Full Issue PDF, Volume 94, Supplement 1

1

Research Quarterly for Exercise and Sport

CONTENTS

Volume 94  Number S1  Supplement 2023

2023 RESEARCH PROGRAM

PREFACE A-v

2023 RESEARCH PROGRAM SCHEDULE A-vi

REVIEW PANEL CHAIRS AND REVIEWERS A-xviii

PEER-REVIEWED SYMPOSIA A-1

PEER-REVIEWED ABSTRACTS

  Adapted Physical Education/Activity A-3

  Measurement and Evaluation A-12

  Motivation and Psychology A-19

  Motor Behavior A-28

  Physical Activity and Health Promotion A-29

  Sociocultural and Social Justice A-64

  Sport and Coaching A-77

  Teaching and Learning A-83

SHAPE America 2023 Research Program

PAST RESEARCH COUNCIL CHAIR AND 2023 PROGRAM CHAIR

Paul Rukavina, Adelphi University, NY

REVIEW PANEL CHAIRS

Cathy McKay, James Madison University

Zan Gao, University of Minnesota

Kip Webster, The University of Tennessee

Yubing Wang, University of Wisconsin-Whitewater

Brian Dauenhauer, University of Norther Colorado

Peter Stoepker, Kansas State University

Paul Wright, Northern Illinois University

Jody Langdon, Georgia Southern University

Erin Centeio, University of Hawaii

Kevin Mercier, Adelphi University

RESEARCH COUNCIL

Paul Wright (Chair), Northern Illinois University, IL

Paul Rukavina (Past-Chair), Adelphi University, NY

Nancy Getchell, University of Delaware, DE

Tao Zhang, University of North Texas, TX

Kevin Andrew R. Richards, University of Illinois, IL

Tan Leng Goh, Central Connecticut State University, CT

Ana West (student), University of North Texas, TX

Joe Deutsch (BOD Liaison), North Dakota State University, ND

STAFF

Thomas F. Lawson, Vice President of Marketing, Membership & Publishing

Chasity Burns Terry, Director of Professional Learning Events & Programs

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I am excited to announce the research program for the 2023 SHAPE America National Convention in Seattle, WA. The research program consists of 185 presentations conducted under eight research topics: Adapted Physical Activity/Education, Measurement and Evaluation, Motor Behavior, Motivation and Psychology, Physical Activity and Health Promotion, Sociocultural and Social Justice Issues, Sport and Coaching, and Teaching and Learning. The presentation formats include 15 oral sessions, 4 poster sessions, 2 roundtables, and 2 symposia.

A staple within the research program are the distinguished lecture series that are selected by the Research Council. The following scholars were selected as the 2023 Distinguished Scholars:

• Dr. Darla Castelli (University of Texas at Austin) will present the McCloy Research Lecture

• Dr. Heather Erwin (University of Kentucky) will present the Raymond A. Weiss Research Lecture

• Dr. Jackie Goodway (The Ohio State University) will present the Daryl Siedentop Scholar Lecture

• Dr. Joonkoo (J.K.) Yun (East Carolina University) will present the RQES Lecture

• Dr. Bryan McCullick (University of Georgia) is the recipient of the Distinguished Service Award

Another set of lectures are awarded by the SIGs including:

• CSPAP Research SIG Lecture: Pamela Hodges Kulinna (Arizona State University)

• Motor Behavior SIG Key Lecture: Ali Brian (University of South Carolina)

• Measurement & Evaluation Joanne Safrit Key Lecture: Weimo Zhu (University of Illinois at Urbana-Champaign)

• Curriculum & Instruction Scholar Lecture: Michael Hemphill (University of North Carolina at Greensboro)

Next, I would like to thank those who volunteered their support, time, and effort behind the scenes. First, thank you to those who reviewed abstracts for the research program. Thanks to your efforts, we have a robust research program. Second, much appreciation and thanks to the research program chairs, who are the individuals who selected the reviewers and made initial decisions on the abstract submissions. These individuals are:

• Cathy McKay (James Madison University)—Adapted Physical Activity/Education

• Zan Gao (University of Minnesota)—Measurement and Evaluation

• Kip Webster (The University of Tennessee)—Motor Behavior

• Yubing Wang (University of Wisconsin-Whitewater)—Motivation and Psychology

• Brian Dauenhauer (University of Norther Colorado) and Peter Stoepker (Kansas State University)—Physical Activity and Health Promotion

• Paul Wright (Northern Illinois University)—Sociocultural and Social Justice Issues

• Jody Langdon (Georgia Southern University)—Sport and Coaching

• Erin Centeio (University of Hawaii), and Kevin Mercier (Adelphi University)—Teaching and Learning

And new this year is the inclusion of virtual events held during the year. These virtual events are means for members of SHAPE America to stay involved in the activities of the Research Council and SIGs leading up to the national convention. I would like to thank Ang Chen (University of North Carolina at Greensboro) for presenting the title “Curriculum Research and Practice: What Are We Teaching? What Should We Teach?” sponsored by the Research Council (Chair: Paul Wright, Northern Illinois University). And second, thanks to Sam Logan (Oregon State Univesity), Jerraco Johnson (North Texas University), and David Stoddan (University of South Carolina) for the session titled “Motor Behavior Applications in Teaching: AIM for Success,” sponsored by the Motor Behavior SIG (Chairs: Ali Brian, University of South Carolina, Nancy Getchell, University of Delaware, and Paul Rukavina, Adelphi University).

Last, thank you to Chasity Burns Terry for incredible work ethic, professionalism, organization, and care. Organizing the research program would not be possible without you. Looking forward to the research program in Seattle, WA, and celebrating all of our efforts at the Research Council Social after the McCloy Lecture. See you all there!

Wednesday, March 29

10:45 AM–11:45 AM

Adapted Physical Education/Activity Oral Session 1

School Administrators’ Intentions to Support Adapted Physical Education: A Qualitative Inquiry

Scott McNamara¹, University of New Hampshire; Terry L. Rizzo^F, California State University San Bernardino

([email protected])

Self-Efficacy of Pre-Service Physical Education Teachers Toward Teaching Students with Disabilities

Seo hee Lee¹, University Wisconsin of Superior; Samuel R. Hodge^F, The Ohio State University

([email protected])

Exploring the Lived Experiences of Adults with Cerebral Palsy in Integrated Physical Education

T Nicole Kirk¹, University of Georgia ([email protected])

Experiences of Students With Special Needs and Disabilities (SEND) in a Student-Designed Games (SDG) Unit

Mauro H. André¹, Western Michigan University; Peter A. Hastie^F, Auburn University ([email protected])

Physical Activity and Health Promotion Poster Session

Connectedness, Mental Health, and Adolescent Physical Activity During COVID-19

Ryan D. Burns^F1, Jason A. Armstrong, University of Utah ([email protected])

Perceived Discrimination by Parents and Child Participation in Structured Activity

Ryan D. Burns^F1, University of Utah; You Fu^F, University of Nevada, Reno ([email protected])

A National Survey on Asian-American Students’ Physical Activity and GPA

Zhenhao Howard Zeng¹, Brooklyn College of the City University of New York; Raymond E. Weston, Brooklyn College of the City University of New York, USA ([email protected])

The Impact of COVID-19 on Physical Education and Physical Activity Levels of Homeschool Students

Ben Schwamberger¹, Minnesota State University Mankato; Elizabeth B. Sharp, Colorado Mesa University

([email protected])

The Embodied Nature of Physical Theater: Expression, Creativity, Communication

Maria Kosma^F1, Nick Erickson, Ashlynn Gremillion, Louisiana State University ([email protected])

Mental Health and Physical Theater Experiences Among Active College Students

Maria Kosma^F1, Nick Erickson, Ashlynn Gremillion, Louisiana State University ([email protected])

A Study on the Effect of Sports on College Students’ Physical Self-Concept

Lingshu Li¹, Yan Li, Shanghai International Studies University ([email protected])

Effectiveness of An Outdoor Education Program With Homeschoolers

YuChun Chen¹, Tammie Stenger-Ramsey, Western Kentucky University ([email protected])

Examining College Students, Sport Education, Physical Activity, and Mental Health through Causal Mediation Analyses

Longxi Li¹, University of Washington and Springfield College; Michelle E. Moosbrugger, Elizabeth M. Mullin^F, Michael Louis, Springfield College([email protected])

Exploring Korean Elementary Teachers’ Practices of Movement Integration

Sanga Yun¹, University of Georgia; Euichang Choi, Seoul National University; Junhyuk Park, University of Georgia

([email protected])

Adolescents’ Participation in Physical Education and Leisure-Time Sport Activity on Their Social Connectedness, Depression, and Aggressive Behavior

Liana Davis¹, Doyeon Won, Texas A&M University- Corpus Christi; Hyejin Bang, Florida International University; Sanghyun Park, Yonsei University([email protected])

Age-Varying Relationships Between Depression and Cognition in Old Age: Moderation by Physical Activity

Myungjin Jung¹, Minsoo Kang^F, The University of Mississippi ([email protected])

The Associations of 24-Hour Behavior With Quality of Life in Preschoolers

Meiyuan Chen¹, East China Normal University, College of Physical Education & Health and Nanyang Technological University, National Institute of Education, Physical Education & Sports Science; Xiaozan Wang, East China Normal University, College of Physical Education & Health; Terence Chua, Michael Chia, Nanyang Technological University, National Institute of Education, Physical Education & Sports Science ([email protected])

Is It Just Me? The Power of Aesthetic in Sport

Elaine Foster¹, Idaho State University; Sharon Kay Stoll^F, University of Idaho; Jennifer M Beller, St. Mary’s Parish School ([email protected])

Use of Technology to Monitor Physical Activity Levels Among College Students

Kimberly Maljak¹, James W Ball, Northeastern Illinois University; Matthew R. Bice, Baker University; Erica Thomas, Elon University; Allan Gabriel Ramirez, Lincoln Park High School; Marisela Palma-Barraza, Richard Henry Lee Elementary School ([email protected])

Status of CSPAP Curriculum in United States Physical Education Teacher Education Programs

Cate A. Egan¹, University of Idaho; College of Education, Health, and Human Sciences; Hayley McKown, University of Idaho; Christopher B. Merica, University of North Carolina-Wilmington; Health and Fitness Education Program

([email protected])

Impact of Yoga Practice on Students’ Cognitive Function

ChenYu Jia¹, Yue Xu, Zhihua Yin, LiPing Xu, East China Normal University ([email protected])

College Student Knowledge About Fentanyl Use, Abuse, Overdose, and Death

Michael Sandlin¹, Texas A&M University; Rosanne Keathley, Sam Houston State University; Judy R. Sandlin, Texas A&M University ([email protected])

Daily Experience of Stress, Activity Characteristics, and Emotions Among Children on Wheelchair: Day Reconstruction Approach

Rokbit Lee¹, Korea University; Jinmoo Heo^F, Yonsei University; May Kim, Youngshin Lim, Korea University

([email protected])

Reversing the Negative Health Snowball: Stress and College Student Well-Being

Michael Sandlin¹, Judy R. Sandlin, Texas A&M University; Rosanne Keathley, Sam Houston State University ([email protected])

Association Between Active School Environments and Students’ Physical Activity

Joey A Lee¹, Keston G Lindsay, University of Colorado Colorado Springs; Gregory J Welk^F, Iowa State University

([email protected])

Learned Helplessness, Academic Performance, and College Student Physical Well-Being

Rosanne Keathley¹, Sam Houston State University; Judy R. Sandlin, Michael Sandlin, Texas A&M University ([email protected])

Home- and Community-Based Interventions in Early Childhood: A Systematic Review

Samantha Moss¹, Xiangli Gu^F, University of Texas at Arlington ([email protected])

Exploring Physical Activity and Health-Related Fitness Content Knowledge of College Students

Seung Ho Chang¹, Jihyun Lee^F, San Jose State University ([email protected])

The Effects of Multiple Recesses Daily on Children’s Motor Coordination

Daryl M Campbell-Pierre Sr.¹, Texas Christian University ([email protected])

The Use of Pedometers to Promote Physical Activity in Preschool Children: A SWOT Analysis

Stephanie Gonzalez¹, Jihye Lee, Tao Zhang^F, University of North Texas ([email protected])

The Effect of School-Based Multilevel Interventions on Physical Activity: A Systematic Review

Han Chen^F1, Valdosta State University; Jiling Liu^F, Texas A&M University; Haichun Sun^F, South Florida/University Of; Peng Zhang^F, East Stroudsburg University ([email protected])

HealthyU-Starts with You-Knowledge of Health Care Literacy of Secondary School Students

Megan Adkins¹, University Of Nebraska- Kearney; Alexandra Torkelson-Trout, Jacqueline Huscroft- D’Angelo, University of Nebraska at Lincoln; Shannon C. Mulhearn, University of Nebraska-Kearney ([email protected])

Closing the Gap: Girls’ MVPA Similar to Boys’

Chayene Dornelas Barbeta¹, Universidade do Oeste Paulista - Unoeste; Anderson dos Santos Carvalho, Universidade Paulista - UNIP; Pedro Pugliesi Abdalla, University of São Paulo; Nilo C. Ramos, Coastal Carolina University; Jair Rodrigues Garcia Junior, Universidade do Oeste Paulista - Unoeste

([email protected])

West Virginia Pickleball Players’ Motivations and Perceived Benefits

Jessica N Riffee¹, Eloise M. Elliott^F, West Virginia University; Alfgeir Kristjansson, West Virginia University School of Public Health; Leanne Watson, College of Applied Human Sciences, West Virginia University ([email protected])

Teaching and Learning Oral Session 1

Developing a Research Identity in the Transition from Doctoral Student to Faculty Member

K. Andrew Richards^F1, Chris J. Kinder, University of Illinois at Urbana-Champaign; Victoria N. Shiver, University of New Mexico; Amelia Mays Woods, University of Illinois at Urbana-Champaign ([email protected])

Walking the Talk: From PETE Faculty Member to Physical Educator

Kelsey McEntyre¹, University of West Georgia; Deborah Suzanne Baxter, Kennesaw State University; Victoria N. Shiver, University of New Mexico; K. Andrew Richards^F, University of Illinois at Urbana-Champaign ([email protected])

Secondary Organizational Socialization’s Influence on Early Career Faculty Members’ PETE

Meghan Dennis¹, Seung Soo Baek, Adam M Wolecki, Wonhee Lee, Natalia D Molska, R Tanner Ryan, Matt D. Curtner-Smith^F, The University of Alabama ([email protected])

Mentoring Foci of D-PETE Students

Meghan Dennis¹, Oleg A. Sinelnikov^F, Seung Soo Baek, Adam M Wolecki, Natalia D Molska, Jacob T. Peterson, Wonhee Lee, Ford Patronas, The University of Alabama ([email protected])

2:00 PM–3:00 PM

Across the Disciplines Poster Session 1

Parental Support and Concerns About Physical Activities of Their Children With Autism Spectrum Disorder During COVID-19

Jihyun Lee^F1, San Jose State University; Hyok Ju Maeng, Georgia State University; Hannah Yang, Baekseok University; Seung Ho Chang, San Jose State University ([email protected])

Physical Activity Levels of Children With and Without Disabilities With Fitness Awards

Nicole Fiscella¹, Oregon State University; Willie C Leung, University of Tampa ([email protected])

Gender Disparities Among Physical Educators: A State/National Comparison

Farrah Castleman¹, Brian Myers, Western Kentucky University ([email protected])

South Korean Adapted Physical Education Majors’ Self-Efficacy

Seo hee Lee¹, University Wisconsin of Superior; Samuel R. Hodge^F, The Ohio State University

([email protected])

Culturally Relevant Physical Education for Optimizing Physical Activity Opportunities

Stacy Imagbe¹, Senlin Chen^F, Louisiana State University ([email protected])

North American Rodeo: From Celebratory Roundup to Iconic Sport Form

Demetrius W Pearson¹, University of Houston ([email protected])

“I’m Quitting”: Impact of Secondary Organizational Socialization on Early Career Physical Education Teacher Education Professors

Chan Woong Park¹, California State University, Sacramento; Craig P. Tacla, California State University Sacramento; Minhyun Kim, Sam Houston State University ([email protected])

Impact of a Disability Sport Unit on Competence and Attitudes of Preservice Teachers Toward People With Disabilities

Wellington A De Luna¹, Georgia State University ([email protected])

Can Learner Motivation Change Positively? An Expectancy-Value Perspective

Jihyun Song¹, Chaojie Shang, Alireza Hosseini, Alexander Clayton Moss, Ang Chen^F1, University of North Carolina at Greensboro ([email protected])

Perceptions of Sexual Identity Stereotyping Among Physical Education Majors

YuChun Chen¹, Brody Johnson, Western Kentucky University ([email protected])

Impact of Sport Engagement and Social Support on Health-Related Quality of Life of Youth Athletes With Physical Disabilities

Myung Ha Sur¹, University of South Carolina; Deborah Shapiro, Georgia State University ([email protected])

“Not Modest Like the Boys”: Parents’ Perceptions of Junior-Lifeguard Uniforms

Danielle J Belcher¹, Danielle N Wong, Megan Babkes Stellino^F, University of Northern Colorado ([email protected])

Perceptions of African American Athletes Attitudes Toward Social Injustice

Robert Lindsey¹, Johnson C Smith University; Kinya Allen, Johnson C. Smith University([email protected])

Dr. Doris R. Corbett: The Supernova.

E Newton Jackson Jr.^F1, University of North Florida

([email protected])

Professional Identify for Excellence PE Teaching in Chinese

Xiaolian Zhu¹, Qiang Guo, Ningbo University([email protected])

The Importance of Integrating Native Hawaiian Culture Into HPE

Erin E. Centeio^F1, Alethea Ku`ulei Serna, Crystal Hafoka, Shoshana Cohen, University of Hawaii at Manoa ([email protected])

An Examination of Culturally Relevant Physical Education in a Suburban Area

Chris Mellor¹, Paul B. Rukavina^F, Sarah Doolittle, Bryan Seltenreich, Adelphi University; Martin Eliseo Vasquez, University of New Mexico ([email protected])

Investigating the Needs of Aspiring Fitness Instructors With Intellectual and Developmental Disabilities

Jennifer Beamer¹, Joseline Raja, Oregon State University; Willie C Leung, University of Tampa ([email protected])

Sport & Coaching Oral Session

Women’s Basketball Players Perceptions of Coach Servant Leadership

Mikayla Ferenz¹, Sharon Kay Stoll^F, University of Idaho; Jennifer M Beller, St. Mary’s Parish School ([email protected])

Parent Perspectives on How Sport Teams Impact Teens’ Sport-Related Concussions

Laura J. Petranek¹, Shelley Lucas, Boise State University; Nicole Bolter, San Francisco State University; Kurt Nilsson, Kristi Pardue, St. Luke’s Sports Medicine Concussion Clinic; Hilary Flint, Applied Research, St. Luke’s Health Systems ([email protected])

Intentional Coaching: A Pathway to Cope With Anxiety in Sport

Mark J Sowa¹, Sharon Kay Stoll^F, University of Idaho; Jennifer M Beller, St. Mary’s Parish School ([email protected])

Athletes With Dyslexia in Inclusive Sport: What Is the Influence of the Coach?

Marko Pavlovic¹, University of Memphis; Kelly L. Simonton, University of Wyoming; Laura P Casey, University of Memphis ([email protected])

3:15 PM–4:15 PM

Developing Effective Teaching in Physical Education Through Practice-Based Teacher Education

The disconnect between what preservice teachers learn in teacher education programs and what they face in classrooms has been a longstanding issue (Darling-Hammond, 2021). Practice-based teacher education (PBTE) is a framework that aims to bridge this gap. İn physical education, Ward and colleagues conceptualized PBTE at the macro (curriculum) and micro (pedagogy) levels. This symposium will present the findings of four research studies that adopted PBTE in physical education teacher education programs.

A Research Summary of Preservice Teachers’ Adaptive Competence in Teaching

Xiuye Xie¹, Missouri State University; Phillip Ward^F, The Ohio State University ([email protected])

Developing Adaptive Competence in Planning Lessons through Repeated Teaching

Toon Dehandschutter¹, KU Leuven; Hans van der Mars^F, Arizona State University; Phillip Ward^F, The Ohio State University; Peter Iserbyt, KU Leuvenven ([email protected])

Developing Preservice Teacher Teaching Adaptability Using Practice-Based Teacher Education

Kyuil Cho¹, West Virginia University; Phillip Ward^F, The Ohio State University; Emi Tsuda, West Virginia University ([email protected])

Faculty Perspectives Using Practice-Based Teacher Education

Insook Kim^F1, Kent State University; José A. Santiago, Sam Houston State University; Bomna Ko^F, East Carolina University; Erhan Devrilmez, karamanoğlu mehmetbey university; Fatih Dervent, Marmara University Faculty of Sport Sciences; Peter Iserbyt, KU Leuvenven; Emi Tsuda, West Virginia University; Xiuye Xie, Missouri State University; Phillip Ward^F, The Ohio State University ([email protected])

Sociocultural and Social Justice Oral Session 1

The Role of Career Goals in PETE Faculty Socialization

Robert Knipe III¹, Southern Connecticut State University; Xiaofen D. Keating^F, The University of Texas at Austin; Karen L. Gaudreault^F, University of New Mexico ([email protected])

Disrupting Whiteness: Critical Race Counterstories from Black/Latinx PETE Faculty

Cory E. Dixon¹, Auburn Universty; Mara Simon, Korey Boyd, Springfield College ([email protected])

Recruitment and Retention of Individuals from Diverse Backgrounds: Perspectives of Current Black Male Faculty in PETE

Jerraco Johnson¹, University of North Texas; Cory E. Dixon, Rowan University; Desmond Woodruff Delk, Langston University ([email protected])

Thursday, March 30

10:45 AM–11:45 AM

Across the Disciplines Poster Session 2

Understanding Work-Avoidance Goals in Physical Education

Ping Xiang^F1, Jiling Liu^F, Texas A&M University; Weidong Li^F, The Ohio State University; Jianmin Guan^F, University of Texas-San Antonio ([email protected])

Perceptions of Resilience: An Exploration into the Impact of Perceived and Actual Risk

Gabrielle Ryan Strittmater¹, University of Illinois - Urbana Champaign; Jenna Starck, UW - La Crosse; Ward Dobbs, University of Wisconsin - La Crosse ([email protected])

Self-Assessment of Research Skills Among Undergraduate Students: A Kinesiology Field Perspective

Junyoung Kim¹, Liang Yating, Bernard Kitheta, Missouri State University ([email protected])

Examining Students’ Online Physical Education Experiences During the Covid-19 Pandemic

Ken Murfay¹, University of Kansas ([email protected])

NCAA Women’s Soccer Matches’ Intensity Zones and Heart Rate

Mario N. O. Jr. Sevilio¹, Federal University of Maranhão and Coastal Carolina University; Victor G. S. Sousa, Jefferson F. C. Rodrigues Jr., Christian E. T. Cabido, Christiano E. Veneroso, Federal University of Maranhão; Nilo C. Ramos, Coastal Carolina University; Jason Cholewa, University of Lynchburg ([email protected])

Knowledge and Training of Physical Educators Providing Strength and Conditioning Programming in K-12 Schools

David Bellar^F1, University of West Florida; Ben D. Kern, University of Wyoming; Wesley J Wilson^F, University of Utah; Samiyah Rasheed, University of Wyoming ([email protected])

Predicting Recreational Activity Participation Using Machine Learning Algorithms

SeungBak Lee¹, The University of Mississippi; Minsoo Kang^F, The University of Mississippi ([email protected])

Relationships Between Physical Achievement, Knowledge and Emotions Across One Sport Education Model Unit

Madelyn Carson¹, Kelly L. Simonton, Tristan L. Wallhead^F, Ben D. Kern, University of Wyoming ([email protected])

The Use of Curse Words Among Secondary Athletic Coaches

Todd E. Layne¹, University of Memphis; Jamie J. Brunsdon, The University of Memphis; Kelly L. Simonton, University of Wyoming ([email protected])

Age, Gender, and Achievement Goals in Physical Activity Settings

Jianmin Guan^F1, University of Texas at San Antonio; Ping Xiang^F, Texas A&M University; William M Land, University of Texas at San Antonio; Xiaofen D. Keating^F, The University of Texas at Austin ([email protected])

A Facial Expression and Eye-tracking Analysis for Charity Advertising on Sport Team Twitter

Yongjae Kim¹, Soojin Kim, Eun Kang, Kutztown University ([email protected])

Development and Review of the Career Anxiety Measurement Scale (CAMS) for PE College Students

Sae-Hyung Kim¹, Chungbuk National University; Dongwook Cho, Alcorn State University ([email protected])

Impact of an Education Program on Youth Soccer Coaches

Colin S. Barnes¹, University of North Carolina at Wilmington; Matt D. Curtner-Smith^F, The University of Alabama ([email protected])

Revalidation of Preservice Physical Education Teacher’s Teacher Identity Scale in Chinese Physical Education Student Teachers

Anlu Yang¹, Beijing Sport University; Xiaofen D. Hamilton, The University of Texas at Austin; Lei Yao, Beijing Sport University; Yongshun Wang, Huaqiao University ([email protected])

Evaluation of Physical Fitness Tests in Adults with Intellectual Differences

Matthew Beerse¹, Rachael Harmon, Gerry Gallo, University of Dayton ([email protected])

Perception of Athletic Burnout among African American College Student-Athletes

Robert Lindsey¹, Johnson C Smith University; Alpierre Wingard, Johnson C. Smith University ([email protected])

Exploring Teacher Career Stages and Emotions of Physical Educators’

Denis Schulz¹, Karen L. Gaudreault^F, University of New Mexico; Kelly L. Simonton, University of Wyoming; K. Andrew A. Richards^F, University of Illinois Urbana-Champaign; Kevin J. Mercier^F, Adelphi University ([email protected])

TETPPACS for Pre-Service Teachers: Efficacy for Face-to-Face and Virtual Teaching

Erin E. Centeio^F1, University of Hawaii at Manoa; Hayley McKown, University of Idaho; Kelly L. Simonton, University of Wyoming ([email protected])

Comparison of Resting and Fatigue Visual-Motor Reaction Time of Turkey Men’s Deaf National Basketball Players

Ali Tatlıcı¹, Selçuk University, Faculty of Sport Science; Ömer Özer, Karamanoğlu Mehmetbey University ([email protected])

Understanding College Students’ Endorsement of Achievement Goals in PA Classes

Jihye Lee¹, University of North Texas; Ping Xiang^F, McBride Ron, Jiling Liu^F, Texas A&M University ([email protected])

Using Mindfulness for Sports Performance: An Intervention With College Athletes

Beatrice Perucchini¹, Suzanne Lindt, Tara Fox, Stacia C. Miller, Midwestern State University ([email protected])

Handgrip Strength Asymmetry Association With Gait Speed in Developing Countries

Pedro Pugliesi Abdalla¹, André Pereira dos Santos, Marcio Fernando Tasinafo, University of São Paulo; Leonardo Santos Lopes Silva, Ana Claudia Rossini Venturini, Universidade de São Paulo; Dalmo Roberto Lopes Machado, University of São Paulo; Nilo C. Ramos, Coastal Carolina University; Jorge A. Mota, CIAFEL-FADEUP ([email protected])

Affective Attitude Moderates Cognitive Attitude-Physical Activity Relationship: An Adolescent Sample

Yubing Wang¹, University of Wisconsin-Whitewater; Yaogang Han, Pan Li, Binn Zhang, Shanghai University of Sport ([email protected])

Midwestern Athletic Coaches’ Personal and Professional Media Usage

Derek W. Elton¹, University of Nebraska-Kearney; Matthew R. Bice, Baker University; Bryan Artman, Thomas Orr, University of Nebraska - Kearney ([email protected])

Physical Activity and Health Promotion Oral Session 1

Changing Trajectory of Daily Physical Activity Levels Among At-Risk Adolescents: Influences of Motivational Mechanisms

Anqi Deng¹, Nicole Zarrett, Jongho Moon, Allison M Sweeney, University of South Carolina ([email protected])

After-School Program: Evaluation of Overhand Throwing and Motor Competence

Kahyun Nam¹, Pamela Hodges Kulinna^F, Omar Albaloul, Conner Acri, Regan Glock, Malak YoussefArafat, Arizona State University ([email protected])

Generalization and Maintenance of Participation in Handball in Elementary Schools

Kian Vanluyten¹, KULeuven; Shu Cheng, KU Leuven; Cedric Roure, University of Teacher Education; Jan Seghers, KU Leuven; Phillip Ward^F, The Ohio State University; Peter Iserbyt, KU Leuven ([email protected])

Physical Education, Exercise Behaviors, and Exercise Autonomy in Secondary Students

Rick C Ferkel¹, Central Michigan University ([email protected])

3:15 PM–4:15 PM

Assessing Preschoolers’ Physical Activities: Progresses Made and to Be Made

Health scientists and practitioners have long believed that regular physical activity is essential to maintain good health. So it is not surprising that for a very long time, individual health professionals and health organizations have been making recommendations regarding the types and amounts of physical activity needed for health and fitness. As emphasized in the preceding section, scientific

Assessing Preschoolers’ Physical Activities: An Overview

Weimo Zhu^F1, UIUC ([email protected])

Challenges and Solutions of Objective Measures of Physical Activity in Preschool Children

Xiong Qin¹, School of Sports Engineering, Beijing Sport University ([email protected])

“PreActi”: Development and Validation of a Physical Activity Assessment and Management System for Preschoolers

Han Li¹, ShangHai ZhiYu Edu Tech Co, Ltd. ([email protected])

Physical Activity and Health Promotion Roundtable - Oral Session

Hyper-Parenting and Physical Activity Levels of Youth

Kendra Hansen¹, Yongsan International School of Seoul; Heather E. Erwin^F, University of Kentucky; Aaron Beighle, The University of Kentucky ([email protected])

Mind-Body Physical Activity Intervention on Stress and Well-Being During the Pandemic: A Pilot Study

Ildiko Strehli¹, Ryan D. Burns^F, Timothy A. Brusseau Jr.^F, Yang Bai, Donna Ziegenfuss, University of Utah; Martin Block, University of Virginia ([email protected])

Results of a Web-Based Health Module Pilot for Intermediate Students

Eloise M. Elliott^F1, Emi Tsuda, James D. Wyant, Olivia J. Mackey, Emily Murphy, Kaitlyn Shaffer, Erika D. Van Dyke, West Virginia University ([email protected])

A Virtual Collegiate Employee Wellness Program: Voices of Participants

Amy J. Rogers¹, Southern Union State Community College; Ellen H. Martin, Clayton R. Nicks, Columbus State University ([email protected])

The Impact of Administrators’ Perceptions on Combating Marginalization in Physical Education

Tracey Naumann¹, Brooke Doherty, The University of Texas at Austin; Rachyl Jane Stephenson, Unviersity of Wisconsin La Crosse ([email protected])

The Anatomy Academy Model for Teaching Healthy Habits … on Zoom!

Amy S. Conn¹, Avery Lahodny, Izzy Critchfield-Jain and Jonathan J. Wisco ([email protected])

Physical Activity Coordinators: A Community-based Approach to Physical Activity Promotion

Emily Kroshus¹, Seattle Children’s Research Institute; Sara Matovina, University of Washington Center for Leadership in Athletics; Kimberly Garrett, Pooja Tandon, Seattle Children’s Research Institute; Ken Turner, Office of Supt of Public Instruction; Julie McCleery, The King County Play Equity Coalition ([email protected])

Teaching and Learning Oral Session 2

Becoming an Effective Mentor: Mentoring Reflexivity

Oleg A. Sinelnikov^F1, Meghan Dennis, Adam M Wolecki, Jacob T. Peterson, Natalia D Molska, Seung Soo Baek, Wonhee Lee, Ford Patronas, The University of Alabama ([email protected])

Physical Education Teachers’ Perceptions of and Strategies for Managing Bullying

Mengyi Wei¹, University of Illinois at Urbana-Champaign; Kim C. Graber^F, University of Illinois Urbana-Champaign ([email protected])

Flipping the Script: Turning COVID Challenges to Benefits

Shannon C. Mulhearn¹, University of Nebraska-Kearney; Megan Adkins, University Of Nebraska- Kearney ([email protected])

Teaching Social and Emotional Learning and Meaningful Physical Education: A Performative Auto-Ethnography

Donal Howley¹, Towson University; Ben Dyson^F, University of North Carolina, Greensboro; Alba Rodrigues, George Mason University ([email protected])

Friday, March 31

10:45 AM–11:45 AM

Adapted Physical Education/Activity Oral Session 2

Experiences and Perspectives of College Students With Disabilities Toward Integrated Physical Education in South Korea

Seo hee Lee¹, University Wisconsin of Superior and University of Wisconsin Superior; Samuel R. Hodge^F, The Ohio State University ([email protected])

Improving Teaching Attitudes to Include Students With Physical Disabilities.

