in Physical and Health Education

Shelley Holden¹, Craig Parkes, University of South Alabama; Nick O’Leary, University of Wolverhampton; Jamie J. Brunsdon, The University of Memphis

([email protected])

Background/Purpose: While cooperating teachers (CTs) become the primary supervising stakeholders during the edTPA process, prior research suggests that CTs are inadequately prepared to supervise TCs on edTPA-related content. Some studies suggest CTs are often unfamiliar with edTPA requirements and assessment criteria and may be confused about what guidance they can provide (Behney, 2016; Burns et al., 2015). Half of CTs surveyed also reported receiving inadequate information and limited training regarding edTPA assessment (Burns et al, 2015; Seymour et al., 2018). Those CTs who have been provided with suitable training have reported more confidence in their TC supervising role during edTPA (Kissau et al., 2019; Seymour et al., 2018). Several scholars have concluded that adequate training for CTs is imperative if teacher preparation programs are to better educate and support TCs through edTPA (Behney, 2016; Burns et al., 2015; Holden et al., 2020; Lindauer et al., 2013). The need for this study emerged from the fact that previous studies of CTs perceptions of edTPA have not focused on the PE and health education field. To this end, we purported, to explore PE and health education CTs’ knowledge and experience of edTPA within Alabama.

Method: Participants were 14 certified PE and/or health education CTs from a Alabama. We adopted a case study research design (Merriam, 1998; Stake, 2000; Yin, 2009) to provide an in-depth interpretation of the CTs’ knowledge and experience of the PE and health education edTPA within this one school district. Semi-structured interviews were utilized because they provide opportunities to gain in-depth responses through flexible questioning (O’Leary, 2014). We employed the thematic analysis framework to analyze the data, leading to qualitative data transformation techniques of open coding, axial coding, analytic induction, and constant comparison (Goetz & LeCompte, 1984).

Analysis/Results: We found CTs’ knowledge and experience of edTPA to be limited. Their lack of formal training, unawareness of in-service training, and receipt of informal secondhand information from TCs had provided them little clarity of edTPA requirements. Understandably, CTs’ perceived that they were unable to fully support TCs with edTPA, but they had some experience with helping TCs obtain parental permission waivers and record lessons. There were five themes related to CTs reported knowledge and experience: (a) a lack of teacher training and resources, (b) receipt of informal information from teacher candidates, (c) perceptions of providing inadequate support, (d) CT experience with obtaining parent waivers and class recordings, and (e) a perceived tradeoff of increased stress for teacher development.

Conclusions: We hope faculty can make ‘moderatum generalizations’ (Williams, 2002) by recognizing which of our findings and recommendations most closely reflect the edTPA experiences of CTs at their own institutions. In the context of limited empirical data on edTPA within the field of PE and health education and the fact that this qualitative study was conducted within one school district, there is clearly a need for additional research. We recommend that future investigators focus on the role of formal training for CTs on their knowledge, experience, confidence, and edTPA perceptions.

Adapted Physical Education/Activity

JoonKoo Yun^F, East Carolina University

• Fabian Arroyo, The Ohio State University

• Layne Case, California State University - Chico

• Adam Forbes, University of Virginia

• Linsey Hallway, Old Dominion University

• Jaehun Jung, University of Wisconsin - Whitewater

• Alley Keene, Old Dominion University

• Minhyun Kim, Sam Houston State University

• Jihyun Lee^F, San Jose State University

• Cathy McKay^F, James Madison University

• Scott McNamara^F, University of New Hampshire

• E. Andrew Pitchford, Oregon State University

• Samantha Ross, West Virginia University

• Chloe Simpson, California State University at Pomona

• Myung Ha “Mason” Sur, University of South Carolina

• Xiaoxia Zhang, Centenary College of Louisiana

Exercise Sciences

You Fu^F, University of Nevada

• Priyanka Chaudhary, University of Nebraska Omaha

• Wenhao Liu^F, Slippery Rock University

Measurement & Evaluation

Ryan Burns, University of Utah

• Yang Bai^F, University of Utah

• Tiago Barreira^F, Syracuse University

• Wonwoo Byun, University of Utah

• You Fu^F, University of Nevado, Reno

• Zan Gao^F, University of Tennessee at Knoxville

• Charles Huang, Wayland Baptist University

• Minsoo Kang^F, University of Mississippi

• Heontae Kim, Oklahoma State University

• Sunku Kwon, University of Utah

• Yuanlong Liu^F, Western Michigan University

• Chris Pfledderer, University of Texas Health Science Center

• Ryan Sacko, The Citadel

• Robert Weaver, University of South Carolina

• Peng Zhang^F, East Stroudsburg University

• Tao Zhang^F, University of North Texas

• Weimo Zhu^F, University of Illinois

Motivation & Psychology

Senline Chen^F, Louisiana State University

• Ang Chen^F, University of North Carolina

• Anqi Deng, University of South Carolina

• Rebecca Ellis^F, Georgia State University

• Maria Kosma^F, Louisiana State University

• Weidong Li^F, The Ohio State University

• Jiling Liu^F, Texas A&M University

• Bo Shen^F, Wayne State University

• Kelly Simonton, University of Wyoming

• Haichun Sun^F, University of South Florida

• Tristan Wallhead^F, University of Wyoming

• Yubing Wang, Old Dominion University

• Ping Xiang^F, Texas A&M University

• Sami Yli-Piipari^F, University of Georgia

• Xiaoxia Zhang, Centenary College

Motor Behavior

Nancy Getchell, University of Delaware

• Cade Abrams, University of South Carolina

• Daniel Nesbitt^F, Fayetteville State University

• Anthony Smith, Charleston Southern University

• Emi Tsuda^F, West Virginia University

• Kip Webster^F, University of Tennessee

Physical Activity & Health Promotion

Emily Jones, Illinois State University

• Cathy Abel-Berei, Southern Connecticut State University

• Yang Bai^F, University of Utah

• Aaron Beighle, University of Kentucky

• Collin Brooks, University of West Georgia

• Darla Castelli^F, University of Texas at Austin

• Erin Centeio^F, University of Hawaii at Manoa

• Priyanka Chaudhary, University of Nebraska, Omaha

• Senlin Chen^F, Louisiana State University

• Weiyun Chen^F, School of Kinesiology at University of Michigan

• Brian Dauenhauer^F, University of Northern Colorado

• Danae Dinkel, University of Nebraska at Omaha

• Robert Doan, Charleston Southern University

• Cate Egan^F, University of Idaho

• Tan Leng Goh^F, Central Connecticut State University

• Jennifer Heidorn, University of West Georgia

• Chad Killian, University of New Hampshire

• Heontae Kim, Oklahoma State University

• Jennifer Krause, University of Northern Colorado

• Pamela Kulinna^F, Arizona State University

• Kacie Lanier, Troy University

• Joey Lee, University of Colorado, Colorado Springs

• Kirk Mathias, Central Washington University

• Sally Miedema, University of South Carolina

• Michael Mignano, University of Olivet

• Jongho Moon, Western Michigan University

• Nilo Ramos, Coastal Carolina University

• Victor Ramsey, City University of New York, York College

• John Rech, University of Nebraska at Kearney

• Ryan Sacko, The Citadel

• Suzan Smith-Ayers^F, Western Michigan University

• Peter Stoepker, Kansas State University

• Michalis Stylianou, The University of Queensland

• Robert Weaver, University of South Carolina

Sociocultural & Social Justice

Oscar Nunez Enriquez, Universidad Autónoma de Chihuahua

• Langston Clark^F, The University of Texas at San Antonio

• Brian Culp, Kennesaw State University

• Sara Flory^F, University of South Florida

• Kathy Gill^F, William Paterson University

• Teasha Jackson

• Jingwen Liu, California State University, Fullerton

• Sharon Stoll^F, University of Idaho

• James Zhang^F, University of Georgia

Sport & Coaching

Clayton Kuklick, University of Denver

• Chris Croft, University of Southern Mississippi

• Lori Gano-Overway^F, James Madison University

• Brian McGladrey, Central Washington University

• Jennifer Roth, Michigan State University

• Melissa Thompson, University of Southern Mississippi

• Heather Van Mullem, Lewis-Clark State College

Teaching & Learning

Heather Erwin^F, University of KentuckyCate Loiacono, University of Idaho

• Aaron Beighle, University of Kentucky

• Collin Brooks, University of West Georgia

• Erin Centeio^F, University of Hawaii at Manoa

• Korey Boyd, Springfield College

• Weiyun Chen^F, University of Michigan

• Matthew Curtner-Smith^F, The University of Alabama

• Desmond Delk, Langston University

• Cate Egan^F, University of Idaho

• Rachel Gurvitch^F, Georgia State University

• Donal Howley, Towson University

• Jayne Jenkins^F, University of Wyoming

• Jinhong Jung, North Carolina Central University

• Chad Killian, University of New Hampshire

• Pamela Kulinna^F, Arizona State University

• Insook Kim^F, Kent State University

• Tanjian Liang, Central Washington University

• Kirk Mathias, Central Washington University

• Bryan McCullick^F, University of Georgia

• Kelsey McEntyre, University of West Georgia

• Sally Miedema, University of South Carolina

• Michael Mignano, University of Olivet

• Kason O’Neil, East Tennessee State University

• Todd Pennington, Brigham Young University

• Nilo Ramos, Coastal Carolina University

• Victor Ramsey, City University of New York, York College

• John Rech, University of Nebraska at Kearney

• Jared Russell^F, Auburn University

• Ben Schwamberger, Minnesota State University Mankato

• Kelly Simonton, University of Wyoming

• Suzan Smith-Ayers^F, Western Michigan University

• Michalis Stylianou, The University of Queensland

• Julia Valley, Northeastern Illinois University

• Hans van der Mars^F, Arizona State University

• Zach Wahl-Alexander^F, Northern Illinois University

• Phillip Ward^F, The Ohio State University

• Nicholas Washburn, Western Washington University

• Paul Wright^F, Northern Illinois University

• Xihe Zhu^F, Old Dominion University

Wednesday, March 13, 2024, 2:00 PM–3:00 PM

Whole-of-School Physical Activity: More than Meets the Eye (Part 1)

Category: Physical Activity & Health Promotion

Symposium Description: Whole-of-School physical activity (PA) encompasses various approaches schools adopt to draw upon and optimize available resources for promoting and increasing the PA of children and adolescents. This symposium includes six presentations that focus on whole-of school PA processes and outcomes that extend beyond the usual emphasis on children’s and adolescents’ accumulation of PA minutes. Collectively, the presentations demonstrate that when it comes to whole-of-school PA, there is more than meets the eye.

Extended Description: Whole-of-school physical activity (PA) encompasses various approaches schools adopt to draw upon and optimize available resources for promoting and increasing the PA of children and adolescents. Examples include the Comprehensive School Physical Activity Program (CSPAP) framework in the United States, the Creating Active Schools (CAS) framework in the United Kingdom, the Active School Flag (ASF) initiative in Ireland and the Finnish Schools on the Move (FSM) program in Finland. The overarching goal of such approaches is to support youth in accumulating at least 60 minutes of PA each day. Accordingly, much of the related empirical literature focuses on the potential of whole-of-school PA to support the attainment of this outcome. Yet, a growing body of research is also uncovering a broad range of other outcomes, and implementation processes, linked to whole-of-school PA. When appropriately designed and delivered, whole-of-school PA can serve the myriad interests and agendas of those who look to schools for helping to ensure children’s and adolescents’ healthy development and academic excellence. This symposium showcases research that looks beyond the “PA” in whole-of-school approaches to discover what else such efforts entail and can accomplish. Six presentations are included. The first three highlight the connection between whole-of-school PA and students’ social and emotional learning, which has emerged as a major area of focus in education. In the first two studies, the effects of educationally enriched after school PA programs are examined with consideration given to social and emotional learning, nutritional knowledge, eating behaviors, and motor competence. The third study is a systematic review and meta-analysis of PA interventions for elementary school children, which measured social and emotional learning outcomes. Fourth on the roster of presentations is a qualitative study of children’s perspectives in the context of classroom movement integration, thus helping bring to light the often-neglected student voice in research on whole-of-school PA. The fifth presentation features a feasibility evaluation of an obesity prevention intervention that uses an ecologically framed whole-of-school PA approach to target key implementation levers and influence not only PA, but also screen time, diet, and sleep. A study of the Dubai Fitness Challenge is the focus of the final presentation, examining from a whole-of-school PA perspective how three schools implemented the challenge and what school staff and students perceived as implementation successes and challenges. Overall, this symposium demonstrates that when it comes to whole-of-school PA, there is more than meets the eye.

Presenting Author: Collin A. Webster

[email protected]

After-School Physical Activity Program: Social and Emotional Learning of Children

Tan Leng Goh^F1, Kelly McCarthy, Chee Hoi Leong, Central Connecticut State University

After-School Programming: Process and Outcomes

Pamela Kulinna^F1, Kahyun Nam, Arizona State University; Omar Albaloul, Arizona State University-Kuwait University

Increasing Children’s SEL through CSPAP-aligned Interventions: Systematic Review and Meta-Analysis

Jongho Moon¹, Western Michigan University; Collin A. Webster, Texas A&M University – Corpus Christi; Kelly Lynn Mulvey, North Carolina State University; Ali Brian, David F. Stodden, University of South Carolina; Cate A. Egan^F, University of Idaho; Taemin Ha, Queens College, City University of New York; Christopher Merica, University of North Carolina Wilmington; Michael W. Beets, University of South Carolina

Movement, My Favorite Thing to Do at School

Cate A. Egan^F1, University of Idaho; Karie Lee Orendorff, Montana State University; Christopher Merica, University of North Carolina Wilmington; CJ Brush, University of Idaho

Feasibility of the ProudMe Intervention: A Whole-of-School Initiative

Senlin Chen^F1, Louisiana State University; Jared Androzzi, Winthrop University

Whole-of-School PA in the Context of the Dubai Fitness Challenge

Collin A. Webster¹, Texas A&M University – Corpus Christi; Chris McMahon, University of Birmingham; R. Glenn Weaver, University of South Carolina; Christophe El Haber, University of Birmingham Dubai; Gonul Tekkursun, Gazi University; Zainab Mohamed Ismail, Syeda Zoha Fatima Naqvi, Mehnaz Ghani, Sevval Kepenek, Manel Kherraf, Thrisha Krishnakumar, Pranati Prakash, Yeowon Seo, University of Birmingham Dubai

Wednesday, March 13, 2024, 3:15 PM–4:15 PM

Whole-of-School Physical Activity: More than Meets the Eye (Part 2)

Category: Physical Activity & Health Promotion

Symposium Description: Whole-of-School physical activity (PA) encompasses various approaches schools adopt to draw upon and optimize available resources for promoting and increasing the PA of children and adolescents. This symposium includes six presentations that focus on whole-of school PA processes and outcomes that extend beyond the usual emphasis on children’s and adolescents’ accumulation of PA minutes. Collectively, the presentations demonstrate that when it comes to whole-of-school PA, there is more than meets the eye.

Extended Description: Whole-of-school physical activity (PA) encompasses various approaches schools adopt to draw upon and optimize available resources for promoting and increasing the PA of children and adolescents. Examples include the Comprehensive School Physical Activity Program (CSPAP) framework in the United States, the Creating Active Schools (CAS) framework in the United Kingdom, the Active School Flag (ASF) initiative in Ireland and the Finnish Schools on the Move (FSM) program in Finland. The overarching goal of such approaches is to support youth in accumulating at least 60 minutes of PA each day. Accordingly, much of the related empirical literature focuses on the potential of whole-of-school PA to support the attainment of this outcome. Yet, a growing body of research is also uncovering a broad range of other outcomes, and implementation processes, linked to whole-of-school PA. When appropriately designed and delivered, whole-of-school PA can serve the myriad interests and agendas of those who look to schools for helping to ensure children’s and adolescents’ healthy development and academic excellence. This symposium showcases research that looks beyond the “PA” in whole-of-school approaches to discover what else such efforts entail and can accomplish. Six presentations are included. The first three highlight the connection between whole-of-school PA and students’ social and emotional learning, which has emerged as a major area of focus in education. In the first two studies, the effects of educationally enriched after school PA programs are examined with consideration given to social and emotional learning, nutritional knowledge, eating behaviors, and motor competence. The third study is a systematic review and meta-analysis of PA interventions for elementary school children, which measured social and emotional learning outcomes. Fourth on the roster of presentations is a qualitative study of children’s perspectives in the context of classroom movement integration, thus helping bring to light the often-neglected student voice in research on whole-of-school PA. The fifth presentation features a feasibility evaluation of an obesity prevention intervention that uses an ecologically framed whole-of-school PA approach to target key implementation levers and influence not only PA, but also screen time, diet, and sleep. A study of the Dubai Fitness Challenge is the focus of the final presentation, examining from a whole-of-school PA perspective how three schools implemented the challenge and what school staff and students perceived as implementation successes and challenges. Overall, this symposium demonstrates that when it comes to whole-of-school PA, there is more than meets the eye.

Presenting Author: Collin A. Webster

[email protected]

After-School Physical Activity Program: Social and Emotional Learning of Children

Tan Leng Goh^F1, Kelly McCarthy, Chee Hoi Leong, Central Connecticut State University

After-School Programming: Process and Outcomes

Pamela Kulinna^F1, Kahyun Nam, Arizona State University; Omar Albaloul, Arizona State University-Kuwait University

Increasing Children’s SEL through CSPAP-aligned Interventions: Systematic Review and Meta-Analysis

Jongho Moon¹, Western Michigan University; Collin A. Webster, Texas A&M University - Corpus Christi; Kelly Lynn Mulvey, North Carolina State University; Ali Brian, David F. Stodden, University of South Carolina; Cate A. Egan^F, University of Idaho; Taemin Ha, Queens College, City University of New York; Christopher Merica, University of North Carolina Wilmington; Michael W. Beets, University of South Carolina

Movement, My Favorite Thing to Do at School

Cate A. Egan^F1, University of Idaho; Karie Lee Orendorff, Montana State University; Christopher Merica, University of North Carolina Wilmington; CJ Brush, University of Idaho

Feasibility of the ProudMe Intervention: A Whole-of-School Initiative

Senlin Chen^F1, Louisiana State University; Jared Androzzi, Winthrop University

Whole-of-School PA in the Context of the Dubai Fitness Challenge

Collin A. Webster¹, Texas A&M University - Corpus Christi; Chris McMahon, University of Birmingham; R. Glenn Weaver, University of South Carolina; Christophe El Haber, University of Birmingham Dubai; Gonul Tekkursun, Gazi University; Zainab Mohamed Ismail, Syeda Zoha Fatima Naqvi, Mehnaz Ghani, Sevval Kepenek, Manel Kherraf, Thrisha Krishnakumar, Pranati Prakash, Yeowon Seo, University of Birmingham Dubai

Thursday, March 14, 2024, 4:30 PM–5:30 PM

Toward Doctoral Standards (Guidelines?) in Physical Education Teacher Education (PETE)

Category: Teaching & Learning

Symposium Description: The symposium will focus on the knowledge, skills, and dispositions needed for teacher educators in PETE to effectively deliver initial, advanced, and PK-12 standards to preservice and inservice teachers. The panel and audience will modify, remove, and add potential doctoral standards. Strategies for professional development and assessment will be developed.

Extended Description:

Background/Purpose: Unlike initial and advanced PETE programs, there are no standards for PETE doctoral programs. Richards, Kern, Housner, and Templin (2020) developed a doctoral standard to assist doctoral students (DSs) contend with the sociopolitical realities of working in schools. They argue, “Should doctoral education standards be pursued, we suggest the competencies advanced in this article as a starting point for further development.” Therefore, we propose standards for doctoral programs in PETE that begin with socialization issues and workplace conditions.

Method: PK-12 SHAPE (2023) initial SHAPE (2016), and advanced NASPE (2008) standards were analyzed and placed into 11 additional clusters.

1. Skill, Physical Activity, and Fitness,

2. Foundation Knowledge for Movement, Physical Activity & Fitness,

3. Knowledge of Effective Physical Education and Physical Activity Teaching and Programming,

4. Personal, Social, & Diversity Issues in PE and PA Programming and Teaching

5. Planning

6. Delivery and Management of Instruction

7. Assessment

8. Technology

9. Valuing and Promoting Physical Activity

10. Professionalism, Leadership, & Collaboration

11. Reflection and Inquiry

Doctoral standards developed for each cluster will be presented. The panel and attendees will discuss and modify, remove, or add doctoral standards into a final draft of doctoral standards.

Analysis/Results: The result will be a first draft of doctoral standards in PETE based on the analysis of PK-12 SHAPE (2023) standards, initial SHAPE (2016) standards, and advanced NASPE (2008)

Conclusions: A final draft of doctoral standards will include modifications of doctoral standards and the addition of important standards not included in the clusters. Other issues that may be discussed include the following.

1. Do we need PETE doc standards or will guidelines suffice?

2. How would doc standards be used? Program assessment (self or external), professional development of PETE teacher educators.

3. What are the advantages and disadvantages of having doc standards? Advantages might be increased professionalism, accountability, and a common core of knowledge, skills, and dispositions. Disadvantages might be another labor- intensive review process, uniformity of programs/reduced creativity.

4. How should standards be developed? Is the standard-based approach put forth in this presentation a reasonable approach?

5. Does it make more sense to survey PETE teacher educators first and then write a paper based on the results of the survey?

6. How do we move forward? Who wants to be involved and what roles can each of the interested attendees play?

Upon completion of the session the attendees will be able to contribute to the ongoing dialogue regarding standards-based PETE programming at the preservice, inservice, and doctoral levels.

Presenting Author: Lynn Dale Housner

[email protected]

Toward Doctoral Standards (Guidlines?) in Physical Education Teacher Education (PETE) I

Lynn Dale Housner¹, West Virginia University

Toward Doctoral Standards (Guidlines) in Physical Education Teacher Education (PETE) II

Sean M. Bulger¹, West Virginia University

Toward Doctoral Standards (Guidlines) in Physical Education Teacher Education (PETE) III

Suzan F. Smith-Ayers^F1, Western Michigan University

Toward Doctoral Standards (Guidlines) in Physical Education Teacher Education (PETE) IV

James D. Wyant¹, West Virginia University

Friday, March 15, 2024, 1:30 PM–2:30 PM

Conceptual and Empirical Findings of Adaptive Teaching and Key Takeaways

Category: Teaching & Learning

Symposium Description: Teaching occurs in a context that is multi-dimensional, simultaneous, public, and unpredictable and for a variety of reasons student learning varies (e.g., readiness, ability, learning history and cultural histories). As such teachers must adapt their instruction to meet the demands of students as they endeavor to learn what the teacher is teaching. In this presentation conceptual and empirical perspectives supporting adaptive teaching will be reviewed, and implications for teacher education will be discussed.

Extended Description: Teaching occurs in a context that is multi-dimensional, simultaneous, public, and unpredictable and for a variety of reasons student learning varies (e.g., readiness, ability, learning history and cultural histories). As such teachers must adapt their instruction to meet the demands of students as they endeavor to learn what the teacher is teaching. In this presentation conceptual and empirical perspectives supporting adaptive teaching will be reviewed, and implications for teacher education will be discussed.

Presenting Author: Peter Iserbyt

[email protected]

Adaptive Teaching: Conceptual and Empirical Perspectives

Phillip Ward^F1, The Ohio State University

What We Know About Developing Adaptive Competence in Teaching

Xiuye Xie¹, Missouri State University; Emi Tsuda^F, West Virginia University; Phillip Ward^F, The Ohio State University

Takeaways From Developing Adaptive Competence in Physical Education Teachers

Peter Iserbyt¹, Toon Dehandschutter, Jana Bosmans, Anke Mous, KU Leuven; Hans van der Mars^F, Arizona State University; Phillip Ward^F, The Ohio State University

The Effect of Teachers’ Intra-Task Modifications on Student Performance: A Pilot Study

Gülşah Güner Dalar, Marmara University; Fatih Dervent¹, Marmara University Faculty of Sport Sciences; M. Lale Güler, Marmara University; Erhan Devrilmez, Karamanoğlu Mehmetbey University

Wednesday, March 13, 2024, 2:00 PM–3:00 PM

Whole-of-School Physical Activity: More than Meets the Eye (Part 1)

Category: Physical Activity & Health Promotion

Symposium Description: Whole-of-School physical activity (PA) encompasses various approaches schools adopt to draw upon and optimize available resources for promoting and increasing the PA of children and adolescents. This symposium includes six presentations that focus on whole-of school PA processes and outcomes that extend beyond the usual emphasis on children’s and adolescents’ accumulation of PA minutes. Collectively, the presentations demonstrate that when it comes to whole-of-school PA, there is more than meets the eye.

Extended Description: Whole-of-school physical activity (PA) encompasses various approaches schools adopt to draw upon and optimize available resources for promoting and increasing the PA of children and adolescents. Examples include the Comprehensive School Physical Activity Program (CSPAP) framework in the United States, the Creating Active Schools (CAS) framework in the United Kingdom, the Active School Flag (ASF) initiative in Ireland and the Finnish Schools on the Move (FSM) program in Finland. The overarching goal of such approaches is to support youth in accumulating at least 60 minutes of PA each day. Accordingly, much of the related empirical literature focuses on the potential of whole-of-school PA to support the attainment of this outcome. Yet, a growing body of research is also uncovering a broad range of other outcomes, and implementation processes, linked to whole-of-school PA. When appropriately designed and delivered, whole-of-school PA can serve the myriad interests and agendas of those who look to schools for helping to ensure children’s and adolescents’ healthy development and academic excellence. This symposium showcases research that looks beyond the “PA” in whole-of-school approaches to discover what else such efforts entail and can accomplish. Six presentations are included. The first three highlight the connection between whole-of-school PA and students’ social and emotional learning, which has emerged as a major area of focus in education. In the first two studies, the effects of educationally enriched after school PA programs are examined with consideration given to social and emotional learning, nutritional knowledge, eating behaviors, and motor competence. The third study is a systematic review and meta-analysis of PA interventions for elementary school children, which measured social and emotional learning outcomes. Fourth on the roster of presentations is a qualitative study of children’s perspectives in the context of classroom movement integration, thus helping bring to light the often-neglected student voice in research on whole-of-school PA. The fifth presentation features a feasibility evaluation of an obesity prevention intervention that uses an ecologically framed whole-of-school PA approach to target key implementation levers and influence not only PA, but also screen time, diet, and sleep. A study of the Dubai Fitness Challenge is the focus of the final presentation, examining from a whole-of-school PA perspective how three schools implemented the challenge and what school staff and students perceived as implementation successes and challenges. Overall, this symposium demonstrates that when it comes to whole-of-school PA, there is more than meets the eye.

Presenting Author: Collin A. Webster

[email protected]

After-School Physical Activity Program: Social and Emotional Learning of Children

Tan Leng Goh^F1, Kelly McCarthy, Chee Hoi Leong, Central Connecticut State University

After-School Programming: Process and Outcomes

Pamela Kulinna^F1, Kahyun Nam, Arizona State University; Omar Albaloul, Arizona State University-Kuwait University

Increasing Children’s SEL through CSPAP-aligned Interventions: Systematic Review and Meta-Analysis

Jongho Moon¹, Western Michigan University; Collin A. Webster, Texas A&M University – Corpus Christi; Kelly Lynn Mulvey, North Carolina State University; Ali Brian, David F. Stodden, University of South Carolina; Cate A. Egan^F, University of Idaho; Taemin Ha, Queens College, City University of New York; Christopher Merica, University of North Carolina Wilmington; Michael W. Beets, University of South Carolina

Movement, My Favorite Thing to Do at School

Cate A. Egan^F1, University of Idaho; Karie Lee Orendorff, Montana State University; Christopher Merica, University of North Carolina Wilmington; CJ Brush, University of Idaho

Feasibility of the ProudMe Intervention: A Whole-of-School Initiative

Senlin Chen^F1, Louisiana State University; Jared Androzzi, Winthrop University

Whole-of-School PA in the Context of the Dubai Fitness Challenge

Collin A. Webster¹, Texas A&M University – Corpus Christi; Chris McMahon, University of Birmingham; R. Glenn Weaver, University of South Carolina; Christophe El Haber, University of Birmingham Dubai; Gonul Tekkursun, Gazi University; Zainab Mohamed Ismail, Syeda Zoha Fatima Naqvi, Mehnaz Ghani, Sevval Kepenek, Manel Kherraf, Thrisha Krishnakumar, Pranati Prakash, Yeowon Seo, University of Birmingham Dubai

Wednesday, March 13, 2024, 3:15 PM–4:15 PM

Whole-of-School Physical Activity: More than Meets the Eye (Part 2)

Category: Physical Activity & Health Promotion

Symposium Description: Whole-of-School physical activity (PA) encompasses various approaches schools adopt to draw upon and optimize available resources for promoting and increasing the PA of children and adolescents. This symposium includes six presentations that focus on whole-of school PA processes and outcomes that extend beyond the usual emphasis on children’s and adolescents’ accumulation of PA minutes. Collectively, the presentations demonstrate that when it comes to whole-of-school PA, there is more than meets the eye.

Extended Description: Whole-of-school physical activity (PA) encompasses various approaches schools adopt to draw upon and optimize available resources for promoting and increasing the PA of children and adolescents. Examples include the Comprehensive School Physical Activity Program (CSPAP) framework in the United States, the Creating Active Schools (CAS) framework in the United Kingdom, the Active School Flag (ASF) initiative in Ireland and the Finnish Schools on the Move (FSM) program in Finland. The overarching goal of such approaches is to support youth in accumulating at least 60 minutes of PA each day. Accordingly, much of the related empirical literature focuses on the potential of whole-of-school PA to support the attainment of this outcome. Yet, a growing body of research is also uncovering a broad range of other outcomes, and implementation processes, linked to whole-of-school PA. When appropriately designed and delivered, whole-of-school PA can serve the myriad interests and agendas of those who look to schools for helping to ensure children’s and adolescents’ healthy development and academic excellence. This symposium showcases research that looks beyond the “PA” in whole-of-school approaches to discover what else such efforts entail and can accomplish. Six presentations are included. The first three highlight the connection between whole-of-school PA and students’ social and emotional learning, which has emerged as a major area of focus in education. In the first two studies, the effects of educationally enriched after school PA programs are examined with consideration given to social and emotional learning, nutritional knowledge, eating behaviors, and motor competence. The third study is a systematic review and meta-analysis of PA interventions for elementary school children, which measured social and emotional learning outcomes. Fourth on the roster of presentations is a qualitative study of children’s perspectives in the context of classroom movement integration, thus helping bring to light the often-neglected student voice in research on whole-of-school PA. The fifth presentation features a feasibility evaluation of an obesity prevention intervention that uses an ecologically framed whole-of-school PA approach to target key implementation levers and influence not only PA, but also screen time, diet, and sleep. A study of the Dubai Fitness Challenge is the focus of the final presentation, examining from a whole-of-school PA perspective how three schools implemented the challenge and what school staff and students perceived as implementation successes and challenges. Overall, this symposium demonstrates that when it comes to whole-of-school PA, there is more than meets the eye.

Presenting Author: Collin A. Webster

[email protected]

After-School Physical Activity Program: Social and Emotional Learning of Children

Tan Leng Goh^F1, Kelly McCarthy, Chee Hoi Leong, Central Connecticut State University

After-School Programming: Process and Outcomes

Pamela Kulinna^F1, Kahyun Nam, Arizona State University; Omar Albaloul, Arizona State University-Kuwait University

Increasing Children’s SEL through CSPAP-aligned Interventions: Systematic Review and Meta-Analysis

Jongho Moon¹, Western Michigan University; Collin A. Webster, Texas A&M University - Corpus Christi; Kelly Lynn Mulvey, North Carolina State University; Ali Brian, David F. Stodden, University of South Carolina; Cate A. Egan^F, University of Idaho; Taemin Ha, Queens College, City University of New York; Christopher Merica, University of North Carolina Wilmington; Michael W. Beets, University of South Carolina

Movement, My Favorite Thing to Do at School

Cate A. Egan^F1, University of Idaho; Karie Lee Orendorff, Montana State University; Christopher Merica, University of North Carolina Wilmington; CJ Brush, University of Idaho

Feasibility of the ProudMe Intervention: A Whole-of-School Initiative

Senlin Chen^F1, Louisiana State University; Jared Androzzi, Winthrop University

Whole-of-School PA in the Context of the Dubai Fitness Challenge

Collin A. Webster¹, Texas A&M University - Corpus Christi; Chris McMahon, University of Birmingham; R. Glenn Weaver, University of South Carolina; Christophe El Haber, University of Birmingham Dubai; Gonul Tekkursun, Gazi University; Zainab Mohamed Ismail, Syeda Zoha Fatima Naqvi, Mehnaz Ghani, Sevval Kepenek, Manel Kherraf, Thrisha Krishnakumar, Pranati Prakash, Yeowon Seo, University of Birmingham Dubai

Thursday, March 14, 2024, 4:30 PM–5:30 PM

Toward Doctoral Standards (Guidelines?) in Physical Education Teacher Education (PETE)

Category: Teaching & Learning

Symposium Description: The symposium will focus on the knowledge, skills, and dispositions needed for teacher educators in PETE to effectively deliver initial, advanced, and PK-12 standards to preservice and inservice teachers. The panel and audience will modify, remove, and add potential doctoral standards. Strategies for professional development and assessment will be developed.

Extended Description:

Background/Purpose: Unlike initial and advanced PETE programs, there are no standards for PETE doctoral programs. Richards, Kern, Housner, and Templin (2020) developed a doctoral standard to assist doctoral students (DSs) contend with the sociopolitical realities of working in schools. They argue, “Should doctoral education standards be pursued, we suggest the competencies advanced in this article as a starting point for further development.” Therefore, we propose standards for doctoral programs in PETE that begin with socialization issues and workplace conditions.

Method: PK-12 SHAPE (2023) initial SHAPE (2016), and advanced NASPE (2008) standards were analyzed and placed into 11 additional clusters.

1. Skill, Physical Activity, and Fitness,

2. Foundation Knowledge for Movement, Physical Activity & Fitness,

3. Knowledge of Effective Physical Education and Physical Activity Teaching and Programming,

4. Personal, Social, & Diversity Issues in PE and PA Programming and Teaching

5. Planning

6. Delivery and Management of Instruction

7. Assessment

8. Technology

9. Valuing and Promoting Physical Activity

10. Professionalism, Leadership, & Collaboration

11. Reflection and Inquiry

Doctoral standards developed for each cluster will be presented. The panel and attendees will discuss and modify, remove, or add doctoral standards into a final draft of doctoral standards.

Analysis/Results: The result will be a first draft of doctoral standards in PETE based on the analysis of PK-12 SHAPE (2023) standards, initial SHAPE (2016) standards, and advanced NASPE (2008)

Conclusions: A final draft of doctoral standards will include modifications of doctoral standards and the addition of important standards not included in the clusters. Other issues that may be discussed include the following.

1. Do we need PETE doc standards or will guidelines suffice?

2. How would doc standards be used? Program assessment (self or external), professional development of PETE teacher educators.

3. What are the advantages and disadvantages of having doc standards? Advantages might be increased professionalism, accountability, and a common core of knowledge, skills, and dispositions. Disadvantages might be another labor- intensive review process, uniformity of programs/reduced creativity.

4. How should standards be developed? Is the standard-based approach put forth in this presentation a reasonable approach?

5. Does it make more sense to survey PETE teacher educators first and then write a paper based on the results of the survey?

6. How do we move forward? Who wants to be involved and what roles can each of the interested attendees play?

Upon completion of the session the attendees will be able to contribute to the ongoing dialogue regarding standards-based PETE programming at the preservice, inservice, and doctoral levels.

Presenting Author: Lynn Dale Housner

[email protected]

Toward Doctoral Standards (Guidlines?) in Physical Education Teacher Education (PETE) I

Lynn Dale Housner¹, West Virginia University

Toward Doctoral Standards (Guidlines) in Physical Education Teacher Education (PETE) II

Sean M. Bulger¹, West Virginia University

Toward Doctoral Standards (Guidlines) in Physical Education Teacher Education (PETE) III

Suzan F. Smith-Ayers^F1, Western Michigan University

Toward Doctoral Standards (Guidlines) in Physical Education Teacher Education (PETE) IV

James D. Wyant¹, West Virginia University

Friday, March 15, 2024, 1:30 PM–2:30 PM

Conceptual and Empirical Findings of Adaptive Teaching and Key Takeaways

Category: Teaching & Learning

Symposium Description: Teaching occurs in a context that is multi-dimensional, simultaneous, public, and unpredictable and for a variety of reasons student learning varies (e.g., readiness, ability, learning history and cultural histories). As such teachers must adapt their instruction to meet the demands of students as they endeavor to learn what the teacher is teaching. In this presentation conceptual and empirical perspectives supporting adaptive teaching will be reviewed, and implications for teacher education will be discussed.

Extended Description: Teaching occurs in a context that is multi-dimensional, simultaneous, public, and unpredictable and for a variety of reasons student learning varies (e.g., readiness, ability, learning history and cultural histories). As such teachers must adapt their instruction to meet the demands of students as they endeavor to learn what the teacher is teaching. In this presentation conceptual and empirical perspectives supporting adaptive teaching will be reviewed, and implications for teacher education will be discussed.

Presenting Author: Peter Iserbyt

[email protected]

Adaptive Teaching: Conceptual and Empirical Perspectives

Phillip Ward^F1, The Ohio State University

What We Know About Developing Adaptive Competence in Teaching

Xiuye Xie¹, Missouri State University; Emi Tsuda^F, West Virginia University; Phillip Ward^F, The Ohio State University

Takeaways From Developing Adaptive Competence in Physical Education Teachers

Peter Iserbyt¹, Toon Dehandschutter, Jana Bosmans, Anke Mous, KU Leuven; Hans van der Mars^F, Arizona State University; Phillip Ward^F, The Ohio State University

The Effect of Teachers’ Intra-Task Modifications on Student Performance: A Pilot Study

Gülşah Güner Dalar, Marmara University; Fatih Dervent¹, Marmara University Faculty of Sport Sciences; M. Lale Güler, Marmara University; Erhan Devrilmez, Karamanoğlu Mehmetbey University

Adapted Physical Education/Activity

Examining Inclusive Physical Activity Programing and Motor Skills Pre/Post COVID-19

Karl-Richard Hennebach¹, Allison Tsuchida, John Solomon, Erin E. Centeio^F, University of Hawaii at Manoa

([email protected])

Background/Purpose: The purpose of this study is to investigate changes in motor skill development and moderate to vigorous physical activity (MVPA) during an inclusive after-school physical activity program, before and after COVID-19. The need for this study was highlighted by research findings which suggest that children’s physical activity behavior was negatively affected by COVID-19 restrictions (Rossi et al. 2021). One could presume that children who experienced a more sedentary lifestyle prior to enrolling in the program might show different outcomes compared to previous peers. Considering Clark and Metcalfe’s (2002) mountain of motor development, a potential learning pause in the developmental process of the fundamental patterns period may delay context-specific movements. The purpose of this study was 1) to investigate baseline differences of motor skill performance of youth participants in the P.L.A.Y program compared to Pre COVID-19 participants, 2) to understand the difference in TGMD-3 post scores among the two groups (pre and post COVID-19), when controlling for pre TGMD-3 scores, attendance, age, gender, and length, and 3) to examine the moderate-to-vigorous physical activity levels of youth during the different P.L.A.Y. program years (pre and post COVID-19).

Method: The sample of this study consists of 82 children (37 pre, and 45 post COVID-19) aged 3-10 years old. The program was performed once a week for one hour during a 12- (2019) and 10- (2022 and 2023) week period. A pre and post test of gross motor development (TGMD-3) was conducted by trained undergraduate kinesiology students to determine locomotor and ball skills. Raw TGMD-3 scores were scaled and standardized. ActiGraph GT3X+ accelerometers were used to measure the physical activity level percentage.

Analysis/Results: Descriptive statistics, independent samples t-tests, and an ANCOVA were employed as part of the data analysis. Initial-tests revealed that locomotor skills (LS) (t(80) = 3.011, p = 0.03 (Cohen’s d) = 0.668) were significantly different pre and post COVID-19, while ball skills (BS) (t(80) = 0.855, p = 0.395 (Cohen’s d) = 0.190) were not. ANCOVAs revealed that when controlling for TGMD-3 pre scores, attendance, age, and gender, the TGMD-3 post scores were significantly different from pre to post intervention for both LS F(5,80) = 17.785, p = <0.001) and BS (F(5,80) = 20.455, p = <0.001). Additionally-tests revealed that the average MVPA percentage (t(102) = 4.675, p = <0.001 (Cohen’s d) = 0.970) was significantly different pre and post COVID-19. Individual weeks were also examined and will be reported.

Conclusions: A significant lower baseline of locomotor skills in post-COVID-19 youth, compared to their pre-COVID-19 peers, implies a need to closely monitor impacted children to ensure age-sufficient motor development levels in future years. The improvement of motor skills (LS and BS) largely depends on pre-existing motor abilities and age, which stresses the importance of an early intervention and proper curriculum to avoid delayed development. Due to the significantly decreased MVPA levels in post COVID-19 participants, an increase in the program duration may be beneficial. Additionally, the relationship between MVPA and motor skills needs to be investigated.

Fight, Climb, Dance: Exploring the Psychophysiological Frontiers of Therapeutic Physical Activity for Youth with Neurodevelopmental Disabilities

Jonathan T. Drummond¹, University of Kentucky

([email protected])

Background/Purpose: Research and outcome-based instructional approaches are broadening our understanding of the psychophysiological and therapeutic value of physical activity (PA), and its most potent attributes, for those with neurodevelopmental disabilities (ND). PA is associated with decreased obesity, diabetes, cardiovascular disease, depression, anxiety, and improved mood state and quality of life. Emerging evidence over the past 3-5 years further suggests psychological benefits are achieved, in part, by activity-driven improvements to executive function. Moving with thought matters; this may be especially important for youth with ND.

Method: This effort reports on quantitative and qualitative findings from more than 100 hours of participant (coaching)/observer work with 100+ youth and young adults in adaptive martial arts, climbing, and dance in 3 states across a span of 12 months. Lessons derived from the University of Kentucky Human Development Institute’s work with the Adaptive Martial Arts Association to establish national guidelines, principles encoded in Spectrum SKILLZ martial arts programming, and practicum experience as a 2022-2023 LEND (Leadership Education in Neurodevelopmental and related Disabilities) fellow are incorporated. Content from assisting (and conversations with) adaptive martial arts, climbing, and dance experts and instructors is referenced as well.

Analysis/Results: The three sequenced activities brought about, to varying degrees, improvements in: social/behavioral/adaptive skills, use and application of those skills, cognitive engagement, self-control, the ability to accept and employ directions, reduction in impulsivity/hyperactivity, improved communication with peers and coaches, better collaborative problem-solving, greater attentive focus/attention to instruction, improved academic performance, improved mood, more confidence, and feelings of achievement, joy, and happiness. Physically, improvements in mobility, dynamic movement, and strength/stability were observed.

Conclusions: A robust case is made that 1) sequenced PA has unique psychophysiological benefit for those with ND; 2) sequenced PA produces outcomes and benefits consistent with executive function enhancement and mood elevation; 3) open (vice closed) PA and skills may be of greatest therapeutic value and generalization to independent daily living; and 4) principled approaches, based on experience matured in adaptive martial arts, climbing, and dance subcultures, provide insight for the advancement of research and the therapeutic use and application of open, sequenced PA. Future research directions are discussed.

Occupational Socialization of Adapted Physical Education/Adapted Physical Activity Doctoral Students

Paul R. Malinowski¹, Wesley J. Wilson, University of Illinois at Urbana-Champaign; Kevin Andrew Richards^F, University of Illinois Urbana-Champaign; Paul H. Warner, University of Illinois at Urbana-Champaign; Peter Rifenburg, University of Utah

([email protected])

Background/Purpose: Occupational socialization (OS) is a theory that describes how professionals in physical education (PE) are recruited, prepared for their roles, and influenced by socializing agents and institutions throughout their careers (Templin et al., 2017). Scholars have used this theory to study PE teachers, adapted PE teachers, and students in such teacher education programs (Wilson & Richards, 2020). To date, however, no scholars have used OS to explore the experiences of doctoral students being prepared in adapted physical education and activity (APEPA). Understanding these experiences could be beneficial for doctoral program leaders who are responsible for recruiting and preparing future disciplinary stewards (Golde & Walker, 2006) of the APEPA profession. Therefore, the purpose of this study was to investigate the OS experiences of graduate students who are enrolled in APEPA doctoral training programs at US institutions of higher education.

Method: A purposeful sampling method was used to recruit doctoral students (n = 25, 17 female) from eight US-based terminal degree programs that specialize in APEPA. Participants engaged in data collection procedures which included critical incident reflections and in-depth, semi-structured interviews that were grounded in OS theory. Multiple critical incident reflections and interviews were conducted with each participant at different points throughout their doctoral education.

Analysis/Results: Critical incident reflections and interview transcripts were analyzed through collaborative qualitive analysis (Richards & Hemphill, 2018). Generally, the participants in this study discussed their motives for pursuing doctoral programming as well as key agents of socialization that helped to guide and support them along their journey into and through doctoral education. Three themes emerged during data analysis: (a) early socialization experiences foster a relatively positive, but limited initial impression of PE and PA; (b) socializing agents from the disability community encourage entry into doctoral training, and (c) relationships with socializing agents provide layer of support during doctoral education.

Conclusions: The participants in this study generally corroborate and expand upon the findings reported in previous OS research (Holland & Haegele, 2020; Richards et al., 2017). Firsthand experiences in PE and PA during youth tend to be remembered positively by APEPA doctoral students; however, these experiences do not necessarily lead them toward the APEPA profession. Instead, many of the participants did not find this career trajectory until they were further along in their OS. Individuals from the disability community, cohort members, and faculty advisors represent impactful socializing agents that influence the decision to pursue an APEPA terminal degree and the relationships that develop within such programs. Future research, particularly on the OS experiences of APEPA doctoral students that attend higher education institutions outside of the US, is needed to assess the external validity of the findings within this investigation.

Physical Educators’ Socialization and Self-efficacy Toward the Behavior Management of Students with Disabilities

Chloe Simpson¹, California Polytechnic State University, Pomona; Andrea Taliaferro, University of South Carolina

([email protected])

Background/Purpose: Although studies have evaluated how physical educators learn behavior management, little effort has been made to identify the socializing experiences and sources of self-efficacy that influence how physical educators approach the behavior management of students with disabilities (SWD). The purpose of this study was to understand how physical educators develop self-efficacy toward the behavior management of SWD throughout the phases of occupational socialization theory.

Method: Data for the mixed-method study included 85 U.S. public (K-12) physical educators who completed a survey that collected demographic information and responses to the Teaching Students with Disabilities Efficacy Scale (Solomon & Scott, 2013). The sample was predominately white (80%) and averaged 41.48 years of age (SD = 10.75), with participants’ years of teaching experience ranging from 1 to 48 years (m = 14.47; SD = 10.28). A purposive subsample of nine participants in early (n = 3), mid- (n = 3), and later (n = 3) career stages partook in a semi-structured interview focusing on their self-efficacy toward the behavior management of SWD.

Analysis/Results: Findings revealed that age r_s (83) = 0.22, p = 0.04. and years of teaching experience r_s (83) = 0.23, p = 0.04 were weakly correlated with self-efficacy scores. Further, years of teaching experience significantly predicted self-efficacy, F (2, 81) = 3.25, p = 0.04. Those with more hours of professional development had significantly higher levels of self-efficacy, H(5) = 14.52, p = .01. Three themes were constructed representing significant findings within each phase of socialization: (1) out of sight, out of mind; (2) bare minimum basics; and (3) building a toolbox.

Conclusions: Findings suggest a need for greater attention to teacher induction programs and internal mentoring systems to ease the reality shock experienced by novice physical educators.

The Effects of Parent-mediated Remote Yoga Intervention on Quality of Life in Children with Autism and Their Parents

Yu Song¹, Jimei University; Bo Shen^F, Wayne State University

([email protected])

Background/Purpose: Autism spectrum disorder (ASD) negatively affects the quality of life in children with autism and their families. Parent-mediated interventions (PMI), which are evidence-based practice strategies involving active participation of parents, refer to parents implementing one or more evidence-based practices (EBP) for children with autism under the guidance of trained professionals in natural environments such as home and community settings. This mode of parent training has been shown to benefit children’s generalization of learned skills and parents’ mastery of intervention strategies, leading to improved quality of life for both children and parents. In the light of global COVID-19 pandemic, some scholars have attempted to provide remote training to parents to guide physical activities for their children with autism at home, but there is few research exploring the impact of this intervention mode on their quality of life. Therefore, the purpose of this study was to examine the effectiveness of a 9-week parent-mediated remote yoga intervention on the quality of life in children with autism and their parents.

Method: A pre-post control group experimental design was used to evaluate the effects of the parent-mediated remote yoga intervention. Twenty-seven families (children mean age = 5.48 ± 1.35) were enrolled in the study and assigned to an experimental group (n = 12) or control group (n = 15). The 9-week intervention included children and their parents participating in remote yoga exercises at least once a week (remote synchronous parent training) and parents engaging in online self-directed learning of relevant guidance strategies (remote asynchronous parent training). Furthermore, all autistic families followed their initial intervention plan and did not participate in any other physical activity intervention. The Pediatric Quality of Life Inventory (PedsQoL) and WHO Quality of Life-BREF version (WHOQOL-BREF) were used to assess the quality of life in children with autism and their parents before and after the intervention. A 2 (time) × 2 (group) repeated measures ANOVAs were conducted to examine the change of quality of life.

Analysis/Results: (1) Repeated measure ANOVA tests on PedsQoL revealed significant interaction [F_{(1, 25)}=8.80, P<0.01, partial η²=0.20] and time effect on social domain. While children in both groups exhibited improvement on the social domain after a 9-week intervention, children in the experimental group [F_{(1, 25)} = 40.51, P < 0.001, partial η²=0.62] showed stronger progress than those in the control group [F_{(1, 25)}=7.12, P < 0.05, partial η²=0.22]. (2) Repeated measure ANOVA tests on WHOQOL-BREF revealed significant interaction [F_{(1, 25)} = 10.16, P < 0.01, partial η²=0.30] on general quality of life. Only parents of the experimental group demonstrated a significant change on general quality of life after a 9-week intervention [F_{(1, 25)} = 8.62, P < 0.01, partial η² = 0.27].

Conclusions: The finding supports the efficacy of parent-mediated remoted yoga intervention in improving the quality of life in autistic children and their parents. Yoga was discovered to be a reciprocal physical activity formation for parent-child dyads who participated to improve their quality of life. Other forms of physical activity interventions in parent training may be investigated in future parent-mediated intervention studies.

The Relationships between Motor Ability and Core Symptoms in ASD Children

Yanli Pang¹, Central China Normal University

([email protected])

Background/Purpose: Autism spectrum disorder (ASD) is a pervasive developmental disorder characterized by deficits in social skills, communication and repetitive or restricted interests. To date, several studies have revealed that motor impairments are prevalent in ASD children and persistent across age and there were correlation between gross motor ability and social function. However, the evidence for specific associations between motor ability and ASD symptomatology is less conclusive. So the current study was to explore the relationships between motor and core symptoms of autism.

