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The purpose of this study was to investigate reciprocal relationships among students’ motor competence (MC) (leaping, throwing, catching, jumping skills), perceived physical competence, health‐related fitness (HRF) (20 m shuttle run, push‐up, abdominal muscles endurance tests) and objectively measured moderate‐to‐vigorous physical activity (MVPA). Participants included 422 Grade 5 Finnish children (246 girls). Two separate structural equation models investigated paths (a) from MC through both perceived physical competence and HRF to MVPA, and (b) from MVPA through both perceived physical competence and HRF to MC. Model 1 demonstrated an indirect path from MC through HRF to MVPA and a direct path from MC to perceived physical competence for both boys and girls. Additionally, model 1 revealed a direct path from perceived physical competence to MVPA for the girls and from MC to MVPA for the boys. MC, perceived physical competence, and HRF explained 13% of variance in MVPA for the girls and 25% for the boys. Model 2 indicated indirect paths from MVPA through perceived physical competence to MC and from MVPA through HRF to MC for both boys and girls. Additionally, a direct path from MVPA to MC was found in the boys’ group. MVPA, perceived physical competence, and HRF explained 48% of variance in MC for the girls and 53% for the boys. Results of this study provide preliminary support for the reciprocal nature of relationships among MC development, perceived physical competence, HRF and MVPA.

Helsinki, FinlandStudents' accounts of participation 2 Students' accounts of their participation in an intensive long-term learning community AbstractCollaborative learning environments have been analysed extensively, yet we know relatively little about how students experience their participation in long-term learning communities where learners work together over extended periods of time. This study aims to understand preservice teacher-students' experiences and accounts of their participation in a university-based long-term learning community. The study investigates issues of change and stability, with respect to the students' perceptions of participation over the first two years of their work within the learning community. The study also addresses the relations between the students' accounts of participation and their learning experiences in terms of 'teachership'. A teacher-trainee group of nine students, who had studied for three years within a Masters level teacher education programme which had adopted an intensive community-based approach, individually appraised their participation and learning within the programme. Using empirical data derived from the learners' own evaluations of their learning experiences, the study draws on the accounts given by students concerning their orientations to and positions within the learning community. Videotaped recordings of some of the student's seminars were used as resources to support the giving of appraisals using questionnaires which containing bothclosed-and open-ended questions. Results showed that the students' qualitative accounts of their participation revealed great differences in their orientations to group activities.Considerable differences in orientations could be found with respect to: students' relation to power; to socio-emotional involvement; to the degree of participation; to the subject-matter and to theoretical interests. These were related to the quantitatively evaluated level of participation. Based on the analysis of students' perceived trajectories of participation over two years, three qualitatively different trajectories could be identified: highly involved Students' accounts of participation 3 participation, increased participation and decreased or marginal participation. A comparison of the perceived learning experiences arising from these different kinds of participation revealed considerable diversity in the students' major learning objectives and in the social and affective aspects of their learning. The most impressive and comprehensive learning took place among those reporting increased participation. For those reporting highly-involved participation, the group functioned first and foremost as a source of motivation. However, those group-members who reported decreased and marginal participation found the learning experience to be emotionally and affectively very negative. The results suggest that if students cannot have an active participatory role in the community, they are in danger of being marginalized and this in turn has consequen...

The present study tested the motivational model of physical education (PE) including needs for competence, autonomy, social relatedness, intrinsic and extrinsic motivation, in-class moderate to vigorous physical activity (MVPA), and total MVPA. Participants were 490 (264 girls, 226 boys) Finnish elementary school students. The data were collected using accelerometers and questionnaires for a seven-day period during the fall semester 2017. The key findings were that 1) social relatedness associated with total MVPA via in-class MVPA in girls, whereas competence was linked to inclass MVPA through extrinsic motivation in boys, 2) competence was positively linked to extrinsic motivation in a similar way in both girls and boys, 3) social relatedness and in-class MVPA were positively associated with total MVPA in both girls and boys, 4) competence, autonomy, and relatedness were positively linked to intrinsic motivation in girls when only competence and autonomy were related to intrinsic motivation in boys, and 5) in-class MVPA contributed 36% of total weekly MVPA minutes in the present sample. Although the indirect relationships between study variables did not fully support the existing PE motivational model, the direct associations showed that needs of competence, autonomy, relatedness could be promoted in PE classes to support intrinsic motivation, and total MVPA.

Background: Fitness testing is a commonly applied learning and teaching practice implemented in both secondary and elementary school physical education (PE). Many teachers believe that by using a variety of different tests, they are able to provide students with feedback regarding their fitness status, and furthermore, increase students' willingness to be physically active later in their lives. However, empirical evidence concerning students' affective responses during fitness testing classes is limited. Purpose: The primary aim of the study was to investigate whether students' perceptions of enjoyment and anxiety differed between two different types of fitness testing classes and PE in general. In addition, the measurement invariances over time and between Grade 5 (aged 11-12) and Grade 8 (aged 14-15) groups were determined. Method: A total sample of 645 Finnish Grade 5 (N = 328, 50% boys, mean age = 11.2, SD = 0.36) and Grade 8 students (N = 317, 47% boys, mean age = 14.2, SD = 0.35) participated in the study. Series of multi-group confirmatory factor analyses were conducted to test the level of measurement invariance between general PE and fitness testing classes, and between age groups. Strict factorial invariance was supported for both enjoyment and anxiety scales allowing for latent mean comparisons. Latent mean differences were studied using z-tests. Results: Grade 5 students perceived significantly lower levels of enjoyment and cognitive processes and a higher level of somatic anxiety in fitness testing classes compared to general PE. Additionally, for Grade 8 students, levels of enjoyment and cognitive processes were significantly lower and somatic anxiety and worry higher in fitness testing classes than in general PE. Furthermore, enjoyment was significantly higher, and cognitive processes, somatic anxiety and worry lower among Grade 5 students compared with Grade 8 students in both contextual PE and during fitness testing class. Conclusion: Results of this study indicate that students' perceptions of enjoyment were lower in fitness testing classes compared to PE in general. Additionally, students perceived lower levels of cognitive anxiety and higher levels of somatic anxiety in fitness testing classes than in general PE. It is noteworthy that students might not significantly dislike fitness testing per se but instead have significantly more positive affects towards PE in general. Generally, practitioners conducting fitness testing lessons are ARTICLE HISTORY

Physical fitness of individuals with intellectual disability (ID) is low compared to those without ID. Part of the mis sion of Special Olympics is to develop physical fitness. However, little is known about fitness levels of Special Olympics athletes. This study examined the fitness level of individuals who participated in Nordic Special Olympics Games 2008 in Finland. The sample consisted of 59 Special Olympics athletes (44 men, 15 women, age 16-45) whose fitness scores were compared to INASathletes (International Association of Sport for paraathletes with ID) and Finnish nonathletic individuals with ID. The fitness battery consisted of 8 items: BMI, sitandreach test, stork stand, sit up, standing long jump, hand grip, shuttle run, and 1 mile/2 km walk test. BMI values were in the range of the nondisabled population. All other fitness values were below the means of the INASathletes, but above the Finnish nonathletes. Based on this data which is supported by the existing literature, the level of fitness of Special Olympics athletes needs further scrutiny. Given that the participants were Special Olympics athletes, who trained regularly, the low fitness level is alarming. Therefore, a closer examination of the contents of physical fitness training programs in Special Olympics is warranted.