Aubrey Hope Shaw¹, Sharon Kay Stoll^F, University of Idaho; Jennifer M Beller, St. Mary’s Parish School ([email protected])

Paralympic Skill Lab and Inclusive Recreation: Four-Years of Attitude Change Data

Cathy McKay^F1, James Madison University; Xihe Zhu^F, Justin A. Haegele^F, Old Dominion University ([email protected])

Teaching and Learning Poster Session

One Elementary School Physical Education Teacher’s Efforts at Employing Character Education

Jamie J. Brunsdon¹, The University of Memphis; Diane K. Coleman, Memphis Campus School/Univ of; Keith Loupe, Todd E. Layne, University of Memphis ([email protected])

Socialization and Professional Experiences of Physical Educators Providing Strength and Conditioning Programming in K-12 Schools

Ben D. Kern¹, University of Wyoming; David Bellar^F, University of West Florida; Wesley J Wilson^F, University of Utah; Samiyah Rasheed, University of Wyoming ([email protected])

Middle School Students’ Team Cohesion Development within a Sport Education Season: A Mixed Methods Investigation

Baofu Wang¹, Western Illinois University; Senlin Chen^F, Louisiana State University ([email protected])

Influence of Occupational Socialization on Physical Education Teachers’ Career Paths

Deborah Suzanne Baxter¹, Kennesaw State University; Jamie J. Brunsdon, The University of Memphis; Matt D. Curtner-Smith^F, Byron Keith Fair II, The University of Alabama ([email protected])

Pre-Service Physical Education Teachers’ Experiences with Health-Related Fitness Self-Testing

Xiaolu Liu¹, Georgia State University; Jingwen Liu, California State University, Fullerton ([email protected])

A Review of Intervention Research on Game-Centered Approaches and Associated Students’ Outcomes

Yilin Li¹, California State University, Bakersfield; Weidong Li^F, The Ohio State University ([email protected])

“I Can Help Them Become Better Teachers, But I Can’t Help Them with edTPA”: Cooperating Teachers’ Knowledge and Experience of the Educative Teacher Performance Assessment (edTPA) in Physical and Health Education

Shelley Holden¹, Craig Parkes, University of South Alabama; Nick O’Leary, University of Wolverhampton; Jamie J. Brunsdon, The University of Memphis ([email protected])

Investigation of Preservice Teachers’ Perceptions of Teaching School Health

Xiuye Xie¹, Missouri State University ([email protected])

SEL Pedagogies in a Rural Elementary Physical Education Program

Seunghyun Baek¹, University of North Carolina at Greensboro; Ben Dyson^F, University of North Carolina, Greensboro; Justin Somers, UNCG ([email protected])

Can Physical Activity Breaks Assist Mathematics Learning? A Domain Learning Theory Perspective

Wenyi Wang¹, University of Taipei; Ang Chen^F, North Carolina-Greensboro/University of ([email protected])

Teaching Games for Understanding Research in Korea

Minji Kang¹, Youngbin Cho, Eun-Byeol Hwang, Dayea KIM, Han J. Lee, Yonsei University ([email protected])

Lessons Learned From Teaching Children With Trauma in Physical Education

Michele E. Moore¹, Sheri J. Brock^F, Vanessa Hinton, Alice M. Buchanan, Auburn University ([email protected])

Overcoming the Gender Influence on Learning in Physical Education

Chaojie Shang¹, Jihyun Song, Alexander Clayton Moss, Alireza Hosseini, Ang Chen^F, University of North Carolina at Greensboro ([email protected])

Learning in Physical Education: A Transfer of Learning Theory Perspective

Alireza Hosseini¹, Jihyun Song, Chaojie Shang, Alexander Clayton Moss, University of North Carolina at Greensboro; Ang Chen^F, University of North Carolina Greensboro ([email protected])

EALS: Identifying Korean Physical Education Teachers’ Professional Identity Formation Process

Junhyuk Park¹, University of Georgia; Euichang Choi, Seoul National University; Sanga Yun, University of Georgia ([email protected])

Concerns and Needed Support throughout Student Teaching during COVID-19 Pandemic

Jingwen Liu¹, California State University, Fullerton; Xiaolu Liu, Georgia State University; Debra Patterson, California State University, Fullerton ([email protected])

Elementary PE Teachers’ Perspectives of Socializing Agents During the Pandemic

James D. Wyant¹, West Virginia University; Edward B. Olsen, Kean University; Brooke C. Towner, Appalachian State University; Adam Keath, Charleston Southern University; Jingyang Huang, Southern Arkansas University; Wesley Robert Meeteer II, Concord University; Emi Tsuda, Lyndsay Burneisen, West Virginia University ([email protected])

Perspectives on Teacher Shortage and Retention Among K-12 Principals in Rural Areas

Yoonsin Oh¹, Saori Braun, Rece Sweere, Nick Thompson, Gabby LeClair, Brady Berg, University of Wisconsin-Eau Claire ([email protected])

Facilitation of Collaborative Practices: A Self-Study From International Teacher Educators

Carla Vidoni^F1, University of Louisville; Deniz Hunuk, Hacettepe University; Luiza Goncalves, Monash University ([email protected])

Understanding Peer Mentor-Mentee Relationships in a PETE program

Lauren Bean¹, Springfield College ([email protected])

Alternatively Certified Physical Educators’ Pedagogical Training and Professional Development

Jaehun Jung¹, Northwestern State University; Layne Case, California State University - Chico; Sam W Logan^F, Oregon State University; Joonkoo Yun^F, East Carolina University ([email protected])

Impact of a Sport Education Running Season on Cardiovascular Endurance

Zachary Wahl^F1, Northern Illinois University ([email protected])

Teachers’ Expanding Learning Experience in Taiwan: An Activity Theory Perspective

En-Hua Chan¹, Nyit-Chin Keh, Ching-Wei Chang, National Taiwan Normal University, Department of Physical Education and Sport Science ([email protected])

PE Teachers Influence on Student Fitness Levels in Hawaii

Erin E. Centeio^F1, University of Hawaii at Manoa; Alex C. Garn^F, Louisiana State University; Charles F Morgan^F, Karl Richard Hennebach, University of Hawaii at Manoa ([email protected])

Factors Influencing Content Selection Amongst High School Physical Education Teachers

Olivia J. Gillispie¹, Emi Tsuda, Eloise M. Elliott^F, West Virginia University ([email protected])

Efficacy of Need-Supportive and -Thwarting Instruction on Motivation and Performance

Taewoo Kim¹, University of Georgia ([email protected])

Washed Out or Never Washed In? A Case Study Examining Washout in Professional Socialization

Chris Mellor¹, Adelphi University; Karen L. Gaudreault^F, University of New Mexico; Kevin Richards^F, University of Illinois at Urbana-Champaign; Glenn Hushman, University of New Mexico ([email protected])

Impact of Customized Continuing Professional Development on Physical Educators’ Behavioral Capability, Self-efficacy, and Outcome Expectation for Teaching Social and Emotional Competency

Christine K Strater¹, Metropolitan State University of Denver; Ben D. Kern, Laura C Palmer, Paul Malinowski, University of Wyoming ([email protected])

Technology Professional Development for PETE Faculty: Strengths and Gaps

Jennifer M. Krause¹, University of Northern Colorado; Kason O’Neil, East Tennessee State University; Taemin Ha, Brian D. Dauenhauer, Veronica Adams, University of Northern Colorado ([email protected])

Can Standardized Sport Skill Tests Performance Transfer to Game Performance?

Yubing Wang¹, University of Wisconsin-Whitewater; Pan Li, Yaogang Han, Binn Zhang, Shanghai University of Sport ([email protected])

The Examination of Sport Faculty Students’ Soccer Content Knowledge Levels

Nergiz Erdem¹, Dumlupınar University, Institute of Social Science; Mehmet Acet, Dumlupınar University, Faculty of Sport Science; Ekrem Yasin Tabak, Karamanoğlu Mehmetbey University, Institute of Social Science ([email protected])

Validating of an Observation Tool to Assess Effective Facilitation of Adventure-Based Learning in Physical Education

James D Ressler¹, Northern Illinois University; Zach Wahl-Alexander^F, Associate Professor; Sue Sutherland^F, Ohio State University; Paul T. Stuhr^F, California State University San Marcos ([email protected])

The Impact of a Sport Education Running Season on Cardiovascular Endurance

Zach Wahl-Alexander^F1, Northern Illinois University; James Ressler, NIU ([email protected])

Student social-emotional learning competences during an afterschool physical activity program

Nolan Carey¹, Katie Juarez, Kelly L. Simonton, Aimee Gray, University of Wyoming; Victoria N. Shiver, University of New Mexico; Angela Simonton, University of Wyoming ([email protected])

The Effects of Specialized Content Knowledge Intervention on University Lecturers’ and Their PETE Students’ Content Knowledge Level

Ekrem Yasin Tabak¹, Karamanoğlu Mehmetbey University, Institute of Social Science; Erhan Devrilmez, karamanoğlu mehmetbey university; Fatih Dervent, Marmara University Faculty of Sport Sciences; Ömer Özer, Karamanoğlu Mehmetbey University ([email protected])

Physical Education Teachers’ Initial Experiences Implementing a Sport Education Unit

Sheri J. Brock^F1, Michele E. Moore, Auburn University; Nikki Hollett, University of Wisconsin-Whitewater; Peter A. Hastie^F, Alice M. Buchanan, Auburn University; Shannon Revels, Misty Spratlin, Beauregard Elementary School; Faleniko Spino, Sabrina McNeill, Thomas Pitchford, Lindsay Robert, Auburn University ([email protected])

Korean Physical Education Teacher’s Content Creating Activities on Social Media and Their Impacts on Professional Development

Geunwon Lee¹, Okseon Lee, Euichang Choi, Seoul National University ([email protected])

The Influence of Social and Emotional Learning Continuing Professional Development on Principals’ Perception of Physical Education to the School Academic Mission

Laura C Palmer¹, Ben D. Kern, Kelly L. Simonton, Alan Buss, University of Wyoming ([email protected])

Korean Traditional Dancers’ Identity Formation: Processes and Factors

Jiyun Kang¹, Yeri Hong, Euichang Choi, Okseon Lee, Seoul National University ([email protected])

1:30 PM–2:30 PM

Across the Disciplines Roundtable - Oral Session

Visual Supports for Children with ASD within Physical Education

Adam Forbes¹, University of Virginia; Joonkoo Yun^F, East Carolina University ([email protected])

Female Faculty’s Experiences in Physical Education Teacher Education: Cross-Cultural Study

Emi Tsuda¹, West Virginia University; Tomoko Ogiwara, Juntendo University; James D. Wyant, West Virginia University; Risako Murai, Wayo Women’s University; Yung-Ju Chen, Minot State University; Rio Watanabe, The Ohio State University ([email protected])

A General Physical Education Teachers’ Perception, Teaching Practices, and Needs in Inclusive Physical Education

Adriana Elise Lucero¹, Karen L. Gaudreault^F, University of New Mexico; Carolyn Hushman, The University of New Mexico; Glenn Hushman, University of New Mexico ([email protected])

Game Changers: A Participatory Action Research Pilot Project for/with Students with Disabilities in School Sport Settings

Daniel Bruce Robinson¹, St. Francis Xavier University; Joe Barrett, Brock University; Bill Walters, Saint Francis Xavier University; Sebastian Harenberg, St. Francis Xavier University ([email protected])

Cross-Gender Differences on Expectancies, Value Beliefs and Costs in Physical Education

Tyler E Smith¹, Joshua E Mickey, Tan Zhang^F, Winston-Salem State University ([email protected])

An Investigation of the Professional Socialization Phase and Grading in Physical Education

Casey Irene Hollibaugh¹, Slippery Rock University; Jackie L. Lund^F, Georgia State University ([email protected])

Examining the Lived Experience of PETE Students of Color

Ana Lisa Eberline¹, Jamie O’Conor, University of Illinois; Julia A. Valley, Northeastern Illinois University; Mara Simon, Springfield College; Emily M. Jones, Illinois State University; Kason O’Neil, East Tennessee State University ([email protected])

Working Toward a Common Goal: A Case Study Within a Universal Design for Leaning Adventure Education Class

Julia May¹, Chapel Hill, North Carolina; Gabrielle Ryan Strittmater, University of Illinois - Urbana Champaign; Jenna Starck, UW - La Crosse ([email protected])

Associations Between Perceived Competence Toward Physical Activity and Mental and Cognitive Functioning Among Young Adults

Xiaoxia Zhang¹, Centenary College of Louisiana; Xiangli Gu^F, University of Texas at Arlington ([email protected])

Understanding Students’ Cognitive and Affective Attitude and Attitudinal Structures Toward Physical Activity: A Person-Centered Approach

Yubing Wang¹, University of Wisconsin-Whitewater; Yaogang Han, Pan Li, Binn Zhang, Shanghai University of Sport ([email protected])

Physical Activity and Health Promotion Oral Session 2

Physical Educators’ Socialization and Confidence with Respect to CSPAP Implementation

Christopher B. Merica¹, University of North Carolina-Wilmington; Health and Fitness Education Program; Cate A. Egan, University of Idaho; College of Education, Health, and Human Sciences; Collin Webster, University of Birmingham Dubai; Diana Mindrila, University of West Georgia; Grace Goc Karp, University of Idaho; David R Paul, University of Idaho; College of Education, Health, and Human Sciences; Karie Lee Orendorff, Montana State University ([email protected])

A Grassroots Initiative to Engage Classroom Teachers in Physical Education Outcomes

Karie Lee Orendorff¹, Montana State University; Cate A. Egan, University of Idaho; College of Education, Health, and Human Sciences; Christopher B. Merica, University of North Carolina-Wilmington; Health and Fitness Education Program ([email protected])

Effectiveness of Online Training to Build Capacity for CSPAP Implementation

Thomas A Packebush¹, Kathy B Gunter, Oregon State University ([email protected])

Influence of Positive Youth Development Program on Children’s Physical Activity

Chris John Kinder¹, University of Illinois Urbana-Champaign; Paul Wright^F, Northern Illinois University; Kevin Richards^F, Naiman A Khan, University of Illinois at Urbana-Champaign; Kim C. Graber^F, University of Illinois Urbana-Champaign; Amelia Mays Woods, University of Illinois at Urbana-Champaign ([email protected])

Teaching and Learning Oral Session 3

Effects of Situated Game Teaching through Set Plays on Badminton Skill performances among Turkish Secondary School Students

Weidong Li^F1, The Ohio State University; Mustafa Çabıtçı, Anamur youth and sports district directorate; Erhan Devrilmez, karamanoğlu mehmetbey university; Fatih Dervent, Marmara University Faculty of Sport Sciences ([email protected])

Stakeholders’ Perceptions of Physical Education in Colorado

Xiaoping Fan¹, SUNY Cortland; Jaimie McMullen^F, University of Hawaii ([email protected])

Policies Predicting Physical Education Practices in Elementary Schools

Marissa Schulke¹, Kahyun Nam, Kylie Wilson, Pamela Hodges Kulinna^F, Allison Poulos, Arizona State University ([email protected])

A Scoping Review of Flipped Learning Research Conducted in K-12 and University Physical Education Settings

Chad M. Killian¹, University of New Hampshire; Ove Osterlie, Norwegian University of Science and Technology; Alberto Ferriz-Valero, Miguel Garcia-Jaen, University of Alicante; Julia Sargent, The Open University ([email protected])

Saturday, April 1

8:00 AM–9:00 AM

Across the Disciplines Oral Session

Academic Performance Measuring Instruments in Physical Education: A Systematic Review

Fan Zhang¹, Heather E. Erwin^F, University of Kentucky ([email protected])

Predicting Physical Activity and HRQoL for Visual Impairments and Cancer

Emily Gilbert¹, SUNY Cortland; Alex Stribing, Kean University; David F. Stodden^F, Victoria Davis, University of South Carolina; Lauren Lieberman, The College of Brockport; Collin Webster, University of Birmingham Dubai; Ali Brian^F, University of South Carolina ([email protected])

Improving Fitness Testing Data Use to Inform Physical Activity Practices

Ashleigh Johnson¹, San Diego State University; Emily Kroshus, Seattle Children’s Research Institute and University of Washington; Kiana Hafferty, Seattle Children’s Research Institute; Kirsten Senturia, University of Washington; Kimberly Garrett, Seattle Children’s Research Institute; Pooja Tandon, Seattle Children’s Research Institute and University of Washington ([email protected])

A Review on the Importance of Infant Crawling

Lingsong Kong¹, University of Massachusetts Amherst; Xiaozan Wang, East China Normal University, College of Physical Education & Health ([email protected])

Physical Activity and Health Promotion Oral Session 3

The Dissemination and Implementation of Recess During the COVID-19 Pandemic

Edward B. Olsen¹, Kean University; Emi Tsuda, James D. Wyant, West Virginia University; Ranaysia Burrell, Jessica Mukherjee, Ara McKay, Joseph Herrera, David Labrador, Kean University ([email protected])

Potential and Reality of School Recess for Combatting Overweight

David M Kahan^F1, Coastal Carolina University; Allison Ross, Arizona State University ([email protected])

The Effect of Activity Type and Social Group Size on Elementary School Children’s Physical Activity During Recess

Shu Cheng¹, KU Leuven; Kian Vanluyten, KULeuven; Jan Seghers, KU Leuven; Phillip Ward^F, The Ohio State University; Cedric Roure, University of Teacher Education; Peter Iserbyt, KU Leuven ([email protected])

Physical Activity and Cognitive Performance: Review of Systematic Reviews and Meta-Analyses

Chris John Kinder¹, University of Illinois Urbana-Champaign; Shelby A Keye, Kevin Richards^F, University of Illinois at Urbana-Champaign; Kim C. Graber^F, University of Illinois Urbana-Champaign; Amelia Mays Woods, Naiman A Khan, University of Illinois at Urbana-Champaign ([email protected])

9:15 AM–10:15 AM

Sociocultural and Social Justice Oral Session 2

Promoting intercultural competence in teacher candidates: A yearlong study

James D. Wyant¹, Emi Tsuda, Jeremy Thompson Yeats, West Virginia University ([email protected])

Did an After-school Program Improve Students’ Social Emotional Learning Skills?

Kahyun Nam¹, Pamela Hodges Kulinna^F, Omar Albaloul, Conner Acri, Regan Glock, Malak YoussefArafat, Arizona State University ([email protected])

A Gendered Space: Exploring Societal Barriers to Girls’ Physical Activity

Mijoo Kim¹, Towson University ([email protected])

Teaching and Learning Oral Session 4

Effects of Continuing Professional Development on Student and Teacher Perceptions of Social and Emotional Competencies

Ben D. Kern¹, University of Wyoming; Christine K Strater, Metropolitan State University of Denver; Laura C Palmer, Paul Malinowski, University of Wyoming ([email protected])

Teaching Social and Emotional Learning in Physical Education: A Self-Study

Donal Howley¹, Towson University; Ben Dyson^F, University of North Carolina, Greensboro; Seunghyun Baek, University of North Carolina at Greensboro ([email protected])

Exploring Physical Educators’ Efficacy Beliefs, Perceptions of Importance, and Openness for Social and Emotional Learning

Caitlin Olive¹, Adelphi University; Karen L. Gaudreault^F, University of New Mexico; Kelly L. Simonton, University of Wyoming; Michael A. Hemphill, University of North Carolina at Greensboro ([email protected])

Investigating the Perspectives of Stakeholders From a Multisite Social-Emotional Learning Physical Activity Program

Aimee Gray¹, University of Wyoming; Victoria N. Shiver, University of New Mexico; Kelly L. Simonton, Angela Simonton, University of Wyoming ([email protected])

10:30 AM–11:30 AM

Physical Activity and Health Promotion Oral Session 4

Physical Activity Mediates Associations between Sexual Orientation and Mental Health

You Fu^F1, University of Nevada, Reno; Ryan D. Burns^F, University of Utah; Nora Constantino, University of Nevada, Reno; Peng Zhang^F, East Stroudsburg University; Xavier Lopez, University of Nevada, Reno ([email protected])

Did Afterschool Program Improve Students’ Nutrition Knowledge and Eating Habits?

Kahyun Nam¹, Pamela Hodges Kulinna^F, Omar Albaloul, Conner Acri, Regan Glock, Malak YoussefArafat, Arizona State University ([email protected])

Association Between Physical Activity Behaviors and School Connectedness During COVID-19

Kelly Cornett¹, Centers for Disease Control and Prevention; Shannon Michael, CDC/Div Of Population; Sarah A. Sliwa, CDC/ORAU; Jingjing Li, Centers for Disease Control and Prevention ([email protected])

Principals’ Views on Student Mental Health and Physical Activity as a Mediator

Kacie V. Lanier¹, Georgia State University; Chad M. Killian, University of New Hampshire ([email protected])

Teaching and Learning Oral Session 5

Before-School Physical Activity Program: Experiences of PETE Facilitators and Students

Tan Leng Goh^F1, Central Connecticut State University ([email protected])

Preservice Teachers’ Knowledge Acquired From K-12 PE and Extracurricular Activities

Emi Tsuda¹, West Virginia University; Jose A Santiago, Sam Houston State University; Jim Ressler, Northern Illinois University; Bomna Ko^F, East Carolina University; Junyoung Kim, Missouri State University; Insook Kim^F, Kent State University; Peter A. Hastie^F, Auburn University; Phillip Ward^F, The Ohio State University ([email protected])

Creating and Performing Educational Gymnastics Using Computational Thinking Skills

YuChun Chen¹, Western Kentucky University; Lorraine (Lori) Jacques, University of Tampa ([email protected])

Examining PETE Students’ Beliefs, Emotions, and Identities During Student Teaching

Youngjoon Kim¹, Kevin Andrew Richards^F, University of Illinois at Urbana-Champaign; Kevin J. Mercier^F, Adelphi University; Kelly L. Simonton, University of Wyoming; Karen L. Gaudreault^F, University of New Mexico ([email protected])

Adapted Physical Education/Activity

Cathy McKay^F, James Madison University

• Jihoun An, East Carolina University

• Layne Case, California State University, Chico

• Weiyun Chen^F, University of Michigan

• Andrew Colombo-Dougovito^F, University of North Texas

• Justin Haegele^F, Old Dominion University

• T Nicole Kirk, University of Georgia

• Jihyun Lee^F, San Jose State University

• Adam Pennell, Pepperdine University

• E. Andrew Pitchford, Iowa State University

• Myung Ha “Mason” Sur, University of South Carolina

• Joonkoo Yun^F, East Carolina University

Measurement and Evaluation

Zan Gao^F, University of Minnesota

• Yang Bai, University of Utah

• Tiago Barreira^F, Syracuse University

• Ryan Burns^F, University of Utah

• You Fu^F, University of Nevada, Reno

• Yong Gao^F, Boise State University

• Xiangli Gu^F, University of Texas at Arlington

• Minsoo Kang^F, The University of Mississippi

• Youngdeok Kim^F, Virginia Commonwealth University

• Eddie T.C. Lam^F, Cleveland State University

• Yuanlong Liu^F, Western Michigan University

• DJ McDonough, University of Minnesota

• Tao Zhang^F, University of North Texas

• Weimo Zhu^F, University of Illinois at Urbana-Champaign

Motivation and Psychology

Yubing Wang, UW-Whitewater

• Senlin Chen^F, Louisiana State University

• Anqi Deng, University of South Carolina

• Bo Shen^F, Wayne State University

• Kelly Simonton, University of Wyoming

• Tristan Wallhead^F, University of Wyoming

• Ping Xiang^F, Texas A&M University

• Tan Zhang^F, Winston-Salem State University

• Xiaoxia Zhang, Centenary College of Louisiana

Motor Behavior

Kip Webster, Augusta University

• Nancy Getchell^F, University of Delaware

• Ryan Hulteen, Louisiana State University

• Jerraco Johnson, University of North Texas

• Sally Miedema, University of South Carolina

• Kara Palmer, University of Michigan

• Adam Pennell, Pepperdine University

• Andrew Pitchford, Iowa State University

• Deborah Shapiro, Georgia State University

Physical Activity and Health Promotion

Brian Dauenhauer, University of Northern ColoradoPeter Stoepker, University of West Georgia

• Catherine Abel-Berei, Southern Connecticut State University

• Veronica Adams, University of Northern Colorado

• Jared Androzzi, Winthrop University

• Megan Babkes Stellino^F, University of Northern Colorado

• Zack Beddoes, Brigham Young University

• Aaron Beighle, University of Kentucky

• Timothy Brusseau^F, University of Utah

• Ryan Burns^F, University of Utah

• Darla Castelli^F, The University of Texas at Austin

• Senlin Chen^F, Louisiana State University

• Dannon Cox, University of Northern Colorado

• Cate Egan, University of Idaho

• Eloise Elliott^F, West Virginia University

• Heather Erwin^F, University of Kentucky

• Xiaoping Fan, SUNY Cortland

• Tan Leng Goh^F, Central Connecticut State University

• Taemin Ha, University of Northern Colorado

• Emily Jones, Illinois State University

• Robert Knipe, Southern Connecticut State University

• Jennifer Krause, University of Northern Colorado

• Kent Lorenz, San Francisco State University

• Jaimie McMullen^F, University of Hawai′i at Manoa

• Justin Montney, Kansas State University

• Jongho (Charlie) Moon, University of South Carolina

• Brian Mosier, University of West Georgia

• Shannon Mulhearn, Arizona State University

• Lisa Paulson, University of Northern Colorado

• Christopher Pfledderer, University of Southern Carolina

• Ann Pulling Kuhn, University of Maryland

• Ryan Sacko, The Citadel

• Suzan Smith-Ayers^F, Western Michigan University

• Aspen Streetman, Kansas State University

• Michalis Stylianou, University of Queensland

• Lauren von Klinngraeff, University of South Carolina

• Robert Weaver, University of South Carolina

• Collin Webster, University of South Carolina

Sociocultural and Social Justice

Michael Hemphill, University of North Carolina GreensboroPaul Wright^F, University of Northern Illinois

• Korey Boyd, Springfield College

• Erin Centeio^F, The University of Hawai′i at Manoa

• Brian Culp, Kennesaw State University

• Sara Flory^F, University of South Florida

• Kathy Gill^F, William Paterson University

• Charles Huang, Wayland Baptist University

• Dillion Landi, Strathclyde University

• Jingwen Liu, California State University, Fullerton

• Carla Luguetti, Victoria University (Melbourne, AUS)

• Risto Marttinen^F, George Mason University

• Oscar Nunez Enriquez, Universidad Autonoma de Chihuahua (Autonomous University of Chihuahua)

• Jared Russell^F, Auburn University

• Carrie Safron, Manhattanville College

• Mara Simon, Springfield College

• Sharon Stoll^F, University of Idaho

• Jennifer Walton-Fisette^F, Kent State University

• Zi Yan^F, Merrimack College

• Nancy Zeng, University of Minnesota

• Peng Zhang^F, East Stroudsburg University

• James Zhang^F, University of Georgia

Sport and Coaching

Jody Langdon, Georgia Southern University

• Megan Buning, Florida State University

• Lori Gano-Overway^F, James Madison University

• Clayton Kuklick, University of Denver

• Charles (Hal) Wilson, Georgia Southern University

• Jeff Wuorinen, Northern Michigan University

• Liz Wuorinen, Northern Michigan University

Teaching and Learning

Erin Centeio^F, The University of Hawai′i at ManoaKevin Mercier^F, Adelphi University

• Aaron Beighle, University of Kentucky

• Korey Boyd, Springfield College

• Jamie Brunsdon, University of Memphis

• Matthew Curtner-Smith^F, University of Alabama

• Heather Erwin^F, University of Kentucky

• Xiaoping Fan, SUNY Cortland

• Sara Flory^F, University of South Florida

• Jean Helm-Allen, University of North Alabama

• Peter Iserbyt, KU Leuven

• Jayne Jenkins^F, University of Wyoming

• Jinhong Jung, North Carolina Central University

• Ben Kern, University of Wyoming

• Insook Kim^F, Kent State University

• Chris Kinder, University of Illinois

• Pamela Kulinna^F, Arizona State University

• Tanjian Liang, Central Washington University

• Bryan McCullick^F, University of Georgia

• Kelsey McEntyre, University of West Georgia

• Hayley McKown, University of Idaho

• Chris Mellor, Adelphi University

• Caitlin Olive, Adelphi University

• Kason O’Neil, East Tennessee State University

• Erica Pratt, Shrewsbury Public Schools

• Victor Ramsey, City University of New York College

• James Ressler, Northern Illinois University

• Jesse Rhoades, University of North Dakota

• Kevin Richards^F, University of Illinois at Urbana-Champaign

• Paul Rukavina^F, Adelphi University

• Jose Santiago, Sam Houston State University

• Ben Schwamberger, Minnesota State University – Mankato

• Elizabeth Sharp, Colorado Mesa University

• Kelly Simonton, University of Wisconsin – La Crosse

• Suzan Smith-Ayers^F, Western Michigan University

• Jenna Starck, University of Wisconsin – La Crosse

• Haichun Sun^F, University of South Florida

• Allison Tsuchida, University of Hawai′i at Manoa

• Julia Valley, Northeastern Illinois University

• Carla Vidoni^F, University of Louisville

• Zach Wahl-Alexander^F, Northern Illinois University

• Nick Washburn, Western Washington University

• Paul Wright^F, Northern Illinois University

Wednesday, March 29, 2023, 3:15 PM–4:15 PM

Developing Effective Teaching in Physical Education Through Practice-Based Teacher Education

Category: Teaching and Learning

Symposium Description: The disconnect between what preservice teachers learn in teacher education programs and what they face in classrooms has been a longstanding issue (Darling-Hammond, 2021). Practice-based teacher education (PBTE) is a framework that aims to bridge this gap. İn physical education, Ward and colleagues conceptualized PBTE at the macro (curriculum) and micro (pedagogy) levels. This symposium will present the findings of four research studies that adopted PBTE in physical education teacher education programs.

Extended Description: The disconnect between what preservice teachers learn in teacher education programs and what they face in classrooms has been a longstanding issue (Darling-Hammond, 2021). Practice-based teacher education (PBTE) is a framework that aims to bridge this gap. İn physical education, Ward and colleagues conceptualized PBTE at the macro (curriculum) and micro (pedagogy) levels. This symposium will present the findings of four research studies that adopted PBTE in physical education teacher education programs.

Presenting Author: Emi Tsuda

[email protected]

A Research Summary of Preservice Teachers’ Adaptive Competence in Teaching

Xiuye Xie¹, Missouri State University; Phillip Ward^F, The Ohio State University

Developing Adaptive Competence in Planning Lessons Through Repeated Teaching

Toon Dehandschutter¹, KU Leuven; Hans van der Mars^F, Arizona State University; Phillip Ward^F, The Ohio State University; Peter Iserbyt, KU Leuvenven

Developing Preservice Teacher Teaching Adaptability Using Practice-Based Teacher Education

Kyuil Cho¹, West Virginia University; Phillip Ward^F, The Ohio State University; Emi Tsuda, West Virginia University

Faculty Perspectives Using Practice-Based Teacher Education

Insook Kim^F1, Kent State University; José A. Santiago, Sam Houston State University; Bomna Ko^F, East Carolina University; Erhan Devrilmez, karamanoğlu mehmetbey university; Fatih Dervent, Marmara University Faculty of Sport Sciences; Peter Iserbyt, KU Leuvenven; Emi Tsuda, West Virginia University; Xiuye Xie, Missouri State University; Phillip Ward^F, The Ohio State University

Thursday, March 30, 2023, 3:15 PM–4:15 PM

Assessing Preschoolers’ Physical Activities: Progresses Made and to Be Made

Category: Measurement and Evaluation

Symposium Description: Health scientists and practitioners have long believed that regular physical activity is essential to maintain good health. So it is not surprising that for a very long time, individual health professionals and health organizations have been making recommendations regarding the types and amounts of physical activity needed for health and fitness.

Extended Description: Physical activities (PA) guidelines have recommended that preschoolers should actively engaged in PA most of the day. Efforts were also made to develop valid and reliable tools to assess preschoolers’ PA participation. Yet, many challenges remained. After providing a review of the progress made and challenges remaining, a new effort to develop a preschool-specific PA assessment system will be introduced.

Presenting Author: Weimo Zhu

[email protected]

Assessing Preschoolers’ Physical Activities: An Overview

Weimo Zhu^F1, UIUC

Challenges and Solutions of Objective Measures of Physical Activity in Preschool Children

Xiong Qin¹, School of Sports Engineering, Beijing Sport University

“PreActi”: Development and Validation of a Physical Activity Assessment and Management System for Preschoolers

Han Li¹, ShangHai ZhiYu Edu Tech Co., Ltd.

Adapted Physical Education/Activity

Game Changers: A Participatory Action Research Pilot Project for/With Students With Disabilities in School Sport Settings

Daniel Bruce Robinson¹, St. Francis Xavier University; Joe Barrett, Brock University; Bill Walters, Saint Francis Xavier University; Sebastian Harenberg, St. Francis Xavier University

([email protected])

Background/Purpose: Recognizing the need for continued attention and action in school sport for students with disabilities, we recently developed and piloted Game Changers—a participatory action research (PAR) pilot project. Together, students with various disabilities (i.e., student-participants), their teachers (i.e., champion-participants), university researchers (i.e., researcher-participants), and various community partners engaged in the Game Changers project with three idealized goals: a) to bring to the fore inclusive sport opportunities for all students; b) to provide an empowering opportunity for students with disabilities to participate, make choices, and act as leaders in the development of sport programming; and c) to engage youth with disabilities in sport as participants, leaders, mentors, and role models.

Method: The PAR’s first cycle had six stages, occurring over a period of just under one year. First, partners completed a participant and environmental scan before developing a framework for the Game Changers program. This framework development informed the construction of a one-day participant workshop, built upon principles of human-centred design (HCD). The goal of the workshop was to provide students with the knowledge and tools needed to create a school-based sport program that suited their needs and aligned with their interests.

Before participating in this one-day participant workshop and HCD exercise, data were collected from student-participants and champion-participants before the full implementation of the Game Changers program. They then did the same after Game Changers sport opportunities were complete. Lastly, the final stage included dissemination and refinement efforts. These efforts informed a subsequent cycle with additional participants in a new location.

The four data sources included the following: pre- and post-program survey for student-participants, pre- and post-program focus group interviews for student-participants, pre- and post-program focus group interviews for champion-participants, and school/sport observations.

Analysis/Results: Data from the surveys were analyzed through basic descriptive statistics. Data from the focus group transcripts were analyzed through an inductive process whereby the initial data were narrowed down to important groups from which participants’ perspectives and experiences could be derived. By coding and categorizing the data, dominant themes emerged, allowing for analysis and interpretation. Observational data were collected by passive observers who recorded descriptive and reflective field notes; these were transcribed into observation protocols and, again, these observational data were analyzed by searching for similarities, differences, recurring ideas, clustering, patterns, and relationships in the responses.

Conclusions: Before Game Changers, students had limited school sport experiences and faced specific barriers to participation; at the same time, they wished for opportunities. Students enjoyed the Game Changers sport opportunities though without continued champion (and financial) support, such opportunities will likely be lost. Other students and teachers in the schools also benefitted, as they became more aware of the gains to be found when involving students with disabilities in sport experiences. Future iteration of Game Changers will need to be responsive to these and other findings. Accordingly, these sites and others might consider offering inclusive (adapted) physical education classes, intramural Unified Sport, and/or Sport Education as a physical education model for sport participation.

A General Physical Education Teachers’ Perception, Teaching Practices, and Needs in Inclusive Physical Education

Adriana Elise Lucero¹, Karen L. Gaudreault^F, University of New Mexico; Carolyn Hushman, The University of New Mexico; Glenn Hushman, University of New Mexico

([email protected])

Background/Purpose: In the United States, over 90% of students with disabilities are enrolled in the general classroom (Block & Obrusnikova, 2007; Koh, 2018). The perceptions, teaching practices, learning, and needs of PE teachers are important to understand as beliefs influence teaching quality inclusive PE to all students in teachers’ early careers (Stewart & Shade, 2001; Hodge, et al., 2009), and schools offering inclusive physical education courses are shown to have positive impressions on students’ and teachers’ attitudes towards individuals with disabilities (Obrusnikova et al., 2010). The purpose of this study study was to examine one in-service general PE (GPE) teacher’s perceptions, teaching practices, and needs regarding inclusion when teaching students with disabilities in GPE.

Method: Freeman & Neimser’s (2001) Central Tasks for Learning to Teach (CTLT) provided the theoretical framework for this single case study. One novice GPE teacher in a large urban area in the southwest United States participated in the study. Data sources included individual semi-structured interviews, observations and a field note journal, and participant journal entries.

Analysis/Results: Data were analyzed inductively following Merriam & Tisdell (2016) four stage process. Trustworthiness was established by the use of multiple data sources, member checking, audit trail, and peer debriefing. Analysis revealed that four themes explained the physical educators’ perceptions of teaching students with disabilities within the GPE classroom: 1) the significance of APE coursework in the PETE program, 2) field experiences and extensive authentic teaching experiences, 3) theoretical knowledge, and 4) professional engagement outside of the gym and classroom.

