The purpose of this study was to examine the effects of (a) skill test type, (b) choices, and (c) gender on the situational motivation profiles of adolescents during skill testing in physical education. Participants were 507 students (53% male) aged 12-16 years (M = 13.87; SD = 0.94) attending a suburban junior high school in a western state in the U.S. All participants experienced either a norm-referenced, summative or a criterion-referenced, formative skill test with or without choices. The Situational Intrinsic Motivation Scale (SIMS) was administered to assess situational motivation. A 2 (test type) × 2 (choice) × 2 (gender) MANOVA was used to test for significant differences on each of the four SIMS indices. Significant test type and gender and a significant test type by gender interaction were found. These findings suggest practitioners should use criterion-referenced, formative skill tests especially when teaching girls in physical education.

Background:Researchers have noted both the utility and limitations of using pedometers to measure physical activity (PA). While these unobtrusive devices are widely accepted for their ability to measure accumulated PA, they have been criticized for their inability to measure exercise intensity. However, recent steps-per-minute (SPM) research provides reasonably accurate measures of intensity allowing users to assess time spent at recommended PA levels. Therefore, the purpose of this study was to determine the SPM taken that are associated with moderate physical activity in 12- to 14-year-old youth.Methods:Ninety-three participants (49 boys and 44 girls; ages 12 to 14) walked on a treadmill for 3 minutes at each of 4 different speeds while wearing a pedometer and a heart rate monitor.Results:On average boys and girls reached their moderate activity intensity threshold at 122 SPM and 102 SPM, respectively. However, individual differences must be taken into account when determining appropriate SPM intensities for youth.Conclusions:The impact of individual differences underscores the need to address SPM for moderate intensity individually rather than with a single guideline for everyone at this age.

The purpose of this study was (a) to test a hypothesized model of motivation within the context of conceptual physical education (CPE), and (b) to explore the strength and directionality of perceived competence for physical activity as a possible mediator for health-related fitness knowledge (HRFK) and physical activity behaviors. High school students (N = 280) at the end of a CPE course completed the following: Behavioral Regulation in Exercise Questionnaire–2, Godin Leisure–Time Exercise Questionnaire, Perceived Competence Scale, and a HRFK Questionnaire. Structural equation modeling analysis was used to explore the relationships between the variables of HRFK, perceived competence, motivation, and physical activity. The analysis resulted in a modified model that showed a relationship between perceived competence and physical activity, mediated by introjected and identified regulation. A relationship also existed between HRFK and external regulation indicating students felt controlled. Suggested value-promoting activities could help students value concepts being taught.

Objective: Determine if undergraduate athletic training students enrolled in an accredited athletic training education program (ATEP) and participating in clinical assignments experience burnout. Design and Setting: Undergraduate athletic training students enrolled in a clinical education course were surveyed during the fourth and twelfth weeks of a 15 week semester. Participants answered eight demographic/status questions for correlation. Subjects: Fifty-one undergraduate athletic training students in a Commission on Accreditation of Athletic Training Education (CAATE) accredited ATEP participated. Measurements: Data were analyzed using covariance analysis with categorical independent variables and continuous covariants. Emotional exhaustion (EE), depersonalization (DP), and personal accomplishment (PA) were scored in accordance with the Maslach Burnout Inventory-Human Services Survey (MBI-HSS). Post hoc testing was done when interactions/effects were significant at p = .05. Dependent variables included EE, DP, and PA. Results: Overall mean scores demonstrated moderate levels of EE (17.0), low levels of DP (5.7), and moderate levels of PA (38.0). Fourth (+) semester students (students in their 4th or 5th semester of the ATEP) reported high DP levels (13.3) and high levels of EE (30.9). Semester effect (p = pre- 0.0001; post- 0.007) and semester by gender interaction (p = pre- 0.0017; post- 0.005) had an effect on EE for both testing times. For DP, semester (p = pre- 0.0001; post- 0.0003), and semester by gender interaction (p = pre- 0.0001; post- 0.0001) were significant interactions/effects for both testing periods. Conclusions: Undergraduate athletic training students demonstrated a moderate degree of burnout from their clinical assignments and associated responsibilities. The ATEP appeared to have a cumulative effect evidenced in the fourth (+) semester with a high/average degree of burnout.

Siedentop and Locke (1997) proposed three critical elements that must exist in our profession to make a difference and achieve systemic success in physical education (SSPE): (a) quality PE in the schools, (b) effective physical education teacher education (PETE) programs, and (c) a working relationship between the two. Using Cuban’s (1992) curriculum change and stability framework, this qualitative study examines the existence of a program that has achieved all three elements in the southwestern US. For over three decades some seventy-two teachers in dozens of schools have yearly served over 40,000 children. This study revealed a fully functioning model consisting of four key, interdependent components driven by a system of accountability measures. The results of the SSPE model—quality PE for children—is achieved by (a) district-wide mandated curriculum, methodologies and language, (b) well-defined district PE coordinator roles, (c) a partnership university, and (d) frequent, ongoing professional development. Results of this study strengthen Siedentop and Locke’s (1997) recommendation for collaborative efforts between universities and partner school districts and provide a model to guide and manage the curriculum change process in K-6 PE.