The purpose of this study was to construct and validate a “Perceived Physical Literacy Instrument” (PPLI) for physical education teachers. Based on literature review and focus group interviews, an 18-item instrument was developed for the initial tests. This self-report measure, using a 5-point Likert scale, formed the PPLI and was administered to 336 physical education teachers in Hong Kong. The sample was randomly split, and exploratory and confirmatory factor analyses resulted in a 9-item, 3-factor scale. Exploratory factor analysis (EFA) item loadings ranged from 0.69 to 0.87, and Cronbach’s alpha ranged from 0.73 to 0.76. Confirmatory factor analysis (CFA) showed that the construct demonstrated good fit to the model. The PPLI thus appeared to be reliable and valid to measure the perceived physical literacy of physical education teachers. It is argued that the instrument can be used for both research and applied purposes and potential uses for the instrument in physical education, medical and health settings are discussed.
In a sports marketing context, several theories have been developed to explain behaviour in sports marketing and to provide a firm basis for the explanation of audience behaviour. However, a shortcoming of many studies on this topic is the absence of a theoretical framework that could guide research hypotheses (Cunningham & Kwon, 2003). To overcome theoretical weakness in explaining sports consumers' behaviour, researchers need a sound theoretical approach.The linkage between fans' intentions and their actual behaviour has also been given much attention. However, actual behaviour (e.g. fans' participation
Purpose: Building on self-determination theory and extending research in the physical education context in terms of basic psychological needs satisfaction and physical literacy, this study examines the bidirectional effects of basic psychological needs satisfaction and physical literacy over time in a university physical literacy context. Method: Using a two-wave design, data were collected twice with an 18-week time lag from a sample of 549 university students. Utilizing full cross-lagged analyses, we examined the bidirectional effects between basic psychological needs satisfaction and physical literacy. Results: The results provide support for a positive relationship between physical literacy (Time 1) and basic psychological needs satisfaction (Time 2), but we cannot reject the possibility of a bidirectional relation, supporting our expectations. Conclusion: Overall, the study highlights the importance of a reciprocal relationship between physical literacy and basic psychological needs satisfaction.
Previous research has encouraged a cultural specific framework to be developed through research in Asian countries, such as China, to help internationalize the findings and help athletes to adapt them to their society and culture. Based on a socioecological framework, this study investigated how social-ecological determinants affect elite student athletes' (ESA) experience of the socialization process of dual career development in Hong Kong and Taiwan. We interviewed eight ESAs who trained at the national level, studying simultaneously at universities in Hong Kong and Taiwan. Grounded theory techniques and procedures were used to analyze the data. Results revealed that ESAs are affected by interrelated determinants at different levels: individual (career aims,
The objective of the current study was to examine the relationship between different components of physical fitness across 3 years of junior high school with academic performance assessed at the end of the period. Two nationwide representative datasets were used. The first was the physical fitness profile assessed at the beginning of each of the three school years. The second contained the scores on a standardized test administered at the end of the third year. All data were standardized by calculating percentile rank (PR). Students were classified as “High-fit” if their fitness scores ≧ top 25% PR on the age- and sex-adjusted norms. All other students were classified as “not high-fit”. The relationships between fitness and exam performance were tested adjusting for sex, body mass index, and level of urbanization. Students who were in the high-fit group in both years 1 and 3 academically outperformed those who were outside this classification during both assessments. The degree of outperformance was greatest for those who were aerobically fit, followed by those who were high-fit in terms of muscular endurance, muscular strength, and flexibility, respectively. It is therefore concluded that the relationship between physical fitness and academic performance in Taiwanese junior high school students is strongest in the case of aerobic fitness.
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