Conclusions: Findings indicate support existing literature demonstrating the overwhelming significance of APE coursework within PETE programming in order to properly prepare PSTs to deliver inclusive PE within GPE and meet the needs of students with disabilities. Specifically, our study seems to indicate that cognitive and theoretical knowledge of different disabilities provides critical information needed for PSTs and in-service teachers to provide developmentally appropriate modifications and differentiation to students.

Can Learner Motivation Change Positively? An Expectancy-Value Perspective

Jihyun Song¹, Chaojie Shang, Alireza Hosseini, Alexander Clayton Moss, Ang Chen^F1, University of North Carolina at Greensboro

([email protected])

Background/Purpose: Student motivation declines overtime with age increase. The decline has been observed across grade levels and across school subjects (Jacobs et al., 2002; Lepper et al., 2005). Jacobs et al. (2002) documented the decline specifically with the expectancy belief-task value motivation (EBTV) over a period of 10 years and highlighted that the content specificity nature of the motivation as associated with specific knowledge/learning domains and settings (Chen et al., 2008; Eccles & Wigfield, 1995; Shen et al., 2008). The purpose of the study was to determine the extent to which a concept-based physical education curriculum changed learner motivation as specified by the EBTV theory.

Method: A one-group pretest-posttest design was used in this study. EBTV motivation data were collected from 9th grade students (n=335, 49.4% boys and 50.6% girls) from five randomly selected high schools that were participating a large-scale, longitudinal physical education curriculum intervention study in a southeastern state of the U.S. The concept-based physical education curriculum has two units: the first includes 10 lessons focusing on essential knowledge of nutrition and exercises needed for caloric balanced living and the second unit has 10 lessons about behavior for balanced living. Learner EBTV motivation was measured at the beginning (Time 1), middle (Time 2), and end of the curriculum intervention (Time 3). The data were collected by asking the students to respond to the 11 item EBTV motivation scale (Eccles & Wigfield, 1995) adapted for physical education (Xiang et al, 2003).

Analysis/Results: The students’ responses were reduced into the Expectancy Beliefs, Attainment Value, Intrinsic Value, and Utility Value dimensions per the Scale’s specifications. The data were then analyzed using a repeated measures MANOVA to address the research question. The results revealed that the students’ expectancy beliefs increased (M=2.20, SD=0.07 at T1 to M=2.25, SD=0.70 at T2 and M=2.34, SD=0.71 at T3, F _{2, 668}=6.99; p < 0.001). Their attainment value, however, wavered from M= 2.89, SD=0.98 at T1 to M=3.64, SD=0.65 at T2 to M=3.18, SD=1.05 at T3, F _2,668=80.29; p< 0.001. No statistically significant changes were observed with the intrinsic value (M=3.05, SD=0.35 at T1 to M=3.05, SD=0.32 at T2 and M=3.00, SD=0.41 at T3, F _{2, 668}=1.65; p = 0.193) and utility value (M=2.86, SD=0.91 at T1 to M=2.96, SD=0.97 at T2 and M=2.98, SD=0.98 at T3, F _{2, 668}=2.52; p = 0.086).

Conclusions: The findings of the study indicated a concept-based physical education curriculum helped foster EBTV motivation or at least kept the intrinsic value and the utility value throughout learning. The wavered findings of the attainment value change at T2 and T3 may suggest that specific contents in unit 1 and 2 influence the motivation change. Learning nutrition and exercises (unit 1) might contribute more to improving the attainment value than learning behavior (unit 2). In summary, the findings may imply the phenomenon of content specificity (Bong, 2001).

Experiences of Students With Special Needs and Disabilities (SEND) in a Student-Designed Games (SDG) Unit

Mauro H. André¹, Western Michigan University; Peter A. Hastie^F, Auburn University

([email protected])

Background/Purpose: In the United Kingdom, the school system is divided between mainstream schools (traditional K-12) and special schools. Special schools are designed to receive students with special needs between the ages of 2 and 25. The present study analyzed the implementation of a student-designed games (SDG) unit in physical education (PE) classes in a special school in the north of England.

Method: The intervention was implemented in a special school with 154 students divided in 14 different groups. Students in this school were divided according to their age and disability. The participants in this study were 11 (8 male) ranging from 16 to 19 years old. While the students’ disabilities were not disclosed by the school, they were considered the most advanced students in the school (regarding their cognitive development). Indeed, four of these students were graduating and they were all enrolled in community colleges for the upcoming year. The SDG unit presented 5 lessons that included: i) the introduction four categories of games (Target, Invasion, Net/Wall and Striking and Fielding), ii) the introduction of a simplified version of leading questions for game design; iii) group game design; iv) students’ presenting and playing each other’s games. The study followed an interpretivist paradigm in which sought to describe and analyze the main pedagogical considerations, students’ engagement and potential learning outcomes. The study included three methods of data collection: i) lesson plans; ii) daily journal; iii) post-intervention interviews with SEND teachers. Denzin and Lincoln (1994) systematic process of inductive analysis were used to filter the data from the three sources.

Analysis/Results: Four themes were generated from the study. First, students’ overall engagement and enjoyment of the SDG unit was higher than regular PE classes. Second, the process of game design showed to be a challenge while presenting leading questions in an open-questions format. Third, SEND teachers considered the SDG appropriate for this population, but a longer unit would be desirable. Forth, students’ affective domain learning was reported as the greatest potential as students showed a progress in their communication and negotiation skills in a very short period. Specific pedagogical considerations showed to be the main challenge that need further attention in future studies as group work and game design required much alteration from its initial plan.

Conclusions: Despite the pedagogical challenges, students reported similar outcomes of students who experienced SDG in mainstream schools, including a higher appreciation for PE (André & Hastie, 2020) and the potential of learning outcomes related to the affective domain (Vidoni & André, 2017).

Exploring the Lived Experiences of Adults With Cerebral Palsy in Integrated Physical Education

T Nicole Kirk¹, University of Georgia

([email protected])

Background/Purpose: According to the US Department of Education, most disabled students are educated in “fully inclusive” settings. Physical education (PE) classrooms are one of the most common settings of such “inclusion.” While the movement away from self-contained settings has been presented as progress, research suggests that disabled students are at risk for discrimination, reduced access to appropriate curricula and supports, and social isolation within “fully-inclusive” educational settings. Overall, the body of literature surrounding the perspectives of disabled students about integrated PE settings remains scarce. Research among visually impaired students has become an exemplar in this area inquiry because of the magnitude of studies focusing on this population in the past five years. Unfortunately, however, this body of work generally reflects experiences of lack of access, exclusion from activity, and alienation from disabled and nondisabled peers in integrated PE settings. While these accounts are foundational to our understanding of inclusion experienced in integrated PE, disability is not monolithic. The perspectives of individuals who experience other types of disabilities must be heard to understand the phenomenon of inclusion in integrated PE more broadly. In PE settings, issues of inclusion may be particularly salient among individuals whose disabilities impact neuromotor function, such as persons with cerebral palsy (CP). Therefore, the purpose of this study was to examine the experiences of individuals with CP in integrated PE.

Method: This qualitative study used an interpretivist paradigm with the assumptions of relativist ontology and subjective epistemology. Within this interpretivist paradigm, this inquiry was further situated within a qualitative descriptive approach. Participants in this study were 11 adults (aged 24-40; nine women and two men) with CP who were educated primarily in public schools in the United States. All participants completed a spoken (i.e., Zoom-based) or written (i.e., email-based) interview regarding their experiences in K-12 PE.

Analysis/Results: Following data collection, data were transcribed and analyzed thematically using a five-step process including data immersion, coding, grouping, reviewing, and finalization. Finalized themes were presented as findings. The data analysis yielded three interrelated themes. The first theme, “I had a giant spotlight on me, pointing out my differences” pertained to feeling highlighted and othered in integrated PE. The second theme, “I needed to project that I was more capable than I was” centered on feelings of internalized ableism and perceived pressure to appear more “able,” sometimes at the expense of their physical well-being. Finally in the third theme, “’do these people actually like me, or do they just feel sorry for me?’” participants discussed their interpersonal experiences in the PE classroom.

Conclusions: Findings of this study indicate that students with CP generally reported otherness, exclusion, interpersonal difficulties, and a dearth of meaningful accommodations during their time in K-12 PE. However, this study is not without its limitations. Most participants herein were cognitively typical and ambulatory during their K-12 years, which does not reflect the full presentation of CP. Thus, additional research is needed to investigate potential differences in PE experiences across the range of functional presentations of CP.

Impact of a Disability Sport Unit on Competence and Attitudes of Preservice Teachers Toward People With Disabilities

Wellington A De Luna¹, Georgia State University

([email protected])

Background/Purpose: Teacher and student related factors and curriculum considerations may be challenges that influence attitudes and inclusion of students with disabilities in General Physical Education (GPE) (Reina et al., 2021). The purpose of this study was to analyze the impact of a disability sport unit on competence and attitudes of preservice teachers towards people with disabilities.

Method: A total of 13 pre-service teachers (male = 9, female = 4) in a physical education (PE) class participated in the study. This study used a mixed method design and was situated by the Theory of planned behavior (TPB). Data were collected from pre- and post-surveys, which included a pre-and post-agreement five-point Likert scale, and a semi-structured interview.

Analysis/Results: Participants actively engaged on a wheelchair handball unit through the lens of the Tactical Games Model (TGM) to look at factors on pre-service teachers that influence attitudes towards adding disability sport into GPE. Integrating units on disability sport into the GPE curriculum has been found to be effective for improving teacher competence, raising diversity awareness, decreasing teacher and student discomfort in interacting with persons with disabilities thereby strengthening a culture of positive attitudes and increasing inclusion of students with disabilities in GPE (McKay & Park, 2019).

Conclusions: Students with disabilities can be more likely to take part in GPE if teachers have more skills and knowledge about disability sports and people with disabilities, and if students without disabilities have a positive attitude and accept their peers with disabilities. Instructional materials and models that have been used for a long time and are backed by research and organization can help teachers reach the goals of general physical education (GPE) and make sure that students with disabilities are included. Implementing a disability sport unit will give students with and without disabilities the chance to work together toward a common goal. This will raise awareness of disability and help students with and without disabilities understand and accept each other’s unique traits and sports skills.

Impact of Sport Engagement and Social Support on Health-Related Quality of Life of Youth Athletes With Physical Disabilities

Myung Ha Sur¹, University of South Carolina; Deborah Shapiro, Georgia State University

([email protected])

Background/Purpose: Health-related quality of life (HRQOL) is a multidimensional concept including domains of physical, mental, emotional, and social functioning focusing on the impact of health status on quality of life. Sport engagement and social support from significant others can positively influence the HRQOL of youth athletes with physical disabilities. Examination of the relationships between sport engagement, social support, and HRQOL and the predicting effect of sport engagement and social support on HRQOL is necessary to understand how best to design programs and interventions that promote positive sport experience with appropriate support to contribute to improved HRQOL of youth athletes with physical disabilities. Grounded in the HRQOL model, the purpose of the dissertation is to a) examine the relationships among athlete engagement, social support, and HRQOL, and (b) examine the predicting effect of athlete engagement and social support on HRQOL of youth with physical disabilities A secondary focus of analysis will be descriptively analyzing the major types of social support from different social agents toward sport engagement and HRQOL.

Method: A total of 68 youth with physical disabilities completed a survey asking about their sport engagement, perceived social support, and HRQOL. The survey was completed one time before or after a sport practice and took approximately 20-30 minutes to complete.

Analysis/Results: Correlation analysis was used to examine the relationships among measured variables. Multiple linear regression was used to examine the impact of sport engagement and social support on HRQOL. Descriptive analysis was used to examine who provides the most social support. Sport engagement, social support, and HRQOL of youth athletes with physical disabilities were statistically related to each other. In correlation analyses of subdomains of each variable, consistent and inconsistent findings were reported compared to previous literature. Social support significantly predicted HRQOL while sport engagement did not. Descriptive analysis and frequency counts showed that parents were the primary support providers for all types of social support, coaches were the second, and peers were the third most important support providers.

Conclusions: Youth athletes with physical disabilities seems to have positive perception on their sport engagement, social support provided by significant others, and HRQOL. Confidence in sport involvement can be a component positively related to HRQOL. The positive relationship between social support and HRQOL shows the importance of social support through sport context, especially from parents.

Improving Teaching Attitudes to Include Students With Physical Disabilities

Aubrey Hope Shaw¹, Sharon Kay Stoll^F, University of Idaho; Jennifer M Beller, St. Mary’s Parish School

([email protected])

Background/Purpose: Research states students with physical disabilities are excluded from physical education with two main reasons for exclusion being teacher attitudes and school resources. Researchers argue attitudes only change through education and direct experience with this specific population in the physical education setting. Moral reasoning researchers argue that writing and reflection improves attitudes and perspectives. The purpose of this research was to affect attitudes of pre-service teachers to include students with physical disabilities in physical education through a reflective perspective-taking six lesson online intervention curriculum.

Method: Participants were 44 preservice students in three different physical education preparation programs. The intervention curriculum included scenarios, videos, discussion format, and 48 first through third-ordered questions requiring written answers. Participants answered 34 first order reasoning questions (What was your initial reaction? Is this an exclusionary practice, and why?) Participants answered nine, second ordered reasoning questions focused on reflection (Explain how you would apply this concept). Five third order reasoning questions asked participants to reflect on their earlier answers and develop an answer to a complex, thoughtful question. Research in cognitive development argues that 1) the type of questions, 2) the quantity of the answer as measured by written response length, and 3) the quality of responses plays a role in attitudinal growth. Data was analyzed using percentage of line increase in writing over the intervention and correlations between level of difficulty and number of lines written.

Analysis/Results: Because of the different number of questions in each order, five questions were randomly sampled from first and second order to compare with the five third order questions. Participants wrote 1164 lines for first order. The average number of lines were 26.45. Participants wrote 1385 lines in second order. The average number of lines in second order was 31.47, an increase of 25%. The total number of lines written for third order was 1717 lines with an average of 39.02, an increase of 50%. In general. quality of response also improved from first to third order where participants applied inclusive language. For example, the participants viewed a clip of a child in a wheelchair being physically moved by an adult in a grocery line. In three sentences explain your initial reaction if someone physically moved you to get ahead in line. Participant one: “My initial reaction would likely be of shock, and then I would quickly move to anger. It would be incredibly frustrating to be made to feel as an object rather than a person”. A significant positive correlation (p<.01) was found between the coded question difficulty and the number of lines answered (r = .344 -.613; r² = 12 - .38). Level of difficulty accounted for between 12% - 38% of the lines written. As the difficulty of questions increased, so did the number of written lines.

Conclusions: Participants consistently stated that reflection made a difference and they felt prepared to include students with physical disabilities in their classes. To change attitudes, pre-service teachers may benefit from a reflective curriculum using higher ordered reasoning protocols.

Investigating the Needs of Aspiring Fitness Instructors With Intellectual and Developmental Disabilities

Jennifer Beamer¹, Joseline Raja, Oregon State University; Willie C Leung, University of Tampa

([email protected])

Background/Purpose: The benefits of physical activity (PA) on human function and performance have been well documented (Barenberg et al., 2011; Johnson, 2009; Pellegrini & Smith, 1998; Warburton et al., 2006). However, adults with intellectual and developmental disabilities (IDD) are significantly less likely to engage in regular PA compared to people without disabilities. One major barrier to being active, is the dearth of fitness instructors who are trained in working with people with IDD. Additionally, fitness instructors with visible disabilities are limited, including fitness instructors with IDD. To date, there are no training or educational opportunities specific to people with IDD that aspire to become fitness instructors. This likely limits the engagement of the community in physical activity as a whole, especially those with IDD. Therefore, the purpose of this study was to assess the needs of individuals with IDD in order to develop training modules that will help prepare them to become fitness instructors.

Method: Driven by the principles of community-based participatory research (CBPR), this project was advised by community collaborators who identify as having an IDD. Our community collaborators engaged in research question and method development as well as advised on appropriate language for our focus group questions. The community collaborators also co-led the focus group discussions alongside the primary investigators. Three mutually exclusive focus groups were held with (i) individuals with IDD, (ii) support personnel/caregivers for individuals with IDD, and (iii) fitness instructors and hiring managers. As a part of the larger discussion, participants were asked about the supports needed by adults with IDD to become fitness instructors. A thematic analysis was conducted from the focus group transcripts.

Analysis/Results: Major themes that were identified emphasized instructor characteristics such as ability to ‘command the room’ and show confidence when leading a group in exercise activity. Additionally, the modality of the training modules (online vs. in-person training) and experiential learning opportunities showed to be a prominent theme, with in-person being favored. Other themes included supports that the trainees would need to teach and engage in fitness classes (i.e. communication support and physical supports), as well as consumer expectations.

Conclusions: Based on these results, the next steps include the development of a training module with these needs taken into account. It appears that some key components of the training should include acclimating the prospective fitness instructors in a fitness teaching setting via a co-teaching modality at first, allowing them to gain exposure and opportunity to build characteristic traits of quality instructors. Further research should take into account specific kinds of training or specific settings where individuals might teach (i.e. yoga, dance, strength training).

Paralympic Skill Lab and Inclusive Recreation: Four-Years of Attitude Change Data

Cathy McKay^F1, James Madison University; Xihe Zhu^F, Justin A. Haegele^F, Old Dominion University

([email protected])

Background/Purpose: The purpose of this study was to determine the impact of participation in a Paralympic Skill Lab (PSL) on the attitudes of college students toward the inclusion of individuals with disabilities in lifetime fitness and sport activities. The PSL framework utilizes the published Paralympic School Day curriculum, with differentiation for college learners, from four-years of combined data.

Method: The data were obtained from 680 college students (59% female) in course sections that had been assigned to documentary only (n = 147), PSL (n = 333), and control (n = 200) groups randomly. The documentary only group watched a wheelchair basketball documentary; the documentary plus PSL group watched the documentary and attended a Parasport skill lab where they learned and practiced wheelchair basketball, sitting volleyball, and goalball; and the control group did not take part in either intervention. All students completed pre and post measures of the Collegian Attitudes Toward Inclusive Campus Recreation Scale (CAICR), derived from the Children’s Attitude Toward Inclusive Physical Education Scale, and the Adjective Checklist (ACL). Data were analyzed using analyses of co-variance (ANCOVA) with repeated measures (pre and post), adjusted for participant gender.

Analysis/Results: Results from the repeated measure ANCOVA showed that overall, the participants improved their CAICR scores over time, F(1, 676)=7.67, Pillai’s λ = .01, p<.01, η² = .011, CAICR_pre = 31.96, CAICR_post = 33.83. However, there is no significant group*measure interaction, suggesting no clear evidence on group superiority, F(2, 676) = .02, λ = .03, p = .33. The results showed no significant change over time for ACL, F(1,676) = .98, Pillai’s λ = .001, p = .32, and there was a significant group*measure interaction, F (2, 676) = .02, λ = .03, p < .01, η² = .03, favoring the PSL over the documentary only group, but not over the control group. The results showed that while the overall ACL scores remained stable over time, there was a significant difference between PSL (26.33-27.27) and document only group (24.82-26.23) in the posttest measure.

Conclusions: The results of this study support the effectiveness of a PSL experience on changing attitudes towards the inclusion of individuals with disabilities in inclusive lifetime sport and fitness. While there was significant improvement over time for marginal means for attitudes toward inclusive recreation, there was no significant difference among the groups in CAICR, suggesting that any experiences with these exposures would likely help improve attitudes. Overall, the PSL experience did seem to positively impact the participant’s ACL score, compared to the documentary only group; but did not show significant higher scores over the control group.

Parental Support and Concerns About Physical Activities of Their Children With Autism Spectrum Disorder During COVID-19

Jihyun Lee^F1, San Jose State University; Hyok Ju Maeng, Georgia State University; Hannah Yang, Baekseok University; Seung Ho Chang, San Jose State University

([email protected])

Background/Purpose: Parental support is one of the intertwining factors that affect physical activity (PA) in children with autism spectrum disorder (ASD). With multiple regulations due to COVID-19 that have posed many challenges for people participating in their usual social activities, including PA, there is a need to examine parent concerns about and support behaviors for PA of children with ASD.

Method: Parents (n = 253) of children with ASD in South Korea aged 10–17 years old completed an online survey that queried their children’s demographic information, parent PA support behaviors before and during the pandemic, parent and child PA, COVID-19 concerns about their children’s PA participation, and the perceived importance of their children’s PA.

Analysis/Results: Pearson correlation analysis was conducted to test for correlations between the variables. Independent samples t tests assessed significant differences in parents’ support behaviors before and during the pandemic. The results showed that parents’ COVID-19 concerns about their children participating in PA significantly correlated to the severity of their children’s ASD (r =. 143, p < .023).Parents with higher general safety concerns about their children’s PA participation tended to report greater COVID-related concerns about their children PA participation (r = .447, p < .001). Higher COVID-19 concerns among parents negatively correlated with their children’s PA. Parents’ PA support behaviors showed a significant reduction during the pandemic compared to before the pandemic (p < .001).

Conclusions: The findings suggest parents of children with ASD may perceived higher safety concerns about their children’s PA participation during COVID-19 and this could negatively affect their children’s PA due to reduced parents’ PA support. it is important to provide parents of children with ASD with information on safe PA participation and resources to promote their children’s PA during the pandemic.

Physical Activity Levels of Children With and Without Disabilities With Fitness Awards

Nicole Fiscella¹, Oregon State University; Willie C Leung, University of Tampa

([email protected])

Background/Purpose: School-based fitness testing programs, such as Fitnessgram and Presidential Challenges, are common programs in the physical education curriculum to promote physical activity among school-aged children. Advocacy around including children with disabilities in such programs has begun as participating in these programs promots inclusiveness and physical activity engagement among students with and without disabilities. However, there is limited literature examining the relationship between physical activity engagement and school-based fitness testing awards among children with and without disabilities.

Purpose: The current aims 1) examine the odds of students receiving SBFT program awards compared to students without disabilities and 2) examine the association between SBFT program awards and meeting PA guidelines among students with disabilities.

Method: Children with disabilities (i.e., receiving special education and early intervention, needing special equipment, having mobility limitations) and without disabilities between the ages of 5 to 15 years from the 2013-2016 National Health and Nutrition Examination Survey (NAHNES) were included in the analysis. The dependent variable of meeting physical activity guidelines were based on the self-reported or proxy reports from parents on whether the participants engaged in physical activity for at least 60 minutes per day for seven days. The independent variable was a binary variable of whether the participants received school-based fitness testing awards in the past years. Additionally, demographic information and characteristics served as covariates in the analysis. Chi-square and multivariate logistic models with sampling weight were used to determine the variables’ association.

Analysis/Results: A total of 4562 participants with a mean age of 10.14±.07 years were included in the analysis, with 14.52% (95% CI [89.64, 92.19]) of participants identified as children with disabilities. 8.11% (95% CI [6.85, 9.37]) of participants without disabilities and 0.97% (95% CI [0.65, 1.30]) of participants with disabilities reported receiving school-based fitness testing awards. Additionally, less than 50% of participants with and without disabilities met physical activity guidelines. The proportion of children receiving school-based fitness testing awards did not differ by disabilities status, c21, 4394 = 4.14, p = .05. The unadjusted and adjusted logistic regression found no statistically significant association between school-based fitness awards and meeting physical activity guidelines among children with disabilities and children without disabilities, separately (95% CI of odds ratio contain 1).

Conclusions: Using school-based fitness testing programs and awards might not be the best approach to promoting physical activity among children with and without disabilities. While children with disabilities are receiving school-based fitness testing awards, there is a need to identify interventions and approaches that could promote physical activity levels among school-aged children with and without disabilities. Children with and without disabilities differ in supports needed to engage in physical activity and barriers inhibiting engagement. Therefore, future research should evaluate the current approach to promoting physical activity in school settings among children with and without disabilities.

School Administrators’ Intentions to Support Adapted Physical Education: A Qualitative Inquiry

Scott McNamara¹, University of New Hampshire; Terry L. Rizzo^F, California State University San Bernardino

([email protected])

Background/Purpose: The Individuals with Disabilities Education Act (2004) specifies that students with disabilities are entitled to specially designed physical education, also known as adapted physical education (APE), if appropriate, to meet the student’s unique needs. Various circumstances can interfere with, disrupt or prevent APE services being effectively delivered to students with disabilities. One critical factor is a lack of support from school administrators, who are responsible for allocating resources and facility space to school staff (e.g., McNamara et al., 2021; Rizzo, 2020). McNamara and colleagues (in press) recently interviewed 24 APE teachers and found 4 themes in relating to their perceptions and experiences with school administrators: They found APE teachers are socialized to be marginal and settle for inadequate support, negative impressions of general physical education led to a similar outlook toward APE, administrators focused on compliance with mandates at the expense of high-quality practice in APE, and many administrators are not comfortable with APE affecting administrative support. This study used the Theory of Planned Behavior (TpB, Ajzen 1991) to investigate the beliefs, attitudes, and intentions of public-school principals toward supporting APE services. TpB served as the heuristic framework to guide principals’ responses in describing their role in supporting APE.

Method: The study used a qualitative description approach that enables the use a variety of data collection and analyses tools to provide a comprehensive summary of principals’ experiences and views (Sandelowski, 2000, 2010). Semi-structured interviews were conducted with nine school administrators about their attitudes and experiences toward APE. The interview guide used the TpB and collecting feedback from “experts” in APE and TpB.

Analysis/Results: A hybrid deductive and inductive analysis process (Fereday & Muir-Cochrane, 2006) lead to the emergence of four interrelated themes from principals’ responses. These include: (1) Attitudes: “She was in so much pain, it affected her academics. So that’s why it’s (APE) so important to start with that, and then go to academics”, (2) Subjective Norms: “It’s (APE) definitely not a high-profile area. So, it’s not necessarily something that gets a lot of attention”, (3) Perceived Behavioral Control: “ … very expensive, very expensive, and so from a practical standpoint … it’s (APE) hard to offer as a service”, and (4) Intention: “Honestly, I feel like I’ll give him whatever he asked for it … . Just tell me what you need. And I’ll get it for you”.

Conclusions: These findings demonstrate the complexities around school administrators’ intentions to support APE services. Although school administrators often depicted positive views towards APE and willingness to support these services in their schools, they also continuously demonstrated a lack motivation, resources, and knowledge to properly supervise these services. These results exemplify the importance and need to build favorable attitudes and support from people invested in special education and APE services and identify resources amongst school administrators to cultivate a commitment to support APE services.

Visual Supports for Children With ASD Within Physical Education

Adam Forbes¹, University of Virginia; Joonkoo Yun^F, East Carolina University

([email protected])

Background/Purpose: Since children with ASD are believed to have strengths in processing visual information, visual supports have been recommended as one approach to effectively teach them in physical education (PE). This strategy is suggested to create predictability and provide structure and expectations to reduce confusion within the PE setting. As a result, they can better understand task requirements and acquire motor skills. Studies indicated that visual supports could help children with ASD understand instructions during gross motor assessments or within gross motor skills. However, other studies reported limited support for the use of the approach. Without a clear presentation of information, physical educators may not be able to understand how to effectively use visual supports in PE. Therefore, the purpose of this study was to provide the best available and relevant information for physical educators to make informed decisions about visual supports.

Method: A systematic review was conducted to organize and synthesize the current literature. The review was conducted in December 2021 through four database searches using primary terms. Thereafter, articles were reviewed using inclusion and exclusion criteria. 27 manuscripts were included.

To provide meaningful and accurate information to physical educators, data was organized within different types of evidence to illustrate the current literature available (e.g., picture task cards, picture activity schedules, video modeling, and social stories).

Analysis/Results: Picture task cards with short verbal instructions improved the understanding and performance of motor tasks. Additionally, the presence of task analyses of skills did not impact motor performance with a range from 4 to 12 steps. Motor skill components broken down into picture task cards can be a technique that supports children with ASD in PE.

Picture activity schedules that use shorter sequences may help children with ASD understand motor task requirements and motor performance. The use of 12 or more items may provide too much information for children with ASD to process.

Video modeling presented the most variabilities in research studies. There was no clear evidence as to how useful it is with regard to improving motor performance. A possible explanation may be video modeling may provide too many stimuli to process due to an entire skill being presented. However, using video modeling to teach simple motor tasks may provide less sensory information to process and, therefore, better assist children with ASD in understanding and performing motor tasks.

Video prompting may provide an alternative approach to using video modeling. Similar to picture task cards, video prompting includes video models of motor skill components, presented one at a time. The presentation of one video model of one skill component may provide enough information to understand how to perform the skill. It may also be an approach to teaching complex skills.

Social stories did not provide empirical-based evidence.

Conclusions: Picture task cards, picture activity schedules, and video prompting can be effective approaches to teaching motor skills to children with ASD. However, video modeling may need to be further investigated to fully understand how to use it effectively.

Working Toward a Common Goal: A Case Study Within a Universal Design for Leaning Adventure Education Class

Julia May¹, Chapel Hill, North Carolina; Gabrielle Ryan Strittmater, University of Illinois - Urbana Champaign; Jenna Starck, UW - La Crosse

([email protected])

Background/Purpose: Contact Theory defines the concept that prejudice can be reduced between majority (general physical education students) and minority groups (students with disabilities) of people through direct contact with individuals outside of one’s group. One way to reduce prejudice against students with disabilities is to facilitate learning alongside peers within a Universal Design for Learning physical education course. Within physical education, Adventure Education creates an inclusive environment that is non-competitive and meets the needs of diverse learners by combining experiential learning, physical activity, and facilitation techniques. The purpose of this study was to explore the impact of social interactions between students with and without disabilities in an Outdoor Adventure Education course.

Method: Approximately 30 students and one teacher in a Midwest high school were purposely selected to participate in this case study over one semester. Qualitative data included formal and focus group interviews, researcher journal, weekly reflections, and final course reflection.

Analysis/Results: Qualitative themes used for deductive coding were derived from the conditions of Contact Theory included: a lack of hierarchy, minimizing roles, teacher supports social norms, perception of physical and emotional safety, common goals, and the importance of vulnerability and relationships.

Conclusions: Facilitation of the Outdoor Aventure Education model promotes the conditions of Contact Theory and assists in the reduction of prejudice through the development of relationships. By understanding the benefits of an Outdoor Adventure Education within a Universal Design, classes can be developed to enhance group development and benefit both students with and without disabilities.

Measurement and Evaluation

Academic Performance Measuring Instruments in Physical Education: A Systematic Review

Fan Zhang¹, Heather E. Erwin^F, University of Kentucky

([email protected])

Background/Purpose: Physical activity is well-known to have a positive relationship with people’s physical and mental health. However, the decrease in government funding for education systems and the push to meet academic requirements has led to a decline of physical activity offered in U.S. schools over the past decade (Erwin et al., 2019; Weight et al., 2021). Hence, many educators and professionals examine the relationship between physical activity and academic performance; most have already received positive results (CDC, 2010). Given the importance of academic research, it is important to have a bank of instruments to measure it in relation to physical activity. Thus, this work aims to review the main instruments used to measure academic performance in the physical education field to help scholars conduct similar research in the future.

Method: Academic performance outcomes are divided into three categories: cognitive skills and attitudes (e.g., attention/concentration, memory, mood); academic achievement (e.g., grades, test scores); and academic behavior (e.g., on-task behavior, attendance) by CDC (2010). In order to identify the instruments used to assess academic performance, the following keywords and terms were used in the SPORTDiscus, Academic Search Complete, Psycinfo, and Education ProQuest search engines between 2000 to June 2022 to obtain peer-reviewed English articles: “(physical activity OR physical education OR exercise) AND (attention OR intelligence OR cognition OR recognition OR learning OR mathematics OR reading OR academic OR on task).” In total, 234 related articles describing 221 studies were found and used.

Analysis/Results: This review found: (a) participants from 15 studies (6.8%) included preschool children, 112 studies (50.7%) included elementary school students, 64 studies (29%) included secondary schools, and 40 studies (18.1%) included university and college students; (b) 83 studies (37.6%) measured cognitive stills and attitudes (69 for attention), 125 studies (56.6%) assessed academic achievement (68 studies used GPA or subjects scores, 56 studies used various standardized test), and 35 studies (15.8%) evaluated academic behaviors (27 studies measured on-task/off-task behaviors); (c) 36 types of instruments were used to measure attention (17 studies used D2 Test of Attention, 13 studies used Eriksen flanker task, 8 studies used the Stroop Task), 2 different scales were used to evaluate intelligence, 20 different instruments were used to assess memory, and 7 different methods were used to measure attitude; and (d) 63.9% studies examined cognitive skill and attitude, 78.4% studies investigated academic achievement, and 85.7% studies explored academic behavior found positive association.

Conclusions: Through this literature review, we know that: (a) most studies examined academic achievement; (b) there are many different instruments used to measure cognitive skills and attitude, (c) most instruments focused on attention; (d) the most utilized instruments to investigate cognitive skills and attitude were D2 Test of Attention, Eriksen flanker task, and the Stroop Task, all of which measure attention; and (e) though most studies found positive relationships, there are still many studies showing non-significant or even negative associations, especially for cognitive skills and attitude. Hence, more research focusing on cognitive skills and attitudes with reliable instruments should be conducted in the future.

An Investigation of the Professional Socialization Phase and Grading in Physical Education

Casey Irene Hollibaugh¹, Slippery Rock University; Jackie L. Lund^F, Georgia State University

([email protected])

Background/Purpose: Grading is an integral tradition for stakeholders within the system of education (Marzano, 2000; Marzano, 2006; Olson, 1995). The purpose of grades is to inform stakeholders about student achievements of pre-determined learning outcomes, while also serving as determinants for program admissions and graduation (Airasian, 1994; Bowers, 2010; Collier, 2011; Marzano, 2000; Wormeli, 2017). Although grades are a traditional component of education, an unwillingness to change, and a lack of empirical evidence to support grade reform has resulted in the absence of unevolved grading practices across decades (Cross & Frary, 1999; Durm, 1993; Finkelstein, 1913; Guskey & Brookhart, 2019). Current methods of grading in physical education rely heavily on managerial factors like dressing out, participation, and effort (Young, 2011). The inclusion of the types of factors in grades rather than achievement-based methods increase doubt held by stakeholders on the validity and accuracy of grades (Tierney, 2013). Further, research has shown that the incorporation of noncognitive factors is more prevalent and sometimes more heavily weighted in noncore subjects like art, music, and physical education than in core subjects (Bowers, 2011; Russell & Austin, 2011).

Method: A qualitative study was conducted through the lens of Occupational Socialization Theory (OST) to investigate the professional socialization phase regarding grading. This study utilized semi-structured interviews and document analysis as primary data sources. Participants were 14 full-time faculty members from 4-year, physical education teacher education (PETE) certification granting institutions. Artifacts collected and analyzed included course syllabi, program evaluations, and program materials.