Method: A total of 50 children (41 boys, 9 girls; mean age of 6.74 ± 1.15) with a clinical diagnosis of autism were recruited from a local autism center in Wuhan, China. The Movement Assessment Battery for Children 2 (Movement-ABC-2) was used to assess motor skills, which included 3 different constructs: fine motor (manual dexterity), gross motor (aiming and catching), and static and dynamic balance. The higher the score, the better of the motor ability. Furthermore, The Chinese version of Social Communication Questionnaire (SCQ) was used to evaluate the severity of ASD symptomatology, which included 3 domains: reciprocal social interaction, communication, and restricted, repetitive, and stereotyped patterns of behavior. The higher the scores, the higher severity of ASD symptomatology. The relationships between motor skills and core symptoms were estimated by Pearson correlation.

Analysis/Results: 1) There was no significant relationship between the total score of Movement-ABC-2 and SCQ (p > 0.05). 2)Reciprocal social interaction was significantly negative related to the Movement-ABC-2, ball skills and balance (r =–.398, p < 0.001; r = –.341, p < 0.05; r = –.379, p < 0.001, respectively). 3) There were no significant relationships between motor ability and other core symptoms (p > 0.05).

Conclusions: In this study, the results showed that there was no direct relationship between motor skill deficits and autism symptomology, but those children whom with weaker gross motor and balance skills have greater reciprocal social interaction skill deficits. Further research should consider intervention on balance and gross motor skills to facilitate their improvement of reciprocal social interaction.

Theoretical Framework of SSB Perspective Taking Instrument

Aubrey Hope Shaw¹, Sharon Kay Stoll^F, University of Idaho; Jennifer M Beller, St. Mary’s Parish School; Elaine Foster, Idaho State University

([email protected])

Background/Purpose: Even though laws have existed for 50 years, students with physical disabilities are not wholly included in the physical education classroom. Research is clear that an inclusive perspective and attitude by the physical education instructor decides if inclusion exists. Cognitive dissonance changes attitudes, but only if the intervention follows clear theory of moral reasoning and practice. To measure change demands effective measurement tools. However, instruments to measure inclusive perspective taking are lacking. Hence, a specific tool to measure attitude and an inclusive perspective is needed.

The purpose of this study was to develop an instrument that produces valid and reliable data to measure pre-service teachers’ perspective of including or excluding individuals with physical disabilities in abled-bodied physical activity classrooms.

Method: Building on theory and three years of data from teacher descriptions and concerns, the SSB, a perspective taking inventory, was developed. Twelve scenarios were placed in three categories. Category 1 focused on perceived teacher competency affecting inclusionary practice. Category 2 covered teacher perceived worry that able-bodied students would suffer if students with physical disabilities were included. Category 3 included perceived teacher concern that students with physical disabilities would be injured if included. In all scenarios a moral value was in juxtaposition against a social value. That is, perceived level of harm rubbed against justice/inclusion. Scenarios were less than 150 words, with an introduction, the problem (a social value against a moral value), and a statement of response to the scenario. The reader rated the acceptability of the response on a 5-point Likert scale: Strongly Disagree, Disagree, Neutral, Agree, Strongly Agree. Face validity was established with three experts in moral development who read the scenarios and agreed that each involved a moral dilemma. Content validity was established by using Stoll and Associates templates of moral values scenarios, with a social value in conflict with a moral value.

Analysis/Results: Seventeen students took the 12-question inventory. The overall Cronbach Alpha was .92. Sixteen weeks later, the same group took the instrument a second time with a .90 Cronbach Alpha. Subcategory 1 had a Cronbach Alpha of .89 and .73. Subcategory 2 had a Cronbach Alpha of .75 and .7 and subcategory 3, .68 and .71.

Conclusions: In examining the data, all category 1 questions correlated to each other significantly between .53 to .77. This suggests these questions reflect perceived instructor competency. In category 2, three questions correlated significantly between .49 and .74. Question 6 did not correlate, which suggests question 6 may be asking something different about perceived worry for the abled bodied experience. In category 3, questions 1 and 4 significantly correlated at .53 and questions 2 and 3 correlated significantly at .53 to each other. This data suggests category 3 reflects questions related to perceived worry of injury. r² for all data ranged between 29% to 59% except question 6 which had an r² of 1%. Data from the SSB Perspective Taking Instrument shows strong, promising validity and reliability.

Unveiling Ableism: How Disability Still Leads to Marginalization of Children in Physical Education Spaces

Scott McNamara^F1, Patricia Craig, University of New Hampshire; Megan Henly, Institute on Disability; Jill Gravink, Northeast Passage

([email protected])

Background/Purpose: The Individuals with Disabilities Education Act (2004) stipulates that children receiving an individualized education program (IEP) are entitled to specially designed physical education, commonly referred to as adapted physical education (APE), if deemed appropriate. Despite this legislation, disabled children still experience numerous barriers to engagement in physical education and APE (e.g., limited budgets, lack of trained staff, bullying). These barriers present substantial risk for the development of health-compromising secondary conditions among disabled children and perpetuate ableism norms and discrimination. Numerous structural barriers inherent in the public school system constrain the delivery of APE services to children, including a lack of understanding and prioritization of these services by school administrators, the special education team, and parents; and a lack of qualified professionals to deliver these services. These barriers are problematic, as APE services provide children the necessary adaptations or modifications to successfully access the physical education curriculum and the positive outcomes associated with engagement in this curriculum (e.g., improved health, higher quality of life). The purpose of this study was to examine the status of physical education and APE for disabled children in New England by: (1) identifying school stakeholders’ perceptions of the importance of physical education and APE, and (2) identifying school stakeholders’ awareness of APE and physical education.

Method: We conducted a qualitative inquiry grounded in a critical-ableism perspective and interpretivist lens to explore various special education stakeholders’ experiences and perspectives about physical education and APE for disabled children. We conducted semi-structured interviews with 10 physical educators (adapted and general), nine parents of disabled children in public schools, and two school administrators within the New England region.

Analysis/Results: Using a reflexive thematic analysis we developed open and axial codes while analyzing the interview transcripts across stakeholders in the aggregate. To enhance the analysis rigor, we maintained a thorough audit trail, took and used reflexive notes during the data collection and analysis process, and conferred with a critical friend to aid with the interpretation process.

Results: Four interrelated themes were constructed from our analysis pointing to common attitudinal and structural barriers towards physical education and APE among the special education stakeholders. These themes were: (1) Disability is something to ignore, as we don’t want them [disabled children] to feel bad, (2) Who cares about APE, it’s just for disabled kiddos, (3) “Participation”-the act of simply being present is considered inclusion and good teaching”, and (4) Physical education for my child was a nightmare.

Conclusions: These findings illustrate the complexities around the provision (or lack thereof) of physical education and APE to disabled children. Our findings continue to highlight numerous attitudinal and societal barriers that prevent disabled children from accessing meaningful physical education and APE experiences, as required by the Individuals with Disabilities Education Act (IDEA). Implications for ways in which physical education and APE professionals can support and enhance physical activity opportunities for disabled children in public schools are discussed.

Web-based Physical Activity Programs for Individuals with Autism Spectrum Disorder and Their Caregivers: A Systematic Review and Meta-Analysis

Jun Liu¹, Central China Normal University

([email protected])

Background/Purpose: Web-based physical activity (WBPA) program is an economical and promising nonpharmacological therapy for individuals with autism spectrum disorder(ASD), but it has been few studies to address its effects.The purpose of this literature review was to examine the effectiveness of WBPA program on ASD individuals’ physical activity enhancement and their caregivers’ mental health and to analyze the caregivers’ satisfaction of WBPA program interventions.

Method: We searched PubMed, Web of Science, Embase, The Cochrane Library, SPORTDiscus, and PsycInfo from inception to 31 January 2023 and included randomized controlled trials, quasi-experimental studies, one-group pretest-posttest design studies, and semi-structured interviews that examined the effectiveness of WBPA program in individuals with ASD and their caregivers. Two reviewers independently assessed methodological quality and extracted information from included studies. Comprehensive Meta-analysis v.3 software was applied to process and analyze data.

Analysis/Results: A total of 10 articles with 358 participants (158=ASD individuals, 200=the caregivers) were selected. In these studies, 3 studies including ASD individuals only, 3 studies including the caregivers only, and 4 studies including both ASD individuals and their caregivers. A total of 7 studies reported the effects of WBPA program interventions on physical activity levels in ASD individuals. Five studies showed positive intervention effect on PA enhancement for ASD individuals whereas one study found the changes were not significant and one study reported negative effects. Large intervention effects (Hedges’ g=1.064, 95% CI [0.749,1.379], p = 0.000) of WBPA program on ASD individuals’ PA enhancement were found in this meta-analysis. Two studies reported the effects of WBPA intervention on caregivers’ mental health, both studies reported a significantly greater improvement on anxiety level (Hedges’g = 0.491, 95%CI [0.209, 0.772],p = 0.001), depression level (Hedges’ g = 0.534, 95%CI [0.251, 0.816],p = 0.000) and stress level (Hedges’ g = 0.68, 95%CI [0.212, 1.148],p = 0.004) in the WBPA program groups than the control groups. Six studies assessed how caregivers of ASD individuals perceived the WBPA program intervention, overall, most caregivers of ASD individuals were satisfied with this type of intervention.

Conclusions: The findings provided preliminary evidence for WBPA to enhance ASD individuals’ physical activity levels and improve their caregivers’ mental health with satisfaction.

Exercise Sciences

Association Between Obesity Indices, Cardiorespiratory and Muscular Fitness in Adolescents

Lingsong Kong¹, University of Massachusetts Amherst; Caifang Wu, University of Texas at Arlington; Yaohui He, East China Normal University

([email protected])

Background/Purpose: Adolescent obesity is associated with reduced physical fitness. The array of available obesity indices for assessment complicates selection for researchers and physical educators. This study aims to determine the obesity indices with the strongest associations with cardiorespiratory fitness (CRF) and muscular fitness (MF) in Chinese adolescents.

Method: Multiple obesity indices, including body mass index (BMI) percentile, waist circumference (WC), waist-to-height ratio (WHtR), and body fat percentage (BF%), were obtained from 59 boys and 47 girls aged 13 to 15 years. The Progressive Aerobic Cardiovascular Endurance Run (PACER), curl-ups, and push-ups were also assessed following Fitnessgram®. Multiple linear regression models, adjusting for gender and age, were employed to examine the associations between the various obesity indices and CRF and MF. The standardized regression coefficients of the multiple obesity indices were used to compare the strength of these associations.

Analysis/Results: The results revealed that BMI percentile, WC, WHtR, and BF% were inversely associated with both CRF and MF, before and after adjusting for gender and age. WHtR (β = –0.29, p < 0.01) and BF% (β = –0.28, p < 0.01) demonstrated the strongest associations with PACER. WHtR (β = –0.40, p < 0.01) showed the strongest association with curl-ups; and both WHtR (β = –0.35, p < 0.01) and BF% (β = –0.36, p < 0.01) exhibited the strongest associations with push-ups.

Conclusions: WHtR and BF% were suggested as better obesity indices correlating with CRF and MF among Chinese adolescents. Future studies should consider a larger sample size to further confirm our findings.

Bench Press: Maximal Strength- vs. Velocity-Based Training with High Resistance

Mitchell McCleary¹, Istvan Kovacs, Stacey Herzog, Slippery Rock University

([email protected])

Background/Purpose: Traditional maximal strength training is essential both in competitive powerlifting and fitness training. In recent years, velocity-based training (VBT) with 75-85% of 1RM resistance has been popularized in powerlifting preparations. The relationship between the resistance and the movement velocity in maximal-effort propulsive exercises (i.e., F-v curve) has been long established. Loturco (2020) also revealed that 80% of 1RM should be considered the highest meaningful resistance for VBT in bench press (BP). No study, however, investigated the effect of VBT with this relatively high resistance on the actual 1RM BP performance.

Method: A six-week, three workouts per week program was administered to 52 young, physically active adults (age: 22.4 ± 5.1; 12 female). Most of the participants (84.6%) had prior experience in bench pressing. They were randomized into two groups of similar male-female ratios with different training concentrations: muscular strength (MS) or muscular power (MP). Workouts began with bench press, followed by seated dumbbell vertical press, and completed with six upper-body assistance exercises. MS performed four-six sets with 90-95% 1RM for BP and used 2x20% 1RM when completing seated dumbbell presses. MP used 75-85% 1RM focusing on maximal movement velocity in BP and used 15-20% of 1RM for the seated dumbbell presses. Pre- and post-tests were conducted on one-repetition maximum BP (1RM) and four-repetition maximal effort dynamic BP for peak concentric velocity with 80% 1RM resistance (4RV). The 4RV post-test protocols included both the “original” pre-test 80% 1RM resistance (4RVO) and the “new” 80% of the post-test 1RM (4RVN). Pre- and post-test results were compared within and between groups.

Analysis/Results: Paired-samples t-tests indicated significant within-group improvements in 1RM and 4RVO in both groups (p < 0.05). The MS group improved in 1RM from 191.9 ± 84.1 to 206.1 ±82.4 lbs. and in 4RVO from 0.560 ±0.100 to 0.651 ±0.135 m/sec. The MP group improved in 1RM from 198.2 ±66.8 to 214.4 ± 66.1 lbs., and in 4RVO from 0.571 ± 0.120 m/sec to 0.652 ± 0.157 m/sec. There was no significant difference between pre-test 4RVO and post-test 4RVN in either group. The differences in rate of improvements between the two groups could not be determined because the normality test for the variables was not met. MANCOVA was not administered.

Conclusions: While the two bench press training programs each had a different focus (MS or MP), they had comparable results in developing both 1RM and 4RV. This may be related to the transfer principle that seems to be strong between maximal strength and muscular power in the high resistance range used in the present study. In addition, the improved muscular power manifested in similar barbell velocities produced with the new 80% 1RM during the post-test to that of the velocities produced with the original 80% of 1RM during pre-testing. While elite powerlifters might have experienced more specific adaptations to the different training programs, young healthy adults with general fitness goals could benefit from either MS or MP program designs in developing 1RM and 80% 1RM velocities concurrently.

Hot and Humid Half-marathon Effect on Post-exercise Hypotension

Jefferson F. C. Rodrigues Jr., Victor G. S. Souza, Mario N. O. Jr. Sevilio, Universidade Federal do Maranhão; Nilo C. Ramos¹, Coastal Carolina University

([email protected])

Background/Purpose: Post-exercise hypotension (PEH) is the reduction of resting blood pressure after physical exercise compared to pre-exercise, fundamentally decreasing cardiovascular risk (Figueiredo et al., 2015). Physical exercise is recommended for the treatment and prevention of hypertension (Pescatello et al., 2004), as PEH is observed regardless of physical condition, gender and age (Stone et al., 2020).

While studies demonstrate PEH in short to long duration activities, these studies are conducted in indoor environments (laboratories) with thermoneutral conditions (Kriel et al., 2019), a context far from the reality of runners who participate in races in a hot and humid environment under sun exposure (Alderman et al., 2007). The effects of long runs (> 80 minutes) under solar radiation (outdoor), as it occurs in street running, on hemodynamic variables are not well known. Therefore, the purpose of this study was to describe cardiovascular changes after a 21km run (half-marathon) performed in a hot and humid environment with trained individuals.

Method: Ten healthy male runners with half-marathon times between 80 and 115 minutes (33.4 ± 10.0 years, 66.4 ± 9.15 kg, 1.71 ± 0.06 m, 22.58 ± 2.05 Kg.m-², 10.81 ± 5.89% of fat) participated in the study. Participants assessed their VO2 peak and later ran one half-marathon as fast as possible and had their pre- and post- systolic (SBP), diastolic (DBP), and mean arterial (MAP) blood pressure, and heart rate (HR) measured at 10, 30 and 60 minutes of recovery. The environmental variables ambient (AT) and globe temperature (GT), relative humidity (RH) and WetBulb Globe Temperature (WBGT) were recorded.

Analysis/Results: An analysis of variance with repeated measures (RM ANOVA) with Tukey’s post hoc was performed to determine the effect of the half-marathon performed in a hot environment on the hemodynamic variables during recovery at 10, 30 and 60 minutes.

Participants completed, on average, the run in 101:00 ± 9:52 minutes, at an intensity of 91.81 ±5.80% of the maximum HR (167.07 ±12.80 bpm), and VO2 of 40.93 ±5.09mlO2/kg/min, (70.25 ±11.06% of the VO2peak). AT was 27,96 ± 1,70°C, GT was 28,52 ± 2,51°C, RH was 76,88 ± 7,49% and WBGT was 25.80 ± 1.18°C.

After 10 minutes of recovery, SBP decreased 13.3 ± 11.9 mmHg (12%), DBP 6.9 ± 8.0 mmHg (8.9%) and MAP 10.0 ± 7.9 mmHg (9.6%), while HR remained 20.7 ± 8.4 bpm (12.8%) above baseline. After 60 minutes of recovery, SBP decreased 22.0 ± 3.7 mmHg (17%), DBP 8.7 ± 11.1 mmHg (11%) and MAP 13.1 ± 7.4 mmHg (13.9%), while HR was 6.9 ± 13.6 bpm (10.9%) above baseline.

Conclusions: A single half-marathon reduced all hemodynamic variables (SBP, DBP, and MAP) in the 60 minutes of recovery, confirming findings already reported in previous studies on the hypotensive effect of exercise. Despite the stress exacerbated by exposure to the hot and humid environment, we observed a significant reduction in blood pressure levels, a fact that reinforces its clinical relevance. As post-exercise recovery time increased, greater decrease in blood pressure was observed, becoming more evident after 30 minutes and reaching the greatest reduction after 60 minutes, corroborating with other studies.

Table Tennis Drills for Cardiorespiratory Benefits of Senior Recreational Players

Istvan Kovacs¹, Slippery Rock University

([email protected])

Background/Purpose: Participating in recreational table tennis provides effective neuromotor exercise training, but does not necessarily deliver adequate cardiorespiratory training load to amateur participants (Kondrič 2013, Sperlich 2011). Intense footwork/ball striking drills are the best choices to target cardiorespiratory training in table tennis (Zhang 2010). While VO2max and Lactate-minimum test results have been published for elite table tennis players’ footwork drills (Barbieri 2013, Katsikadelis 2017, Shieh 2010, Suchomel 2010, Zagatto 2014) no studies addressed cardiorespiratory benefits of these drills or playing the actual table tennis game in the general senior population. This study aimed to investigate the intensities of the competitive games and two commonly used footwork drills for cardiorespiratory benefits in senior (50+) players.

Method: Sixteen healthy recreational table tennis players (Age: 62.1 ± 5.3, 11 males) completed the study on three, non-consecutive days. First, individual target heart rate zones were determined based on ACSM’s guidelines using age-predicted maximal heart rates and heart rate reserves. During all three days of testing, Sigma PC26.14 heart rate monitors recorded heart rates and times spent in different target heart rate zones. On day 1, participants played five table tennis matches (best 3 out of 5 sets) against different opponents. Percentage distributions among times spent in light-, moderate-, vigorous- and maximal-intensity training zones were calculated. On day 2, participants preformed the “two-position forehand” footwork drill, where they had to hit forehand shots on balls coming alternately left and right. A Butterfly Amicus table tennis robot fed the balls with a moderate 12-18 rotation/s topspin and a manageable 5.5-6.0 m/s speed, so participants could focus on proper left-right footwork as the main aim of the exercise. The intensity of the exercise increased step-wise on three-minute intervals by gradually increased ball feeding rates. The exercise was terminated when participants reached their vigorous-intensity target heart rates. On day 3, participants performed the Falkenberg (three-position) footwork drill at increasing intensities similar to day 2. For the two footwork drills, individual ball feeding rates were identified for achieving cardiorespiratory training at moderate- and vigorous-intensities.

Analysis/Results: During the table tennis games, participants completed their matches in 12:42 ±1:46 min with an average heart rate of 116.4 ±18.0. They spent 25.3% of the duration of the match in light-, 39.9% in moderate-, 31.4% in vigorous-, and 3.4% in maximum intensity zones. During the two-position forehand drill, on average, 33.8 ±7.2 ball/min feeding rate provided the participants with moderate intensity exercising, while 46.3 ±4.7 balls/min rate was needed for vigorous exercising. During the Falkenberg drill, higher feeding rates were necessary for corresponding intensities: 39.6 ±10.5 balls/min for moderate-, and 49.6 ±7.7 balls/min for vigorous-intensity exercising.

Conclusions: Senior recreational table tennis players spend significant amount of time in moderate to vigorous cardiorespiratory intensity zones while playing games. In addition, the two footwork drills investigated in the current study provide cardiorespiratory training benefits, even at a significantly lower ball feeding rate than that of used by younger table tennis players.

Using Overall Body Composition Index to Predict PACER Performance

Istvan Kovacs¹, Wenhao Liu^F, Slippery Rock University

([email protected])

Background/Purpose: Although body mass index (BMI), body fat percent (%BF), and waist circumference (WC) each can be used separately as a body composition index (BCI) to establish associations with cardiorespiratory fitness, it may be more appropriate to use an overall BCI to establish the association. This study was intended to create an overall BCI including the three BCIs mentioned above and see how the overall BCI could predict the performance of Progressive Aerobic Cardiovascular Endurance Run (PACER) among university students.

Method: Three different BCIs (BMI, %BF, and WC) and the PACER were measured for 102 university students (mean age: 20.94 ±1.28; 61 males and 41 females), and an overall BCI was created by converting each of the three individual BCIs into z scores and then adding them together. The overall BCI was used to predict participants’ PACER performance with bivariate linear regression. The bivariate linear regression was run separately for males and females.

Analysis/Results: For both males and females, the scatterplots showed that the two variables (the overall BCI and the PACER performance) were linearly related. That is, when the overall BCI decreased, the PACER performance would improve. The regression equation for predicting the PACER performance from the overall BCI for males was: the predicted PACER performance (in laps) = –3.72 overall BCI + 55.64. The 95% confidence interval for the slope ranged from –5.24 to –2.20 and did not contain the value of zero, which was an indicator of significant linear relationship between the two variables. In addition, the significance test result was significant (p < .001) as F(1, 59) = 24.0. Further, prediction strength was strong with r = –.54 (p < .001) and r² = .29. With respect to females, the predicted PACER performance (in laps) = –4.53 overall BCI + 43.54, and the 95% confidence interval for the slope, – 6.88 to –2.18, did not contain the value of zero. The significance test result was also significant (p < .001) as F(1, 39) = 15.21, and the prediction strength was strong with r = –.53 (p < .001) and r² = .28.

Conclusions: The overall BCI can predict university students’ PACER performance to a considerable degree, accounting for 29% (r² = .29) of the variance of the PACER performance for males and 28% (r² = .28) of the variance for females. In addition, based on the regression equations, one unit increase in the overall BCI will result in 3.72 laps decrease for males or 4.53 laps decrease for females, on average, in the PACER performance for university students.

Measurement & Evaluation

Concurrent Validity of the SwingVision Tennis Match Analysis Mobile Application

Jupil Choe¹, University of Mississippi; Inwhi Hwang, Sooji Hwang, Jun‐Hao Shen, KyungHee University; Minsoo Kang^F, The University of Mississippi; Jungmin Lee, KyungHee University

([email protected])

Background/Purpose: The increasing popularity of tennis has resulted in a diverse range of individual engagements in the sport. Particularly, technology-driven approaches, including recording, visualization, and evaluation, have played an important role in enhancing interest and participation in tennis. SwingVision is a popular tennis-related application used to analyze and track tennis strokes. It is widely used due to its competitive pricing and user-friendly interface. However, there is no study that examines the accuracy of SwingVision. Therefore, the present study aims (1) to establish the validity of SwingVision data compared to the criterion data and (2) to examine the potential differences between the recording positions (i.e., optimal and suboptimal angles).

Method: Four matches (2 singles and 2 doubles) were played by six college students, and every match was recorded in two angles (optimal and suboptimal). After the data collection, recorded videos were analyzed by SwingVision and certified tennis umpires (criterion). The umpires were one international umpire (white badge) and one national umpire. Among the variables provided by SwingVision, the present study selected 8 variables, which are stroke (serve, forehand groundstroke, backhand groundstroke, forehand volley, backhand volley, and overhead), hit depth (service box, between service box and baseline, and out), hit zone (deuce and advantage), bounce depth (service box, between service box and baseline, and out), bounce zone (deuce and advantage), spin (topspin and slice), result (in, out, and net), and speed. A total of 1,065 strokes were in agreement with SwingVision’s data (optimal and suboptimal angles) and were analyzed by certified tennis umpires. For the speed variable, the criterion data were measured using a speed radar. The chi-square test, the proportion of agreement, and Kappa statistics were utilized to demonstrate the association of categorical variables between the SwingVision (optimal and suboptimal angles) and criterion. Paired t-test and Pearson correlation were used to compare speed data.

Analysis/Results: SwingVision’s stroke data exhibited high levels of agreement with the criterion for various parameters, with optimal angle reaching 98.87% (kappa: 0.965) and suboptimal angle reaching 97.09% (kappa: 0.959). Additionally, hit depth achieved 76.15% (0.575) and 74.83% (0.549), hit zone scored 98.59% (0.959) and 97.84% (0.957), bounce depth obtained 90.89% (0.822) and 90.52% (0.815), bounce zone recorded 95.96% (0.932) and 95.02% (0.899), spin achieved 84.41% (0.330) and 81.97% (0.260), and result showed 92.68% (0.806) and 93.43% (0.830) agreement, respectively. Chi-square test between SwingVision and criterion data in every categorical variable presented p < 0.001. Speed data showed significant mean difference between the optimal angle and criterion (t = 6.248, p < 0.001) and the suboptimal and criterion (t = 6.743, p < 0.001) and moderate correlation between three data (optimal and criterion: 0.506, optimal and suboptimal: 0.495, and criterion and suboptimal: 0.531).

Conclusions: In summary, the data for the optimal angle demonstrated significantly closer agreement with the criterion data compared to the suboptimal angle data, with the exception of the result variable. Consequently, the present study establishes the concurrent validity evidence of SwingVision, although users should remain cognizant of potential errors stemming from angle discrepancies.

Development and Validation of the Emotional Problem Measurement Scale (EPMS) Through the Difference Between Exercise Groups for High School Students

Sae-Hyung Kim¹, Chungbuk National University; Dongwook Cho, Keimyung University

([email protected])

Background/Purpose: Previous studies indicated adolescents who participate in any types of exercises had less physical anxiety, depression, and social withdrawal than those who didn’t. One of the widely utilized scales to measure individual’s emotional condition is the Emotional Problem Measurement Scale (EPMS). However, there have been limited studies on whether the EPMS is appropriate to utilize for different target populations. Therefore, the purpose of this study aims to develop and calibrate the EPMS by utilizing the Rasch rating scale model for high school students and to validate the scale through known group difference approach between the group that exercised regularly for week and the group that does not.

Method: Based on the literature review and consultation of content and measurement experts, 23 items with 4-point rating scale of the EPMS was generated. The EPMS was administered to 2265 (boy = 1217; girl=1048) high school students in South Korea. The Rasch measurement computer program, Winsteps 5.6.0 and SPSS 27 were used to analyze the data. The development step is following; (1) The rating scale fit was determined by the observed average index (logits) that increased step by step. (2) Item fit was determined by Infit and Outfit index fit statistics (≥0.60 and ≤1.40). (3) The DIF was applied to examine the variation between gender by using DIF size index fit statistics (≥0.43). (4) One-way ANOVA was used to establish the known group difference validity evidence of the EPMS. Alpha level was set at 0.05.

Analysis/Results: The results indicated that the 4-point rating scale was appropriated to utilize for the EPMS by verifying that observed average index was increased step by step (–2.74 < –1.19 < –0.29 < 0.36). One items (item6) had over standard item fit. Also, the finding from this study examined two items (item13, item18) were selected as the DIF. Therefore, 20 items were finally developed as the EPMS for high school students. Finally, there was a statistically significant mean difference the total score between categorized two exercise groups of high school students [(< 2 hours, ≥ 2 hours), F (1, 2263) = 27.534, p < 0.001]. In other words, the discriminant validity was confirmed because the EPMS mean scores of the group that exercised more than two hours a week had significantly lower than the group who didn’t. Thus, this current finding supports the known group difference validity evidence of the EPMS.

Conclusions: This study developed a 20-item with 4-point rating scale of the EPMS for high school students based on the results of Rasch rating scale model calibration. Also, the newly reconstructed EPMS was verified the evidence of known group difference validity through difference between exercise groups. In addition, he EPMS can be used to assess the risk of emotional problems and to provide health information among adolescents.

Development of a Scale to Measure Quality of Physical Education

Xiaoxia Zhang¹, Centenary College of Louisiana; Joonkoo Yun^F, East Carolina University

([email protected])

Background/Purpose: Providing high-quality physical education (PE) experience is important for students in high school and beyond. SHAPE America (2015) recommended four essential components for high-quality PE in school: policy and environment, curriculum, instructions, and assessment. This study aimed to develop the Quality of Physical Education Scale (QPES) using those four key factors to measure the quality of PE services in high school.

Method: The QPES was developed to assess individuals’ perceptions of their high school PE quality. The first version of the scale was created based on the checklist of the four components of quality PE from SHAPE America guidelines. Six experts reviewed the first version of the scale to assess its representativeness, importance, and clarity. The second version of the scale, which included 39 items, was reviewed by nine undergraduates and graduates for clarity. The third version of the scale, which included 33 items, was reviewed by two experts for representativeness, importance, and clarity. The fourth version of the scale, which included 31 items, was administered to 280 college students (62.1% females; mean age = 20.09, SD = 2.04) from 11 universities across the United States. A confirmatory factor analysis (CFA) was conducted to test the four-factor structure of the scale.

Analysis/Results: The initial QPES comprised 34 items and was divided into four categories, including environment/policy (8 items), curriculum (15 items), instruction (8 items), and assessment (3 items). After feedback from expert panels, items were edited and redrafted three times, and experts agreed on content representativeness. The 4^th version of the QPES had 31 items, with 7 items on the environment/policy, 13 items on curriculum, 8 items on instruction, and 3 items on assessment. However, the CFA for the 4^th QPES was not fit to support the internal structure of the scale. Based on further post-doc analyses and examination of the items’ content, a total of 26 items were identified, including environment/policy (5 items), curriculum (10 items), instruction (8 items), and assessment (3 items). The results from a CFA revealed an appropriate model fit (χ2/df = 2.77; IFI = .91; CFI = .91; RMSEA = .08, 90%CI [.07, .09]). The factor loading of all retained items ranged from .60 to .84. The results provided evidence for the construct validity of this scale by demonstrating an appropriate internal test structure.

Conclusions: The initial instability of the measurement model of the 4^th QPES may be related to SHAPE American’s proposed conceptual model. The key factors of quality PE may need more than four subconstructs. For example, seven environment/policy items may be divided into physical environment (e.g., space, equipment, etc.) and environment related to opportunities (policy). Once items related to opportunities are removed from the scale, the results of goodness-of-fit tests are substantially improved. Despite 26 items of the QPES showing the appropriate internal structure, further independent studies are needed for cross-validation and reevaluation of the proposed factors regarding quality PE services.

Development of a Social-Emotional Learning Survey Instrument for Afterschool Settings

Allison Poulos¹, Pamela Hodges Kulinna^F, Arizona State University; Kelly L. Simonton, University of Wyoming; Mengyi Wei, Marissa Schulke, Kahyun Nam, Hyungsik Min, Arizona State University; Omar Albaloul, Arizona State University-Kuwait University; Kylie Wilson, Dong Liu, Arizona State University

([email protected])

Background/Purpose: Afterschool programs that target social-emotional learning (SEL) combined with physical activity can support holistic health. While several programs have adopted sport-based and/or fitness-based programming, (typically targeting middle and high school students), less work has been done with elementary. Further, there is a dearth of survey-based instruments used to measure SEL in play-based afterschool programs that are appropriate for both younger and older children. The purpose of this study was to develop and present the reliability and preliminary efficacy of an age-appropriate questionnaire for both younger (grades K-2; ages 5-8) and older (grades 3-6; ages 8-12) children to measure perceived SEL while participating in a play-based afterschool program using the CASEL conceptual framework aligned with the Teaching Personal and Social Responsibility (TPSR) model.

Method: An initial multi-stage development strategy included review, adoption, and modification of previously validated SEL questionnaires followed by expert content validation (n=18). Next, paper versions of both versions of the questionnaires were administered in person to children in grades K-6 attending 14 afterschool programs (N= 333) at two time points, approximately nine weeks apart. Reliability was measured by internal consistency. Descriptive statistics were calculated to describe preliminary efficacy of SEL constructs.

Analysis/Results: Following two rounds of review, the group of content experts determined that the identified SEL subcomponents in the initial questionnaire were modified appropriately for older (3-6) students, but developmentally inappropriate for younger (K-2) students. As a result, two additional rounds of expert review, discussion, and modification based on theoretical and statistical rationale were conducted to create a comparable measure targeting the same SEL subcomponents appropriate for younger children. The final questionnaires contained items measuring five constructs: personal responsibility, social responsibility, self-management, peer relationships, and disruptive behavior (antithetical to responsible decision making). The total number of items adopted for the instrument for older children totaled 40, and younger children totaled 24. Reliability scores for all five constructs in the older-child version met acceptable levels (Cronbach’s Alpha>.70) at both time points. Participants reported the highest mean scores for social responsibility (M_T1=5.17, SD=.77; M_T2=5.10, SD=.76) and self-management (M_T1=8.43, SD=1.38; M_T1=8.23, SD=1.33). Reliability for the primary instrument were lower and varied (Cronbach’s Alpha=.527-.828) and mean scores varied for all constructs.

Conclusions: Although several TPSR/SEL survey tools exist, none currently target all five SEL competencies and are appropriate for both younger and older elementary school children during afterschool programs. Our SEL questionnaire showed good reliability for older children, although the instrument for younger children needs further refinement. Evaluating critical SEL competencies across a range of age groups is essential for evaluating physical activity settings including after school programs.

Latino Parents’ Self-Reported Beliefs About Physical Activity Survey – Psychometric Analysis

Omar Sanchez¹, The Ohio State University

([email protected])

Background/Purpose: Family is key to physical activity promotion. In recent years, researchers have examined through the Theory of Planned Behavior (TPB), the parent’s role determining their children’s behaviors. More specifically, researchers have examined the parental support for children’s physical activity. The primary purpose for this study was to assess through a psychometric analysis the validity and reliability of the Latina-Latino Parents’ Self-Reported Beliefs about Physical Activity survey analyzing the four constructs of the Theory of Planned Behavior. The secondary purpose was to analyze the Latina-Latino Parents’ Self-Reported Beliefs about Physical Activity through a 19-item survey.

Method: For this study, there was a three-phase approach: a) Item Generation, b) Content Validity, and c) Psychometric Evaluation. Potential participants were invited to complete the Latina-Latino Parents’ Self-Reported Beliefs about Physical Activity Survey as well as a demographic questionnaire. The survey was generated using Qualtrics. The instrument consisted of the original 19 questions. Each of the 19 statements asked for a 7-point Likert-scale response, where 1 = strongly disagree and 7 = strongly agree. Demographics questions were also included, such as gender, age, ethnicity, income, disability, and where do they reside.There were 271 Latino parents (female n = 208 [76.8%]; male n = 63 [23.2%) from South, Texas who participated in the study. Data were collected using a convenience sample method as well as a snowball sampling technique.

Analysis/Results: The psychometric properties were assessed using a maximum-likelihood extraction method. After running the initial analysis, the KMO test reported a result of .917 and Bartlett’s test of sphericity returned a significant result (χ² = 2973, p= .000). All communalities except two were above 0.4. Communalities ranged from .273 to .862. The table of eigenvalues reported four eigenvalues greater than one. All four accounted for 67.043 % of the variation in responses. With four factors suggested, a Principal Axis Factoring (PAF) analysis was conducted in SPSS Version 28 with an oblique rotation and four extracted factors. Reliability analyses were conducted on all four subscales. Cronbach’s alpha for the “Attitude” subscale was .849 with a 95% confidence interval of .819 to .875. Cronbach’s alpha for the “Subjective Norms” subscale was .835 with a 95% confidence interval of .799 to .864. Cronbach’s alpha for the “Perceived Behavior Control” subscale was .713 with a 95% confidence interval of .652 to .766. Cronbach’s alpha for the “Intention” subscale was .905 with a 95% confidence interval of .884 to .922.

Conclusions: Validity evidence is presented in the Latina-Latino Parents’ Self-Reported Beliefs about Physical Activity survey by confirming a three-component (attitude, subjective norms, and perceived behavioral control) model based on the responses of the Latino parents. There is empirical evidence that the Theory of Planned Behavior supports the influence of attitude, subjective norms, and perceived behavioral control towards the intention of taking part in physical activity. It is important to explore the determinants of physical activity in this population as they have the highest prevalence percentage (32.1%) of inactivity.

Modeling Group Exercise Customer Retention

Shahaf Y Bareni¹, Joseph Walker, University of North Texas; Laura Walker, Troy university

([email protected])

Background/Purpose: Health and fitness clubs are important venues for group exercise classes, which are popular leisure-time activities among adults that help people maintain their health and promote personal connections with group members (Evans et al., 2019). Although more than 43% of adult gym members in the USA participate in group exercise (Gilbert et al., 2017), research shows that 50% of participants in exercise programs drop out within the first six months (MacIntosh & Law,2015), significantly impacting the longevity and profitability of the fitness business (León-Quismondo et al., 2020). Furthermore, acquiring new customers is five times more costly than retaining existing members (Richland, 1994; Zeithaml et al., 1996), thus understanding what influences group exercise participants to adhere to a fitness program is crucial for operators to improve financial success (Ntoumanis et al., 2017). Studies have explored various factors that play a role in the intention to repurchase. One of the primary outcomes of any exercise regimen is the satisfaction experienced by the participants (Yardley, 1987). Exercise satisfaction can be described as a positive emotional state resulting from a multifaceted evaluation of the exercise experience, encompassing the structures, processes, and outcomes involved (Chelladurai & Riemer, 1997). When individuals find contentment with an exercise program, they are more likely to continue with it or consider re-enrolling in the future (Chang, 1998). Service quality evaluations are closely related to positive behavioral intentions such as the intention to repurchase (Baker & Crompton, 2000; Kouthouris & Alexandris, 2005). Price serves as an indicator of product quality and has a direct effect on customer satisfaction (Zeithaml, et al., 1996). Estabrooks and Carron (2000) developed the Physical Activity Group Environment Questionnaire (PAGEQ) and found that overall group cohesion has a relationship with overall class satisfaction and adherence.

This research intends to propose a conceptual model that investigates group exercise program continuation, influenced by membership price, service quality, and group cohesion.

Method: A random sample of members from North Texas recreation fitness centers were asked to complete a group exercise operation assessment. Data was collected from 200 group exercise participants. The survey included a 5-point Likert-scale where 1=low and 5=high of the following: five PAGEQ items Group Integration- Task (GI-T) and Group Integration- Social (GI-S), four general service quality items measuring equipment, room area, and staff, a single item for price satisfaction, and an item measuring intention to repurchase.

Analysis/Results: Price and Service Quality (GXSQ) have a direct significant relationship with intent to repurchase (p < 0.01). The relationship between GI-T and intent to repurchase was found to be positive and significant at the p-level of 0.05. GXSQ and Price mediating the relationship of GI-T and intentions to repurchase. And price mediating the relationship of GXSQ and intent to repurchase. GI-S does not contribute to our model.

Conclusions: The results emphasize the importance of the quality of the program (instructor and operations) and the price point when deciding to repurchase classes. The collective task and how participants perceived satisfaction are influenced by these factors, and a positive experience leads to program re-enrollment.

The Effects of Detailed Process-Oriented Directions on Young Adults’ TGMD-3 Ball Skill Performance

Yung-Ju Chen¹, Minot State University; Chih-Chia Chen, Mississippi State University

([email protected])

Background/Purpose: This study aimed to examine the effects of the detailed process-oriented directions on young adults’ TGMD-3 ball skill performance and the sex differences of the intervention effects.

Method: Fifty-four young adults (11 males, 43 females; M_age = 20.84, SD = 1.77) were recruited. A randomized control trial with pre- and post-tests was adopted. TGMD-3 ball skill subtest was administered. The standardized test protocol was used for all pre-tests and post-test for the control group. A modified protocol with detailed process-oriented directions was administered for the experimental group’s post-test. ANOVAs were conducted to analyze the group differences. Sex differences were also analyzed.

Analysis/Results: The experimental group demonstrated a significant improvement in their ball skill performance at post-test, with no group differences at pre-test (p < .001). However, when analyzing the data by sex, only females in the experimental group showed a significant improvement (p < .001) but males (p = .12).

Conclusions: This study suggested that the information provided in the test direction matters, especially for females, when measuring young adults’ motor skill competence. Further research is needed to understand how the quality and amount of verbal information given influences children’s TGMD-3 performance.

Trend of Physical Activity Patterns: Exploring Transportation, Work, and Recreational Activities in NHANES from 2009 to 2018

SeungBak Lee¹, Minsoo Kang^F, The University of Mississippi; Jae-Hyeon Park, Sang-eun Oh, Korea National Sport University

([email protected])

Background/Purpose: Understanding the trends in physical activity patterns is important for developing effective public health interventions and policies promoting active lifestyles. Physical activity includes a wide range of behaviors distributed across three domains: transportation, work, and recreation. These domains are interconnected, with specific activities influencing one another. Previous studies have explored relationships between transportation and recreational activities and work and recreational activities. Despite these efforts, a comprehensive assessment of secular trends in each physical activity is somewhat limited. This study aimed to bridge this gap by examining the secular trends in physical activity patterns from 2009 to 2018, utilizing data from the National Health and Nutrition Examination Survey (NHANES). A particular emphasis was placed on examining variations in transportation, work, and recreational activities over the timeframe.

Method: The study collected 28,835 data from NHANES from 2009 to 2018 to investigate the secular trends in physical activity patterns. Five sociodemographic variables, 15 physical activity variables, and one physical measurement variable were collected. Hours of activity for each physical activity behavior were multiplied by frequency (days) to create a continuous variable of each activity per week (hours per week). The study tested linear and quadratic trends based on weighted mean using orthogonal polynomial coefficients. Furthermore, we evaluated potential secular physical activity behavior trends among various subpopulations, including age groups, gender, race-ethnicity, education level, and BMI groups. All analyses were conducted by Rstudio (version 3.7).

Analysis/Results: The study identified a quadratic trend (P_trend < .01) in the only work activity behavior for the overall sample. Work activity hours (per week) peaked in 2017-2018 at 21.4, then showed the lowest at 16.7 during 2009-2010. In the subpopulation analyses, significant quadratic trends were investigated among the group with the pre-obesity BMI category (P_trend < .01), the age group 40-59 years (P_trend = .04), and the male group (P_trend = .03). Regarding recreational activity, the overall trend and most subpopulation analyses did not show a significant tendency. However, there was a statistically significant positive linear trend in the group with a BMI less than 18.5 during the circles from 2009 to 2014 (P_trend = .04, M_09-10 = 2.97, M_11-12 = 4.02, M_13-14 = 7.82). Next, this study did not identify a significant trend in transportation activity in the overall and most subgroup analyses. Nevertheless, a significant quadratic trend was observed within the male group (P_trend = .03).

Conclusions: This study used secular trend analysis to examine potential trends in diverse physical activity behaviors among American adults over time. The result revealed a noteworthy long-term shift in work-related physical activity compared to other types of physical activity. Notably, there were distinct quadratic patterns in subgroups such as pre-obesity BMI, individuals aged 40-59, and males. The study confirmed the probability of creating and assessing early preventive measures for lifestyle-related health problems. Also, identifying unique activity patterns in different subpopulations may help more precise health promotion and issue prevention strategies.

Motivation & Psychology

Comparing Students’ Motivational, Emotional, and Activity Experiences in Sport Education and the Skill Theme Approach

Kelly L. Simonton¹, Tristan L. Wallhead^F, University of Wyoming; Zach Wahl-Alexander^F, Northern Illinois University

([email protected])

Background/Purpose: Recent propositions have situated instructional models in physical education (PE) as current best practices for achieving a broad range of student learning outcomes in Elementary PE contexts. Despite this emphasis, there has been less attention on how students experience specific Models Based Practices (MBPs) and how these experiences shape their emotional, motivational and social outcomes; as emotions are linked to action and behavior. The purpose of this study was to explore Elementary students’ experiences of two commonly used MBPs (Sport Education (SE) and the Skill Theme (ST) Approach) to examine potential differences in motivational beliefs, emotions, peer relationships, intentions, and activity time.

Method: Students (N= 271; M_age= 9.36, SD=.924) in 3^rd-5^th grade from two Elementary schools participated in the study. Classes at both school sites were split with 3^rd-4^th co-educational classes experiencing a ST unit on throwing and catching (n= 129) and 4^th-5^th co-educational classes experiencing a SE unit on modified handball (n= 142). All students completed a survey at the end of the first and last lesson (18 lessons total) using previously validated measures. The survey included control and value beliefs about the unit, emotions (enjoyment, boredom, pride, anger, shame), peer relationship beliefs, and intentions regarding participation in the content. PA was measured with pedometers every third lesson to calculate average activity across the unit for each student.

Analysis/Results: All multi-item variables met acceptable reliability scores (α >.70) and compositive mean scores were created. A series of Repeated Measures MANCOVAs (time x model x gender) revealed significant differences across models. Participants reported significant changes in control, intrinsic, and extrinsic value beliefs over time in both models with value beliefs reducing in the ST group and significantly increasing in SE group. An interaction by gender showed both male and female increases in all three beliefs in SE compared to ST counterparts. For emotions, enjoyment and pride significantly improved for SE compared to ST while shame significantly decreased in each group. Boredom and anger decreased in both models but was more pronounced in SE compared to ST. Lastly, significant increases in peer relations for SE students and decreases for ST students were found. Intention for participation in the content was significantly increased in the SE groups. Lastly, the average step activity across the units was statistically higher for the SE as compared to ST.

Conclusions: The SE student experiences not only enhanced their learning and value in PE, but it involved more positive experiences, decreased negatived experiences and had significant impact on peer relationships. The ST approach elicited reductions in student value, enjoyment, and peer relationships suggesting students likely did not feel as engaged or social within the learning experiences. For upper elementary-aged students the student-centered features of SE clearly engage learners, motivate them, and connect them to the activity. While ST may be developmentally appropriate for lower Elementary age groups, it appears that as students’ progress through the latter grades of elementary school SE has greater potential to establish stronger emotional connections and subsequent behavioral outcomes.

Comparing the Perceived Workplace Experiences of Physical Educators and PETE Faculty Members

Youngjoon Kim¹, University of Illinois at Urbana-Champaign; Kelly L. Simonton, University of Wyoming; Kevin Andrew Richards^F, University of Illinois Urbana-Champaign

([email protected])

Background/Purpose: Scholars using occupational socialization theory (Templin & Schempp, 1989) have studied physical education (PE) teacher work lives for decades to enhance our understanding of quality PE practices and teacher well-being (Richards et al., 2019). Comparatively, the socialization experiences of physical education teacher education (PETE) faculty are enigmatic (Brunsdon & Curtner-Smith, 2023), yet are an integral occupational group alone (Richards et al., 2022), and within the broader PE workforce system (Lawson et al., in press). PETE faculty are considered disciplinary stewards with evidence suggesting their role can be more desirable for inservice teachers who have become dissatisfied with the realities of schools (e.g., Richards et al., 2017). Despite evidence showing both fields can be considered marginalized and stressful, both inservice and PETE faculty are highly influential on envisioned and actualized PE practices. Thus, studying the socialization of these stakeholders is a priority. The purpose of this study was to compare the positive (i.e., perceived mattering, resilience) and negative (i.e., role stress, marginalization and isolation, emotional exhaustion) workplace experiences of male and female inservice PE teachers and PETE faculty members.

Method: This cross-sectional, exploratory, investigation (Tabachnick & Fidell, 2013) drew upon datasets from two previous investigations in which PETE faculty members and PE teachers responded to previously validated surveys related to positive (i.e., perceived mattering, resilience) and negative (i.e., role stress, marginalization and isolation, emotional exhaustion) workplace experiences through online surveys. There was a total of 707 participants from the U.S. who worked as inservice PE teacher (n = 421) or PETE faculty members (n = 286). Among PE teachers, there were 209 females and 212 males, while the PETE faculty group included 151 females and 135 males.

Analysis/Results: Following successful reliability analysis, composite mean scores were utilized in a series of two-way (occupation x gender) factorial ANOVAs to explore how individuals in different groups reported workplace experiences (Tabachnick & Fidell, 2013). Results highlighted that PETE faculty members reported higher perceived mattering and role conflict. PE teachers reported higher role ambiguity, emotional exhaustion, marginalization, and isolation. Males reported higher resilience, whereas females noted higher role ambiguity and emotional exhaustion. There was a significant interaction effect for role overload indicating that female faculty members perceived higher role overload than female PE teachers and their male PETE faculty counterparts.

Conclusions: The results indicate that reported workplace experiences of PETE faculty members and PE teachers are mixed. Nevertheless, PETE faculty generally perceived higher positive (i.e., perceived mattering) and lower negative (i.e., role ambiguity, emotional exhaustion, marginalization, and isolation) workplace experiences. Thus, careers in higher education may provide some affordances against stressors when compared to teaching in schools (Richards et al., 2017). Results further reinforce the importance of gender when examining workplace experiences (Guarino & Borden, 2017) and suggest that females may experience greater stress and exhaustion, particularly in higher education. While each group in the PE system is crucial and challenging, the status of PETE faculty appears to accompany perceived importance. The objective and perceived workplace differences and challenges between groups needs further investigation.

Development and Validation of the Teacher Motivation in Physical Education Questionnaire (TMPEQ)

Kelly L. Simonton¹, University of Wyoming; Alex C. Garn^F, Louisiana State University; Kevin J. Mercier^F, Adelphi University

([email protected])

Background/Purpose: Effective teaching in physical education (PE) is a complex process that prompts teachers to make crucial decisions about learning. Teachers’ choices affect both student learning and their own well-being. Although a myriad of characteristics impact effective teaching, researchers consistently identify decisions concerning curriculum and instruction as most controllable. Despite calls for improved practices, many PE teachers lack the motivation to learn and implement innovative curriculum and instruction. Therefore, developing teacher motivation measures that capture beliefs about curriculum and instruction is needed and may shed light on promoting quality PE. Grounded in the Expectancy-Value Theory (EVT), this study developed and tested the psychometric properties of the Teacher Motivation in Physical Education Questionnaire (TMPEQ).

Method: Following two rounds of expert panel (N = 40) review of scale items to establish content validity, an exploratory factor analysis (EFA) was conducted on the TMPEQ survey (expectancy, value, and cost subcomponents) with the first sample of teachers (N = 373; Mage = 46.02, SD = 10.17; 50% Elem/Second). Next, a second sample of teachers (N = 400; Mage = 46.25, SD=10.29; 50% Elem/Second) was utilized for confirmatory factor analysis (CFA), invariance testing, and structural modeling to compare relationships with the TMPEQ subcomponents with teachers’ perceived mattering, job satisfaction, job accomplishments, and potential turnover.

