The Ecology of the Gym: Reconceptualized and Extended

McCaughtry, Nate; Tischler, Amy; Flory, Sara B.

doi:10.1080/00336297.2008.10483581

Cited by 27 publications

(27 citation statements)

References 50 publications

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“…Lifetime activity was considered an independent theme given the number of references and the way in which PTs referred to lifetime activity. Many in the public health and physical activity research field have called for change to the dominant, traditional, team sport oriented physical education curriculum (Fairclough & Stratton, 2005;McCaughtry et al, 2008;Trost, 2006). Without reflection prompts, many PTs came to realize the potential that outdoor pursuits activities provide for lifetime activity, and how K-12 physical education is often oriented more toward competitive team sport.…”

Section: Lifetime Activitymentioning

confidence: 99%

New Perspectives for Teaching Physical Education: Preservice Teachers’ Reflections on Outdoor and Adventure Education

McNamee¹

2012

Journal of Teaching in Physical Education

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The purpose of this study was to gauge preservice physical education teachers’ perspectives during one physical activity pedagogy course, teaching outdoor and adventure education. Teacher belief, occupational socialization and experiential learning theories overlaid this work. Over three years 57 students (37 males; 20 females) participated in the course. Each student wrote four reflections during their term of enrollment based on semistructured questions regarding their own participation, thoughts on K-12 students, and teaching and learning in physical education. Reflections were analyzed using constant comparative methods. Three main themes emerged from the data: 1) fear, risk and challenge, (subthemes of skill and motivation; self-awareness); 2) lifetime activity; and 3) teaching physical education (subthemes of K-12 students; curriculum). Implications for physical education teacher education suggest the inclusion of novel physical activities that elicit strong emotional responses due to challenges with perceived and/or actual risk as a viable method for inducing belief change.

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Section: Lifetime Activitymentioning

confidence: 99%

New Perspectives for Teaching Physical Education: Preservice Teachers’ Reflections on Outdoor and Adventure Education

McNamee¹

2012

Journal of Teaching in Physical Education

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“…Th e strategies used in this educational setting related to the ecological perspective of McCaughtry, Tischler, and Flory (2008). According to their framework, teachers and students have certain needs and expectations.…”

Section: For At-risk Girls To Enhance Learningmentioning

confidence: 99%

“…Negotiations occur based on the content being taught, the integration of social interaction, and the management of the class. Diff erent ways in which these negotiations are carried out can aff ect student motivation (McCaughtry et al, 2008). Negotiations can be subtle in many situations, like having a student instead of the teacher lead a warm-up routine.…”

Section: For At-risk Girls To Enhance Learningmentioning

confidence: 99%

Using Mobile Devices in Physical Education to Enhance Learning and Physical Activity for At-Risk Girls

2014

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“…Given the significant sociocultural norms that validate sport and PA as a masculine activity, it was expected that boys would be more active, have greater efficacy, and receive more PA social support compared to girls. It also speculated that boys would enjoy PA and PE more given that PE is often a setting that favors boys (McCaughtry, Tischler, & Flory, 2008). However, no research has examined if gender differences exist among children with HI.…”

Section: Introductionmentioning

confidence: 99%

Predictors of Physical Activity Among Czech and American Children With Hearing Impairment

Martin¹,

Shapiro²,

Prokešová³

2013

Eur. J. Adapt. Phys. Act.

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Research is scarce in relation to using social-cognitive theory inclusive of social-cognitive, affective and environmental constructs to predict physical activity (PA) and fitness with hearing impaired (HI) children. Hence, the purpose of our investigation was to evaluate the ability of social cognitive variables (e.g., selfefficacy and social support), environmental (i.e., time outside) and affective constructs (e.g., physical activity enjoyment) to predict PA. Children from the Czech Republic and the USA (N = 64, M age = 14.1) with hearing impairments completed questionnaires assessing predictor variables and PA. Using multiple regression analyses we accounted for 29% of the variance in PA. Based on standardized beta-weights, the best predictors of PA were gender, country, and a block of social-cognitive constructs. Compared to males and females from the Czech Republic and to females in the USA, American males receiving social support from their friends and who enjoyed physical education were the children most likely to be physically active. Future research examining environmental influences more fully (e.g., school settings, after school programs) both within the USA and cross-culturally and adult influences beyond parents (e.g., teachers, coaches) are encouraged.

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The Ecology of the Gym: Reconceptualized and Extended

Cited by 27 publications

References 50 publications

New Perspectives for Teaching Physical Education: Preservice Teachers’ Reflections on Outdoor and Adventure Education

New Perspectives for Teaching Physical Education: Preservice Teachers’ Reflections on Outdoor and Adventure Education

Using Mobile Devices in Physical Education to Enhance Learning and Physical Activity for At-Risk Girls

Predictors of Physical Activity Among Czech and American Children With Hearing Impairment

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