University students' ability-expectancy beliefs and subjective task values for exergames

The purpose of this dissertation was to integrate the expectancy-value model of achievement choice and self-efficacy theory among middle school students, with the goal of better understanding students’ motivational beliefs and the factors that influence these beliefs. Three quantitative studies were conducted to address this purpose. In study 1, the expectancy-value model constructs (expectancy-related beliefs and subjective task values) and self-efficacy theory constructs (self-efficacy and outcome expectancy) were measured in a sample of 225 students and were used to predict students’ in-class activity levels during a 2-week follow-up. Results of path analyses yielded that the hypothesized model fit the data well. Specially, self-efficacy had the greatest effect on activity levels followed by subjective task values. Expectancy-related beliefs and outcome expectancy indirectly predicted activity levels via self-efficacy. The overall variances in self-efficacy and in-class activity levels explained by the model were 54% and 23%, respectively. Study 2 investigated how students’ motivation toward physical education changed over the course of one school year among 206 students, and how grade and gender affected motivation. The results highlight that, self-efficacy and subjective task values were significant predictors of students’ intention for future participation in physical education across cohorts. This longitudinal study revealed a consistent decline in the mean levels of the study variables. However, there were no gender differences for any of the study variables. Study 3 examined the effects of two different learning contents (soccer and fitness) on students’ motivational beliefs (self-efficacy, subjective task values, and outcome expectancy) and their in-class activity levels. The results suggest that students reported higher scores in self-efficacy and outcome expectancy toward fitness than they did toward soccer. Nevertheless, students exhibited significantly higher in-class activity levels in the soccer class than they did in the fitness stations class. The results were interpreted from the perspectives of expectancy-value model and self-efficacy theory, and the educational implications were provided for physical education teachers and practitioners.

In this study we examined students' motivation in an elementary physical education running program using achievement goal theory and an expectancy-value model of achievement choice as theoretical frameworks. Fourth graders (N = 119) completed questionnaires assessing their achievement goals, expectancy-related beliefs, subjective task values, and intention for future participation in running. They also completed a 1-mile run as a performance outcome. Results indicated that achievement goals, expectancy-related beliefs, and subjective task values were related to one another and were predictive of children's intention for future participation in running and their performance on the 1-mile run. Although boys and girls did not differ significantly in mean scores on the variables, they seemed to be motivated by a different combination of achievement goals, expectancy-related beliefs, and subjective task values. Findings provided empirical evidence supporting the use of multiple theoretical perspectives in moti...

Examining how teachers’ beliefs and behaviors predict students’ motivation and achievement outcomes in physical education is an area of increasing research interest. Guided by the expectancy-value model and self-determination theory, the major purpose of this study was to examine the predictive strength of teachers’ autonomy, competence, and relatedness support toward students’ expectancy-related beliefs, subjective task values, concentration, and persistence/effort in physical education. Participants were 273 middle school students (143 girls, 130 boys) enrolled in a southeastern suburban public school. They completed previously validated questionnaires assessing their perceived teachers’ support for autonomy, competence, and relatedness, expectancy-related beliefs, subjective task values, concentration, and self-reported persistence/effort during their regular classes. The results highlight the importance of teachers’ competence support and autonomy support in fostering students’ motivational constructs and achievement outcomes in physical education. The findings demonstrate that a supportive environment and high levels of expectancy-related beliefs and subjective task values are positively associated with students’ achievement outcomes in physical education.

This study examined the change in adolescents' expectancy-related beliefs and task values towards physical education (PE). In addition, the physical activity (PA) growth trajectories of the identified adolescent subpopulations were examined. This study comprised 812 students (age M = 12.31, range: 11–13), who answered questionnaires four times during Grades 6–9. This study found that expectancy-related beliefs declined, while task values increased across the middle school transition. Adolescents who valued PE highly and experienced an increase in their expectancy-related beliefs became physically more active across time, while adolescents with the lowest levels and the most negative change in their expectancy-related beliefs and task values experienced the steepest decline in their PA. These findings suggest that a positive change in adolescents' expectancy-related beliefs in school PE is related to a positive change in their PA.

