With the aim of advancing the literature on impression management in physical activity settings, ... more With the aim of advancing the literature on impression management in physical activity settings, we developed a theoretically derived 2 by 2 instrument that was designed to measure different types of context-specific self-presentation motives. Following item generation and expert review (Study 1), the instrument was completed by 206 group exercise class attendees (Study 2) and 463 high school physical education students (Study 3). Our analyses supported the intended factor structure (i.e., reflecting acquisitive-agentic, acquisitive-communal, protective-agentic, and protective-communal motives). We found some support for construct validity, and the self-presentation motives were associated with variables of theoretical and applied interest (e.g., impression motivation and construction, social anxiety, social and achievement goals, efficacy beliefs, engagement). Taken together, the results indicate that the Self-presentation Motives for Physical Activity Questionnaire (SMPAQ) may be ...
Two studies involving high school physical education students were conducted to investigate assoc... more Two studies involving high school physical education students were conducted to investigate associations between 2 x 2 self-presentation motives and theorized antecedents. In Study 1 (n = 445), using path analysis, we found that positive predictive pathways emerged from fear of negative evaluation, trait agency and communion, self-presentational efficacy, and social self-efficacy to 2 x 2 motives. In Study 2 (n = 301), using cluster analysis, we found that approximately half the cohort was classified into a high motive endorsement cluster and half into a low motive endorsement cluster. The high cluster had significantly higher 2 x 2 motive, fear of negative evaluation, trait agency and communion, and self-efficacy scores. This work represents the first concerted effort to empirically examine proposed antecedents of 2 x 2 motives and serves to inform theorists and practitioners about dispositional and context-specific factors that may align with these motives.
One of the cause’s célèbre in the field of education has been teacher attrition; Physical educati... more One of the cause’s célèbre in the field of education has been teacher attrition; Physical education (PE) is no different. Some PE teachers are leaving the profession because they encounter stress and dissatisfaction in their profession. The purpose of this study is to determine the aspects that keep PE teachers happy and remaining in the profession. Seven job satisfaction factors were identified with principal component analysis and logistic regression models used to study the likelihood of teachers’ intention to stay in the profession. Those PE teachers who intended to stay in teaching were more satisfied with the resources, work community, their own expertise, recognition of teaching, manageability of work, students, as well as the quality of work. It was also found that satisfaction and commitment to teaching were strong predictors for staying in the profession. For early career teachers, manageability and quality of work were the factors that were strongly related to their intention to stay in the profession.
International Journal of Performance Analysis in Sport
The execution of the serve return is of particular importance given the increasing serve speeds t... more The execution of the serve return is of particular importance given the increasing serve speeds that characterise modern tennis. The spatial distributions of the serve return at the professional level and between two age groups of high performance players (i.e., Under-16 and Under-12) were analysed to determine whether the location of a serve-return was independent of or related to, the gender of the player. Chi-square analysis revealed significant differences in the distribution of first serve-return across the three serve-return locations to wide serves between the male and female Under-16 players (p Keywords: GENDER; NOTATIONAL ANALYSIS; SERVE RETURN Document Type: Research Article Publication date: December 1, 2014 More about this publication? Editorial Board Information for Authors Subscribe to this Title Terms & Conditions ingentaconnect is not responsible for the content or availability of external websites $(document).ready(function() { var shortdescription = $(".origin...
Background: Teacher turnover has been identified as a major problem that represents instability i... more Background: Teacher turnover has been identified as a major problem that represents instability in teaching. Teacher turnover can be divided into three components: attrition means that the teacher is leaving the profession; area transfer means that the teacher is changing his/her subject area and migration means that the teacher is moving from one school to another. The single most important concern is teacher attrition. Attrition is particularly high among teachers in their first five years of service. Although extensive research has been carried out on teacher attrition, no single study exists which comprehensively analyses the attrition of physical education (PE) teachers. Purpose: The purpose of the study was to establish the attrition and area transfer rates of PE teachers in Finland. This paper also focuses on the reasons behind why PE teachers are leaving the profession. Key findings: A total of 230 (23%) of 994 PE teachers who graduated between the years 1980 and 2006 moved ...
Purpose: This study investigated Finnish physical education (PE) teachers' intentions to leav... more Purpose: This study investigated Finnish physical education (PE) teachers' intentions to leave the profession and the reasons behind them. Method: A large sample (N=808) of PE teachers who graduated between 1980 and 2008 (432 women, 376 men) answered a modified job satisfaction and teacher follow-up questionnaire that elicited career perceptions, intentions, and current work duties. Results: In this sample, 26% of the respondents were contemplating leaving their jobs as PE teachers and an additional 13% were actually in the process of transferring from PE teaching but planned to remain in school teaching. To determine the reasons for considering leaving the PE teaching profession, principal axis factoring with direct oblimin rotation was performed on the 35 items of the questionnaire. These factors were labeled as status of the PE teaching profession, pupils, working conditions, colleagues, expertise, workload, administration, and stress. The most influential factors were poor f...