Analysis/Results: Initial content and construct validation resulted in an 18-item measure (six items for expectancy, value, and cost respectively). EFA results produced a three-factor model with acceptable fit (χ² (102) = 239.80, p < .001, CFI= .937, TLI= .906) and eigen values over one. One item was removed for statistical and theoretical issues. All three factors met acceptable reliability scores (α > .70) and followed expected correlational patters with perceived mattering, job satisfaction, and job turnover. Sample two CFA results also produced acceptable model fit (χ² (116) = 221.27, p < .001, CFI = .947, TLI = .938) and standardized factor loadings for each of three factors (β > .50). Follow up tests found that the measurement tool was invariant by teacher gender and grade level. Latent mean comparisons showed no statistical differences in reported motivation components reported by gender, but expectancy scores were slightly higher in secondary PE teachers as compared to elementary (no differences in value and cost). Structural model results (χ² (220) = 350.11, p< .001, CFI= .948, TLI= .940) showed that expectancy beliefs were positively predictive of perceived accomplishment while cost was a negative predictor of accomplishment and positive for job turnover. Value beliefs were not statistically related to either outcome.

Conclusions: Teacher effectiveness is directly related to teacher motivation for engaging in quality instruction and curricular delivery. Understanding teacher motivation for offering the pillars of quality PE is foundational to understanding their well-being, satisfaction, and subsequent student outcomes. The TMPEQ has been rigorously tested to capture teacher motivation in a multi-dimensional way and was found reliable across teaching grade level and gender. Future research on teacher beliefs should utilize this tool to capture teacher motivation for effective instruction and curriculum delivery in PE.

Examining the Female Adolescents’ Physical Activity with Theory of Planned Behavior

Günay Yildizer¹, Eskişehir Technical University and Hacettepe University; Gonca Eren, Eskişehir Technical University; Ahmet Sinan Türkyılmaz, Hacettepe University; Chung Gun Lee, Seoul National University

([email protected])

Background/Purpose: Physical activity (PA) participation is one of the most important factors for the health and development of all adolescents. Female adolescents are more likely to be inactive than male adolescents, they are at a higher risk for chronic diseases associated with sedentary behavior and lower PA such as heart disease, obesity, and diabetes. Hence it is important to find out salient factors influencing PA and exercise participation among adolescent females in developing country context based on well-established theory. The theory of planned behavior (TPB) offers a well-validated model to predict, explain and change human behavior as well as capture the dynamic underlying intentions of the specific behaviors, including PA context. The aim of this study was to investigate the associations between Ajzen’s TPB and high school-aged female adolescents’ PA levels.

Method: High school-aged (14-17 years old) female adolescents (n = 2757) completed the developed TPB-PA Questionnaire and Physical Activity Questionnaire for Adolescents (PAQ-A). The TPB-PA questionnaire was developed according to the elicitation study, and reliability and validity were confirmed previously. The multiple linear regression analysis was conducted for normally distributed data. Data was analyzed by using IBM SPSS version 24 (Chicago, IL).

Analysis/Results: The regression model was found to be significant [F(6,2508) = 108.983, p < 0.000, R2= 0.21]. The findings revealed that love for PA [(β = 0.027, CI (0.023-0.031), p < 0.000)], social expectation from PA [(β = 0.020, CI (0.010-0.029), p < 0.000)], perceived control over PA [(β = 0. 043, CI (0.035-0.048), p < 0.000)] were positively associated with PA score, while subjective norms between peers[(β =-0.021, CI (-0.031- -0.012), p < 0.000)] was inversely associated with PA score. The regression models were also separately analyzed for class level. The statistically significant regression models indicated that love for PA and perceived control over PA was significantly associated with PA score for all grades and social expectations were associated with PA score only for 10th and 11th graders, p<0.001. Subjective norms between peers were inversely associated with only 9th graders, p<0.05.

Conclusions: In conclusion, the findings of this study underscore the significant relationships between various TPB factors and PA scores. The regression model’s overall significance demonstrates that love for PA, perceived control over PA, and social expectations from PA participation collectively contribute to explaining PA behavior. Love for PA and perceived control over emerged as key positive predictors of PA scores across all class levels. These findings emphasize the importance of cultivating positive emotional connections with PA, as well as the influence of individual perceptions of control. Notably, subjective norms among peers exhibited a negative association with PA scores, particularly among 9th graders. This highlights the potential impact of peer influences on PA engagement, suggesting a need for targeted interventions in this age group. These insights contribute to our understanding of the multidimensional nature of factors influencing PA behaviors and can inform the development of more effective strategies to promote and encourage PA among adolescents.This research was funded by TUBITAK with project number 120K946.

Exploring Perceived Mattering in Physical Education Teacher Career Stages

Denis Schulz¹, California State University San Marcos; Kelly L. Simonton, University of Wyoming; Victoria N. Shiver, Karen L. Gaudreault^F, University of New Mexico; Kevin Andrew Richards^F, University of Illinois Urbana-Champaign

([email protected])

Background/Purpose: Previous research indicates that physical education (PE) continues to be perceived to be an inferior subject. PE teachers often experience frustration and struggle to be taken seriously within their profession. When these negative feelings are internalized, PE teachers may withdraw from using best practices and question their importance within the school. Perceived mattering can help navigate marginalization and the negative feelings associated with it. Grounded in the Teacher Career Cycle framework and the construct of perceived mattering, the purpose of this study was to explore the feelings of mattering within different career stages.

Method: Data were gathered through semi-structured interviews with 19 participants and analyzed using inductive and deductive guidelines.

Analysis/Results: Data construction revealed the following three themes (a) PE teachers expressed feelings of high mattering within two stages of the teacher career framework, (b) perceptions of mattering grow over time through intentional relationship building, and (c) feelings of enthusiasm are grounded in intrinsic motivation.

Conclusions: Support from school principals fosters a sense of importance. Teachers in the stages of competency building and enthusiasm and growth increase their feelings of mattering through participation in the community. Teachers report that reaching these stages can take several years. Teachers with high intrinsic motivation can overcome challenges during the first years of teaching.

Exploring Perceived Mattering in Physical Education Teacher Education Doctoral Students

Denis Schulz¹, California State University San Marcos; Karen L. Gaudreault^F, Victoria N. Shiver, University of New Mexico; Kelly L. Simonton, University of Wyoming; Kevin Andrew Richards^F, University of Illinois Urbana-Champaign

([email protected])

Background/Purpose: Physical Education Teacher Education (PETE) doctoral programs lay the foundations for training PETE doctoral students to become PETE faculty members. Research indicates that the number of PETE doctoral programs is in decline. Consequently, PETE doctoral students are becoming increasingly concerned about their value as stewards of the profession. The purpose of this study was to explore PETE doctoral students’ feelings of mattering within their doctoral programs.

Method: Data were collected through semi-structured interviews with 16 doctoral students across the US nation.

Analysis/Results: Using Merriam & Tisdell’s (2016) approach for analyzing qualitative data, the study revealed four distinct themes (a) faculty members can induce feelings of mattering and anti-mattering, (b) importance grows over time, (c) peer support matters, and (d) gender and race influence perceptions of mattering.

Conclusions: As time passes, doctoral students’ feelings of mattering grow as they take on more responsibilities, increasing their sense of importance. The level of support provided by faculty members and peers can strongly impact doctoral students’ perceptions of mattering. Celebrating achievements with peers can serve as a way for students to extend their self-worth. Females and historically marginalized groups may experience increased feelings of self-doubt. Intentionally nurturing a sense of mattering and acknowledging the diverse backgrounds of each student can significantly improve the quality of a doctoral program. Moreover, peer support enhances doctoral students’ perceptions of mattering.

Exploring Perceptions of Mattering In Physical Education Teacher Education Faculty

Denis Schulz¹, California State University San Marcos; Kevin Andrew Richards^F, University of Illinois Urbana-Champaign; Karen L. Gaudreault^F, Victoria N. Shiver, University of New Mexico; Kelly L. Simonton, University of Wyoming

([email protected])

Background/Purpose: Physical Education Teacher Education (PETE) faculty members are leaders of the PETE profession. Their duties involve generating new knowledge, training emerging PE teachers, serving the community, and mentoring future PETE scholars. Despite playing a pivotal role in higher education, little research exists documenting their perceptions of mattering within higher education. This study aimed to explore the construct of perceived mattering within PETE faculty members and how these feelings of significance interact within the sociopolitical structures of higher education.

Method: Data were collected through semi-structured interviews with 30 PETE faculty members within the US. Data were transcribed verbatim and analyzed inductively and deductively.

Analysis/Results: Analysis of data revealed three major themes (a) the importance of outside networking & service, (b) the need for acceptance and hierarchical dependence, (c) teaching/research conflict.

Conclusions: Creating community partnerships with local schools, providing proper guidance throughout faculty socialization, and embracing mentorship during early career years, can help increase feelings of mattering within PETE faculty members and realign the bigger purpose of physical education within the educational system.

Exploring the Development of Pre-Service Teachers Knowledge and Ability to Use The Spectrum of Teaching Styles Across One Year

Celina Espinoza¹, Aimee Gray, Kelly L. Simonton, University of Wyoming

([email protected])

Background/Purpose: The spectrum of teaching styles (Spectrum) is an essential framework for physical education (PE) teachers in meeting the diverse needs of learners. Research suggests that having knowledge of the Spectrum can enhance instructional effectiveness, student learning, and engagement in PE. Despite the research, our understanding of how pre-services teachers (PSTs) learn and use the styles is underdeveloped. Previous literature suggests that the Spectrum should be used to reframe PSTs subjective theories and how Physical Education Teacher Education (PETE) programs must target the mental models (i.e., what is teaching and learning) of PSTs to improve their pedagogical readiness. The purpose of this study was to track PSTs learning experiences about the Spectrum across their first year in a PETE program. The aim was to understand how their teaching practicum experiences shape and influence their perceived usefulness and ability in using the Spectrum.

Method: PSTs in their first PETE year (N= 11; 7 Female and 4 male) from one university participated in this study. Using a mixed methods approach, PSTs participated in a survey measuring their perceived usefulness and ability in using the styles at three time points (entry into PETE, following semesters one, and two). The survey also included open-ended questions (i.e, experience, perceived advantages/disadvantages, etc). In addition, a subsample of PSTs (n= 6) completed two semi-structured interviews at the end of the first and second semesters. All interviews and open-ended responses were transcribed and coded to explore trends in the data as to the PSTs perceptions of training and using the spectrum within their practicums.

Analysis/Results: Survey data analysis (Repeated Measures ANOVA) showed that all reproductive styles (A-E) showed positive trends across all three time points for perceived usefulness. For perceived ability, significant changes occurred in styles B, C, and D, and although all scores improved by time 3, some trends were not linear. Similarly, all three productive styles (F-H) showed significant positive trends in perceived usefulness and ability. Using Merriam and Tisdell’s (2015) four stage approach, the qualitative analysis revealed the following trends, first that PSTs were able to recognize the Spectrums’ impact on student engagement and critical thinking, specifically (a) a variety of styles affect learning engagement but knowing which is difficult and (b) styles can meet diverse student needs through empowerment. Secondly, PSTs expressed that structured discussion and reflection time was crucial in their development as it (a) increased their understanding of how students learn and (b) increased awareness of their own teaching practices.

Conclusions: PSTs were able to make a connection between the usefulness of styles and student learning through discussion, practice, and reflection. However, one year of initial training had more impact on their understanding than ability to implement the styles effectively. The styles can enhance PSTs pedagogical toolbox and be used to reshape how they view the teaching and learning process, but time is needed. PETE programs must include structured reflection and discussion within courses to ensure PSTs have time to challenge their subjective theories and reshape their mental model of teaching PE.

Following Pre-service Physical Education Teacher’s Construction of Sociopolitical Knowledge Within Their PETE Program

Aimee Gray¹, Kelly L. Simonton, University of Wyoming; Karen L. Gaudreault^F, University of New Mexico

([email protected])

Background/Purpose: While PETE programs aim to prepare PSTs in the technical aspects of teaching, less focus is given to providing PSTs with intentional training on the skills needed to successfully navigate the sociopolitical aspects of teaching. While research has indicated that PSTs may have a general awareness of the sociopolitical factors within school environments that impact PE, seldom do they possess the skills necessary to effectively navigate the profession. This is problematic as marginality, burnout, and role stress significantly contribute to career exit and teacher attrition. Scholars argue that it is essential for PSTs to understand the realities of navigating teaching a marginalized subject. The purpose of this study was to explore PSTs awareness and construction of their knowledge of sociopolitical factors influencing teaching PE across their first year in a PETE program.

Method: PSTs (N=9) who are currently enrolled a PETE program at one university in the western US, participated in this study. Data were collected throughout the first two semesters of the program using individual interviews, participant reflective journal entries, and researcher observation notes. All data were transcribed and analyzed using Merriam & Tisdell’s (2015) four stage process of open coding, axial coding, categorization, and theme development. Trustworthiness was ensured through data triangulation, peer debriefing, and negative case analysis (Lincoln & Guba, 1985).

Analysis/Results: Data revealed that PSTs were experiencing and developing awareness of the sociopolitical factors of teaching PE through both coursework and field experiences. Consistent with existing literature, PSTs experienced K-12 programming leading them to perceive that PE is “an easy, fun subject to teach”. Despite this, field experiences caused PSTs to reevaluate previously held perceptions and begin to recognize that being a PE teacher is important yet difficult. During reflection, students questioned the authenticity of what they experienced and what they were learning about PE, from a PST perspective, in schools. Further, field experiences led PSTs to describe a misconception of PE by stakeholders in the school community. Finally, PSTs described the belief that the PE teacher plays a significant role in the degree to which PE is valued and the status it holds in schools.

Conclusions: Our study revealed that while acculturation experiences are significant in PST perspectives, quality PETE programming and early exposure and field experiences can begin to shift these previously held beliefs. We argue that PETE programs need to imbed ongoing and formalized self-reflection opportunities in order to enhance PST understanding of the sociopolitical issues influencing PE teachers’ work. This can be enhanced through focused opportunities to observe and interact with PE teachers within the social environment of schools beyond simply teaching lessons in the gym. In addition, the formalized self-reflection opportunities need to include deliberate challenges to previously held experiences, with a focus on what is PE in schools and the community, and what does it mean to be a PE teacher compared to previous subjective theories. Through these innovative reflective practices, PETE programs will better prepare PSTs for the realities of both the social and technical aspects of teaching.

Logistic Regression: Motivational Constructs Contributing to Becoming Habitual/Regular Exercisers

Wenhao Liu^F1, Istvan Kovacs, Slippery Rock University

([email protected])

Background/Purpose: Based on the Transtheoretical Model, exercise stages or levels are associated with physical activity motivational constructs. This study was intended to further investigate this association by examining (a) what motivational constructs would significantly contribute to becoming habitual and regular (HR) exercisers and (b) how accurately the motivational constructs that people hold would classify HR exercisers and non-HR exercisers.

Method: Participants were 277 college students (Mean age: 20.99 ± 1.52, 114 females) in the US. Relevant surveys (CDC, 1999; Marcus & Forsyth, 2009) were used to assess following six motivational constructs: perceived physical activity (PA) barriers; perceived pros of exercise; perceived cons of exercise; self-efficacy of exercise; cognitive processes of change, which are cognitive strategies people use to change or improve their PA behaviors such as increasing PA knowledge; and behavioral processes of change, which are behavioral PA-promotion strategies used by people such as committing oneself. In addition, exercise stage was assessed with the exercise stage survey, which classified participants into two groups of exercisers: 161 students (60 females) were in a HR exerciser group, performing regular exercise as a habit and meeting Federal PA Guidelines (FPAG) for at least six months; and 116 (54 females) in a non-HR exerciser group, including those having no exercise, those having some exercise, and those having regular exercise but meeting FPAG for fewer than six months. A logistic regression was run with the six motivational constructs and sex as predictors, and the HR exercisers as the predicted event.

Analysis/Results: The results showed that the predictors, as a whole, were significantly associated with the HR exercisers with -2 log likelihood = 249.28, omnibus χ²(7) = 127.39, p < .001; and Nagelkerke R² = .50, explaining 50% of variance of the outcome. The following two motivational constructs contributed significantly to becoming a HR exerciser: behavioral processes of change, with B = .32, Wald χ²(1) = 14.86, p < .001, and Exp(B) (i.e., odds ratio) = 1.37; and self-efficacy of exercise, with B = .23, Wald χ²(1) = 16.87, p < .001, and Exp(B) = 1.25. In addition, the correct classification rate was 85.1% for the HR exercisers, 73.3% for the non-HR exercisers, and 80.1% for the overall.

Conclusions: Although the predictors, as a whole, can explain 50% of variance of the outcome, only two motivational constructs contribute significantly to people becoming HR exercisers while holding the other predictors constant. More specifically, one-point increase in “behavioral processes of change” and in “self-efficacy of exercise” will increase the likelihood in becoming a HR exerciser by 37% (1.37 – 1) and by 25% (1.25 – 1), respectively. In addition, the predictors demonstrate a high overall classification accuracy (80.1%) in distinguishing the HR exercisers and the non-HR exercisers. All the results, however, are limited to university students.

Modelling Relationships Between Attitude, Habit Strength, Intention, and Exercise Behavior

Yubing Wang¹, Old Dominion University; Yaogang Han, Pan Li, Binn Zhang, Shanghai University of Sport

([email protected])

Background/Purpose: One primary goal of physical education (PE) is to help students develop a physically active lifestyle which, in essence, is to help students develop a lifelong habit of doing physical activity (PA). Habitual behaviors and intentional behaviors are governed by different underlying mechanisms in that habitual behaviors are mainly influenced by habit strength and intentional behaviors are determined the strength of intention. Many scholars have argued that PA behavior is hard, if not impossible, to be a 100% habitual behavior because of the complexity of PA behavior. Thus, a person’s PA behavior tends to be guided partly by intention and partly by habit strength. This phenomenon elicits a debate on moderating role of habit on intention-behavior relationships. Some scholars argue that people with higher habit strength tend to rely less on intention to act, which means that habit negative moderates the relationship between intention and behavior. Some other scholars propose that habit is a catalyst of the translation of intention into action because higher habit strength makes the cognitive effort of this translation less taxing. On purpose of this study was to examine the moderation effect of habit strength on intention-behavior relationships.

Since helping students develop a habit of doing PA is an important goal of PE, it is important to understand the factors that can influence the formation of habit. Attitude has been recognized as an important factor influencing people’s intention to do PA. It is still unclear about the relationship between attitude and habit strength. It has been found that pleasantness or immediate reward are important to form a habit. Thus, we hypothesized that affective attitude would be a significant predictor of habit strength.

Based on the above conceptualizations, a model integrating cognitive and affective attitude, habit strength, intention, and PA behavior was developed, which include the relationship of attitude and habit strength and the interaction effects of habit strength and intention on PA behavior. The purpose of this study was to test this model.

Method: A total of 1860 college students completed this study. All variables were measured using validated self-report questionnaires. Structural equation modeling and Hayes’ PROCESS program (model 1) were conducted to address the research questions.

Analysis/Results: Results showed the model fit well with the data (χ² = 1975.388, df = 351, p < .01; RMSEA = .049; CFI = .978; TLI = .970). Affective attitude positively and significantly influenced habit strength (β=.699, p < .01). The effect of cognitive attitude on habit strength was significant and negative with a small effect size (β = –-.075, p < .01). Habit significantly and positively moderated the effects of intention on PA behavior (β = .084, p < .01). The higher the habit strength, the larger the effects of intention on PA behavior.

Conclusions: Affective attitude significantly predicts PA habit strength, which suggests that increasing people’s affective attitude toward PA can facilitate their formation of PA habit. Habit strength is a catalyst of the translation of PA intention into PA behavior. People with higher PA habit strength are more likely to act on their PA intentions.

Motivation within Hybrid Pedagogical Models: A Systematic Review

Meghan Dennis¹, Oleg A. Sinelnikov^F, The University of Alabama

([email protected])

Background/Purpose: Models-based practice through use of pedagogical models offers an alternative to traditional teacher-centered instruction (Hastie et al., 2021; Kirk, 2013; Metzler, 2017). Pedagogical models combine elements of curriculum and instructional models to deliver content through a set of non-negotiable instructional practices and a specific and well-defined focus (Casey et al., 2021; Metzler, 2017; Sinelnikov & Hastie, 2016). Research has also indicated that pedagogical models can cause an increase of student autonomy and thus increase motivation within PE classes (Vallerand, 2007). Shared features present the opportunity to be able to combine elements of different pedagogical models to create hybrid models for teaching physical education (Gonzales-Villora et al., 2019). Despite an increase in motivational research within hybrid models, to date, there have been no attempts at providing a synthesis of existing literature surrounding motivation and hybrid pedagogical models. Therefore, the purpose of this study was to provide a systematic review and synthesis of motivational research within hybrid pedagogical models in the existing literature, as well as recommendations for future research within this area of study. This study was framed using Self-Determination Theory (SDT; Deci & Ryan, 2021) and Achievement Goal Theory (AGT; Ames, 1992; Nicholls, 1984).

Method: Following PRISMA protocol for reporting systematic reviews, a systematic search of five electronic databases (SCOPUS, EBSCOHost, ERIC, Web of Science and Google Scholar) including published articles published through May 2023 was conducted (Moher et al., 2009). Articles were reviewed and categorized using inclusion and exclusion criteria. Seventeen studies focusing on motivational research within hybrid pedagogical models that fit the selection criteria were included in the review.

Analysis/Results: Relevant information from each study was assessed by hybridization, study focus, framework, research design, and motivational outcomes. Nine variations of hybrid pedagogical models were identified in the literature. The primary hybrid type included ‘Sport Education + one model’ and most studies (n = 8) focused on the students’ perceived motivation within hybrid units. Three studies targeted differences in gender when examining perception of the model whereas five studies focused on teachers’ perception when teaching a hybrid model. Lastly, seven research articles focused on how hybridizations impact on motivation in comparison to singular pedagogical models. All studies featured students experiencing a hybrid pedagogical model in either elementary or secondary school PE. Research design indicated that quantitative methods (n = 8), qualitative methods (n = 5), and mixed methods (n = 4) were utilized. SDT was the most frequently used theoretical framework (n = 11). Regardless of hybridization type or research design, the majority of studies (n = 15) found positive motivational outcomes including increased participation, increased enjoyment and an increase in students’ basic psychological needs.

Conclusions: The findings of this systematic literature review revealed that hybrid pedagogical models, generally, promoted an increase of motivation within PE settings. Specifically, this systematic review demonstrated that empirical evidence to date largely supports claims that the hybridization of various pedagogical models positively impacts motivational outcomes in PE based on Self-Determination Theory and Achievement Goal Theory frameworks.

Partial Correlation: Reexamining Perceived Barriers to PA among Young Adults

Wenhao Liu^F1, Istvan Kovacs, Slippery Rock University

([email protected])

Background/Purpose: Barriers to Being Active Quiz (CDC, 1999) yields seven physical activity (PA) barrier variables: lack of time, social influence, lack of energy, lack of willpower, fear of injury, lack of skill, and lack of resources. Although these barriers to PA have been widely examined, relationships among these barriers are seldom reported. In addition, in their discriminant analysis, Liu and Kovacs (2021) found that “willpower” was the only significant dimension representing the other PA barrier variables among university students, implying that the “lack of willpower” might be a common cause variable shared by the other PA barrier variables. With partial correlation, this study further examined the relationship among the seven PA-barrier variables mentioned above, especially how the “willpower” would have effect on the other six non-willpower variables of PA barriers.

Method: Barriers to Being Active Quiz was administered to 70 university students (mean age: 20.89 ±1.07: 31 females). Partial correlation was run to examine (a) zero-order correlations among the seven PA barrier variables, and (b) partial correlations among the six non-willpower PA barrier variables, controlling for “lack of willpower”. Effect sizes (r values) and significances (p values) were then compared between the two sets of correlations for the six non-willpower PA barrier variables. The Bonferroni approach was used to control Type I error across 21 zero-order correlations and 15 partial correlations. Thus, p value for significance was .0024 (.05 ÷ 21) and .0033 (.05 ÷ 15) for the zero-order correlations and the partial correlations, respectively.

Analysis/Results: In the zero-order correlations, all the effect sizes were large (r ≥ .50) or medium (r ≥ .30), except three ones with small effect sizes (r ≥.10), and all the p values were significant (p < .0024) except three ones. In contrast, with the partial correlations, the effect sizes reduced by one level (i.e., from large to medium, or from medium to small) in seven correlations, and the significant p values (p < .0033) dropped to non-significance in six correlations. However, the effect sizes remained large (r ≥ .50) in two partial correlations and medium (r ≥ .30) in eight, and the p values were still significant (p < .0033) in seven partial correlations.

Conclusions: When the “willpower” is held constant, the strength of correlation among the six non-willpower PA barriers decreases significantly compared to the condition of the zero-order correlation, indicating that the “willpower” variable has considerable effect on the other non-willpower PA barriers. However, the effect of “willpower” on the other non-willpower PA barriers should not be overstated, because most non-willpower PA barriers tend to correlate with one another even holding constant “willpower”. Thus, a comprehensive intervention plan with some weight to the “willpower” is appropriate for university students in terms of overcoming barriers to PA.

Perceived Competence and Achievement Goals in a Summer Sports Camp

Ping Xiang^F1, Jiling Liu^F, Texas A&M University; Jianmin Guan^F, University of Texas at San Antonio; Weidong Li^F, The Ohio State University; Jihye Lee, Dallas

([email protected])

Background/Purpose: Perceived competence (PC) refers to how students evaluate their competence in physical activity settings. Task mastery, personal improvement, or outperforming others are three standards primarily used for one’s competence evaluation (Elliot, 1999), resulting in PC mastery, PC self, and PC other (Spray & Warburton, 2011). According to achievement goal theory (Elliot, 1999), the three types of PCs predict students’ adoption of achievement goals differently; achievement goals not only influence students’ motivational outcomes but also mediate the relationship between PCs and motivational outcomes of students. However, such interrelationships have not been extensively examined in summer sports camps. Therefore, this study examined whether PCs predicted the adoption of achievement goals differently and whether achievement goals mediated the relationship between PCs and intention for future participation (IFP) in physical activity among adolescent boys in a summer sports camp.

Method: Participants were 98 at-risk boys (M_age = 11.88, SD = 1.21) enrolled in a summer sports camp in Southwest. Among them, 18 (20.7%) were White, 18 (20.7%) Black, 46 (52.9%) Hispanic, and 5 (5.7%) Other. Questionnaires (Guan et al., 2007; Spray & Warburton, 2011) were administered to assess PCs, achievement goals (mastery-approach (MAp), performance-approach (PAp), mastery-avoidance (MAv), performance-avoidance (MAv)), and IFP. The boys rated each question on a 5-point Likert scale. A series of data analyses were performed, including data screening, construct validity, scale reliability, correlations, and structural equation modeling.

Analysis/Results: Construct validity for the PCs and IFP scales were acceptable, but not for the achievement goals scale. Due to low construct validity and scale reliability (Cronbach’s αs < .60), MAv and PAv were dropped from further analyses. The analysis of structural equation model revealed that the proposed model displayed a favorable fit with the data (χ²₍₇₆₎ = 82.98, p = .27; RMSEA = .03; CFI = .99). Moreover, PC mastery exhibited a positive prediction of MAp (λ = .80, p < .01), PC other positively predicted PAp (λ = .72, p < .01) and negatively predicted MAp (λ = -.40, p < .01), and MAp had a positive effect on IFP (λ = .56, p < .01). No significant mediation effects from PCs to IFP were detected. Lastly, the proposed model accounted for approximately 39% of the variance in IFP (p < .01).

Conclusions: Significant predictions from PC mastery and PC other to MAp and PAp observed in this study provide additional support for achievement goal theory that PC plays different roles in predicting the adoption of achievement goals. The finding that PC other positively predicted PAp is consistent with Spray and Warburton (2011) with a sample of students aged 11 and 15 years in England. However, contrary to achievement goal theory, MAp and PAp failed to mediate the relationship between PCs and IFP. Given the results of this study, we recommend that researchers continue this line of inquiry to gain more understanding of the interrelationships between PCs, achievement goals, and motivational outcomes in summer sports camps.

Prediction of Physical Education Teachers’ Job Satisfaction Through Self-Determination Theory

Myung Ha Sur¹, University of South Carolina; Jaehun Jung, University of Wisconsin, Whitewater

([email protected])

Background/Purpose: Physical education teachers are at risk of experiencing stress or burnout, which is one of the reasons for them to decide to leave the field of education sooner than planned. Although various supports are provided to improve the retention rate of teachers, many physical education teachers quit their job at the early stage of their careers. Job satisfaction is an important indicator for predicting teachers’ retention in the field of education, and the self-determination theory can be utilized to predict job satisfaction. According to the self-determination theory, enhanced autonomy, competence, and relatedness in teaching in school setting will lead to increased self-determined motivation to stay in the physical education profession for a longer duration with greater satisfaction. Therefore, the purpose of the study was to examine the predictive effects of self-determination theory components in school setting on the job satisfaction of physical education teachers.

Method: The data were obtained from the National Teacher and Principal Survey for Public School Teachers in 2020-2021 academic year. The system selected approximately 1,400 physical education teachers for the analysis. Items related to autonomy, relatedness, and job satisfaction were chosen to be analyzed. Notably, no items were selected to measure competence, as the survey itself does not assess teaching competence. Descriptive statistics were conducted to comprehend the demographic information of the participants and the distribution of scores of the selected survey items. Logistic regression was performed to investigate the predictive effects of survey items related to the self-determination theory on-the-job satisfaction.

Analysis/Results: About 92% of physical education teachers expressed somewhat or totally satisfied with their job. Moreover, the majority of the physical education teachers (Ranging from 84% to 93%) indicated that they have autonomy in selecting contents, teaching techniques, and grading students. In relatedness items, physical education teachers perceived that they are supported by school administration, staff, and colleagues (Ranging from 85% to 88%). Items associated with relatedness statistically significantly predicted the job satisfaction of physical education teachers (OR = 2.42-6.74, p < .05), whereas autonomy related items did not (p > .05).

Conclusions: The study’s findings suggest that physical education teachers’ job satisfaction can be influenced by their ability to establish and maintain positive relationships with various school members, including school administrators, staffs, and colleagues. Physical education teachers often experience isolation, due to the physical separation of their office and gym space from other people, resulting in limited interactions with fellow school members. It is recommended for school administrators to provide opportunities for physical education teachers to cultivate positive relationships with their peers across the school. This proactive approach can enhance job satisfaction, ultimately contributing to a higher retention rate of physical educators within the education field.

Shaping Success: Grit’s Impact on Preservice PE Teachers’ Motivational Mechanism

Joonyoung Lee¹, Jackson State University; Jinwoo Park, Pusan National University

([email protected])

Background/Purpose: “Grit” refers to the combinations of perseverance of effort and consistency of interest when facing challenges or setbacks, which are crucial in maintaining long-term goals (Duckworth et al., 2007). Physical education teacher education (PETE) for preservice PE teachers (PPETs) is increasingly recognized as a vital component of teacher preparation, underlining the importance of continuously monitoring their resilience and dedication towards long-term objectives. Despite the significance of these elements, few studies have explored the potential mechanisms linking grit with motivational variables within PE contexts. Therefore, we aimed to investigate how the grit of PPETs influences their motivation and achievement goals, which may subsequently impact their intentions to become PE teachers.

Method: A total of 279 PPETs (69.5% male; 26.9% graduate students), who enrolled in PE degree programs in public universities in South Korea, responded to validated questionnaires designed to measure grit (i.e., perseverance of effort and consistency of interest), academic motivation (i.e., intrinsic motivation, extrinsic motivation, and amotivation), achievement goal orientation (i.e., mastery approach goals, performance approach goals, and performance avoidance goals), and intention (e.g., becoming a PE teacher). To examine the relationships among these variables, correlation analyses were initially conducted. Following this, structural equation modeling (SEM) was applied not only to assess both the direct and indirect effects of these relationships but also to test a hypothesized model.

Analysis/Results: The correlation analysis revealed both positive and negative associations between the grit scales and motivational variables. Specifically, (a) grit-perseverance of effort demonstrated significant impact on amotivation, intrinsic motivation, performance approach goals, and mastery approach goals (rs ranging from -.28 to .38, p < .01), while (b) grit-consistence of interest significantly influenced mastery approach goals, amotivation, performance approach goals, intrinsic motivation, and intention (rs ranging from -.26 to .38, p < .01). Furthermore, the SEM results confirmed the hypothesized model’s goodness-of-fit (χ²/df = 2.053, RMSEA = .062, IFI = .92, TLI = .91, and CFI = .92; Hu & Bentler, 1999).

Conclusions: This study’s findings highlight the crucial role of grit, encompassing both perseverance of effort and consistency of interest, in shaping the motivation and achievement goals of PPETs. The SEM validated the proposed model, indicating that grit’s influence extends beyond direct impact on motivation and goals to indirect effects as well, which underscores the need to foster grit in PPETs during their professional preparation. These insights suggest potential benefits for PETE programs from integrating strategies to develop grit into their curricula. Such an approach could better prepare future PE teachers by enhancing their resilience, commitment to their goals, and motivation, thereby positively influencing their intention to remain in the profession.

Students’ Self-Efficacy for Social Emotional Learning Constructs Across a One-Year Physical Activity Afterschool Program

Katie A. Juarez¹, Kelly L. Simonton, University of Wyoming; Victoria N. Shiver, University of New Mexico

([email protected])

Background/Purpose: A breadth of research shows the positive impact that afterschool programs can have in targeting both physical activity (PA) behaviors and social-emotional learning (SEL), particularly in the short-term development of youth. However, two gaps have been identified which include comprehensive evaluation of SEL learning and the limited longitudinal assessment, particularly for elementary students. Evidence suggests the ‘big two’ competencies, personal and social responsibility, are measured most frequently, but other competencies receive less attention. In addition, while capturing behavior change is less evident, the perceived efficacy that youth may develop in these concepts appears to be a more state-like characteristic that can be captured as learning occurs. The purpose of this study was to investigate students’ perceptions of their self-efficacy for multiple SEL competencies across a one-year PA afterschool program focused on teaching SEL.

Method: Youth participants (N = 224; 56% Male; Mage= 9.25) from 10 elementary schools participated in an afterschool program offered by trained physical education teachers and assistants. Using a mixed methods approach, youth participants completed a survey on self-efficacy for SEL (efficacy, self-management, social awareness, growth mindset) and their PA intention at four points in the program. All students participated in school level focus group interviews (n = 8 per school) as well. Descriptive statistics and targeted repeated measures analysis of variance was used to explore survey data. Additionally, all interviews were transcribed and coded to identify major trends in understanding student self-efficacy for engaging in SEL skills in and out of the program.

Analysis/Results: Survey results showed no significant changes across the four time points in the four SEL competencies. Mean trends showed that perceptions were maintained and in conjunction with qualitative analysis, students understanding was deepening, but not shifting behaviors. Trends revealed that greater student awareness of SEL accompanies more accurate self-perceptions. Qualitative trends were: (a) trust and development takes time; (b) a transition from simply following rules to truly understanding social behaviors; (c) emotions are as powerful as knowledge; (d) students can embrace communication and reflection. Students began not feeling connected to their peers and found it difficult to communicate and share. However, over time students developed trust, learned how to reflect on their actions, and made connections to the SEL competencies. Students also developed their understanding of how individual decision making can impact others. Lastly, while students made positive individual improvements, it appears that some SEL skills might be too advanced for students’ abilities. Thus, they are not yet able to put them into practice.

Conclusions: Results suggest even though students are continuing to develop their skills, more time is needed to see additional changes in their SEL competencies. Students made progress in connecting with peers, understanding behavior, and recognizing their emotions during the ASP over a 1-year span. Participants reflected on their decision making and emotions in different situations in and out of school, indicating that there needs to be more time developing critical thinking and implementation of SEL competencies in present scenarios.

The Effects of Relatedness Support on Motivational Profiles in Rural vs. Urban Physical Education Students

Corbin Stringham, Lethbridige School Division; Keven Prusak¹, David Barney, Carol Wilkinson, Brigham Young University

([email protected])

Background/Purpose: The purpose of this study was to examine the degree to which relatedness support affects motivational profiles in rural vs. urban physical education (PE) students. Participants included rural (n = 177) and urban (n = 431) junior high/high school students (grades 5-12) from Alberta, a western province in Canada (n = 508), and Utah, a state in the intermountain west of the USA (n = 100).

Method: This cross-sectional study measured and assessed students’ basic psychological needs of student-to-student relatedness, student-to-teacher relatedness, competence, and autonomy using a revised version of the Basic Psychological Needs Scale (BPNS-R). Situational motivation was measured and assessed using the Situational Intrinsic Motivation Scale – Physical Education (SIMS-PE). For data analysis, MANOVA was used to examine significant differences among group variables (urban and rural, gender, and state) for selected variables (basic psychological needs indices and motivational indices).

Analysis/Results: Significant rural vs. urban effects were noted for basic psychological needs and reveal urban students as having significantly more student-to-teacher relatedness (p = .032), competence (p = .001), and autonomy (p = .002) than rural students. Significant rural vs. urban effects were also noted for motivational indices and reveal urban students as having significantly more intrinsic motivation (p < .001), identified regulation (p = .001), and higher Self- Determination Index (SDI) scores (p < .001) than rural students. Significant state effects reveal Alberta students are significantly more intrinsically motivated (p < .001) than Utah students.

Conclusions: Due to sheer population size of metropolitan areas, urban students inherently have more PE options and more funding, which possibly allows them to experience greater autonomy and competence. Limited choices in rural schools could be a contributing factor for lower autonomy and competence measures. Rural PE teachers oftentimes teach other core subjects, which possibly makes PE classes less engaging and rigid, thereby causing lower relatedness between teacher and student. The Covid-19 pandemic has predominately paused extracurricular physical activities in urban settings, potentially catalyzing greater meaning and importance in urban PE; possibly initiating greater self-determined motivation for urban students.

Rural PE teachers are recommended to be intentional with their relatedness support. PE teachers should adopt a holistic approach to satisfying the basic psychological needs of relatedness, competence, and autonomy instead of focusing on one need at the expense of others.

Why All the Fuss About Pickleball?

Zack Beddoes¹, Bringham Young University; David Barney, Keven Prusak, Brigham Young University

([email protected])

Background/Purpose: Pickleball is the fastest growing sport in America. Its’ appeal to the mature population, 40 years of age and older, is quickly becoming a widespread phenomenon. Engagement in pickleball can potentially enhance social interaction and increase health-enhancing levels of physical activity. Understanding why a growing number of adults, especially older adults, are engaging in the sport could have implications for increasing the physical activity levels and social engagement opportunities for others. Drawing from Self Determination Theory (SDT), the purpose of this study was to understand the motivational profiles of older adults who regularly participated in pickleball.

Method: This study used mixed methodology and included 272 adults (114 males and 157 females) 40 years of age or older. The survey consisted of a modified version of the 16 item-four subscale Situational Motivational Scale (SIMS) followed by open-ended questions. Surveys were dispensed as a Qualtrics survey link via email to all participants.

Analysis/Results: The 16 items of the SIMS were reduced to four subscales by calculating the average of each of the four corresponding items. Subsequent analyses were conducted on these subscale scores. Internal consistency was assessed by calculating a Cronbach alpha. Pearson correlations were calculated among respective subscale scores to assess the stability of the underlying simplex pattern (i.e., strongest correlations between adjacent subscales). Other data collected from this study was four open-ended questions on the survey. The researchers analyzed all the open-ended responses from the survey. The researchers then read and re-read the data until common themes became evident. The overall population demonstrated high levels of IM (M=6.42; SD= .60), IR (M= 6.33; SD= .70), and low levels of ER (M=1.58; SD= 1.0) and AM (M= 2.16; SD= .56) as expected, suggesting that participants were decidedly more self-determined than not. The strength and direction as reported in Table 3 indicate a positive relationship between IM and IR subscales and a negative relationship with ER and AM. Between gender differences were found with females exhibiting significantly higher levels of IM (F(2, 269) = 6.40, p = .002) and IR (F(2, 269) = 18.92, p < .001) and SDI (F(2, 269) = 9.13, p < .001). Further, no significant differences were noted between genders with respect to ER nor AM. One example for the open-ended responses includes: “The fun, challenge, exercise and most importantly the friendship. I am 72 and have friends from their 30’s to the 80’s. It’s so much more than just the game. It’s an incredible community. We laugh every day! If someone is having problems, we are there for them. It’s a family.”

Conclusions: This study carries implications beyond the sport of pickleball. Activities like pickleball seem to invite the fulfillment of the motivational needs of competence, autonomy, and relatedness in the older population. The construct of relatedness is important. Human beings are social creatures with an inherent need to associate with others. In designing or redesigning physical activity opportunities for adults or children, it is important that provisions for social interaction are made.

500/500

Motor Behavior

A Comparative Study on Fundamental Movement Skills Among Children with Autism Spectrum Disorder and Typically Developing Children Aged 7-10

LiangShan Dong¹, China University of Geosciences; Bo Shen^F, Wayne State University; Yanli Pang, Central China Normal University; Yu Song, Jimei University; Jin Bo, Eastern Michigan University

([email protected])

Background/Purpose: Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder characterized by impairments in social interaction, communication, and a wide range of behavioral deficits. While the focus has largely been on sociability and communication impairments, recent studies have shed light on the pivotal role of motor deficits in the symptomatology of ASD. These deficits and delays in motor behaviors could significantly impact the typical development of movement skills in children with ASD. However, there is a noticeable dearth of research addressing motor behavior among children with ASD, particularly in China. Against this backdrop, the purpose of this study was to explore the development of fundamental movement skills (FMS) in children with ASD and compare them to typically developing children.

Method: The study recruited 108 children with ASD (87 males, 21 females) aged 7-10 years from two special education rehabilitation centers in Wuhan, China. A comparison group of 108 typically developing children, matched for gender and age, were randomly selected from three local primary schools. The Movement Assessment Battery for Children - Second Edition (MABC-2) was employed to evaluate FMS, including manual dexterity, aiming and catching, and static and dynamic balance.

Analysis/Results: Findings revealed that approximately 80% of children with ASD experienced motor difficulty or were at risk for motor delay. The ASD group exhibited significantly lower standard scores in manual dexterity, ball skills, and static and dynamic balance, in comparison to their typically developing counterparts (all p < 0.001). No significant gender difference was found (all p > 0.05).

Conclusions: This study reveals significant motor deficits in children with ASD compared to typically developing children, underlining the importance of integrating motor function assessments into ASD diagnosis. Evidence-based movement interventions should be integrated if motor impairments are present. Longitudinal research is needed to elucidate the mechanisms underlying atypical motor trajectories in ASD. Comprehensive assessment and targeted early intervention of core and motor deficits will enable optimized developmental outcomes.

Associations Between Motor Skills and Neuro-Psychomotor Development in Urban Kindergarteners

Samantha Moss¹, SUNY Cortland; Xiangli Gu^F, University of Texas at Arlington; Tao Zhang^F, University of North Texas

([email protected])

Background/Purpose: This study aimed to 1) examine gender disparities in fundamental motor skills ([FMS] including ball skills and locomotor skills) and psychomotor speed (i.e., choice movement time [CMT], choice reaction time [CRT], single movement time [SMT], single reaction time [SRT]) in kindergarteners, and 2) investigate relations between FMS and psychomotor speed in urban kindergarteners.

Method: Using a cross-sectional design, 94 kindergarteners (M_age=5.37 years, 75.9% non-Hispanic, 52.1% boys) were recruited from elementary schools. FMS were measured via Test of Gross Motor Development – 3^rd edition assessing seven ball skills (i.e., two-hand strike, dribble, forehand strike, kick, catch, overhand throw, and underhand throw) and six locomotor skills (i.e., run, gallop, skip, hop, jump, and slide). Psychomotor speed was measured via iPad-based Cambridge Neuropsychological Test Automated Battery (CANTAB) using the reaction time (RTI) assessment measuring SMT, CMT, SRT, and CRT. Descriptive statistics and the independent samples t-test was conducted to examine gender disparities. Further, correlation analysis and multiple linear regressions (controlling for gender and socio-economic status) were performed to investigate relations between FMS and cognitive function.

Analysis/Results: Most children did not meet age-gender specified proficiency levels in ball skills (81.9%) or locomotor skills (77.4%). Both genders performed similarly in ball skills (girls: 7.76 ± 1.82 vs. boys: 7.47 ± 2.55, Cohen’s d = .13, respectively) and locomotor skills (girls: 7.82 ± 2.24 vs. boys: 7.77 ± 2.11, Cohen’s d = .01). Boys outperformed girls in CMT (276.00ms ± 65.33 vs. 301.61ms ± 87.42, Cohen’s d = .33), CRT (549.61 ± 105.62 vs. 639.1233 ± 193.02, Cohen’s d = .58), and SRT (506.02 ± 97.76 vs. 549.10 ± 133.81, Cohen’s d = .37), but both genders performed similarly on SMT (254.03 ± 75.95 vs. 250.22 ± 60.81, Cohen’s d = .05). The independent samples t-test showed significant gender disparities (boys outperforming girls) in CRT (p<.01) and SRT (p < .05). Correlation analyses revealed significant associations of both two-hand strike (r = –.288, p < .05) and forehand strike (r = –.240, p < .05) with CMT regardless of sex and SES. Regarding locomotor skills, hop was significantly associated with CMT (r = –.249, p < .05) and SMT (r = –.250, p < .05). Slide was significantly associated with SRT (r = –.220, p < .05). Forehand strike (β = -.53) emerged as a significant predictor for CRT (R²= .31, p < .05). Both forehand strike (β = –.78) and overhand throw (β = .40) significantly predicted SMT (R² = .48,p < .01).

Conclusions: Over 75% of children did not reach the age-gender specified FMS proficiency level. During early school years, it is urgent to provide more practice opportunities in both school and home settings. The observed gender disparities in reaction time raises concern for earlier assessment during early childhood. Unilateral and bimanual coordination skills showed to be influential in psychomotor development. From a neurological development perspective, high-level interactions within the motor cortex are needed for complex skills requiring unilateral or bimanual coordination. If practicing these skills are prioritized during early childhood, long-term improvements in brain development should be observed.

Examining Family Influences on Preschoolers’ Motor Development: A Mixed-Methods Approach

Joonyoung Lee¹, Jackson State University; Tao Zhang^F, University of North Texas

([email protected])

Background/Purpose: Family dynamics (e.g., role modeling, parent/sibling support, home atmosphere) can greatly influence a child’s health behaviors. Underserved preschoolers from low-income families often have fewer opportunities to develop fundamental motor skills (FMS) and may exhibit less engagement in physical activity (PA). However, previous studies have reported inconsistent results, with some studies finding no differences in FMS development regardless of the family’s socioeconomic status (SES). Thus, this study aimed to utilizes a mixed-methods approach to explore how family dynamics can potentially influence FMS and PA behaviors in underserved preschoolers in Head Start programs, despite the challenges posed by low SES.

Method: Employing an explanatory sequential mixed methodology (Creswell & Clark, 2017), this study evaluated the FMS and PA patterns of 216 preschoolers (Mage = 4.32 ± 0.63; 56.5% girls) from the Head Start programs in the southwestern United States. To assess FMS and PA, the Test of Gross Motor Development–3rd edition (TGMD-3; Ulrich 2019) and accelerometers were utilized. We divided our purposeful and stratified sample (N = 20, final sample = 8) into two interview groups, those with high FMS and those with low FMS. Independent samples t-tests were used for comparison in the quantitative phase. After the quantitative analysis, we transitioned to the qualitative phase of the study, involving eight parent-child dyads who represented the extremes of FMS development, both highest and lowest. Through interviews and drawing methods, we delved deeper into the influence of family dynamics on a child’s FMS and PA behaviors.

Analysis/Results: The results showed that preschoolers in the high FMS group participated more moderate-to-vigorous physical activity (PA) than their counterparts in the low FMS group (ps < 0.05–0.001). By contrasting the quantitative findings with qualitative data from parent-child dyad interviews, we investigated the proposed mechanism underscoring the importance of family influence on underserved preschoolers’ FMS and PA behavior. The qualitative analysis of the interview data yielded four themes: (a) The PA habits of parents or siblings can shape children’s motor development and PA habits; (b) Parents’ efforts can foster the development of their children’s FMS; (c) The home environment enhances children’s opportunities to master FMS; and (d) Children’s motor development and parental support affect each other bidirectionally.

Conclusions: In line with the purpose of the sequential explanatory design in this study, we integrated parents’ responses from the qualitative findings with the quantitative results. This integration helped us explain and interpret the potential mechanisms determining family influences on the FMS development and PA behavior of underserved preschoolers in Head Start. The findings revealed that positive family environments—featuring role modeling, support, and facilitation—were more prevalent among preschoolers in the high FMS group than in the low FMS group. An analysis of the children’s drawings also revealed distinctions in images related to playing sports with parents or siblings, depending on the child’s level of FMS development. This study underscores the need for comprehensive home PA interventions supporting FMS development in Head Start families, a strategy vital to addressing health disparities and promoting health equity for underserved preschoolers in Head Start.

Physical Activity & Health Promotion

The Villainous Vape: Youth E-Cigarette Education Provided Through Novel Comic-Book

Hannah Brown¹, University of Kentucky

([email protected])

Background/Purpose: Youth curiosity and engagement in new products and trends has always played a massive cultural and societal role in the foundation of many young people’s interests. These trends and products often provide a sense of comfort and conformity for many young people. However, products like e-cigarettes or vapes have unfortunately become a popular trend among many young people and has led to a significant increase in dangerous health consequences among youth.

With this increase, it is critical to explore new and innovative ways to communicate about the dangers of e-cigarettes. By utilizing a more visual approach for youth education, such as a comic book, we can further understand how youth will engage with the comic, retain more information, and relate to characters in the story. By having a compelling story line, we can explore youth perceptions and ability to relate to the experiences of the story’s characters and find support through the lessons learned. By increasing the availability of e-cigarette education and by altering the method of delivery, we can expect to see a decrease in e-cigarette use among youth.

Method: University faculty and staff developed the ‘Villainous Vape’ by translating research on e-cigarette use among college students to a comic book. The process included translating interpretation of the study findings into a narrative that resonates with youth and young adults. A cross-sectional exploratory research design aims to determine general perceptions of the comic, visual appeal, overall themes identified after reading it, and suggestions to integrate into prevention curriculum. Data were collected through an online survey distributed in partnership with four after school programs, and through 60-minute focus groups conducted with a small subset of these youth.

Analysis/Results: A total of 83 students in 6th-12th participated in the online survey distributed with the after-school programs and focus groups. Nearly 100% of all students who read the comic book found it to be a great way to facilitate education about e-cigarette use. Over 60% of all students found themselves able to relate to one or more of the characters, and enjoy seeing the journey Dep, the comic-book’s main character, takes to quit nicotine. In addition, over 90% of respondents indicated that the comic book discouraged them from vaping.

Conclusions: Youth engagement and interest are imperative when exploring new forms of communication and education. Health topics, such as the dangers of e-cigarette use, require novel strategies to discourage youth from initiating and empower students to make informed decisions about their health. The ‘Villainous Vape’ provides engagement, relatability, visual appeal, and accessible education, and shows significant promise as a public health solution to youth e-cigarette use.

