Sport Education – Page 2 – The Sport Journal

Understanding High School Females’ Perceptions of Physical Education Through Attitude Theory

Authors: Heidi Miller Crone

University of North Carolina Wilmington

Corresponding Author:

Heidi Miller Crone, Ed.D.
6518 Trammel Dr.
Dallas, TX, 75214
croneheidi@gmail.com
972-977-9990

Dr. Heidi Miller Crone is a physical education teacher and coach at the Hockaday School in Dallas, TX.

Understanding High School Females’ Perceptions of Physical Education Through Attitude Theory

ABSTRACT

Purpose: This study aimed to explore high school females’ perceptions of physical education through semi-structured, one-on-one interviews.

Methods: Qualitative data collection methods were utilized for this research to gain insight into high school females’ perceptions of physical education. This study conducted in-depth interviews with ten high school girls from a private school. NVivo data analysis software was employed, as well as coding data by hand. Greater trustworthiness of the findings and credibility of the data analysis were further enhanced by utilizing an additional researcher during the coding and analysis process.

Results: Four themes emerged from the interview transcripts, which include (a) students want their voices to be heard, (b) social factors significantly affect the physical education experience, (c) students find physical education to be useful, and (d) there is a broad spectrum of feelings toward physical education.

Conclusions: The findings from the research are significant because there is a lack of qualitative studies that specifically focus on high school girls’ perspectives regarding physical education. The results indicate that students want variety and autonomy within physical education, and they need physical educators who understand the impact of social factors. Additionally, they believe physical education is valuable, and they have a wide array of feelings toward physical education.

Applications in Sport: Identifying factors that shape students’ perceptions of physical education will be helpful for practitioners and researchers. An excellent starting point for current practitioners is to survey the students and work toward creating a more student-centered curriculum to help improve high school females’ perceptions of physical education.

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U.S. Sports Academy2022-11-18T12:14:16-06:00December 9th, 2022|Research, Sport Education|Comments Off

Rowing Performance Following a Single Teaching Session in School Children

Authors: Giovanni Ficarra¹, Fabio Trimarchi¹, Alessandra Bitto², Debora Di Mauro¹

¹Department of Biomedical and Dental Sciences and Morphological and Functional Sciences,

²Department of Clinical and Experimental Medicine, University of Messina, c/o AOU Policlinico G. Martino, Via C. Valeria, Gazzi, 98125, Messina, Italy.

Corresponding Author:

Prof. Alessandra Bitto, MD, PhD

Department of Clinical and Experimental Medicine, University of Messina

Torre Biologica 5th floor, “AOU” Policlinico G. Martino

Via C. Valeria, Gazzi, 98125 Messina, Italy

E-mail: abitto@unime.it

Giovanni Ficarra, MSc, is a PhD student at the University of Messina, Italy. He holds a degree in Sports Science and his research interests focus on teaching physical activity with the particular attention to rowing to adolescents, and sport-related measurement issues especially in experimental settings.

Fabio Trimarchi, MD, PhD, is a Full Professor of Biomechanics at the University of Messina, Italy. His research interests focus on the mechanical aspects of human body and he is in charge for the outpatient of Sport Medicine at the University Hospital of Messina.

Debora Di Mauro, PharmD, PhD, is an Associate Professor of Sport Methodology at the University of Messina, Italy. His research interests focus on the methodological aspects of teaching sport.

Alessandra Bitto, MD, PhD is a Full Professor of Pharmacology at the University of Messina, Italy. Her research is focused on the effects of drugs and supplements on various aspects of diseases, she also shares research interest on experimental training protocols to ameliorate drug response.

ROWING PERFORMANCE FOLLOWING A SINGLE TEACHING SESSION IN SCHOOL CHILDREN

ABSTRACT

Purpose: The teaching of sport activities during childhood is fundamental to improve their fitness levels, but also to promote inclusion, sense of responsibility and self-discipline. In many countries physical activity based educational programs include rowing among the disciplines that schools promote and support. In Italy, rowing is not included in the common school activities; thus, we carried out a pilot project in a secondary school in Sicily to evaluate the efficacy of teaching and learning of the basic concepts of rowing technique in school pre-adolescents exposed to rowing for the first time.

Methods: After a 2-hour teaching session, a short survey was administered, and the 20 seconds maximum speed test was performed by 62 schoolchildren (12-14 years of age) of both sexes.

Results: Despite some difference in anthropometric characteristics, and in the retention of the information provided before the questionnaire, no significant difference between male and female students was observed in the 20 second all-out test.

Conclusions, and Applications in Sport: Rowing could be easily performed by all school kids and should be included in the physical activities performed at school to improve not only their physical skills but also their wellbeing.

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U.S. Sports Academy2022-11-18T11:06:33-06:00November 25th, 2022|Sport Education|Comments Off

GRIT: Predictability of Effort and Achievement in Physical Education

Authors: Meany, Brendan¹, Weigand, Daniel², Woolsey Conrad³, Lodato, Vincent⁴, Otto, Wendell⁵, & Owens, Robert⁶

¹Department of Physical Education, Alan B. Shepard High School
²Department of Sport and Performance Psychology, University of Western States, Portland, OR, USA
³President at Optimum Performance & Wellness Associates, Kansas City, MO, USA
⁴Department of Sport and Performance Psychology, University of Western States, Portland, OR, USA
⁵Department of Sport and Performance Psychology, University of Western States, Portland, OR, USA
⁶Elite Performance Coach, Valor Performance, Greensboro, NC, USA

Corresponding Author:
Brendan Meany Ed.D.
208 Glenwood Ave
Willow Springs, IL
Brendanmeany44@gmail.com
708-906-9418