International Journal of Performance Analysis in Sport
This study investigated knowledge representation and pattern of play recognition skills of elite ... more This study investigated knowledge representation and pattern of play recognition skills of elite adult and youth soccer players, while participating in conditioned phases of play. Players (n = 16) participated in their own expertise group and verbal reports were transcribed and coded into concepts (Goals, Conditions, Actions) based on a modified model of protocol structure used for tennis by (McPherson & Kernodle 2007). A Mann Whitney test was used to analyse the mean scores of the participants for knowledge representation and a Chi Square test was performed using percentage scores to identify differences in the players’ ability to recognise patterns of play. The study showed that adult experts (n = 8) were able to generate more content and details, when verbalising their cognitive thought processes in game situations than youth (n = 8) elite players. The findings support previous research in that more experienced adult players are able to consistently call upon more developed long ...
ABSTRACT Background: This study was grounded in the differentiated instructional model where teac... more ABSTRACT Background: This study was grounded in the differentiated instructional model where teachers tailor content, process/support, and product in response to their students' levels of readiness and interest. The value of differentiated teaching is well established; however, the implementation of such a technique is difficult due to differences in student skills and preferences.Purpose: In this study, we sought to explore physical education (PE) teachers' perceptions about the need for differentiation in their swimming programs (i.e. the differentiation ‘rhetoric’), along with their actual use of differentiation strategies (i.e. the differentiation ‘reality’) in their swimming lessons.Participants: Three Western Australian high school Year 8 and Year 9 PE teachers (two from a non-government school and one from a government school), ranging in age from 25 to 39 years and with 5 to 15 years of PE teaching experience, participated in this study. The study involved four classes, totaling 103 students.Data collection: Teachers' perceptions about the need for differentiation, along with their actual use of differentiation strategies, were recorded using class observations (i.e. 36 lessons) and questionnaires and were supported by in-depth teacher interviews. Students from these classes were also targeted for observation and interview during a single school term.Data analysis: Observation data were inductively analyzed according to Tomlinson's model of differentiation. All interviews were tape-recorded and transcribed verbatim, before transcripts were coded in order to identify recurring themes. Percentage yes/no scores were calculated for student questionnaire data.Findings: While successfully differentiating content and process/support in the swimming classroom, teachers infrequently differentiated for product (e.g. different forms of assessment). Moreover, the limitations of space/numbers, time, and student readiness impacted on the differentiation strategies and student learning opportunities and outcomes.Conclusion: Implementing a differentiated approach to swimming teaching appears to represent a significant challenge, though these data provide evidence of differentiated pedagogy that facilitated student learning outcomes.
With the aim of advancing the literature on impression management in physical activity settings, ... more With the aim of advancing the literature on impression management in physical activity settings, we developed a theoretically derived 2 by 2 instrument that was designed to measure different types of context-specific self-presentation motives. Following item generation and expert review (Study 1), the instrument was completed by 206 group exercise class attendees (Study 2) and 463 high school physical education students (Study 3). Our analyses supported the intended factor structure (i.e., reflecting acquisitive-agentic, acquisitive-communal, protective-agentic, and protective-communal motives). We found some support for construct validity, and the self-presentation motives were associated with variables of theoretical and applied interest (e.g., impression motivation and construction, social anxiety, social and achievement goals, efficacy beliefs, engagement). Taken together, the results indicate that the Self-presentation Motives for Physical Activity Questionnaire (SMPAQ) may be ...
Two studies involving high school physical education students were conducted to investigate assoc... more Two studies involving high school physical education students were conducted to investigate associations between 2 x 2 self-presentation motives and theorized antecedents. In Study 1 (n = 445), using path analysis, we found that positive predictive pathways emerged from fear of negative evaluation, trait agency and communion, self-presentational efficacy, and social self-efficacy to 2 x 2 motives. In Study 2 (n = 301), using cluster analysis, we found that approximately half the cohort was classified into a high motive endorsement cluster and half into a low motive endorsement cluster. The high cluster had significantly higher 2 x 2 motive, fear of negative evaluation, trait agency and communion, and self-efficacy scores. This work represents the first concerted effort to empirically examine proposed antecedents of 2 x 2 motives and serves to inform theorists and practitioners about dispositional and context-specific factors that may align with these motives.
One of the cause’s célèbre in the field of education has been teacher attrition; Physical educati... more One of the cause’s célèbre in the field of education has been teacher attrition; Physical education (PE) is no different. Some PE teachers are leaving the profession because they encounter stress and dissatisfaction in their profession. The purpose of this study is to determine the aspects that keep PE teachers happy and remaining in the profession. Seven job satisfaction factors were identified with principal component analysis and logistic regression models used to study the likelihood of teachers’ intention to stay in the profession. Those PE teachers who intended to stay in teaching were more satisfied with the resources, work community, their own expertise, recognition of teaching, manageability of work, students, as well as the quality of work. It was also found that satisfaction and commitment to teaching were strong predictors for staying in the profession. For early career teachers, manageability and quality of work were the factors that were strongly related to their intention to stay in the profession.