A Thematic Analysis of Qualitative Findings on Preschool Teachers’ Behavioral Intention to Facilitate Children’s Movement Within the Indoor Preschool Classroom

John P Rech¹, University of Nebraska at Kearney; Priyanka Chaudhary, Danae Dinkel, University of Nebraska at Omaha

([email protected])

Background/Purpose: Teachers play an influential role in children’s health behaviors and there is evidence to support the need for children to be more physically active within preschool. Teachers should be intentional about promoting play types that are more active than inactive and integrating physical activity into students’ learning. Teachers’ behavior intention to facilitate physical activity within the indoor classroom may be influenced by their individual perspectives on physical activity but this has rarely been explored. Therefore, the purpose of this study was to investigate preschool teachers’ perceptions of physical activity use and promotion to identify potential factors that may influence their behavioral intention to facilitate children’s physical activity within the indoor classroom.

Method: This study consisted of conducting semi-structured interviews with 25 preschool teachers throughout the state of Nebraska. A thematic analysis approach was used to reduce findings into themes and sub-themes. Validation of qualitative findings was conducted through peer debriefing, audit trail, and thick description.

Analysis/Results: Five themes related to preschool teachers’ perceptions and behavioral intention to use and promote physical activity within their classrooms emerged from their responses to interview questions. These themes were 1) defining physical activity, 2) social-emotional development, 3) teaching philosophy, 4) professional development, and 5) environmental barriers. Teachers mostly defined physical activity as high intensity movement performed during outdoor free play or physical education. They also identified physical activity being more beneficial to children’s social and emotional development rather than physical health or cognitive outcomes. Teachers viewed movement as more of component of their teaching philosophy rather than a requirement of the preschool centers. However, teachers voiced a need and interest for professional development on physical activity and physical education within preschool. Teachers mentioned concerns of movement inside the classroom due to limited space and safety.

Conclusions: Overall, the findings delineate factors that could be of focus for ongoing professional development and interventions to increase individual teachers’ behavioral intention to facilitate children’s physical activity. Topics of focus may include strategies to facilitate children’s movement during indoor free play and reducing sedentary time, an emphasis on social-emotional benefits to better appeal to teacher’s expected outcomes of physical activity, and increasing teachers’ self-efficacy to overcome barriers.

Accuracy of Steps Counts Measured by Two Popular Smartwatches

Joonkoo Yun^F1, East Carolina University; Xiaoxia Zhang, Centenary College of Louisiana; Hyokju Maeng, Eastern New Mexico University

([email protected])

Background/Purpose: The wearable technology market for monitoring physical activity (PA) has consistently grown over the last decades. Approximately 69% of adults have tracked at least one health indicator, including physical activity (Fox & Duggan, 2013). The introduction of smartwatches, such as Apple and Samsung watches, may influence the popularity of monitoring PA behavior. Examining the accuracy of these smartwatches is essential, as inaccuracy may undermine consumer trust and reduce motivation for PA participation. Therefore, the aim of this study was to examine the accuracy of step counts in two popular smartwatches under various walking conditions.

Method: Forty participants (8 males and 32 females) aged 18 to 59 years (mean = 25.88, SD = 10.45), walked on a predetermined indoor figure-8 course twice for three minutes each time, at self-paced, slow, and fast speeds, respectively. Slow speed was defined as 25% below the self-paced speed, and fast speed was defined as 25% above the self-paced speed. Participants wore an Apple Watch Series 5 and a Samsung Galaxy Watch Active 2 on the participant’s wrist of non-dominant hands. The percentage of absolute errors was calculated for both the Apple and Samsung Galaxy Watches, based on the number of steps measured by the smartwatches and the number of steps manually counted by the researchers in each trial. The average absolute error with a 95% confidence interval (CI) was calculated. Additionally, two separate 2 x 3 (trial by speed) repeated ANOVAs for each smartwatch were conducted.

Analysis/Results: The Apple Watch had an average error rate of 9.53%, with a 95% CI, 7.56% to 11.51%. The percentage of errors for self-paced, slow, and fast speeds were 8.66%, 10.59%, and 9.35%, respectively. The results revealed no significant differences between various speeds in Apple Watch. The Samsung Galaxy Watch had an average error rate of 6.49%, with a 95% CI, 4.56% to 7.63%. The percentage of errors for self-paced, slow, and fast speeds were 3.34%, 11.11%, and 3.83%, respectively. The results revealed a significant main effect on speed, F(2, 78) = 13.72, p < .01, η² = .26. Post-hoc analysis suggested that the Samsung Galaxy Watch had more errors at slow speed than in the two other conditions.

Conclusions: This study found that, on average, both Samsung Galaxy and Apple watches had errors within 10% when measuring steps. Although there is no universally agreed-upon cut-off for the percentage of errors that should be associated with step counts, less than 10% appears to be a reasonable margin of error. However, the study also suggests the need to improve step detection at slow speeds for the Samsung Galaxy Watch. The difficulty in accurately detecting slow-speed steps may be due to the mechanical placement of the accelerometer in the watch or the threshold of software recognizing acceleration of body movement as steps. Although the average absolute error rate of the Apple Watch is below 10% errors, the confidence interval for all three speeds crosses the 10% error margin. Manufacturers may need to put efforts into improving overall accuracy.

Association of Older Women’s Physical Activity and Quality of Life

Nicolas S. Lourenço, Universidade Paulista – UNIP; Pedro Pugliesi Abdalla, University of São Paulo; Anderson dos Santos Carvalho, Universidade Paulista – UNIP; Nilo C. Ramos¹, Coastal Carolina University; Guanis B. Vilela Jr., Universidade Metodista de Piracicaba - UNIMEP

([email protected])

Background/Purpose: The aging process occurs naturally from birth and can be accelerated or slowed down as a result of factors related to the individual’s quality of life (QoL; Vilela Jr. et al., 2022). As people get older, declines in physical and functional capacities (e.g., strength, flexibility, and aerobic capacity) and the effect of chronic diseases (e.g., cardiovascular diseases, cancer, and diabetes) can be observed, as well as higher incidence of sedentary habits (Silva et al., 2019). These factors may directly impact people’s QoL. One way to minimize these factors is by increasing physical activity (PA), which promotes healthy behaviors and execution of daily activities, and as a result, the improvement of QoL (Costa et al., 2018). Therefore, the purpose of this study was to identify and compare the perception of QoL of physically active and sedentary older women.

Method: Participants were 71 older women (age=68.6 ± 5.8 years) divided into two groups: physically active (GFA; n = 36) at least in the last 6 months; and sedentary with no PA (GSE; n = 35). Anthropometric variables of weight and height, BMI and calf circumference were recorded. Participants completed the Mini Mental State Examination (MMSE), the International Physical Activity Questionnaire (IPAQ), and the WHOQOL-bref QoL questionnaires. The Timed Up and Go (TUG) and the chair stand-up and sit-down tests were applied. Descriptive analysis (minimum/maximum values, mean and standard deviation) was performed to compare data between groups. Normality was verified using the Komolgorov-Smirnov test. To compare GFA with GSE, the independent t test was used for variables with parametric distribution and the Mann-Whitney U test for variables with non-parametric distribution, with a previously established level of statistical significance (p<0.05); using SPSS 20.0 software.

Analysis/Results: There were no significant statistical differences between the GFA and GSE groups for the variables of age, weight, height, BMI and MMSE. However, the GFA presented a shorter time in the TUG (8.35 vs 10.64 s) and in the chair stand-up test (12.42 vs 16.66 s). The GFA showed higher averages for walking (235.4 vs 140.6 min/week), moderate physical activity (MFA; 816.1 vs 431.8 min/week), vigorous physical activity (VPA; 146.2 vs 53.1 min/week) and for moderate to vigorous physical activity (MVPA; 962.3 vs 602.9 min/week). For the sedentary time variable, the GSE had the highest average (2150.8 vs 1561.6 min/week). The GFA obtained higher averages for all WHOQOL-bref domains (Physical: 78.87 vs 67.65; Psychological: 79.40 vs 66.90; Social Relationships: 79.63 vs 69.29; Environment: 75.26 vs 63.93).

Conclusions: The findings from this study demonstrated that older women who engage in PA regularly performed better in the TUG and chair stand-up and sit-down tests, suggesting that they are more physically able to perform daily activities. In addition, these women differed considerably in all domains of the WHOQOL-bref, indicating a better perception of quality of life. These findings suggest that older women who engage in PA perceive QoL more positively, and as a result, may live healthier lives. Consequently, it is imperative to stimulate older women to stay physically active.

College Student Knowledge and Willingness to Help During an Active Shooter Scenario

Michael Sandlin¹, Texas A&M University; Rosanne Keathley, Sam Houston State University; Judy R. Sandlin, Texas A&M University

([email protected])

Background/Purpose: In recent years, over 180 active shooter incidents have occurred across 44 states which resulted in 586 deaths and 657 wounded. Active shooter events occurred most frequently in areas of business (42%) followed by educational environments (34%). A recent study found that many college students (65%) say school shootings impact their sense of safety on campus. Given these statistics, this study analyzed the knowledge, preparedness, and willingness to help others during an active shooter scenario (AsS) among college students.

Method: Participants were primarily female (54%), Caucasian (62%), and upper classman (66%) at a southwest US university. Subjects ranged in age from 18-34 and came from a cross-section of ethnicities, majors, and involvement in student activities. Each (n=429) completed the 32-item survey related to the purpose of the study. In addition to providing demographic information, participants answered 10 graded knowledge-based active shooter scenario questions (higher scores indicated more knowledge and lower scores indicated less knowledge).

Analysis/Results: The overall average active shooter scenario knowledge score was 7.32 (S=1.37) indicating a moderately high level of knowledge about what to do if confronted by an active shooter. Specifically, the majority (96%) knew that when police arrive, one should keep hands visible and avoid shouting and pointing. They also knew (95%) what to do if barricaded in a room and that one should not restrict options for movement (93%). Lastly, students recognized that in an AsS, one should run if there is an escape path but not take time to take personal belongings (88%).

An independent t-test was used to determine significant differences in knowledge based on gender. Males (M = 7.87) had significantly higher AsS knowledge compared to females (M = 6.56), t(425) = 5.72, p = .000. Additionally, students who were involved in one or more student organizations (M = 7.56) had a higher level of AsS knowledge compared to those not involved in any student organizations (M = 7.04), t(425) = 3.19, p = .001.

With regard to preparedness for an AsS, the majority (96%) feel it is important to be prepared for an active shooter event and 88% had thought about what their response would be in an AsS. A high percentage (70%) make a point to familiarize themselves with emergency exits in places such as classrooms. Of interest, 88% state it is a personal choice for one to save the life of others in an AsS. Willingness to help was directly associated with having the specific skills to help; more specifically, perform rescue breathing (r = .35), perform CPR (r = .41), and control bleeding (r = .34).

Conclusions: Overall, the knowledge, preparedness, and willingness to help others in an AsS emergency among participants was high. The results provide opportunities for universities to implement and include conducting yearly hands-on AsA trainings, developing and displaying location-specific emergency action plans, sponsoring mock drills in student organizations and departments, offering multi-lingual programs reflective of stakeholders, and considering handgun training and campus-carry options for their campus. Specific attention to female students is warranted and can be achieved through sorority activities, high female enrollment programs (nursing and education), faith-based student organizations, and peer mentors/educator programs.

College Student Naloxone Knowledge and Training: We Can Do More!

Judy R. Sandlin¹, Michael Sandlin, Texas A&M University; Rosanne Keathley, Sam Houston State University

([email protected])

Background/Purpose: Opiate use among college students is an increasing and dangerous health problem. Many college students report personal knowledge of peers who have used opioids recreationally. Research shows that naloxone training is an effective approach to combating the opioid overdose crisis and can be employed in a variety of populations including among college students. The purpose of this study was to examine knowledge about naloxone, naloxone training, and willingness to administer naloxone among college students.

Method: Participants were 394 college students attending a large four-year state university in the southwest. The sample was equally divided between males (45%) and females (55%). The average age of the participants was 21.96 years (SD =.98) and the group came from a cross-section of ethnicities, majors, and involvement in student activities. Subjects responded to a 28-item survey associated with the purpose of the study. In addition to providing demographic information, participants answered 10 graded opiate/naloxone knowledge-based questions (higher scores indicated more knowledge and lower scores indicated less knowledge).

Analysis/Results: Overall, the participants exhibited a moderate level of opiate/naloxone knowledge (M=6.03/10, S=1.18) and, sadly, only 7% of the participants had been trained to administer naloxone. There was no difference in opiate/naloxone knowledge based on whether one had been trained to administer naloxone. The majority of students (77%) reported that they would administer naloxone if they were trained. An independent t-test revealed that students who would be willing to administer naloxone had significantly more opiate/naloxone knowledge (M=6.18) compared to those not willing to administer naloxone (M=5.76), t(367)=3.21, p=.045.

Several key questions were frequently missed demonstrating a critical lack of knowledge on some opiate/naloxone constructs. The most frequently missed question was related to what drugs are considered opiates. Only 10% of the participants correctly identified all opioids in a list of possible drugs in this category. Additionally, only 10% of participants knew that naloxone can be given when one suspects (rather than explicitly knowing) an opioid overdose.

Participants did not know that naloxone will have no effect on an individual if opiates are not present in their system (76% answered incorrectly) and that only trained police and EMS personnel could administer naloxone (63% answered incorrectly). This is a critical misconception as students did not recognize their unique position as potential first responders in opiate overdose emergencies.

On a positive note, participants (94%) recognized the signs and symptoms of an opioid overdose, are aware (93%) that synthetic opioids are now the most common drugs involved in drug overdose deaths, and identified (89%) procedures necessary after administering naloxone.

Conclusions: These findings demonstrate the need for a comprehensive opioid and overdose awareness program for college students. The content of the skills-based program would include the characteristics and classifications of drugs, symptoms of opioid/drug overdose, administration of naloxone, and follow-up care for victims. This life-saving information could be included in biology and health/safety courses, student orientations for incoming students, and as an educational module in alcohol and drug awareness programs sponsored by universities.

Determinants of College Students’ Social Physique Anxiety

Jianmin Guan^F, University of Texas at San Antonio; Ping Xiang^F1, Texas A&M University; William M. Land, Alberto Cordova, University of Texas at San Antonio

([email protected])

Background/Purpose: Social physique anxiety (SPA) refers to an individual’s fear of receiving unfavorable evaluations from others in relation to their physical appearance (Hart et al.,1989). Given the important role of SPA in shaping individuals’ willingness to participate in exercise and mitigating the adverse effects on physical and mental well-being, it is essential for researchers to identify a valid SPA scale and delve into the underlying determinants of SPA. Therefore, the purpose of this study was to employ a two-factor Social Physique Anxiety in Physical Activity Scale (SPAS-PA) to examine how gender, age, Body Mass Index (BMI), Moderate-to-Vigorous Physical Activity (MVPA), and perceived stress collectively influence college students’ SPA levels. The two factors were termed Negative Physique Expectation (NPE) and Positive Physique Presentation (PPP).

Method: Participants were 653 college students (323 male, 330 female) aged from 18 to 54 years (Mean age = 21.03, SD = 3.79). A confirmatory factor analysis (CFA) and the Cronbach’s alpha coefficients were employed to examine the construct validity and internal consistency of the two-factor SPAS-PA. A Multiple Indicators, Multiple Causes (MIMIC) model was employed to investigate the association between college students’ SPA levels and five covariates: gender, age, perceived stress, BMI, and MVPA.

Analysis/Results: The CFA showed that the two-factor SPAS-PA model had an acceptable fit with the data (χ2 = 245.38, p < .001; CFI = .95; GFI = .94; RMSEA = .07). Reliability was good, with PPP (α = .81) and NPE (α = .89) factors. The MIMIC model revealed that perceived stress (PPP: β = .39, p < .001; NPE: β = .41, p < .001), gender (PPP: β = .19, p < .001; NPE: β = .33, p < .001), and MVPA (PPP: β = -.19, p < .001; NPE: β = -.13, p < .001) exerted significant influences on SPA scores, while age did not show a significant impact on either factor (PPP: β = -.03, p =.484; NPE: β = -.06, p = .103). Additionally, students with normal BMI values had significantly lower SPA scores on both NPE and PPP factors compared to those with overweight (PPP: β = .13, p < .001; NPE: β = .14, p < .001) and obesity values (PPP: β = .27, p < .001; NPE: β = .20, p < .001). Furthermore, students with normal BMI values reported significantly lower SPA scores on the PPP factor (β = .07, p < .05), but not on the NPE factor (β = .04, p = .205). Finally, the MIMIC model explained 39% of the variance in the NPE factor and 33% of the variance in the PPP factor.

Conclusions: The findings suggest that addressing stress management, considering gender differences, promoting healthy BMI values, and encouraging regular MVPA may be beneficial in reducing SPA among college students. Based on these findings, future research should expand the current MIMIC model and further explore the nomological network of SPA within the two-factor SPAS-PA model to gain deeper insights into this area of study.

Development of the Comprehensive School Physical Activity Program Technology Practice Questionnaire (CSPAP-TPQ)

Taemin Ha¹, Queens College, City University of New York; Brian D. Dauenhauer^F, Jennifer M. Krause, Jaimie McMullen^F, Matthew Farber, University of Northern Colorado

([email protected])

Background/Purpose: A large body of research shows that physical activity can benefit the health, well-being, and academic performance of school-aged children and adolescents. There are various technologies available that can be used to better facilitate and promote physical activity within a K-12 school community. To investigate the current practice of technology use for physical activity promotion among various school stakeholders, this study aimed to develop a valid and reliable questionnaire titled the Comprehensive School Physical Activity Program Technology Practice Questionnaire (CSPAP-TPQ).

Method: Two rounds of the Delphi method (n = 24 experts) were employed to determine the content validity of questionnaire items. Reliability was established using the test-retest method among 43 registered Active Schools Champions who are members of the national organization Active Schools, which aims to encourage an active school culture across the country.

Analysis/Results: Qualitative data (i.e., experts’ comments and suggestions) were coded, organized, and reported to draw connections between experts’ comments and suggestions for both rounds of expert review. The data highlighted four concepts: (a) revising definitions of CPSAP components (e.g., CSPAP definitions were directly quoted from CDC [2013]), (b) rewording several questions (e.g., the language “racial identification” was changed to “race” in a respondent demographic section), (c) condensing overlapping technologies (e.g., speaker, audio cassette, compact disc (CD), and MP3 player were condensed as one item “Audio System.”), and (d) adding technology experiences questions (e.g., earning of a technology-related professional development certificate). Quantitative data (i.e., Likert scale items) for both rounds were analyzed through measures of central tendency and dispersion to identify whether each technology was considered relevant for each component of the CSPAP framework. There was greater than 80% agreement (“agree” or “strongly agree”) among experts on the relevance of items in all six sections. Test-retest percent agreement among Champion responders and chi-square tests were used to measure the reliability of the CSPAP-TPQ. Among all 89 technology items, 85 showed “good to excellent” agreement (≥ 75%), while four technology items (i.e., digital video camcorder in physical education and tablet, quick response [QR] code, and online video recording/creating/sharing platforms in staff involvement and family and community engagement) showed “moderate” agreement (60-74%; Saelens et al., 2006). Results of the chi-square test for all six sections showed significant X² associations with a value of p < .001.

Conclusions: Expert consensus, percent agreement, and chi-square analyses suggest that the CSPAP-TPQ is a valid and reliable tool for examining technology use in school-based physical activity promotion. The tool can be confidently used by researchers to describe current technology use in schools, identify areas for intervention, or track the impact of interventions over time.

Effects of Peer-supported and Self-guided Exercise on Anxiety and Depression among Young Adults

Xihe Zhu^F, Michael D. Kostick¹, Justin A. Haegele^F, Old Dominion University

([email protected])

Background/Purpose: While physical activity engagement can help to reduce rates of anxiety and depression among young adults, physical activity levels among this population have decreased, most notably during the COVID-19 pandemic (Puccinelli et al., 2021). As such, there is a clear and urgent need to identify mechanisms to promote physical activity, and therefore reduce anxiety and depression rates, among this population. Given that peer-supported exercise programs may simultaneously enhance physical activity engagement while also providing mental health-related benefits, in this study, we evaluated the mental health benefits of a peer-supported exercise intervention for young adults. Peer support can not only serve as a referral source but has been shown to be an effective tool to reduce depressive symptoms among young adults such as college students.

The main purpose of this study was to examine the effects of a peer-supported exercise intervention on young adults (vs. self-guided exercise) who had elevated levels of anxiety and/or depression. These young adults were screened with mild or moderate anxiety or depression but were not clinically diagnosed with severe disorders concurrently receiving psychotherapy or antidepressants for treatment. The secondary purpose of the study was to examine the decay of intervention impact through a post-intervention follow-up, a practice that has been sparsely reported in the literature.

Method: A parallel group design was used where young adults (n = 27) were randomly assigned to either peer-supported or self-guided exercise group which lasted for eight weeks. The generalized anxiety and depression subscales of the Counseling Center Assessment of Psychological Symptoms (CCAPS-34) were measured at 4-week, 8-week, and 12-week follow-up.

Analysis/Results: We conducted descriptive statistics and inferential statistical analyses. Specifically, we ran frequency analysis on participant demographic variables such as gender and ethnicity and computed the mean and standard deviations of the participant age. To examine the depression and generalized anxiety changes for peer-supported and self-guided exercise groups, we ran analyses of covariance (ANCOVA) with repetitive measures where the baseline, 4-week, 8-week, and 12-week follow-up scores were recorded. ANCOVA-RM show that peer-supported and self-guided exercise programs reduced participant anxiety ((F = 3.23, Pillai’s λ = .39, η = .12, p = .03) and depression (F = 3.91, Pillai’s λ = .27, p = .98, η = .14, p = .01) scores, however, intervention decay for those within the peer-supported exercise intervention (Δ = .78) was worse than those in the self-guided group (Δ = 1.45).

Conclusions: Our data showed that the peer-supported exercise intervention had a positive effect on anxiety and depression symptoms. However, these effects were like those experienced by participants in a self-guided exercise group. Additionally, the intervention decay for those within the peer-supported exercise intervention was greater than those in the self-guided group. While our study supports the positive effects of exercise interventions in reducing mental health issues, they do not support peer-supported supremacy over those that are self-guided.

Effects of Smart Bottles on Water Consumption and Health Status

Farrah Castleman¹, YuChun Chen, Western Kentucky University

([email protected])

Background/Purpose: There are many benefits of hydration: regulating body temperature, protecting sensitive tissues, helping remove body waste, and keeping the brain function optimally. Despite the health benefits, most people do not consume the recommended amount of water daily. Previous research has tested different interventions to increase water consumption using educational/behavioral strategies and/or legislative/environmental prompts and found that interventions with a combination of the two components produced the best results. With the invention of smart devices and how it has increased convenience and productivity, this research aimed to examine the effects of smart bottles on college students’ water consumption and health status. Specific hypotheses included: (1) the group with smart bottles will consume significantly more amount of water, (2) the group with smart bottles will display healthier markers, and (3) the amount of water intake will be a significant predictor of health status regardless of the bottles.

Method: Participants included 42 students enrolled in a walking class at a regional university; they underwent the same class activities delivered by the same instructor. Twenty-five participants in the first bi-term self-reported their daily water intake for 35 days on Blackboard. Seventeen participants in the second bi-term were given smart bottles, which tracked their water consumption and reminded them to drink throughout the day. Their water intake was collected through an app on their smart phones that synced with the bottles. The app administrator (first presenter) recorded their daily water intake for 35 days. At the end of each bi-term section, participants had five weekdays to deposit a urine sample at a local health center.

Analysis/Results: Means and standard deviations of weekly and overall water intake were calculated. Data normality was confirmed and the assumption of homogeneity of variance was also met. An independent-samples t test was calculated comparing the average weekly and overall water intake between the first and second bi-terms. No significant difference was found, indicating that the bottle’s smart features did not prompt or motivate those in the second bi-term to drink more water. All dipstick urinalysis items except for the urine color and transparency were treated as dichotomous variables for the negative/normal and the positive/abnormal test results. Frequencies and percentages were calculated for all urinalysis items, and findings revealed that participants with smart bottles were slightly less healthy than their peers without the bottles. Binary logistic regression was conducted to predict health status based on overall water intake. The regression equation was not significant in any of the dipstick urinalysis items calculated, suggesting the amount of water they had consumed for 35 days did not make them healthier or less healthy.

Conclusions: In this research, smart bottles were not an impactful tool for college students to drink more water and consequently display healthier markers in the urinalysis test results. Data from both groups also did not show a positive association between water consumption and health status. A plausible explanation of contradicting results to the hypotheses can be caused by the small sample size. A few directions for future research are discussed.

Engaging Families in School Physical Activity: Strategies, Barriers, and Facilitators

Veronica Becerra¹, Jennifer M. Krause, Brian D. Dauenhauer^F, University of Northern Colorado

([email protected])

Background/Purpose: Families and schools are the primary sources of influence for modeling physical activity (PA) and health behaviors (Carson et al., 2014; Erwin et al., 2013; McEvoy et al., 2016; Hu et al., 2021) and must work together whenever possible. Family engagement in relation to PA in schools is defined as families and school staff working together to increase PA opportunities before, during, and after the school day (CDC, 2019). Unfortunately, there is insufficient research on effective strategies on how to best engage families in PA promotion (Brown et al., 2016). Therefore, this study aimed to investigate how K-12 schools promote and engage families in PA.

Method: School professionals (17 PE/Health teachers, 4 other educators; 10 elementary, 6 secondary, 5 K-12 combined) who were members of a state SHAPE organization in the mountain west completed an online survey on strategies for family engagement in PA . Participants indicated the extent to which their schools implemented a list of 12 identified strategies to promote PA among families in the previous year and if they planned to implement them in the upcoming year, in addition to identifying barriers and facilitators for family engagement. Twelve participants indicated a 51% or higher student population that received free and reduced lunch, and 12 participants indicated a minority population of 51% or higher.

Analysis/Results: Data were screened for accuracy and missing values prior to analysis. Frequencies were calculated for (a) total number of schools that implemented each strategy, (b) number of schools that indicated each barrier listed, and (c) number of schools that indicated each facilitator listed. Additionally, frequency counts were used to describe the extent of implementation for each strategy (i.e., “did not implement at all” to “implemented daily”). Of the strategies for engaging families in school PA, “inviting families to participate in field day/fitness day during the school day” (n=15), “providing opportunities for families to volunteer in PE or other physical activity” (n=12), and “shared information about physical activity programs or activities available in the community” (n=11) were implemented most frequently. On average, these strategies were implemented once per year to once per semester. The most frequently reported barriers were time constraints (n=18), competing demands (n=15), and transportation challenges (n=8). The most frequently reported facilitators were a welcoming and inclusive school environment (n=13), information being communicated in the home or preferred language (n=8), and a school culture that valued physical activity (n=8).

Conclusions: While the literature, including position statements and national guidance documents, highlights the importance of engaging families in physical activity promotion, the extent to which schools actually engage families and the strategies employed is not well documented. This study provides preliminary insights into the strategies that K-12 schools in one state are using to engage families, along with common barriers and facilitators. Follow-up studies are needed to determine if these strategies vary by school type, geographical region, or student demographics. Results have implications for future interventions and teacher professional development around family engagement for physical activity promotion.

Evaluating a Middle School Cycling Education Program Using the RE-AIM Framework

Esther Walker¹, Outride

([email protected])

Background/Purpose: Regular bicycling can support health and mental wellbeing, while also serving as an environmentally friendly tool for mobility. Increasing access to cycling education for youth is one way to support long-term adoption of cycling as a mode of active travel and for increasing population physical activity. However, cycling rates among youth continue to drop, and cycling education is often not part of standard school curriculum in the United States. Including systematic and comprehensive cycling education as part of the school day is one way to increase exposure to safe cycling skills while reducing disparities in access to equipment, programming, and safe places to ride. In this study, we use the RE-AIM framework to evaluate a middle school youth cycling education program and to identify opportunities to improve the program.

Method: The RE-AIM framework was employed to evaluate each dimension of a middle school cycling education program that is designed to be implemented as a 12-module physical education unit during the school day over a period of 6 weeks. A mixed-methods approach was adopted, using a combination of student pre and post program surveys, teacher surveys, a historical program survey, and administrative program data from over 60 schools.

Analysis/Results: A summary of key findings for each of the RE-AIM dimensions is listed below.

Reach: The program introduced over 50,000 students to the fundamentals of cycling across the United States and Canada, with participant demographics closely mirroring the US youth population. Effectiveness: Students reported high levels of engagement and enjoyment, as well as increased confidence in cycling skills and mental wellbeing after participating in the program. Self-reported helmet use also increased after participating in the program. Adoption: Program adoption levels were high, but there was a small subset of schools were unable to implement in their initial year of the program, often due to lack of administrative support or staff turnover. Implementation: There were high levels of implementation fidelity across schools, but several modifications were reported to adapt to the unique needs of their students and school. Maintenance: Organizationally, there was strong maintenance of programs year over year, but staff turnover and challenges with COVID-19 contributed to dropout. Of the schools that had dropped out, many expressed interest in learning about resources to support revitalizing the program. Other schools have continued to expand the program year over year, involving the wider community, and have provided increased opportunities for students to engage in cycling both during and after the school day. Capturing long-term maintenance at the student level was more challenging and is an area for improvement. Differences in program outcomes across geographic regions, demographics, and other factors will also be discussed.

Conclusions: Understanding what factors contribute to successful cycling education programs across the country is important if we want to improve rates of youth participating in active travel and physical activity. Recommendations will be provided to improve equitable uptake of cycling education programs at schools based on variations in built environment, geography, and available resources.

Evaluation of a CSPAP Partnership: All Stars Moving Together

Staci Rae Drewson¹, Jennifer McGovern, Andrea Hope, Shannon Clifford, Monmouth University

([email protected])

Background/Purpose: The comprehensive school physical activity program (CSPAP) is a school-based, multicomponent approach endorsed by the CDC (2013) and SHAPE America (2015) as a national framework for achieving the U.S. Department of Health and Human Services (2018) recommendations for at least 60 min of daily moderate to vigorous physical activity (MVPA). School-university partnerships are an effective approach to creating, implementing, and sustaining an effective CSPAP collaborative and pair well with courses taught by health and physical education teacher education (HPETE) faculty (Castelli et al., 2022; Drewson & Lackman, 2020). In CSPAP partnerships, developmentally appropriate PA opportunities are standards-based according to grade level outcomes (SHAPE America, 2014, 2015) and align with the Healthy Eating and Physical Activity (HEPA) Standards in Out-of-School Time Programs (Wiecha et al., 2011). According to the HEPA Standards, PA programming should provide 30 min of PA with at least 50% in MVPA zones. The present study evaluated the effectiveness of the All Stars Moving Together (ASMT) CSPAP partnership. The ASMT initiative represents a school-university partnership between a HPETE program and an elementary school with a joint aim of helping children achieve 30 min of the daily recommended 60 min of MVPA using elements of the CSPAP framework.

Method: The ASMT is a fieldwork extension of a HPETE course (Drewson & Lackman, 2020) implemented during 5 distinct fall semesters and 1 spring semester over the span of 6 years (2017-2022). The ASMT weekly schedule (Mon/Thurs; Tues/Thurs) and duration of the program (6 to 8 weeks) varied across semesters as contextually relevant to scheduling (Castelli et al., 2022). PA sessions were provided twice a week as either a drop-in lesson during the school day or an enrichment program after the school day. Each 60 min PA session consisted of a 15 min fitness experience, several 10-15 min physical activity stations, a 10 min group game, and a 5 min closure. Undergraduate students, enrolled in the HPETE course, designed and facilitated PA lesson plans under a HPETE professor’s supervision. PA lesson plans included aerobic, muscle-strengthening, and bone strengthening activities (USDHHS, 2018), adhered to national standards (SHAPE America, 2014), and reflected PA engagement strategies (Weaver et al., 2013; Wiecha et al., 2011). ASMT participants included 91 children from 6 unique cohorts recruited from the 4th or 5th grades of a parochial school with 93% free/reduced lunch and 84% English as a second language. Children wore ActiGraph wGT3x-BT accelerometers to measure time spent in MVPA during the ASMT sessions.

Analysis/Results: Descriptive statistics indicate ASMT participants averaged more than 30 min of MVPA during each PA session across the six semesters of implementation. The group average ranged from 36.6 min (Spring 2018) to 46.7 min (Fall 2022).

Conclusions: The results support the effectiveness of utilizing school-university CSPAP partnerships to increase MVPA for children. The CSPAP framework provides flexibility to foster a sustainable school-university partnership. The ASMT initiative represents an effective model for leveraging during school PA drop-ins and afterschool PA enrichment opportunities to help children achieve MVPA recommendations.

Examining Gender, Age, and Ethnicity Differences in Perceived Motor Competence

Dimetrius Brandon¹, University of Tennessee Knoxville; Jacqueline D. Goodway^F, The Ohio State University; Ali Brian^F, David F. Stodden^F, University of South Carolina; Larissa True, New Mexico State University; Rick Ferkel, Central Michigan University; Blaize Shiebler, University of Maryland

([email protected])

Background/Purpose: The Developmental Trajectory model by Stodden et al. (2008) highlights that perceived motor competence (PMC) is an important variable that mediates the relationship between Actual Motor Competence (AMC) and Physical Activity. For this study, we used Harter’s developmental view of PMC which refers to a child’s perception of her/his motor skill competence. In early and middle childhood, a child’s PMC is often unrealistically high and does not correlate with their AMC. Young children in Piaget’s pre-operations stage of cognitive development typically lack the cognitive capacity to accurately evaluate their fundamental motor skills. Thus, PMC is high regardless of AMC (Goodway & Rudisill, 1997). By later childhood children are shifting into Piaget’s concrete operations stage of cognitive development and become more accurate in their PMC (Goodway & Rudisill, 1997). What is not clear from the literature is the differences in PMC among age groups, ethnicities, and gender. The purpose of this cross-sectional study was to examine PMC differences between age groups, ethnicity/race, and gender among children 4-11 years old.

Method: A total of 410 participants (201 boys) across early childhood (EC; 4-5 yrs, n = 139), middle childhood (MC; 7-8 yrs, n = 132), and later childhood (LC; 10-11 yrs, n = 139) participated in this study. Three categories of ethnicity (White, n=138; Hispanic, n = 132; Black, n = 140) were included. PMC was measured through the pictorial physical competence subscale or the athletic competence subscale depending on age (Harter & Pike, 1984, or Harter 1982).

Analysis/Results: A 3Age X 2Gender X 3Ethnicity/Race ANOVA was performed to compare differences in PMC. The ANOVA revealed significant main effects in PMC for Age groups (p < .01) and Ethnicity/race (p = .02), but no significant differences in Gender (p = .91). A Bonferroni post-hoc on Age groups found significant differences in PMC between EC and LC (p < .01) and significant differences between MC and LC (p < .01) but not between EC and MC (p = .08). Children in LC were had the lowest PMC. A separate Bonferroni post-hoc on Ethnicity/race revealed significant differences in PMC between White and Hispanic (p = .05), White and Black (p= .01), but no differences between Black and Hispanic (p= 1.0). There were no significant interaction effects.

Conclusions: It is of concern that PMC decreases with age as PMC is critical to sustaining physical activity behaviors over childhood and adolescence. Further research needs to investigate how to support children’s PMC as they transition from elementary to middle school. Further research also needs to examine why White children had the lowest PMC of all groups. These findings have implications to instructing children in physical education and sport settings.

Exploring Physical Activity’s Role in Adolescent Psychological Well-Being

Suryeon Ryu¹, University of Minnesota – Twin Cities; Zan Gao^F, University of Tennessee

([email protected])

Background/Purpose: During and especially after the COVID-19 pandemic, the mental health crisis has emerged as a major public health concern worldwide, intricately linked to an individual’s physical health. Physical activity (PA) has evolved as a cost-effective, non-pharmaceutical means to enhance not only physical health but also psychological well-being. Adolescence is a critical period during which individuals learn and experience healthy behaviors that can significantly shape adulthood lifestyles. This research examines the impact of participation in moderate-to-vigorous PA (MVPA) on young adolescents’ self-esteem and emotional health.

Method: In this secondary, cross-sectional analysis study, data from the Korean Children and Youth Panel Survey 2018 (KCYPS 2018) were utilized. This publicly available and de-identified survey was conducted among 7th-grade students between July and November 2018. Multiple multivariable linear regression models were employed, using MVPA as the key predictor and the following as dependent variables: (1) self-esteem, (2) attention, (3) aggression, (4) psychosomatic symptoms, and (5) depression. The covariates included age, gender, body mass index, academic achievement levels, and household economic status. Possible interactions between MVPA (unexposed/exposed) and gender (boys/girls) were examined through 2-way interaction plots. All statistical analyses were conducted using R, with significance levels set at 0.05. After excluding missing responses, a total of 2462 adolescents (1334 boys) were included in the data analyses.

Analysis/Results: The results indicate that MVPA is positively associated with self-esteem (p < 0.01) and negatively associated with depression (p < 0.01). This suggests that adolescents participating in more MVPA have higher self-esteem and experience fewer depressive symptoms. However, no strong relationships were observed with other emotional health outcomes. The interaction plots revealed that outcome levels vary based on exposure to MVPA and gender. Although the interactions between MVPA and gender on outcomes were not consistently significant, the results significantly showed better self-esteem for exposed girls compared to unexposed girls. Both exposed boys and girls also significantly experienced less depression compared to their unexposed counterparts. For other outcomes, the most notable difference was between exposed boys and girls, with boys having significantly poorer attention and exposed girls experiencing more pronounced psychosomatic symptoms. No significant evidence was found for aggressive behavior.

Conclusions: In conclusion, this study emphasizes the potential role of MVPA in enhancing psychological well-being among young adolescents, particularly in improving self-esteem and reducing depressive symptoms. While the relationships between MVPA and some emotional health outcomes were complex and warrant further exploration, the demonstrated benefits of MVPA on self-esteem and depression contribute to the growing body of evidence supporting PA as an essential element of mental health intervention. These findings have substantial implications for health professionals, educators, and policymakers, urging them to consider integrating PA into mental health strategies and preventive measures for adolescents.

Exploring Recess in Middle School: A School Leadership Perspective

Edward B. Olsen¹, Kean University; James D. Wyant, Emi Tsuda^F, West Virginia University; Kyoung Kim, Mia Weiser, Mohamed Omar, John Koch, Colin Embry, Joseph Di lusto, Kean University

([email protected])

Background/Purpose: There is limited empirical research on recess at the middle school level (Clevenger et al., 2023; Corzine, 2017; Jarret & Duckett Hedgebeth, 2003; Servidio, 2020). To promote the execution of recess at the middle school level, acquiring input from the central office, building administrators, and building personnel who are highly involved or peripherally involved in recess at the middle school level is critical (Corzine, 2017; Servidio, 2020). The purpose of this study was to explore school administrators’ perceptions and experiences in planning and implementing recess in New Jersey middle schools.

Method: This study utilized an explanatory sequential mixed methods research design (Creswell & Plano Clark, 2011). This design has two phases: Phase one starts with a survey followed by phase two—interviews. The sampling technique used to recruit the participants was maximum variation (Tracy, 2020). The participants’ contact information was gathered from the New Jersey School Performance Report. A total of 172 and 19 school administrators participated in Phase 1 (survey) and Phase 2 (semi-structured interviews) of the study. The socio-ecological model on health behavior (Sallis et al., 2008) informed this study. Trustworthiness was achieved through intercoder reliability, triangulation, audit trail, member reflections, member checks, and field testing.

Analysis/Results: Phase one data (survey) were analyzed through descriptive statistics. Phase two data (interviews) were analyzed using a phronetic iterative approach (Tracy, 2019). Phase one results showed that in grades 6^th-8^th, recess is provided 4.5 days (SD = 1.37) and 21.2 minutes (SD = 3.0) per week. About 71% of the participants supported and 67% had the capability to offer recess. The participants rely on the following sources of information: professional experience (87%), personal experience (69%), and student comments. The major barriers were a limited number of hours in a school day (43%), scheduling conflicts (38%), and 35% of the participants indicated no barriers. The main facilitators were an emphasis on a “well-rounded” education (60%), adequate outdoor facilities (54%), and adequate personnel (49%). The top recommendations were professional development and online modules (65%), a recess plan and schedule (43%), and a recess committee (39%).

Phase 2 results represented four themes. The first theme, the importance and benefits of middle school recess, focused on the whole child, student wellness, academic and social benefits, and a break from the school day. The second theme, recess operation, addressed rules, policies, procedures, weather, supervision, schedule, facilities, equipment, and the teacher contract. Issues associated with middle school recess, the third theme, surrounded behavior problems; harassment, intimidation, and bullying; logistical and liability issues; limited socio-emotional skills; physical inactivity; weapons, racial discrimination, and aggression; and phones. The last theme, ways to improve middle school recess, were professional development; input from faculty, staff, and students; a recess committee; fundraisers for equipment, and laws.

Conclusions: There are several benefits to recess for all grade levels (K-12). Professional development; input from faculty, staff, and students; a recess committee; a recess plan and schedule; and fundraisers are critical to planning and implementing recess at the middle school level.

Exploring the Potential of Social Technologies and Social Psychology in Quest to Cultivate Physical Activity Habits

Willy Kipkemboi Rotich¹, SUNY Brockport

([email protected])

Background/Purpose: This theoretical paper explores the persuasion potential of emerging [and evolving] social technologies as well as strategies that could be employed to parlay them to enhance physical activity (PA), exercise, and by extension how this promise could be leveraged to boost physical activity levels, enrich physical activity experiences and thus accentuate fitness and health. Given that today, public health officials and physical activity practitioners alike consider inactivity and sedentary lifestyles among large segments of the population to be a substantial contributing factor to the obesity epidemic, different ways of persuading the public to engage in more physical activity are warranted. Using Cialdini’s (1984) persuasion principle framework to illuminate this potential, the paper explores emerging technological phenomena that amplify these principles particularly commitment consistency, social and liking.

The need to explore the intersection between movement and technology is particularly attracted scholarly focus as highlighted in recent scholarship. The effect of technology on behavior including physical activity and exercise emerging as the center of this focus. Research conducted over the last two or so decades has demonstrated how new social practices evolve due to increased use of new digital technologies, especially among young people, Buckingham & Willet (2006). Despite earlier concerns that about digital technologies’ complicity in facilitating sedentary lifestyles, aspects of it are equally if not more beneficial in dissuading it as Gao & Lee (2019) note: emerging technology plays a complex role in sedentary behavior-much like a double-edged sword.

Method: In this analysis, specific social technologies platforms with pronounced social dimension that are amenable to physical activity and exercise for instance Facebook, apple watches, Striiv pedometers, Pokémon Go and technology related phenomena like flash mobs are explored.

Analysis/Results: The analysis seeks to demonstrate how each of these social technologies amplifies Cialdini’s principles of persuasion given that social technologies expand exponentially the capacity of people to interact.

Conclusions: Conceptually, emerging social technology provides a very promising strategy to promote movement on a larger scale as drastic interventions are needed to address today’s obesity crisis.

Health Risk Factor Trends among WV Children Across Seven Years

Eloise M. Elliott^F1, Emi Tsuda^F, Christa Lilly, Kristin McCartney, Emily Murphy, Lee Pyles, Kaitlyn Shaffer, James D. Wyant, West Virginia University

([email protected])

Background/Purpose: The Coronary Artery Risk Detection in Appalachian Communities (CARDIAC) Project began in West Virginia schools in 1998 to detect health risk factors in school-age children, and to report results to parents, healthcare providers, schools, and policy makers, thereby, affecting the management of children’s dietary intake, physical activity, and health care. The project also provides schools, students, and parents with evidence-informed interventional strategies to facilitate knowledge, positive attitudes, and desired behaviors related to physical activity and nutrition.

Method: The data from the WV CARDIAC Project’s cardiovascular risk factors screenings from 2016-2023 were used for this study. Kindergarten (n=15,713), 2^nd grade (n=24,599), and 5^th grade (n=18,253) students participated in school-based screenings in academic school years 2016-2017 [Year 1], 2018-2019 [Year 2], 2019-2020 [Year 3], 2021-2022 [Year 4], and 2022-2023 [Year 5]. Two academic school years no data was collected (2017-2018- lack of funding, and 2022-2021 -the COVID-19 Pandemic). The screening data include body mass index (BMI), acanthosis nigricans (AN), and blood pressure (collected only for 5^th graders). Measured children’s height and weight were used to calculate their BMI and identify the percentile and weight status (under and normal weight= <85^th, overweight= 85^th-94^th, and obese= ≥ 95^th percentiles; CDC, 2023). The neck or axilla was screened to identify the presence of AN. Resting blood pressure was collected, and the results were adjusted for height, age, and gender. If the systolic and/or diastolic pressures were above 95^th percentile, a child was recorded as at risk.

Analysis/Results: Descriptive statistics showed that the percentage of overweight and obese children from Year 1 to 5 were rather consistent across the five years for all kindergarten (37.9%, 36.5%, 31.4%, 35.8%, and 32.1% [M = 34.7%]), 2^nd (36.1%, 43.0%, 37.8%, 43.0%, and 39.9% [M = 40.1%]), and 5^th grades (46.5%, 50.7%, 46.9%, 51.3%, and 50.1% [M = 49.1%]). These results also demonstrated the positive increasing trend in the percentage of overweight and obese children as they get older. The results of AN also illustrated a clear positive trend in the percentage of children who were identified as at risk from kindergarten to 5^th grade from Year 1 to 5 (Kindergarten 0.6%, 2.6%, 3.8%, 4.3%, and 3.2% [M = 2.9%]; 2^nd grade 1.3%, 6.3%, 5.2, 6.4%, 5.6% [M = 5.0%]; 5^th grade 3.3%, 8.9%, 7.5%, 9.1%, and 8.0% [M = 7.4%]). The children who were identified as at risk in blood pressure among 5^th graders were also rather consistent across the five years with Year 5 having higher results compared to the previous years (24.7%, 28.1%, 25.6%, 26.3%, and 33.7% [M = 27.7%]).

Conclusions: Although data from the last seven years of the CARDIAC Project have shown little change in BMI, AN, or BP across elementary school children in WV, the data is consistent with WV CARDIAC data from previous years that show obesity trends are not improving, but they are also not increasing. Schools need to take an active role in providing a Comprehensive Schools Physical Activity Program (CSPAP) for ALL children and increase the importance of School Wellness Teams in promoting the Whole School, Whole Community, Whole Child framework.

Impact of Physical Activity and Sedentary Behavior on Self-rated Health

Yahan Liang¹ ([email protected]), Old Dominion University; Youzhi Ke, Shanghai University of Sport; Xihe Zhu^F, Old Dominion University; Yang Liu, Shanghai University of Sport

Background/Purpose: Self-rated health (SRH) reflects an individual’s subjective perception of their overall health status and is an independent predictor of morbidity and mortality. It is a valuable indicator for understanding the overall health of children and adolescents. Physical activity (PA) and sedentary behavior (SB) play crucial roles in the health of children and adolescents (World Health Organization, 2020). This study analyzed the separate and combined impacts of PA and SB on SRH among Chinese children and adolescents of different genders.

Method: A cross-sectional survey was conducted, and data on moderate-to-vigorous physical activity (MVPA), school-based PA, extracurricular physical activity (EPA), screen time (ST), homework time, and SRH were collected through a self-report questionnaire from a sample of 4,227 Chinese children and adolescents aged 13.04 ± 2.62 years. Descriptive analyses and chi-squared test were conducted. Binary logistic regression was used to compare gender differences in PA, SB, and SRH among children and adolescents, and analyses were adjusted for age and ethnicity. Analyses were conducted using IBM SPSS V.26, with a significance level of p < 0.05.

Analysis/Results: Boys had more MVPA (p < 0.001), school-based PA (p < 0.001), EPA (p < 0.001), SB (p = 0.005) on weekdays, ST (p < 0.001) on weekdays, and were more prone to report optimal SRH (p < 0.001) than girls. In addition, 12.04% of children and adolescents met the PA guidelines recommendations, and 39.44% met the SB guidelines recommendations. In separate effects, boys and girls engaging in ≥60 min/day of MVPA and >1 hour/day of EPA reported optimal SRH. Boys who participated in >1 hour/day of school-based PA were significantly more likely to have optimal SRH (OR= 1.49, 95%CI = 1.19-1.86). Additionally, boys with ≤ 2 hours/day of SB on weekends were significantly associated with optimal SRH (OR= 1.42, 95%CI= 1.02-1.99). Girls with ≤2 hours/day of SB on the whole week were significantly associated with optimal SRH (OR= 1.78, 95%CI = 1.19-2.68). Only girls who had ≤2 hours/day of ST were significantly associated with optimal SRH (weekdays: OR= 1.38, 95%CI = 1.10-1.74; weekends: OR= 1.40, 95%CI = 1.14-1.71; whole week: OR= 1.42, 95%CI = 1.16-1.73). In combination effects, regardless of SB recommendations, meeting PA guidelines were significantly associated with optimal SRH in both boys (meet PA and SB recommendations, OR= 1.61, 95%CI = 1.03-2.50; meet PA recommendations but not SB, OR = 2.40, 95%CI= 1.57-3.65) and girls (meet PA and SB recommendations, OR = 3.72, 95%CI = 2.08-6.65; meet PA recommendations but not SB, OR = 4.27, 95%CI = 2.09-8.75).

Conclusions: Increased PA and reduced SB were positively associated with optimal SRH in Chinese children and adolescents. Notably, lower ST positively influenced only girls’ SRH. Meeting PA guidelines is more impactful than meeting SB guidelines for improving SRH in Chinese children and adolescents. Future studies could explore these associations using objective measures of PA and SB in China.

Impacts of Move 60! Program and Participant Gender on Social Emotional Competency

Austin Kulp, Xihe Zhu^F1, Old Dominion University

([email protected])

Background/Purpose: Social and emotional competency learning (SEL) is an integral part of education and human development. In the context of pandemic-induced lockdown, where some/all education programs were switched to virtual, SEL became critical for students, however, there is currently limited research on the type of program that can affect student SEL. The purpose of this study was to examine the impacts of an afterschool physical activity program Move 60! and participant gender on student SEL.

Method: Pre-post measures of SEL from the elementary students (n = 122) who participated in the online version of Move 60! that aimed to increase students’ participation for physical activity and sports outside of the school hours were collected. The participant mean age was 11.69 ±1.66 years old. About half (50.6%) of the participants were girls, and the sample included 11.4% Asian, 7.6% Black, 20.7% Latinos, 48.1% White, and 12.2% multiracial/native American and others at the schools. We collected student demographic variables and measured SEL using Washoe County School District (WCSD) Social and Emotional Competency Assessments – Short Form (SECAs; Crowder et al., 2019; Davidson et al., 2018).

Analysis/Results: We ran frequency analyses to show the percentage of students whose SEL has improved. Then, to examine to what extent the student SEL has changed from pre to post measures, a dependent sample t test was conducted. We ran a chi-squared test to examine the potential association between student gender and whether the composite scores were improved (i.e., ∆ > 0). Overall, student SEL was significantly improved from the pre to post measure, t = 2.57, df = 121, p = .01, d = .23. Girls (∆ = 2.34) had higher though not statistically significant improvement than boys (∆ = .73), t = 1.41, df = 120, p = .17. There was a significant association between participant gender and SEL score improvement, χ² = 3.94, df = 1, p < .05.