This research contrasts the physical activity-related self-efficacy before and after exergame play and the gender-wise expectancy related to beliefs and task values. Sedentary undergraduates (n=102; 51 males, 51 females) were recruited from a local university in Kota Bharu, Kelantan using Global Physical Activity Questionnaire (GPAQ). Participants completed questionnaires assessing their self-efficacy, expectancy related beliefs, subjective task values and intention to participate in exergame play in the future. After exergame play, participants had a significantly higher degree of self-efficacy than before exergame play (mean score: before 27.1 ± 4.33 vs. after 32.2 ± 4.51; p < 0.001). Their belief in their ability to exercise on a regular basis varied considerably across gender, with higher values reported in male than in female participants (mean difference= 0.84, p=0.02). Other components, such as expectancy-related beliefs, task values, and intentions, were comparable between gender. Besides, participants also considered exergaming to be more attractive and stimulating than traditional physical exercise, thereby presenting greater beliefs in capability and greater desire to engage in exergaming in the future. The result suggests that exergame play can be used as an innovative approach to increase the level of physical activity among sedentary university students.

Objective: Classroom teachers can play an important role in supporting the implementation of a Comprehensive School Physical Activity Programme (CSPAP) by integrating physical activity (PA) into academic lessons, providing PA opportunities at recess and becoming role models for school-aged children. Grounded in the expectancy-value model, the goal of this study was to explore preservice classroom teachers’ perspectives towards the programme in terms of their expectancy-related beliefs and subjective task values. Setting: A large public research university in the southwestern region of the USA. Method: Participants were 192 preservice classroom teachers ( M age = 19.85 years, SD = 0.6; female = 92%) enrolled in a public university. Participants responded to open-ended questions about their beliefs and values related to the CSPAP after learning about the programme model. Using thematic analysis, initial codes were generated from participants’ responses, and three researchers who were knowledgeable in the CSPAP approach identified the final main themes. Results: The results revealed several overarching themes for understanding preservice classroom teachers’ expectancy-related beliefs and subjective task values towards implementing CSPAP in schools, including the essential role of CSPAP in the family and community, innovation in pedagogy and the influence of the CSPAP on daily PA. Conclusion: Our study adds to the literature on preservice classroom teachers’ beliefs and values towards the CSPAP using an expectancy-value model. Potential applications and suggestions for future practice are discussed.

Purpose: A primary goal of physical education is to develop physically literate individuals with the knowledge, skills, and confidence necessary for a physically active lifestyle. Guided by the expectancy-value and interest motivation theories, the purpose of this study was to identify the relationship between students' motivation and health-related fitness knowledge developed in physical education and their after-school physical activity participation. Method: Third-, 4th-, and 5th-grade students (N = 293) from 6 elementary schools in a large metropolitan school district in the United States provided data on expectancy beliefs and perceived task values, situational interest, health-related fitness knowledge, and after-school physical activity. Data were analyzed using descriptive statistics and a simultaneous multiple regression model. Results: It was found that expectancy beliefs (β = .20, t = 2.16, p = .03) and perceived exploration demand (β = .25, t = 2.58, p = .01), a source for situational interest, were positively related to after-school physical activity. The 2 variables, however, accounted for only 11.2% of the variances for children's after-school physical activity participation. Conclusion: This study demonstrates that students' active exploration and expectancy beliefs for success in physical education have limited influence on leisure-time physical activity participation.

Examining interactions between baseline expectancy beliefs and task values on weekly motivation in an introductory statistics course