International Journal of Performance Analysis in Sport
The execution of the serve return is of particular importance given the increasing serve speeds t... more The execution of the serve return is of particular importance given the increasing serve speeds that characterise modern tennis. The spatial distributions of the serve return at the professional level and between two age groups of high performance players (i.e., Under-16 and Under-12) were analysed to determine whether the location of a serve-return was independent of or related to, the gender of the player. Chi-square analysis revealed significant differences in the distribution of first serve-return across the three serve-return locations to wide serves between the male and female Under-16 players (p Keywords: GENDER; NOTATIONAL ANALYSIS; SERVE RETURN Document Type: Research Article Publication date: December 1, 2014 More about this publication? Editorial Board Information for Authors Subscribe to this Title Terms & Conditions ingentaconnect is not responsible for the content or availability of external websites $(document).ready(function() { var shortdescription = $(".origin...
Background: Teacher turnover has been identified as a major problem that represents instability i... more Background: Teacher turnover has been identified as a major problem that represents instability in teaching. Teacher turnover can be divided into three components: attrition means that the teacher is leaving the profession; area transfer means that the teacher is changing his/her subject area and migration means that the teacher is moving from one school to another. The single most important concern is teacher attrition. Attrition is particularly high among teachers in their first five years of service. Although extensive research has been carried out on teacher attrition, no single study exists which comprehensively analyses the attrition of physical education (PE) teachers. Purpose: The purpose of the study was to establish the attrition and area transfer rates of PE teachers in Finland. This paper also focuses on the reasons behind why PE teachers are leaving the profession. Key findings: A total of 230 (23%) of 994 PE teachers who graduated between the years 1980 and 2006 moved ...
Purpose: This study investigated Finnish physical education (PE) teachers' intentions to leav... more Purpose: This study investigated Finnish physical education (PE) teachers' intentions to leave the profession and the reasons behind them. Method: A large sample (N=808) of PE teachers who graduated between 1980 and 2008 (432 women, 376 men) answered a modified job satisfaction and teacher follow-up questionnaire that elicited career perceptions, intentions, and current work duties. Results: In this sample, 26% of the respondents were contemplating leaving their jobs as PE teachers and an additional 13% were actually in the process of transferring from PE teaching but planned to remain in school teaching. To determine the reasons for considering leaving the PE teaching profession, principal axis factoring with direct oblimin rotation was performed on the 35 items of the questionnaire. These factors were labeled as status of the PE teaching profession, pupils, working conditions, colleagues, expertise, workload, administration, and stress. The most influential factors were poor f...
International Journal of Performance Analysis in Sport
This study investigated knowledge representation and pattern of play recognition skills of elite ... more This study investigated knowledge representation and pattern of play recognition skills of elite adult and youth soccer players, while participating in conditioned phases of play. Players (n = 16) participated in their own expertise group and verbal reports were transcribed and coded into concepts (Goals, Conditions, Actions) based on a modified model of protocol structure used for tennis by (McPherson & Kernodle 2007). A Mann Whitney test was used to analyse the mean scores of the participants for knowledge representation and a Chi Square test was performed using percentage scores to identify differences in the players’ ability to recognise patterns of play. The study showed that adult experts (n = 8) were able to generate more content and details, when verbalising their cognitive thought processes in game situations than youth (n = 8) elite players. The findings support previous research in that more experienced adult players are able to consistently call upon more developed long ...
ABSTRACT Background: This study was grounded in the differentiated instructional model where teac... more ABSTRACT Background: This study was grounded in the differentiated instructional model where teachers tailor content, process/support, and product in response to their students' levels of readiness and interest. The value of differentiated teaching is well established; however, the implementation of such a technique is difficult due to differences in student skills and preferences.Purpose: In this study, we sought to explore physical education (PE) teachers' perceptions about the need for differentiation in their swimming programs (i.e. the differentiation ‘rhetoric’), along with their actual use of differentiation strategies (i.e. the differentiation ‘reality’) in their swimming lessons.Participants: Three Western Australian high school Year 8 and Year 9 PE teachers (two from a non-government school and one from a government school), ranging in age from 25 to 39 years and with 5 to 15 years of PE teaching experience, participated in this study. The study involved four classes, totaling 103 students.Data collection: Teachers' perceptions about the need for differentiation, along with their actual use of differentiation strategies, were recorded using class observations (i.e. 36 lessons) and questionnaires and were supported by in-depth teacher interviews. Students from these classes were also targeted for observation and interview during a single school term.Data analysis: Observation data were inductively analyzed according to Tomlinson's model of differentiation. All interviews were tape-recorded and transcribed verbatim, before transcripts were coded in order to identify recurring themes. Percentage yes/no scores were calculated for student questionnaire data.Findings: While successfully differentiating content and process/support in the swimming classroom, teachers infrequently differentiated for product (e.g. different forms of assessment). Moreover, the limitations of space/numbers, time, and student readiness impacted on the differentiation strategies and student learning opportunities and outcomes.Conclusion: Implementing a differentiated approach to swimming teaching appears to represent a significant challenge, though these data provide evidence of differentiated pedagogy that facilitated student learning outcomes.
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