GRIT: PREDICTABILITY OF EFFORT AND ACHIEVEMENT IN PHYSICAL EDUCATION

ABSTRACT

McClelland (22) defined grit as someone who purposefully sets challenging long-term goals, undeterred, despite the absence of positive feedback. To define and quantify this phenomenon, Duckworth et al. (13) created grit theory and the psychometric assessment Grit-S (14). Research has supported Grit-S’s predictability of effort and achievement in predominately cognitive domains. Limited research exists in noncognitive fields such as kinetic output and physical activity, using objective third-party assessments, and in diverse populations (7, 11, 29, 32). Research and findings in this study reveal that grit is more complicated than a singular quality that determines effort and achievement. This quantitative study utilized a correlative design to establish relationships between Grit-S and kinetic output measured with heart rate monitors. A multiple regression analysis established associations with the main variables and population dynamics: age, gender, race, and socioeconomic status. The sample consisted of 134 students aged 15-18 at a heterogenous low-socioeconomic high school. Inconclusive results of this study warrant further investigation into Grit-S’s predictability in sport and exercise performance as well as other kinesthetic domains. Validating and testing new and unbiased instruments to determine how grit varies across other areas of student achievement can improve the educational experience and potential positive outcomes. This study has implications for anyone involved in the process of human development and performance. Teachers, coaches, parents, and leaders who adopt mastery and process-driven practices can design supportive, motivating, and purposeful organizations to enhance grittiness and overall well-being.

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U.S. Sports Academy2021-11-29T09:11:27-06:00December 3rd, 2021|Sport Education, Sports Health & Fitness|Comments Off

Role stressors in sport: A comparison of role stress and job satisfaction among sport providers.

Authors: Chuck Provencio¹, Daewon Yoon¹, Tiara Rose Johnson², John C. Barnes, PhD¹

¹Department of Health, Exercise, and Sport Sciences, The University of New Mexico, Albuquerque, NM, USA
²Department of Educational Psychology, The University of New Mexico, Albuquerque, NM, USA

Corresponding Author:
Chuck Provencio
126 Johnson Center
Albuquerque, NM 87131
cprovencio88@gmail.com
605-690-7035

Chuck Provencio is a Ph.D. Candidate and Research Assistant at The University of New Mexico.

Role stressors in sport: A comparison of role stress and job satisfaction among sport providers.

ABSTRACT

Role stress occurs when individuals’ responsibilities are ambiguous or in conflict with their role expectations. Purpose: Using the theory of role dynamics (37), this study explored role stress and job satisfaction among sport providers (n = 195). The purpose of this study was to determine whether commonly education, training, and other variables impacted role stress, and whether role stress impacted job satisfaction among sport providers. Methods: The researchers used Bowling et al.’s (10) role stressors scale to measure role stressors and Spector’s (57) Job Satisfaction Survey to assess job satisfaction, along with demographic information, length of time in the role, level of education, and job training. Results/Conclusions: Findings indicated that education and job trainings were not significant predictors of role stress or job satisfaction, but other variables were found to be significant. Implications and recommendations for future studies are further discussed. Applications in Sport: These findings indicate that newer and younger coaches may require some support from sport managers. Additional applications discussed in the manuscript.

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U.S. Sports Academy2021-10-20T08:58:38-05:00October 29th, 2021|Research, Sport Education|Comments Off

An evidence-based sports nutrition curriculum for youth

Authors: Ronald L. Gibbs Jr.¹, Tyler B. Becker^1,2

¹MSU Extension, Health and Nutrition Institute, Michigan State University, East Lansing, MI, USA
²Department of Food Science and Human Nutrition, Michigan State University, East Lansing, MI, USA

Corresponding Author:
Ronald L. Gibbs Jr PhD, MCHES
446 W. Circle Drive, Justin S. Morrill Hall of Agriculture, Rm: 250
East Lansing, MI 48828
gibbsro2@msu.edu
517-862-7105

Ronald L. Gibbs Jr. PhD, MCHES is an academic specialist in Extension at Michigan State University in East Lansing, MI. His research interests focus on coach and athlete education, long-term athlete development (LTAD), psychosocial aspects of sports and physical activity, adolescent nutrition and physical activity behavior change through sport participation, sports performance, and reducing childhood obesity.

Tyler B. Becker, PhD, CSCS is an Assistant Professor of Nutritional Sciences at Michigan State University in East Lansing, MI. His research areas include rural health, sports nutrition, and youth health education programs.

An evidence-based sports nutrition curriculum for youth

ABSTRACT

Most youth do not meet national nutrition recommendations and overconsume high-calorie, low nutrient-dense foods. A large portion of youth in the US participate in organized sports, which provides an alternative means for delivering nutrition-based education. Peak Health and Performance (PHP) is a youth-focused curriculum that uses sport to promote healthy eating behaviors. PHP uses evidenced-based sports nutrition guidelines and recommendations from the Dietary Guidelines for Americans. Lesson 1 provides an introductory overview of the three macronutrients including basic classifications and recommendations. Lesson 2, describes how athletes should change the portions of foods they are consuming based on activity levels for a particular day. Lesson 3 describes recommendations for timing of intake, and lesson 4 emphasizes best hydration practices. Lesson 5 is an application-based lesson on how athletes can use information from the previous four lessons to practice a healthy eating pattern that will also improve sports performance. The final lesson promotes and encourages sport as a vehicle for physical, mental, and emotional wellness. Future research will examine the effects of PHP in changing nutrition-related behaviors among a diverse population of children and adolescent athletes.

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U.S. Sports Academy2021-01-07T10:12:53-06:00February 5th, 2021|Sport Education|Comments Off