Physical activity and physical education are cornerstones of public health, especially in addressing non-communicable diseases and promoting wellbeing across the lifespan. While many countries have high levels of surveillance, plan, policy, and programme development, and research of physical activity, physical education, and school-based physical activity, there is still a gap. The Global Observatory for Physical Activity (GoPA!) and Global Observatory for Physical Education (GoPE!) Country Cards provide a comprehensive view of global progress, offering evidence to inform better advocacy, policy alignment, and action. The aim of this symposium is to launch the GoPA! Third set of Country Cards and the GoPE! First set of Country Cards and discuss the progress of global surveillance, policy, and research of physical activity, physical education, and school-based physical activity. The Chair’s presentation will provide an overview of the global landscape of physical activity and physical education, discussing key trends, challenges, and opportunities. This introduction will set the foundation for data-driven discussions aimed at informing policy actions. Presentation 1 will launch the Third Edition of GoPA! Country Cards, and presentation 2 will launch the Third GoPA! Almanac – comprehensive collections of country profiles accessible to the public. Presentation 3 will introduce the First Edition of GoPE! Country Cards, followed by presentation 4, which will launch the First GoPE! Almanac. These resources are designed as key tools to support countries in promoting physical activity, physical education, and school-based initiatives. They aim to transform data into meaningful public health actions and policies. Presentation 5 will offer a reflective analysis of physical activity and physical education monitoring, emphasising successes, challenges, and strategies for future improvement. This symposium will provide a comprehensive overview of the global state of physical activity and physical education through the lens of the GoPA! and GoPE! observatories and allow countries to determine their needs and opportunities to initiate or improve data collection, surveillance, research, and policies. A discussant will conclude by synthesising key insights and calling for stronger, integrated efforts to improve global physical activity and physical education policies.

Only a small percentage of Canadian adults attain the physical (PA) recommendations of 150 min/week of moderate to vigorous (Colley et al., 2011a). Activity levels are equally poor for Canadian youth (Colley et al., 2011b) and youth other countries (e.g., Hallal et al., 2012). Physical education (PE) is one way which PA may be enhanced for youth (e.g., Sallis & McKenzie, 1991; Sallis et al., 2012). Discussions pertaining to the effects of PE have extended from the immediate benefit for students to the longer term adult implications, specifically the notion of lifelong participation (e.g., Kirk, 2005; Penney & Jess, 2004; Sallis & McKenzie, 1991; Sallis et al., 2012). In considering the goal of . . a lifetime of physical activity, Sallis et al. (2012) suggested that goal . . . is difficult to evaluate and has to support its validity (Trudeau, Laurencelle, Tremblay, Rajic, & Shephard, 1999) (p. 126).The limited evidence used by Sallis et al. (2012) is the well-known Trois-Rivieres study, which showed that only women who had PE for 5 hr/week during elementary were more physically as adults versus a control group (Trudeau, Laurencelle, Tremblay, Rajic, 6 Shephard, 1999). Additional linking PE specifically to adult PA can be garnered from research with emerging adults. Arnett (2000, 2005, 2006, 2007) proposed the term emerging adulthood to describe the period of life that postsecondary students developed countries experience. This life stage falls between adolescence and adulthood and ends when individuals begin to take on adult roles such as marriage, parenthood, or a stable career (Arnett, 2000). For PA levels across the life span, Telama's (2009) review offers for PA tracking.During transition times, such as entry into postsecondary education, PA levels are affected (Allender, Hutchinson, & Foster, 2008; Kimball, Jenkins, & Wallhead, 2009). In a sample of first year university students, Bray and Born (2004) assessed the level of vigorous PA from the end of compared to the beginning of university. They found that students could be classified as continuously active from to university (33.1%), continuously insufficiently active (22.8%) during this time, with the remaining either increasing or decreasing from the end of to the start of university (p. 184). Butler, Black, Blue, and Gretebeck (2004) followed a group of freshman female students from their entry into college until 5 months later and found that total PA, work activities, and sport activities decreased.In addition to observing reductions certain types of PA from the mid-teens until the late 20s, Zick, Smith, Brown, Fan, and Kowaleski-Jones (2007) identified being in school as a factor affecting levels (differently) for males and females, although the interaction with age was not reported (thus not indicating if meant secondary or postsecondary schooling). More recently, Kwan, Cairney, Faulkner, and Pullenayegum (2012) followed a nationally representative sample of Canadian adolescents for 12 years (starting from ages 12 to 15) and observed a decline PA during that period. Distinguishing the sample by gender and whether participants had undertaken postsecondary education, they found that the decrease PA was most noticeable for men entering postsecondary education (Kwan et al., 2012).Sallis and McKenzie cited from the mid-1980s and identified declines as an issue 1991, following with a suggestion that high and college physical educators may have the best opportunity to prepare students to maintain patterns of regular physical activity (p. 134). In addition, researchers have examined the link between secondary PE and PA levels among postsecondary students. When Texas college students were surveyed, those who had not taken PE (compared to those who did) were more as college students (Everhart et al. …