Conclusions: Overall, students had a significant improvement in SEL scores from pre to post the Move 60! program. There was a higher percentage of girls who reported SEL improvement than boys. The average improvement in SEL score was higher for girls compared to boys, though not significantly. More studies are needed to further examine the extent of impact of physical activity program like Move 60! and the impact of participant gender on student SEL.

Investigation of SEL and Executive Function in High School PE

Brittany Russell Belcher¹, Buchanan County Public Schools; Ben Dyson^F, University of North Carolina – Greensboro

([email protected])

Background/Purpose: Physical education is required in most high schools; however, academic success is prioritized over student well-being. Even though most states require high school PE, the implementation at many schools is low-quality, and often students are forced to substitute PE for remedial academic coursework. Despite ample research that documents the positive impact physical activity has on executive function in older adults and elementary aged students, research is lacking for adolescents. In addition, SEL has been abundant at the elementary level, but not so much at the high school level. The purpose of this study was to investigate the impact of PE on SEL and executive function in high school students.

Method: A mixed methods approach was used. An interpretive qualitative research approach guided the pre and post focus groups that included questions about SEL self- competencies. Executive function was measured at three time points throughout the semester. Students completed a mobile flanker task on school iPads to measure executive function. A repeated measures ANOVA was used with SPSS statistical software to determine significance. Post hoc analysis with paired samples t-tests were done for significant values.

Analysis/Results: During the pre-focus groups, students gave a few comments but not well thought out responses about SEL. Four themes emerged from the post focus groups where students were able to give specific examples of SEL competencies they were introduced to during PE class. Post Teaching Reflective Analysis (PTRA) observations were included with the themes that were connected between student answers. The four main themes that emerged were talking to each other, helping others, new bonds, and come up with a team strategy.

A quasi-experimental, within-subject design was used to test executive function. Statistical analysis was conducted on reaction time (RT) and response accuracy (RA). Findings were reported using the Greenhouse-Geisser statistic with a significance level of p=0.05. A main effect of time for congruent RT revealed a significant value at p= 0.018. Post hoc tests revealed that the comparisons between before and mid-term PE for congruent RT yielded significant results with p<0.001.

Conclusions: Students provided specific examples of SEL competencies that they were introduced to in their PE class for the semester based on different activities and games that were taught. Since congruent RT trials yielded the only significant results during the Flanker Task, an assumption can be made that students did get better in their general cognitive processing of information but not inhibitory control. The congruent RT trials improved based on the students’ information processing, and they were able to get better and respond faster to stimuli from before PE to mid-term PE. There was a quick improvement suggesting a threshold effect from before PE to mid-term PE but not much from mid-term PE to after PE. An assumption can be made that the general cognitive improvements are associated with the actual PE class from either the way the lessons were delivered or the actual activity they received in PE where they are doing things in class they previously had not done.

Joint Associations of Aerobic and Muscle-Strengthening Exercise with Mental Health

Ryan D. Burns^F1, University of Utah; Youngwon Kim, University of Hong Kong; You Fu^F, University of Nevada, Reno; Wonwoo Byun, Yang Bai, University of Utah

([email protected])

Background/Purpose: Compromised mental health during adolescence may lead to substance abuse and poor academic achievement that can manifest barriers for success in young adulthood and later in life. Poor mental health may also increase the risk of having a suicidal ideation and subsequent suicide attempts among this age group. Physical activity (PA) is a health behavior that has been shown to have numerous benefits for adolescents including improved mental health and wellbeing. Different types of PA may independently and/or jointly correlate with mental health problems. The purpose of this study was to examine the independent and joint associations of meeting aerobic physical activity (PA) and muscle-strengthening exercise (MSE) recommendations with mental health problems in adolescents.

Method: Participants were US adolescents who completed the 2015–2021 combined National Youth Risk Behavior Survey (N=61,298; 45.7% female). The outcomes were binary response items asking about feeling sad or hopeless, having difficulty concentrating, remembering, or making decisions, and having a suicidal ideation. The preventive exposure variables were items asking about weekly frequency of aerobic PA and MSE with responses dichotomized to align with the World Health Organization’s recommendations (aerobic PA: 60 minutes every day; MSE: greater than or equal to 3 days/week).

Analysis/Results: To examine the associations between meeting aerobic PA and MSE recommendations and each mental health outcome, robust Poisson regression models were employed controlling for several contextual and behavioral covariates selected using the double selection least absolute shrinkage and selection operator (lasso) in addition to age, sex, race/ethnicity, and body mass index. Prevalence ratios and adjusted prevalence ratios were calculated from the robust Poisson regression models. Meeting aerobic PA or MSE recommendation alone significantly associated with a 4–10% lower prevalence of mental health problems (p < 0.05). After covariate adjustment using lasso, meeting both aerobic PA and MSE recommendations associated with a 17% lower prevalence of feeling sad or hopeless (Adjusted Prevalence Ratio (APR) = 0.83, p < 0.001), a 15% lower prevalence of difficulty concentrating, remembering, or making decisions (APR=0.85, p<0.001), and a 20% lower prevalence of suicidal ideation (APR = 0.80, p < 0.001) compared to not meeting any recommendations.

Conclusions: Meeting aerobic PA and MSE recommendations associated with a lower prevalence of adolescent mental health problems. Future research should examine these associations by acquiring contextual information regarding the social environment in addition to using device-based assessments of PA. Promotion of MSE in school and community settings may have additive benefits for an adolescent’s mental health when combined with aerobic PA.

Parental Perception of Facilitators and Barriers to Childhood Physical Activity

Michael W. Ertel¹, University of South Carolina; Amanda L. Campbell, Bridgewater College; Jill Webster Lassiter, James Madison University; Andrea Taliaferro, Ali Brian^F, University of South Carolina

([email protected])

Background/Purpose: Currently, fewer than half of preschoolers meet the recommended daily physical activity guidelines in the US. While schools are one opportunity to encourage physical activity, at the preschool level, parents play an exceedingly important role in creating an environment conducive to their child’s physical activity. The purpose of this study was to examine the parental perception of facilitators and barriers to children’s physical activity at home among low-income families who participated in a school-based early childhood physical activity program.

Method: Students (N = 625) and their parents were invited to participate in a school-based early childhood program [PALS] designed to increase physical activity and improve motor development among young children. Eleven parents consented to participate in a semi-structured interview regarding their perceptions of physical activity and their experience with the PALS program. Interviews occurred after 6 months of program participation. An inductive, naturalistic evaluation approach was utilized for qualitative data analysis, following the six recursive phases of thematic analysis. Initial open coding uncovered multiple broad themes which were only retained if they had been initially coded by each member of the research team. Refining themes and generating operational definitions utilized a constant comparative method to help ensure intercoder reliability.

Analysis/Results: The sample consisted of 11 parents with at least one child between the ages of 3 and 5 years old. Each parent attended between three and six PALS sessions with their child. All families lived in a rural setting and qualified for free or reduced lunch. A review of the interview transcripts revealed that all parents valued physical activity and encouraged their children to be active. After extensive deliberation, perceived benefits, knowledge about physical activity, social factors, personality, and access to equipment and resources were the defining themes that categorized facilitators of physical activity. Barriers included weather, parental constraints, child disability, technology, safety, lack of resources, and school-related factors.

Conclusions: Parents frequently referenced the value of physical activity and the information they learned from PALS as reinforcement for their desire and ability to engage their children in activity, demonstrating the importance of parent education. The PALS program provided equipment that families found beneficial to supplement the resources they already had access to, such as parks and sports programs. The personality of the child, parental desire to spend time with their children, parental role modeling, and having other youth to play with were factors that the sample of parents perceived as major facilitators of physical activity. These factors are largely circumstantial and attitudinal and thus are difficult to modify but are nonetheless important to be cognizant of when designing interventions. The most noted barrier to physical activity was weather and emphasizing the importance of teaching parents about how to engage their children in indoor physical activities. Additionally, those parents without time or health limitations were better equipped to overcome other barriers such as an over-reliance on technology and a lack of safety being outside alone. The expectancy-value theory of motivation can help frame many of the recurring themes.

Participation in Smashball Recess in Elementary Schools In Flanders

Kian Vanluyten¹, Shu Cheng, Tonghe Zhang, Jana Bosmans, KU Leuven; Cedric Roure, University of Teacher Education; Jan Seghers, KU Leuven; Phillip Ward^F, The Ohio State University; Peter Iserbyt, KU Leuven

([email protected])

Background/Purpose: The purpose of this study was to investigate voluntary participation in smashball during lunch recess in elementary schools. Smashball is an elementary version of volleyball. Physical activities organized during recess can provide an opportunity for children to engage in activities learned during physical education, and thus contribute to the daily recommended MVPA for all children (Cheng et al., 2021, Coolkens et al., 2018, Vanluyten et al., 2023). We investigated how many children voluntary participated during smashball recess sessions based on sex and skill level, during both a generalization and maintenance phase.

Method: A total of 124 (52 girls, 72 boys) K-4 elementary school children from six schools received a 10-lesson smashball Sport Education season during their regular physical education lesson. Concurrently with the Sport Education season (i.e., generalization phase), five smashball sessions were offered during lunch recess, and a further five sessions were organized when the Sport Education smashball season had ended (i.e., maintenance). Children could choose to voluntary participate in smashball recess or stay on the playground as usual during lunch recess. Smashball recess sessions were held in the gymnasium where physical education lessons took place.

Analysis/Results: No significant differences were found in participation between boys (40%) and girls (41%), except for recess session 2 where there were 65% of girls participating versus 32% of boys (p<.001). In terms of participation concerning skill level there were no significant differences found across sessions, with 38% for high skilled children, and 43% for their lower skilled peers. There were no differences in participation between boys and girls during the generalization (39% vs 50%) and maintenance phase (40% vs 32%) nor for skill level in each phase (42% vs 46%, and 34% vs 41%). Girls had higher participation rates during generalization (52%) compared to maintenance (32%) phase (p=0.003). No differences existed for boys (39% vs 40%).

Conclusions: The smashball recess sessions created an opportunity to practice the skills learned during physical education and engage in physical activity during recess. Our results show that a substantial number of children, especially girls and low skilled children, are willing to engage in content taught in physical education during organized recess sessions. Our results provide a step towards the goal of having children engage in content learned in physical education in other settings (e.g., recess, out-of-school). The study can be situated within investigations examining the effect of generalization of participation from physical education to recess and extends that literature using a new content area, smashball.

PETE Student-Led Campus and Community Physical Activity

Shannon C. Mulhearn¹, Kelly Snelling, University of Nebraska at Kearney

([email protected])

Background/Purpose: It is well accepted that the least often enacted component of a Comprehensive School Physical Activity Program (CSPAP) is Family & Community Engagement. Many have noted a need for university physical education teacher education (PETE) programs to model outreach and engagement to encourage future physical educators to participate in CSPAP. Public school districts have reported benefits of social marketing and of being socially embedded in their community such as improvements in encouraging citizenship and community engagement (e.g., Morel, 2021). The present study was grounded in the theory of social connectedness (Yoon et al., 2008) and hypothesized that participation in a university-based daily walking/running social group would result in benefits to students both in the face-to-face campus and online campus settings. A secondary purpose was to determine if leadership roles for PETE undergraduate students would encourage future CSPAP leadership and integration.

Method: The research team mapped out and recorded (with a GoPro) a series of 1-mile runs each beginning at a different building on campus. All videos were uploaded on the university’s website. A direct link to the webpage was provided to all students (face-to-face and online). Participants were challenged to complete all 30 routes and to post about their daily mile participation on social media using designated hashtags and by ‘tagging’ the program.

A pre-/post-questionnaire was designed based on Yoon and colleagues, (2008) work to assess participants’ sense of connectedness asking students about time spent on campus, satisfaction with being a student, and feelings of connection with the university.

Participants were encouraged to follow the program and post to their social media, and to log daily activity through a link to an electronic form (Qualtrics). Members of the research team maintained a log of social media interactions and logged miles.

Analysis/Results: Over 520 miles were logged by participants. The undergraduate student leader logged 81 social media posts which received 460 ‘likes’ and received 20 additional mentions. Student participants reported feeling positively connected to their campus. Additionally, participants began asking about the next challenge. PETE students involved in the design of the routes and collection of video reels also have discussed ways to integrate this type of program into their future K-12 settings to encourage students to be active after school hours and as a fun way to allow family members to see the campus even if they work during the day or live a far distance from the school.

Conclusions: This university-wide physical activity promotion program required minimal resources and relied on undergraduate student leadership and participation. The success of the model may encourage future physical educators completing their degree at this location to involve their own K-12 students in video-based programs that introduce family and community members to their campus while also advocating for engagement in physical activity.

Physical Education and Physical Activity Access in Elementary Schools Across CSPAP Components

Chad M. Killian¹, University of New Hampshire; Ben D. Kern, University of Wyoming; Wesley J. Wilson, University of Illinois at Urbana-Champaign; Hans van der Mars^F, Arizona State University

([email protected])

Background/Purpose: Physical activity (PA) recommendations for school-aged youth represent baselines for health-enhancing PA engagement (USHHS, 2018). However, many students do not regularly meet weekly targeted PA levels. Various factors influence participation, but opportunities to engage in PA are foundational to actual engagement, and school-aged youth tend to be more active when more opportunities are available (Beets et al., 2016). Schools are well positioned to support students’ PA participation as a regular environment available for the provision of instructional and unstructured PA opportunities. The Comprehensive School Physical Activity Program (CSPAP; CDC, 2019) is a framework stakeholders can use to support the expansion of physical education and PA opportunities across multiple school-based and community-based settings. CSPAPs are explicitly conceptualized to support students’ engagement in reaching the recommended 60-minutes of MVPA. Despite growing interest in CSPAPs, the extent to which schools offer expanded PA opportunities across the five CSPAP components is not well understood. Therefore, the purpose of this study was to explore the provision of PA opportunities in elementary schools across each of the student focused CSPAP components.

Method: Elementary physical education teachers (n = 2184) from 25 states completed the U.S. Physical Education and Physical Activity Policy implementation survey (Kern et al., in review) electronically via Qualtrics (Provo, UT). The survey includes 19-items related to physical education access, as well as 6-items designed to capture weekly scheduled minutes of recess, before/during/after school, and weekend PA opportunities. Physical education teachers were identified as key participants because of their knowledge of available PA opportunities at their schools. Descriptive statistics were calculated for each state individually for weekly minutes of elementary physical education, recess, before/during/after school, and weekend PA. Comparisons with recommendations were made where appropriate.

Analysis/Results: Respondents from only one state reported providing physical education instructional time in line with the recommended 150 weekly minutes. In over 70% of the states, less than 100 minutes of physical education were offered per week. Weekly recess opportunities were above the recommended 100 minutes/week in 80% of the states. Participants from 14 states noted their schools offered at least 50 weekly minutes of before school PA opportunities and participants from 15 states reported at least 100 weekly minutes of after school PA opportunities. There were limited responses related to during school and weekend PA opportunities, however the available data reflected minimal opportunities.

Conclusions: Elementary schools appeared to provide substantial opportunities for students to participate in PA during recesses and in before- and after-school contexts. The nature of these opportunities and students’ levels of PA engagement were not observed and represent a key area for future inquiry. The provision of physical education opportunities was restricted and well below national recommendations. Given the central nature of physical education within the CSPAP framework, the limited instructional time noted in this study is problematic. Future research should be focused on the impact of physical education instructional time on PA participation within other components of CSPAP. Consideration regarding the feasibility of current recommendations for weekly physical education may also be warranted.

Post-Pandemic College Student Physical Activity Level and Sleep Pattern Exploration

Yeonhak Jung¹, California State University, Northridge

([email protected])

Background/Purpose: The COVID-19 pandemic brought about changes in numerous aspects of life. Physical inactivity and irregular sleep patterns have been reported (Meyer et al., 2020; Hargreaves et al., 2021) and this phenomenon has been identified as one of the most serious health concerns in college students. We assume the post-lockdown would change back to a positive and normal lifestyle such as increasing physical activity and sleep patterns, but the outcome was different. Using a longitudinal design, the purpose of this study was to explore changes in physical activity (PA) levels and sleep patterns (SP) during and after the COVID-19 pandemic.

Method: A total of 102 college students who had taken fitness/health-related coursework participated in the study. The first data was collected in 2021 during an online class, and the second and third data were collected in 2022 during an in-person class. As a within-subject design using repeated measures, students’ PA level and SP level were collected three-time points (online - first in-person - post-in-person) using Fitbit® Inspire 3. A one-way repeated measures ANOVA was conducted to determine whether there was a statistically significant difference in step counts and sleep amount over the years.

Analysis/Results: College Students using wearable technology significantly changes in step-counts over time, F (2, 99) = 17.58, p < .05, partial = .03, but there was no significant difference between sleep-amounts at the different time points (p> .05). Post-hoc analysis with a Bonferroni adjustment revealed that step-counts significantly increased from online to the first in-person class (M change = 603.63, 95% CI [158.72-1365.97], but not from online class (M = 6402.17) to post in-person class (p > .05). Upon the commencement of the initial in-person class, there was an observable increase in students’ levels of physical activity; however, this elevation was subsequently followed by a return to pre-pandemic activity levels.

Conclusions: The Physical Activity Guidelines (Piercy et al., 2018) advocate for a healthy PA level of 8,000 to 10,000 steps per day, roughly equating to 60 minutes of daily walking at an intensity of 3 METs. Despite this recommendation, the PA levels among college students consistently fall below the stipulated target. Moreover, the integration of wearable technology within in-person classes resulted in an initial upsurge in PA behavior, which regressed to pre-pandemic levels upon class conclusion. Concurrently, sleep patterns displayed minimal variation. While the employment of wearable technology in instructional settings exhibited immediate influence on the modification of physical activity behavior, its sustained efficacy is limited. The alteration of sleep patterns presents a greater challenge to effectuate. Subsequent research endeavors should prioritize the identification of effective course activities conducive to instigating enduring changes in college students’ physical activity behavior and sleep patterns, particularly in the context of the ongoing post-pandemic, for the cultivation of healthy lifestyles.

Pre-Service Classroom Teachers’ Attitudes and Competencies Towards Promoting Physical Activity in Schools: A Pilot Study

Luciana Zuest¹, Towson University; Xiaoping Fan, SUNY Cortland

([email protected])

Background/Purpose: Classroom teachers’ (CTs) knowledge, skills, and dispositions related to physical activity (PA) promotion in schools play a critical role in the extent to which they choose to provide their students with opportunities to be active throughout the day. Traditionally, CTs do not receive training during college on promoting PA among children (Cothran et al., 2010; DeCorby et al., 2005) and may lack the competencies and attitudes needed to do so. This pilot study aimed to examine the changes in pre-service CTs’ attitudes and competencies related to PA promotion after completing a 3-credit college course focused on children and movement.

Method: Participants were 63 pre-service CTs majoring in Liberal Studies (a pre-requisite degree for a single subject teaching credential in California). Participants were enrolled in three sessions of the course “Foundations of Childhood Physical Education” during one semester. Data were collected using two questionnaires administered on the first and last day of classes: a) the School Physical Activity Promotion Attitude Questionnaire (SPAPAQ; Webster et al., 2010) and b) the School Physical Activity Promotion Competence Questionnaire (SPAPCQ; Webster et al., 2010). A paired-sample t-test was conducted to compare pre-and post-scores for both questionnaires (Welkowitz et al., 2012).

Analysis/Results: The analysis revealed that a significant difference in the scores for the SPAPCQ before (M=3.3, SD=1.8) and after the course (M = 5.19, SD = 1.1); t(62) = –9.4, p = .000. Likewise, there was a significant difference in the scores for SPAPAQ before (M = 3.3, SD = .32) and after the course (M = 3.5, SD = .27); t(62) = –3.9, p = .000.

Conclusions: The results indicate that participants’ attitudes and competencies related to promoting PA in schools improved after completing the course. Notably, the difference in mean scores was greater for the SPAPCQ questionnaire indicating that participants’ competencies improved to a larger degree than their attitudes toward promoting PA in schools. This study highlighted the effectiveness of targeted training (i.e., children and movement-focused college course) in enhancing pre-service CTs’ knowledge and skills regarding PA promotion. In conclusion, the results support the notion that providing specialized training to pre-service CTs can lead to positive changes in their attitudes and competencies related to promoting school-based PA.

Preliminary Impact of the Summer Day Camp Project Power on Weight and Health-Related Behaviors

Senlin Chen^F1, Louisiana State University; Amanda E. Staiano, Pennington Biomedical Research Center

([email protected])

Background/Purpose: Children gain excess weight during unstructured summer months, as shown in multiple prospective observational trials. Summer camps offer unique opportunities for children and adolescents for healthy, structured eating and physical activity. The purpose of this pilot study was to examine the preliminary impact of a summer camp called “Project Power” on participants’ physical activity, screen time, sleep, and weight status.

Method: This pilot study involved 42 participants ages 6-14 years old who attended the five-day “Project Power” summer camp hosted by the American Diabetes Association during two separate summers. Curriculum for the program was based on the Kids N Fitness lifestyle program, which includes interactive nutrition and exercise sessions with behavior modification. Children were recruited based on their risk for type 2 diabetes considering their current obesity status and/or family medical history. Body height was measured at Day 1, and weight was measured at Days 1 and 5. Three obesity-related behaviors including physical activity (i.e., number of days in past 7 days being active for 60+ minutes), screen time (i.e., time spent on TV, video and computer games, respectively), and sleep (i.e., hours and minutes of sleep) were pre- and post-assessed using a validated survey. Parents completed a survey to give information on the child’s sociodemographic characteristics, including sex, date of birth, and parents’ marital status, highest level of education, family income, occupation, employment status, and brief medical history. Paired t-tests were conducted to examine pre-to-post changes in physical activity, screen time, sleep, and weight. Repeated measure (Day 1 vs. Day 5) ANOVAs were subsequently conducted to examine changes in these variables in by sex (males vs. females) and family income (higher than or equal to $50,000 vs. lower than $50,000 annually).

Analysis/Results: Of the 44 participants, 33 provided complete data across the assessments. Physical activity (from 3.81 to 4.18 days per week), screen time (from 5.43 to 4.48 hours per day), and weight (from 53.14 to 51.71 pounds) showed desirable pre-to-post change pattern, while sleep time showed a decrease (from 9.81 to 9.49 hours per day). Screen time was the only variable that exhibited significant reduction (t = 2.10, p < 0.05). The changes in physical activity, screen time, sleep, and weight did not differ by sex or family income (p > 0.05).

Conclusions: The five-day “Project Power” summer camp showed some preliminary impact on physical activity, screen time, sleep, and weight, with significant reduction observed for screen time. Favorable change patterns in health-related behaviors and body weight indicate a promising potential of this summer camp in rendering more significant impact among at-risk children and adolescents for obesity and chronic diseases (e.g., type 2 diabetes). Future research involving a larger and more diverse sample and a control group would determine the efficacy or effectiveness of the camp. The findings from this study contribute to the vision of SHAPE America – envisioning a nation where all children are prepared to lead healthy, physically active lives.

Qualitative Analysis of CSPAP Preparation in Teacher Education: Faculty Perspectives

Hayley B. McKown, University of Idaho; Cate A. Egan^F1, University of Idaho; College of Education, Health, and Human Sciences; Christopher Merica, University of North Carolina Wilmington; Karie Lee Orendorff, Montana State University

([email protected])

Background/Purpose: The majority of youth in the United States do not meet national physical activity (PA) guidelines. School-based physical education (PE) can help students achieve PA goals, but most schools fail to offer the recommended minutes of PE. A Comprehensive School PA Program (CSPAP) is designed to help youth meet PA recommendations, but uptake of CSPAP in K-12 schools is low. PE teachers are called upon to be school PA leaders who organize CSPAP, but many do not have the requisite skillset to do so. Towards this end, researchers suggest integrating PA leadership training for CSPAP into PE teacher education programs. Current literature has highlighted programs which integrate PA leadership and CSPAP training into their curriculums; however, little information exists about to what degree these learning experiences exist in PE teacher education (e.g., classes, types of assignments). Thus, the purpose of this study was to learn about PE teacher education faculty’s personal and professional experiences with CSPAP, and how CSPAP is integrated into their curriculum and program.

Method: This study was part of a larger study (United States Survey of CSPAP training in PE teacher education programs). For the current study, 21 PE teacher education faculty agreed to be interviewed. Interviews were M= 39.82 minutes (R= 21.22 - 66.3 minutes) and example interview questions included: “Describe how CSPAP was modeled to you either in K-12 or undergraduate/graduate training programs,” “Tell me why you have decided to implement CSPAP training into your program,” “How does your program/department support your efforts to implement a CSPAP?” and “If you were to leave your program, do you think that CSPAP would continue to be supported and integrated into your curriculum? Please describe why or why not.”

Analysis/Results: All transcripts were transcribed verbatim, and participants were assigned a pseudonym at the transcript level. Two authors independently coded data using inductive analysis and then met to discuss similarities and negative cases across the data. Initial codes and categories emerged, and further analysis revealed emerging themes. Trustworthiness strategies included member checking, peer debriefing, and investigator triangulation. Four initial themes emerged along with subthemes: (1) How they came to CSPAP (strong K-12 PE teacher, conferences and trainings, graduate mentors, research evidence), (2) Personal Philosophy (belief in CSPAP and self, problem solvers, pride in providing opportunities), (3) Limitations (lack of room in curriculum, not in standards, lack of value by others) (4) CSPAP Integration (CSPAP sprinkled into classes, focus on graduate preparation for CSPAP, part of research agenda, focus on more than content).

Conclusions: Adopters of CSPAP-based courses and curriculum in PE teacher education have personal philosophies that align with providing expanded PA opportunities for children. Additionally, their personal philosophy and self-efficacy towards CSPAP implementation gives them the ability to overcome barriers related to including CSPAP in their curriculum. Integrating CSPAP into initial teaching standards and K-12 standards may help to support continued and expanded CSPAP training experiences in higher education. More research on CSPAP integration into PE teacher education programs is warranted, specifically reasons behind not integrating CSPAP into curriculum and/or courses.

Sport Education Roles and Health-Related Fitness Markers

Luis Gabriel Estrada¹, University of Puerto Rico at Río Piedras; Carlos Evangelio Caballero, Facultad de Magisterio, Universidad de Valencia and Universidad Castilla-La Mancha; Eva Guijarro-Jareño, Universidad Internacional de La Rioja; Zachary Wahl-Alexander^F, Northern Illinois University

([email protected])

Background/Purpose: The aim of this study was to examine health-related fitness markers on SE playing roles (captain, trainer) and non-playing roles (manager equipment, judge and journalist) on an Edu-crossfit season.

Method: An experimental design was used for this study. A total of 70 elementary students (36 boys and 34 girls) between 9 to 11 years old (M=10.7,SD=.671) from Puerto Rico participated on a 16th lessons of (60 minutes) two times per week Edu-crossfit season. SE roles were divided in two groups playing roles (students that its role allow to perform the exercises and duties simultaneously, e.g., captain, trainer) and non-playing roles (students that its role do not allow to perform the exercises and duties simultaneously e.g., manager equipment, judge, journalist). Fitnessgram test (pacer, push-ups and sit-ups) were used as a data collection method. Paired sample t-test was conducted to determine the effect of intervention on the three measurements (pre-post test). An analysis of variances (ANOVA) was used to see if many differences were in means within pre, pre-post, and post test measurements among the two groups of students SE roles.

Analysis/Results: Overall, results (N=70) indicate significant differences of improvement (P=<.001) between pre and posttests (pacer, push-ups, and sit-ups). Within respect of the playing and non-playing roles groups, there were no significant differences (P = >.005) when comparing pretest scores. All students started from the same fitness levels in the variables measured. In terms of the ANOVA analysis a slightly better performing were identified for the SE playing roles with higher pacer score (M=5.553, SD=3.277), push-ups (M = 2.233, SD = 1.524) and sit-up scores (M = 3.067,SD = 2.348) than non-playing roles with pacer (SD = 4.975,SD = 4.079), push-ups (SD = 2.100,SD = 1.336) and sit-ups (M=3.025, SD = 2.259) but no statistics significant (P =>.005).Lastly, posttest results indicate no significant differences within the health related fitness markers scores (P =<.005).

Conclusions: For overall students, the Sport Education Model demonstrates its reliability to improve health-related fitness markers (pacer, push-ups, and sit-ups) within fitness content in Puerto Rico. However SE playing and non-playing roles on an Edu-crossfit season do not show significant differences within the health related fitness markers through the season. The selection or assignation of SE playing or non-playing roles during an SE season will not have a significant impact on fitness outcomes. Despite students’ gender, physical educators should consider switching roles during fitness content season to maximize the SE benefits on the others physical education domains.

Staff Perceptions of The Implementation of an After-School Playground Curriculum Intervention

Hyungsik Min¹, Mengyi Wei, Allison Poulos, Pamela Hodges Kulinna^F, Omar Albaloul, Arizona State University

([email protected])

Background/Purpose: After-school programs are widely recognized as a primary resource that fosters physical activity and overall well-being among school-aged children. Utilizing established curricula during after-school time can improve children’s physical, social, and emotional health; however, few studies have examined the factors associated with the practical implementation of such programs. The purpose of the study was to investigate the program staff’s (i.e., program leaders, student leaders) perceptions of the implementation of the curriculum.

Method: The Play On! curriculum was developed to enhance children’s overall fitness and learning on the playground. The present study implemented the Play On! program with an added emphasis on social-emotional learning in seven elementary school afterschool programs in Arizona over a span of 16 weeks. Participants (N = 20; 5 university student leaders, 15 school staff) were recruited to participate in individual interviews lasting 30 to 45 minutes. The transcribed interview data were then analyzed using an open-axial coding approach, followed by thematic analysis. To ensure the trustworthiness of the interview data, three strategies, including member checking, peer debriefing, and negative case analysis, were employed.

Analysis/Results: Four themes were discovered describing a) the implementation of Play On!, in afterschool programs, b) educational value, c) challenges and barriers, and d) improvement and future direction. First, participants provided positive feedback on the implementation of the curriculum, appreciating the detailed implementation procedures and engaging and appealing activities led by well-prepared university student leaders. For example, participants highlighted that “It’s so helpful to already have that (activities) planned out.”, “I feel like it’s a good fit.” “With enough staffing, it’s definitely super feasible” and “They’re very involved with it (curriculum).” Second, participants identified the benefits of students attending the program, including increased physical activity, enjoyment, social interaction, responsible behavior, and a reduction in aggressive behavior in children. However, the leaders noted significant challenges and barriers, especially in large sites or schools, related to staffing and scheduling. Student leaders also expressed concerns about engaging less motivated students. Finally, as improvement and future directions, participants pointed out the importance of including classroom management strategies demonstrated by physical education teachers and observation and practice of playground activities in future education. They also suggested improvements in age-appropriate activities for future implementation, as well as a stronger alignment between socio-emotional learning discussions and playground activities.

Conclusions: Implementation of the Play On! playground curriculum with a social-emotional learning component in after-school programs was enhanced by detailed design and delivery of the intervention, as well as providing staff and quality training. Physical, social, and behavioral benefits can be achieved when a high level of fidelity is attained. These facilitators as well as additional challenges, including staffing and scheduling, should be considered in future interventions in after-school settings.

Students’ Access to Physical Education in 25 US States: The US Physical Education and Physical Activity Policy Implementation Project

Ben D. Kern¹, University of Wyoming; Chad M. Killian, University of New Hampshire; Wesley J. Wilson, University of Illinois at Urbana-Champaign; Hans van der Mars^F, Arizona State University

([email protected])

Background/Purpose: Physical education promotes students physical, mental, and social/emotional health throughout the lifespan. However, physical education instructional time has been reduced, in part, due to lack of implementation of state-level physical education and physical activity policies. This trend has likely impacted physical education for students with disabilities as well, though no direct measures are available. To date, no comprehensive studies have been conducted to accurately document the status of physical education access in the US. Therefore, the purpose of this study was to gather and evaluate accurate, up-to-date information on physical education policy implementation in schools across 25 US states as reported by in-service physical educators.

Method: The US Physical Education and Physical Activity Policy (US-PEPAP) implementation survey was developed and distributed electronically to 54,264 K-12 public-school physical educators in 25 U.S. states (AL, AZ, CA, CO, IA, IL, LA, MI, MN, MO, NC, NE, NH, NM, NV, NY, OH, OR, PA, RI, TX, UT, VA, WI, WV), with 5,405 providing complete data. The US-PEPAP items included questions related to: (a) scheduled quantity of physical education in pre-Kindergarten to 12^th grade and for students with disabilities, (b) number of students/physical education class, (c) factors impacting physical education access such as withholding for academic or disciplinary reasons, counting toward grade-point-average, and allowing waivers, substitutions, exemptions, or use of online physical education credits.

Analysis/Results: Descriptive statistics were calculated for each state individually and for grade level clusters (elementary, middle, high school, and students with disabilities aggregated). Elementary physical education minutes/week ranged from 57.2, SD=35.6 in UT to 176.1, SD=35.1 in AL (Mean = 98.7, SD = 50.9). Middle school physical education minutes/week ranged from 89.9, SD = 33.7 in NH to 235.2, SD = 72.8 in NM (Mean = 151.1, SD = 70.7), and high school minutes/week ranged from 107.4, SD=34.1 in RI to 278.6, SD = 162.1 in NV (Mean = 175.9, SD = 83.9). Physical education minutes/week for students with disabilities across all grade levels ranged from 110.7 (SD = 102.9) in NC to 217.2, SD = 32.6 in NV (Mean = 149.4, SD = 83.9). Elementary class sizes ranged from 17.9, SD = 2.6 in NH to 58.8, SD = 25.2 in AL (Mean = 30.1, SD=19.9). Middle school /class sizes ranged from 19.7, SD = 5.0 in NH to 55.8, SD=25.1 in AL (Mean = 32.4, SD=21.4). High school class sizes ranged from 16.3, SD = 10.0 in LA to 40.3, SD = 18.1 in CA (Mean = 29.8, SD = 18.6).

Conclusions: Weekly minutes of physical education varied considerably between states and on average were far below recommended levels (150 minutes/week elementary, 225 minutes/week secondary). Additionally, high variability in physical education class sizes were observed, with average students/class at or above 30 in elementary, middle, and high schools. Student access to physical education in the 25 US states surveyed has largely diminished due to lack of adequate scheduled instructional time combined with excessively large class sizes. These factors not only restrict student access, but also reduce the potential for quality instruction. Future research should examine access to physical education with regard to policy implementation in the remaining 25 US states, and state policies and their implementation should be revisited by legislators and district leaders in many US states.

The Association between Profiles of Perceived Physical Literacy and Fitness in College Students

Yang Liu¹, Wuhan University of Technology; Senlin Chen^F, Louisiana State University; Baofu Wang, Western Illinois University; Yiwu Yang, Jimei Yang, Wuhan University of Technology; Bin Long, Wuhan Sports University

([email protected])

Background/Purpose: Physical literacy is considered a determinant of lifetime physical activity and health-enhancing physical fitness. Rarely has prior research examined the role of students’ perceived physical literacy (PPL) in physical activity and fitness promotion. The purpose of this study was to examine the association between PPL and fitness outcomes in college students.

Method: A total of 968 college students (females: n = 414) from a major public university in central China completed the perceived physical literacy instrument (Ma et al., 2020) and seven validated fitness tests including (a) body mass index (BMI); (b) lung capacity (LC); (c) 800m (female)/1000m (male) distance running (DR); (d) 50 meters dash (50M); (e) sit-up/pull-up (SP); (f) standing long jump (SLJ); and (g) sit-and-reach (SAR). Cluster analysis (Ward’s method) was conducted to identify profiles of PPL; while one-way ANOVA was performed to verify the classification by gender. Group differences (reported in eta square [η²] and Cohen’s d) in fitness outcomes for female and male students were examined separately using inferential analyses.

Analysis/Results: Three PPL subgroups (high, medium, and low) were identified, which were verified using one-way ANOVA for female (p < 0.01, η² = 0.75) and male (p < 0.01, η² = 0.78) students. For female students, 50M (p = 0.04, η² = 0.02), SAR (p = 0.05, η² = 0.02), DR (p < 0.01, η² = 0.04), and SP (p = 0.01, η² = 0.03) significantly differed by PPL profiles. Specifically, female students’ 50M (d = -0.35), SAR (d = 0.33), LR (d = –0.47), and SP (d = 0.43) results favored the high PPL subgroup over low PPL subgroups. SP (d = 0.32) favored high PPL subgroup over medium PPL subgroup. LR (d = –0.34) favored medium PPL subgroup over low PPL subgroup. Similarly, 50M (p < 0.01, η² = 0.04), SLJ (p < 0.01, η² = 0.06), DR (p < 0.01, η² = 0.07), and SP (p < 0.01, η² = 0.03) results also differed by PPL profiles in male students. Specifically, male students’ 50M (d = –0.51), SLJ (d = 0.67), LR (d = -0.78), and SP (d = 0.48) results favored the high PPL subgroup over low PPL subgroup. Male students’ 50M (d = -0.13), SLJ (d = 0.34), and LR (d = –0.40) results also favored high PPL subgroup over medium PPL group. Male students’ 50M (d = –0.40), SLJ (d = 0.37), and LR (d = -0.41) results further favored the medium PPL subgroup over low PPL subgroup.

Conclusions: The study indicates that PPL is a significant correlate of fitness among college students. Higher levels of PPL are associated with higher fitness testing outcomes, while lower PPL correlates with lower fitness outcomes. The findings provide empirical evidence to the importance of incorporating strategies to increase students’ PPL in college physical activity programs.

The Effects of a PE Parkour Unit on Students’ Participation in and Perceptions of Physical Activity During Recess

Matt Wood¹, Tacoma Public Schools

([email protected])

Background/Purpose: To help students meet the recommended 60 minutes of daily physical activity at school and to increase public access to city parks outside of school hours, the playground at my school is being renovated through community partnerships (SHAPE America, 2013). As part of a CSPAP physical activity initiative, we partnered with a youth parkour academy (Kong Academy) from Seattle to teach a parkour unit in PE to give students a novel way to play on their new playground during recess. The researcher conducted an action research study with 65 fourth graders to investigate their participation in and perceptions of physical activity at recess during their PE parkour intervention.

Method: The PE parkour unit took place over two 30-minute PE lessons each week for three weeks (six lessons total). The Kong Academy instructor was the lead teacher for five days, and the researcher was the lead teacher for the other ten days. Students learned and practiced basic parkour skills, including quadrupedal movement (QM), precision jumping and landing, vaulting, tic tacs, wall runs, balancing, and rolling. Students were then encouraged, through various prompts, to explore the playground during recess using their parkour skills. Prompts consisted of verbal reminders during PE lessons to continue practicing parkour at recess and posters around the gym and in the hallway reminding students about responsibility and responsible decision-making. Additionally, the researchers created a short parkour video to play in PE class, demonstrating parkour skills students learned in the controlled gym environment and then in various locations around the playground and school to help students connect what they learned in PE to their recess environment. Data was collected through online surveys, recess field notes, draw-write-tell surveys, and focus groups.

Analysis/Results: The qualitative data from the field observations, draw-write-tell survey, and focus groups showed positive results of students’ participation in and perceptions of PA during recess after learning parkour in PE. The pre-intervention and post-intervention surveys with questions based around the affective domain using SHAPE’s national standards and grade-level outcomes were not as conclusive. The questions in the surveys were general and students had difficulty connecting their recess experiences to previous learning in PE. Despite this, the survey data were still noteworthy and can be used to guide future PA promotion at recess through instruction in PE with better worded questions. Future studies can benefit from strategies that include students’ voices.

Conclusions: Parkour was one of the most rewarding units I have taught, and the data collected from fourth-grade students demonstrated that they felt the same. The students loved learning parkour in PE and stated that there needs to be more parkour at school. The data collected from students overwhelmingly demonstrated positive perceptions of PA at recess after learning parkour in PE.

The Impact of an Eight-Week Senior Fit Intervention on Older Adults’ Physical Activity and Fall Risk

Xiangli Gu^F1, Kate Hyun, Kathy Lee, Angela Liegey-Dougall, Christoph Csallner, Stephen P. Mattingly, Kimberly Vanhoose, Troyee Saha, Varunee Lervisit, Jobaidul Alam Boni, University of Texas at Arlington

([email protected])

Background/Purpose: Technology-infused physical activity (PA) interventions are promising strategies for reducing sedentary behaviors and fall risks among older adults (Health People, 2020). Age- and context-specified PA intervention programs may benefit the transfer of intervention outcomes to autonomy in activities of daily living. The purpose of this study was to examine the effects of an 8-week Senior Fit (A Mobile APP Infused PA Program) intervention on body mass index (BMI), daily PA, fall efficacy and fall risk among older adults. The obesity disparities in outcomes and its potential impact on the intervention effects were also investigated.

Method: A group randomized clinical trial study design was used to determine the effects of the Senior Fit on BMI, daily PA, fall efficacy, and fall risk. A total of 97 seniors (Female = 78, Mean_age = 72.62, SD= 5.57; 95.8 % non-Hispanic, 19.6% Black, and 7.2% other minorities) were recruited and randomly allocated to five conditions: (1) goal-directed (n = 18), (2) researcher-guided (n = 20), (3) video motivated (n = 20), (4) social media (Facebook) motivated (n = 18) and (5) control groups (n = 21). All the assessments were conducted before and after the 8-week intervention. BMI was calculated by self-reported height and weight. The PA and fall risk were measured using the Community Healthy Activities Model Program for Seniors (CHAMPS) questionnaire, Falls Efficacy Scale (FES) and the Fall Risk Self-Assessment Questionnaire (FRQ). The paired sample t-tests and the multivariate analysis of covariance (MANCOVA; sex as a covariate) were used to examine the research purposes.

Analysis/Results: Around 69% of older adults in this study were categorized as overweight/obese before the intervention. The MANCOVA models suggested that there were no significant group differences before the intervention for PA variables (Wilks’ Lambda =.853, F_{(20, 243)}= .596; p=.91), and fall efficacy and risk (Wilks’ Lambda =.943, F_{(8, 180)}= .667; p=.72). The ANOVA noted that there was a significant group effect (F_{(4, 60)}= = 5.684, p <.001) on the BMI (F_{(1, 60)}= = 328.69, p<.001), that is, both researcher-guided and Facebook groups showed significant decreased BMI from pre- to post assessments after the 8-week intervention and the overweight/obese rate was also significantly reduced (69.1% vs. 61.6%). The paired sample t-test further indicated moderate to higher effect (Cohen’s d) on PA for all intervention groups (p < .05). All experimental groups showed an increased fall efficacy and PA self- efficacy after the intervention (96.16 vs. 96.76 and 62.51 vs. 65.49; respectively) although the differences did not reach statistical significance.

Conclusions: Increasing total volume of PA is suggested to enhance overall mobility among older adults. The results showed that with convenient communicative technology strategies (e.g., Facebook) can motivate older adults’ daily PA engagement which may promote self-confidence towards exercise regardless of sex. Health practitioners should be aware that this approach would be beneficial to deliver health-related information and recommendations to older adults and to help them stay physically active and further prevent fall risks. The intervention dosage (e.g., duration, intensity, type) and its combined effects may be explored in this population.

The Moderating Effect of Race/Ethnicity and Socioeconomic Status on Young Children’s Physical Activity Within Classroom Physical Activity Interventions: A Systematic Review with Meta-Analysis

John P. Rech¹, University of Nebraska at Kearney; Danae Dinkel, Adam Rosen, Michaela Schenkelberg, Jessica L. Baldwin, Priyanka Chaudhary, University of Nebraska at Omaha

([email protected])

Background/Purpose: Various classroom physical activity interventions for early childhood grades (preschool to 3^rd grades) exist within the literature. Race and socioeconomic status (SES) have shown to be determinants of young children’s physical activity and are associated with inequities in educational resources within the United States but have not been widely investigated within classroom-based physical activity practices. The purpose of this systematic review with meta-analysis was to investigate the moderating effect of race and SES on children’s physical activity in early childhood grades as the result of classroom physical activity interventions conducted within the United States.

Method: An exhaustive search of four online databases was conducted, which resulted in 34 published peer-reviewed articles included in this study. A pooled random effects Hedges’s g model across 33 individual effect sizes was used to determine the treatment effect on children’s physical activity levels from pre- to post-intervention. Subgroup analyses were conducted to determine the moderating effect of race/ethnicity and SES.

Analysis/Results: Race/ethnicity and SES of children were not often considered in the intervention design, implementation, or effectiveness of the included interventions. A significant difference (p=0.016) in effects on children’s physical activity levels was found based on race/ethnicity, demonstrating a weaker effect (D=0.52) among majority non-White samples compared to majority White samples (D=1.16). No significant difference (p=0.93) was found between majority low SES (D=0.84) and majority non-low SES (D=0.86) samples. When race and SES were combined into a single moderator, a significant difference (p<0.001) in effects between majority non-White, low SES (D=0.39) and majority White, low SES (D=1.67) samples was found.

Conclusions: Findings from the systematic review suggest differences by race and SES may be partially contributed to differences in intervention components implemented. Results revealed significant differences in effects on children’s physical activity based on race and SES. Future work should explore cultural responsiveness of best practices for classroom-based physical activity and validate tools to measure this.

The Relationship Between Health-Related Fitness and Academic Performance Among Chinese Middle and High School Students

Han Chen^F1, Valdosta State University; Jun Dai, Shanghai University of Sport; Haichun Sun^F, University of South Florida; Jiling Liu^F, Texas A&M University

([email protected])

Background/Purpose: In China, there is a pandemic of low health-related fitness components, particularly concerning high obesity levels and low cardiovascular fitness levels. Since fitness tends to track into adulthood, the interventions should target individuals when they are young. Schools offer an excellent environment for promoting fitness since the majority of children or adolescents attend them. Nonetheless, the Physical Education (PE) program has been marginalized due to concerns about its impact on academic performance. Over the past few decades, numerous studies have established a connection between health-related fitness and academic performance. Research in this field is crucial, as the findings can offer evidence supporting the implementation of PE programs. Promoting health-related fitness might actually lead to improvements in academic performance, rather than a decline. However, the research in this field remains inconclusive, and the majority of studies have been conducted in western countries. The present study aims to investigate the relationship between health-related fitness (specifically BMI and cardiovascular fitness) and academic performance among Chinese middle and high school students.

Method: We randomly selected two middle schools and two high schools in Fuzhou city, located in southeast China. The final sample comprised 251 participants, with 139 middle school students (n = 139). We collected basic information, including grades and gender, and measured the height and weight of the participants. Cardiovascular fitness was assessed through a 1000-meter run, and we also collected standardized math test scores. Independent multiple regressions were conducted to examine if cardiovascular fitness and BMI could predict math performance while accounting for gender and grades.

Analysis/Results: For cardiovascular fitness, the overall regression was statistically significant, R² = .11, F(3) = 5.08, p < .05. Cardiovascular fitness is a significant predictor (β = –.07, p <. 05) for math performance. For BMI, the overall regression was statistically significant, R² = .11, F(3) = 9.99, p < .05. BMI is a significant predictor (β = –.16, p < .05) for math performance.

Conclusions: Results from the cross-sectional data show that both cardiovascular fitness and BMI significantly predicted standardized math performance. Future study should explore if changes of health-related fitness could result in a positive change in academic performance.

U.S. Islamic Schools’ Promotion of Physical Education and Physical Activity

David Kahan¹, Coastal Carolina University

([email protected])

Background/Purpose: Physical education (PE) teachers and their schools are encouraged to provide multiple opportunities throughout the school day for students to accrue physical activity (PA). Promotion of such opportunities (e.g., PE, intramural PA, interscholastic sports) should occur in PE class as well as on multiple media platforms, which include the school website. Results of previous studies of >2700 websites among charter, private, and Jewish schools found that PE (e.g., curriculum) was not as prominently displayed as other content areas and intramural (6%–45% of websites) and interscholastic (9%–45% of websites) PA was also lacking. Islamic canon promotes specific forms of PA and health is second only to one’s faith in importance. Yet little is known about PE/PA in U.S. Islamic schools. Therefore, we conducted a content analysis of such schools’ websites to determine to what degree these three sources of PA are promoted and how they compare to previous studies.

Method: We used three electronic directories to create a sampling frame of 714 schools. The final analytic sample consisted of 222 schools with all having a working website, physical location, and serving students from kindergarten to twelfth grade. The websites of the schools were searched line-by-line for the mention of PE and related content (i.e., curriculum, teachers), intramural PA, interscholastic sport, and PA facilities, and for depictions of PA images. We started on the homepage or landing page of each school, then navigated and searched the drop-down menus of tabs typically titled “About Us,” “Academics,” “Athletics,” and “School Life” or “Community.” The data were extracted by two trained students who independently coded websites and compared codes with a senior author until they surpassed an 80% inter-rater reliability.

Analysis/Results: We calculated frequencies, proportions, and measures of central tendency and variability. PE ranked 7^th relative to the proportion (i.e., 52.7%) of websites mentioning it compared to other subject matter (e.g., Arabic, math) – ahead of only fine/visual arts. Overall, 17.1% of school websites mentioned PE dosage: 2.0 ± 0.5 days/week (elementary/middle schools) and 2.0 ± 1.0 credits (high school requirement). Overall, 18.0% of school websites mentioned their PE curriculum and 33.3% mentioned PE teachers by name—majorities were female (54.5%) and Muslim (73.6%). Overall, 23.9% of school websites mentioned PA facilities and 21.6% included at least one PA image on their homepage (Mdn = 1.0 ± 2.0 images/homepage). Overall, 29.3% of school websites mentioned intramurals (Mdn = 2.0 ± 2.0 activities listed/school when a school mentioned any), and 21.2% mentioned interscholastic sports (n = 228 sports teams in all) representing 12 different sports (Mdn = 4.0 ± 4.0 sports teams/listing school).

Conclusions: Compared to four previous studies of charter, private, and Jewish schools, Islamic schools fell in the middle for the degree they promoted the analyzed characteristics. These results can guide the Council of Islamic Schools in North America (main accrediting body) in developing guidelines and best practices for promoting PA in Islamic schools.

Weight Status and Elementary School Students’ School-Day Physical Activity and Play Behaviors during Recess

Wenyi Wang¹, University of Taipei; Yung-Ju Chen, Minot State University; Xiuye Xie, Missouri State University

([email protected])

Background/Purpose: Given the lack of studies on objectively measured school-day physical activity and recess physical activity in Taiwan, it is difficult for scholars to determine evidence-based interventions needed for promoting school-day physical activity to combat the obesity crisis in elementary schools. Thus, the purpose of the study was to investigate Taiwanese elementary school students’ school-day physical activity and play behavior during recess. In addition, the researchers were interested in understanding whether children with different weight statuses engage in different physical activities and play behavior during recess, as recess provides great opportunities for children to engage in moderate to vigorous physical activity (MVPA) during the school day.