Analysis/Results: Inductive and deductive thematic analysis revealed three themes. The first, that PETE programs provide varied grading experiences for teacher candidates during pre-service training. This theme has two subthemes: (a) PETE program accreditation requirements do not include grading criteria, and (b) PETE programs accountability measures do not include demonstration of grading mastery for teacher certification. Theme two reveals that the varied grading experiences provided by PETE programs in this study rely heavily on the transitional socialization student teaching phase. This leads to theme three where much of the grading socialization process is largely influenced by mentor socialization of both the cooperating teacher during student teaching, and the university faculty during instructional experiences.

Conclusions: Overall, PETE program teacher candidates are unprepared for assigning and formulating grades in physical education.

Development and Review of the Career Anxiety Measurement Scale (CAMS) for PE College Students

Sae-Hyung Kim¹, Chungbuk National University; Dongwook Cho, Alcorn State University

([email protected])

Background/Purpose: Many college students are concerned about their uncertain future as they would face the competitive society and ‘real world’. More specifically, college students majoring physical education in Korea can have more anxiety on their future because there are so limited number of appoints for employment as K-12 teacher and it takes a lot of time to prepare for getting the PE teacher license. However, there has been no instrument to measure anxiety on college student’ career decision. Furthermore, the purpose of this study was to develop the career-anxiety measurement scale (CAMS) for PE college students by using Rasch rating scale model (RSM). The Rasch RSM calibration was applied to examine following: Development step (1) rating scale fit, (2) item fit, and (3) differential item functioning (DIF); Review step (1) dimensionality, and (2) person-item map.

Method: Based on the literature review and consultation of content and measurement experts, the 21 items with 5-point rating scale CAMS was generated. The CAMS was administered to 400 Korean college students majoring in physical education. Rasch measurement computer program, Winsteps 5.2.4 and R-program 4.2.0 were used to analyze the data. Development step (1) The rating scale fit was determined by Andrich threshold index that increased step by step. (2) Item fit was determined by Infit and Outfit index fit statistics (≥0.60 and ≤1.40). (3) The DIF was applied to examine the variation between gender by using DIF size index fit statistics (≥0.43). Review step (1) Unidimensionality was verified by the eigenvalue index of unexplained variance in 1st contrast (≤ 3.0) and dimensionality degree was verified the standardized residual contrast 1 plot cluster. (2) Person-item map was verified by person and item separation index (≥2.0).

Analysis/Results: The results indicated that the 5-point rating scale was appropriated to utilize for the CAMS by verifying that Andrich threshold index was increased step by step (-2.82<-0.98<1.32<2.48). Two items (item10, item17) had over standard item fit. Also, the finding from this study examined two items (item16, item21) were selected as the DIF between gender. Therefore, the four items were eliminated from final estimation. Thus, 17-item was finally developed as the CAMS for PE college students. And the result of the 17-item was reviewed, the unexplained variance in 1st contrast index was 4.30, so not unidimensionality, and the standardized residual contrast 1 plot showed 3-cluster. Person-item map was showed person separation index 2.86 and item separation index 11.16, so there was no problem with the developed the 17-item measuring the 400 students majoring in physical education.

Conclusions: Based on the results of Rasch RSM calibration, this study suggests 17-item and 5-point rating scale of the CAMS for college students majoring in physical education. This CAMS can be utilized to assess the career anxiety and provide psychological health information to PE college students. In addition, the newly constructed the CAMS for college students majoring in physical education should be validated to another sample to increase external validity.

Evaluation of Physical Fitness Tests in Adults With Intellectual Differences

Matthew Beerse¹, Rachael Harmon, Gerry Gallo, University of Dayton

([email protected])

Background/Purpose: Fitness testing of individuals with intellectual differences (ID) poses considerable challenges in accurately capturing levels of fitness due to potential confounding factors such as comprehension of instructions, complexity, motivation, and sustained attention. Therefore, it is imperative that fitness tests are intentionally selected and feasible for the population to complete, reliable across testing days, and sensitive to changing fitness levels. The SAMU-DISFIT fitness battery has been recently proposed for adults with ID and has shown promising feasibility and reliability, however, it fails to capture the muscular power component of fitness. The purpose of this study was to evaluate the feasibility, reliability, and sensitivity of the SAMU-DISFIT fitness tests and additional tests of lower body power.

Method: Twenty-one adults with ID were recruited from a local facility where they were engaged in weekly personal training sessions. Subjects completed four fitness testing sessions. First, subjects were familiarized with the tests. The next two sessions were data collections, where the tests were scored. Each of these three sessions were separated by two weeks. The fourth session was conducted 12-weeks after each subject’s second data collection. The subjects continued their weekly personal training sessions during this time. Subjects completed the SAMU-DISFIT battery, which included Body-Mass Index (BMI), Waist Circumference (WC), Timed Up-and-Go (TUG), Deep Trunk Flexibility (DTF), Hand Grip (HGS), Sit-Up (SUP), Timed Stand Test (TST), and 6-Minute Walk Test (6MWT). In addition, a Countermovement Jump (CMJ) and Two-Step Jump (TSJ) were added to assess lower body muscular power. Subjects completed the CMJ and TSJ on a force plate and jump height was estimated from time in the air. Feasibility was evaluated as the percentage of subjects able to complete each test. Reliability was assessed between the first two data collections using a mixed two-way model, absolute agreement intra-class correlation coefficient. Sensitivity was determined as the effect size between the second data collection and the final data collection, separated by 12 weeks.

Analysis/Results: All tests demonstrated feasibility at >75%. Only the SUP and DTF tests were unable to be completed by one and two subjects, respectively. BMI (ICC=0.990), WC (ICC=0.991), right HGS (ICC=0.907), CMJ (ICC=0.971), and TSJ (ICC=0.946) demonstrated high reliability. DTF (ICC=0.874) and left HGS (ICC=0.819) indicated good reliability, while TUG (ICC=0.744) was considered fair reliability. TST (ICC=0.642), SUP (ICC=0.659), and 6MWT (ICC=0.599) indicated scant reliability. The assessment of effect size demonstrated limited sensitivity across all tests (d<0.50), with the CMJ (d=0.47) and TST (d=0.41) as most sensitive.

Conclusions: Our findings support the feasibility and high reliability for some of the SAMU-DISFIT fitness tests and the potential additions of the CMJ and/or TSJ to evaluate muscular power. In agreement with prior studies, longer tests requiring self-regulation, such as the SUP and 6MWT were less reliable and sensitive in this population. While practitioners can have confidence in the body composition, muscular strength, and flexibility tests of the SAMU-DISFIT battery, our results suggest other tests to assess core muscular endurance and cardiorespiratory fitness should be explored for adults with ID.

Handgrip Strength Asymmetry Association With Gait Speed in Developing Countries

Pedro Pugliesi Abdalla¹, André Pereira dos Santos, Marcio Fernando Tasinafo, University of São Paulo; Leonardo Santos Lopes Silva, Ana Claudia Rossini Venturini, Universidade de São Paulo; Dalmo Roberto Lopes Machado, University of São Paulo; Nilo C. Ramos, Coastal Carolina University; Jorge A. Mota, CIAFEL-FADEUP

([email protected])

Background/Purpose: Handgrip strength (HGS) and gait speed are easy, simple, and cheap tests to monitor muscle function in older adults (Cruz-Jentoft et al., 2018). HGS asymmetry is a new promising index described as the strength discrepancies between right and left hands, and together with slow gait speed, they can be utilized for screening impaired muscle function, which can lead to higher risk of falls (McGrath et al., 2020), mobility limitations (McGrath et al., 2022), functional disability, neuromuscular system deterioration (McGrath et al., 2021), and premature mortality (Yates et al., 2017). Although the association between HGS asymmetry and gait speed has been confirmed in older adults from high-income countries (McGrath et al., 2022), it has not yet been ascertained in geriatric samples living under less favorable economic situations. Thus, the purpose of this study was to verify the association of HGS asymmetry with gait speed in older adults from low- and middle-income countries.

Method: Data of 13,015 older adults (≥60 years) from the cross-sectional database of the Study on Global Aging and Adult Health (SAGE) (conducted in China, Ghana, India, Mexico, Russia, and South Africa) were analyzed. Weight (kg) was measured using a scale (Ramlagan et al., 2014). Two attempts in each hand were executed to measure the strongest HGS of each hand. HGS asymmetry was considered with the ratio strongest HGS[kg]/strongest HGS of the other hand[kg]. Thus, all asymmetry ratios were ≥1.0. Participants were categorized into four groups according to HGS asymmetry: 1.000–1.100 or 0.0%-10.0% (reference group), 1.101–1.200 or 10.1%-20.1%, 1.201–1.300 or 20.1%-30.0%, and >1.300 or >30.0%, respectively. Gait speed was assessed using a 4-m timed walk at a usual pace and was allowed to use any mobility aids. Interviewers recorded the time to complete the 4-m course and the speed was calculated (m/s). Slowness was characterized when gait speed was <0.59 m/s and <0.51 m/s, for men and women, respectively. Multinomial logistic regression ascertained associations of HGS asymmetry and slowness based on the odds ratio (OR) adjusted by covariates of age (years), sex, low HGS (Abdalla et al., 2022) for HGS/body mass°^.4°, obesity (if BMI>30kg/m²), perceived health, and physical activity level by moderate to vigorous physical activity (MVPA) obtained with WHO GPAQ (Armstrong & Bull, 2006).

Analysis/Results: Mean age was 69.0 ± 7.0 years old and women were predominant in the sample (n = 6,835 [52.5%]). Older adults with HGS asymmetry >30.0% have higher frequency of slowness (14%) compared to older adults with 0.0%-10.0% of HGS asymmetry (10.0%). Higher asymmetry in HGS is associated with slower gait speed. The unique exception was for 20.1-30% HGS asymmetry men group. Compared to the reference group, those with 20.1%-30.0% and >30.0% of asymmetry in HGS had a higher odds for slowness (OR: 1.19; 95% CI: 0.99-1.42 and OR: 1.25; 95% CI: 1.07-1.47 respectively).

Conclusions: HGS asymmetry is associated with slowness in low- and middle-income countries. A new simplified index for impaired muscle function can be proposed based on HGS asymmetry in low- and middle-income countries.

Improving Fitness Testing Data Use to Inform Physical Activity Practices

Ashleigh Johnson¹, San Diego State University; Emily Kroshus, Seattle Children’s Research Institute and University of Washington; Kiana Hafferty, Seattle Children’s Research Institute; Kirsten Senturia, University of Washington; Kimberly Garrett, Seattle Children’s Research Institute; Pooja Tandon, Seattle Children’s Research Institute and University of Washington

([email protected])

Background/Purpose: Most middle schools in the United States include school-based physical fitness testing (SB-PFT) as part of their physical education strategy, yet there is little evidence on how it is implemented. Our collaborators in a partner school district, who collect biannual fitness data in middle schoolers, expressed interest in establishing a systematic and evidence-based approach to analyzing and using these fitness data. Guided by District-expressed needs and priorities, this school-academic partnership facilitated examination of both the SB-PFT process and fitness outcomes. The purpose of this study was to 1) explore SB-PFT experiences from stakeholders’ perspectives and 2) analyze fitness data as a case study of how it can be used by schools, including identifying predictors of meeting fitness benchmarks, procedural challenges, and best practices.

Method: This study took place in a partner school district (King County, Washington, USA). The first aim involved conducting interviews with middle school students (n=30), parents (n=20), and school staff (n=5). The second aim used a quantitative approach to identify student-level predictors of fitness levels using the district’s fitness assessment data (grades 4-8). Two-level mixed effects logistic regression models examined the association between dependent and independent variables for each grade level and fitness assessment outcome.

Analysis/Results: Four themes emerged from the interview data, including 1) students’ desire for privacy in the fitness testing and sharing of results as well as for teachers to promote a supportive testing environment; 2) parents’ preferences for the school to communicate student-level fitness data; 3) school stakeholders current use of fitness data to set physical education goals with students, track progression, and help target different parts of the district with community partners; and 4) how fitness testing fits into the larger CSPAP strategy in terms of identifying students who are at an elevated risk of not meeting physical activity/fitness goals and supporting students who struggle with fitness testing (e.g., providing opportunities for fitness outside of school hours, developing school-family partnerships, dedicating physical education time to practice fitness test components). The final analytic sample for district physical fitness data included 4,266 students from ten schools. Special education status and gender were significantly associated with meeting fitness benchmarks across middle school. Challenges in analyzing fitness data, including outliers and high levels of missing data, were also identified.

Conclusions: Findings suggest SB-PFT has potential to be useful in promoting adolescents’ fitness, but opportunities exist to improve the testing process and the ways that results are shared and utilized. SB-PFT can be improved in three key ways: (1) districts should provide teachers with resources to understand and discuss the role of SB-PFT in a physically active lifestyle with students and (2) establish a plan for how results will be analyzed and communicated; (3) teachers should ensure a positive testing experience by conducting assessments more privately and taking the time to practice assessments beforehand.

Predicting Recreational Activity Participation Using Machine Learning Algorithms

SeungBak Lee¹, THE UNIVERSITY OF MISSISSIPPI; Minsoo Kang^F, The University of Mississippi

([email protected])

Background/Purpose: Recreational activities can make people happy and healthy and provide opportunities to develop personal skills and relationships with those around them. Multiple determinants (e.g., demographic, physical measurements, and lifestyle variables) may have an impact on recreational activity participation; however, the key factors affecting recreational activity participation have been relatively unexplored from a broad perspective. Recently, machine learning plays a role in obtaining new insights in several fields, but, the application of machine learning in recreation activity research is somewhat limited. Therefore, the purposes of this study were (1) to develop recreational activity participation prediction models using machine learning, and (2) to identify important features associated with recreational activity participation.

Method: To develop recreational activity participation prediction models, 12,712 data were used from National Health and Nutrition Examination Survey from 2011 to 2018. Three types of variables (i.e., demographic, physical measurement, and lifestyle) and one target variable were collected: five demographic variables (i.e., gender, age, race, marital status, and education level), four physical measurements (i.e., weight, height, waist, and BMI), three lifestyle variables (i.e., sedentary behavior, alcohol, and MVPA), and a target variable (i.e., recreation activity participation). The study used six machine learning algorithm models, including logistic regression, support vector machine, decision tree, random forest, eXtreme Gradient Boosting (XGBoost), and Light Gradient Boositng Machine (LightGBM). Next, the study created several prediction models by combining different types of variables and assessed these models using validity indexes (i.e., accuracy, f1-score, Area under the curve [AUC], and Matthews correlation coefficient [MCC]). Lastly, the key variables were identified by the feature importance index (FII) from the model with the best performance. Data collection and analysis were conducted using Python (version 3.8) and Rstudio (version 3.7).

Analysis/Results: First, the study developed recreational activity participation prediction models using one type of variable. As the result, the LightGBM algorithm model with lifestyle variables showed the highest validity (accuracy: .822, f1-score:.853, AUC: .811, MCC: .657). Second, prediction models were explored using more than two types of variables. The result revealed that the XGBoost algorithm with demographic and lifestyle features was the top performing model (accuracy: .829, f1-score:.854, AUC: .880, MCC: .663). After identifying the best model (i.e., demographic and lifestyle variables using XGBoost), the study examined important variables associated with recreational activity participation. Among the eight variables, marital status (FII = .548), gender (FII = .137), and age (FII = .089) were considered the top three important features.

Conclusions: This study used machine learning to identify significant variables affecting recreational activity participation from a comprehensive perspective. The recreational activity prediction model with a combination of demographic and lifestyle variables showed good performance with high accuracy. This study confirmed the possibility of using machine learning in the recreational activity research and identified important factors affecting recreational activity participation.

Revalidation of Preservice Physical Education Teacher’s Teacher Identity Scale in Chinese Physical Education Student Teachers

Anlu Yang¹, Beijing Sport University; Xiaofen D. Hamilton, The University of Texas at Austin; Lei Yao, Beijing Sport University; Yongshun Wang, Huaqiao University

([email protected])

Background/Purpose: Teacher identity (TI) is a crucial aspect to pre-service physical education teachers (PPETs) to becoming high quality teachers and plays an important role their career choice. Thus, a deep understanding of their TI may help improve the quality of future PE teachers. This study aimed to provide further evidence of reliability and validity for Preservice Physical Education Teacher’s Teacher Identity Scale (PPET-TI scale).

Method: The study went through a three-stage development process: (a) examining the content validity of original scale; (b) data collection using a sample of student teachers in physical education; (c) re-test the reliability and validity of the scale developed by Zhang (2017). The following section is organized by the order when each stage was completed.

Analysis/Results: After having re-examed the content validity by experts, the domain of affects was deleted. The modified scale then consisted of the three domains (i.e., value and expectation, perceived confidence of teaching PE, and professional growth). A total of 944 physical education student teachers in China participated in the study. Confirmatory factor analysis (CFA) was employed to investigate the construct validity.The commonly used CFA indices, such as X², CFI, TLI, GFI, and RMSEA, were used to assess the fit of the data to the model. The CFA results suggested that the data from the study did not fit the original model, resulting in the elimination of one item. After the unfitted item was excluded. All CFA fit indices were within the acceptable rante. Reliability of the scale was then examined by calculating G-C alphas for each domain and the entire scale, respectively. The alpha values were within the acceptable range. The modified model was reliable and valid.

Conclusions: The revalidation of the scale provided more us with a scale that could produce reliabile and valid score measuring PPETs’ TI.

In the future, the reseachers may use the scale to track changes of PETI-TI and it can be used to investigate the effect of experimental research which conduct in PETE course or student teaching.The teacher educators may also use the scale to examine PPETs’ current issues of TI and provide intervention in PPETs’ TI development. The schools may use it in PE teacher recruitment to identify graduates with high TI.

Self-Assessment of Research Skills Among Undergraduate Students: A Kinesiology Field Perspective

Junyoung Kim¹, Liang Yating, Bernard Kitheta, Missouri State University

([email protected])

Background/Purpose: Research skills are an important ingredient for completing and succeeding in undergraduate education. The ability to use research skills to analyze and find solutions to complex problems is becoming one of the defining requirements for hiring university graduates (Brew, 2006; Wilmore & Willison, 2016). In a fast-changing world, many higher education institutions are faced with the challenge of fulfilling their mandate of preparing students to be adept future problem solvers and change-makers. Thus, undergraduate programs should provide opportunities for students to develop resilience, critical thinking skills, analytical skills, communication skills, self-confidence, and collaborations skills which are important in the professional workforce (Ashcroft et al., 2020; Quarton, 2003; Suvedi et al., 2016). The primary purpose of this study was to assess perceived research skills and competencies among Kinesiology students at a public university in Midwest of the Unites States. The goal was an attempt to determine how prepared students perceived they were to succeed as future researchers and/ or professionals.

Method: The research team consisted of three faculty members from Missouri State University’s Kinesiology department. A total of 315 (male n= 117; female n=198) students participated in the study. The questionnaire was modelled after an instrument that measures research skills that was developed by Meerah et al (2012), which was validated and used by other researchers (Ismail, 2012; Basilio & Bueno 2019).

Analysis/Results: Most of the respondents (81.6%) represented typical college undergraduate students who are between 18 and 22 years old. As for post-graduation plans, most of the respondents (67.3%) indicated that they had plans to pursue graduate-level studies (graduate certificate, master’s degree, professional doctorate, or Ph.D. programs) after graduation. Overall, students demonstrated confidence with ‘information literacy skills’, including locating scholarly literature, synthesizing information, evaluating the trustworthiness of information, using proper citation, and distinguishing between peer vs. non-peer review articles. Further, most respondents were confident with abiding by understanding ethical principles of research, developing rationale for research, communicating research findings, and collaborating with others. The lowest average ratings were all from the ‘research methods and statistical skills’ category: choosing appropriate design, organizing data, and analysing data. Students felt less confident with formulating research questions, conducting research independently, conducting literature reviews and sharing research verbally. Independent t-tests comparing the gender difference (male v. female) on perceived confidence in research skills revealed discrepancies in two items in ‘problem-solving’

Conclusions: The current study has highlighted the importance of developing research skills among undergraduate students. Regardless of gender, age, or year level, improving research skills through mentoring and provision of resources for undergraduate students can enhance success in graduate school and the professional world.

TETPPACS for Pre-Service Teachers: Efficacy for Face-to-Face and Virtual Teaching

Erin E. Centeio^F1, University of Hawaii at Manoa; Hayley McKown, University of Idaho; Kelly L. Simonton, University of Wyoming

([email protected])

Background/Purpose: Understanding pre-service classroom teachers’ (PSCTs) efficacy towards providing physical activity opportunities for youth during the school day is important. However, there are currently few, if any, validated measures to help better understand efficacy towards physical activity within this population. Therefore, the purpose of this study was to modify and evaluate the previously validated Teacher Efficacy Toward Providing Physical Activity in the Classroom Scale (TETPPACS) scale within the pre-service classroom teacher population.

Method: Pre-service classroom teachers (N=172) from the United States completed two modified versions of the TETPPACS, using a single online survey. Participants included PSCT from 12 different universities (five US regions), were 90% female, 65% Caucasian, mean age of 25, and 75% were seeking elementary certification. The TETPPACS (Authors et al., 2022), which measured the level of self-efficacy that participants had towards providing PA to their students, has three factors (psychological, institutional, and educational efficacy) and a general overall factor of self-efficacy. TETPPACS was adapted in this study to specifically capture pre-service teacher efficacy in two different instructional settings, virtual and face-to-face.

Following procedures for the validation of the TETPPACS for in-service teachers (Authors et al., 2022) the modified scales were tested using bifactor confirmatory analysis (CFA). Previous validation showed both a general efficacy factor along with three subcomponent factors (student, institutional, and educational barriers). Additionally, invariance testing was run to compare potential differences in measurement fit between the face-to-face and the virtual efficacy scale.

Analysis/Results: Initial CFA testing of each scale included a simplified model targeting the three components of efficacy. Model fit and factor loadings were confirmed for both the face-to-face and virtual scale. From there bifactor CFA models that included a general factor were tested following previous validation procedures (Authors et al., 2022). The model fit for the face-to-face scale (χ² (117) = 264.721, CFI=.923, RMSEA=.086, SRMR= .056) and the virtual efficacy scale (χ² (117) = 230.176, CFI=.946, RMSEA=.075, SRMR= .034) both showed acceptable fit, and all factor loadings met acceptable ranges on the general efficacy factor (FL: .718-.879). This suggested the tool was valid for measuring PSCTs efficacy for PA in the classroom in each setting. Invariance testing for measurement differences between face-to-face and virtual efficacy scales included three models: configural, weak, and strong, providing increased restrictions in each model. Results showed minimal change in model fit (< .01 TLI, RMSEA) suggesting there were no measurement scale differences in the instrument among the teachers’ perceived efficacy in the two different instructional settings.

Conclusions: Overall, the TETPPACS for PSCTs is important because there is no known tool to currently measure teacher efficacy toward PA in this population. Furthermore, understanding this could help increase opportunities for all children to participate in PA during the school day. Results suggest that this tool can accurately capture PSCTs efficacy for classroom PA both in face-to-face as well as virtual instructional settings. Considerations for the three subcomponents is warranted but both in-service and PSCT scales have generated a general factor score to evaluate their overall efficacy.

Motivation and Psychology

Affective Attitude Moderates Cognitive Attitude-Physical Activity Relationship: An Adolescent Sample

Yubing Wang¹, University of Wisconsin-Whitewater; Yaogang Han, Pan Li, Binn Zhang, Shanghai University of Sport

([email protected])

Background/Purpose: Attitude has been shown to be one of the strong predictors of physical activity (PA) intention and behavior It is also one of the frequently targeted variables in intervention studies of PA promotion. Traditionally, cognitive and affective attitude are often conceptualized as two variables that independently influence PA behavior. Recently, some studies, however, imply that these two variables may interplay with each other to influence PA behavior and specifically affective attitude may moderate the effects of cognitive attitude on PA behavior. A recent study found that affective attitude did moderate the effects of cognitive attitude on leisure-time MVPA. Specifically, when affective attitude was negative, the effect of cognitive attitude on MVPA was not significant; when it was positive, the higher the value of affective attitude score, the larger the effects of cognitive attitude on MVPA (Wang et al., 2022). Wang and colleagues’ study was based on an adult sample. To further understand the moderation effects and confirm their findings, the purpose of this study was to examine the moderation effects of affective attitude on the effect of cognitive attitude on MVPA using an adolescent sample. The following research question was addressed: To what extent did affective attitude moderate the effects of cognitive attitude on MVPA behavior.

Method: A total of 1849 adolescents participated in this study (1065 middle-school students, 784 high-school students; 51% males, 49% females; average age=15.12). Their cognitive and affective attitude were measured using validated 7-point semantic differential scales. Their leisure-time MVPA level was measured using two self-report question items (Hagger et al., 2012). A multiple regression analysis with the interaction term was first conducted. Next, the Johnson-Neyman’s conditional effect analysis was conducted using Hayes’ Process program (model 1).

Analysis/Results: The multiple regression analysis showed that the interaction term of cognitive and affective attitude was significant (β =.05, p <.01). The Johnson-Neyman’s conditional effect analysis results showed that when the value of affective attitude was less than 4.16, the effect of cognitive attitude on leisure-time MVPA was not significant at the .05 level. When the value was larger than 4.16, cognitive attitude started to have significant positive effects on MVPA (effect= .09-.24, p< .05), and the larger the affective attitude score, the greater the positive effect. These results indicate that affective attitude moderate the effects of cognitive attitude on leisure-time MVPA. When adolescents’ affective attitude is negative, their cognitive attitude would not influence their leisure-time MVPA. When their affective attitude is positive, the more positive of their affective attitude, the greater influence of their cognitive attitude on leisure-time MVPA.

Conclusions: This study confirmed Wang and colleagues’ findings with an adolescent sample. It suggests that when adolescents hold negative affective attitude toward PA, their cognitive evaluation on doing PA tends not to influence their PA behavior no matter how valuable/beneficial they think doing PA is. But, when their affective attitude is positive, the more positive their affective attitude, the larger the effects of cognitive attitude on PA behavior. These finding have important implication for PE and PA promotion programs.

Age, Gender, and Achievement Goals in Physical Activity Settings

Jianmin Guan^F1, University of Texas at San Antonio; Ping Xiang^F, Texas A&M University; William M Land, University of Texas at San Antonio; Xiaofen D. Keating^F, The University of Texas at Austin

([email protected])

Background/Purpose: Gender and grade/age are two key variables associated with achievement goal adoption. Previous research in physical activity (PA) settings treated grade/age as a category variable in the examination of grade/age-related differences in achievement goals. There is a major disadvantage when a continuous variable is converted into a categorical variable. Specifically, the categorization of a continuous variable reduces the statistical power and measurement precision of the data (Cohen, 1993). To address this methodological disadvantage, there is a need for researchers to treat age as a continuous variable in relation to achievement goals. Additionally, few studies examined age and gender differences in achievement goals and their impacts on students’ self-reported persistence toward PAs across middle, high school and college PA settings. Consequently, the purpose of this study was to utilize multiple regression analyses, instead of multivariate analysis of variance, to examine a) gender and age differences in the prediction of four achievement goals (mastery-approach, performance-approach, mastery-avoidance, and performance-avoidance) across middle school, high school, and college PA settings; and b) the impact of achievement goals, gender, age, and gender-by-age on students’ self-reported persistence toward PA.

Method: A total of 1254 (612 male, 642 female) students from four middle schools (n = 248), two high schools (n = 539), and one university (n = 467) participated in this study. Two validated scales (2 x 2 achievement goals and self-reported persistence) were used to collected the data. Participants responded to the items on a 7-point Likert-type scale, ranging from 1 (not at all true for me) through 7 (very true for me).

Analysis/Results: Results showed that age had a significant positive effect on mastery-approach (β = .253, t = 6.721, p <.001), performance-approach (β = .101, t = 2.613, p = .009), and mastery-avoidance goals (β = .117, t = 3.034, p = .002), but had a significant negative effect on performance-avoidance goals (β = -.086, t = 2.237, p = .025). No significant gender differences nor age-by-gender interaction was found for the four achievement goals. Additionally, results revealed that age (β = .093, t = 3.148, p = .002), mastery-approach goals (β = .522, t = 20.531, p <.001), performance-approach goals (β = .112, t = 4.485, p <.001), and mastery-avoidance goals (β = .106, t = 4.364, p <.001) were significant positive predictors of self-reported persistence. No significant impact on students’ self-reported persistence was found related to performance-avoidance goals, gender, and the interaction of age-by-gender.

Conclusions: Age had a significant positive effect on mastery-approach, performance-approach, and mastery-avoidance goals, indicating that students were more likely to endorse these goals as they became older. Previous studies showed no significant grade-related differences in achievement goals in American middle school, high school, and college PA settings. This inconsistency demonstrates the importance and power of treating age as a continuous variable when examining differences in the prediction of achievement goals in PA settings. Findings suggest that age, instead of grade, should be included in future studies when examining the differences of achievement goals in PA settings.

Associations Between Perceived Competence Toward Physical Activity and Mental and Cognitive Functioning Among Young Adults

Xiaoxia Zhang¹, Centenary College of Louisiana; Xiangli Gu^F, University of Texas at Arlington

([email protected])

Background/Purpose: Young adulthood represents a period of increased vulnerability for a wide range of mental health challenges, and less than half of young adults meet the national physical activity guideline (Whitefield et al., 2019). Researchers suggest that one’s competence beliefs towards physical activity (e.g., I think I could do well at just about any new physical activity/sports) may contribute to his/her mental health development (Lubans et al., 2016), however, the underlying mechanism is not clear. The main purpose of this study was to examine the associations of competence beliefs towards physical activity with young adults’ mental (physical and psychosocial) and cognitive functioning. The gender and weight status effects on study variables were also examined.

Method: A total of 60 young adults (42 females; 30 overweight/obese [body mass index ≥ 25]; Mean age = 22.65 ± 4.9) were recruited from one university in North Texas. Participants completed previously validated survey for competence beliefs towards physical activity (Fox & Cobin, 1989) and physical and psychosocial functioning (Varni et al., 2001; higher scores indicate higher functioning). Composite score of spatial working memory was assessed with a computerized neuropsychological cognitive functioning test (Sahakian & Owen, 1992; lower scores indicate higher functioning). Descriptive statistics, Pearson correlational analyses, and a 2 (male vs. female) by 2 (healthy weight vs. overweight/obese) multivariate analysis of variance (MANOVA) were performed.

Analysis/Results: These young adults had relatively low competence beliefs towards physical activity with an average of 2.87 in a 5-Likert scale. The correlational analysis revealed higher competence beliefs towards physical activity was significantly associated with higher physical (r = .48, p < .01) and psychosocial functioning (r = .41, p < .01) but with lower performance in spatial working memory (r = .25, p = .05). The MANOVA resulted a significant main effect of gender on study variables (Wilk’s λ = .64, F_(4,52) = 7.31, p < .01) and no significant weight status and interaction effects were observed (ps > .05). Compared to females, males had significant higher competence beliefs towards physical activity (3.93 vs. 2.43; η² = .31), physical functioning (93.50 vs. 78.52; η² = .22), and psychosocial functioning (84.16 vs. 73.85; η² = .10) but had lower performance in spatial working memory (8.29 vs. 7.49; η² = .03; no significance was reached).

Conclusions: Findings of this study suggest that improving competence and confidence in physical activity/sport are likely to strengthen physical and psychosocial functioning among young adults. Cultivating a supportive campus and society with encouraging feedback and actual success on physical activity/sport participation would be beneficial to young adults’ mental health development, especially for female young adults. Future evidence is needed to examine the correlates with objectively assessed cognitive functioning.

Cross-Gender Differences on Expectancies, Value Beliefs, and Costs in Physical Education

Tyler E Smith¹, Joshua E Mickey, Tan Zhang^F, Winston-Salem State University

([email protected])

Background/Purpose: Expectancy-Value theory (EVT) provides researchers and practitioners a conceptual roadmap to optimal promotion of students’ engagement of physical activities in physical education settings. It specifies task-related value beliefs and expectancies as positive antecedents for motivation and engagement yet perceived costs as negative antecedents. Empirical research based on EVT revealed prevalent cross-gender differences on value beliefs and expectancies (Eccles & Harold, 1991; Yli-Piipari & Kokkonen, 2014). With the existing research extensively focused on value beliefs and expectancies, this study investigated the cross-gender differences on value beliefs, expectancies, and perceived costs to form a comprehensive understanding of the psychological processes for motivation in general and the role played by costs on motivation in specific.

Method: One-on-one interviews with a focus group of 20 middle school students (male =10) yielded 29 costs. A total of 387 middle school students (male = 201; female =186; unspecified = 29) scored the EVT questionnaire, reported their perception on the identified 29 costs and completed a 12-item knowledge test on health-enhancing fitness and physical activities. MANOVA then ANOVA were adopted to assess cross-gender differences on the EVT constructs and knowledge.

Analysis/Results: The MANOVA indicated that there was a statistically significant cross-gender difference on EVT constructs (Wilks’ Lambda = .85, F = 3.06, p < .001, partial ƞ2 = .15). Following ANOVA indicated significant cross-gender differences on expectancy beliefs (F1, 385 = 19.58, p <.001), attainment value (F1, 385 = 11.33, p < .001), intrinsic value (F1, 385 = 29.55, p < .001), and utilitarian value (F1, 385= 8.99, p = .003) with female students scored higher on all four constructs. On costs, ANOVA revealed cross-gender difference on social costs and physical costs. For social costs, female students were more likely to perceive teacher’s incapability/unwillingness of holding students accountable for their behaviors as a cost. In addition, physical costs were more salient to female students as they were more likely to perceive physical activities induced physiological changes, including sweating, heavy breathing, heart rate elevation and feeling hot, and messing up appearance as costs.

Conclusions: Empirical research found that female students are less physically active than their male counterparts. In revealing the factors that contributed to female students’ less activeness, the existing literature suggested teachers to design gender-sensitive curriculum and adopt gender-sensitive pedagogies (Murphy, Dionigi, & Litchfield, 2014). The results of this study indicated that female students had higher expectancy and value beliefs than male students. Yet, their high expectancy and value beliefs alone may not reverse their tendency for being less active. The cross-gender differences on costs could possibly contribute to their less activeness. The results of this study suggest that, to promote female students’ physical activity engagement, teachers should prioritize taking all students accountable for their behaviors. In addition, gender-sensitive task design should focus on providing physical activities with proper intensity levels for all students to reduce the perceived costs.