Problem statement: To be an accredited teacher education program, physical education teacher education (PETE) programs must fulfill the national standards established by the National Association for Sport and Physical Education (NASPE). In order to meet the standards, a PETE program needs to have the cooperation of the following three levels of instructors: Specialist Teachers (STs), Inservice Teachers (ITs) and Preservice Teachers (PTs). The STs are those who teach at colleges or universities, possess advanced degrees with full/associate/assistant professor titles and teach theoretical and skill courses. They participate in the academic activities of the PETE program; for instance, they serve as academic advisors and instructors of the PTs. The ITs are those who possess teacher certificates, bachelor or higher degrees and currently teach physical education/activity classes at middle/high schools. They also participate in the academic activities; for example, they serve as cooperating teachers providing guidelines and supports for the PTs. The PTs were college students who were studying in a PETE program. They intended to become PE teachers at K-12 school levels. They must complete the student teaching requirements at primary and secondary school class settings in order to graduate from colleges or universities. Approach: The purpose of this study was to examine the differences and similarities of Teaching Behaviors (TB) and Learning Activities (LA) in Physical Education (PE) class settings taught by the three different levels of teachers. Participants were 45 PE teachers from the three levels and their students from a university and three high schools in an urban city of the United States. A total of 90 lessons taught by the three levels of teachers were videotaped and coded using the Direct Instruction Behavior Analysis (DIBA) system. Results: Findings of the one-way independent group ANOVA revealed that eight out of 13 variables were significantly different (p<0.05) among the three levels of teachers with respect to the TB and LA exhibited by the participants as: Informing, F = 3.541, Preservice Teachers (PTs) > Inservice Teachers (ITs) > Specialist Teachers (STs); Praise/Encouragement, F = 14.422, PTs > STs > ITs; Feedback, F = 15.036, STs > ITs > PTs; Controlling, F = 8.997, PTs > ITs > STs; None of the Above, F = 17.313, ITs > STs > PTs; Motor-Engaged, F = 5.043, ITs > PTs > STs; Cognitive-Engaged, F = 6.049, STs > PTs > ITs; and Waiting for a Turn, F = 4.890, ITs > PTs > STs. No significant (p>0.05) differences were found on the following five variables among the three levels of teachers: Observing, structuring, questioning, preparing and get equipment/relocation. Conclusion: In conclusion, the STs appear to use more Feedback TB than the ITs and PTs and the students taught by the STs tend to engage more cognitive activities. The PTs appear to utilize more informing, praise/encouragement and controlling TB than the ITs and STs. Students taught by the ITs tend to have more Motor-Engaged and Waiting for a Turn activities than students taught by the STs and PTs. The ITs appear to utilize more None of the Above behaviors than the STs and PTs. The teachers of the three levels tend to use the behaviors of observing, structuring and questioning in a similar manner. The results of the present study facilitate the establishment of a new set of data in TB and LA for collegiate, high school and preservice teachers to modify and improve their instructions in PE class settings.

