Health-Related Fitness Content Knowledge, Physical Activity, and Instructional Practices Among U.S. Physical Educators

Kern, Ben D.; Imagbe, Stacy; Bellar, David; Clemons, James M.

doi:10.1080/02701367.2019.1648744

Cited by 6 publications

(9 citation statements)

References 28 publications

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“…Nevertheless, this reinforces the hypothesis of the present work that the values of the professionals and students put a considerable weight in the definition of PE class. Indeed, this observation is supported by previous research showing that the teachers' content knowledge affects the students' achievements of learning outcomes [44]. In this case, the teachers' most valued source of content is self-referent, obsolete, or based on questionable sources.…”

Section: What Determine the Choices Of The Contents Of The Physical Esupporting

confidence: 65%

Attitudes and Values of Physical Education Professionals and Undergraduate Students about Their Role in Health Promotion

Nasário

Zaia

Trevisan

et al. 2020

IJERPH

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Physical education (PE) is identified with health, with PE teachers and school PE regarded as legitimate instruments for health promotion. The PE teacher’s conceptions, attitudes, and values regarding the role of PE are inseparable from their performance. Thus, the objective of the present work is to verify concepts and attitudes of PE professionals and undergraduate students, in order to verify how they value their role in health promotion. This was a cross-sectional study that used surveys to assess attitudes and values of PE professionals and undergraduate students about their concepts of the role of PE in health promotion. A total of 942 PE professionals and undergraduate students regards themselves as players in health promotion (86.9%) despite no clear definition about the concept of health or the curriculum to attain such a goal, mainly based on academic training only. Also, they attribute the responsibility for childhood obesity and lack of motivation for the practice of physical activity to external factors, such as media (72.6%), family (84.7%), and technologies (83.1%). Despite participants regarding themselves as players in health promotion, there is a loose definition on how to promote health, and how to provide curriculum and strategies to meet the needs of public health.

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Section: What Determine the Choices Of The Contents Of The Physical Esupporting

confidence: 65%

Attitudes and Values of Physical Education Professionals and Undergraduate Students about Their Role in Health Promotion

Nasário

Zaia

Trevisan

et al. 2020

IJERPH

View full text Add to dashboard Cite

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“…In many articles, particularly from the USA, PE teachers' professional knowledge is considered an important prerequisite of teachers' competence and pupils' learning outcomes, and is thus presented as key to teaching quality (e.g., Kern et al, 2020;Santiago & Morrow, 2021). Based on normative-theoretical arguments, suggestions are made regarding what PE teachers should know about teaching PA and fitness (Corbin, 2004) and how PETE should be designed to impart appropriate knowledge (Corbin & McKenzie, 2008;Hodges et al, 2017).…”

Section: Content Knowledge As a Key To Teaching Health-related Pementioning

confidence: 99%

“…Teachers should for example "understand the psychological and social concepts related to valuing and practicing an active life" (Haerens et al, 2011, p. 331). However, most authors refer mainly to the objective physical perspective (Corbin, 2004;Hunuk et al, 2012;Kern et al, 2020;Santiago et al, 2016).…”

Section: Content Knowledge As a Key To Teaching Health-related Pementioning

confidence: 99%

“…This argumentation goes back to the social learning theory of Bandura (1977), which proposes that most behavior is learned from observing, and earlier empirical findings suggesting that pupils' motivation for exercising was higher when being taught by PE teachers who were not overweight (e.g., Melville, 1999). Additionally, more recently, Kern et al (2020) for example found that PE teachers' PA level (weekly MVPA) was the strongest predictor of pupils' health-related fitness knowledge, instead of teachers' CK (cf. section 4.1).…”

Section: Pe Teachers' Motivation Towards Role-modelling Health and Fi...mentioning

confidence: 99%

“…Second, the studies mentioned above are vague and inconsistent in their theoretical assumptions regarding role-modelling. Kern et al (2020), for example, suggest that PE teachers' active lifestyles go along with stronger beliefs regarding the relevance of health topics as content in PE. In contrast, Liu et al (2020) interpreted role-modelling health and fitness as a self-regulatory skill in the sense of health literacy.…”

Section: Pe Teachers' Motivation Towards Role-modelling Health and Fi...mentioning

confidence: 99%

See 2 more Smart Citations

Health-related professional competence of physical education teachers: Narrative review and heuristic model

Lohmann,

Hapke,

Töpfer

2023

SJER

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Physical education (PE) is one setting in which pupils may acquire knowledge and skills to lead physically active lives. PE teachers play a key role in fostering respective health-related competences in pupils. For this, they themselves need appropriate professional competences. The purpose of this article is to highlight research trends on, and to propose a heuristic model for PE teachers’ health-related professional competence. Research trends and gaps are identified by a narrative literature review. The heuristic model describes several knowledge domains, beliefs, motivational orientations, and self-regulation as subdimensions of health-related professional competence. It is intended to provide an overview of important competence aspects and to serve as an orientation for further work.

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Physical education teachers’ knowledge of physical activity recommendations for health promotion in children and adolescents

Marques,

Iglésias,

Ramos

et al. 2023

Sci Rep

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This study aimed to analyse the knowledge of Portuguese physical education (PE) teachers according to the health recommendations for physical activity (PA) for children and adolescents. A total of 764 teachers participated (55.2% men) with a mean age of 48.2 years. Data was collected using answering to an online survey. Teachers were asked about PA’s frequency, duration and intensity to achieve the recommended level PA. Chi-square was applied to analyse the associations. The main finding is that PE teachers have a lack of knowledge of the health recommendations of PA. Specifically, only 7.5% of the PE teachers in our study could identify the PA recommendations correctly. The intensity component in the health recommendation is the one in which most PE teachers demonstrate correct knowledge of (60.5%), with significant differences in gender and teaching level. However, significantly fewer PE teachers knew the frequency component in the health recommendations for PA (25%), with significant differences in education level. For the duration component, only 37.6% of teachers knew the recommendations. In light of our findings, it is a concern that PE teachers generally lack knowledge according to children’s fulfilment of health recommendations for PA.

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Health-Related Fitness Content Knowledge, Physical Activity, and Instructional Practices Among U.S. Physical Educators

Cited by 6 publications

References 28 publications

Attitudes and Values of Physical Education Professionals and Undergraduate Students about Their Role in Health Promotion

Attitudes and Values of Physical Education Professionals and Undergraduate Students about Their Role in Health Promotion

Health-related professional competence of physical education teachers: Narrative review and heuristic model

Physical education teachers’ knowledge of physical activity recommendations for health promotion in children and adolescents

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