Examining Students’ Online Physical Education Experiences During the Covid-19 Pandemic

Ken Murfay¹, University of Kansas

([email protected])

Background/Purpose: Physical activity (PA) self-efficacy is a person’s confidence to be physically active despite common barriers to PA (Voskuil & Robbins, 2015). Increasing high school (HS) students’ confidence to be physically active within physical education (PE) is important because of the many known benefits of PA (United States Department of Health and Human Services, 2020). Furthermore, several studies have found that PA self-efficacy is positively associated with PA (Annesi, 2006; Van der Horst et al., 2007) and at times has been found to predict PA levels (Burke et al., 2015; Gao et al., 2008). One of the hypothesized sources of PA self-efficacy are vicarious experiences which are individuals’ interpretations of their observations (Bandura, 1997). Within PE, students might observe teachers or peers participating in PA either in-person or online. When individuals observe others, they might also start to compare their abilities through social comparison to the abilities of those they observe. Due to the Covid-19 pandemic, all in-person PE classes were forced to transition to online instruction during the spring of 2020. Examining PE students’ vicarious experiences online compared to in-person through the spotlight of best practices to support students’ PA self-efficacy can help guide future PE.

Method: This qualitative case study examined through an interpretive worldview how current HS PE students (n=39) from different schools (n=3) felt about their vicarious experiences within in-person and online (during the pandemic) PE. The semi-structured interview questions focused on students’ observations of others performing PA and their participation in PA in regard to social comparison. The interview data were analyzed using a deductive thematic analysis to identify themes/patterns using social cognitive theory.

Analysis/Results: These results are based on the preliminary stages of data analysis (summer 2022). Some initial themes that emerged are that most: (a) students felt awkward and more on display when participating online in PA on camera compared to participating within in-person PE and preferred to be partially on camera as opposed to fully on camera when online, (b) students’ participation in PA decreased when tasked with performing PA off camera, (c) students described observing the correct form/information as more important than observing a specific person (teacher, student, online video) model PA, (d) students described randomly observing peers successfully performing PA in-person as the most influential type of random observation on their PA self-efficacy. Preliminary results also show that there might be some gender differences that exist in the data.

Conclusions: Most study participants acknowledged that teacher demonstrations provided them with the information needed to successful complete a PA, but their PA self-efficacy was more positively influenced by observations of their peers successfully completing PA than it was from observing their teachers. Students felt more confident to perform a PA when they received instruction on how to correctly perform a PA, observed a similar peer successfully perform a PA, and participated in PA with minimized feelings of social comparison. The full report of the results/conclusion will be available for the SHAPE convention.

Exploring Teacher Career Stages and Emotions of Physical Educators’

Denis Schulz¹, Karen L. Gaudreault^F, University of New Mexico; Kelly L. Simonton, University of Wyoming; K. Andrew A. Richards^F, University of Illinois Urbana-Champaign; Kevin J. Mercier^F, Adelphi University

([email protected])

Background/Purpose: Previous research indicates that physical education (PE) teachers often experience negative emotions due to the marginalized nature of the field. The most reported teacher emotions are enjoyment, anger, and anxiety (Frenzel et al., 2015). Unlike enjoyment, which is linked to increased teacher motivation, well-being, and improved instructional strategies, anxiety and anger are often associated with decreased well-being and burnout. These negative emotions can be caused by complex student interactions, delayed learning processes, insufficient preparation skills and support, and limited coping strategies. Although these emotions are known to be experienced by PE teachers, little is known about how educators in this field would describe and identify the emotions experienced at different teacher career stages. Grounded in the teacher career stages (Fessler & Christensen, 1992) framework, this study aimed to understand the factors that would lead them to identify their current career stage and how their emotions (anger, anxiety, enjoyment) and career stage influenced each other.

Method: This qualitative study utilized semi-structured interviews as the primary data collection method with in-service physical educators (N=31; 45% male). All physical educators were recruited via email, and e-interviews were conducted virtually over Zoom. Participants who showed interest in participating in the study reviewed and signed a consent form before the interview. Teachers were interviewed once, and each interview varied anywhere from 30-40 minutes.

Analysis/Results: Semi-structured interviews were transcribed verbatim and analyzed inductively using Merriam & Tisdell’s (2016) protocol of open coding, axial coding, categorization, and theme development. Analysis of the data revealed the following themes influenced their career stage(s) and the influence of emotions: (a) practical implications of COVID-19 blurred the lines between career stages and emotions, (b) fear of the unknown, anger, and anxiety as a result of marginal status, (c) PE as a customer service culture within schools, and (d) positive emotions associated with stages of ‘enthusiastic and growing’ and ‘stability’ due to professional development and relationships.

Conclusions: Our results emphasize PE teachers’ feelings of inferiority to other subject areas and unimportant to the mission of educational systems due to the marginalized nature of PE. These feelings lead teachers to believe their positions are subordinate, diminishing their efforts to maintain best practices. Negative emotions coupled with a perception of inadequacy caused PE teachers to question their career choice. At the same time, an affinity for the profession and a supportive environment led to career advancements that were satisfying, positive, and joyful. COVID-19 was a catalyst for teachers to enter one specific stage (career frustration) approaching the end of their careers. Teachers reported their career progression during this time as non-linear but rather dynamic, where stages intertwined and coincided. Additional research is needed to identify specific strategies to mitigate negative emotions and support the development of positive feelings for physical educators.

Perception of Athletic Burnout Among African American College Student-Athletes

Robert Lindsey¹, Johnson C Smith University; Alpierre Wingard, Johnson C. Smith University

([email protected])

Background/Purpose: Because of the sheer number of the biopyschocial transitions during this period, the adaptational capacities of early adolescents are taxed and patterns of coping and competence become salient among different individuals (Simmons and Blythe, 2015). This research usually favored a three dimensional structure with factors corresponding to emotional exhaustion, depersonalizations, and reduced personal accomplishment (Abu-halal, 1995; Byrne, 1993). These findings support current theory holding that either exhaustion results from depersonalizations (Golembiewskietal, 1986). Few studies have examined perception of athletic burnout among African American college student athletes. Therefore, the purpose of the study was to examine the perception of athletic burnout among African American college student athletes.

Method: A convenient sample of student-athletes at a small southeastern private historically black college and university was utilized in the study. Athletic Burnout was measured using a modified version of the Maslasch Burnout Inventory Survey (Massachusetts and Jackson, 2010). The responses on the questionnaire ranged from 1 to 5 on a Likert scale with 1 = Almost Never to 5 = Almost Always.

Analysis/Results: Demographic data from the questionnaire was analyzed using descriptive statistics. Independent t-test and ANOVA were utilized to determine the differences between the demographic categories and the Athletic Burnout questions, alpha = .05. Students reported means above 2.5 for the following questions: Question 1. I feel overly tired from my sport participation, M = 2.56, Question 4. I am not performing up to my ability in sport, M = 2.63, Question #7, I feel physically worn out from sport, M = 2.69, and Question 11. I feel successful at sport, M = 3.50.

Analysis of variance revealed that Seniors scored higher than Freshmen, Sophomores and Juniors in regards to Question #11, “I feel successful at sport.”(F = 2.86, p = .04). Independent t test revealed that Females scored higher than Males in regards to Question #3, I don’t care as much about my sport performance as I used to”(t = 2.45, p = .02) and Question #9(I am exhausted by the mental and physical demands of sport)t = 2.12, p = .042).

Conclusions: Results from this study are similar to others in that Seniors scored higher than others in regards to questions on athletic burnout. However, more studies are needed among historically black colleges and universities. Recommendations are made to further examine Athletic Burnout among college student athletes.

Perceptions of Resilience: An Exploration Into the Impact of Perceived and Actual Risk

Gabrielle Ryan Strittmater¹, University of Illinois - Urbana Champaign; Jenna Starck, UW - La Crosse; Ward Dobbs, University of Wisconsin - La Crosse

([email protected])

Background/Purpose: Outdoor orientation programs have been identified as helping students develop resilience skills to help them transition from home to college. However, what is not known is how perceived risk and actual risk may impact their resilience skills. The purpose of this study was 1) to identify student perceptions of resilience while experiencing adventure education (AE) and outdoor pursuit (OP) settings, and 2) determine how AE (perceived risk) and OP (actual risk) contribute to participants’ perceptions of their own resilience.

Method: Sixteen first-year college students that were enrolled in an AE and OP orientation program participated in this study. Quantitative data was collected using the Brief Resilience Scale to estimate participants’ resilience nightly post AE and OP experiences. A repeated measures analysis of variance (RMANOVA) was used to analyze resilience across time. Qualitative data was collected via interviews and reflections from participants and analyzed through open, axial, and final coding to develop a thematic structure.

Analysis/Results: The RMANOVA approached but was not significant (p=0.13). Qualitative themes are as follows: (1) When perceiving risk, feeling safe promoted self-confidence, (2) social support impacted students’ perceptions of resilience, (3) intrinsic motivation promoted growth when facing adversity.

Conclusions: This study suggests that AE and OP orientation programs have the capacity to build resilience skills regardless of the type of risk.

Relationships Between Physical Achievement, Knowledge and Emotions Across One Sport Education Model Unit

Madelyn Carson¹, Kelly L. Simonton, Tristan L. Wallhead^F, Ben D. Kern, University of Wyoming

([email protected])

Background/Purpose: Understanding student emotions and their antecedents (control-value beliefs) in physical education (PE) is essential as they represent key markers of student motivation. However, there is limited understanding of how student emotions are linked to important student learning outcomes. Findings from previous research has shown that pedagogical models such as Sport Education can elicit positive student emotions such as enjoyment (Wallhead et al., 2014) but there remains limited understanding of how Sport Education may elicit emotions. Grounded in Control-Value Theory, the purpose of this study was to explore how student emotions, emotional antecedents (control-value beliefs), and achievement outcomes changed over one Sport Education season and how these changes influenced student achievement (physical and cognitive).

Method: A mixed methods design explored middle school students (N= 69; M_age= 12.33) experiences during one season of modified handball taught using Sport Education. All participants completed a pre/post validated survey that included control beliefs (Perry et al., 2001), value beliefs (Frenzel et al., 2007), emotions (Simonton et al., 2021), and interest/ability. Additionally, each student completed a pre/post cognitive exam and game performance assessment. Qualitative interviews were conducted with a sample of high, medium, and low skilled students (n=8) at the middle and end of the season. One-way repeated measures MANOVA were used to determine whether multiple dependent variables (e.g. control/value beliefs, emotions, interest/ability) changed over time, and Pearson’s r correlations were calculated to assess strength of their associations. Interview data were analyzed deductively based on CVT and coded to develop themes using constant comparison to explore students’ emotions and emotional antecedents as influenced by their experiences with the model.

Analysis/Results: Results of MANOVA indicated increases in control beliefs (p= .01) and decreases in extrinsic value (p= .04) over the season. No statistical differences were found for emotions, however, trends identified increases in enjoyment and pride for both males and female with slight decreases in boredom and shame for females. Game performance (p< .01) and tactical knowledge (p<.01) significantly improved with increases mean interest and perceived ability in handball. Strong correlations were identified between emotions and outcomes across the season. Qualitative analysis revealed that students’ perceptions of the model influenced emotional antecedents and emotions directly. Major themes included: (a) Cooperative/competitive appraisals, (b) Value in team and self, and (c) Intention for future participation. In sum, students felt the team aspect of the model was highly influential of their positive/negative experience. Meaningful and personally impactful experiences included helping teammates, individual improvement, and having leadership roles. While students shared a positive opinion of handball, it appeared their experience in tasks and with teammates was most influential on their emotions.

Conclusions: This study suggests there are strong relationships between students’ emotional experiences in PE and their perceived and objectively measured success in a Sport Education season. The features of the Sport Education model facilitated both emotional antecedents (perceived control and value in the unit) and emotions during learning. Teachers should consider exploring their students’ perceptions of the season to intervene on potential negative experiences and maximize learning and engagement.

Understanding College Students’ Endorsement of Achievement Goals in PA Classes

Jihye Lee¹, University of North Texas; Ping Xiang^F, McBride Ron, Jiling Liu^F, Texas A&M University

([email protected])

Background/Purpose: Universities provide a variety of courses for students to participate in physical activity (PA). However, there is significant evidence showing the declines in PA participation and the increases in sedentary behavior during the college years. This is concerning and needs to be addressed in research. One way to address it is to understand their purposes and reasons for taking PA classes, known as achievement goals (Nicole et al., 2003; Kim & Cardinal, 2017). This is because achievement goals influence students’ motivation and related outcomes in PA settings. Therefore, this study utilized the 3x2 achievement goal model (Elliot et al., 2011) to investigate: 1) college students’ general goals or approaches to PA classes and 2) key factors influencing their achievement goal endorsement in PA classes.

Method: Based on their achievement goal scores in college PA classes as part of a larger project, 53 students (M = 20.11 years, SD = 1.41; 32 males; 21 females) were selected for participation in the present study. They were interviewed individually with five questions for approximately 20 minutes. All interviews were audiotaped, transcribed verbatim, and subjected to content analysis (Lincoln & Guba, 1985).

Analysis/Results: The first three interview questions were analyzed together because they asked about general goals and approaches to PA classes, while questions four and five were analyzed separately. The trustworthiness of interview data was ensured by member checking, peer debriefing and data auditing. Findings from the first three questions revealed that college students considered their general goals and approaches towards PA classes primarily in terms of: (a) motivators inherent to the classroom environment (instructor positive feedback and fun activities), (b) learning and improving, (c) health-related benefits (improving cardiovascular health), and (d) external motivators/influences (required classes and competitive environment). Findings from question four showed that whether they endorsed or not endorsed certain achievement goals was determined by: (a) the role of comparison/competition, (b) emphasis on learning and improving, (c) internal motivator (having fun), (d) benefits of correct technique (preventing injuries), and (e) maximizing effort. Question five focused on factors specific to PA classes that students might perceive as contributors to their achievement goal endorsement. Four themes emerged: (a) impact of learning environment, (b) influences of self and others, (c) learning and improving, and (d) opportunity for physical activity.

Conclusions: Similar to previous research (Leenders et al., 2003; Weinfeldt & Visek, 2009), this study revealed that college students participated in PA classes to have fun/enjoyment, be social, work out/exercise regularly, and earn credit. It also supports Lackman et al (2015) that college students were more likely to enroll in PA classes when their goals were to learn new skills and activities (task/self-approach goals). Additionally, influences of others may be conducive to students’ endorsement of achievement goals. Thus, instructors are encouraged to use their influence as well as the influence of peers to help students endorse achievement goals that are motivationally beneficial, such as task/self-approach goals, in college PA classes.

Understanding Students’ Cognitive and Affective Attitude and Attitudinal Structures Toward Physical Activity: A Person-Centered Approach

Yubing Wang¹, University of Wisconsin-Whitewater; Yaogang Han, Pan Li, Binn Zhang, Shanghai University of Sport

([email protected])

Background/Purpose: Many studies have shown that cognitive and affective attitude can significantly influence physical activity (PA) behavior. A recent study found that the valence (positive or negative) of people’s affective attitude can make a big difference for the effects of cognitive attitude on PA (Wang et all., 2022). Many research findings suggest the importance of fostering strong positive affective and cognitive attitude in PA promotion. To promote students’ cognitive and affective attitudes toward PA, it is important to first understand the current status of their cognitive and affective attitude. This information can guide the development and implementation of the PA attitude interventions in PE or PA programs.

People tend to have different feelings (affective attitude) and beliefs (cognitive attitude) on doing PA, especially on moderate-to-vigorous PA (MVPA, Wang & Hollett, 2021). Many people may hold mixed/ambivalent feelings and beliefs on doing PA. For example, some people may think that doing PA is beneficial for health (positive cognitive attitude), but at the same time feel that doing PA is boring and painful (negative affective attitude).

The purpose of this study was to determine the proportion of students who were holding positive, negative, and neutral cognitive/affective attitude, and who were holding different cognitive-affective attitudinal structures toward MVPA using a person-centered approach. These proportions were also compared for students with different gender and body weight status in different school levels.

Method: A total of 3949 students participated in this study (1065 middle-school students, 784 high-school students, and 2100 college students; 53.5% males, 46.5% females). Their cognitive and affective attitude were measured using validated 7-point semantic differential scales. Affective and cognitive attitude scores that were lower than 4 was categorized as negative, higher than 4 as positive, equal to 4 as neutral. Nine cognitive-affective attitudinal structures were determined based on these cognitive and affective attitude status. Cross tabulation was used to determine the percentage of students in different cognitive and affective attitude status and cognitive-affective attitudinal structures for different gender, BMI status, and school levels. Chi-square tests were conducted to determine the differences for different gender and BMI status in different school levels.

Analysis/Results: This is a descriptive study which involves many percentages information for students with positive, neutral, and negative cognitive/affective attitude status and with each of the nine cognitive-affective attitudinal structures for different gender, BMI status, and school levels. There are also many Chi-squares test results for the differences between different gender, BMI status, and school levels. Because of the word limits, it is impossible to report all these results in this abstract. We will present these results during conference presentation, if this abstract is accepted.

Conclusions: This study furthers our understandings on the proportion of students who were holding positive, negative, and neutral cognitive/affective attitude status and who were holding different cognitive-affective attitudinal structures toward MVPA for students with different gender and BMI status in different school levels. Understanding this information can help physical educators and PA scholars determine the populations that are most needed for attitude intervention to promote PA behavior.

Understanding Work-Avoidance Goals in Physical Education

Ping Xiang^F1, Jiling Liu^F, Texas A&M University; Weidong Li^F, The Ohio State University; Jianmin Guan^F, University of Texas-San Antonio

([email protected])

Background/Purpose: It has been well documented that students pursue multiple goals to engage, perform, and learn in school settings, including physical education. These goals influence students’ motivation and important outcomes in schools. Among them are work-avoidance goals (WAGs), referring to “the desire to reduce effort, to do as little as possible, and to not work hard” (Jagacinski et al., 2020, p. 221). Classroom research has revealed that WAGs are related to negative outcomes such as boredom and dissatisfaction with school. In physical education (PE), however, little work has examined students’ WAGs. To address this deficiency in our knowledge base, we examined the mean score changes of WAGs for running over time. We also examined the prediction of WAGs in students’ persistence/effort and intention for future running participation.

Method: Participants included 256 students (128 boys,128 girls; M_Age = 13.96, SD_Age = 0.40), who were tracked from fifth to eighth grade while participating in running activities in physical education or athletics classes. WAGs for running, persistence/effort, and intention for future running participation were assessed by previously validated questionnaires on 5-point scales. Students were asked to follow the identical procedures to complete the questionnaires during regularly scheduled PE or athletics classes at the end of school year while in grades 5-8.

Analysis/Results: Descriptive statistics showed that all means, except that of WAGs at grade 5, were above the midpoint of the scale, 2.5. Bivariate correlations revealed that WAGs were negatively correlated with persistence/effort and intention for future running participation both within- and cross-grade levels (rs = -.47 - -.15, p < .05). Both linear and quadratic regression models revealed no significant mean score changes in students’ WAGs from fifth to eighth grade (R² = .001/.004, p > .05). A path analysis resulted in an acceptable model fit (χ²₍₁₈₎ = 39.921, p = 0.002, CFI = 0.985, RMSEA = 0.069, and SRMR = 0.042), in which WAGs at grade 5 negatively predicated intention for future running participation and persistence/effort at grades 5, 6, and 7 (λs = -.487 - -.138, ps < .001) and persistence/effort at grade 8 (λ = -.217, p < .001). WAGs at grade 6 negatively predicted intention for future running participation at grades 6 and 7(λ = -.349/-.132, p < .001) and persistence/effort at grades 6 and 8 (λ = -.288/-.156, p < .001). WAGs at grade 7 negatively predicted persistence/effort (λ = -.146, p < .001) at grade 7, and WAGs assessed at grade 8 negatively predicated intention for future running participation (λ = -.197, p < .001) at grade 8.

Conclusions: There were no significant changes in mean scores of students’ WAGs for running from fifth to eighth grade, suggesting this type of goals might be a stable learner characteristic. WAGs endorsed at earlier school years had more prolonged negative effects on persistence/effort and intention for future running participation at later school years. The prolonged negative predictive effects suggest that interventions focusing on improving students’ motivation and learning in PE should consider their WAGs.

Using Mindfulness for Sports Performance: An Intervention With College Athletes

Beatrice Perucchini¹, Suzanne Lindt, Tara Fox, Stacia C. Miller, Midwestern State University

([email protected])

Background/Purpose: Mindfulness is the focus on the present moment, while avoiding judgment and has been used to reduce anxiety and stress and improve performance in academics, the workplace, and in relationships. Mindfulness interventions with athletes have shown an increase in sporting results and athletes’ self-confidence, a decreased focus on irrelevant thoughts and concerns over mistakes, and decreased levels of performance anxiety. The purpose of the research was to determine whether participating in mindfulness training would decrease stress while increasing focus on the “mental game” for college athletes.

Method: During the spring 2022 semester women golf athletes at a university in the south were invited to participate. Athletes who consented to participate completed a pre-test with Likert items to measure their stress (Perceived Stress Scale) and mindfulness (Mindfulness Questionnaire). They also answered an open-ended question about their current mental game. Athletes then completed a mindfulness training course over four weeks, composed of modules with videos and readings. Athletes also completed weekly reflections to indicate stress levels and events/people in their lives leading to stress. Upon completion of the training, athletes completed the post-test for perceived stress, mindfulness and mental game.

Analysis/Results: Researchers analyzed survey data, weekly reflections, and golf scores over the four weeks. For the pre- and post-surveys, Likert responses were coded into numbers and a parallel samples’ t test was conducted to determine change in responses to stress and mindfulness. Only mindfulness observation neared significance, (t(7)= 2.05, p =.08) and indicates that athletes felt they became more aware of their own body sensations and emotions over the four weeks. Though no other scales neared significance, the mean differences indicated that athlete stress levels decreased (pre=3.35, post=3.21) over the four weeks. The question regarding athletes’ mental game was analyzed for themes, and those without a strong mental game at the beginning of the study expressed an increase over the four weeks.

The weekly responses were also analyzed for themes to determine whether the training was effective in reducing athletes’ stress and improving their golf game from week to week. Athletes indicated that they had an improved desire to increase their focus, their outlook, and their self-care over the four weeks. In addition, golf scores from the beginning to the end of the spring semester were analyzed to determine change in athlete performance. Golf scores indicate that there was not an improvement in the performance, except for one participant. Overall, golf scores showed a decrease in the golf performance for most participants between the Fall and the Spring season of the study.

Conclusions: To reduce anxiety and increase sports performance for college athletes, coaches and sports psychologists may consider incorporating mindfulness techniques into athlete training. The results of the current study support previous research to suggest that using mindfulness training over a period of weeks can help college athletes to decrease their stress levels and improve focus on the mental game.

Motor Behavior

A Review on the Importance of Infant Crawling

Lingsong Kong¹, University of Massachusetts Amherst; Xiaozan Wang, East China Normal University, College of Physical Education & Health

([email protected])

Background/Purpose: Crawling is one of the important milestones in the development of an infant’s fundamental movement skills, as well as the first stage of an infant’s independent movement. Abnormal or absent crawling movements in infancy are closely related to a variety of health problems such as Down syndrome, cerebral palsy, autism, metabolic syndrome, and mental illness. This study aimed to review the research on infant crawling and to understand the significance of crawling to the growth and development of infants, as well as to put forward the prospect of future research on infant crawling.

Method: PubMed, SPORTDiscus, and Web of Science online databases were searched in Jan 2022. The keywords associated (infant or toddler or kid or children, crawling or creeping) were used in different combinations. Additionally, journal articles were also obtained through the references in the original documents. The eligibility criteria were: (1) peer-reviewed articles or books in English or Chinese; (2) involved crawling or creeping as one of the primary variables in the study.

Analysis/Results: The search found 633 publications from 1971 to 2022, while 42 articles were included in the final review. These articles were classified into four categories as follows. (1) Crawling improves the development of the nervous system. The frequent tactile, visual, proprioceptive, and kinesthetic experiences during crawling help infants achieve the integration of various senses. The array of stimuli from crawling also enriches neural connections between the brain and cerebellum, left and right hemispheres. (2) Crawling enhances the development of the musculoskeletal system. Crawling improves muscle strength, bone density, and shoulder, elbow, wrist hip stability. Crawling can strengthen the neck muscles, consolidate infants’ neck lordosis to improve the balance of infants’ heads, and it is also conducive to the formation of lumbar lordosis. (3) Crawling promotes psychological and cognitive development. Infants are in the sensorimotor stage. Infants develop new cognitions (e.g. detours behaviors, object permanence) by accumulating experiences in crawling and analyzing them in conjunction with new things and situations. After learning to crawl, the infants can contact and communicate more with other people or objects, which develops the infants’ interest and attention on external things. (4) Crawling fosters the development of motor skills. Crawling lays the foundation for the subsequent gross motor skills (e.g. walking). Infants increase muscle strength and joint stability in limbs by crawling, which also lays the foundation for fine motor skills.

Conclusions: Crawling has significant influences on infants’ nervous system, musculoskeletal system, psychological and cognitive development, and motor skills. Longitudinal studies and studies combined with new technologies are needed to investigate the influence of crawling on infants’ development. It is important to popularize home-based crawling assessments for parents.

Comparison of Resting and Fatigue Visual-Motor Reaction Time of Turkey Men’s Deaf National Basketball Players

Ali Tatlıcı¹, Selçuk University, Faculty of Sport Science; Ömer Özer, Karamanoğlu Mehmetbey University

([email protected])

Background/Purpose: Reaction time has a very important place in sports. However, there are limited studies on the reaction times of deaf elite athletes. Studies on reaction times in fatigue are even less. The aim of the study was to investigate the visual-motor reaction time of Turkey men’s deaf national basketball players at rest and fatigue.

Method: Thirteen basketball players (Olympic level deaf athletes) (25.92±4.9 years, height 184.15± 10.22 cm; body weight 88.53± 20.29 kg) participated in the study. Subjects were administered a standard warm-up and then a visual-motor reaction test on the fit-light reaction device (Fitlight Sports Corp., Canada) was performed on the dominant hand and then the other hand 3 times and the best score was taken. Following that yo-yo intermittent recovery test level1 (Yo-Yo IR1) was performed by subjects to create fatigue. When participants completed Yo-Yo IR1, they immediately started the visual-motor reaction test again in fatigue. Average reaction time was recorded by the fitlight device automatically.

Analysis/Results: The SPSS package program was used in the analysis of the data. Paired sample t-test was used in paired comparisons. When the pre-test and post-test scores of the dominant and non-dominant hands were compared, no significant difference was found (between rest and fatigue). Also, there were no significant differences between dominant and non-dominant hands in rest and fatigue.

Conclusions: According to the results, it can be said that the visual reaction times of deaf players vary according to their individual characteristics and training levels.

Predicting Physical Activity and HRQoL for Visual Impairments and Cancer

Emily Gilbert¹, SUNY Cortland; Alex Stribing, Kean University; David F. Stodden^F, Victoria Davis, University of South Carolina; Lauren Lieberman, The College of Brockport; Collin Webster, University of Birmingham Dubai; Ali Brian^F, University of South Carolina

([email protected])

Background/Purpose: The purpose of this study was to examine the underlying mechanisms predicting physical activity and health-related quality of life (HRQoL) in youth with a visual impairment (VI) or VI sequela from cancer (VISC) beyond age, sex, and degree of vision.

Method: Participants (N = 30) had a mean age of 12.33 ± 2.64 years. Eighteen of the participants were male and 12 were female. There were two groups: VISC (n = 15) and VI (n = 15. Each of the participants with a VISC was matched by age, degree of vision, and biological sex to participants in the VI group. To examine the underlying mechanisms of physical activity and HRQoL descriptive statistics, Pearson’s correlations, and two separate multi - level hierarchical regressions were used.

Analysis/Results: Physical activity was positively associated with product motor competence (r = .71, p < .001), TGMD-3 (r = .60, p < .001), HRQoL (r = .42, p = .020) and participants’ degree of vision (r = .58, p < .001). HRQoL (PedsQLTM) was positively associated with TGMD-3 (r = .37, p = .047), product motor competence (r = .53, p = .003), perceived motor competence (r = .42, p = .020), physical activity (r = .42, p = .020), biological sex (r = -.37, p = .043), and a co-morbidity (r = -.42, p = .022). Degree of vision, perceived motor competence, and motor competence accounted for 61 percent of the variance explained (R² = .61, p = .005) in participants’ average step count scores, with motor competence accounting for 21 percent of the variance explained. A total of 51 percent of variance in participants’ total HRQoL scores was explained by the presence of a co-morbidity, biological sex, perceived motor competence and motor competence, with motor competence adding an additional 16 percent of the variance explained (R² ∆ = .16, p = .035). However, physical activity did not significantly contribute to the variance explained in HRQoL.

Conclusions: The findings of this study indicate that the physical domain has a strong relationship with overall HRQoL for youth with a VI or VISC. Specifically, motor competence was the strongest predictor for both physical activity and HRQoL beyond participant characteristics. Future research should examine if the relationships between the underlying mechanisms longitudinally continue to predict HRQoL.

Physical Activity and Health Promotion

A Grassroots Initiative to Engage Classroom Teachers in Physical Education Outcomes

Karie Lee Orendorff¹, Montana State University; Cate A. Egan, University of Idaho; College of Education, Health, and Human Sciences; Christopher B. Merica, University of North Carolina-Wilmington; Health and Fitness Education Program

([email protected])

Background/Purpose: The majority of children in the United States do not meet national physical activity (PA) guidelines. Physical education is an ideal setting for the accumulation of PA. However, most states do not follow national recommendations for physical education minutes, so alternatives for PA during the school day must be found. A Comprehensive School PA program (CSPAP) can help students achieve health-enhancing levels of PA during the school day, which includes encouraging classroom teachers to implement PA into their classrooms. However, uptake of CSPAPs in schools is low. One reason may be that CSPAPs have been driven and implemented by researchers, and little is known about grassroots efforts (led by teachers) for CSPAP implementation. Thus, the purpose of this study was to share the story of a grassroots CSPAP program (SHAPE Montana Project 150) developed by SHAPE Montana leaders to advocate for increased physical education and PA time in elementary schools.

Method: The overall goal of Project 150 was to train classrooms teachers to integrate PA into their classrooms as well as well as support classroom and physical education teachers in advocating for more physical education and PA in their schools. For the research design, narrative inquiry was employed. Narrative research allows researchers to explore human experience through textual form and allows participants to draw on their personal and shared experiences. Using narrative inquiry allows the researcher to bring a story into existence. Four members of the SHAPE Montana Board designed and championed Project 150 and participated in individual interviews (M=39.55; R=32.22-51.40) with the research team. Participants were invited to describe in detail a particular event and narrate personal and shared experiences. Example interview questions included: “Please describe your experiences with the 150 programs”, “What successes you experience with the 150 Program?”, and “What is your vision for the program?”

Analysis/Results: All transcripts were transcribed verbatim, and participants were assigned a pseudonym at the transcript level. The data was coded to reveal connections and relationships between the stories of participants to form a narrative. Additionally, the researchers also looked for elements of temporality (past, present, and future), sociality (personal and social conditions), and place (where events take place) as a way of understanding the story. The story is told by first explaining the challenge (i.e., lack of physical education requirements in Montana), then the action (program design, funding, training design), then the outcome (inviting classroom teachers to annual physical education conference, increased teacher and administrator buy-in) and finally the moral of the story (need to valid data, highlight of career, need full time people dedicated to program).

Conclusions: SHAPE Montana’s project 150 successfully trained classroom teachers and physical educators to increase PA time in their respective schools. Advocacy efforts resulted in additional teachers being hired and continued support of the program. However, Project 150 is larger than the SHAPE Montana board can handle without additional support systems (i.e., funding, universities), which are necessary to sustain and evaluate the program.

A National Survey on Asian-American Students’ Physical Activity and GPA

Zhenhao Howard Zeng¹, Brooklyn College of the City University of New York; Raymond E. Weston, Brooklyn College of the City University of New York, USA

([email protected])

Background/Purpose: Regularly participating in physical activity (PA) generates benefits for personal health, functional ability, and general quality of life became has accepted by the public society, physical inactivity, however, has become a major public health problem in most developed countries and has been recognized as a worldwide epidemic. This situation may become even worse because scientific research studies have predicted that: within the next 20 years, the rate of childhood obesity in the US will pass 40%; and predicted that: by the year 2040, Type II diabetes will affect 300 million people globally. Therefore, educating young people about the benefits of PA, and facilitating opportunities for participation have become extremely meaningful tasks in the challenges of developing a healthier next generation. Relationships among students’ PA, physical health status, and academic performance have been explored in various academic venues, however, the investigation that addressed Asian-American students nationwide has barely been covered. To address these issues and more, this study investigated the relative contributions of PA to the grade point averages (GPAs) of school-age, male and female Asian-American students. Further, we also covered the relative contributions of socioeconomic status (SES), gender, and residential status on GPAs.

Method: The hierarchical regression approach and the ‘Intersectionality theory’ were utilized. Data for this study was taken from the High School Longitudinal Study, a National Center for Educational Statistics (NCES), a primary federal entity for collecting and analyzing data related to education in the US. The baseline survey was administered to 9th-grade students in 2009, and the sample size included 944 schools with over 23,000 students, and their parents, and teachers. Public, Private, and Catholic schools were all sampled and 9th grad students were randomly selected within each school. The first follow-ups began in 2012 when the majority of the students would be in the 11th grade. In 2013 high school transcripts were collected. The second/last follow-up occurred in 2016, which would be indicative for most students of a (3-year) post-secondary education phase, etc. The Institutional Review Board permission to conduct the survey; and the “Inform Consent’ form the participants were administrated by the NCES during the investigation and the three following up. Participants in this study were 956 Asian-American High-school students.

Analysis/Results: The findings confirmed and reinforce the importance of participating in PA, and identified the relationships between the relative factors. In summary, Asian-American High-School Students who participated in after-school PA had higher GPAs. No significant impact on the GPAs from the Participants’ hours spent on extracurricular activities. Overall, female participants had higher GPAs than their male counterparts. The participants’ SES had an impact on their educational outcomes.

Conclusions: Overall, Asian-American High-School Students who participated in after-school PA and sports programs had higher GPAs. The female students had higher GPAs than their male counterparts. Participants’ SES had an impact on their educational outcomes, that is: the higher the SES, the higher the GPAs. The parental configuration had a limited impact on these participants’ GPAs, i.e., male students in ‘two-parents households’ had higher GPAs than female students in ‘one-parent households.

A Study on the Effect of Sports on College Students’ Physical Self-Concept

Lingshu Li¹, Yan Li, Shanghai International Studies University

([email protected])

Background/Purpose: Research indicated that sports can improve physical self-concept (Garn, 2020; Jeong, 2018; Dolenc, 2015). However, the influence of different sports on physical self-concept, especially with college students as research objects, is rarely considered. Therefore, the purpose of this study is to investigate the impact of sports participation on college students’ physical self-concept, while discussing how different sports can effectively improve their physical self-concept, with the aim to help college students correctly perceive their body, and form appropriate life values and promote health behaviors.