Method: The study included 185 elementary school students (first to sixth grades; 19-42 per grade) from an elementary school in Taiwan. Accelerometers (ActiGraph wGT3X-BT) were used to collect students’ 5-day school-day physical activity data. The System for Observing Children’s Activity and Relationships during Play (SOCARP) was adopted for capturing children’s physical activity, social group sizes, activity type, and social behavior during recess. The inter-coder agreement between the two coders reached 89%. Students’ weight and height were also measured to understand their weight status and further compare physical activity patterns among students with different weight statuses. Descriptive statistics were calculated to understand the naturalism of elementary school students’ school-day physical activity and behavioral patterns during recess. ANOVAs were conducted to examine the group (weight status – underweight, typical weight, overweight, and obese) differences in children’s physical activity and play behaviors at recess.

Analysis/Results: On average, first and second grades spent 288 minutes (4.8hr), third and fourth grades spent 384 minutes (6.4hr), and fifth and sixth grades spent 432 minutes (7.2hr) in school per school day. Across grades, 64.14-84.07% of the school day was spent in sedentary behavior, 7.63-29.15% in light physical activity, and 5.62-8.27% in MVPA. Therefore, none of the grades achieved the CDC-recommended amount of MVPA (i.e., 60 minutes per day) during the school day. At recess, children across weight status were stationary for 36.40-42.63% of the time, stayed in small groups for 24.35-47.23% of the time, participated in locomotion for 34.22.66-43.60% of the time, and engaged in no social interaction for 84.17-95.47% of the time. ANOVAs revealed that (1) obese children were more likely to be alone during recess compared to any other weight status group (p < .05), (2) underweight students spent significantly more recess time participating in competitive sports than any other weight status group (p < .05), (3) obese students were more often to be observed engaging in physical conflicts compared to any other weight status group (p < .05).

Conclusions: Elementary school students in Taiwan are extremely sedentary during the school day and recess, regardless of grade level. Increasing time in MVPA during recess can potentially increase students’ overall school-day MVPA. Elementary schools can introduce individual and small-group physical activities that provide MVPA and involve prosocial interactions to promote students’ MVPA during recess.

What’s Going on with Physical Activity During Recess After Lunch?

Marissa Schulke¹, Ariana Wolfe, Kylie Wilson, Kahyun Nam, Pamela Hodges Kulinna^F, Allison Poulos, Arizona State University

([email protected])

Background/Purpose: This study was conceptualized under the model of a Comprehensive School Physical Activity Program (CSPAP) which includes recess as a core component and scheduling recess before lunch is a recommended best practice. Emerging research indicates that placing recess before lunch is associated with better weight regulation and increased “healthful” food consumption in elementary-aged students. Despite this, there is little existing literature identifying effects on physical activity. To continue the conversation on the impact of this timing on students’ health, particularly because the majority of elementary schools in Arizona offer lunch before recess, the purpose of this study was to obtain objective physical activity levels during recess for students who consumed lunch immediately prior to recess and compare findings to key studies published on this topic.

Method: This cross-sectional, exploratory research included students in grades 3 to 6 attending 14 public elementary schools in Arizona (USA, N = 78). Students were asked to wear an ActiGraph GT3X+ accelerometer on their non-dominant wrist to assess levels of physical activity during recess following lunch. Accelerometer data was processed using ActiLife software using Crouter (2015) cut points for youth. Proportions of physical activity levels were averaged overall and by gender, and converted to minutes using the average length of recesses across the 14 schools (M = 21 minutes, SD = 4 minutes).

Analysis/Results: Descriptive analyses including means and standard deviations for levels of physical activity were conducted across all grade levels and by gender. Boys and girls were equally represented within the sample, and third and fourth grade students accounted for a majority of the sample size (44% and 31%, respectively). Across all genders and grade levels, children were sedentary 37% (8 minutes) of the time and engaged in light physical activity, like walking, 29% (6 minutes) of the time during lunch recess. The average proportion spent in moderate-to-vigorous activity (MVPA) was 35% (7 minutes), which is more than prior estimates of 28% when recess occurs after lunch.

Conclusions: Our results provide a descriptive overview of physical activity levels during recess immediately following lunch in elementary schools. Average MVPA among students in this study was approximately 7% greater when compared to other studies among students with recess scheduled before lunch. Given the calls to action to move recess before lunch, more studies on comparing students’ physical activity levels during recess are necessary to best inform scheduling and policy decisions. Additionally, researchers reporting students’ physical activity levels during lunch recess should explicitly state whether recess was before or after lunch to provide a deeper understanding of how timing may influence children’s health.

Sociocultural & Social Justice

Examining Physical Education Teachers’ Culturally Pluralistic Attitudes

Stacy Imagbe¹, Morehouse College; Senlin Chen^F, Louisiana State University

([email protected])

Background/Purpose: Physical education (PE) teachers must adapt educational opportunities to meet the needs of the increasingly culturally diverse students in K-12 schools. Culturally relevant physical education (CRPE) is believed to support all students in achieving success regardless of their race, ethnicity, religion, language, or social class. The purpose of this study was to examine PE teachers’ cultural pluralistic attitudes and identify group differences across sociodemographic factors.

Method: Teachers who were members of a state professional organization were invited to participate in this survey study. The final sample consisted of 88 in-service physical educators (males: n = 14, females: n = 74; White: n=68, Non-White: n=20; elementary school: n = 43, secondary school: n = 45; urban: n = 26, suburban: n =38, rural: n = 24). The PE teachers completed the validated Pluralism and Diversity Attitude Assessment (PADAA) survey and reported their sociodemographic data. Descriptive and inferential statistics were conducted to identify the potential group differences by gender, race, age, educational attainment, teaching experience, school level taught, school locale, SES level, and diversity of school.

Analysis/Results: MANOVA revealed significant difference in teachers’ culturally pluralistic attitudes for the subscale of value cultural pluralism by school level (F_{1, 86} = 4.31, p = 0.04, η_p² = 0.05), favoring secondary school level teachers. No other significant differences were observed (p > 0.05), although we identified mean differences by race and gender. Specifically, White teachers reported higher scores for appreciation of ideals of cultural pluralism than non-White teachers (Cohen’s d = 0.18) and higher scores for uncomfortable with diversity than non-White teachers (Cohen’s d = 0.48); while Non-White teachers reported higher scores for value of ideals of cultural pluralism than White teachers (Cohen’s d = 0.43) and reported higher scores for implementing the ideals of cultural pluralism than White teachers (Cohen’s d = 0.69). Furthermore, male teachers reported higher scores for appreciation of ideals of cultural pluralism (Cohen’s d = 0.18) and higher scores for value of ideals of cultural pluralism than female teachers (Cohen’s d = 0.43); while female teachers reported higher scores for implementing the ideals of cultural pluralism (Cohen’s d = 0.69) and reported higher scores for uncomfortable with diversity than male teachers (Cohen’s d = 0.48).

Conclusions: PE teachers showed mostly similar culturally pluralistic attitudes, regardless of sociodemographic groups, although secondary school level teachers significantly valued cultural pluralism more than elementary school teachers. The findings of this study bear meaningful theoretical and practical implications for future culturally pluralistic interventions. Cultural pluralism is dynamic instructional practice that can be improved across populations through culturally tailored physical education teacher education curricula and experience as well as in-service professional development.

Examining the Physical and Social-Emotional Wellbeing of Native Hawaiian Youth

Crystal Hafoka¹, Erin E. Centeio^F, Shoshana Cohen, University of Hawaii at Manoa; Alethea Ku`ulei Serna, University of Hawaii at Manoa College of Education

([email protected])

Background/Purpose: Physical, social, emotional and academic inequities are faced by youth across the nation. This is especially true in Hawaii where Native Hawaiian (NH) youth have lower test scores, higher absenteeism, and lower college enrollment rates than their peers, along with greater physical and social-emotional health disparities than other ethnic groups in the islands. While several school-based interventions have successfully modified school environments to improve health-related behaviors in children, few have taken NH culture into account throughout intervention development. Accordingly, the purpose of this study is to examine the relationships between physical activity, healthy eating behaviors, social-emotional health and wellbeing, and classroom belonging in order to provide insight into the need for culturally responsive programming among schools that have a high population of NH youth.

Method: As part of the I Pa’a Ka Huewai Pawehe project, which is guided by the Whole School, Whole Community, Whole Child (WSCC) model and the Nā Hopena A’o framework, 1349 middle and high school students (57% male; 50.5% NH) participated in a survey that ask questions about physical, social and emotional health. Preliminary data analysis included demographic variables (age, sex, school, grade and ethnicity), validated scales on social support for physical activity (Duncan et al. 2005), physical activity enjoyment (Moore et al. 2009), classroom belonging and emotional regulation (Panorama, 2014). Additionally, questions about eating behaviors, screentime, physical activity breaks in school, depression, anxiety, and stress (YRBS, 2021) were also included.

Analysis/Results: Descriptive statistics and a series of regressions were run to better understand the relationship of physical, social, and emotional wellbeing variables among youth in Hawaii. The first set of regressions examined if attitude towards eating fruit, vegetables, and healthy snacks impacted fruit and vegetable intake. Both fruit [F(7,744) = 6.06, p<.001,Adj. R2 = 0.05] and vegetable [F(7,744) = 20.47, p<.001,Adj. R2 = 0.16] intake were significantly predicted, when controlling for age, sex, school, grade, and ethnicity. The second regression sought to understand if classroom PA breaks, screentime, and physical activity social support predicted youth physical activity participation. Youth PA participation was significantly predicted by the above variables even when controlling for age, sex, school, grade, and ethnicity [F(12,316) = 12.96, p<.001,Adj. R2 = 0.31]. The third and final regression examined the relationship between anxiety, depression, stress, and emotional regulation on classroom belonging. It was found that classroom belonging was significantly predicted by the above variables [F(8,677) = 42.38, p<.001,Adj. R2 = 0.33], even when controlling for age, sex, school, grade, and ethnicity. Relationships and regressions will be discussed in detail for the purpose of the presentation.

Conclusions: There is a great need to create culturally relevant programming that targets health and wellness for youth and especially for Native Hawaiian youth. Understanding the relationship of physical, social, and emotional wellbeing of students is important as it can help guide intervention strategies and help make targeted improvements across programming.

Physical Educators’ Attitudes Toward Fatness: A Contemporary, Multidimensional, Non-stigmatizing Assessment

Luciana Zuest¹, Towson University; Janaina Fogaça, California State University, Long Beach; Morgan Doolin, Towson University; Saemi Lee, California State University, Los Angeles; Dawn Clifford, Northern Arizona University

([email protected])

Background/Purpose: While anti-fat attitudes among physical educators are well documented, the instruments used in previous studies focus on negative aspects of fatness and fat individuals, reinforcing stereotypes and contributing to weight stigma. In 2022, Cain and colleagues introduced the Fat Attitudes Assessment Toolkit (FAAT), a novel instrument designed to address the limitations of previous anti-fat measurements and provide a more nuanced, multidimensional, and contemporary assessment of attitudes toward fatness and fat people. This study used the FAAT to examine physical educators’ attitudes toward fatness and fat individuals.

Method: Participants were 217 physical educators, including physical education students, K-12 teachers, and college professors. Participants completed the FAAT online, which includes nine subscales, and demonstrated strong psychometric properties and validity in previous studies. Five of these subscales form the composite score of fat acceptance, and two of them form the composite score of attribution complexity. Higher scores indicate higher fat acceptance and complexity in their attributions to explain fatness. Participants also responded to demographic questions.

Analysis/Results: An independent t-test revealed that women scored significantly higher in fat acceptance (m = 5.35, sd = 0.88) compared to men (m = 4.64, sd = 1.08), t(210) = 5.23, p < .001, d = 0.74. Furthermore, women exhibited significantly higher attribution complexity scores (m = 6.05, sd= 0.91) compared to men (m = 5.65, sd = 1.13), t(139.4) = 2.67, p = .004, d = 0.40. A One-Way ANOVA with Tukey post-hoc analysis comparing fat acceptance among students, K-12 teachers, and college professors yielded no significant differences, F(2,209) = 1.10, p = .334. Similarly, a One-Way ANOVA with Tukey post-hoc analysis was utilized to compare participants according to their desires regarding weight loss or gain. Intriguingly, significant differences were observed among all subgroups. Participants desiring weight loss had an average score of 5.31 (sd = 0.87), those wanting weight maintenance averaged 4.92 (sd = 0.95), and those desiring weight gain averaged 4.16 (sd = 1.66), F(2,212) = 11.12, p < .001, η² = .095. Pairwise post-hoc comparisons indicated that individuals seeking weight loss exhibited significantly higher fat acceptance than those seeking weight maintenance (mean difference 0.38, p = .02) and weight gain (mean difference 1.15, p < .001). Additionally, participants aiming for weight maintenance displayed significantly higher fat acceptance than those desiring weight gain, with a mean difference of 0.76 (p = .02).

Conclusions: This study utilized the FAAT measurement to investigate physical educators’ attitudes toward fatness and fat individuals. The FAAT offers a contemporary and nuanced assessment, addressing the limitations of previous measures. Findings from 217 participants (college students, K-12 teachers, and professors) revealed higher fat acceptance among women compared to men. Additionally, individuals desiring weight loss or maintenance exhibited greater fat acceptance. These results emphasize the significance of addressing weight stigma in physical education.

Silenced Voices Heard: Exploring International East-Asian Kinesiology Doctoral Student Experiences

Seungyeon Park, Norfolk State University; Mijoo Kim, Towson University; Samuel R. Hodge, The Ohio State University

([email protected])

Background/Purpose: Critical race theory seeks to counter oppressive aspects of society and invoke individual transformation to restore individual justice. However, it often neglects to address Asian experiences. Centering Asian stories through Asian critical race theory (AsianCrit) can expand theory and practice in education. Asian teachers are underrepresented in schools, and rarely appear in research about teachers of color (Rodríguez, 2019). There is a lack of research in education that applies AsianCrit, particularly with a focus on faculty voices. This gap is even greater in the field of kinesiology. Thus, the purpose of this qualitative study was to explore the meanings East-Asian international kinesiology faculty ascribe to their academic and social experiences in kinesiology doctoral programs in the U.S., along with the comparisons they drew between their doctoral degree and faculty experiences.

Method: Employing the theoretical framework of AsianCrit and a multiple case study design, data were collected through demographic questionnaires and focused interviews with six international East-Asian faculty who recently completed doctoral degrees in kinesiology at higher education institutions in the U.S.

Analysis/Results: Thematic analysis was used with AsianCrit to guide the coding of the data. Overall, participants attributed their challenges to language barriers and cultural differences, essentially their position as non-native English speakers and international students, rather than along racial lines as Asians. They often felt disadvantaged because of lack of social and cultural capital with fewer relationships to support their academic and scholarly success. Moreover, they felt their intellect was judged based on their English proficiency, and particularly, by how well they displayed their knowledge by orally articulating their ideas. They attributed their isolation in both their doctoral programs and faculty departments to speaking English as a second language and completing most of their schooling outside the U.S. Moreover, participants indicated they were positioned as perpetual foreigners and unwelcome outsiders even more so as faculty members than when they were students because of restricted job opportunities and a sense of instability related to their visa status (Hsieh & Kim, 2020; Museus & Iftikar, 2014). Although they had acquired institutionalized cultural capital through their doctoral degrees and titles, participants did not feel a sense of collective identity in their U.S. higher education institutes, and their accents as non-native English speakers positioned them with less embodied cultural capital in their academic contexts (Bourdieu, 1986).

Conclusions: This study contributes to the limited literature on Asian educators in the U.S., who are both underrepresented in schools and research (Rodríguez, 2019). Moreover, this study expands research applying AsianCrit to international faculty members, and in the field of kinesiology where there is even less research. This study contributes new insights on the Asian international experience in the U.S., which overlaps with research on Asian Americans, with distinctions due to different language and cultural influences. It is crucial to consider the lived experiences of international Asian kinesiology faculty and students who may be positioned as outsiders with minimal visibility. This can empower their voices and confront racial inequality, oppression, and exclusion (Liu, 2009).

“You Are Welcome”: Adult Support Predicts Belonging at Recess

Jim P. Arnold¹, Oregon State University; Danielle J Belcher, University of Northern Colorado; Nazlı Özkoca, Oregon State University; Megan Babkes Stellino, University of Northern Colorado; William V. Massey, Oregon State University

([email protected])

Background/Purpose: While recess may provide an opportunity for child development (Hodges et al., 2022; Massey et al., 2021, SHAPE, 2017), it can also be a context where violent and anti-social behavior occurs (Massey et al., 2017). Researchers have documented negative consequences of playground victimization for children, such as loneliness and social isolation (McNamara et al., 2017), feelings which the pandemic has exacerbated over the past three years. As children return to ‘normal’ school practices without health mitigation procedures (e.g., mask mandates, virtual learning), recess experiences remain a critical area of inquiry with implications for children’s long-term social, emotional, and physical health (Massey et al., 2022). The purpose of this study was to examine children’s reports about feeling unwelcome or uncomfortable at recess and identification of contributing explanatory variables.

Method: Data were collected at four time points at nine elementary schools in a large metropolitan school district. Students (N = 1,021) were in third (3.9%), fourth (50.6%), and fifth grades (45.1%) and identified as male (48.5%), female (41.6%) and gender non-conforming (9.1%). Racial identities were collapsed into four major categories that included Black/African American (22.2%), Hispanic (21.4%), White/Caucasian (19%), and all other responses (37.4%). Participants attended schools that received support from Playworks, a national non-profit recess organization. Data were collected via survey questions that solicited students’ perceptions of adult support and if they felt unwelcome or uncomfortable at recess based on eight variables.

Generalized linear mixed-effects models with appropriate random effects to account for the data’s structure (i.e., students nested within schools) using binary logistic regression were used to evaluate the longitudinal relationships between feeling unwelcome/uncomfortable at recess and student level covariates. Within the model, a dichotomous unwelcome/uncomfortable at recess variable was used as the dependent variable with gender, race, grade, and perceptions of adult support serving as independent variables, while including random effects for school.

Analysis/Results: The odds of feeling unwelcome/uncomfortable at recess significantly decreased over time, with 53.2% of the sample reporting feeling unwelcome at T1, 44.9% at T2 (OR= 0.759; 95% CI 0.616, 0.937), 43.9% at T3 (OR= 0.772; 95% CI 0.625, 0.952), and 40.1% at T4 (OR= 0.605, 95% CI 0.487, 0.752). Gender identity was a significant predictor, with girls (OR= 1.289, 95% CI 1.094, 1.518) and non-gender conforming students (OR= 1.425, 95% CI 1.084, 1.874) more likely to report feeling unwelcome/uncomfortable at recess. Adult support also predicted feeling unwelcome/uncomfortable, with reportedly higher perceptions of adult support having lower odds of feeling unwelcome/uncomfortable (OR= 0.750, 95% CI 0.697, 0.807). Race and grade level were not significant predictors.

Conclusions: Adult support at recess is critical to student reports of an inclusive environment, and particularly important for those who identified as female and gender non-conforming. Girls were 28.9% more likely than boys to report feeling unwelcome/uncomfortable at recess, whereas gender non-conforming students were 42.5% more likely. These odds were reduced by 25% with increased perceptions of adult support. Findings suggest a critical need for schools to invest in training and professional development for adults facilitating daily recess.

Sport & Coaching

Just Like Mom/Dad: Family Influence on School Sports Participation

Beth Canfield-Simbro¹, University of Mount Union

([email protected])

Background/Purpose: Families can either be a driver to or away from youth participation in sports. This study explored how family influences participation of youth in a Midwestern economically disadvantaged community. Findings indicate family factors like child’s gender, SES, youth caregiving responsibilities, parental sports experiences, and parental sports culture affect attitudes about and participation in school sports in middle and high school. Ideas for how districts and schools can increase youth participation will be shared.

In this case study of one midwestern public high school, our team sought to understand how success of girls’ and boys’ school sports programs, measured by student participation, stakeholder perceptions of sports programs, and win-loss records. This proposal will focus on data collected around family involvement in and support of school sports in this community, where 70% of youth are classified as economically disadvantaged.

Method: Partnering with our local school district, we collected and analyzed two sets of data. The first data set consisted of team level data including student participation numbers, number of coaches, incoming booster funds, student/coach ratio, affiliated local or regional youth sports programs, and whether policy required administrative attendance at contests. The second set of data included stakeholder surveys and interviews. We analyzed 521 surveys from students in grades 6 to 12 and 101 surveys from administrators, staff, and coaches. Additional data included 26 in-depth interviews with stakeholders.

Analysis/Results: Parent sports participation and parent education level had positive relationships with student sports participation. Qualitative themes centering around family, such as child’s gender, SES, youth caregiving responsibilities, parental sports experiences, and parental sports culture, that emerged will be discussed.

Conclusions: Families are extremely influential in youth participation in school sports. Ideas for how districts and schools can increase youth participation by partnering with families will be shared.

Light Weight … Yeah Buddy! A Comparison of High School and Collegiate Powerlifters

Anthony M. Rogers Jr. ¹, Lorraine Killion, Texas A&M – Kingsville

([email protected])

Background/Purpose: The first powerlifting national open tournament was held in 1964 in Pennsylvania with 38 competitors across seven weight classes and no female competitors (York Dispatch, 2019). The first women’s world championships took place 16 years later in Massachusetts in 1980. The expansion has made way for 11 weight classes for females and 12 for males. Powerlifting has exploded to over 700 participants competing at the equipped nationals and 1142 participants registered for raw nationals in 2023, illustrating exponential growth of a 1,755% increase in competition over the 59 years of existence. Powerlifting is a sport of relative and absolute maximal strength and includes three events: the squat, the bench press, and the deadlift. Competitors have three attempts in each of the three events to lift a maximal load in a single repetition (Ferland & Comtois, 2019). A One Repetition Maximum (1RM) is the maximum amount of weight a person can lift at once (Edgerton, 1976). There are two styles of powerlifting: Raw and Equipped. Equipped lifting involves the use of special gear, such as suits for squatting while raw does not (Kozub & Brusseau, 2012). The Texas High School Powerlifting Association (THSPA, http://www.thspa.us/) and the United States of America Powerlifting Organization (USAPL, www.usapowerlifting.com) identifies all gear that meet the guidelines during competition. To date, no study has examined the strength gained from high school to collegiate powerlifting. The purpose of this study was to compare the differences between raw squat and equipped squat in high school and collegiate powerlifters.

Method: Upon IRB approval, parent consent and student assent forms were collected from the high school participants and consent was affirmed via an online survey designed through Qualtrics for collegiate powerlifters.

Analysis/Results: A total of 200 (N=51; girls=19, boys=32) high school powerlifters and (N=149; females= 71, males= 78) collegiate powerlifters completed the survey. Paired sample t-tests were conducted to compare the female raw/equipped and male raw/equipped for powerlifters. Results for females yielded (H.S. Raw: M=178.68 lbs.; SD=53.25; College Raw: M=265.68 lbs.; SD=75.84) and for males (H.S. Raw: M=396.87 lbs.; SD=106.14; College Raw: M=522.37 lbs.; SD=112.66). Equipped results for females yielded (H.S. Equipped: M=221.84 lbs.; SD=65.55; College Equipped: M=361.84 lbs.; SD=87.86) and for males (H.S. Equipped: M=465.94 lbs.; SD=129.68; College Equipped: M=659.31 lbs.; SD=135.80). A significant difference (p<.001) was reported across all categories. Results revealed high school powerlifters lift 20.75% more when equipped than raw, while collegiate athletes showed an increase of 28.4%.

Conclusions: This difference of 7.65% demonstrates a continued gain in potential strength from high school to college. The data indicates the dominating factor is the suit, regardless the level of competition; therefore, athletes and coaches should be aware that the investment of a suit means more weight lifted. There is a paucity of evidence on this growing field which solicits future studies. Both high school and collegiate athletes and their coaches are deserving of research to further advance the sport.

The Concerns of Catachreses on Coaching Orientation in PETE Literature

Han-Earl Lim¹, West Virginia University; Wonhee Lee, The University of Alabama

([email protected])

Background/Purpose: The terms ‘coaching orientation’ or ‘coaching-oriented,’ often appear in the physical education teacher education (PETE) research field literature. These terms are normally used negatively to indicate the students who do not accept physical education (PE) knowledge and theories in their PETE programs and non-teaching PE teachers who only roll a ball in their class. Words such as ‘dark side’ and ‘life of non-teaching’ are often associated with the terms. However, from the perspective of coaching research, it is questionable whether the use of such terms is appropriate. This is because coaching research has been evolving toward expanding the educational possibilities of coaching. Therefore, this study aims to critically analyze the origins and contexts of the term ‘coaching orientation’ as it appears in PETE research, and to identify its problems and suggestions.

Method: This study will employ a literature review method to analyze the term ‘coaching orientation’ in the context of PETE research. A comprehensive search of relevant academic databases will be conducted to identify key articles and works. Focus will be placed on the term’s origins, contexts, and implications. The analysis aims to critically evaluate the term’s appropriateness in PETE literature, uncovering its potential problems and proposing suggestions for more suitable terminology or conceptual framing.

Analysis/Results: Through a detailed analysis of the literature, four distinct problems associated with the catachreses of ‘coaching orientation’ in the field of PETE research were identified. Firstly, an invalid spectrum was made, positioning coaching and teaching at opposite ends and resulting in coaching being negatively perceived as un-educational and less professional, while teaching is viewed as the superior and more professional approach. Secondly, the catachreses can misguide the contexts where coaching orientation came from. Originally, the term highlighted structural problems such as PE teachers’ role conflict, but some scholars shifted the blame from the system to individual teachers, arguing that some neglect their lessons due to a coaching orientation, not because of the system-induced role conflicts. Thirdly, it causes concern about the risk of creating exclusivity within PETE programs; according to the Social Identity Theory, students may socially categorize themselves as either coaching or teaching-oriented, leading to alienation and low commitment from coaching-oriented students who feel excluded from the programs. Finally, the use of the term can inappropriately represent coaches as educators, negating the pedagogical coaching aspects of great coaches who are realizing educational value.

Conclusions: The results of this study challenge the existing catachreses of ‘coaching orientation’ in PETE research and advocate for a more reflective and accurate terminology. Two future research topics related to the results are suggested. First, there is a need for research to reconceptualize the individual concepts of coaching and teaching, and their relationship, which is expected to provide an alternative picture to the existing spectrum that positions coaching and teaching at opposite ends. Secondly, research is required to propose solutions to structural problems, including PE teachers’ dual role requirement, which was the original reason for the emergence of this term.

The Effects of Badminton Club Members’ Self-Identity and Ego-Resilience on Interpersonal Relationships

Cheolho Lim¹, University of South Carolina; Jongjin Park, Chungbuk National University

([email protected])

Background/Purpose: Interpersonal relationships are the ability to develop relationships by understanding others’ emotions and behaviors. This is kind of psycho-social factors with other members of society. Many people in modern society experience difficulties with interpersonal relationships regardless of gender or age. Self-identity and Ego-resilience can positively influence interpersonal relationships. Sports have characteristics that contribute to the maintenance of mental and physical health, as well as social well-being. Additionally, it is also reported that playing sports promotes a healthy and positive mindset and notably contributes to sustaining psycho-social factors like resilience, interpersonal relationships, and increased self-resilience. Based on this, a plan to sport for all to solve interpersonal problems is suggested. Previous studies have been focused on professional athletes, such as kinematic analysis, sports confidence, and performance analysis, which mainly focus on improving the performance of elite athletes. Therefore, there are not enough studies to understand the effect of sport participation at the recreational level. The purpose of the current study was to examine the self-identity, ego-resilience, and interpersonal relationships and to investigate the influence of self-identity and ego-resilience on interpersonal relationships of people participating in recreational sports.

Method: A total of 259 badminton club members (male 57.1%, female 42.9%) in South Korea participated in the survey asking about self-identity, ego-resilience, and interpersonal relationships. Participants consisted of adults with less than two years to over five years participated in this study.

Analysis/Results: Correlation analysis was conducted to examine the relationships among measured variables. Multiple regression analysis was conducted to verify the influence of self-identity and self-resilience on interpersonal relationships. There were statistically significant relationships among the variables in both global and subdomain levels (p < .001) except for a few subdomains in self-identity and ego-resilience (i.e., anger management, first-time relationships, dealing with interpersonal conflicts, and self-exposure). Second, among the factors of self-identity, ‘subjectivity,’ ‘future certainty,’ and ‘self-acceptance’ significantly predicted ‘emotional support and advice’, and ‘claiming displeasure’ factors in interpersonal relationships. ‘Anger control’ and ‘optimism’ in ego-resilience significantly predicted ‘first-time relationship’ factor in interpersonal relationships. However, the sub-factor of self-identity, particularly ‘intimacy,’ negatively influenced all sub-factors in interpersonal relationships. The ‘confidence,’ a sub-factor of ego-resilience, had negative influence on all interpersonal relationships sub-factors except ‘self-exposure,’

Conclusions: The higher levels of subjectivity, future certainty, and self-acceptance are associated with improved interpersonal relationships among the badminton club members. Furthermore, high levels of anger control and optimism were correlated with enhanced interpersonal relationships. Providing opportunities to improve above mentioned components of self-identity and ego-resilience through the context of recreational sports will benefit people to increase their interpersonal relationships. On the contrary, certain factors demonstrate it is important to manage factors that may have negative implications on interpersonal relationships to ensure the maintenance of positive impact of recreation sports participation. Therefore, there is a necessity for training methods to improve sports participants’ self-identity and ego-resilience that can enhance interpersonal relationships as well as technical skills.

Teaching & Learning

A Case Analysis of Experiential Learning Reflection: The Civic Responsibility Impact of Sport, Recreation, and Physical Activity Service-Learning Events

Christopher M. Keshock¹, Mitchell Woltring, Brooke Forester, University of South Alabama

([email protected])

Background/Purpose: Efforts to further understand how sport, recreation, and physical activity teachers can best utilize experiential learning to enhance scholarship continue as an area of investigation. The integration of out-of-classroom activities in the form of service learning may allow students to be more individually driven to understand course concepts, develop a more profound knowledge of industry constructs, appreciate civic responsibility, and possibly possess a more marketable skill set when pursuing future employment upon graduation (Sotiriadou, 2011). In an attempt to understand which community-based sport and recreation event service-learning activities impact social enrichment, personal growth, increased knowledge, and a sense of community an analysis of sport and recreation administration students (N=1,802) and the preferences college students had toward their service-learning experiences was examined over 18 years.

Method: A mixed-method approach was used with a modified Student Service-Learning Course Survey (Wang, 2005) consisting of 22 closed-end 5-point Likert-scale response questions and 6 open-ended questions administered at the end of each semester.

Analysis/Results: Cross-tabulations of data were conducted to determine which events carried greater influence on service learning outcome areas. Sense of community or the civic responsibility component resulted in a high impact factor with youth sporting events in comparison to professional and intercollegiate sporting events, adult competitions, and other types of recreation and leisure activities.

Conclusions: To build social responsibility in students and meet institutional effectiveness related to community engagement goals sport, physical education, and recreation service-learning activities related to and in the form of contiguous youth sporting events may be an option worth consideration by teachers utilizing experiential learning methodologies.

A Study of The Correlation Between PE Teachers’ Content Knowledge and Teacher Caring

Lu Jiachen¹, East China Normal University

([email protected])

Background/Purpose: Content knowledge (CK) determines the effectiveness of teaching. Teachers with a high level of CK can set appropriate and diversified tasks and activities for students, so that students can develop in diversity, which enhances teachers’ teaching decisions. Teacher caring behavior has a positive effect on students’ academic achievement, self-efficacy, and psychological performance (Huang Jianhong, 2017). The purpose of this study is to understand the current situation of CK and teacher caring of high school sports badminton teachers, and to explore the relationship between the two.

Method: 110 PE teachers (74 males and 36 females) were researched on badminton CK and teacher caring behaviors. CK is divided into CCK and SCK, while teacher caring behavior includes three dimensions: conscientiousness, support and inclusiveness and the data were analyzed using SPSS 26.0 for descriptive statistics, one-way ANOVA, and correlation analysis.

Analysis/Results: Descriptive statistical results showed that only 49.1% (54) of high school PE teachers’ badminton CCK reached the qualified standard, and the mean of SCK was 2.47. The number of teachers who achieved excellent in inclusiveness was the highest (=23%), followed by the number of teachers who achieved excellent in conscientiousness (=19.5%), and only (=16.1%) in support. One-way ANOVA showed that educational background (P=0.030*<0.05) had a significant effect on teachers’ caring behavior, while professional title (P=0.062>0.05) had no significant effect. Pearson correlation analysis showed that there was a weak positive correlation between CCK and teacher caring behavior (r=0.226, P=0.035<0.05) and no correlation between SCK and teacher caring behavior (P=0.576>0.05).

Conclusions: The overall level of badminton CK of high school PE teachers is average, they lack structural knowledge and the ability to use knowledge, and the degree of mastery in motor skills of the students needs to be improved. Whereas the overall level of teacher caring behavior is good, the improvement of PE teachers’ CCK has an impact on teacher caring, and changes in SCK don’t have any impact on teacher caring. Therefore, in the future, it is necessary to pay attention to the PE teachers’ ability to use structural teaching, and further strengthen the humanistic care consciousness of high school PE teachers.

Administrator Experiences with Physical Education Teachers and Programs

Cathy McKay^F1, Eric Bowers, James Madison University

([email protected])

Background/Purpose: The purpose of this study was to seek to understand and describe the experiences and perspectives of school administrators in relation to physical education teachers and physical education programs. Research conducted by Rizzo (2019) related to principals’ intentions to promote physical education found that principals can directly impact the success of the physical educator, as well as the quality of the program. Research also indicates that the school culture for physical educators may be improved if principals support and promote quality physical education (Bechtel & O’Sullivan, 2007).

Method: To explore how administrators made sense of their experiences with physical education teachers and physical education programs, this qualitative study utilized a phenomenological approach. Participants were nine school administrators (33% female; 67% male; 5-23 years administration experience) serving in leadership roles in public schools in Virginia. Data for this study were collected in the form of reflective writing responses and individual follow-up interviews. Writing responses included three demographic questions and five short answer questions, taking an average of fifteen minutes to complete. Writing responses were completed by all nine participants. Follow-up interviews were approximately twenty minutes long and were conducted over zoom. Once complete, the zoom interviews were transcribed into a word document. Follow-up interviews were completed by four of the nine participants. After data were collected, thematic development was undertaken inductively using a three-step analytic process: immersion in the data, bracketing the data, and determining emergent themes.

Analysis/Results: Analysis revealed four themes related to the participants’ experiences with physical education teachers and physical education programs. In the first theme, “Our PE teachers are a very important part of our overall team”: Physical education teachers as team members, participants described the way physical education teachers acted as overall team players on the school faculty team, and the manner in which their visibility was important. The second theme, “Our PE teachers are vital to the health and wellness of the school”: Physical education teachers add value, concerned participants’ feelings of value and necessity in relation to physical education teachers and programming. The third theme, “Sometimes HPE teachers are in it to be a coach and teaching is secondary”: Negative experiences with physical education teachers and programs, dealt with the participants’ frustration with ineffective physical education teachers. Finally, the fourth theme, “You need to be visible”: Physical education teachers need to be visible to build relationships concerned the importance of being visible to build relationships throughout the school and community.

Conclusions: Based on these findings, administrators’ views and perceptions of physical education teachers and physical education programs are positive, and indicate experiences of teamwork, leadership, value to the overall school program, and joy. Negative experiences were minimal, however important to note in the overall data, as depicted in theme three. Future data should explore a larger cross-section of administrators from multiple states, seeking to understand and describe experiences across all educational levels, including elementary and secondary participants.

AI Training Amplifies Teacher Perceptions of AI and Health Education

Eric Conrad¹, California State University, Stanislaus; Laura Rees, Parkview Middle School

([email protected])

Background/Purpose: Implementing best-practice recommendations in school health education (HE) and adhering to standards-based instruction often present distinct challenges. These are particularly evident among educators who lack specialized knowledge in HE or work in schools where HE instruction is not mandated. Common core subject teachers often list barriers to HE integration that include lack of training, time, support, and self-efficacy. Artificial intelligence (AI) tools offer promising solutions to overcome these barriers. However, educators might exhibit reluctance to adopt these technological resources unless they are presented with demonstrable benefits. Consequently, the objective of this study was to assess whether a one-hour AI training could positively influence the perceptions of teachers towards the use of supportive AI tools and the integration of HE standards into their curriculum.

Method: A group of 24 middle school teachers participated in a one-hour training focused on supportive AI. The session covered the AI introduction, benefits for integrating HE standards, a practical demonstration, and a period for queries and experimentation. To evaluate the training’s impact, a pre-post study design was implemented, capturing baseline data for comparison with post-training results. The evaluative questionnaire incorporated constructs from the Technology Acceptance Model (TAM) and the Theory of Planned Behavior (TPB), gauging teachers’ perceived tool usefulness (TAM-PU), ease of use (TAM-SE), self-efficacy (TAM-PE), complexity (TAM-PC), prior experience, and intentions to integrate AI (TAM-I). Constructs of attitudes, subjective norms, perceived behavioral control (PBC), and intentions (INT) from TPB assessed perceptions of integrating HE standards. All constructs were rated on a 5-point Likert scale. Paired-sample t-tests analyzed significant mean differences from pre- to post-test, and participants also reported perceived AI benefits for teaching.

Analysis/Results: Results from the assessment indicated that the majority of teachers who attended the training did not have previous experience using AI technology (88%) or familiarity with HE standards (96%). Following the training, large and significant (<.05) increases in mean difference (MD) were observed for ATT (MD=2.35), PBC (MD=2.52), TAM-EU (MD=2.30), TAM-I (MD=2.43), TAM-SE (MD=2.50), and TAM-PU (MD=2.35). A smaller increase was seen for intentions to integrate HE (MD = 1.34). There was also a significant decrease in TAM-PC (MD=-2.65). Additionally, participants noted the advantages of AI implementation across various aspects of teaching such as curriculum development, pedagogical strategies, learning environment enhancement, assessment, and cross-disciplinary integration. They also indicated that AI tools notably reduced the labor demands associated with routine teaching tasks.

Conclusions: This study underscores the potential of AI tools in surmounting barriers to integrating HE into curriculum among untrained teachers. Teachers indicated AI could significantly improve their teaching in areas related to curriculum, instruction, assessment, and multi-subject integration. Significant increases in teachers’ reception towards AI and integration of HE standards, as well as a reduction in perceived complexity post-training suggest AI could enhance teaching efficacy and school HE, highlighting the promise of AI training in k-12 education.

Analyzing the Concerns and Potential of Integrating Sport into Physical Education

Han-Earl Lim¹, West Virginia University; Yongjin Lee, University of North Carolina at Greensboro; Daekyun Oh, St. Bonaventure University

([email protected])

Background/Purpose: Physical Education (PE) in the United States has been invariably associated with sport, seen as a critical medium to nurture physical skills and foster an active lifestyle among students. However, the conventional role of sport in PE is being increasingly scrutinized in contemporary discussions. Sport, in its current form, encountered critics that competitive elements could overshadow the broader objectives of PE, including holistic health promotion and the cultivation of lifelong fitness habits. They propose that the prominence of sport in PE should be mitigated to establish a more balanced and inclusive curriculum that addresses all students’ diverse needs and interests. Yet, entirely disassociating sport from PE could be precipitous. It risks disregarding the undeniable educational potential of sport and its deep-seated influence within the fabric of American society. Against this backdrop, our study seeks to critically analyze these concerns while exploring the potential for the thoughtful integration of sport into the PE curriculum.

Method: This study employs a critical literature review methodology. It delves into a comprehensive review of existing literature and evaluates the current debates surrounding the role of sport in PE. Our focus is twofold: (a) to understand the complexities involved in assimilating sport into the PE curriculum and (b) to contextualize this understanding within the cultural implications and the inherent educational potential of sport in American society.

Analysis/Results: Our analysis reveals that arguments favoring the elimination of sport from PE often draw a linkage with neoliberal values, thereby promoting a unidimensional critique of sport. These arguments, while emphasizing the drawbacks of sport, inadvertently underscore a significant issue - the incorporation of uncurricularized sport into PE. This highlights the pressing need for a curriculum-aligned approach to integrating sport into PE to effectively meet its educational objectives. Pedagogical models such as Sport Education and Teaching Games for Understanding (TGfU) are examples of such ‘curricularized’ sport. However, our findings suggest that a broader conceptualization of sport, defined as humanities-oriented sport or valued human practices, is necessary for facilitating holistic student development and inclusivity in PE. Hanaro Teaching, a pedagogical model in physical education that practically embodies Humanities-Oriented Physical Education, serves as a practical exemplar in the school context.

Conclusions: The sport currently contested in PE can be categorized as ‘commodified sport,’ reflective of capitalist and neoliberal value systems. Thus, the discourse should be focused on averting such commodified sport instead of eliminating sport altogether from PE, especially considering its far-reaching social influence and educational value. These arguments also substantiate the infusion of uncurricularized sport into PE, indicating the necessity of curriculum development that aligns with the fundamental goal of PE. Our study has explored the feasibility of this integration with the humanities-oriented approach. However, the urgency for further research to develop curricularized sport for their effective implementation in PE cannot be overstated. Neglecting this could result in losing the educational value of sport within PE, which would be a significant setback for this important domain of education.

Becoming a Reflective Practitioner: The Efficacy of a Training Program

Adam M. Wolecki¹, Natalia D. Molska, The University of Alabama

([email protected])

Background/Purpose: It is important for training programs to effectively prepare participants for the contexts they are entering and the future challenges that they may face. Often training programs lack the time and resources to cater for the needs of the participants. Therefore, it is difficult but vital to make appropriate decisions on what content is included and excluded to form an effective training program. With time and resource constraints, previous research (Knowles et al., 2006) indicates that educating and encouraging participants to become reflective practitioners can aid in preparing future coaches to overcome challenges and increase the course delivery effectiveness. Reflection requires critical thinking and engagement (Griggs et al., 2016) where different experiences are deconstructed. However, Knowles et al (2001) acknowledged that our own understanding and knowledge can limit these skills. In addition, Triggs & Gilbourne (2014) indicated that proficient reflective practitioners are able to draw upon past experiences as reference markers, employing them to guide their choices and behaviors.

Purpose: This study aimed to assess the efficacy of a training program to train coaches to deliver projects in multiple settings. In addition, the second purpose of the study was to establish if implementations of reflective practice could improve the training course’s efficacy to help coaches be more effective.

Method: Eight participants were purposefully selected (4 female, 4 male). The participants attended the initial week-long training course, and priority was given to participants who delivered multiple projects. Purposive sampling recruited participants based on their experience of what was being researched (Creswell & Poth, 2016). Data were collected through semi-structured interviews (4 x 60min) and a focus group (1 x 90min).

Analysis/Results: Thematic analysis (Braun & Clarke, 2019) through constant comparison and analytic induction (Goetz & LeCompte, 1984) was used to facilitate the emergence of extracting common categories and themes (Patton, 1990). Trustworthiness and credibility were ensured by data triangulation (Atkinson, 2012), crystallization (Tracy, 2010), members check and negative case analysis. The results highlighted four areas where reflective practices had helped or could help participants overcome challenges or better prepared them to deliver the project. These were: communication barriers, experiences of the participants, context the project was delivered in, and the pedagogy used to deliver the projects. Within communication barriers participants had challenges where the children “just weren’t understanding”, whilst the experiences of the participants showed using reflective techniques like a diary “help to relive it and then assess” so they could “improved on what you’ve learned”. The context participants delivered the project in highlighted the “cultural differences” and different societies having “broad spectrum of issues”. Finally, the pedagogy used was more to “developing people as humans” and issues of teaching the children “the way they were taught.”

Conclusions: This study demonstrated the effectiveness of being a reflective practitioner and the need for training programs to include reflective techniques like Schon’s (1983) and Edwards’ (2017) reflective paradigm, Kolb’s (1984) learning cycle, or Gibbs’ (1988) Reflective Cycle to help deconstruct and conceptualize experiences to enhance meaningful learning and to better prepare the participants.

Children’s Academic Learning Time in Physical Education: A Descriptive Study

Shu Cheng¹, Kian Vanluyten, KU Leuven; Phillip Ward^F, The Ohio State University; Jan Seghers, KU Leuven; Tonghe Zhang, KU Leuven; Peter Iserbyt, KU Leuven

([email protected])

Background/Purpose: Academic learning time in physical education (ALT-PE) is the portion of engaged time when students engage in a subject matter motor activity that is appropriate to their ability and produces a high success rate (Siedentop et al., 1982). ALT-PE is a two-level system, examining context of the class (e.g., general and subject matter content) and learner involvement (e.g., motor appropriate behavior, off task). We investigated children’s motor appropriate behaviors during parkour (2^nd grade) and team handball (3^rd grade) physical education lessons by sex.

Method: A total of 24 children (12 girls) from six different elementary schools were taught a 10-lesson sport education season in parkour in grade 2 (mean age: 8 years) and team handball in grade 3 (mean age: 9 years) in physical education. Six physical education teachers received two separate 4-hour professional development workshops on how to teach parkour and team handball using the sport education model (Siedentop et al., 2020). The ALT-PE instrument (Siedentop et al., 1982) was used for collecting data by trained observers using momentary time sampling. Descriptive analysis was used to report the percentages of intervals spent in the different variables of the ALT-PE instrument in parkour and team handball lessons by sex.

Analysis/Results: For the context level, during parkour lessons, boys and girls both spent 47% (range 22%-74%) and 8% (range 1%-15%) of lesson time on skill practice and technique respectively. During team handball lessons, boys spent 7% (range 1%-18%) of lesson time on technique and 7% (range 1%-20%) on strategy, whereas girls spent 6% (range 1%-16%) and 8% (range 1%-19%) of lesson time on technique and strategy respectively. Both boys and girls spent 8% (range 1%-24%) and 33% (range 20%-44%) of lesson time on skill practice and scrimmage respectively. For the learner involvement level, boys and girls individually spent 37% (range 15%-61%) and 35% (range 18%-55%) of parkour lesson time on motor appropriate behaviors. While boys and girls spent 27% (range 19%-41%) and 26% (range 12%-37%) of team handball lesson time on motor appropriate behaviors respectively. Overall, no substantial sex differences were found in both parkour and team handball lessons.

Conclusions: Children’s motor appropriate behaviors in parkour and team handball physical education lessons in this study were lower compared to previous studies implemented in elementary school (Placek et al., 1982; Randall et al., 1989; Shute et al., 1982). Different content areas taught in physical education might affect children’s motor appropriate behaviors. Children had 10% more motor appropriate behavior in parkour compared to team handball. Future research should investigate what causes the differences in motor appropriate behaviors between content domains. In addition, it was the first time that teachers in this study taught parkour and team handball. Follow-up research should investigate how ALT-PE is affected after repeatedly teaching the same content.

Computational Thinking Integration in Pre-service Physical Education Teachers’ Assessment Learning

Xiaolu Liu, Rachel Gurvitch^F, Angela Carmon¹, Yin-Chan Liao, Georgia State University

([email protected])

Background/Purpose: Assessment is crucial for effective physical education (PE) teaching and learning, yet many PE teachers still rely on limited traditional practices, lacking meaningful outcomes. Research reveals a deficit in PE teachers’ assessment literacy, necessitating improved preparation. Computational thinking (CT) involves problem-solving and analytical skills, including key common concepts such as decomposition, abstraction, pattern recognition, and algorithmic design. These CT concepts enhance student learning and problem-solving skills. However, integrating CT into physical education teacher education (PETE) remains unexplored. This study aims to investigate how CT concepts could impact pre-service PE teachers (PPETs)’ assessment learning through CT integration in an assessment course.

Method: This study utilized a constructive phenomenological approach to explore PPETs’ views of CT integration into their assessment learning. Using a convenient sampling strategy, among a total of six PPETs, two PPETs (one African American male and one White female) from an assessment course (assessment in health and physical education) at a public research university located in the southern district of the United States participated in the study. The assessment course was a 16-week class meeting twice weekly, focusing on preparing PPETs for assessment knowledge and skills. CT concepts were integrated into six class sections covering various assessment aspects (e.g., CT concepts in assessment in psychomotor, cognitive, and affective learning domains). Data were collected via online semi-structured interviews, student written assignments, and pre- and post-surveys. Data triangulation, peer debriefing, and member checking were applied to ensure the trustworthiness and credibility of the results.

Analysis/Results: Two researchers independently transcribed audio-recorded interviews and open-coded data to categorize substantial codes into themes with internal relations identified among all data sources. Four themes were constructed: (a) Positive learning experience: PPETs reported a favorable learning experience through the integration of CT concepts into the assessment course. (b) Enhanced learning through CT integration: PPETs utilized CT concepts effectively in their assessment learning. Decomposition aided in breaking down units, while algorithmic design facilitated step-by-step creation of assessment-based instructions. Pattern recognition was applied for data analysis, informing their teaching. (c) Technology-driven engagement: The integration of CT concepts motivated PPETs to employ diverse technologies in assessment, enhancing innovation and engagement. And (d) Challenges in CT-based assessment learning: PPETs highlighted certain challenges in their assessment learning through CT integration, such as limited depth in understanding CT concepts in the PE context.

Conclusions: Incorporating CT concepts into PETE appears as a viable approach to enhancing PPETs’ acquisition of assessment knowledge and skills. PPETs exhibited favorable attitudes toward learning CT concepts and effectively applied them in their assessment practices. Hence, PETE programs should consider the integration of CT concepts as part of the development of PPETs’ assessment literacy. This integration, ideally extended across the entire PETE curriculum and not limited to a single course, could effectively address the challenges and concerns expressed by PPETs. Further empirical research is needed to investigate the effectiveness of CT integration in teacher preparation and to ascertain its feasibility within PETE programs.

Early Career Physical Educators’ Job Satisfaction and Participation in Induction Programs

Jaehun Jung¹, University of Wisconsin, Whitewater; Myung Ha Sur, University of South Carolina

([email protected])

Background/Purpose: School districts provide newly hired teachers with induction programs. Through mentorship, these programs are designed to help the newly hired teachers be more effective in their classrooms and get support in those most challenging years. Despite of these efforts, study results indicated that more than 40% of new teachers leave within the first five years of entry into teaching in the U.S., and physical educators may not be an exception. Job satisfaction can be a predictor of the physical educators’ decision to stay or leave the teaching profession. Also, participation in induction programs during their first year of teaching may improve job satisfaction, which may help them stay in the profession longer. However, limited quantitative approaches to examine the relationships between newly hired physical educators’ job satisfaction and the participation in the induction programs are available. Therefore, the purposes of this study were 1) to investigate newly hired physical educators’ job satisfaction and 2) to examine the relationship between the job satisfaction and the participation in induction programs.

Method: This study examined data from the 2020-2021 National Teacher and Principal Survey. The sample included 1,964 physical educators. Of the physical educators, 12.2% indicated that they started their teaching career after 2016 (less than 5 years of teaching experience). Among the survey items, items related to job satisfaction and participation in an induction program during the first year of teaching were selected to be analyzed. Descriptive statistics including percentage and confidence intervals were used to describe the newly hired physical educators’ job satisfaction. Logistic regression was used to examine the relationship between job satisfaction and the participation in induction programs. Teaching loads, gender, and age were used as covariates for the logistic regression.