Relevance and novelty. The rapidly changing social and technological environment has a significant impact on the lifestyle and physical activity of the younger generation. Scientific research shows that the lack of movement in adolescents is becoming an increasingly relevant public health problem, which is associated with declining physical capacity, overweight, psychological difficulties, and lack of motivation to participate in active activities (Ostermeier et al., 2024; World Health Organization, 2021). During the winter period, opportunities for physical activity in the natural environment are significantly reduced, therefore it is necessary to promote winter sports, such as cross-country skiing, which can help maintain and strengthen the health and motivation of young people to move (Babaei-Zarch et al., 2024). Although cross-country skiing has obvious physiological and psychological benefits, the impact of this sport on the health and physical activity of adolescents is still insufficiently studied, especially in Lithuania. Therefore, it is relevant to systematically analyse the role of cross-country skiing in the health promotion and development of adolescents (Hoffman &amp; Clifford, 1992). Cross-country skiing is a full-body workout that combines endurance, coordination, and strengthening of the respiratory and cardiovascular systems. This sport can become not only an effective health promotion tool, but also a motivational education tool for adolescents, encouraging them to know the joy of movement, experience togetherness, and develop responsibility for their health. Scientific problem. Although the importance of physical activity for the health of adolescents is well known, recently their lack of physical activity, which negatively affects both physical and mental health, has been increasingly noted. Despite the fact that physical activity education among adolescents is widely recognised as an important health promotion tool, the level of physical activity significantly decreases during the winter season due to limited opportunities to engage in outdoor sports (Ostermeier et al., 2024). Especially in the winter period, when opportunities for active activities in the natural environment decrease, adolescents become less active. Cross-country skiing is a complex form of physical activity that can effectively promote the physical and mental health of adolescents, but there is a lack of theoretical and empirical research that comprehensively examines the benefits of this sport and the possibilities of integrating it into the educational process (Hoffman &amp; Clifford, 1992; Babaei-Zarch et al., 2024). Therefore, there is a need to analyse the impact of cross-country skiing on the strengthening of physical activity and motivation of adolescents more thoroughly, as well as to assess the possibilities of its application in the educational system. Research object. The processes of physical activity and health strengthening of adolescents (14–16 years) related to the practice of cross-country skiing. The aim of the article is to reveal the importance of cross-country skiing for the health and physical activity of adolescents aged 14–16. The physiological, psychological, and educational aspects shall be analysed, and the importance of integrating this activity into the general education process emphasised. Methods. 1. Analysis and research of scientific literature; 2. Data analysis and processing. Results. The winter season significantly reduces the level of physical activity among adolescents, as opportunities for outdoor activities in the natural environment become limited. Cross-country skiing, as a winter sport, plays an important preventive role, allowing to maintain and promote the physical activity and health of adolescents during the winter months. By promoting this activity, the effects of winter inactivity, which can lead to a decrease in physical capacity, overweight, and psychological difficulties, are reduced. Therefore, promoting winter physical activity through cross-country skiing is an important tool to ensure consistent maintenance of physical activity throughout the year. Keywords: cross-country skiing, physical activity, health, adolescents, education, motivation, winter sports.

Who is going to be diagnosed with musculoskeletal problem in adulthood? Take a look at high school grades in physical education

Objective: The aim of this study was to examine differences in students’ physical activity motivation, competence, and weekly exercise metabolic equivalent units (METs) between universities with different physical activity education (PAE) policy arrangements (ie, a required PAE vs. an elective PAE). Participants: Participants (N = 953) were purposefully recruited from two universities with different PAE policies 1 week before the start of fall term 2015. Methods: Participants completed questionnaires assessing their physical activity motivation, competence, and weekly exercise METs. Results: The results of this study suggest that having a required PAE policy allows for more students with lower self-determined forms of motivation (ie, amotivation) to be reached in comparison to the elective PAE policy. Conclusions: This finding highlights that a primary value of having a required PAE policy is its ability to reach less motivated students.

Background The need for greater attention to Environmental Education (EE) is increasing as awareness of the environmental emergency grows. However, Physical Education (PE), through its physical dimension and the diversity of activities that can take place in nature, seems to provide a favourable context for creating a sense of belonging to the environment, while actively pursuing greater human awareness of our negative impact on it. Purpose With this focus, we were interested in the behaviour of students within programmes integrating PE and EE, in outdoor activities, like orienteering. Methods A Mixed Methods Research (MMR) approach was used to analyse the activity and experiences of 6th grade students during traditional orienteering lessons and during ‘environmental’ orienteering lessons. Accelerometric measurements of movements and audio recordings via dictaphone USB keys were undertaken to assess students’ levels of physical activity (PA) in both conditions and to evidence their communications. Findings Our results show a preservation of the active dimension of the lessons since the students’ PA levels are significantly higher during the ‘environmental’ condition compared to traditional lessons. Three student profiles emerge from analyses of audio recordings, highlighting heterogeneity of concerns between orienteering content, observation of the environment and off-task discussions. Conclusions These results demonstrate the usefulness of MMR for analysing students’ physical and cognitive activity in PE lessons. Data obtained show that it is possible to integrate environmental content into PE programmes, without compromising the active characteristic of the lesson.