Method: The participants were 345 college students (24 males; 321 females, Mage= 19.8±0.8 years) from Shanghai, including 107 varsity athletes from the aerobics team, taekwondo team, volleyball and softball team. The Physical Self Description Questionnaire (Marsh, 1994) was used in this research to evaluate the level of physical self-concept. T-test, Pearson Correlation Analysis, and Regression Analysis were used to analyze the collected data.

Analysis/Results: The physical self-concept level of athletes was found to be higher than non-athlete students. Taekwondo athletes had a higher average score on self-esteem, flexibility, appearance, athletic abilities, motor coordination and health than the other three varsity sports teams. The aerobics team scores less than the other three teams on athletic abilities. Regarding motor coordination and flexibility, the taekwondo team and the aerobics team scored higher than the volleyball team and the softball team. No correlation was found between physical self-concept and age in the taekwondo team and the aerobics team ((p>0.05). A significant positive correlation was found between physical self-concept and age in the volleyball team on the dimension of body fat (p= 0.005<0.05) The model formula is body fat=2.333 + 0.571*age with the R2 model value to be 0.225. A significant positive correlation was also found between physical self-concept and age in the softball team (p=0.035<0.05, p=0.042<0.05). The model formula is Endurance = 2.504 + 0.512*age, and the R2 model value is 0.237, while Body fat = 3.363 + 0.384*age, and the R2 model value is 0.222.

Conclusions: The results suggest that:1. Athlete students with frequent participation in sports have a higher level of physical self-concept than non-athlete students.2. Students from the taekwondo varsity team have a higher level of physical self-concept. Students who involve in confrontational exercise have a higher level of physical self-concept than those participating in gymnastics on the dimension of athletic abilities. The training focused on limb movement conversion can effectively improve the physical self-concept on the dimensions of motor coordination and flexibility. 3. The level of physical self-concept on the dimension of body fat in volleyball players and on the dimension of body fat and endurance increases with age, indicating that the perception of athletes on certain dimensions of physical self-concept can change with age.

The results of this study help deepen students’ knowledge of physical self-concept and encourage them to reasonably choose to participate in different sports according to their own characteristics, thus promoting their overall healthy physical and mental development.

A Virtual Collegiate Employee Wellness Program: Voices of Participants

Amy J. Rogers¹, Southern Union State Community College; Ellen H. Martin, Clayton R. Nicks, Columbus State University

([email protected])

Background/Purpose: While worksites are a prime place to implement wellness programs, they can be time-consuming, require many resources and must be conducive to employee needs and desires for the program, to be successful. Previous studies conducted on wellness programs and physical activity interventions have taken place at worksites, in the general public, or at four-year universities (Butler, Clark, Brulis, Castillo, & Racette, 2015; Haines, et al., 2007; Rongen, et al., 2014a). None of these studies investigated the effects of a team-based wellness program on participant perceptions. The purpose of this qualitative study was to investigate the effects of a virtual team-based employee wellness program by examining employee perceptions prior, during and after the program through focus groups, interviews and journal entries.

Method: Faculty and staff of a community college in the southern United States participated in a team-based, 12-week wellness program delivered virtually. The seventy-five participants in the program included 24 males (32%) and 51 females (68%). The ethnic demographic makeup was predominantly Caucasian (79%) with 20% African American and 1% identifying as other or not disclosed. Participants received targeted information concerning health behaviors (i.e., steps, water-intake, sleep, nutrition) and dimensions of wellness (i.e., physical, emotional, intellectual, social, spiritual, psychological) through the virtual platform. A new health behavior was introduced every three weeks: steps, water-intake, sleep, and nutrition. During the 12-week wellness program, participants recorded health behavior data in an online platform sponsored by the College and submitted weekly journal entries. At the end of the program, purposeful, stratified sampling (Patton, 2014) was used to invite participants to participate in semi-structured interviews and purposeful, random sampling was used to identify participants for focus groups. Data triangulation was accomplished through detailed analysis of four qualitative data collection data points: (1) Data from focus groups (post wellness program), (2) semi-structured interviews (post wellness program), (3) journal entries during program, and (4) open-ended questions (pre and during wellness program).

Analysis/Results: At the end of the program, three main themes emerged from the focus groups and interviews by using grounded theory (Creswell, 2014): (1) social, (2) barriers and facilitators, (3) and dimensions of change. The pre wellness program open-ended questions and the journal entries submitted during the program were coded using the three themes. The results showed for the open-ended questions there were 94 identified statements with 10.6% classified in social, 46.8% in the barriers and facilitators (28.7% barriers, 18.1% facilitators), and 42.6% in the dimensions of change. For the journal entries, there were 1005 statements with 7.1% in social, 26.7%in barriers and facilitators (19.2% barriers, 7.5% facilitators), and 66.2% in dimensions of change.

Conclusions: Rich qualitative data shed light on participant perceptions before, during, and after the wellness program, highlighting the importance of social accountability in their participation in a wellness program. This study provided evidence that worksites that develop wellness programs would benefit if they considered adding a team-based element, which would foster participation through team accountability.

Adolescents’ Participation in Physical Education and Leisure-Time Sport Activity on Their Social Connectedness, Depression, and Aggressive Behavior

Liana Davis¹, Doyeon Won, Texas A&M University- Corpus Christi; Hyejin Bang, Florida International University; Sanghyun Park, Yonsei University

([email protected])

Background/Purpose: The current study investigated the benefits of adolescents’ participation in physical education (PE) and leisure-time sport activity (LTSA) on their subjective wellbeing, namely, social connectedness, depression, and aggression. More specifically, the study explored the mediating role of social connectedness on the relationship between adolescents’ physical activity and depression/aggression.

Method: Data were collected from 358 middle school students in Korea and primarily analyzed using structural equation modeling (SEM).

Analysis/Results: Results indicated that adolescents’ participation in PE had a direct positive effect on social connectedness, while LTSA had a direct negative effect on depression. Social connectedness was negatively associated with both depression and aggression, while aggression was positively associated with depression. Consequently, the results indicated a full mediation effect of social connectedness between PE and aggression/depression. The results of SEM analyses suggested some meaningful gender differences. The effect of LTSA on depression was significant only for females, while the relationship between social connectedness and depression was stronger for females.

Conclusions: Overall, the study suggests that PE is an effective way to enhance middle schoolers’ social connectedness, which can decrease the level of depression and aggression. Especially for female adolescents, their participation in PE and LTSA should be encouraged given the importance of their effects on depression.

After-School Program: Evaluation of Overhand Throwing and Motor Competence

Kahyun Nam¹, Pamela Hodges Kulinna^F, Omar Albaloul, Conner Acri, Regan Glock, Malak YoussefArafat, Arizona State University

([email protected])

Background/Purpose: There are significantly fewer opportunities for Physical Activity (PA) and skill development in communities with low socioeconomic status, which is associated with poorer health outcomes (Tyler et al., 2020). The Comprehensive School Physical Activity Program (CSPAP) framework serves as the conceptual framework for this project and recognizes the importance of afterschool programs (ASPs) in supporting youth physical activity opportunities and developing skills and active behaviors for a lifetime (Carson & Webster, 2020). A number of PA interventions have been implemented within ASPs to improve children’s PA outcomes. A limited number of studies; however, have investigated perceptions of motor competence among elementary students living in low-income communities as well as manipulative skills at the same time. Consequently, the purpose of this study was to determine whether ASPs would impact students’ perception of motor competence and their overhand throw skills

Method: In order to determine how students’ perception of motor competence (PMC) on overhand throw changed over the course of a five-week intervention, the Test of Gross Motor Development - 2nd Edition (TMGD-2) was administered, as well as a 23-item Likert-type questionnaire that was previously validated. A total of 64 (ASP: n = 46, control: n = 18) and 74 (ASP: n = 56, control: n = 18) completed the TGMD2 and the PMC questionnaire, respectively. For the TGMD2, the maximum skill score was 8 (2 trials 4 criteria), and questions related to overhand throw competency were answered on a scale of 1 (strongly disagree) to 5 (strongly agree).

Analysis/Results: Accounting for the results obtained from the Levene’s test, an independent t-test and the Welch’s t-tests were used to explore differences in the TGMD2 scores and PMC scales, respectively. According to the t-test results, students (M = 5.35, SD = 2.26) who participated in the ASP performed significantly better in the overhand throw compared to control students (M = 3.58, SD = 2.01) in the control group [t (72) = -3.02, p = .004]. Welch’s t-test demonstrated, however, that there was no significant difference in the PMC score after the 5-week intervention between the ASP students (M = 12.18, SD = 2.05) and the control (M = 11.42, SD = 2.83) students [t(24.73) = -1.07, p = .29].

Conclusions: ASP participants performed better at overhand throw on the post-test, suggesting that focusing on one manipulative skill (i.e., overhand throw) for five weeks can provide the students with a significant improvement. Despite the fact that the improvement in perceived motor competence was not significant, students who participated in ASP felt 10.9% more confident when responding to the scale for ‘I am good at throwing the ball.’ Additionally, the students felt 24.9% more confident about throwing the ball far and 37.7% more confident about throwing the ball at the target. While the findings were positive for perceptions and motor skill development, additional studies might lengthen intervention time and consider a person-centered approach to further understand change in motor competence development (Coppens et al., 2019).

Age-Varying Relationships Between Depression and Cognition in Old Age: Moderation by Physical Activity

Myungjin Jung¹, Minsoo Kang^F, The University of Mississippi

([email protected])

Background/Purpose: As the population ages, mental health among older adults has emerged as a major public health issue. Prior research has demonstrated that increased depression is associated with increased risk for cognitive disorders and decreased cognitive performance in later life. Yet, we have limited understanding of how depressive symptoms and cognition individually vary with age throughout late adulthood or how their relationship changes across age. Prior research has also shown that physical activity may play a key role in buffering the negative relationship between depression and cognition. Little research, however, has examined if this potential buffering effect is present throughout all of late adulthood or is only present or stronger at particular ages.

Method: Participants (N = 2,473) were older adults aged 60 to 79 from the 2011-2014 National Health and Nutrition Examination Survey. Depressive symptoms, cognition, and physical activity were measured using the Patient Health Questionnaire-9, Digit Symbol Substitution Test, and Global Physical Activity Questionnaire, respectively. Weighted time-varying effect modeling (TVEM) was employed to examine age trends in depressive symptoms and cognition by age and the relationship between depressive symptoms and cognition by age. Separate TVEM models were run among older adults meeting and not meeting physical activity recommendations to test moderating effects of this age-varying relationship. Descriptive statistics were conducted using SURVEYMEANS and SURVEYFREQ procedures in SAS version 9.4 and TVEM analyses were conducted using the %WeightedTVEM SAS macro.

Analysis/Results: The average age of the sample was 67.4 ± 0.2 years, 53% were female, and 77% were Non-Hispanic White. Depressive symptoms were most severe at age 62 (Mean = 3.7; 95% CI = 3.0, 4.5), followed by a modest decline in depression before a second peak around age 67 (Mean = 3.5; 95% CI = 2.8, 4.2). The least severe depressive symptoms were observed at age 79 (Mean = 2.2; 95% CI = 1.4, 3.0). Cognition was highest at age 60 (Mean = 62.3; 95% CI = 59.0, 65.6) and declined steadily through age 77 (Mean = 42.6; 95% CI = 40.2, 44.9). There was a negative relationship between depressive symptoms and cognition, but this relationship was only significant among participants ages 60 to 61, 64 to 69, and 78 to 79. The magnitude of the negative relationship was strongest among older adults aged 79 (β = -1.49; 95% CI = -2.65, -0.33). There was a significant difference in the age-varying relationship between physical activity groups at the ages 65 to 67, and the magnitude of the negative relationship was stronger among those not meeting physical activity recommendations.

Conclusions: While depressive symptoms varied considerably by age and cognition steadily declined with age, the significance of the negative relationship between depressive symptoms and cognition was observed at a certain age range. The findings highlight specific age groups, particularly those in later life, who might be at higher risk for cognitive decline along with their depressive symptoms. Efforts to encourage regular participation in physical activity can help protect older adults from depression-related decreases in cognitive performance.

Association Between Active School Environments and Students’ Physical Activity

Joey A Lee¹, Keston G Lindsay, University of Colorado Colorado Springs; Gregory J Welk^F, Iowa State University

([email protected])

Background/Purpose: Schools have been identified as key settings for promoting and supporting physical activity (PA) in youth. School PA environments are important for influencing the activity opportunities available to youth during and around the school day. Yet, the association between school PA environments and students’ school day PA is not entirely understood. Therefore, this study aimed to 1) examine the relationship between the whole school PA environment and student school day PA, and 2) examine the relationship between specific domains of the school PA environment and students’ PA within these specific settings.

Method: The study was conducted using baseline data compiled through the 2020 iteration of the SWITCH® (School Wellness Integration Targeting Children’s Health) capacity building intervention. Requirements for schools to participate in SWITCH included 1) obtaining principal support/approval, 2) identifying 4^th and 5^th grade classes to participate, and 3) establishing a “school wellness team” of three school staff members to facilitate SWITCH implementation and data collection. A total of 36 schools participated in SWITCH. Complete data for this study were available from 29 of the 36 schools, which included 1,484 students with complete data (50.6% male). Student PA data was collected via the Youth Activity Profile (YAP), an online, self-report tool designed specifically to assess PA behaviors within school settings. School PA environment data was assessed using the School Wellness Environment Profile (SWEP). The SWEP captures school leader’s perceptions of PA environments, practices, and policies that relate to the five dimensions of the Comprehensive School Physical Activity Programming (CSPAP) framework. Using the SWEP and YAP data (assessed as minutes of PA), associations between school PA environments and students’ PA were evaluated across the whole school PA environment and four specific sub-domains of the school PA environment: 1) recess, 2) physical education, 3) active transportation environment, and 4) before and after school. Primary data analysis included a series of five multi-level linear models to evaluate the associations between the school PA environment predictor variables and the corresponding student PA dependent variables.

Analysis/Results: The predictive probability of the overall school PA environment variable on students’ total school day PA minutes was statistically significant (p = .02). The association between the active transportation environment and students’ PA minutes via active transportation was also significant (p = .049); however, the individual models examining these the associations between recess, physical education, and before and after school PA and students PA in each of those respective settings were not significant (p > .05).

Conclusions: Findings from the present study revealed associations between school PA environments and youth PA behaviors. However, only one of the four subdomains was associated with the corresponding estimate of PA from the YAP (active transportation environments). Comprehensive approaches to school PA environments may be warranted for improving youth PA levels in schools.

Association Between Physical Activity Behaviors and School Connectedness During COVID-19

Kelly Cornett¹, Centers for Disease Control and Prevention; Shannon Michael, CDC/Div Of Population; Sarah A. Sliwa, CDC/ORAU; Jingjing Li, Centers for Disease Control and Prevention

([email protected])

Background/Purpose: The disruption of the COVID-19 pandemic on school operations and routines affected students’ physical and emotional well-being. Providing physical activity opportunities in schools can encourage students to connect and positively engage with each other, which improves relationships and promotes emotional well-being.

Method: Using a nationally representative sample of U.S. high school students from the Adolescent Behaviors and Experiences Survey (ABES), we examined the association between physical activity behaviors and school connectedness using sex-stratified and race/ethnicity-stratified multiple linear regressions models.

Analysis/Results: Participating in team sports, being more physically active, and attending physical education were all associated with higher levels of school connectedness, with variation by sex and race/ethnicity. Specifically, being more physically active throughout the week was associated with higher levels of school connectedness for both sexes and most race/ethnic groups except for Black students. Attending physical education was associated with higher levels of school connectedness but only among male students. The number of sports teams on which students participated was positively associated with higher levels of school connectedness for both sexes and all race/ethnic groups. These associations were also significant and similarly varied by sex and race/ethnicity when the physical activity behavior variables were categorized to reflect national recommendations. Daily physical activity (i.e., during the past 7 days was physically active for a total of ≥60 minutes/day on all 7 days) and daily physical education (i.e., went to physical education classes on all 5 days in average school week/week in school) also were associated with higher levels of school connectedness.

Conclusions: These findings suggest that providing opportunities for physical activity before, during, and after school, namely physical education and team sports, as part of a Comprehensive School Physical Activity Program (CSPAP), might promote school connectedness during and following crises like COVID-19. It also demonstrates the link between adolescents being more physically active and feeling more connected to people at their school. Efforts to increase ample physical activity opportunities in schools may provide numerous benefits, including increased ability to focus, strengthened interpersonal skills, and improved relationships with peers and trusted adults. These skills can enhance students’ connection to school while also improving their health and educational outcomes during and following the COVID-19 pandemic, which is a win-win for schools, students, and their families. An important future step is to continue to examine what types of physical activity strategies can most effectively bolster school connectedness as well as develop and evaluate school-based and OST interventions that incorporate these constructs. Future studies also can help reinforce strategic programmatic implementation for physical activity and school connectedness that can improve both health and educational outcomes while attenuating the burden of health inequities.

Changing Trajectory of Daily Physical Activity Levels Among At-Risk Adolescents: Influences of Motivational Mechanisms

Anqi Deng¹, Nicole Zarrett, Jongho Moon, Allison M Sweeney, University of South Carolina

([email protected])

Background/Purpose: Afterschool programs are considered highly feasible sites for physical activity (PA) promotion and commonly offer various PA programs and opportunities that can be used to supplement PA time for underserved adolescents (Zarett et al., 2021). Guided by Self-Determination Theory (SDT), the purpose of this study was to determine changes in the 16-week moderate-to-vigorous physical activity (MVPA) trajectory of underserved adolescents who participated in the Connect through Positive Leisure Activities for Youth (PLAY) intervention and the effects of changes in participating adolescents’ intrinsic and autonomous extrinsic motivations on their MVPA trajectory over the 16-week intervention.

Method: This study was a part of a 5-year prospective randomized controlled trial intervention study implemented within 30 pre-existing ASPs, a subsample of 113 adolescents (56.64% female; 61.06% African American; average age = 11.29) completed measures of daily MVPA, intrinsic motivation, and autonomous extrinsic motivation. Adolescents’ daily MVPA was measured using the Actigraph GT3X (ActiGraph LLC) for 7 consecutive days for three times (baseline, midpoint, and endpoint). Adolescents’ intrinsic motivation at baseline and endpoint was assessed by a subscale from the Interest and Regulatory Motives Scale (reliability coefficients from .93 to .94 based on the current sample; Duda et al., 1992). Adolescents’ autonomous extrinsic motivation was assessed using a sub-scale from the Treatment Self-Regulation Questionnaire (Ryan & Connell, 1989) at the baseline and endpoint.

Analysis/Results: To address the research purpose, a two-level hierarchical linear model (HLM) was built because adolescent daily MVPA across the three measurement points was nested in individual participants. The results showed that, on average, youth daily MVPA increased 6.36 minutes in each 8-week period (coefficient = 6.36, p < .01). Intrinsic motivation change (coefficient = 2.57; p = .035), but not autonomous motivation, was a significant level-2 predictor of daily MVPA changes. The gender (coefficient = -4.06; p = .067) and race (coefficient = .21, p = .79) were not significant predictors of daily MVPA changes.

Conclusions: The findings provide significant evidence suggesting a benefit of integrating SDT-based approaches and further suggest that nurturing intrinsic motivation can be a highly effective approach to supporting youth daily MVPA in under-resources afterschool programs. The results seem to support the notion that intrinsic motivation supports the most desirable and long-lasting levels of engagement (Ryan et al., 2021). Compared with identified motivation and integrated motivation, intrinsic motivation involves the highest degree of autonomous behaviors and fosters engagement in an activity for the inherent feeling of enjoyment, a personal sense of accomplishment, and/or the experience of learning new things (Ryan et al., 2021). In addition, a particularly striking finding of this study is that contrary to challenges of previous PA interventions, the current study is equally supportive of improving both boys and girls daily MVPA. The findings may be explained by the power of the Connect intervention curriculum that follows pedagogical implications of SDT. Future studies are needed to examine intrinsic and extrinsic autonomous motivations as mediators to better understand the impact of SDT-related motivational mechanisms on adolescents’ MVPA.

Closing the Gap: Girls’ MVPA Similar to Boys’

Chayene Dornelas Barbeta¹, Universidade do Oeste Paulista - Unoeste; Anderson dos Santos Carvalho, Universidade Paulista - UNIP; Pedro Pugliesi Abdalla, University of São Paulo; Nilo C. Ramos, Coastal Carolina University; Jair Rodrigues Garcia Junior, Universidade do Oeste Paulista - Unoeste

([email protected])

Background/Purpose: Sedentary behavior is one of the biggest risk factors for child mortality in the world (Kelishadi et al., 2017). It is related to the emergence of chronic non-communicable diseases (CNCD) and inadequate lifestyle habits, including urbanization and the use of technology, that contribute to reducing the intensity of physical activity (PA) (Gomersall et al., 2016). High intensities of PA are associated with improved physical fitness and the prevention of CNCD. The World Health Organization (WHO, 2018) recommends that children practice daily moderate to vigorous PA (MVPA) for at least 60 minutes. Research in this field has mostly used subjective methods to measure MVPA in children, including questionnaires, which have been criticized for their inaccuracies (Romanzini et al., 2014). While the use of accelerometers has emerged as a more accurate alternative in the last decade, albeit their high cost, few studies have used wrist accelerometry to measure PA activity levels in children (Chandler et al., 2015). Therefore, the purpose of this study was to quantify children’s MVPA and to compare boys and girls MVPA levels using wrist accelerometry.

Method: In this study, 148 children (70 boys) aged six to 10 years old used an accelerometer (Actgraph) on the dominant wrist for six days, including the weekend (Saturday and Sunday). The Magnitude Vector in counts/min was adopted to classify the intensity of PA: sedentary (≤ 3660); light (3661–9804); moderate (9805-23616) and vigorous (≥23617) (Chandler et al., 2015). The amount of PA at each intensity was recorded in min/day. The amount of PA in moderate and vigorous intensities were added to verify that the children reached the WHO recommendation (60 min/day of MVPA). The t test for independent samples was used to compare the amount of MVPA (min/day) between genders, considering α = 5%.

Analysis/Results: The majority of children of both sexes (boys: 78.6% and girls: 69.2%) reached the amount and intensity of MVPA recommended by WHO and, therefore, had an “active” classification. Boys presented higher mean MVPA (94.2 min/day) compared to girls (74.4 min/day; mean dif = 19.9 min/day; t = 3,430; p <0.001).

Conclusions: Most children reached the amount and intensity of MVPA recommended by WHO. Boys were more active than girls. The difference in percentage (9.4%) between boys and girls who achieved the recommended amount of MVPA was relatively small. This suggests that girls may be more active than previously thought due to the instrument used for measuring MVPA. More studies using wrist accelerometry may support this finding. Additionally, the findings from this study support the use of wrist accelerometry as a practical method for measuring children’s MVPA. The observed differences indicate that special attention should be given to girls as they are closer to the minimum amount of MVPA recommended, in addition to 30.8% of them not reaching the proposed threshold. The development and implementation of intervention strategies may help girls match the intensity and quantity of boys’ PA.

College Student Knowledge About Fentanyl Use, Abuse, Overdose, and Death

Michael Sandlin¹, Texas A&M University; Rosanne Keathley, Sam Houston State University; Judy R. Sandlin, Texas A&M University

([email protected])

Background/Purpose: In 2021, fentanyl was responsible for at least 64,000 deaths in the US including on college campuses. In the past year, students from West Point, Stanford, Ohio State, and the University of Colorado have died ingesting illegal drugs ALL laced with fentanyl. Even trace amounts of fentanyl are so powerful that the smallest amount can result in death. The purpose of this study was to examine college students’ knowledge about fentanyl, its use and abuse, and factors that contribute to overdose and death from fentanyl consumption.

Method: Participants were 1010 college students attending a large four-year state university in the south. The sample was equally divided between males (47%) and females (53%). The average age of the participants was 22.02 years (SD =.55) and the group came from a cross-section of ethnicities, majors, and involvement in student activities. Subjects responded to an 18-item survey associated with the purpose of the study. In addition to providing demographic information, participants answered 10 knowledge-based questions. The 10 questions were graded and an overall knowledge score was determined for each participant (higher scores indicated more fentanyl knowledge and lower scores indicated less knowledge).

Analysis/Results: Overall, the participants exhibited a somewhat high level of knowledge about fentanyl (M=6.9/10, S=.87). However, several key questions were missed frequently demonstrating a critical lack of fentanyl knowledge. The most frequently missed question was related to the physiological effects of a fentanyl overdose (966 subjects missed this question). More specifically, participants did not know that a fentanyl overdose slows or stops the respiratory system (not the cardiac system) of the body which decreases the amount of oxygen that reaches the brain and may cause a coma, permanent brain damage, or death.

Furthermore, participants did not understand the potency of fentanyl compared to morphine. They greatly underestimated its potency at 10 to 25 times more potent than morphine rather than the correct potency (50 to 100 times more potent). Participants also did not know that Naloxone (not Ipecac syrup) is a medicine that rapidly binds to opioid receptors, blocks the effects of opioid drugs, and can treat a fentanyl overdose when given right away. These questions were missed by 917 and 868 participants, respectively.

Additional analyses were conducted to assess whether fentanyl knowledge was related to two characteristics often associated to risky behavior among college students – frequent alcohol consumption and membership in a fraternity/sorority. A one-way ANOVA was used to determine if there was a significant difference in fentanyl knowledge between participants who consume alcohol 2 times/week or more vs. those who do not. More knowledge about fentanyl was observed with frequent alcohol consumption (M=7.08) compared to less frequent consumption (M=6.93), F(1,1009)=3.86; p=.05. Likewise, more knowledge about fentanyl was observed for non-fraternity/sorority members (M=7.01) compared to fraternity/sorority members (M=6.83), F(1,1009)=4.08; p=.00.

Conclusions: What can colleges do to help stop student deaths? Educational efforts are critical, but not sufficient. Colleges can help by destigmatizing fentanyl, teaching overdose awareness, CPR, and Narcan use, and distributing fentanyl test strips. Bold moves can and will save lives!!!

Connectedness, Mental Health, and Adolescent Physical Activity During COVID-19

Ryan D. Burns^F1, Jason A. Armstrong, University of Utah

([email protected])

Background/Purpose: Feeling connected to one’s social environment is a key component of health behavior change theories and plays an important role in physical activity (PA) motivation, engagement, and adherence. Although connectedness has been previously shown to correlate positively with health behaviors in non-pandemic climates, school connectedness may have been compromised during COVID-19 because of stay-at-home measures; therefore, virtual connectedness may have played a greater role. The purpose of this study was to examine the associations of school connectedness, virtual connectedness, and the mediating effect of mental health with adolescent PA during COVID-19 using a representative sample of adolescents who participated in the Adolescent Behavior and Experiences Survey (ABES).

Method: Participants were a representative sample of US high school students who completed the 2021 ABES (N=7,705; 50.4% female). Participants were recruited using a three-stage cluster sampling design with a target population of all public, Catholic, and other private US high school students enrolled within grades 9–12. The ABES was completed online during the spring of 2021 and data were analyzed during the spring of 2022. Independent variables were items asking about perceived school and virtual connectedness during the COVID-19 pandemic. A mental health latent mediator variable was constructed using indicator items of self-reported ratings of mental health and the presence of sadness or hopelessness. The dependent variable was a latent variable with indicator items asking about PA frequency, sports participation, and muscle strengthening activities. All items were recoded so that high scores reflected higher PA levels and better mental health.

Analysis/Results: Weighted structural equation models tested the direct effects of school and virtual connectedness with adolescent PA. Monte Carlo simulations obtained indirect effects to adolescent PA through mental health. The model was adjusted for age, sex, race/ethnicity, and BMI %tile. Higher levels of school connectedness (b=0.17, p<0.001) and virtual connectedness (b=0.08, p<0.001) directly associated with higher levels of adolescent PA. Indirect effects (IE) to adolescent PA through mental health were observed for both school connectedness (IE=0.020, p<0.001) and virtual connectedness (IE=0.003, p=0.007).

Conclusions: Greater feelings of connectedness within the school and virtual social environments both directly and indirectly associated with higher adolescent PA through good mental health during the COVID-19 pandemic. Cultivating social connection, especially in school environments, may help facilitate good mental health and higher levels of PA in adolescents within a pandemic climate.

Daily Experience of Stress, Activity Characteristics, and Emotions Among Children on Wheelchair: Day Reconstruction Approach

Rokbit Lee¹, Korea University; Jinmoo Heo^F, Yonsei University; May Kim, Youngshin Lim, Korea University

([email protected])

Background/Purpose: It is widely recognized that school-aged children with disabilities experience various challenges in their daily life. Especially, children on wheelchair may be exposed to additional constraints and difficulties due to limited mobility, and they are likely experience a higher level of stress. Research has shown that engaging in meaningful activity and possessing positive emotions buffer against stress. Leisure activity and learning activity may provide meaningful experience among children on wheelchair, and feelings of competence, adaptability, and self-esteem can become protective factors that contribute to well-being of children on wheelchair. The present study explored factors that are associated with stress of children on wheelchair. Factors were examined both at the experience level and individual level.

Method: Day Reconstruction Method (DRM) was used with 19 children on wheelchair in South Korea. The participants ranged from 8 to 15 years of age (9 males and 10 females, mean age = 10). DRM is a valid tool to capture everyday activities and feelings associated with activities. DRM includes asking participants to chronologically reconstruct the day into episodes. Over a period of 5 consecutive days, participants filled out a diary once per day before going to sleep. A typical day consists of various episodes and the participants indicated momentary experience (i.e., feelings, activity, social context) for each episode. The participants indicated their activities of each day in chronological order, and rated how they felt during the activity. The number of episodes per participants during the study period ranged from 16 to 50 (average = 37).

Analysis/Results: A total of 717 episodes were used in the analysis. Our data were multi-level in nature because daily episodes are nested within each individual. A 2-level Hierarchical Linear Modeling (HLM) was conducted to explore the relationships between the variables. Outcome variable were stress. Predictor variables were divided into 2 levels: episodes (level 1) and individual traits (level 2). Level 1 variables include learning activity and leisure activity. Level 2 variables were feelings of competence, adaptability, and self-esteem. Results of HLM indicate that learning activity and leisure activity were negatively associated with stress. Self-esteem had direct effects on stress, and we also observed a negative cross-level moderating effect of self-esteem on the leisure activity – stress relationship.

Conclusions: The results show that participants’ stress was lower when they were engaged in leisure activity as well as learning activity. Furthermore, participants’ stress was significantly lower when they experience a high level of self-esteem. Our findings associated with cross-level interaction show that engaging in leisure activity would be more influential in predicting level of stress among participants with a lower level of self-esteem. The present study highlights the importance of leisure activity and learning activity in the everyday lives of children on wheelchair.

Did Afterschool Program Improve Students’ Nutrition Knowledge and Eating Habits?

Kahyun Nam¹, Pamela Hodges Kulinna^F, Omar Albaloul, Conner Acri, Regan Glock, Malak YoussefArafat, Arizona State University

([email protected])

Background/Purpose: In recent years, researchers and policymakers have observed that afterschool programs (ASP) are a good venue for nutrition education (Helmick et al., 2019). Low-income children are more likely to purchase fewer nutritious foods as well as have significantly lower nutritional knowledge and eating behavior than children from high-income family (French et al., 2019).Until recently, only a limited number of studies have examined the impact of ASPs on nutritional knowledge and eating behaviors among children from low-income families. Based on the Social Cognitive Theory (with a focus on personal, behavioral and environmental influences; Bandura, 2004), the current study assessed participants’ nutritional knowledge and eating behaviors after a five-week ASP.

Method: During the ASP, the following topics were covered: (a) food groups, (b) serving sizes, (c) nutrition labels, and (d) eating habits. MyPlate (USDA, 2011) was used to examine nutritional knowledge, and the previously validated Healthy Habit Survey (HHS; Hall et al., 2015) was used to assess both nutritional knowledge and eating habits. ASP Participants (N = 60) from this Title 1 school reported mostly Hispanic (n = 54) or African American/Black (n = 3) ethnic backgrounds. Seventy-two students completed the MyPlate and HHS (ASP: 53, control: 19).

Analysis/Results: As Levene’s test indicated equal variance, an independent t-test was conducted to determine whether nutritional knowledge and eating habits had changed after the 5-week period. Moreover, multiple linear regression analysis was calculated to predict the nutritional knowledge and eating habit scores based on attendance rate. A t-test indicated that 53 students in the ASP (M = 4.11, SD = .89) scored significantly higher than the 18 students in the control group (M = 2.89, SD = .88) in identifying food groups using MyPlate [t(70) = -5.14, p < .001]. Moreover, the scores on nutritional knowledge from HHS (i.e., food group, serving size, benefits of well-balanced meal) were significantly higher for students in ASP (n = 57, M = 8.68, SD = 2.38) than for those in control group (n = 16; M = 7.38, SD = 2.22). In terms of eating habits, there were no significant differences between groups (p = .69) Results from the multiple linear regression found that the attendance rates during the ASP were a significant predictor of nutritional knowledge [F(1,71) = 8.15, p < .006, R² = .09], but not for eating behaviors [F(1,71) = .03, p < .87, R² < .001].

Conclusions: Findings suggest that ASP students were significantly better at categorizing commonly consumed foods into food groups, reading nutrition labels, and knowing the appropriate serving size for each food group. Eating behavior; however, did not improve. The extent of improvement in nutritional knowledge was linked to attendance. It is therefore recommended to engage students in ASP as another avenue to increase health behavior knowledge to supplement limited time available in Physical Education. To promote healthy eating, it may be necessary to understand an individual’s personal, behavioral and environment influences on it. It may therefore be beneficial to understand the behavior through social-ecological theory lens.

Effectiveness of an Outdoor Education Program With Homeschoolers

YuChun Chen¹, Tammie Stenger-Ramsey, Western Kentucky University

([email protected])

Background/Purpose: Compared to their public-school peers, homeschoolers are less physically active and fit (Tribby & Berrigan, 2021). An outdoor education curriculum model was chosen for the homeschool families because of their flexible schedules and ease of transportation. The purpose of this pilot study was to examine the impacts of an outdoor education program (OEP) on middle and high school-aged homeschoolers. Specific research questions (RQs) included (1) What was the fitness status of the participants before and after the OEP? (2) How (in)effective did the participants describe their life skills before and after the OEP? (3) Were there any significant differences in fitness levels or life skills by gender before and after the OEP? (4) Were there any significant changes in fitness levels or life skills after the OEP?

Method: A total of 15 homeschoolers (12 male, 3 female) participated in the OEP that met once a week (2-3 hours in length) for 10 weeks. The OEP included team building activities, hiking, compass and orienteering, rock climbing, rappelling, rope climbing, high challenge course, ziplining, archery, and mountain biking. The participants underwent a pre-test and a post-test on Fitnessgram’s PACER, curl-up, 90° push-up, and back-saver sit and reach tests as well as the Life Effectiveness Questionnaire – Version H (LEQ-H).