Analysis/Results: Of the newly hired physical educators who participated in the induction programs during their first year, 90.2% (95% Confidence Interval [83.7 – 96.7]) reported that they are satisfied with being a teacher while only 74.3% (95% CI [58.9 – 89.7]) of the newly hired physical educators who have not participated in the induction during their first year reported that they are satisfied with being a teacher. The result from a logistic regression suggests that newly hired physical educators who participated in the induction programs during their first year were more likely to be satisfied with being a teacher than their counterparts who have not participated in the programs (OR = 4.85, 95% CI [1.47,16.05], p < .05).

Conclusions: This study suggests that there is a positive relation between newly hired physical educators’ job satisfaction and participation of induction programs. The higher likelihood of participating in induction programs may positively impact on higher job satisfaction. Future study may be needed to examine more details on the impact of the induction programs (e.g., intensity, frequency, and qualifications of mentors). Moving forward, it will be important that school districts should continue to provide effective induction programs, therefore the newly hired physical educators can continue to pursue their successful teaching careers.

Effects of Jump Rope Lessons on Physical and Executive Functions

YuChun Chen¹, Western Kentucky University; Kaylee Woodard, Learnin’ the Ropes

([email protected])

Background/Purpose: According to recent government surveys, 19.3% of American children and adolescents are overweight or obese, and 5-10% have been diagnosed with ADHD, anxiety, or depression. Evidence shows that school-related physical activities can be effective for addressing these health crises. Previous research has implemented jump rope as a specific exercise or warm-up activity within physical education (PE) lessons. The current intervention aimed to evaluate the effects of freestyle jump rope techniques taught as a cohesive unit via traditional and video-based instructional modalities.

Method: Eight third and fourth grade classes participated in this eight-lesson jump rope study. Three classes (43 students) in the video-led (VID) group learned from instructional videos created by professional jump rope athletes. The videos were projected on a screen in the gym by PE teachers. Another three classes (43 students) in the teacher-led (TEA) group learned the same skills from the PE teachers face-to-face in the same physical space. Two classes (23 students) in the control (CON) group participated in regular PE. Standard 30-sec jump, criss cross, 5-10-5 shuttle run, standing balance, and Stroop tests were conducted before and after the intervention. Heart rate was recorded throughout each lesson, and perceived enjoyment was assessed after lessons 2, 5, and 8.

Analysis/Results: All data were compared across groups and timepoints using repeated-measures ANCOVAs, controlling for school and grade. Scores for 30-sec jump, criss cross, agility, and balance were analyzed across two timepoints (pre- and post-test). Results showed significant time by group interactions for 30-sec jumps, criss crosses, and the “color-word” Stroop condition. In the 30-sec jump test, the TEA and VID groups had greater improvement from pre- to post-tests compared to CON. The TEA and VID groups also showed significant improvement in the criss cross and “color-word” tests, whereas the CON group showed no change. There was a marginally significant time x group interaction for agility indicating a significant improvement for the TEA group and no change for VID or CON groups. The percentage of time spent in MVPA was averaged and analyzed across four sets of two lessons. Analysis revealed significant main effects for group and time. TEA and CON groups had a higher %MVPA than the VID group, and %MVPA was lower during the final two lessons compared to the earlier lessons across groups. Perceived enjoyment was analyzed across three timepoints. A main effect for time revealed that perceived enjoyment was higher after lesson 2 than lesson 8.

Conclusions: The findings indicate that jump rope is a learned skill that can be improved in as short as eight lessons with elementary students. A jump rope unit with various jumping skills, rope tricks, short routines, and interactive games can be a meaningful addition to elementary PE programs. In addition, teaching jump rope may help enhance students’ executive function and support high levels of physical activity. Implementing jump rope as part of school-related physical activities can be a cost-effective strategy to combat childhood obesity and mental health conditions.

Examining the Effects of PE Teacher Behaviors on Actual Motor Competence

Unjong Lee¹, Ali Brian^F, An DeMeester, University of South Carolina

([email protected])

Background/Purpose: Physical activity (PA) participation in early childhood facilitates a physically active lifestyle in future years. Nowadays, in the USA, PA engagement has decreased and sedentary behavior has increased in early childhood (i.e., 3-5 years). According to previous studies, actual motor competence (AMC) is essential for participation in PA and preschools are an ideal place to develop AMC through physical education (PE). Guideline 3 of the Active Start Guidelines for preschoolers (SHAPE 2020) states that preschoolers need to develop competence in fundamental movement and motor skills for future more advanced PA. Because children can learn from what they observe from teachers’ behaviors in school, PE teachers can be critical role models for fostering AMC in early childhood. Therefore, PE teacher behavior can be a principal factor for preschoolers to increase their AMC. However, limited research has examined the impact of PE teacher behavior for promoting AMC in early childhood. Therefore, the purpose of this research was to examine the effects of PE teacher behavior on young children’s AMC based on the process-product paradigm.

Method: A convenience sample of young children (N=64; Boys=55%) aged 37-72 months (M_age=59.8 months, SD=10 months) and their PE teachers (N=2, Women = 100%) from an Early Childhood Center participated in this research. AMC data were collected with the Test of Gross Motor Development-Third Edition (TGMD-3) and PE teacher behavior with qualitative measures of teaching performance scale (QMTPS). This research has a descriptive-correlational design, and a regression analysis was conducted to examine the relationship between PE teacher behavior and AMC.

Analysis/Results: A multiple linear regression was used to examine whether specific PE teacher behavior (e.g., Clarity: CL, Demonstration: DE, Appropriate number of cues: NC, Accuracy of cues: AC, Qualitative cues provided: QC, Specific congruent feedback: SF) significantly predicted AMC. The overall regression was statistically significant (R²₌ .31, F (5, 58) = 5.10, p= <.001). DE (β= 195.81, p= <.001), QC (β= 66.13, p= <.001), and SF (β= 221.82, p= .003) significantly predicted AMC. However, CL (β=19.26, p= .59) and NC (β=25.79, p= .52) did not significantly predict AMC (AC was excluded by statistical analysis).

Conclusions: Findings demonstrate that specific PE teacher behaviors (i.e., DE, QC, SF) can positively predict AMC in early childhood. Within the process-product paradigm as conceptual framework, teacher behavior in PE can play an important role in helping preschoolers to develop AMC for participating in many kinds of PA. Therefore, PE experts in preschool can consider the effects of specific PE teacher behaviors as instructional strategies. Future research needs to examine whether PE teacher behavior predicts AMC in different school levels (e.g., elementary school, secondary school) and the associations among PE teacher behavior, AMC, and PA in early childhood.

Exploring Preservice Teachers’ Perceptions of Humanities-Oriented Physical Education

Daekyun Oh¹, St. Bonaventure University; Kidae Lee, Seoul National University; Seung Soo Baek, The University of Alabama; Gi-cheol Kim, University of Wisconsin La Crosse; Hyungsik Min, Arizona State University; Wonhee Lee, The University of Alabama

([email protected])

Background/Purpose: The fundamental goal of the school is to facilitate the holistic development of students (Greenberg et al., 2003), and physical education has been introduced as a powerful subject that can make students into the whole person (Jones, 2005). This holistic view aligns with the concept of Humanities-Oriented Physical Education (HOPE), which is an integrated approach to physical education based on the premise that humanities-oriented aspects of sport (e.g., philosophy, literature, art, music, history, and religion) should be delivered to students for facilitating harmonized development (Choi, 2010). Considering the alignment, utilizing HOPE can promote the fundamental goal of school physical education. Thus, this study aimed to explore physical education pre-service teachers’ (PTs) understanding and perceptions of HOPE after providing a series of learning activities, thereby maximizing the possibility of utilizing HOPE in physical education settings.

Method: A qualitative case study design was adopted as a methodological approach to focus primarily on a group of PTs in the Eastern US as a boundary. Eight PTs were selected as key informants. Throughout one semester, PTs learned about HOPE and one pedagogical model that embodies HOPE through a series of learning activities: (a) attending a 3-credit course focused on HOPE, (b) implementing HOPE into their student teaching, (c) making a conference presentation about their learning HOPE, and (d) joining informal meetings. During and after their learning, data were gathered through individual interviews, observation and field notes, and participants’ written materials (e.g., reflective journals, teaching philosophy, lesson plans, and presentation materials).

Analysis/Results: Data were analyzed using inductive analysis (Creswell & Poth, 2018). We also took three techniques to establish trustworthiness: triangulation, member check, and peer debriefing. Four themes were developed during the analysis process: (a) playing is just one way of learning sports, (b) HOPE looks like a bigger spectrum for inclusion, (c) a bounce between two branches: students’ reactions, and (d) it is doable! The findings indicated that PTs understood HOPE as a comprehensive concept (e.g., including not only psychomotor but also cognitive and affective development), which makes physical education an inclusive environment. Because of this, their learning about HOPE helped them change their point of view on physical education, such as holistic perspectives. PTs also believed that although students’ reactions to HOPE were mixed, it could be feasible to implement in school physical education.

Conclusions: This study demonstrates meaningful evidence about PTs’ positive perceptions of HOPE to create physical education as an inclusive environment for holistic development. However, this study also has some limitations. We had a narrow perspective on HOPE because data were gathered from only a group of PTs, and other possible groups (e.g., students) were not included as key informants. Thus, future studies should include various individuals as key informants. In addition, the possibility of transferability to other contexts (e.g., another group of teachers in a different geographical region) is limited. Thus, the current study needs to be replicated in the future with different contexts and/or groups of teachers to gain stronger evidence of the perception of HOPE.

Exploring SEL Implementation with Underserved Children in Elementary Physical Education

Seunghyun Baek¹, SUNY Cortland; Ben Dyson^F, University of North Carolina, Greensboro; Donal Howley, Towson University; Yanhua Shen, The University of Virginia’s College at Wise; Yongjin Lee, University of North Carolina at Greensboro

([email protected])

Background/Purpose: With an increased attention on Social and Emotional Learning (SEL) (Taylor et al., 2017), Physical Education (PE) has been argued to promote social and emotional development of students in different school contexts (Wright & Richards, 2021). Given that SEL can be one of the significant aspects to determine student success at an elementary level (Author et al., 2019), it is important to explore what educational experiences PE teachers and students perceive important for SEL in elementary PE contexts.

Thus, this study aimed to investigate what educational experiences a teacher and students perceive important for SEL in PE at a rural elementary school. Especially focused on the school context where most students were underserved children, this study examined what educational experiences in PE can contribute to SEL development of those student populations.

Method: This study was conducted at a Title I rural school, where 98% of the students came from low-income families with free or reduced-price meals. 80% of the students were ethnic minorities, who have been socio-culturally underrepresented. With one PE teacher and 31 elementary students participated in this study. Data were collected through in-depth interviews, focus groups with students, class observations, and researcher’s reflexive journals. Inductive qualitative analysis was implemented with constant comparisons (Miles et al., 2014; Saldaña, 2013). Trustworthiness was enhanced through member checks, peer debriefing, negative case analysis, and clarification of the researcher positionality (Morse, 2015; Tracy, 2019).

Analysis/Results: Three themes were generated from the data analysis.

Celebrating students’ accomplishments

“For a kid to feel like they’ve personally accomplished something is very important. So, them being able to hear that daily [that] … they are completing the task and they’re doing it at their pace” (Steven, PE teacher, Interview); “And then the people that make good choices … then he’ll be like ‘I’m very proud of you being, Interview good today’” (Cornell, 4th grade, Focus group).

Creating emotionally supportive environments

“These kids put [asked] me one time, ‘Are you okay, Mr. Smith? You look upset, right?’ ‘I had a tough day, but I’m okay. Thank you for asking’. For kids to read me like that” (Steven, PE, Interview); “He cheers us. Like, he tells us you can do anything if you put your mind to it” (Damien, 5th, Interview).

Cognitively unpacking SEL concepts

“When I see a negative interaction … . we all sit down and talk about what happened and how we can fix it … asking restorative questions” (Steven, PE teacher, Interview); “When somebody is cheating, the PE teacher … asked to use ‘integrity’, be honest and not cheating” (Terry, 4th grade, Focus Group).

Conclusions: This study provided in-depth qualitative evidence regarding what educational experiences in PE can enhance SEL development of underserved children. From perspectives of a PE teacher and students at a rural elementary school, the findings suggest that SEL development of underserved children can be promoted when they are acknowledged, emotionally and cognitively supported by their PE teacher. We claim that more research should be conducted with underserved children in different school contexts to fully legitimize the findings.

Influence of Teacher Appearance on Student Learning and Perceptions

Brian Myers¹, YuChun Chen, Western Kentucky University

([email protected])

Background/Purpose: Previous research conducted on physical education (PE) teachers’ physical appearance has focused on body composition, physical functioning and mobility, and age. This research aimed to address the physical appearance of attire and grooming on elementary, middle, and high school students’ learning and perceptions of the teachers.

Method: A tchoukball lesson was taught and videotaped four times to two seventh-grade classes by two undergraduate PE majors. The 20-minute lesson included introduction/rules, skill learning/practice, game play, and closure. Teachers’ attire and grooming is illustrated as (1) Female unprofessional appearance: hair down, an oversize hoodie covering most of her short shorts, and long socks with slides; (2) Female professional appearance: hair up in a bun, a tucked-in short-sleeved collared shirt, athletic joggers, and athletic shoes; (3) Male unprofessional appearance: a backward hat, an unshaven face, a short-sleeved T-shirt over knee-length shorts, and long socks with slides; and (4) Male professional appearance: a crew cut hairstyle, a clean shaven, a short-sleeved collared shirt over full-length khaki pants, and athletic shoes. The videos were then shown to 568 elementary, 428 middle school, and 533 high school students in a southeastern state. Each PE class was randomly assigned to watch one of the four videos and given a 12-question content exam (techniques and strategies) and six-item perception questionnaire (likability, competence, and appropriateness) immediately after watching the video.

Analysis/Results: 2 (gender) x 2 (appearance) ANOVAs were conducted to identify any significant main effects or interactions on the overall exam, the two content areas, and the three teacher perceptions. Findings showed a significant interaction on elementary students’ learning in tchoukball techniques. Test scores were higher when the female teacher had a professional appearance; however, a reversed result was found with the male teacher. For middle school students, teachers’ gender was a more influential factor than their appearance. Those who watched the female videos outperformed their peers who watched the male videos in the overall exam and strategy-questions. For high school students, teachers’ appearance had a strong impact on their learning as significant effects were found in the overall exam and both content areas. Test scores were higher after watching the unprofessional appearance videos than the professional appearance videos. Further, there was a significant interaction effect on the strategy-questions. Teachers’ attire and grooming appeared to have a similar effect with both teachers (unprofessional > professional), and the effect was much more dramatic when the male teacher had a different appearance than the female teacher did. As for students’ perceptions, the only significant main effect was found on the teachers’ appropriateness as role models at the middle school level. They thought the teachers were more of a role model when they dressed/groomed unprofessionally.

Conclusions: The findings are congruent with previous research that teachers’ physical appearance has significant influence on student learning and perceptions of the teachers. Echoed with the most recent series of papers on the aspect of age, both sociological and psychological/developmental perspectives are used to better explain how children and adolescents react to PE teachers’ attire and grooming in this research.

Influencing Factors on the Acceptance of Technology of P.E. Teachers in China

Yizhe Xu¹, Jianghan University

([email protected])

Background/Purpose: With the development of technological innovation and the spread of COVIID-19 pandemic, literature shows an inevitable rise in the use of information and computer technology in educational reforms for elementary and secondary education. Comparing to other subjects, however, technologies used in physical education were much less, and the influencers were uncovered. The purpose of this research is to explore the contributing factors of P.E. teachers’ decision-making on the acceptance of technology in elementary and middle schools.

Method: Based on Technology Acceptance Model, pre-tested questionnaires were distributed by e-mails to 680 public elementary and junior high school P.E. teachers in eastern (Shanghai, Anhui), middle (Hubei, Hunan) and south-western (Sichuan, Yunnan) part of China. The items (including subjective norm, performance expectancy, perceived risk, perceived usefulness, perceived ease of use and intention to use) were selected and modified based on validated measurements from prior research, and the wording was adapted to fit the targeted education context. The Objective of this study is to build a model that reveal the measures affecting P.E. teachers’ intention and behavior to use technology.

Analysis/Results: It was found that perceived ease of use fully mediated the relationship between IU and other measures (β =.21, p > .05), while SN (β =.33, p < .01) and PE (β=.20, p < .05) both had a significant and positive effect on PU, and PR had a significant negative effect on PEoU (β =.-51, p < .01). 11 out of 15 hypotheses were supported by the results.

Conclusions: This study supports the TAM to explain the intentions and behaviors to use technologies by P.E. teachers. Similar to previous studies, subjective norm appears to play an importance role in the decision-making process, while perceived risk would affect the willingness to use technology. In this case, effective trainings and other supportive strategies should be taken place to facilitate teachers’ belief in using technology as well as to decrease their anxiety.

Integrating edTPA into PETE: Faculty Experiences in Preparing Pre-service Teachers

Edward B. Olsen¹, Kean University; James D. Wyant, Emi Tsuda^F, West Virginia University; Michael K. Laughlin, Southern Connecticut State University; Deborah S Baxter, Kennesaw State University

([email protected])

Background/Purpose: There is limited empirical research on the edTPA in physical education (Baxter & Sinelnikov, 2022a, 2022b; Grimes, 2020; Holden, Parkes, & O’Leary, 2020). In the United States, 15 states maintain policies and 25 states have some degree of edTPA affiliation. The purpose of this study was twofold: (a) to understand how the edTPA was integrated and aligned into different PETE programs in New Jersey; and (b) to understand PETE faculty perceptions and experiences in preparing pre-service teachers for the edTPA in different PETE programs in New Jersey, where the state legislature governs teacher licensure requirements.

Method: This study used an exploratory, multi-case research design (Yin, 2018). The participants were recruited in New Jersey using a key informant, key knowledgeable, and reputational sampling approach (Patton, 2015). To the authors’ knowledge, there are a total of six PETE programs in New Jersey. A total of four out of six PETE faculty members agreed to participate because they had expertise and experience with the edTPA. This study contained three data sources: semi-structured interviews (n = 4), one focus group interview (n = 1), and documents (n = 4). The context, input, process, and product (CIPP) model (Stufflebeam, 2003) informed this study. Trustworthiness was achieved through intercoder reliability, triangulation, audit trail, peer examinations, member checks, and field testing.

Analysis/Results: The interview and document data were analyzed inductively using a conventional approach to qualitative content analysis (Hsieh & Shannon, 2005). During data analysis, the researchers identified five themes. They are (a) benefits and drawbacks to the edTPA, (b) goals and successes in edTPA, (c) edTPA integration, (d) strengths, weaknesses, threats, and opportunities, and (e) recommendations. The benefits of the edTPA focused on becoming a reflective practitioner; emphasizing planning, instruction, and assessment; and lesson building, alignment, and interconnectedness. The drawbacks of the edTPA were that clinical placements affect teacher candidates (TCs) success on the edTPA, cost, unrealistic assessment, stress inflicted on cooperating teachers, detraction from student teaching, outside evaluators and interrater reliability, and small PETE programs with limited resources. The goals addressed having the students pass the edTPA, graduate, and get certified. The edTPA integration occurred from a macro, micro, and monitoring perspective. The strengths were early exposure to the edTPA, quality adjuncts, equipment, technology, and partnerships. The weaknesses were a curriculum geared toward the edTPA, low rubric scores in Task 3, and a disconnection between what TCs learn and what they experience in the field when it comes to assessment. Opportunities for improvement on the edTPA centered on the capstone instructors meeting with university supervisors, the development of a mentorship program, professional development, and collaboration among university faculty, cooperating teachers, and university supervisors. Recommendations were based on whether or not the edTPA was required for state licensing.

Conclusions: In states that mandate the edTPA for teacher licensure, early exposure, scaffolding, curriculum mapping, and a shared mission and vision are essential for TCs success.

Internal Factors Influencing High School Physical Education Teachers’ Content Selection

Olivia J. Gillispie¹, Emi Tsuda^F, Eloise M. Elliott^F, Kayla Abrahamson, West Virginia University

([email protected])

Background/Purpose: SHAPE America (2013) emphasizes the importance of high school physical education (HSPE) in developing adolescents’ motor skills and preparing them for physical activity in adulthood. However, engagement and satisfaction with physical education tend to decrease with age, especially in high school (Subramanian & Silverman, 2007). Negative attitudes are linked to a narrowly focused curriculum perceived as repetitive, dull, or overly competitive (Banville et al., 2021; Phillips et al., 2020). Understanding this decline in adolescents’ physical activity and HSPE’s impact on motivation is important. Additionally, studying the stability of team sports in HSPE and factors influencing content selection is essential, given the flexibility many physical educators’ have in designing their curriculum (Banville et al., 2021).

Method: An explanatory sequential mixed-methods research design (quan –> QUAL) was used to investigate how internal factors influence content selection among HSPE teachers. The study involved two phases of data collection. In the first phase, 90 public HSPE teachers were surveyed using a 21-question electronic survey. This phase aimed to identify physical activity categories and content taught in HSPE and identify personal and school-level factors influencing content selection. In the second phase, semi-structured interviews were conducted with 10 participants selected from phase one. These interviews aimed to enhance the understanding of quantitative findings, through elaboration on the themes derived from the survey data.

Analysis/Results: Regarding the survey results, descriptive statistics revealed that when selecting content to include in the HSPE curriculum, games and sports (n=69; 77%) and fitness (n = 17; 18%) activities were most frequently taught, while minimal attention was given to the individual performance (n = 2; 2%), outdoor pursuits (n = 2; 2%), aquatics (n = 0; 0%), and dance and rhythmic (n = 0; 0%) activity categories. These results mirrored teachers’ perceived content knowledge and instructional confidence, with the majority of teachers suggesting they were most confident in the games and sports (n = 90; 90%) and fitness (n = 88; 98%) categories. This revealed a strong link between content selection, content knowledge, and instructional confidence. Moreover, the data highlighted several key internal factors influencing teachers’ content choices. Prominent school-level factors included large class sizes (n = 66; 73%), student interest (n = 62; 68%), inadequate equipment (n = 43; 48%), and inadequate facilities (n = 42; 47%). Noteworthy personal-level factors were teachers’ perceived content knowledge (n = 69; 77%), instructional confidence (n = 64; 71%), and personal beliefs about HSPE (n = 54; 60%). The interview data, analyzed using thematic analysis (Braun & Clarke, 2012), further supported the findings of the survey, elaborating on the intricacies of these prominent internal factors. Interviewees noted that content from the games and sports, and fitness categories aligned well with their schools’ contextual barriers and their level of comfortability teaching these categories. Interestingly, interview participants teaching lifetime physical activity content noted that these barriers at both the school and personal levels were facilitators when and if they are appropriately addressed.

Conclusions: This research underscores the multifaceted and contextual nature of HSPE curriculum decisions and reveals the potential to transform obstacles into opportunities for enriched physical education experiences through refined instructional practices and policy decisions.

Job Satisfaction of Early Career Physical Educators

Yoonsin Oh¹, Saori Braun, Travis Von Haden, Josiah Johnson, Jayden Beckley, J.T. Bogle, Abigail Keenan, Chase Melton, Abbey Jacobs, Hannah Elmer, Elaine Proefrock, University of Wisconsin - Eau Claire

([email protected])

Background/Purpose: Forty four percent of teachers leaving the profession are early career teachers in their first 5 years of teaching. Physical education (PE) field is an area that is also finding challenges in retaining teachers. The purpose of this study, therefore, was to explore emerging themes that were related to job satisfaction and dissatisfaction of early career PE teachers in the Midwest region.

Method: A total of 8 early career physical educators were recruited using snowball and purposive sampling from Mid-western state. A semi-structured online interview using Zoom platform was conducted inquiring on participants’ experience and perspectives on their job satisfaction and dissatisfaction. Prior to their interview, participants completed a survey on Qualtrics to obtain demographic information such as years of teaching, number of classes, and size of each class. The interview was audio-recorded, and researchers transcribed the interview for qualitative analysis.

Analysis/Results: Data were analyzed using categorical aggregation based on grounded theory. Researchers triangulated among researchers to ensure data trustworthiness. Five primary themes surrounding job satisfaction emerged, including: 1) administration relations, supports, and school demographics (i.e., school location, size, grade level), 2) co-worker relations and values, 3) PE teaching external factors (i.e., teacher salary, class sizes, class types, subs, location of gym/office, clothing/attire, and summers off), 4) student relations and motivations; and 5) teacher attitudes & sense of autonomy. One interesting pattern emerged that elementary school non-PE coworkers showed more support and respect of PE teachers compared to high school non-PE teachers. One of the trends of relationships between PE teachers was that there was generally a sense that the most veteran teachers would dominate the curriculum planning and teaching and not necessarily leave as much room for the newer PE teachers to make contributions.

Conclusions: These five major themes led us to practical implications of our findings. First, to keep PE teachers in the profession and satisfied with their job, the administration needs to provide them with intentional guidance and support. Providing them with meaningful professional development opportunities may also be beneficial in retaining early career PE teachers. Second, it is critical that PE teachers are developing relationships with other teachers, front office staff, and especially the janitors. Along with creating relationships with the staff, developing relationships with the students is another critical part of having a high job satisfaction in the PE profession. Finally, hiring PE teachers who are passionate about teaching their students the value of PE will greatly increase the chances of those teachers remaining in the profession. Future research is warranted in investigating the effectiveness of implementing interventions to help resolve contributing job dissatisfaction factors and to improve the current attrition rate.

Knowledge and Understanding of Physical Literacy among PE Teacher Candidates

Allan Gabriel Ramirez¹, Proviso West High School; Kimberly Maljak, James W Ball, Northeastern Illinois University; Robert Holmes, Chicago State University; David Canola, Northeastern Illinois University

([email protected])

Background/Purpose: SHAPE America (n.d.) states, “Physical literacy is the ability, confidence, and desire to be physically active for life” (Next Steps section). Physical Education (PE) includes a standards-based curriculum “designed to develop motor skills, knowledge and behaviors for active living, physical fitness, sportsmanship, self-efficacy and emotional intelligence” (SHAPE America, n.d., para.1). Whitehead (2013) confirms PE is the curriculum and the goal in PE should be to reach physical literacy (PL). With the end goal of PL, physical educators should be able to create meaningful and relevant lessons to help children reach PL. When physical educators lack knowledge and understanding of PL, they could face challenges helping students reach their own physical activity goals. Therefore, the purpose of this study was to examine the knowledge and understanding of PL among first and last year teacher candidates in one university PETE program.

Method: This study was a mixed-methods design. To gather knowledge of PL a 10-item scale was created using information from PL instruments. The 18-item Perceived Physical Literacy Instrument (Sum et al, 2016) was used to assess students’ understanding of PL. Two t-tests compared the knowledge and understanding of PL between first year and last year PETE students. According to survey responses, researchers invited volunteers (n = 12) to participate in one 30-minute individual interview. Interviews invited students to share their knowledge and understanding of PL. Qualitative data was analyzed using constant comparison and inductive analysis throughout to identify three themes. Trustworthiness was sought by triangulation, peer debriefing, negative case analysis, and member checking.

Analysis/Results: Two independent samples t-tests were conducted and revealed statistical significance (p < 0.05) between knowledge and understanding of PL among first and last year PETE students. Last year PETE students reported more knowledge of PL (M = 6.11, SD = 1.25) than first year PETE students t(67) = -3.36, p = .0013. Last year PETE students reported more understanding of PL (M = 82.24, SD = 6.62) than first year PETE students t(67) = -2.22, p = .0296. The qualitative data revealed that knowledge and understanding of PL stemmed from previous PE, sport, and physical activities. Those with knowledge and understanding, tended to have higher levels of PL and the confidence to be active through planned, daily workouts and/or leisure activities.

Conclusions: The quantitative data revealed that last year PETE students had more knowledge and understanding of PL. This finding was an expected outcome as last year students should have more knowledge and a better understanding of PL in PETE programs because they have had more exposure in academic classes. The qualitative data revealed specific themes as to why PE students had more of an understanding and knowledge of PE in PL. For example, those with previous experience were more confident in creating a workout schedule, managing schedules to include physical activity, and enjoyed leisure activities to stay active. Results from this study could be used to encourage PETE programs to introduce PL at all points of their program to ensure knowledge and confidence as they become educators.

Kuwaiti Pre-service Physical Education Teachers’ Perceptions of Their Teacher Training

Omar Albaloul¹, Arizona State University, Kuwait University

([email protected])

Background/Purpose: The quality of instruction students receive is universally acknowledged to significantly influence their academic outcomes. Consequently, teacher preparation programs aim to nurture pre-service teachers, equipping them with both content knowledge and the pedagogical skills essential for delivering quality education. However, the existing literature suggests that physical education teacher education (PETE) programs often fall short of furnishing preservice PE teachers with sufficient content knowledge to impart essential skills, such as sports and health-related fitness. Additionally, research shows that only a minority of courses in PETE programs focus on preparing preservice teachers to teach effectively. Notably, there is a research void in Kuwait concerning preservice PE teachers’ perceptions about their preparedness for teaching PE. This study seeks to bridge this gap by delving into the perceptions of preservice PETE teachers regarding their readiness for teaching PE in schools.

Method: Eight preservice PE teachers in the last semester of their PETE program were selected for this study. All the participants hail from the College of Basic Education (CBE), the only institution in Kuwait offering a PE program. Data was gleaned using individual semi-structured interviews, each lasting 40–50 minutes. After coding, the interview data were analyzed by employing the thematic analysis technique. The rigor and trustworthiness of the qualitative data were ensured through triangulation, member checks, prolonged engagement, and peer debriefing.

Analysis/Results: Three themes emerged from the data:

A) Valuation of Sports Diversity in PETE: Preservice students expressed gratitude for the array of sports incorporated into their PETE program. They deemed this crucial, given the need to teach multiple sports in schools. Illustratively, one participant noted, “The extensive sports courses and having two classes for every major sport were beneficial.” Another highlighted the advantage of being exposed to numerous sports, especially since each student specializes predominantly in one sport.

B) Deficiency in Teaching and Assessment Skills: A significant portion of the participants felt that the PETE program failed to prepare them adequately for teaching and assessing students. Their courses largely emphasized performance over instruction. One interviewee remarked, “Our learning was geared toward performance, not instruction.” Another commented on an overemphasis on the history and rules of sports, lamenting the lack of training in student management and pedagogical instruction. A recurrent sentiment was about the incongruence between being assessed on personal sports performance and the actual demands of teaching. A participant said, “There was no training on student assessment and grading; essential skills we never acquired.”

C) Insufficiency in Training for School-Specific PE Tasks: Participants reported that the PETE program inadequately prepared them for duties outside the gym setting, such as spearheading preschool programs and recess activities.

Conclusions: The findings underscore preservice teachers’ appreciation for the diverse courses designed for teaching various sports and activities within their PETE program. Nevertheless, there is an urgent need to recalibrate the PETE courses’ emphasis from being purely performance-based to pedagogically instructive. Future studies should assess preservice PE teachers’ common and specialized content knowledge to better understand their actual preparedness level to teach PE.

Latin America Preservice Teachers’ Content Knowledge of Health-Related Fitness

Jose A. Santiago¹, Sam Houston State University; James R. Morrow Jr.^F, University of North Texas; Julio Morales, Lamar University

([email protected])

Background/Purpose: A deep understanding of content knowledge is fundamental to quality teaching and student learning (Ward & Ayvazo, 2016). In the United States, health-related fitness (HRF) is one of the most common content knowledge areas taught in physical education teacher education (PETE) programs (Santiago & Morrow, 2021). However, little is known about preservice teachers’ health-related fitness content knowledge in Latin American countries. Therefore, to address this gap in the literature the purpose of this study was to assess preservice physical education teachers’ health-related fitness content knowledge in 5 Latin American locations.

Method: 538 preservice physical education teachers (female = 190, male = 348) from four Latin American countries (Chile = 167, Colombia = 121, Costa Rica = 49, Mexico = 167) and a U.S. territory (Puerto Rico = 34) ranging from 19 to 52 years of age. The Health-Related Fitness Knowledge (HRFK) test developed by Santiago and Morrow (2018) was used to assess content knowledge of HRF. Before administration, the test was translated into Spanish following the World Health Organization (WHO) process of translations and adaption of instruments. Preservice teachers completed the test online using Qualtrics in a classroom setting supervised by a PETE faculty member.

Analysis/Results: KR20 analysis for the test administration yielded a 0.71 reliability coefficient which was considered to be an acceptable level of reliability and consistent with that reported previously in the United States. The mean percentage score correct for the HRFK test was 53.6% (M = 21.4, SD = 5.2). Preservice teachers scored less than 50% correct on test items related to basic physical fitness concepts (40%), PA for adults (11%), PA for children (16%), behavior change (28%), fitness program planning (40%), cardiorespiratory endurance (30%), flexibility (40%), body composition (34%), assessments of HRF (35%), and assessments of PA (24%).

Conclusions: To date, there are no studies that have investigated preservice physical education teachers’ knowledge about HRF in Latin America. The poor performance of preservice teachers on the HRFK test is consistent with the studies conducted in the United States (Santiago, Morales, & Dish, 2016; Santiago & Morrow, 2021). If physical education teachers are responsible for teaching children and youth how to lead a physically active lifestyle it is essential that they have a deep understanding of HRF content. This becomes more significant in Latin America as 66% of adolescents are insufficiently physically active, ≥ 40% are sedentary, and ≥ 20% are physically inactive (Bernabe-Ortiz & Carrillo-Larco, 2022). It is suggested that PETE programs in Latin America assess the validity and relevance of the health-related fitness content taught to preservice teachers and develop delivery systems that ensure higher cognitive understanding of HRF concepts.

Leveraging AI for Health Education Integration into Common Core Curriculum

Laura Rees¹, Parkview Middle School; Eric Conrad, California State University, Stanislaus

([email protected])

Background/Purpose: Best-practice recommendations in school health education (HE) and standards-based instruction often pose implementation challenges, particularly for educators without HE expertise or in schools lacking mandated HE instruction. Common core subject teachers may have a desire to incorporate HE but are unable to overcome barriers that include lack of training, time, support, and self-efficacy. One promising strategy to overcome these barriers is through the use of supportive artificial intelligence (AI) tools. This case study reports how a 7th-grade history/ELA teacher employed AI to integrate HE standards into common core (CC) curriculum during an academic trimester. The study examined whether a teacher, lacking prior HE training or experience, could leverage a supportive AI tool to efficaciously integrate HE standards into CC subjects, thereby enhancing their attitudes, self-efficacy, and intentions towards HE.

Method: This study used a pre-post design to collect baseline data as a comparative to post implementation outcomes. A theory-based questionnaire was used to assess perceived attitudes, self-efficacy, and intentions to implement. The SHAPE America Appropriate Practices in School-Based Health Education were used to assess perceived improvements in practice as a result of supplemental AI in areas such as learning environment, curriculum, instructional strategies, and assessment. Teacher reflections were collected following the implementation period to determine perceived benefits, challenges, and limitations of implementation.

Prior to the academic trimester, the 7th grade teacher participated in a 1-hour training that introduced the AI tool and HE content standards, and demonstrated its utility and application using hands-on demonstration. The teacher was encouraged to integrate HE standards into their CC subject but was not required. If the teacher chose to create HE integrated units/lessons, they were sent to a content expert to review the efficacy after the teacher had reported implementation.

Analysis/Results: Over the trimester implementation period, the teacher integrated HE standards into each academic unit and delivered the lessons to students. Reviewed lessons were determined to include many appropriate practices such as standards-based backwards design, skills-based pedagogy, alignment of formative and summative assessment, as well as incorporation of inclusivity elements such as Universal Design for Learning. Teacher reflection indicated that supportive AI allowed for expedient and adaptable curriculum design while minimizing time burdens for development. Reflections and pre/post assessment indicated the teacher believed supportive AI facilitated professional improvements in all assessed areas of the SHAPE appropriate practices for both HE and CC instruction. The teacher also reported excitement to advocate and promote among colleagues. Pre and post assessment also indicated significant increases in teacher attitudes, self-efficacy, and intentions towards HE integration.

Conclusions: Utilizing AI, a 7th-grade teacher, with no prior health education training, successfully integrated HE standards into CC curriculum. This innovative approach led not only to the effective implementation of health-integrated lessons, but also significantly improved the teacher’s attitudes, self-efficacy, and intentions towards HE integration. The adaptability and efficiency of AI streamlined curriculum development, promoting enthusiasm from the teacher to advocate for this approach amongst peers. Integration of AI in HE shows promise and should be explored further.

Leveraging Cross-University Collaborations to Diversify Student Experiences

Shannon C. Mulhearn¹, University of Nebraska - Kearney; Emily D. Clapham, University of Rhode Island; Amy Gagnon, Central Connecticut State University; Karie Lee Orendorff, Montana State University

([email protected])

Background/Purpose: Recently, Beddoes and Jones (2022) declared a need for faculty within physical education teacher education (PETE) programs to be innovative and to create new ways to support the field and future educators. The present study took advantage of the opportunity to inspire cross-institutional collective action across multiple PETE programs in order to benefit all students involved. Grounded in Lave and Wenger’s Communities of Practice ([CoPs], 1991) the purpose of this study was to investigate the potential for collaborations between students in different regions of the US to introduce concepts of diversity and connectedness to undergraduate PETE majors.

Method: Professors at seven universities were included in the original conception of this project. A shared drive was used to communicate courses professors were teaching over the following school year (Fall 2020, Spring 2021). Common courses were paired and professors discussed ideas for collaborations. Professors from three universities created collaborative assignments for their students. Two classes from UniA were involved and one class each from UniB and UniC.

Custom assignments were created between similar courses to give students a common ground to work within. Course pairings included a Curriculum & Assessment course (UniA) and an Organization & Administration course (UniB) with common content of planning campus-wide events, and a Motor Development course (UniA) and an Adapted Physical Education course (UniC) who discussed the Test of Gross Motor Development (TGMD) as common content. Students submitted weekly reflections through their learning management system which were later downloaded, and students’ names were removed.

Analysis/Results: Data were examined using constant comparison to identify patterns across data. Student themes included: (a) challenges, (b) recognizing diversity, (c) acknowledging assumptions, and (d) noticing connections. Challenges were often due to communication breakdowns such as emails going directly to ‘junk’ folder. The geographic diversity received a lot of attention and resulted in students writing about the other region of the US and considering how things were in that other location. Although the assumptions being made were simple such as “ … I really expected her to have dark hair … ” students were afforded the opportunity to reflect on their habitual assumptions. Finally, students recognized that they had something in common with their peers even at different universities. Many students noted previously believing their PETE program was isolated or disconnected from other university programs, but through this project they realized there were many similarities they had with people they had never physically met yet.

Conclusions: Cross-university collaborative projects resulted in some challenges, but many more benefits. The use of cross-university collaborations to foster CoPs for future teachers may hold many more unseen benefits beyond graduation as well. The assignments took minimal planning beyond identifying common content taught in paired courses and following up with students who were not responding to emails. This is an example of a successful reach across traditional boundaries of institutions and states that holds potential to strengthen connections and make the future physical educators better prepared for long-distance collaborations, CoPs, and to decrease feelings of isolation within HPE.

Perceptions of Undergraduate Students on Their Growth and Professional Development Through the University Homeschool Physical Education Program

Lynsey Anderson¹, Riley Armstrong, Megan Hansen, Zach Rahn, Yoonsin Oh, Saori Braun, University of Wisconsin-Eau Claire

([email protected])

Background/Purpose: Homeschool Physical Education (PE) programs have been incorporated in physical education teacher education (PETE) program as part of preservice student teachers’ initial experience to work with K-12 aged students. Homeschool PE teaching experiences allow undergraduate students the opportunity to enhance their teaching skills, practice practical behavior management strategies, and gain first-hand experience on lesson planning and lesson execution. Most of the research relating to homeschool PE programs evaluates homeschool children and parents’ perceptions of their programs. The gap in current literature is the lack of research on university homeschool PE programs, especially regarding the benefits they give university undergraduate PETE students. The purpose of this study was to explore the perceptions of undergraduate preservice students on their growth and professional development through the mid-western university’s homeschool PE program.

Method: A total of eight PE teaching major students (ages 19-22) who completed a homeschool PE program during fall 2022 semester were recruited. Researchers conducted a semi-structured interview to ask reflective questions regarding their experiences and perceptions on their growth. The interviews were audio-recorded and transcribed verbatim for data analysis.

Analysis/Results: Qualitative analysis methods such as aggregation and categorization were used to discover the themes. For trustworthiness, the team analyzed the transcript together after individual analysis and drew conclusion for the common themes. The seven common themes were emerged from the interview: 1) enhancement of content and pedagogical knowledge, 2) positive feeling of improved confidence and personal growth, 3) enjoyment of teaching in a controlled environment within early field experiences, 4) gaining experience teaching diverse populations other than public school setting, 5) connecting theory and practice, 6) sense of professional growth, and 7) negative impact of peer presence and feedback.

Conclusions: Participants in this study shared their experience and perception on their personal professional growth from homeschool PE program experience positively in general. The PETE program should continue to provide preservice student teacher with homeschool PE teaching experience at early field experience. The only one theme that was negatively related to their perception was having their peers observing their teaching and providing them with feedback. The future research is warranted investigating further on the process of peer evaluation and impact of peer presence and feedback on preservice teachers’ perception and teaching to understand beginning teachers and ensure the quality of PETE program.

Physical Education Teachers’ Perceptions of Their Pre-service Teacher Education

Gunay Sen¹, University of Kentucky; Aaron Beighle, The University of Kentucky

([email protected])

Background/Purpose: Physical education teacher preparation is essential to ensure future teachers are equipped with the skills to provide quality education. Incorporating global perspectives in this process ensures future educators are more culturally aware. An important component of making certain teachers are well-prepared is garnering input from current teachers regarding their needs and perceptions. Therefore, the aim of this research was to examine the perceptions of current physical educators from Australia, the USA, and Turkey regarding their experiences and preparedness to teach physical education.

Method: This mix methods design included 37 Physical Education teachers (M_age=37.89 years, M_experience= 13.84 years, 16 Female, 21 Male) from three countries who completed an online survey. Descriptive statistics and one sample t-test were used to answer these research questions. Data from follow-up semi-structured interviews were analyzed to establish themes based on participant narratives.

Analysis/Results: The teachers’ perceptions of their past and present physical education classes and their PETE experiences were compared across three countries: Australia, the United States, and Turkey. The results showed that the American PE teachers had a more positive view of the current physical education than the physical education they experienced (89.9%). Turkish PE teachers did not see any significant difference between current status of physical education and physical education during their own schooling (60%). The Australian PE teachers reported that the quality of physical education was high in both the past and the present (87.5%). The results of the teacher’s PETE perceptions showed that the Australian and American PE teachers had similar views on the areas that their PETE programs did not prepare them well for teaching. Thematically, teachers reported a lack of preparedness in four areas: organizing and conducting extra-curricular activities at school (62.5% Australian teachers, 66.7% American teachers), working in the school’s community (62.5% Australian teachers, 66.7% American teachers), performing administrative duties (62.5% Australian teachers, 55.5% American teachers), and using assessment and reporting techniques in their lessons (50% Australian teachers, 55.6% American teachers). The Turkish PE teachers reported that their PETE programs did not equip them with the skills required to support children with learning difficulties (52.5%), work with children with disabilities (52.5%), and teach multi-grade classes (52.5%).

Conclusions: This study shows that PE teachers from different countries have different perceptions of their past and present physical education classes and their PETE programs. These perceptions may be influenced by the curriculum, policies, and practices of physical education in each country. The study also suggests some common areas that PETE programs should improve on, such as providing more opportunities for PE teachers to participate in extra-curricular activities, community work, and administrative tasks, and enhancing their assessment and reporting skills. These areas are vital for developing PE teachers’ professional identity, leadership, and advocacy. PETE programs should also cater to the specific needs of PE teachers in different contexts, such as supporting diverse learners, teaching multi-grade classes, and adapting to changing curriculum standards.

Preservice Teachers’ Knowledge Across Years in a PETE Program

Emi Tsuda^F1, West Virginia University; Phillip Ward^F, The Ohio State University; Jose A Santiago, Sam Houston State University; Bomna Ko, East Carolina University; Junyoung Kim, Missouri State University; Insook Kim^F, Kent State University; Peter A. Hastie^F, Auburn University; Jeremy Thompson Yeats, West Virginia University

([email protected])

Background/Purpose: Common content knowledge (CCK) refers to knowledge of rules, etiquette, safety, technique, and tactics of movement forms. Tsuda et al. (2019) found that preservice teachers (PSTs) obtain minimal knowledge when they enter a Physical Education Teacher Education (PETE) program in volleyball, basketball, badminton, and tennis. Even after the completion of a content course, PSTs’ scores were below 80%, except in basketball. However, this study was conducted in one PETE program, and the instrument was only content validated with 10 open-ended items. In another study. Tsuda et al. (in press) examined what PSTs know at their entry into a PETE program in different universities in volleyball and tennis using validated CCK tests. The results showed that PSTs had minimal CCK in volleyball (M=43.54%, SD=12.54) and tennis (M=44.75%, SD=12.32) at their entry to PETE programs. However, we do not know how much CCK PSTs acquire as they advance through their PETE program taking content courses and engaging in practicum experiences. Therefore, this study aimed to examine the changes in PST’s CCK in tennis and volleyball each year in their PETE programs.

Method: We employed a cross-sectional design examining six (tennis; n=245) and five (volleyball; n=266) different PETE programs in the U.S. Participants completed a demographic background survey and a CCK test in each sport. Both CCK tests consisted of multiple-choice items: tennis (41 items; reliability=.74) and volleyball (40 items; reliability=.71). Preservice teachers completed both CCK tests online using Qualtrics in a classroom setting supervised by a PETE faculty member. The first-year PSTs in a PETE program data collection occurred within the first three weeks of the school academic year to capture the entry-level of the first year PSTs’ knowledge, and data collection for Year 1 (typically sophomores) through 3 (typically seniors) or more in a PETE program occurred within the last three weeks of the academic year.

Analysis/Results: Descriptive statistics showed that a median of CCK levels in both tennis and volleyball were well below our 80% criterion (tennis: Entry=43.90%, Year 1=43.90%, Year 2=43.90%, and Year 3 ≤48.78%; volleyball: Entry=40.00%, Year 1=42.50%, Year 2=40.00%, and Year 3 ≤ =42.50%). This trend was consistent across all programs. Only 8.5% of participants scored 80% or above in tennis, and none did in volleyball. Using a general linear regression model, we also examined the extent to which demographic variables predicted CCK levels by a university, years in a program, recreational and competitive playing experiences, teaching and coaching experiences outside of the PETE programs, college course-taking experience, and teaching experience within a PETE program. The results indicated that the seven variables accounted for 42.5% of the variance in tennis and 23.8% of the variance in volleyball CCK.

Conclusions: This was the first study investigating PSTs’ tennis and volleyball CCK across years in a PETE program. These future teachers knew, on average, less than 50% of the CCK to teach tennis and volleyball. Evaluating the PETE curriculum and pedagogies used in content courses are a pressing need.

Preservice Teachers’ Planned Versus Enacted Content Development During School Placements

Toon Dehandschutter¹, KU Leuven, Belgium; Phillip Ward^F, The Ohio State University; Hans van der Mars^F, Arizona State University; Peter Iserbyt, KU Leuven

([email protected])

Background/Purpose: Teaching is a dynamic activity where teachers must adapt to a specific and often rapidly changing teaching context and make decisions throughout the teaching process (Xie et al., 2021). Adaptive competence is the ability of teachers to adapt content and pedagogy to meet the learning demands of students (Brühwiler & Blatchford, 2011). In this view, teachers are considered active decision-makers who make decisions in their lesson plans and in their teaching (Ward, 2018). The purpose of this study was to investigate preservice teachers’ (PSTs) planned versus enacted content development in teaching frisbee during school placements.

Method: To improve PSTs content knowledge and especially their knowledge of instructional task progressions (i.e., content development), a content knowledge packet for frisbee was taught to four PSTs prior to their teaching in schools. All PSTs taught two 6-lesson frisbee units to different secondary school students in one school, and two 6-lesson units in another school. Audio recordings of all lessons were compared to their lesson plans by trained coders. All tasks were coded as either (a) a task that was taught exactly as planned, (b) a task that was taught as planned but with modifications (i.e., a change in critical elements), (c) a task that was taught but not planned, or (d) a task that was planned but not taught.

Analysis/Results: Data were descriptively analyzed and reported as totals, means and percentages. The four PSTs taught a total of 370 tasks (range 31 - 64) during their four frisbee units. On average, the four PSTs taught 31% of all tasks exactly as planned (range 6% – 68%). Fifty-six percent (range 26% - 91%) of all tasks taught were modified compared to the original tasks in the LP. The proportion of tasks that were planned but not taught was 9% (range 3% - 18%). Four percent of tasks that were taught were not planned (range 0% - 12%).

Conclusions: The results indicated that PSTs modified what they planned when they are teaching. There are possible explanations that should be investigated in future studies. First, is possible that PSTs lacked knowledge of the students to plan appropriate tasks and when confronted with actual students modified the tasks. Second, the teachers did not know the tasks or third, the plan well enough.

Pursuit of Essential Knowledge for Physical Education Teacher Preparation

James D. Wyant¹, Sean M. Bulger, Lynn Dale Housner, Emi Tsuda^F, West Virginia University; Amanda A. Metcalf, Susan Ross, Fairmont State University

([email protected])

Background/Purpose: The question of what knowledge physical education teachers should acquire during professional preparation is central to teacher training. Guidance for physical education teacher education (PETE) comes from universities, state governance, and accrediting bodies. However, the differences in curriculum across PETE programs remain large (Hausner & Ayers, 2008; Ward et al., 2023). Ward et al. (2023) state that disciplinary knowledge (e.g., exercise science and motor development) represented 37.8% of the major’s curriculum coursework. Since disciplinary knowledge (i.e., theoretical foundations) is part of the Initial PETE Standards (SHAPE America, 2017), ensuring these courses are designed to benefit future physical education teachers’ knowledge bases is critical. The voice of teacher educators plays an essential role in determining the necessary knowledge for aspiring teachers. This presentation focuses on a longstanding research line that gathers expert consensus on the knowledge teacher candidates (TC) should possess. It will cover various topics in foundation courses, including exercise science, motor development, history, philosophy, and sociology of sport, and a newly added area of cultural competence (SHAPE America, 2017), with insights into future investigations and shaping graduate education.

Method: The Delphi method is a structured communication process that seeks to gather knowledge and generate consensus of expert opinion through rounds of repeated questionnaires (Busby, 2005). The Delphi method provides researchers with a valuable tool to gather insights and consolidate expert consensus to shape the field of physical education. Central to the Delphi method is the purposeful selection of content experts who are recognized for their expertise. Across the Delphi studies (Wyant et al., 2020), featured experts were those who had published articles on the topic, presented at conferences, or possessed advanced knowledge via academic training on a specific topic. In these Delphi studies, 74 expert panelists contributed to the outcomes. The outcomes of these Delphi studies identified competencies, best practices, and agreed-upon knowledge that can be disseminated throughout the PETE curriculum.

Analysis/Results: In exercise science, 109 competencies were identified, covering topics from nutrition to exercise programming. Motor development and motor learning highlighted 100 critical competencies, including motor behavior across the lifespan and appropriate practice. In sport history, philosophy, and sociology, 27 competencies were deemed relevant. The cultural competence study also identified eight strategies for PETE programs to address cultural competence among TCs.