Analysis/Results: The fitness test scores from pre- and post-tests were compared to the Fitnessgram standards by gender and age. Descriptive statistics, Mann-Whitney U tests, and paired-samples t tests were used to analyze the data. RQ 1: Seven of the 15 participants met the criterion-referenced standards in three or more fitness components in the pre-test, and six of the same seven participants were able to maintain and/or improve their fitness levels in the post-test. RQ 2: Before participating in the OEP, the participants ranked the highest in Achievement Motivation, followed by Intellectual Flexibility and Self Confidence. After the experience, Achievement Motivation remained the highest ranked domain, followed by Active Initiative and Self Confidence. Time Management and Emotional Control stayed the lowest ranked skills at both timepoints. RQ 3: Significant differences by gender were found on the number of curl-ups, LEQ-H overall score, and the skills of Intellectual Flexibility, Social Competence, and Time Management domains after the OEP. The male participants performed/scored higher in all domains than their female counterparts. RQ 4: No significant change on overall Life Effectiveness after taking part in the OEP; however, two significant increases were identified in fitness: VO₂max and the number of push-ups performed.

Conclusions: The ultimate goal of the OEP was for the homeschool families to meet more than once a week without the guidance and facilitation of OEP providers and explore more physical activities on their own. Moreover, by facilitating debriefing conversations after programs, the researchers sought to foster participants’ personal growth and social development. Primary recommendations for future research are larger sample sizes and more equal proportions of males and females.

Effectiveness of Online Training to Build Capacity for CSPAP Implementation

Thomas A Packebush¹, Kathy B Gunter, Oregon State University

([email protected])

Background/Purpose: BE Physically Active 2Day (BEPA 2.0) is a school-based physical activity program informed by elementary educators and aligned to national physical education (PE) and health education (HE) standards for grades K-5. The program was developed to help classroom-teachers provide physical activity outside of recess and to supplement PE requirements. BEPA 2.0 trainings are structured to improve knowledge and implementation self-efficacy. Content knowledge includes information about Comprehensive School Physical Activity Programs (CSPAP), research related to school-based physical activity, and an overview of the BEPA 2.0 program. Practical aspects include activity simulation and barrier busting activities. Program implementation is supported by trainings delivered via several modalities, including in-person, remote, and asynchronous online. Mentored practice and experiential learning is directly enabled via in-person and remote synchronous training, whereas online training guides self-directed learning and practice. Our aim was to evaluate the effectiveness of the asynchronous training approach and compare training outcomes between asynchronous and in-person delivery.

Method: Between June 2021 and July 2022, asynchronous BEPA 2.0 training was provided to 122 educators across four states. Participants completed pre- and post-training surveys assessing knowledge and confidence to deliver BEPA 2.0. To assess effectiveness of the asynchronous approach, the Wilcoxon sign-rank test was used to compare pre-and post-training scores. To compare the effectiveness of the in-person and asynchronous training approaches, post-training evaluation scores from the asynchronous sample were compared to post-training scores from 214 educators who attended in-person trainings between June 2018 and February 2019 using the Wilcoxon-Mann-Whitney test.

Analysis/Results: Pre- and post-survey responses were successfully matched for 93 asynchronous training participants (76%). Knowledge and confidence increased significantly from pre- to post-training (p<0.001). When comparing training modalities, in-person scores (n=152) were significantly higher in knowledge (p=0.008), confidence (p<0.001), and self-efficacy (p<0.001).

Conclusions: Results indicate that the asynchronous training is an effective approach to increase knowledge and confidence to deliver BEPA 2.0. We hypothesize that the lower scores observed among asynchronous training participants may be due to lower exposure to mentored implementation of activities and hands-on activity practice compared to the in-person training. Previous research has shown that training is a critical predictor of BEPA 2.0 implementation and that follow-up training and support are associated with a higher frequency of implementation. As such, follow-up in-person or synchronous online booster trainings may benefit online training participants to improve implementation outcomes.

Examining College Students, Sport Education, Physical Activity, and Mental Health Through Causal Mediation Analyses

Longxi Li¹, University of Washington and Springfield College; Michelle E. Moosbrugger, Elizabeth M. Mullin^F, Michael Louis, Springfield College

([email protected])

Background/Purpose: College-aged adults are formulating their worldview of physical literacy and future physical activity behaviors while experiencing crucial transitions pertaining to mental health and physical activity engagement. Within the past decade, researchers have examined factors influencing and interactions among physical and health education, physical activity, and mental health in higher education (Downes, 2015; Ghrouz et al., 2019; Maher et al., 2021; Maldari et al., 2021; Pauline, 2013). Despite evidence relating physical activity to health outcomes, many struggle to reap benefits. Limited studies shed light on the importance of physical education and the Sport Education instructional model on physical activity participation and wellbeing in college students. Physical education involves establishing knowledge, skills, and dispositions necessary to lead a physically active lifestyle (SHAPE America, 2016). As an instructional model in physical education, Sport Education Model includes the primary intended outcomes of cultivating competent, literate, and enthusiastic sports persons (Siedentop et al., 2019). In the current study, we explored the effectiveness of Sport Education on stress reduction and physical activity in a college setting.

Method: Undergraduate students (N = 236) participated in a 16-week intervention; Sport Education (experimental) was compared to Direct Instruction (control). Causal Mediation Analyses were conducted. A mixed factorial ANOVA was used to examine Sport Education and physical activity engagement.

Analysis/Results: Sport Education students participated in physical activity significantly (F_1,234 = 67.15, p < .001, η_p² = 0.22) longer than the Direct Instruction group at posttest; perceived task climate had causal mediating effect on task orientation (Average Causal Mediation Effects [ACME] = 0.07, p = .006) and physical activity participation (ACME = 0.06, p = .006); task-orientation had causal mediation effect on social dysfunction (ACME = - 0.06, p < .001); social dysfunction had causal mediation effect on perceived stress (ACME = - 0.75, p = .03).

Conclusions: Evidence from this study supported the argument that Sport Education benefits college students. Sport Education is an effective remedy for physical inactivity and concerning mental health status. Through Sport Education, students were motivated to participate in more leisure time physical activity. Interaction among students was facilitated through teamwork and role playing; social dysfunction was weakened; and perceived stress level dropped even at the end of semester and during the pandemic. Sport Education is an effective approach to support physical activity and mental health in college students.

Exploring Korean Elementary Teachers’ Practices of Movement Integration

Sanga Yun¹, University of Georgia; Euichang Choi, Seoul National University; Junhyuk Park, University of Georgia

([email protected])

Background/Purpose: Movement Integration(MI) is a teaching activity that involves infusing various physical activities into academic subjects during regular classroom time. MI was proposed to increase physical activity and promote students’ health in elementary school in terms of Comprehensive School Physical Activity Program(CSPAP). Having been re-examined from the perspective of embodied learning, MI is discovering educative value beyond health promotion(Madsen & Aggerholm, 2020). The purpose of this study is to understand the broad educational practices of MI by exploring how Korean elementary classroom teachers integrate movements into their classrooms. Moreover, it aims to analyze key components that characterize students’ and teachers’ movements integrated into elementary classrooms.

Method: The research was carried out in a qualitative case study method. Participants were composed of two groups. Group 1 consists of 53 randomly sampled elementary teachers who participated in an online questionnaire. Group 2 consists of 12 purposively sampled elementary teachers who participated in semi-structured interviews. The selection criteria were five years or more of teaching experience and having experience implementing MI in class. Additional data were collected through class photos, local documents, and online materials. Data were analyzed and categorized using open and axial coding techniques(Corbin & Strauss, 2015). In order to increase the trustworthiness of the research, triangulation, member check, and peer debriefing were employed.

Analysis/Results: This study proposes two spectrums that can explain and categorize a variety of practices of MI. One is regarding the relationship between content knowledge and movement. From low to high intensity of integration between content knowledge and physical activity, ‘incidental integration,’ ‘individual integration,’ ‘indirect integration,’ and ‘direct integration’ were found. The other focuses on the degree of students’ autonomy in their movement. From low to high levels of freedom, ‘imitated movement’, ‘accompanied movement’, ‘fundamental movement’, ‘open movement’, and ‘free movement’ were discovered. These two spectrums were organized into the y-axis and the x-axis to form Movement Integration Style Quadrant(MISQ). By placing the practices of MI on the MISQ, ten styles of MI were identified as follows; ‘rhythmic-style’, ‘transition-style’, ‘sport-style’, ‘play-style’, ‘repetition-style’, ‘simulation-style’, ‘shape-style’, ‘drama-style’, ‘sensory-style’, and ‘expression-style ‘. Locations of ten MI styles on the MISQ differed depending on whether they focused on physical activity or subject matter. The ‘rhythmic-style’, ‘transition-style’, ‘sport-style’, ‘play-style’, and ‘repetition-style’ that are located near the lower-left part of the quadrant had little relevance to educational content, and juxtapose physical activity with the subject’s academic goals, making it Activity-Oriented(AO). On the contrary, the ‘simulation-style’, ‘shape-style’, ‘drama-style’, ‘sensory-style’, and ‘expression-style’ that are placed near the upper-right part of the quadrant focused on achieving educational goals by matching physical activity with educational content, making it Content-Oriented(CO).

Conclusions: MISQ can provide ample information about MI in elementary schools because the two spectrums that contain students’ and teachers’ intentions explain the interactive relations among teacher, student, and subject. Also, it can stimulate broad MI practices encompassing health promotion perspectives and embodied learning perspectives.

Exploring Physical Activity and Health-Related Fitness Content Knowledge of College Students

Seung Ho Chang¹, Jihyun Lee^F, San Jose State University

([email protected])

Background/Purpose: Participating in physical activities can help college students have opportunities to improve their level of physical activity and fitness and maintain active lifestyles (Kim & Cardina, 2017). In addition, acquiring content knowledge of physical activity (PA) and health-related fitness (HRF) is significant to be a physically active individual and increase positive attitude toward PA and HPF. Several studies have been conducted to investigate pre and in-service physical education teachers’ (Harris, 2014; Santiago et al., 2012) and kinesiology students’ (Chang & Lee, 2016) content knowledge of PA and HRF. However, there is little known about how much college students know about PA and HRF. Thus, the purpose of this study was to explore college students’ content knowledge of PA and HRF.

Method: A total of 458 college students (329 females and 129 males) enrolled at a university in California participated in this study. The age of participants ranged from 17 to 50 years old (M = 22.3, SD = 3.9). College students were asked to complete The Appropriate Physical Activity and Health-Related Fitness (APAHRF) test developed by Santiago, Morales, Disch, and Gaus (2011). The APAHRF knowledge test items are classified into either PA or HRF category. It is based on PA and HRF content that should be acquired during K-12 physical education. A KR₂₀ reliability coefficient of the APAHRF test was 0.67, which is considered an acceptable level of internal consistency (Santiago et al., 2012)

Analysis/Results: The total mean percentage score was 51% (M = 21.3, SD = 4.45). The mean percentage score for the PA and HRF categories of the APAHRF test was 53.5% (M = 10.7, SD = 2.3) and 50% (M = 10.5, SD = 3.1), respectively. Independent t-test, t(456) = .686, p >.05revealed no significant difference between males and females college students’ content knowledge of PA and HRF. The KR-20 reliability coefficient of the APAHRF test for this sample yielded 0.58. The difficulty indices ranged from .10 to .96.

Conclusions: The results of the study indicate poor APA and HRF content knowledge of college students measured by the APAHRF knowledge test. These results are consistent with previous studies (Chang & Lee, 2016; Santiago et al., 2012; Santiago et al., 2016). In particular, participants of the current study scored poorly on items related to PA guidelines, components of HRF, concepts regrading body composition and muscular endurance, and principles of exercise. These findings suggest that college may need to design and provide the general education course focusing on teaching adequate content knowledge of PA and HRF and practical applications for their students.

Generalization and Maintenance of Participation in Handball in Elementary Schools

Kian Vanluyten¹, KULeuven; Shu Cheng, KU Leuven; Cedric Roure, University of Teacher Education; Jan Seghers, KU Leuven; Phillip Ward^F, The Ohio State University; Peter Iserbyt, KU Leuven

([email protected])

Background/Purpose: The purpose was to investigate the effect of generalization and maintenance of participation in team handball from elementary physical education classes to voluntary organized recess sessions. Previous research has shown that offering children the physical activities they learned in physical education during recess provides an opportunity to be physically active and can make a significant contribution to the daily recommended MVPA for all children, regardless of skill level and sex (Cheng et al., 2021; Coolkens et al., 2018). In this study, we investigated how many children voluntary participated during organized recess based on sex and skill level and how many MVPA was generated based on sex.

Method: A total of 133 (53 girls, 80 boys) K-3 elementary school children from six schools received a 10-lesson team handball Sport Education season in Physical Education by their regular PE teachers. During this Sport Education season (i.e., generalization phase), five organized recess sessions were implemented. After the Sport Education seasons, handball was no longer taught in PE but another five handball recess sessions were organized (i.e., maintenance phase). Both the physical education lessons and the organized recess sessions took place in the gymnasium and were led by the physical education teachers. During organized recess, no new content was taught. Participation in all organized recess sessions was voluntary and MVPA during physical education and organized recess was measured using systematic observation. Participation in organized recess was reported through proportions, MVPA was reported in terms of % of intervals.

Analysis/Results: On average 48% of children participated in organized recess, both during generalization and maintenance phase. Girls participated significantly more (52%) than boys (43%; p=.046), while low skilled children participated more (51%) than high skilled children (43%; p=.45). Preliminary data on MVPA showed that children on average spent 34% in MVPA during organized recess, with no significant difference between girls (39%) and boys (30%).

Conclusions: During the organized recess sessions, more girls and low skilled children participated, offering them extra opportunities to practice the skills learned during physical education. Participation during organized recess shows potential to contribute to the daily guidelines for MVPA. It shows that both girls and low skilled children are willing to engage in invasion games during organized recess sessions when connected with physical education.

HealthyU-Starts With You-Knowledge of Health Care Literacy of Secondary School Students

Megan Adkins¹, University Of Nebraska- Kearney; Alexandra Torkelson-Trout, Jacqueline Huscroft- D’Angelo, University of Nebraska at Lincoln; Shannon C. Mulhearn, University of Nebraska-Kearney

([email protected])

Background/Purpose: Low heath literacy, defined as the ability to obtain, process, and understand basic health needs and information, has been linked to increased rates of poor mental health, chronic conditions, and hospitalizations; less frequent use of preventative care; and poorer self-reports of overall health. Health decisions are influenced by ones’ health literacy, or the ability to access, manage, and use health related information. This includes health choices such as medication use, medical insurance, the types of health screening to complete, and other decisions about personal treatment of ones’ own health. Although the world wide web has made access to information easier, understanding and finding credible health information is a challenge, along with processing and understanding what is found. To assist with the knowledge and access gap in rural communities. The purpose of this study was to evaluate the health literacy of high school students living in rural communities. Measurements of applied health literacy, perceptions of preparedness to access and manage personal health care, and ratings of health-related quality of life were appraised.

Method: An electronic questionnaire was sent to twelfth grade students in the Fall of 2022 through their school email account following IRB approval from the University, parent consent, and youth assent. Students were recruited by receiving information through their homeroom teacher and an email addressed to their guardians. The 45 multiple choice, identifying, and likert scale questions related to youth health and youth healthcare literacy. After completing the survey students received a $10 gift card.

Analysis/Results: 75 students completed the survey (29= M, 39=F, 4=Non-Bi). Students (89.3%) felt their school health classes were helpful in improving their own health literacy and believed they were prepared to address their health needs (93.3%). Areas where students indicated the most confidence about related to knowing where to find resources and in their ability to communicate with medical personnel. Examples included ability to “determine the type and amount of medicine to take when I am sick” with 56.0% Very Confident and 28.0% Somewhat Confident; “determine the amount of fat, sugar, salt, calories, and nutrients in food” with 54.7% selecting Very Confident and another 33.3% Somewhat Confident.

Areas of health literacy students reported feeling less confident dealt with areas of selecting care givers and understanding insurance coverage and payment options. Examples included knowing how to “use a health insurance card” with 28.4% Not Confident and 23.0% only A little confident, and “identify and choose specialists” with 18.7% Not Confident and 40.0% only A little confident. Similarly, 37.3% were Not Confident and 32% were only A little confident about their “ability to describe the terms co-payment, premium, and deductible.”

Conclusions: Given these findings, it is evident that students have basic understandings of their own power over their health care. However, they are lacking in the area of self-efficacy and confidence when it comes to understanding legalities and terminology surrounding health coverage. As these insecurities could lead to failure to seek medical care when needed, there is a need for specific health literacy educational curriculum.

Home- and Community-Based Interventions in Early Childhood: A Systematic Review

Samantha Moss¹, Xiangli Gu^F, University of Texas at Arlington

([email protected])

Background/Purpose: The purpose of this systematic review was to examine the effects of home/family and community-based interventions on physical activity (i.e., MVPA, sedentary behavior) and developmental outcomes (i.e., BMI, motor skills) in early childhood (2-5 years old). This review highlighted effective and preferred strategies for early childhood interventions in home/family, and community settings and identified salient environmental factors to promote optimal childhood health and development.

Method: A comprehensive search strategy was employed using four electronic databases (Academic Search Complete, CINAHL Complete, MEDLINE, and SPORTDiscus) to locate peer-reviewed articles published between 2011-2021. Interventions investigating outcomes relevant to weight status (i.e., BMI), physical activity, and/or motor proficiency that took place in home, family, or community settings were assessed. Studies were eligible if they were peer-reviewed, available in English, and if their sample consisted of young children (2-5 years old). Studies that included interventions that were exclusively focused on schools- or early childcare centers were not eligible.

Analysis/Results: There were a total of 24 studies retained for this review that included 8,183 participants spanning from the United States (n=11), Australia (n=3), Canada (n=2), Switzerland (n=2), Finland (n=2), Netherlands (n=1), and other Eastern European countries (n=2). There were 19 studies that incorporated home- and family-based approaches and 14 studies that incorporated community-based approaches. Studies ranged in intervention duration from six weeks to two years. Three studies found no significant improvements in their intended outcomes (weight status, physical activity, sedentary behavior, or motor skills). Different strategies are recommended for different outcomes, however, distributing educational material to parents/families, consistently fostering direct contact with parents, and encouraging community engagement were all effective strategies in promoting physical activity, healthy weight status, and motor skills and reducing sedentary behavior in young children.

Conclusions: These findings underscore the effective strategies that home/family- and community-based interventions may yield on young childhood physical activity and developmental outcomes. It’s important for future interventions to incorporate a comprehensive approach that targets both home/family and community aspects during the intervention (i.e., create tailored and educational content for families to keep and use, sustain contact with parents throughout the duration of the study, schedule group sessions for participants to interact with other families in their community).

Hyper-Parenting and Physical Activity Levels of Youth

Kendra Hansen¹, Yongsan International School of Seoul; Heather E. Erwin^F, University of Kentucky; Aaron Beighle, The University of Kentucky

([email protected])

Background/Purpose: As a means of fostering positive social, emotional, cognitive, and physical health, many parents work to provide their children with a broad range of experiences. These efforts can often be too extensive. While typically rooted with good intentions, having youth engaging in too many opportunities and experiences can lead to adjustment issues, stress or burnout, anti-social activities, resentment and enmeshment (Priyadharsini, 2017). To describe this phenomenon, Alvin Rosin (2001) coined the term “hyper-parenting,” also known as helicopter parenting, to describe childrearing focused excessively on providing the perfect childhood for children. It is unknown whether hyper-parenting affects children’s physical activity. Thus, the purpose of this study was to review the literature on hyper-parenting and youth physical activity.

Method: For this review, a systematic search of seven databases was performed. The abstracts of research located during the search were examined for relevance to the review. Data were extracted through an in-depth survey and reading of applicable articles. Each study’s key findings were summarized, and references of extracurricular activities, sports participation, physical activity, physical education, or exercise were noted. The parenting styles mentioned in association with these terms were recorded, along with keywords from the studies. If physical activity was linked to parenting style, this was noted as “Yes” in the table and “No” if the mention of physical activity did not relate directly to parenting style.

Analysis/Results: The initial database search resulted in 30 articles when duplicates were removed. Abstracts and criteria were screened for applicability, and 20 articles were retrieved. These studies were then reviewed for any mention of physical activity (exercise, activity, extracurricular, sport, or physical education) upon which nine papers qualified. The physical activity mentioned in these papers was then examined in relation to the parenting style discussed and only one paper was found to have demonstrated any link between hyper-parenting and physical activity. The one study most applicable to the purpose of this review, connecting physical activity level and hyper-parenting, concluded that hyper-parenting was negatively associated with physical activity among 7-12 years olds (Janssen, 2015). They found that high scores of hyper-parenting (styles including little emperor, tiger mom, and concerted cultivation) was correlated with lower physical activity among adolescents when compared to those with low scores of hyper-parenting. However, the hyper-parenting style of helicopter parenting led to no independent associations with physical activity (Janssen, 2015). The eight other studies included in the review mentioned physical activity in some way but did not link it to a specific parenting style or level of activity.

Conclusions: The findings indicated that little is known about how hyper-parenting affects the physical activity levels of children and that continued studies are needed in this area. Initial findings point toward a negative effect of hyper-parenting and physical activity levels. However, to avoid speculation, more research should be done on this growing parenting trend to determine if physical activity levels are being significantly affected among an already globally inactive population of children.

Impact of Yoga Practice on Students’ Cognitive Function

ChenYu Jia¹, Yue Xu, Zhihua Yin, LiPing Xu, East China Normal University

([email protected])

Background/Purpose: Cognitive function (CF) is the ability of the brain to reflect the characteristics, states and interrelations of objective things, and to reveal the meaning and function of things to people. It is a high-level psychological function. CF can be a strong predictor of student academic success and improved physical functioning (Blair, 2014). Yoga originated in ancient India and is an exercise system that uses body posture, breath control, mind concentration and deep relaxation techniques to achieve harmony and unity of body, mind and spirit. The beneficial effects of yoga on physical and mental disorders such as low back pain, osteoarthropathy, and depression in adolescents have been demonstrated (Nagrathna, 1985). However, the literature on yoga practice and cognition in adolescents is limited. Therefore, the purpose of this study was to investigate the effect of yoga practice on cognitive improvement in students.

Method: A total of 60 students who met the criteria were randomly divided into a yoga practice group (20 students), a physical training group (20 students) and a control group (20 students) by drawing lots.5 months, 4 times a week, 1 hour of activity intervention each time, among which, the yoga practice group performed yoga exercises including 40 minutes of asana and 20 minutes of meditation each time, and the physical training group performed each time of 40 minutes of running and 20-minutes group activities, while the control group only performed daily activities. Before and after the intervention, participants completed the Montreal Cognitive Assessment(MoCA) to assess the behavioral performance of cognitive function. MoCA scores were analyzed using repeated measures ANOVA.

Analysis/Results: There were no significant between-group differences in MoCA scores during the pre-intervention test, after intervention the cognitive scale scores of the yoga practice group increased significantly (27.300±1.675vs.28.835±1.732, P<0.05), while the scores of the physical training group and the control group did not change significantly.

Conclusions: Yoga practice can have a positive effect on students’ cognitive function, which is reflected in the improvement of cognitive scale scores . This may be related to the training of attention and meditation in yoga practice. Thus, yoga can be widely promoted in physical fitness and school sports as an effective cognitive enhancement method. This study has problems such as a small sample size. Future research should expand the sample and adopt more advanced assessment methods to further explore the impact of yoga on adolescent cognition.

Influence of Positive Youth Development Program on Children’s Physical Activity

Chris John Kinder¹, University of Illinois Urbana-Champaign; Paul Wright^F, Northern Illinois University; Kevin Richards^F, Naiman A Khan, University of Illinois at Urbana-Champaign; Kim C. Graber^F, University of Illinois Urbana-Champaign; Amelia Mays Woods, University of Illinois at Urbana-Champaign

([email protected])

Background/Purpose: Physical inactivity has been identified as a risk factor for developing chronic disease (Booth et al., 2012; Lee et al., 2012). Recent evidence has suggested that child and adolescent physical activity levels decrease over the summer months (Carrel et al., 2007; Jago & Baranowski, 2004), thus contributing to an increase in weight status and fitness loss, particularly among children from low-income families. As a result, several school-based physical activity programs have formed due to this increased attention from health and educational professionals. While evidence has shown that summer programs may assist with increasing PA and enjoyment among youth (Wilson et al., 2017), less is known specifically about the PA experiences of low-income, elementary-aged children engaged in a positive youth development program with an explicit social-emotional learning (SEL) focus. Accordingly, the purpose of the study was to evaluate the effectiveness of one positive youth development program in increasing participants’ MVPA through the implementation of the Teaching Personal and Social Responsibility (TPSR) model.

Method: This observational study utilized a purposive sampling approach. Participants included 76 children between the ages 6-12 years, who enrolled in a youth physical activity summer program framed around the TPSR model. First, MVPA data accumulated during the program were objectively be measured with the triaxial ActiGraph accelerometer wGT3X+. In addition, the System for Observing Fitness Instruction Time (SOFIT) supplemented PA data captured using accelerometry by observing instructor behavior and lesson context. Next, the Tool for Assessing Responsibility-based Education (TARE) assisted with assessing TPSR implementation fidelity. Along with observational data, participants completed the Personal and Social Responsibility Questionnaire. Demographic and several anthropometric measures (i.e., height [cm], weight [kg], and body-fat percentage) were collected on the last day of the first and last weeks of the program.

Analysis/Results: Findings suggested that integration of SEL into the youth development program had a small, statistically significant relationship with underserved youth’s PA engagement, specifically, sex differences between the amount of time spent in MVPA. A summary of the twelve TARE observations showed that instructors often provided a wealth of opportunities for success and fostered social interactions. Not surprisingly, role in assessment and setting expectations were the least frequently observed teaching behaviors. Concurrent with additional notes taken during the TARE observations, instructors of the enrichment program rarely set or reinforced expectations, and the nature of the summer program prevented the likelihood of providing children the chance to have a role in assessments.

Conclusions: The results of the current study indicate that positive perceptions of personal responsibility while controlling for BMI percentile, were positively associated with increased MVPA during a youth development program. Furthermore, implementing a positive youth development program resulted in higher proportions of MVPA, which might increase the likelihood of improving other health-related outcomes for children and adolescents. The findings suggest that perceptions of personal responsibility and the promotion of a supportive, positive instruction climate has the potential to increase daily PA and more importantly increase overall MVPA engagement.

Is It Just Me? The Power of Aesthetic in Sport

Elaine Foster¹, Idaho State University; Sharon Kay Stoll^F, University of Idaho; Jennifer M Beller, St. Mary’s Parish School

([email protected])

Background/Purpose: Kinesiology professionals work to promote and enhance healthy active lifestyles by emphasizing objective outcomes, such as improving health, gaining friendships, and achieving goals. Given that over a third of the US population is overweight/obese, it appears that adherence to an active/healthy lifestyle remains elusive for many. Perhaps the subjective experience of movement, rather than the objective, may be more meaningful and lead to more commitment to sport/PA. Unfortunately, the subjective is often neglected in kinesiology curriculum although sport philosophers have long discussed its role in sport/PA engagement. The purpose of this study was to analyze the effectiveness of an educational curriculum about participants’ subjective, aesthetic sport experiences (ASE), on their commitment and motivation to sport/PA.

Method: As an assignment in their course, 68 students taking a 200-level philosophy-based kinesiology course completed the curriculum over nine weeks. Students (n=47) enrolled in one of three 100-level activity-based kinesiology courses served as controls. Treatment and controls pre and post-tested using two valid and reliable tools: the Rickel Values Inventory (RVI) (measures objective & subjective sport values); the Motives for Sport and Physical Activity Measure-Revised (measures Fitness Motivation, Interest & Enjoyment Motivation, Competence Motivation, Appearance Motivation, and Social Motivation). Because no significant difference was found between groups on the pretest measures, differences between treatment and control were examined using an independent t-test on posttest scores. Bonferroni adjustments were employed.

Analysis/Results: Treatment participants scored significantly higher than controls on subjective commitment, t(84) = 2.38, p =.02; treatment mean on subjective commitment was (25.51 ± 4.64) while the control mean was (23.09 ± 5.84). A significant difference was found on social motivation, t(88) = 2.58, p =.01; treatment mean on social motivation was (4.46 ± 1.33) while the control mean was (3.74 ± 1.58).

Conclusions: Results indicate that kinesiology students may become more subjectively committed and socially motivated to sport/PA when given space to consider their personal ASEs. As subjective experiences may improve sport/PA behavior, kinesiology curriculum should value and include subjective experiences. Subjectively committed and motivated kinesiology students may promote subjective experiences among those they work with in the future.

Learned Helplessness, Academic Performance, and College Student Physical Well-Being

Rosanne Keathley¹, Sam Houston State University; Judy R. Sandlin, Michael Sandlin, Texas A&M University

([email protected])

Background/Purpose: Learned helplessness (LH) occurs when one repeatedly faces intense, stressful situations and does not take control or cope even when change is possible. Research on LH in various contexts and situations has shown its negative impact on the mental, physical, and academic functioning. Given that physical health significantly reduces the incidence and severity of stress-related, mood disorders, we investigated the relationship between physical well-being, academic performance, and levels of learned helplessness among college students.

Method: The average age of participants was 22.32 (S=1.84) and they came from a cross-section of genders, ethnicities, years in school, and majors at a southwest US university. Participants (n=348) responded to a 35-item survey related to the purpose of the study. Subjects also provided information about their fitness, diet, and body fat levels. A sample question was, “If 1=low and 10=high, rate YOUR current level of physical fitness.” Higher scores were associated with better levels for each measure of wellness.

Subjects also responded to the Learned Helplessness Scale. The scale is composed of 20 items rated from 1 (strongly agree) to 4 (strongly disagree). The minimum score on the scale is 20 and the maximum score is 80, with higher scores indicating a greater degree of LH. A score greater than 41 has been defined as consistent with a significant degree of LH.

Analysis/Results: The average LH was 40.12 (S=7.75) indicating a significant degree of LH in a large percentage (36%) of our participants. Overall M (and S) for fitness, diet, body fat, and GPA are 6.20 (1.96), 5.91 (1.86), 6.05 (2.34), and 3.38 (.42), respectively.

To determine the effects of LH on the measures of physical well-being and academic performance, participants were divided based on those who do (LH>41, high) and do not (LH<40, low) display a significant degree of LH. With regard to fitness, an independent t-test revealed that low LH participants had significantly higher levels of fitness (M=6.67) compared to those with high LH (M=5.56), t(345)=4.61, p=.000. Similar results were found for diet, t(345)=4.50, p=.000, and body fat, t(345)=1.97, p=.049. The low LH group had better levels of both diet (M=6.30) and body fat (M=6.26) compared to the high LH group (M=5.41 and M=5.76, respectively).

For academic achievement, GPA-scores for both groups were investigated. The low LH group reported higher GPAs (M=3.41) compared to the high LH group (M=3.31), t(345)=1.99, p=.047. Participants in the high LH group were asked to check all that apply from a list of 10 descriptors that portray their feelings about themselves as a college student. The highest rated phrase selected was Anxious 66% followed by Frustrated 39%, Depressed 29%, Frustrated 24% and Low Self-Esteem 24%. Lower selection rates were observed for Helpless, Incapable, and Negative, 7%, 8%, and 14%, respectively. Lastly, 22% selected none of the items on the list described them.

Conclusions: That the mind and body are interconnected cannot be denied. Teaching resilience and coping strategies will result in positive changes not only on the mental and physical, but also academic, functioning of college students.

Mental Health and Physical Theater Experiences Among Active College Students

Maria Kosma^F1, Nick Erickson, Ashlynn Gremillion, Louisiana State University

([email protected])

Background/Purpose: College students can face major mental health challenges, especially during the Covid-19 era, like increased stress and depression due to life pressures like staying healthy, succeeding academically, and becoming financially independent (Healthy People, 2030; Haseltine, 2020; Kosma, 2021; Kosma et al., 2022). Although artistic expression like dancing can have positive effects on mental and physical health among college students (e.g., Koch et al., 2019; Kosma et al., 2021^a, 2021^b), this effect can be only transient due to constant life challenges (Kosma & Buchanan, 2019). Little is known about the effects of physical theater (corporeal artistic expression) on mental and physical health. Therefore, the purpose of this study was to examine mental health changes and physical and psycho-social experiences of a physical theater class among mainly active college students.

Method: This was a quasi-experimental, mixed-methods study among seven US college students (M age = 20.43 years old, males =1, females =6), who participated in a semester-long physical theater class at a major Southeastern university. The students met twice per week, 1.5 hrs./time and participated in playful, embodied, theatrical activities. They were individually interviewed prior to and towards the end of the class (pretest-posttest assessment). First, they completed two standardized questionnaires about their levels of depression (Radloff, 1977) and stress (Cohen et al., 1983). Second, they were asked about their physical theater experiences in relation to their physical and mental health. Demographic and exercise information was also obtained.

Analysis/Results: All participants viewed the physical theater class as a form of exercise. Although all seven students were regularly active or somewhat active, six of them experienced moderate to severe stress levels while three of them reported moderate to severe depression. Based on the dependent T-test, there was not a statistically significant difference in stress (p = .21) and depression (p = .37) from pretest to posttest. However, there was a tendency for stress levels to meaningfully decrease over time approaching a medium effect size (Cohen’s d = .32; M_difference = 3.43). Based on the qualitative, phronetic analysis in the latest version of NVivo, three themes emerged: a) positive physical theater experiences (body expression, exploration, confidence, and comfort; challenging, non-stop growing; caring and supportive environment), b) physical theater is playful (e.g., child-like environment; fun, interactive, explorative; unstructured, creative; outside real life), and c) negative physical theater experiences (e.g., injury; performance anxiety; darkness in theatrical expression).

Conclusions: Based on this study, the physical theater class had positive psycho-social and physical benefits among college students. Although quantitatively there was not a statistically significant decrease in stress and depression levels (perhaps due to the small sample size and lack of depth in standardized assessment), qualitatively the physical theater class had profound effects on the students’ mental, social, and physical health, including increased body comfort and confidence, creativity, personal growth, social support, and playful experiences. Considering the risk of injury and performance anxiety, the study results showcase that playful, embodied, and theatrical movement experiences can be meaningful and strengthen psycho-social and physical well-being.

Mind-Body Physical Activity Intervention on Stress and Well-Being During the Pandemic: A Pilot Study

Ildiko Strehli¹, Ryan D. Burns^F, Timothy A. Brusseau Jr.^F, Yang Bai, Donna Ziegenfuss, University of Utah; Martin Block, University of Virginia

([email protected])

Background/Purpose: The purpose of this pilot study was to examine the preliminary effectiveness and feasibility of a tailored MBPA intervention on well-being, stress, interoceptive sensibility, and objective physical activity (PA) in a sample of college students during COVID-19. Participants were 21 university students (81% were female).

Method: The study was conducted within an Interrupted Time-Series Design framework. Self-report data, well-being (WHO-5), stress (PSS-4), and interoceptive sensibility were collected at six time points. Objective PA data were assessed using a wrist-worn ActiGraph GT9X accelerometer over three 7-day periods, at baseline, mid-and postintervention.