Conclusions: There remains a need for PETE scholars, practitioners, and sub-disciplinary knowledge experts to find a consensus on the knowledge base that informs how future teachers are trained. The findings of the studies presented here offer material guidance for PETE programs on longstanding sub-disciplinary topics and emerging topics within the knowledge base, such as cultural competence. Ensuring TCs have expertise in this area can support the broader implementation of SHAPE America’s initiative related to social and emotional learning and physical activity promotion. While the Delphi projects have focused on undergraduate curriculum, there is a need to explore expert consensus for advanced degrees, including doctoral education. Using a structured Delphi approach, scholars can shape the training of future professionals by gathering expert consensus.

Remote Physical Activity Instruction: Recommendations for Enthusiasm and Feedback

Jessica L. Baldwin¹, University of Nebraska at Omaha; Michael A. Hemphill, University of North Carolina at Greensboro

([email protected])

Background/Purpose: The growth of digital learning in higher education, amplified by COVID-19, poses unique challenges for physical activity course instruction. These courses rely heavily on instructor enthusiasm and feedback but there’s a gap in our understanding of which practices work best to aid in student engagement and learning. However, despite guidance from SHAPE America’s 2022 instructional guidelines, clarity on effective remote teaching behaviors remains lacking. As remote learning continues to grow, research on effective instruction, especially in terms of enthusiasm and feedback in a digital context, becomes imperative for ensuring the quality of physical activity instruction. This case study aimed to identify the strategies instructors use and develop recommendations for enthusiasm and feedback in remote fitness-based physical activity courses.

Method: In Fall 2021, at a Midwest metropolitan university, data was collected from three introductory remote physical activity courses: Zumba (n = 1) and Yoga I (n = 2). This study’s participants involved two instructors, one part-time and one full-time, with 13 students participating across the courses. Utilizing a qualitative research design, data collection used four primary sources: observations, interviews, self-reflection, and focus groups. Observations were conducted on each of the courses using the Schatzman and Strauss model, with descriptive field notes capturing instructors’ behaviors, teaching methods, and cues related to enthusiasm and feedback. Using a semi-structured format, the part-time instructor was interviewed with pre-formulated open-ended questions about their experiences, behaviors, and techniques for displaying enthusiasm and delivering feedback. Given the researcher’s role as an instructor in the study, self-study research methods were used through reflections to analyze her own teaching practices. Lastly, focus group interviews, consisting of two to four participants from each remote physical activity course, used a semi-structured approach to discuss their instructor’s enthusiasm and feedback.

Analysis/Results: The analysis of the gathered data was directed by a Collaborative Qualitative Data Analysis (CQA) approach, emphasizing thematic analysis. For instructor enthusiasm, six themes were generated: nonverbal communication, instructor’s energy, vocal delivery, learning environment, instructor’s demeanor, and topic-related enthusiasm. Feedback yielded five themes: encouraging feedback, nonverbal cues, performance-related feedback, direction of feedback, and outside of class feedback. Yet, the final recommendations excluded two themes: enthusiasm linked to the learning environment and direction of feedback.

Conclusions: The findings identified key elements of enthusiasm and feedback for remote instruction in fitness-based physical activity classes. To achieve optimal instructional impact, these results can serve as a foundation, informing educators on how to harness the intricacies of each theme to enhance their instruction. While future research should expand on these insights on a broader scale to establish comprehensive guidelines, this study offers a significant initial understanding of the requisite instructional strategies for remote physical activity.

South Korean Teachers’ Delivery of the Hanaro Teaching Model

Seungsoo Baek, Matthew D. Curtner-Smith^F1, The University of Alabama

([email protected])

Background/Purpose: Prior research has revealed that how and why teachers interpret and deliver an instructional model is strongly influenced by their occupational socialization (Curtner-Smith et al., 2008, 2021). Specifically, teachers can deliver the “full version” of a model, a “watered down” version, a version in which they take a “cafeteria approach” and choose components from a model that they include within traditional multi-activity units, and the “full+ version” of a model in which they expand the model beyond the full version. The purpose of this study was to build on that research and determine the impact of occupational socialization on South Korean teachers’ interpretation and delivery of the Hanaro Teaching (HT) model, a model designed to educate the whole child in the South Korean culture.

Method: Participants were eight middle school physical educators from five different regions of the country. Three were female and five male. They were purposefully selected because they had employed the HT model. Data were collected with five qualitative techniques. During formal interviews, teachers were asked to describe (a) how they interpreted and delivered HT and (b) how their acculturation (i.e., pre-PETE biography), professional socialization (i.e., PETE), and organizational socialization (i.e., work cultures and conditions) influenced their interpretation and delivery of HT. The teachers also completed a reflective journal on and wrote critical incidents about their HT during one semester. Further, they supplied film and documents illustrating their teaching of HT.

Analysis/Results: Data were reduced to themes with standard interpretive techniques. Findings revealed that two teachers delivered the full version of HT, three teachers delivered the full+ version, one teacher watered down the model, and two teachers took a cafeteria approach to HT. Unlike earlier studies (Curtner-Smith et al., 2008, 2021), findings showed that the teachers’ organizational socialization was key in shaping how all but one of the teachers interpreted and delivered the model. The teachers’ acculturation and professional socialization were mainly supplemental in that they led to the teachers’ forming teaching orientations that were at least somewhat compatible with and open to HT and, indirectly, provided some pedagogies, experiences, and modeling that the teachers could draw on when they attempted to employ the model.

Conclusions: The main practical implications of the study are concerned with teacher preparation. The fact that seven of the teachers employed some form of HT without any training in their formal PETE suggests that the model is not too difficult to comprehend and learn. Future efforts to include specific training in undergraduate PETE, however, should lead to more teachers employing the full and full+ versions of the model. The study also suggests that university faculty would be doing the profession a service by setting up and facilitating online or in-person HT communities. Such communities might be the primary mode by which some teachers learn about the model, while, for others, it will be supplemental to and supportive of their PETE, and perhaps serve to stave off the effects of the negative school cultures and unfavorable conditions in which some teachers work.

Student’s Willingness to Intervene in Bullying in After-school Programs

Mengyi Wei¹, Marissa Schulke, Pamela Hodges Kulinna^F, Allison Poulos, Arizona State University

([email protected])

Background/Purpose: After-school programs play a crucial role in fostering the physical and social well-being of children. Nevertheless, a substantial concern arises regarding the potential lack of oversight for bullying incidents in after-school program settings due to the less structured and limited staffing when compared to traditional educational programming. Specifically, instances of bullying seem to be more prevalent on the playground during recess and within after-school programs in comparison to the closely monitored classroom environment. The bystander’s response to bullying, including reporting incidents and supporting victims, plays a critical role in addressing this issue. The purpose of the study was to examine students’ willingness to intervene in bullying incidents and identify the influencing factors within the context of after-school programs.

Method: The cross-sectional study included a total of 55 students ranging from 3rd to 6th grade (31 girls and 24 boys), with ages between 8 and 12 years. Data were collected to examine student’s willingness to intervene in bullying, personal and social responsibility, self-efficacy in self-management and their perceived peer relationship in after-school programs. Survey data were analyzed using descriptive statistics, bivariate correlations, and One-way ANOVA tests.

Analysis/Results: On a scale of 1 (strongly disagree) to 4 (strongly agree), students reported a willingness score of 3.545 to intervene in bullying incidents. Among the four developmental levels of responsibility, participation and effort (r = .491, p < .01), self-direction (r = .410, p < .05) and caring and helping (r = .417, p < .01) showed positive correlations with students’ willingness to intervene in bullying in after-school programs. Additionally, students’ enjoyment (r = .448, p < .05) and self-efficacy in self-management (r = .562, p < .01) were also positively related to their willingness to intervene. However, there was no correlation between their perceived peer relationships and willingness to intervene. ANOVA results revealed that gender (F = 16.202, p < .01) significantly influenced the likelihood of students intervening in bullying incidents. Across all participants, scores on willingness to intervene ranged from 1.8 to 4.0. Notably, girls (M = 3.77, SD = .29) displayed a higher tendency to intervene compared to boys (M = 3.25, SD = .65). Additionally, grade level (F = 3.577, p < .05) had a significant impact on students’ willingness to intervene, with fifth graders (M = 3.13, SD = .70) showing the lowest scores and sixth graders (M = 3.77, SD = .23) demonstrating the highest levels of willingness to intervene in bullying.

Conclusions: These findings suggest that boys and students in higher grade levels may require increased support and attention in order to address bullying. This study also highlights the importance of creating an engaging environment where students enjoy the activities and exert effort. Furthermore, physical activity settings like after-school programs and school physical education can be effective in reducing and preventing bullying by promoting students’ personal and social responsibility. Educators and practitioners can employ pedagogical approaches such as cooperative learning and adventure-based learning, and work with existing social-emotional learning programs to foster students’ personal and social development.

Teacher Instructional Characteristics, Interest, and Learning in A Soccer Unit

Chunli Zhong¹, Central China Normal University; Bo Shen^F, Wayne State University

([email protected])

Background/Purpose: As a motivational construct, interest has long been considered as a critical component of educational process in teaching and learning. There are two types of interest: individual and situational. Recently, situational interest (SI) has been further conceptualized as multidimensional including triggered-SI, maintained-SI-feeling, and maintained-SI-value. Although many researchers have investigated the impact of contextual factors on SI and learning, the role of teacher instructional characteristics, such as approachability, clarity, and connections to real life, in the interest development mostly remains unknown in physical education (PE). We designed this longitudinal study to examine possible antecedents and outcomes of SI in a PE soccer unit. There are three research questions: (1) the associations of teacher characteristics with SI; (2) the associations of SI with learning and individual interest development; and (3) the mediating role of SI in the connection between teacher instructional characteristics and learning and individual interest development.

Method: 99 seventh graders (48 girls, Mean age=12.7) from a typical public middle school in southcentral China participated in this study. The soccer unit was four-week long with 12 lessons (45 minutes per lesson). There were three waves of data collection. We administered pre-individual interest in soccer and knowledge test prior to the unit (T1). We then collected data on SI, perceived teacher instructional characteristics, and class engagement during the unit (T2). And we administered again the post-individual interest and knowledge test right after the unit (T3). While all relevant measures were originally developed in English, they had been back-translated into Chinese and validated in multiple studies. We conducted a series of hierarchical regression analyses for the purpose of the study.

Analysis/Results: After controlling for pre-individual interest and knowledge level, teacher instructional characteristics were still significant predictors of SI. Teacher approachability predicted triggered-SI (β=0.44, p<0.001), instructional clarity predicted maintained-SI-value (β=0.39, p<0.001), and instructional connections to real life predicted both maintained-SI-feeling and maintained-SI-value (β=0.35, p<0.001; β=0.39, p<0.001, respectively). Then, maintained-SI-feeling and maintained-SI-value had significant impact on individual interest development (β=0.46, p<0.001; β=0.45, p<0.001). In terms of learning outcomes, all three components of SI significantly predicted students’ class engagement but with different strengths: triggered-SI (β=0.43, p<0.001), maintained-SI-value (β=0.58, p<0.001), and maintained-SI-feeling (β=0.68, p<0.001). Nevertheless, the predictive role of SI in knowledge gain seemed not direct. Finally, we employed a bootstrap method to assess the mediating effect of situational interest. Through the mediations of maintained-SI-feeling and maintained-SI-value, teachers’ instructional clarity and connections to real life were found to influence individual interest development. Similarly, triggered-SI demonstrated strong mediating effect on the relationship between teacher approachability and class engagement.

Conclusions: The findings suggest that teacher instructional characteristics outline SI in PE. In turn, SI promotes individual interest development and class engagement. With identified antecedents and outcomes of different components of SI, it is important to conceptualize SI as multidimensional for designing effective motivational strategies to enhance learning and engagement.

Technology Integration in Secondary Physical Education: An Activity Theory Approach

Sean Fullerton¹, University of New Mexico; Christi Meyer, Lewiston High School Health & Physical Education Department; Jessica Shawley, Moscow Middle School

([email protected])

Background/Purpose: Scholars have called for more theory-guided research on integrating digital technologies in physical education (PE). To better understand how and why technology is used to accomplish learning outcomes, a holistic approach examining the processes that occur at both macro and micro levels should be considered. This study examined PLT4M (“Plat-form”), a Health and PE based software designed for PE teachers. Activity Theory provides a lens for examining technology use within a complex learning environment and can offer insights into current activity systems within PE where technology is used and implications for future ones. This study was grounded in Activity Theory (Engström, 1987), the first of its kind in PE research. The purpose of this study was to examine how one high school PE program uses PLT4M. Research questions include: 1) What are the learning activities and curriculum that include PLT4M? 2) How do individuals in the school community support the use of PLT4M within the PE program? 3) How do teachers describe their use and adoption of PLT4? 4) How do teachers describe challenges in implementing PLT4M? 5) How has the program’s use of PLT4M evolved?

Method: Qualitative case study design of one secondary PE program. Data sources included individual interviews, focus group interviews, observation and field notes, photographs and artifacts.

Analysis/Results: Data were analyzed inductively following Merriam & Tisdell (2015) four stage process to develop the following themes: 1) instruction and motivation, 2) curriculum evolution, 4) digital tools 5) flexibility and accessibility.

Conclusions: AT provides a holistic lens through which to evaluate, design, or enhance technology-mediated teaching and learning in PE. Future research with AT in PE is warranted.

The Analysis of the Pedagogical Practices in Online Physical Education

Sophie Waller¹, University of Georgia; Bryan A. McCullick^F, University of Georgia

([email protected])

Background/Purpose: Online education has continued to evolve at an exponential rate in the K-12 context, and online physical education (OLPE) has not been exempt from this growth (Daum, 2021). While many scholars have highlighted that the concept of OLPE is an oxymoron (Daum & Buschner, 2018), there still is a need to extend the research agenda. Specifically, scholars have urged a call to action regarding evidence-based pedagogical practices. The purpose of this study was to analyze OLPE teachers’ pedagogical practices. The three primary research questions guiding the study were: (a) what are the pedagogical practices of experienced OLPE teachers, (b) how are the pedagogical practices implemented in OLPE courses, and (c) why do experienced OLPE teachers use these pedagogical practices?

Method: The Community of Inquiry (Garrison, Archer, & Anderson, 1999) framework provided a theoretical foundation and was utilized to identify the pedagogical practices in the OLPE environment. Implementing a qualitative single-case study design, data were collected via semi-structured interviews, video-recorded observations, and document analysis. The participants of the study were composed of five experienced OLPE elementary teachers from one statewide virtual school in the southeast region of the United States.

Analysis/Results: A thematic analysis of the data generated the following findings, (a) Underscoring the ‘E’ in PE, (b) Minimizing Distance by Cultivating Connections, and (c) Navigating the Inherent Constraints and Demands. The findings indicated that although the OLPE teachers displayed a desire to emulate the traditional setting of PE, the pedagogical practices were bounded by the limitations of the online setting. Therefore, the cognitive and affective domains of learning were emphasized, with a limited number of practices implemented to develop a movement-orientated environment. The OLPE teachers were also required to engage in purposeful practices throughout their lessons to help establish connections and minimize the distance between the teacher and the student. Additionally, the OLPE teachers navigated the inherent obstacles of the online environment, the demands of the job, the school, and the expectation of the parents which all served as the impetus for why they did what they did.

Conclusions: The findings of this study have underscored the findings of earlier studies and confirmed scholars’ concerns regarding OLPE and its viability. More importantly, the findings have also provided an initial understanding of OLPE pedagogical practices, how they were implemented, and why OLPE teachers chose to implement them. However, the study of OLPE, its conduct, and best practices remain understudied given the seemingly increased prevalence of OLPE.

The Effect of the Hybrid Pedagogical Model on Prek-12 Students’ Learning with a Central Focus on Motivation

Baofu Wang¹ ([email protected]), Western Illinois University; Longxi Li, University of Washington; Yang Liu, Wuhan University of Technology

Background/Purpose: Studies to examine the effect of the hybrid pedagogical model (HPM) on students’ learning have been burgeoning in recent years (González-Víllora et al., 2019). Students’ motivation is believed to be the contributing factors for physical literacy (Whitehead, 2010). Therefore, a systematic review and meta-analysis to synthesize the effects of HPM on student learning, particularly on motivational learning outcomes, is warranted. The aim of this systematic review and meta-analysis was to discern the research trends and evaluate the effectiveness of the hybrid pedagogical model on student learning with a particular emphasis on students’ motivational learning outcomes.

Method: Following the Preferred Reporting Items for Systematic Review and Meta-analysis Protocols, a set of inclusion and exclusion criteria were applied to search for relevant articles from SportDiscus, ERIC, Pub Med, APA PsycInfo, and Google Scholar. The first and the second author assessed all the studies independently. We reached 100% agreement on inclusion assessment and 95% on quality assessment. Data were analyzed using Comprehensive Meta-Analysis Software (Blostat Inc., Englewood, NJ).

Analysis/Results: A total of 17 studies, all are moderate to high quality, met the inclusion and exclusion criteria. No potential high risk publication bias was detected. In terms of underpinning pedagogical model, Sport Education (SE) and Game-centered approach HPM were the most frequently employed model in the included studies (n = 11, 65%). Most studies employed quantitative research methods (n = 14, 82%). Students’ motivational variables were the most frequently investigated outcome variables (n = 7, 41%). Self-determination Theory (SDT) was the most prevalent theoretical framework used in these studies (n = 6, 86%). Given that homogeneity test indicated substantial heterogeneity among the included studies (Q= 118.65, df = 13, I² = 89.04%, Tau² = 0.25), a random-effect model was used in this literature review. With regard to efficacy of the included studies, a medium to large effect on students’ learning outcomes was found (d = 0.64, 95% CI [0.34, 0.95]). More specifically, a large effect of the hybrid model on motivational outcomes was found (d = 0.95, 95% CI [0.82, 1.09]). A medium to large effect of studies using hybrid Teaching Games for Understanding (TGFU) and SE model was found (d = 0.73, 95% CI [0.27, 1.18]). On average, net/wall games interventions (d = 1.51, 95% CI [1.19, 1.84]) were found to have a higher effect size than invasion games (d = 0.84, 95% CI [0.34, 1.34]). Studies grounded in the SDT showcased a higher overall effect size (d = 0.79, 95% CI [0.16, 1.41]) than those based on Achievement-Goal Theory (d = 0.37, 95% CI [-0.07, 0.80]). Lastly, a significantly larger effect size was found among girls (d = 1.22, 95% CI [0.73, 1.71]) than boys (d = 1.02, 95% CI [0.62, 1.42]) in relation to self-determined variables (z = 6.93, p < .001).

Conclusions: The studies indicated that the hybridization of different pedagogical models could potentially facilitate students’ learning. Future studies need to further investigate potential moderating factors on students’ learning using HPM other than SE/Game Centered Approach.

The Effect of the Hybrid Pedagogical Model on Prek-12 Students’ Learning: A Systematic Review and Meta Analysis with a Special Focus on Students’ Game Performance, Physical Activity, and Physical Fitness

Baofu Wang¹, Western Illinois University; Longxi Li, University of Washington; Yang Liu, Wuhan University of Technology

([email protected])

Background/Purpose: A growing number of studies exploring potential hybridization of various pedagogical models (e.g., through integrating the Game-Centered Approach with other models) has focused on improving student-centered learning (Shen & Shao, 2022), including game performance (GP), physical activity (PA), and physical fitness (PF). Given that, a study to synthesize the existing body of research evidence is warranted.The purpose of this study was to identify the research patterns and trend of the existing research on hybrid pedagogical model (HPM) and to examine the efficacy of the HPM-based intervention on student learning, with a special focus on GP, PF, and PA related outcomes.

Method: The literature search was conducted using an online search engine of one public university in the U.S. based on five databases, namely SportDiscus, ERIC, Pub Med, APA PsycInfo, and Google Scholar. The Preferred Reporting Items for Systematic Review and Meta-analysis Protocols and a set of predetermined inclusion and exclusion criteria were applied. Inter-rater reliability and quality assessment were conduct and two authors reached 100% and 95% agreement respectively.

Analysis/Results: Upon completion of the literature search, 17 studies of moderate to high quality were identified. A funnel plot demonstrated no evidence of potential publication bias. Among Sport Education (SE) and game-centered approach (n = 11, 65%), SE and Teaching Games for Understanding (TGFU) hybrid model was the predominant model (n = 8, 47%), followed by SE and Step Game Approach model (n = 2, 12%), and SE and Invasion Game Competence Model (n = 1, 6%). More than half of the studies were conducted in Spain (n = 10, 59%). Most of the studies were conducted at junior high school level (n = 9, 53%). The majority of the included studies had less than or equal to 10 lessons (n = 7, 41%). Pre-post single group design was the most frequently used research design (n = 7, 41%). The homogeneity test revealed significant heterogeneity among the included studies (Q= 118.65, df = 13, I² = 89.04%, Tau² = 0.25), leading to the use of a random-effect model for the meta-analysis. Regarding intervention efficacy, a small to medium overall effect on GP was observed (d = 0.37, 95% CI [0.22, 0.51]). A medium to large overall effect on PA and PF was found (d = 0.58, 95% CI [0.37, 0.78]). In addition, a significantly higher overall effect size was found among girls (d = 0.97, 95% CI [0.71, 1.24]) compared to boys (d = 0.54, 95% CI [0.24, 0.85]) in terms of game performance and understanding of game-related variables (z = 7.76, p < .001).

Conclusions: Hybrid pedagogical model could be a viable tool to enhance students GP and improve their PA and PF. The findings derived from this literature review point to a need for more rigorous research methodologies in future studies to ensure the quality of results, including but not limited to randomized controlled trials, utilizing larger sample sizes, and incorporating long-term follow-up assessments.

The Effects of Prior Knowledge on Cognitive Engagement and Knowledge Gain in Physical Education

Jihyun Song¹, University of North Carolina at Greensboro; En-Hua Chan, National Taiwan Normal University; Alexander Clayton Moss, Chaojie Shang, Alireza Hosseini, Hamid Amni, Ang Chen, University of North Carolina – Greensboro

([email protected])

Background/Purpose: Students are expected to engage in cognitive tasks to know what/ how/ when to perform physical activity (PA) for health benefits (Ennis, 2015). Cognitive engagement is the process by which students acquire knowledge. Cognitive engagement in physical education (PE) helps students enhance knowledge gain (Deng & Chen, 2022; Wang et al., 2019) and in-class PA participation (Deng & Chen, 2023). Students bring into class their prior knowledge that would impact the quality of cognitive engagement (Vosniadou, 2007). The purpose of the study was to determine the nature of the relationship between prior knowledge, cognitive engagement, and knowledge gain in learning caloric-balanced living through testing a theoretical a priori model.

Method: Ninth graders (n= 543) from 10 high schools in a southeastern U.S. state participated in the Science of Essential Balance (SEB) curriculum intervention during the 2022-2023 academic year. The students learned caloric balance knowledge in 10 lessons using a student workbook that provided task guides with cognitive/PA combined learning experiences. The cognitive engagement intensity was pre-determined by the descriptive, relational, and reasoning task structure. Students’ cognitive engagement performances were collected using validated grading rubrics. Validated knowledge tests were administered prior to and after learning the curriculum to assess students’ prior knowledge and knowledge gain.

Analysis/Results: To test the a priori model, a path analysis was conducted using Mplus 8.6 (Muthén & Muthén, 1998-2021). Based on recommended multiple cut-off criteria procedure to determine the Goodness-OF-Fit indices (Hu & Bentler, 1999), the analysis confirmed, in general, the relationship hypothesized in the a priori model between prior knowledge, cognitive engagement, and knowledge gain (χ2= 3.93, df= 1, p=.05, RMSEA= .07 with 90% C.I. [.01, .16], CFI= .99, TLI= .97, SRMR= .02). Prior knowledge directly contributed to descriptive task performances (β= .31, p< .001. The contribution led to knowledge gain through reasoning task performances (β= .03, p= .005) and both relational and reasoning task performances (β= .02, p= .005). In addition, performances on descriptive and relational tasks, directly and indirectly, contributed to their performances of reasoning tasks.

Conclusions: The findings of the study verified the contribution of prior knowledge to knowledge gain in learning caloric-balanced living through cognitive engagement. Relevant prior knowledge enabled the students to perform well in the descriptive tasks, which further contributed to knowledge gain via effective engagement in the relational and reasoning tasks. It could be concluded that relevant prior knowledge about nutrition and exercise science enabled the students to effectively engage in cognitive tasks with in-class PA participation, which contributed to successful learning of additional knowledge. The findings suggest that relevant prior knowledge should be recognized as a precedent in learning knowledge in PE. These findings imply that PE teachers can plan tasks that take advantage of students’ prior knowledge to enhance knowledge gain.

The Impact of National Policies on Physical Education Curriculum and Teachers in China

Fangyuan Ju¹, Yangzhou University; Tanjian Liang, Central Washington University; Xiaoping Fan, SUNY Cortland; Mengyun Zhao, Yangzhou University

([email protected])

Background/Purpose: The High School Entrance Examination (HSEE) is an annual academic assessment in China to differentiate student academic performance. This nationwide exam encompasses various subjects, including Physical Education (PE). The PE policy developed for the HSEE is progressively being standardized, enhanced, and informed by imperative research efforts, serving as a guiding framework to foster students’ holistic development. This policy has shown a positive influence on improving the implementation of PE, leading to an enhancement in students’ physical fitness and overall well-being (Mao, 2022; Hu, 2023). Therefore, this study aimed to explore the impact of China’s PE policy on the HSEE, the evolving policy measures on school PE, and the professionalism of middle school PE teachers—the social-ecological model as a theoretical framework to guide this study.

Method: A grounded qualitative approach was employed for this study. The participants were eight middle school PE teachers. Data sources were collected through semi-structured interviews, class observational notes, and documents. Researchers adopted NVivo software to conduct open, axial, and selective coding (Creswell & Poth, 2018). Trustworthiness for this study was peer check, prolonged engagement, and expert check. Inter-researcher and intra-researcher mutual agreement were all greater than 0.80.

Analysis/Results: Two main themes emerged in this study: 1) the PE policy for HSEE has led to new changes in middle school PE concerning program objectives, curriculum, instruction, assessment, and resources, and 2) it has also brought about new requirements for the professionalism of middle school PE teachers in terms of educational concepts, content knowledge, teaching skills, and scientific research and innovation.

Conclusions: The execution of the middle school PE policy has progressively clarified the objectives of the secondary school PE program in China, which has positively impacted teachers’ teaching practices and students’ performance in PE classrooms. This PE policy gives teachers and students a distinct direction and a standardized benchmark. Within China’s HSEE, middle school PE teachers have experienced an augmented sense of belonging to their profession, fostering a commitment to lifelong learning and the pursuit of continuing professional development (CPD). The findings of this study can offer valuable insights for other nations to advocate for policymakers in developing a PE policy that promotes physical education in schools.

The Impact of the Global Pandemic on Teaching Physical Education

Xiaoping Fan¹, SUNY Cortland; Sheri M. Treadwell, The College at Brockport, SUNY; Catherine Cardina, SUNY Buffalo State College; Taemin Ha, Queens College, City University of New York

([email protected])

Background/Purpose: As a result of the COVID-19 pandemic, educators around the world shifted to online or hybrid teaching formats for the remainder of the 2020 school year and most, if not all the of the 2020-21 school year. Physical Education teachers reported several challenges and eventual successes teaching in the new formats. For example, one challenge to moving to online learning was the lack of professional development training for teachers (Moustakas & Robrade, 2022). In addition, many physical educators were unfamiliar with Learning Management Systems (LMS) (i.e., Moodle), resulting in a steep learning curve to master the technology (Hatip, 2020). Research by Centeio et al. (2021) found that the lack of accountability for student learning was a common theme with online learning but noted that once physical education teachers understood how to effectively use technology, they were able to successfully engage with their students in new and inventive ways. While research has examined the impact of COVID-19 on teachers’ instruction during this global pandemic, few studies have been conducted to investigate the physical education classroom after the pandemic. The purpose of this study was to examine how the COVID-19 pandemic changed teaching practices in current physical education with regard to curriculum, assessment, technology, and environment.

Method: A mixed method design (Creswell, 2009) was utilized in this study to explore the current physical education climate post COVID-19. A survey was administered which contained multiple choice questions followed by open-ended questions for more detailed explanations. The survey was sent to physical education teachers (N=2,445) who were members of the New York State Association of Health, Physical Education, Recreation, and Dance (NYS AHPERD). Among those participants, 94 physical education teachers completed this survey. Descriptive statistics were used to describe participants’ beliefs about how the pandemic has changed their teaching practices in physical education. Teachers’ responses to open-ended questions were analyzed using open and axial coding.

Analysis/Results: After preliminary analyses of both quantitative and qualitative data, findings of this study suggest some key insights regarding the impact of COVID-19 on physical education. The results indicated that approximately half of the respondents made revisions to their curriculum following the pandemic. As a result, there were noticeable changes in the focus of the curriculum, with a decrease in emphasis on psychomotor and cognitive learning, a moderate increase in social emotional learning, and a notable increase in emphasizing mental health. Concurrently or similarly or likewise, respondents reported increased assessments in the affective learning domain. Most teachers reported that they remediated motor skills due to the lower skill levels observed in students post pandemic. Additionally, the teachers shared that they continued to use some of the technology (e.g., Google Docs, LMS, virtual meetings, etc.), while declining to use others (e.g., pedometers, heart rate monitors, Plickers, etc.).

Conclusions: The findings of this study hold the potential to provide valuable insights into physical education curriculum and instruction, aiding physical education teachers in effectively implementing current physical education programs to meet the needs of their students.

The Social Ecology of Supervision in a Physical Education Early Field Experience

Nicholas Scott Washburn¹, Western Washington University; Victoria N. Shiver, University of New Mexico; Kevin Andrew Richards^F, University of Illinois Urbana-Champaign

([email protected])

Background/Purpose: Early field experiences have been recognized as critical components of physical education teacher education programs. Within these experiences, the preservice teacher (PT), cooperating teacher (CT), and university supervisor (US) comprise what has been referred to as a community of practice, each possessing an influential role. What remains to be examined is how the relationships among these entities develop throughout the course of the field-based components. Thus, couched within occupational socialization theory, the purpose of this phenomenological study was to examine specific behaviors demonstrated by the members of this community of practice that influence the quality of the relationships among them.

Method: Participants included 14 PTs (11 males), 8 CTs (8 males), and the three authors served as USs. The PTs (12 Caucasian, 2 African American) were in their final semester prior to student teaching. The CTs (all Caucasian) and were split evenly between elementary (n = 4) and secondary (n = 4) schools that were located across a city (n = 4) and county (n = 4) school district near the university. The early field experience involved three one-hour teaching episodes per week for 10 weeks. Data were collected via autobiographical narratives, weekly online discussion prompts, field notes from the USs, and semi-structured interviews.

Analysis/Results: Data were analyzed using standard interpretive processes. Inductively, open, axial and selective coding provided a codebook that was then pilot tested against previously uncoded data. Once coding was completed, we met to finalize the codebook and create a thematic structure to best represent the data. Strategies to ensure trustworthiness included peer debriefing, researcher triangulation, an audit trail, and a search for discrepant cases. The final thematic structure revealed that CTs support a positive relationship with their PTs by demonstrating a concern for their development as teachers and seeking to make the PT comfortable, whereas they hinder their relationship by making them feel unwelcome and withholding constructive feedback. Preservice teachers can support a positive relationship with their CTs by being open to communication and exuding a zest for teaching. Alternatively, PTs can hinder relationships with their CTs by demonstrating complacency and not being receptive to feedback. Finally, USs can support positive relationships with PTs and CTs by clearly communicating fair and reasonable expectations. They can also detract from positive relationships within the community of practice by offering ambiguous expectations and presenting as inflexible on such expectations.

Conclusions: The findings of this study indicate that the US assumes a highly important position within the early field experience community of practice. Those USs who also teach methods classes would be well suited to emphasize to the PTs in their charge the importance of communication and ensuring a passion for teaching. Also unearthed and underscored is the importance of the US to clarify expectations between the University program and the hosting school in the interest of attenuating intra-role conflict, particularly for the PT involved.

The Teacher Educator Technology Competencies: PETE Faculty Beliefs and Implementation

Kason O’Neil¹, East Tennessee State University; Jennifer M. Krause, University of Northern Colorado

([email protected])

Background/Purpose: The Teacher Educator Technology Competencies (TETCs; SITE, 2017) were designed to provide teacher education programs with an overarching framework on how to prepare future educators to successfully navigate the ever-evolving task of technology integration within their future classroom (Burrows et al., 2021). Currently, there are very few published research studies examining the implementation and assessment of the TETCs within teacher education and none in the field of physical education teacher education (PETE). This quantitative study surveyed a sample of PETE faculty in regard to their self-efficacy, current implementation, and overall perceived importance for each of the 12 TETCs.

Method: PETE faculty members from across the United States were invited to participate in an online survey related to their beliefs about and implementation of the TETCs. Using Self-Efficacy Theory as a theoretical framework, an online questionnaire was developed and distributed to faculty asking them to rate their level of agreement (1-strongly disagree to 5-strongly agree) for each of the 12 TETCs specific to their (a) self-efficacy to implement, (b) regular implementation, and (c) beliefs regarding their importance within their respective PETE programs.

Analysis/Results: A total of 47 PETE faculty members completed the survey. Of individuals (N= 20) completing demographic questions, a majority identified as full professor rank (66%), men (61%), and White (72%). They also reported an average of 17 years of experience as a PETE faculty member For all of the 12 TETCs combined, faculty rated their confidence to implement (M= 4.33/SD= .39) and how important (M= 4.43/SD= .37) they thought each TETC was for their PETE program very high, but showed a statistically significant lower score on their current implementation (M= 4.17/SD= .39) of each TETC in their PETE program (p’s<.001). When comparing each of the TETCs, faculty had had the highest overall self-efficacy and implementation for TETC #6 (using appropriate technology tools for assessment, M=4.04, SD= .27) and TETC #4 (using online tools to enhance teaching and learning, M=3.94, SD= .20). In slight contrast, faculty confidence and importance showed to be the lowest for TETC #8 (using technology to connect globally, M=3.24, SD= .32) and TETC #11 (engaging in leadership and advocacy for the use of technology, M=3.43, SD= .29).

Conclusions: Overall, faculty are generally confident in implementing the TETCs and feel they are important for their PETE programs. Yet, they reported lower levels of implementation within their PETE programs. Further research is needed to determine barriers and facilitators to increasing the implementation of the TETCs within PETE programs.

The Teaching Sustainability of Physical Education Teachers Across the Career Cycle

Douglas W. Ellison¹, Kent State University; Ben D. Kern, University of Wyoming

([email protected])

Background/Purpose: Teaching sustainability is conceptualized as the capacity of an individual to emotionally self-regulate and positively endure life’s stressors by grounding decisions in personal values that align with one’s long-term goals. Teaching sustainability includes the concepts of psychological flexibility (PF), teaching resiliency (tRES), and a sense of purpose (SOP). The constructs of teaching sustainability have demonstrated the ability to accurately predict physical education (PE) teachers’ intent to remain teaching in high-poverty schools (Kern, Ellison, Killian, et al., 2020). However, minimal research has been conducted that compares how the constructs of teaching sustainability are influenced throughout a teacher’s career cycle.

Method: The 26 participants were identified from a random national sample of physical educators working in high-poverty schools representing each SHAPE America regional district. Interpretivist philosophical assumptions guided this project. Insofar as reality is flowing, multiple, and reliant on the meanings given to events and practices, and knowledge is formed, subject to divers’ interpretations (Coyle, Gorczynski, and Gibson, 2017). Therefore, the subjective experiences of a teacher’s teaching sustainability throughout the career cycle were sought. Teachers first completed the teaching sustainability questionnaire (TSQ) and then were invited to talk about: (a) their biography and details regarding their career, (b) work-life tensions, and (c) motivation and commitment. Multiple investigators were involved in data collection and analysis to minimize potential biases. To enhance the credibility of findings, informal and formal member checks were employed. Transcripts were initially coded inductively and then deductively using Fessler and Christensen’s (1992) teacher career-cycle model as a guiding framework.

Analysis/Results: Results indicate that the participants with higher TSQ scores had central values that regularly showed at the behavioral and cognitive level on a day-to-day basis. The teachers with a stronger sense of purpose were able to maintain balance between their professional, emotional, social, and motivational lives and proved to be the key to developing and maintaining their capacities throughout the career cycle. The teachers in this study that were able to recognize and capitalize on situations in their lives more efficiently than their counterparts, were able to navigate each stage of the teacher career cycle more effectively.

Conclusions: The participants worked in an organizational environment where the constraints of poverty were present. The teachers with a stronger sense of purpose were able facilitate positive responses when threats to their professional, emotional, social, and/or motivational lives were encountered which aided in their ability to bounce back and be resilient. The teachers with a strong sense of purpose demonstrated a sustained commitment to self-improvement and student success by implementing effective teaching practices, continually seeking ways in which to improve teaching effectiveness, and by their ability to positively cope with stressors and manage their emotions effectively in interactions with colleagues and students. More importantly, a teacher’s elevated score on the TSQ appears to have a direct effect on their ability to navigate difficult circumstances at different stages of the teacher career cycle. Utilizing the TSQ throughout the teacher career cycle may be an important factor in recruiting and retaining teachers.

Training Teacher Educators through Practice-Based Teacher Education

Meghan Dennis¹, Oleg A. Sinelnikov^F, Jacob T. Peterson, Seungsoo Baek, Wonhee Lee, Natalia D. Molska, Adam M Wolecki, Ford Patronas, The University of Alabama

([email protected])

Background/Purpose: Effective teacher education necessitates a focused development of highly qualified teacher educators (Darling-Hammond, 2021; Russell et al., 2016). One of the contemporary approaches that assists in such development of teacher educators is practice-based teacher education (PBTE; Ward et al., 2020). PBTE emphasizes the significance of fostering teacher decision-making and reflective practices through settings that simulate authentic teaching (Ward et al., 2021, 2023; Ward & Cho, 2020). Furthermore, scholars recommend that future physical education teacher educators benefit from applied mentorship training during their doctoral physical education (D-PETE) training (Richards et al., 2018; Richards & Sinelnikov, 2019). While it has been shown that effective mentoring relationships can promote learner’s growth (Johnson-Bailey & Cervero, 2004; Long, 1997), and that PBTE can prepare pre-service teachers with the skills for adaptive teaching (Lampert et al., 2013), there has been a lack of research examining how doctoral students benefit from PBTE. The purpose of this study was to examine D-PETE students’ experiences with PBTE as they mentored pre-service teachers during a methods course and sequential early field experience. Social Constructivist theory (Vygotsky, 1986) served as a theoretical framework for the study.

Method: Five graduate students (3 males and 2 females; average age = 32.4 (SD=4.34) enrolled in a graduate level course at a major university in the Southeastern U.S. served as participants for this study. Within the course, participants served as mentors for pre-service teachers over a 16-week period. During this time, pre-service teachers participated in a secondary methods course and subsequent early field experience. Data collection consisted of formal interviews, stimulated recall interviews, focus group interviews, and document analysis of participants reflection journals (Patton, 2015).

Analysis/Results: Data were analyzed using thematic analysis with the purpose of extracting common categories and themes (Patton, 1990). Trustworthiness and credibility were established through member checks, researcher and data triangulation and searching for negative and discrepant cases. As part of the mentorship process, all participants in the study focused on the pedagogical content knowledge and effective teaching behaviors of their mentees. Results of this study indicated that participants developed their own professional knowledge and skill sets while serving as mentors. Initial focuses were “guided by previous experiences” of mentors, but over time, they would “redirect their focus” by relying on peers to fill knowledge gaps. The focus on applying shared knowledge and skills in real settings allowed participants to “figure out what was expected” as a teacher educator through situated learning.

Conclusions: This study is the first to date to examine how PBTE influences D-PETE students’ experiences when mentoring pre-service teachers. This study demonstrated that PBTE allows D-PETE students the opportunity to develop skills sets and applied knowledge in settings that best mimic real settings. Additionally, in congruence with social constructivism (Vygotsky, 1986), participants were able to acquire transferable knowledge and skills through shared experiences within the mentoring process that will further develop their own self-actualization to “inform [their] future practice.”

Trials and Tribulations from Integrating Sport Education Season with Incarcerated Youth

Zachary Wahl-Alexander^F1, Jennifer Jacobs, Northern Illinois University

([email protected])

Background/Purpose: Research exploring incarcerated youth is scarcely underrepresented. Although prison populations continue to grow at an exponential rate, there are a limited number of programs worldwide working toward rehabilitating this vulnerable population. While scholarship widely acknowledges sport and physical activity as being ideal vessels for promoting both physiological and psychological health, none of these programs employ a multi-faceted approach that utilize sport to develop life skills, education, and interpersonal skills.

Project FLEX (Fitness, Leadership EXperience) is a sport-based leadership program for incarcerated juveniles. The aims of Project FLEX are to provide opportunities for adjudicated youth to participate in regular physical activity while simultaneously developing their sense of personal and social responsibility. One of the ways this interdisciplinary approach can be realized is by utilizing the Sport Education pedagogical model. Sport Education is one of the most widely used and heavily researched pedagogical approach in physical education, yet to date, has never been incorporated with incarcerated populations. The primary objective of this approach is to create competent, literate, and enthusiastic sportspeople, accomplished by delivering an authentic sport experience (called a season). Each season emphasizes fair play, festivity, team affiliation, and formal competition to increase engagement, enjoyment, and interpersonal relations, which are all especially important with incarcerated populations.

While the benefits of Sport Education are widely known in a wide variety of contexts (i.e., physical education, before/after school, summer camps), little is known about how this instructional approach would translate within a maximum-security youth detention center. Therefore, the purpose of this presentation is to provide a descriptive account of how a pickleball seasons was implemented, offer detailed strategies of what features to over or under emphasize, and provide preliminary physical activity, fitness, social behavior, and psychomotor data.

Method: The study was conducted in one maximum security juvenile detention centers, located in Midwest portion of the United States. Participants were 8 male youth (M_age = 18.2 years), all of whom participated in a pickle ball season. Data collection was administered prior to, and at the conclusion of the season and consisted of, height, weight, muscle strength assessments, PACER test, systematic observation, skills and gameplay assessment.

Analysis/Results: A series of ANOVA’s revealed significant differences across time for skills assessment, gameplay evaluation, and BMI. Lastly, average step count across the unit was statistically higher as the season progressed, with peaks during the regular season and culminating event.

Conclusions: The primary aim of this presentation was to provide a descriptive account of how this two Sport Education season was implemented and what features should be over and under emphasized. In this iteration, emphasizing team affiliation, fair play, and a variety of different structured formal competition was critical to success. However, limiting the exposure to participant officiating and deemphasizing the importance traditional sport education roles aided its success. Specific to the other aims, preliminary data demonstrates health-related fitness marker improvement, decreased anti-social behaviors during programming, and improved psychomotor skill development over the course of each season. Future research exploring participants enjoyment, or longitudinal impact of recidivism would be extremely beneficial.

Utilizing Participatory Action Research to promote Social and Emotional Learning

Donal Howley¹, Towson University; Ben Dyson^F, University of North Carolina, Greensboro; Seunghyun Baek, Judy Fowler, University of North Carolina – Greensboro; Yanhua Shen, UNC Greensboro

([email protected])

Background/Purpose: There is a recognized need to enact more participatory and transformative forms of curricula and pedagogy promoting Social and Emotional Learning (SEL) to develop critically informed and engaged students (Jagers et al., 2019). Yet, research focusing on explicit implementation of SEL in high school Physical Education (PE) involving students, and utilizing such approaches is scarce. Utilizing social constructivist learning theory and CASEL’s SEL Framework (2015), the purpose of this study is to present how high school students utilized Participatory Action Research (PAR) to promote experiences and understandings of SEL. Two research questions guided the research process: 1) How did students respond to, interpret, and enact these methods? 2) What contribution did the enactment of these methods have in promoting experiences and understandings of SEL?

Method: The study utilized a variety of traditional and innovative PAR methods including personal biographies, timelines, digital and written reflections, and photovoice. These methods were implemented by two teachers with their respective students during a 15-week course involving 20 75-minute lessons, designed to intentionally accomplish SEL competencies and skills through aligning contemporary theory and frameworks with established best practices. 43 ninth/tenth grade students (30 girls/13 boys, aged 14–15) from the two PE classes consented for researchers to retrospectively collect their work for data analysis, and collectively participated in five one-on-one and 16 focus group interviews reflecting on their experiences of utilizing PAR after the course. The Miles, Huberman, and Saldana Framework for Qualitative Data Analysis (2014) was implemented involving both deductive and inductive combinations of comparative and thematic analysis.

Analysis/Results: Three overarching themes with accompanying subthemes are presented: Enlight; Camera; and Action! Findings indicate students exhibited varied understandings and limited contextualized experiences of SEL within and outside of PE prior to the study. The explicit and intentional emphasis on the conceptually targeted competencies and skills when utilizing PAR within and outside of classes allowed students to distinguish between and develop more uniform understandings and experiences of SEL. Facilitating students with the opportunity to identify and share their previous and evolving understandings and experiences of SEL through PE and physical activity in their wider worlds helped better inform and contextualize ways in which they participated in PE and physical activity inside and outside of school, and how they might continue to do so in future.

Conclusions: Utilizing PAR led to an explicit and intentional focus on SEL that in turn facilitated students’ further understanding and appreciation of the role others and emotions and SEL competencies and skills played in their participation and learning within PE and more broadly in their physically active lifestyles beyond school. The utilization of innovative participatory, open-ended, and reflective approaches to teaching and learning in high school PE can assist in the accomplishment of SEL more comprehensively and facilitate students in acquiring and applying the knowledge, skills, and attitudes to be physically active and develop healthy identities, manage emotions and achieve personal and collective goals, feel and show empathy for others, establish and maintain supportive relationships, and make responsible and caring decisions (CASEL, 2015).

“I Am Important”: Navigating the Graduate Assistant Role through Self-Study

Katie A. Juarez¹, University of Wyoming; Victoria N. Shiver, University of New Mexico

([email protected])

Background/Purpose: Graduate students typically feel high levels of stress and anxiety during their programs. This experience can be compounded by feelings of isolation and imposter syndrome. Due to advisor-related factors such as power dynamics or varied identity traits, however, a mentor that is outside of the institution may provide added support. Self-selection of mentors has the potential to allow graduate students to seek input from individuals that have shared lived experiences, similar interests in terms of research and teaching, and compatibility to allow for ease of asking and answering questions openly, reducing fear of potential repercussions. The purpose of the present work is to explore the development of a graduate assistant through her engagement with self-study and added outside mentoring.

Method: The present work was conducted by Kara, a first-year master’s student in a midwestern PETE program. Kara served as graduate assistant, receiving funding for coordinating a multi-district afterschool program. Self-study of teacher education practices (S-STEP) served as a guiding process for the study and for developing a mentoring relationship and critical friendship between herself and Elizabeth. Elizabeth was an early career faculty member at a separate institution with experience in research and practice in the role Kara was fulfilling. Qualitative data were collected through journaling and critical friend discussions over one academic year. Kara wrote 20 journal entries centered on her experiences as a graduate student and program coordinator. Elizabeth read each entry and provided comments to probe Kara to think more deeply about key points. A total of 13 critical friend discussions occurred. Conversations delved deeply into journal reflection topics and discussions around personal and professional goals and progress. Each meeting was an average of 45 minutes, audio-recorded, and transcribed.

Analysis/Results: Qualitative analysis was done collaboratively by progressively moving through open and axial coding, development and testing of a codebook, and presentation of themes. Weekly meetings and ongoing journal entries occurred throughout analysis. Coding was guided by the idea of turning points which indicated periods of time that were meaningful to Kara’s experience and resulted in a shift in her perspective and/or practice. During her year as a program coordinator, Kara’s experiences included 3 turning points guided by Elizabeth’s mentoring: (a) adjusting to new beginnings; (b) learning the ropes and settling in; (3) being established and connected. Kara’s initially felt lonely in her role and took time adjusting to life in a new location, relying on support from others and facing changes in her coordinating role. Eventually, she felt a sense of accomplishment and established.

Conclusions: The S-STEP process with an outside mentor aided Kara in learning more about herself and adjusting to a new role. The importance of this research is to highlight the adjustments made by a 1st year graduate student and the importance of having support, particularly through strong mentorship and reflection. We recommend new graduate students and first-time program coordinators examine how their roles impact their role management and influence their well-being, and that they find suitable mentors that can assist in their development.

“No One Works in Isolation Here”: The Socialization of Physical Education Teachers into a Professional Learning Community

Zack Beddoes¹, Bringham Young University; Jenna Starck, UW – La Crosse; Rachyl Jane Stephenson, University of Wisconsin La Crosse

([email protected])

Background/Purpose: Professional learning communities ([PLCs]; DuFour et al., 2016) are increasingly utilized as an effective framework for continuous professional development. Within these structures teacher teams focus intently on increasing student learning while engaging in a results-oriented, collaborative culture (DuFour et al., 2008). Though PLC schools ideally include all content areas, there is little research examining the socialization of physical education teachers within this space (Klatt et al., 2022). Emerging research suggests that physical educators who invest in PLCs experience decreased marginalization and enhanced perceived mattering in the school community (Beddoes et al., 2022). Using occupational socialization theory (Richards et al., 2014) and social capital theory (Bourdieu & Wacquant, 1992), the purpose of this study was to explore how physical education teachers are socialized into a school-based PLC during their induction years.

Method: Two physical education teachers and four school administrators at a nationally recognized elementary “PLC school” in the Eastern United States participated in this study. Using a single instrumental case study design (Stake, 1995), data collection included: formal dyadic interviews, focus groups, informal interviews, documents, and formal observations. A single instrumental case study design was used for the present study as it focuses on connections, such as relationships, and can provide insights into an issue rather than exploring a specific and/or unique phenomenon as would be seen in an intrinsic case study. An instrumental case study design gleans insights from a specific bounded case to enhance understanding of the larger research questions.

Analysis/Results: The qualitative data analysis software ATLAS.ti was utilized to assist with the content analysis for the study. Once data were collected and transcribed, the files were imported into the ATLAS.ti software. The interviews, observation field notes, and collected documents were then systematically reviewed to identify emerging themes related to the theoretical constructs.

Attribute coding was performed in the first cycle of the data analysis to document descriptive information about the various components of the case. Axial coding was employed in the second cycle to strategically reorganize and reassemble the data by eliminating redundant codes while ascertaining categories and sub-categories (Saldaña, 2016). Data analysis reflected an inductive (allowing themes to emerge naturally) and deductive (themes informed by the theoretical constructs), iterative process (Richards et al., 2018).

Themes included: (1) Dispersed and Inclusive Leadership, (2) Teacher Empowerment, and (c) Culture of Belonging with associated subthemes.

Conclusions: The findings from this study carry three significant implications for the physical education profession: (1) meaningful and ongoing vertical collaboration between the physical education team and school administrators can be crucial for increasing local advocacy and reducing perceived marginalization, (2) physical educators must be willing and able to collaborate horizontally within and across content areas, and (3) meaningful PLC experiences are based on the cultivation of strong social capital. With intentional preparation for and engagement within PLCs, physical educators can experience empowerment and belonging within the school culture.