Analysis/Results: Mixed design Analysis of Variance (ANOVA) tests with repeated measures showed that participants’ time spent in light (LPA) and moderate-to-vigorous physical activity (MVPA) was significantly higher during and at the end of the intervention compared to baseline (LPA [F (2, 36) = 11.9, P = .003, partial eta-squared = 0.39]; MVPA [F (2, 36) = 11.2, P < .001, partial eta-squared = 0.38]). It was found that participants’ subjective well-being main effect for time [F (5, 75) = 1.1, P = .363, partial eta-squared = 0.07], perceived stress [F (5, 75) = 1.2, P = .281, partial eta-squared = 0.44], and interoceptive sensibility [F (1.4, 19.0) = 2.8, P = .097, partial eta-squared = 0.18] did not change significantly.

Conclusions: In conclusion, results indicate conducting a more extensive study. The MBPA intervention’s positive effects and trends promise to be a feasible intervention to increase PA among students in higher education.

Perceived Discrimination by Parents and Child Participation in Structured Activity

Ryan D. Burns^F, University of Utah; You Fu^F, University of Nevada, Reno

([email protected])

Background/Purpose: Daily structure has been positively linked to better health behaviors, lower substance abuse, and better mental health. Structured activities that involve physical activity can help prevent manifestation of disease risk factors and can provide participants a sense of belonging, purpose, and achievement. Real or perceived discrimination by parents may preclude child access to structured activities. The purpose of this study was to examine the association between perceived discrimination by parents and child participation in sports and other structured activities.

Method: Participants were a representative sample of US children and adolescents from the 2020 National Survey of Children’s Health (NSCH; N=30,656; 6–17 years old; 49.0% female). A random sample of selected addresses of US households were mailed instructions to access the online survey. Parents completed an initial screener questionnaire followed by completion of one of three versions of a topical questionnaire based on a randomly selected household child’s age. Data were analyzed in 2022. The dependent variables were four binary (No/Yes) response items asking parents about their child’s participation in sports, clubs, organized activities, and volunteer work. Two binary response items asked parents if they perceived their child was ever treated or judged unfairly because of their child’s race/ethnicity and because of their child’s sexual orientation/gender identity.

Analysis/Results: Weighted multivariable logistic regression models examined associations between the discrimination variables and dependent variables controlling for age, sex, race, ethnicity, family income, and weight status. After controlling for family income and other covariates, discrimination because of race/ethnicity associated with higher odds of child participation in sports (OR=1.57, 95%CI:1.17–2.03, p=0.002), clubs (OR=1.81, 95%CI:1.40–2.37, p<0.001), and volunteer work (OR=1.54, 95%CI:1.17–2.01, p<0.002). Conversely, discrimination because of sexual orientation/gender identity associated with lower odds of child participation in sports (OR=0.43, 95%CI:0.27–0.69, p<0.001).

Conclusions: After family income and other covariates were considered, perceived discrimination by parents because of their child’s race/ethnicity associated with higher likelihood of structured activity participation. Perceived discrimination by parents because of their child’s sexual orientation/gender identity associated with a lower likelihood of sports participation. This study provides initial evidence that the lower prevalence of sports participation often observed in sexual minority individuals or individuals who have a certain non-binary gender identity could be partially a function of perceived discrimination by parents during childhood and adolescence.

Physical Activity and Cognitive Performance: Review of Systematic Reviews and Meta-Analyses

Chris John Kinder¹, University of Illinois Urbana-Champaign; Shelby A Keye, Kevin Richards^F, University of Illinois at Urbana-Champaign; Kim C. Graber^F, University of Illinois Urbana-Champaign; Amelia Mays Woods, Naiman A Khan, University of Illinois at Urbana-Champaign

([email protected])

Background/Purpose: Youth engagement in MVPA has been shown to improve cardiovascular fitness levels, which can provide long-term benefits such as improved cognition (Pindus et al., 2016). The relationship between aerobic fitness and enhanced executive functioning is abundantly evident (Chaddock et al., 2011; Erickson et al., 2019; Ludyga et al., 2020), however limited studies have examined the extent to which chronic physical activity and MVPA correlates with cognitive control and scholastic success. Accordingly, the purpose of this study was to explore the literature base surrounding youth physical activity, academic achievement, and cognition by critically reviewing systematic reviews and meta-analyses surrounding this topic.

Method: The process of this review was conducted in accordance with the guidelines outlined in the Preferred Reporting Items for Systematic Reviews and Meta-Analysis checklist (Littell et al., 2008). Following a three-step procedure, wherein the lead author consulted with two research team members to develop and refine a comprehensive search strategy, reviewed all systematic reviews and meta-analyses investigating suitable measures and outcomes, and conducted a final repeated search with the identical search algorithm to ensure all records were identified. To select pertinent reviews, keyword searches were performed using five databases: (a) Web of Science, (b) PubMed, (c) SportDiscus, (d) Academic Search Ultimate Plus, and (e) ERIC Educational Literature (Ebsco). Next, a data extraction form was piloted and adjusted to ensure all relevant data presented were captured. A Measurement Tool to Assess Systematic Reviews (AMSTAR-2; Shea et al., 2017) was implemented to assess the methodological quality of systematic reviews and meta-analyses included in this review

Analysis/Results: A total of 38 records were identified, of which five were considered systematic reviews and meta-analyses, eight meta-analyses only, 16 were systematic reviews only, and nine were classified as reviews. Findings suggested extensive heterogeneity among reviews and meta-analyses, however, most report small to moderately positive and null effects of chronic PA and MVPA on academic achievement and cognition. Next, authors of the studies in the review employed a wide range of methods to capture chronic and acute PA, as well as aerobic fitness with the specified target population. A common thread among all reviews and meta-analyses was the lack of standardization across studies has led to non-replicable approaches to measuring PA, fitness, and cognitive functioning.

Conclusions: Several of the conclusions drawn regarding the effects of chronic PA and MVPA on cognitive functioning and academic performance show small to moderate positive effects, however careful consideration and interpretation of effect sizes and results described should be warranted. A lack of accounting for confounding variables along with the absence of assessing and reporting baseline PA may have significantly influenced the interpretation of reported data. Comparatively, this review has demonstrated that nearly half of the studies (48.27%) found small, but favorable brain outcomes while examining chronic PA. While each cognitive control outcome (i.e., subdomains and composites) was assessed with and against findings from relevant reviews, results varied from null, mixed or favorable. Altogether, these findings are somewhat inconsistent with previously published systematic reviews and meta-analyses.

Physical Activity Coordinators: A Community-Based Approach to Physical Activity Promotion

Emily Kroshus¹, Seattle Children’s Research Institute; Sara Matovina, University of Washington Center for Leadership in Athletics; Kimberly Garrett, Pooja Tandon, Seattle Children’s Research Institute; Ken Turner, Office of Supt of Public Instruction; Julie McCleery, The King County Play Equity Coalition

([email protected])

Background/Purpose: A “Whole School, Whole Community” approach to physical activity (PA) promotion in schools is theorized to be a best practice for school-based PA promotion. The King County Play Equity Coalition (KCPEC) is a non-profit, collaborative, stakeholder-led organization that includes school, community, regional/governmental, and academic stakeholders across multiple organizations, districts, and sectors. Its mission is to function as ”a network of organizations dedicated to challenging and changing systems to shift power and center PA as a key part of health and youth development.” Our purpose is to describe how the KCPEC worked collaboratively to create and implement the Physical Activity Coordinator (PAC) program. We also describe lessons learned and best practices that can be used to adapt this approach to other communities.

Method: We used mixed methods identify key community needs and assets, and a participatory process to prioritize and plan a strategy for change (the PAC program). Ongoing and iterative mixed methods data collection continues to guide efforts to meet emergent community stakeholder and school needs as the PAC program is implemented in schools.

Analysis/Results: The PAC program was developed in response to survey and qualitative data about school and community needs and assets for PA promotion. Key needs indicated by this process were the need for: additional staffing for PA in schools, staff training and support for trauma-sensitive PA, strengthened connections between schools, communities, and families. From these needs, core components of the PAC program were articulated: (1) an Americorps Staff member assigned to each school to assist in implementing PA programming in response to school-articulated needs, (2) training and support for the Americorps staff member and other interested school and community members in trauma-informed/healing-focused approaches to PA, and (3) a community of practice comprised of KCPEC stakeholders to strengthen school-community connections. Key learnings thus far include the following: (1) The importance of stakeholder-driven planning for buy-in; (2) The importance of mutuality and bidirectional learning. Mutual benefit was centered in the approach to external trainings, with trainings (e.g., about trauma-sensitive/healing-focused coaching) designed to increase capacity among both school and community stakeholders. Such an approach means both school and community organizations benefit. It also increases collective capacity within the KCPEC to understand and address the issues raised in training activities. (3) Collective strategies to navigate resource limitations. Implementing new programming in schools requires staff time or other resources, and these tend to be constrained in both schools and community organizations. Engaging the broader KCPEC has helped address resource challenges by leveraging relationships with regional organizations that have more resources, academic members who can collaboratively apply for grant funding, and others who have examples of successfully accessing resources or adapting to resource constraints.

Conclusions: A diverse coalition that includes representation across sectors, communities, and schools, provides a strong foundation for developing a community of practice to support school- and community-stakeholders in school-based PA promotion. KCPEC’s value of collaboration across sectors provides a foundation for implementation of the PAC program locally and creates a potential model for other communities.

Physical Education, Exercise Behaviors, and Exercise Autonomy in Secondary Students

Rick C Ferkel¹, Central Michigan University

([email protected])

Background/Purpose: The need to increase physical activity levels for students outside of school to enhance fitness now and in the future is a key objective for secondary physical education. As students’ progress through a secondary physical education program, they should be equipped with the tools (e.g., movement quality, knowledge to develop a fitness plan, appreciate and understand the need to be active and fit) for a lifetime of activity and fitness. With the aforementioned premise, as students’ go through physical education their competency should increase along with exercise autonomy. The following research is derived from a preliminary data set investigating secondary physical education curriculum’s influence on psychological, physical, and behavioral outcomes. The purpose of this research is to investigate the correlations between the amount of physical education taken, exercise autonomy, physical activity behaviors, and health-related fitness knowledge.

Method: The current study is pre-test data from a further expanding data set currently in progress. A total of 848 students from a Midwest school district (grades 7-12) completed measures which included: 1.) demographics and background questionnaire, 2.) self-report PA (Leisure Time Exercise Questionnaire, Godin and Shepherd, 1985), 3.) health-related fitness knowledge test (FitSmart Test, Zhu et al., 1999), and 4.) exercise autonomy (Behavioural Regulation in Exercise Questionnaire-2, (BREQ-2), Markland & Tobin, 2004). The BREQ-2 was used as a unidimensional index to evaluate the degree of self-determination, Relative Autonomy Index (RAI), through five regulation areas: intrinsic, identified, introjected, external, and amotivation.

Analysis/Results: Findings indicated that PE semesters taken significantly correlated, though minimal, with cardiovascular exercise habits (r = .067, p < .05), muscle strengthening exercise habits (r = .068, p < .05) and health-related fitness knowledge (r = .136, p < .01), but did not correlate with overall PA and exercise autonomy. Exercise autonomy correlated with cardiovascular exercise habits (r = .427, p < .01), muscle strengthening exercise habits (r = .417, p < .01), and overall PA (r = .252, p < .01) but did not correlate with health-related fitness knowledge, though significance level was close at p =.057.

Conclusions: These results suggest that despite the current amount of physical education taken, student’s belief in their ability to participate in exercise and develop an appreciation/need for exercise and physical activity (i.e., exercise autonomy) is limited. This is of concern, as exercise autonomy is shown in this study and others as a key indicator in individuals participating in physical activity and exercise now and in the future. From these findings, we as physical education professionals can see the need to develop the skills, knowledge, concepts, and appreciation of fitness in students to develop autonomy in exercise/physical activity. Unfortunately, in many PE curricula, the traditional sport and game model is not all encompassing for students to obtain the needed competency to develop high amounts of autonomy. The field of physical education must be comprehensive and robust in creating well-rounded PE curriculum to provide students the tools to stay active and fit for a lifetime.

Physical Educators’ Socialization and Confidence With Respect to CSPAP Implementation

Christopher B. Merica¹, University of North Carolina-Wilmington; Health and Fitness Education Program; Cate A. Egan, University of Idaho; College of Education, Health, and Human Sciences; Collin Webster, University of Birmingham Dubai; Diana Mindrila, University of West Georgia; Grace Goc Karp, University of Idaho; David R Paul, University of Idaho; College of Education, Health, and Human Sciences; Karie Lee Orendorff, Montana State University

([email protected])

Background/Purpose: Nationally, 76% of school-aged children fail to meet recommendations for 60 minutes of daily physical activity (PA). To increase school-based PA, a comprehensive school physical activity program (CSPAP) is recommended. Physical education teachers’ (PET) involvement in CSPAPs, particularly as a physical activity leader (PAL; i.e., organizer, leader, and promoter of PA), is considered essential to successful program implementation. However, research on the association of being a PAL to CSPAP training experiences and PETs’ confidence to be a PAL is sparse. Additionally, limited research has investigated how PETs experiences with PA promotion as a K-12 student and/or how school contexts during employment are associated with confidence to be a PAL involved with a CSPAP. To adequately explore these gaps in the literature, teacher socialization in physical education theory (socialization) provides a suitable theoretical lens. The purpose of this study was to examine in-service PETs’ confidence to be a PAL involved with a CSPAP from the perspective of socialization.

Method: A previously validated survey was sent to a national sample of PETs (N=2,976) identified using stratified random sampling from a list of all United States public schools. The survey remained open for five weeks and a total of 199 PETs completed the survey (7% response rate). In addition, the survey was distributed by a link via social media (i.e., Facebook) twice within a period of 21 days and generated an additional 60 responses (N=259 responses).

Analysis/Results: Data were analyzed using descriptive statistics and exploratory structural equation modeling (ESEM). A total of 31 survey variables were used to examine socialization factors underlying the data, and three variables to separately estimate a single factor measuring role breadth self-efficacy (confidence) of PETs’ to be a PAL and implementor of CSPAP. In addition, four open-ended survey questions were analyzed to better understand the participant’s experiences related to each factor. The survey variables had an approximately normal distribution and exploratory procedures yielded a 3-factor solution that clearly described distinct dimensions of socialization (i.e., acculturation [AC], professional socialization [PS], organizational socialization [OS]). The ESEM results showed that the PS and OS factors were significant predictors of PETs’ confidence to be a PAL, whereas the AC factor was not. Open-ended qualitative responses from the survey supported these findings.

Conclusions: PETs who receive PS experiences with PAL and CSPAP training, and/or experience support from students, faculty, administrators, and have access to facilities/resources for CSPAPs in the schools where they work, are confident to be a PAL and implement a CSPAP. Our results suggest, (1) PETE program training of pre-service teachers to be PALs and implementors of CSPAP is of value, and (2) continued support from school contexts is important to increasing PET confidence to be involved with CSPAP and sustain program longevity.

Potential and Reality of School Recess for Combatting Overweight

David M Kahan^F1, Coastal Carolina University; Allison Ross, Arizona State University

([email protected])

Background/Purpose: Physical education alone is insufficient to promote the necessary energy expenditure to prevent childhood overweight. Recess of sufficient duration, frequency, and intensity can help mitigate the shortfall. We quantified energy expenditure associated with school recess in the US based on four scenarios: professional recommendations and state policies for the conduct of recess, previous studies that measured physical activity intensity during recess, and no daily recess.

Method: Estimated energy expenditure (kcal) averaged over six years of elementary school was determined for boys and girls using secondary data and a standard formula: Intensity x duration x frequency x mass. Resultant values were compared by gender and across scenarios.

Analysis/Results: Boys and girls would expend similar energy under the professional recommendation (~33,225 kcal) and state policy (~33,075 kcal) scenarios (i.e., “potential”). These values were significantly greater than no recess (~16,225 kcal). The greatest energy expenditure was found for actual studies that measured physical activity intensity during recess (i.e., “reality”), with boys expending more energy (39,534 kcal) than girls (36,795 kcal).

Conclusions: Professional recommendations and state policies for recess duration may be overly conservative and recommendations for percentage of moderate-to-vigorous physical activity may be overly liberal compared to the reality of energy expended during recess. Both potential and real estimates dwarf a scenario of withholding recess (i.e., no recess), which is discouraged in only six state policies. Mandated reporting with “groundtruthing” is needed to determine true recess frequency/duration and state policy compliance.

Principals’ Views on Student Mental Health and Physical Activity as a Mediator

Kacie V. Lanier¹, Georgia State University; Chad M. Killian, University of New Hampshire

([email protected])

Background/Purpose: Mental health plays a key role in the overall health of a person. However, mental health problems continue to increase, especially in youth. Given that a significant majority of mental illnesses develop by early adulthood, it is important to support students’ mental well-being and teach them strategies to support their mental health throughout their K-12 school experiences. Many school-based mental health support programs are well-supported and emphasize cognitive and affective strategies; however physical activity (PA) and exercise participation are mediating factors that can reduce symptoms of anxiety, depression, and stress and promote mental health in youth. Schools are environments where students are provided PA opportunities and where they can regularly engage in PA. These school-based PA opportunities have been shown to support student mental health, but the extent to which PA is viewed as mechanism for mental health support is unclear. Given the prominent role school administrators play in the provision of wellness related initiatives in their schools, it is essential to understand their views on student mental health and the role of PA as a potential mediator. Therefore, the purpose of this exploratory study was to examine principals’ views on their students’ mental health and the role PA might play as a strategy for mental health support.

Method: This study employed an exploratory, qualitative descriptive design. A total of 8 school administrators who worked in schools across two states participated in semi-structured, open-ended WebEx interviews. All interviews were recorded and transcribed verbatim using a professional transcription service. Data were initially coded using a standard interpretive approach grounded in inductive analysis and constant comparison methodology. Subsequent deductive analysis relied on the Social Ecological Model as a guiding framework to facilitate further interpretation of participant responses.

Analysis/Results: Three main themes were generated. Principals noted student mental health is a significant concern, which has been exacerbated by the COVID-19 pandemic. Increases in student stress, anxiety, and depression have been observed in the aftermath of mandated at-home learning adding to already significant mental health issues related to household neglect, bullying, and adjacent learning differences. Comprehensive psychological supports were in place to support students’ mental health. Participants noted their schools spent substantial energy and resources to address challenges with student mental health and to support their well-being. These supports were generally integrated throughout the curriculum, collaborative across internal and external stakeholders, and mainly targeted social-emotional strategies and concepts. Physical activity was regarded as important for maintaining mental health, but there was limited time for it during the school day. Significant barriers to expanding physical activity opportunities were expressed and alternative mental health support strategies took precedence.

Conclusions: Institutional level resources for student mental health support were generally robust in participants’ schools, but emphasized alternative strategies other than PA. While participants agreed school-based PA represented key support mechanisms for students’ mental health, policy and systems level barriers limited PA time during school and presented challenges for the expansion of PA opportunities.

Results of a Web-Based Health Module Pilot for Intermediate Students

Eloise M. Elliott^F1, Emi Tsuda, James D. Wyant, Olivia J. Mackey, Emily Murphy, Kaitlyn Shaffer, Erika D. Van Dyke, West Virginia University

([email protected])

Background/Purpose: The WV Coronary Artery Risk Detection in Appalachian Communities (CARDIAC) Project is a health surveillance, intervention, and research initiative in West Virginia that is school-based and includes health screenings and implementation of interventional resources for schools and families. During the COVID-19 pandemic when schools were not in session or visitors were not permitted, the CARDIAC Project developed and disseminated a web-based instructional module to teachers of 5^th graders in all state schools. The module provides standards-based health lessons focused on physical activity, nutrition, and social-emotional health and also collected self-reported health data, including BMI metrics, health behaviors at home and at school, and students’ perceptions and willingness to improve their health-related behaviors.

Method: The learning module was developed using a five step process including 1) formation of the panel of experts in physical activity, nutrition, and well-being and discussion of standards-based content 2) development of module content and graphical illustrations, 3) content review and revisions by expert team, 4) development of the student survey using pre-existing surveys and contextual variables 5) survey review and revisions by expert team, 5) distribution of the learning module for pilot testing. The learning module along with directions and an overview of module content was sent to WV teachers with an option to complete the module over the following month. Participants (n=991) were 5^th graders who attended a public elementary school in WV.

Analysis/Results: The final number of participants after the data was cleaned was 722 (female n=355; male n=367) with the average age of 11.33 years. The participants were from 19 of the 55 WV counties. BMI was calculated using self-reported height and weight and using the CDC classification (CDC, 2022). Descriptive statistics were used to analyze BMI, current health-related behaviors, and perceptions toward changes to behaviors due to the COVID-19 pandemic. Spearman rho analyses were used to investigate the association among perceived changes in behaviors and the relationship between weight classification and behaviors. Related to BMI, 42.7% of the participants were classified as either overweight or obese. More than 70% did not meet the recommended amount of servings of fruits and vegetables per day, and 55% responded that they are not meeting the recommended 60 minutes of daily physical activity. More than 82% responded that they watch more than two hours of screens per day. Related to the participants’ perceptions, over 70% had positive perceptions about their health behaviors. Related to COVID-19 pandemic behaviors, less than 40% responded to any of the survey items that the pandemic had negative effects on their health. The data found a slight relationship among weight classification, current and perceived health-related behaviors, and changes in behaviors due to the pandemic.

Conclusions: After completing the virtual health learning module, participants overwhelming set positive goals for daily physical activity engagement and consumption of fruits and vegetables and were willing to change their health-related behaviors. The evidence shows that standards-based lessons and evidence-informed content development and dissemination can have a positive effect on students’ perceptions and behaviors related to their health.

Reversing the Negative Health Snowball: Stress and College Student Well-Being

Michael Sandlin¹, Judy R. Sandlin, Texas A&M University; Rosanne Keathley, Sam Houston State University

([email protected])

Background/Purpose: College students now report being more stressed-out than ever. Among the top stressors are poor time management/time constraints, financial and academic difficulties, social and living issues, and health breakdowns. Based on their stress level, college students’ wellness habits, or the lack thereof, often result in steep declines in physical activity, poor food choices, and weight gain. This study analyzed perceived stress and self-reported fitness, diet, and body fat levels with the intent to reverse the negative health snowball among college students.

Method: Participants were primarily female (51%), Caucasian (62%), and upper classman (64%) at a southwest US university. Subjects ranged in age from 18-32 and came from a cross-section of ethnicities and majors at the university.

Each (n=861) completed the 10-item Perceived Stress Scale (PSS). PSS scores range from 0 to 40 with higher scores indicating higher levels of stress. Scores ranging from 0–13 are considered low stress, between 14 and 26 represents moderate stress, and between 27–40 represents high stress. Students also rated their self-identified level of fitness, diet, and body fat on a 10-point scale. A sample question was, “If 1=low and 10=high, rate YOUR current level of physical fitness.” Higher scores were associated with better levels for each measure of wellness.

Analysis/Results: The overall average PSS score was 20.05 (S=6.55) indicating a “moderate” stress level which were consistent with other recent (Kostic, J., Zikic, O., Dordevic, V. & Krivokapic, Z., 2021) PSS scores found among college students (M=20.37; S=7.62). Interestingly, our PSS scores ranged from a low=0 and high=40 – the full span of possible PSS scores. Our participants rated their respective levels of wellness relatively high with fitness scores (M=5.70, S=2.14); diet scores (M=5.35, S=1.91); and body fat scores (M=6.25, S=2.40). All wellness scores also followed the entire range of possible scores of 1 to 10.

Participants were grouped based on their PSS score – low, moderate, or high perceived stress. Separate one-way ANOVA’s were used to determine if significant differences were present among the groups based on self-reported fitness, diet, and body fat levels. With regard to fitness, significant differences were found among the groups, F(2, 858)=23.36; p=.00. Post-hoc independent t-tests with a Bonferroni adjustment revealed significant differences among all levels of stress. Participants reporting low stress had the highest self-reported fitness, M=6.53; moderate stress reported medium fitness, M=5.71 and high stress reported low fitness levels, M=4.79. Similar results were observed for diet, F(2, 858)=13.91; p=.00 and body fat, F(2, 858)=15.47; p=.00. Follow-up post-hoc where identical to the findings for fitness with average diet scores of M=5.94, 5.36, and 4.73, respectfully, for low, moderate, and high stress groups and for body fat, M=7.17, 6.19, and 5.60, respectfully, for low, moderate, and high stress groups.

Conclusions: Stress among college students is one of the top threats to personal well-being. Students who can identify and understand stress will be able to proactively reverse the negative health snowball often seen in college students.

Status of CSPAP Curriculum in United States Physical Education Teacher Education Programs

Cate A. Egan¹, University of Idaho; College of Education, Health, and Human Sciences; Hayley McKown, University of Idaho; Christopher B. Merica, University of North Carolina-Wilmington; Health and Fitness Education Program

([email protected])

Background/Purpose: Currently, less than half of United States youth meet national physical activity (PA) recommendations. School-based physical education can help students achieve nationally recommended minutes of PA. However, most schools fail to offer physical education daily, so alternative PA opportunities during the school day must be found. The Comprehensive School Physical Activity Program (CSPAP) is designed to help students and staff achieve health enhancing levels of PA. Teachers are called upon to be PA leaders (PAL) of CSPAPs, however teachers lack adequate training which may be a reason for low CSPAP uptake. SHAPE America recommends training that focuses on four competencies to be a PAL (content knowledge, leadership, communications/promotion, and collaboration), which can be integrated into pre-service teacher education programs. However, little is known about CSPAP preparation in teacher education programs for pre-service classroom and physical education teachers related to PAL competencies. Thus, the purpose of this study is to better understand CSPAP curricular offerings related to SHAPE America PAL competencies in pre-service teacher education programs.

Method: A 28 question online survey (yes/no, open-ended) was sent to 513 Physical Education Teacher Education (PETE) programs across the United States. Participant email addresses were identified on PETE program websites. Survey questions were developed based on a review of current literature and the SHAPE America PAL training competencies, and then sent to CSPAP content experts for review (n=13). Revisions to the survey were made based on content expert feedback. Example questions included, “Does your PETE program train pre-service classroom and/or classroom teachers for CSPAP implementation?”, “In the following areas please indicate the types of CSPAP leadership competencies you train your pre-service teachers for (motivating and inspiring, steps to initiate a CSPAP, engaging stakeholders, etc.)”, and “Please indicate the number of courses that address CSPAP content.”

Analysis/Results: Data preparation and analysis included organizing survey data, descriptive statistics, and data frequencies. A total of 142 participants completed the survey (28% response rate) from universities across the United States. Participants (82%) reported that their program trains teachers to implement CSPAP, 30% reported that they train both physical education teachers and classroom teachers, 42% train physical education teachers only, and 3% train classroom teachers only. Participants reported addressing the following CSPAP components: quality physical education (100%), PA before/after school (71%), PA during school (92%), staff involvement (59%), family and community engagement (75%). Participants reported training in the following PAL competencies: 92% content knowledge, 29% leadership competencies, 18% communication and promotion, and 49% collaboration competencies. Further data results will be presented on pre-service classroom teachers’ training, specific PAL competencies addressed, CSPAP-component based experiences, and more.

Conclusions: The results of this study build off previous research which identified the types of CSPAP experiences (e.g., field based, incorporation into existing classes) that are offered in PETE programs. Results from this study indicate which areas of PAL training competencies are being addressed, how classroom teachers are being prepared for CSPAP, and which CSPAP components are addressed in PETE programs. Infusing targeted PAL learning experiences in pre-service training may lead to greater CSPAP uptake in schools.

The Anatomy Academy Model for Teaching Healthy Habits … on Zoom!

Amy S. Conn¹, Avery Lahodny, Izzy Critchfield-Jain and Jonathan J. Wisco

([email protected])

Background/Purpose: Anatomy Academy is a seven-week engaging service-learning outreach program that helps combat childhood obesity by inspiring children to develop healthy habits and good self-efficacy. Preclinical undergraduate and graduate professional student paraprofessional teachers (henceforth deemed “Mentors”) and the elementary school students (“Students”) are partners in the educational process and learn from each other (Diaz et al., 2019). Due to the COVID-19 pandemic, instruction was limited to online instruction via Zoom, and report here that even in the Zoom environment, Students benefited from Anatomy Academy instruction.

Method: Fifty students (ages 9-11) from Salt Lake Arts Academy (a partially Title 1 school) participated in a series of seven 1-hr sessions via Zoom during the spring of 2021, when COVID precautions were still implemented. Mentors trained in best practices of engaged teaching and learning, with supplemental instruction specifically for online teaching, taught lessons in pairs to small groups of 8-10 5th grade students. Each lesson consisted of large group and small group instruction utilizing Zoom breakout rooms. In this IRB-approved exempt study, seven of the 50 students (14%) participated in the research project. We employed the Healthy Eating and Physical Activity Behavior Recall Questionnaire for Children and Healthy Eating and Physical Activity Self-Efficacy Questionnaire for Children designed for children (Lassetter et al., 2018) and asked Students to evaluate their experience.

Analysis/Results: Together, the data collection instruments asked subjects to respond to 19 variables. We used a thematic approach to reduce the variables into four groups, and used the average of the Likert ratings from each group for our final analysis. Wilcoxon Signed-Rank test (non-parametric paired t-test) with two-tailed alpha=0.05 compared responses to the new variables relating to making healthy choices. The results for each paired comparison were all non-significant. A Spearman’s rho (non-parametric) correlation test was used to determine if any individual questions in the instruments were statistically related. We found a significant association between the post-survey statements, “I will eat a balanced diet and I will make healthy choices even if others around me are not” and “I will exercise everyday and I will avoid unhealthy choices even if others around me are not.” (Spearman r=0.984, p=0.041) Response questions were analyzed using a grounded theory approach. Students expressed 1) the most impact with learning about pulmonary function and smoking, and gastrointestinal anatomy and healthy diet; 2) Zoom allowed students to perform the curriculum experiments at home using their own resources, which was more enjoyable; 3) the 2-dimensional aspect of learning online made some aspects of the curriculum difficult to see, especially if Internet accessibility or dysfunction was an issue.

Conclusions: Our data suggests that the students still make connections between eating a balanced diet and making healthy choices, even though the learning environment was online. This suggests that teachers can still have impactful lessons when given the opportunity to learn best practices for engaged teaching in an online environment.

The Associations of 24-Hour Behavior With Quality of Life in Preschoolers

Meiyuan Chen¹, East China Normal University, College of Physical Education & Health and Nanyang Technological University, National Institute of Education, Physical Education & Sports Science; Xiaozan Wang, East China Normal University, College of Physical Education & Health; Terence Chua, Michael Chia, Nanyang Technological University, National Institute of Education, Physical Education & Sports Science

([email protected])

Background/Purpose: Quality of life (QoL) is at the core of research and practice in pediatrics. Studies have shown that health-related QoL of preschool children is strongly associated with physical activity(PA), sleep(SL), and sedentary behavior(SB). However, PA, SB and SL are components of a 24-hour day, and even though some research have examined the relationships between PA and SL or linked SB and PA together in studies, many researchers fail to address the bidirectionality of these lifestyle behaviors, thereby limiting the benefits of behavioral optimization on health. Therefore, the study presented analyzed data on PA, SL and SB in preschool children over a 24-hour period based on a component perspective so as to explain the associations between 24-hour behaviors of PA, SB & SL and health-related QoL providing insights to the effect of alterations in PA, SB & SL to paediatric QoL

Method: 1087 parents from Singapore participated in the study. We collected PA, SB & SL data of the children aged 2-5 years using an online Surveillance of digital Media hAbits in earLy chiLdhood Questionnaire (SMALLQ®), while health-related QoL was evaluated using the Pediatric Quality of Life Inventory (PedsQL™). Using compositional data analysis, a variation matrix was computed and this explained the interdependence of PA, SB & SL. Subsequently, a linear regression model was developed by using ilr transformed data to investigate the associations between PA, SB and SL and children’s health-related QoL. An isotemporal substitution model was developed to examine the effect of time change in PA, SB and SL, on the QoL of preschool children.

Analysis/Results: The results of the study showed a stronger interdependence between PA and SL (log _PA/SL=0.36) as compared to PA and SB (log _PA/SB=0.49) and SL and SB ((log _SB/SL=0.41). For the linear regression model which adjusted for age and gender, QoL was highly significant (R²=0.04, p<0.001), in which, relative to SL and SB, preschoolers’ weekend PA time showed a significant positive correlation with the QoL (β=2.86, p<0.001). In a similar regard, relative to PA and SL, SB showed a significant negative association with QoL (β=-2.7, p<0.001), whereas SL did not show a significant correlation with the QoL. In reallocating time between PA, SL, and SB on a 15-minute block up to 60 min, children’s QoL improved 0.3%, 0.6%, 0.9% and 1.2%, respectively when SB was reallocated to PA . Also QoL improved 0.1%, 0.2%, 0.4% and 0.5%, respectively when SB was reallocated to SL. When SL was reallocated to PA, children’s QoL improved 0.2%, 0.3%, 0.5% and 0.6% respectively. Conversely, when PA or SL was reallocated to SB and the PA was reallocated to SL, children’s QoL decreased.

Conclusions: The interdependence between weekend PA and SL is strong in preschool children. Weekend PA, SL, and SB are strongly associated with QoL. For preschoolers, reducing weekend SB and increasing PA and SL at the same time is most beneficial for improving children’s QoL. It appears that increasing PA on weekends is more effective than increasing SL for improving the QoL of preschoolers.

The Dissemination and Implementation of Recess During the COVID-19 Pandemic

Edward B. Olsen¹, Kean University; Emi Tsuda, James D. Wyant, West Virginia University; Ranaysia Burrell, Jessica Mukherjee, Ara McKay, Joseph Herrera, David Labrador, Kean University

([email protected])

Background/Purpose: The purpose of this study was to explore NJ school administrators’ experiences in disseminating recess guidelines, expectations, and policies, as well as implementation strategies in their schools during the COVID-19 Pandemic. Currently, research is needed on how schools are disseminating and implementing recess during the pandemic and how or if schools are meeting S. 847 (recess law) (Olsen et al., 2022). In addition, there have been limited physical activity policy dissemination (Weatherson et al., 2016) and implementation (Griffo et al., 2022; Olsen et al., 2022; Stylianou & Walker, 2018) studies conducted.

Method: This study utilized an exploratory case study research design (Yin, 2014). Participants were recruited throughout NJ using a maximum variation approach and snowball sampling (Patton, 2015). A total of 29 elementary school administrators using a semi-structured interview protocol (Rubins & Rubins, 2012) participated in the study. The interview questions were informed by the ecological model of school physical activity policy and children’s physical activity (Lounsbery et al., 2019). This model was used to understand NJ school administrators’ behaviors and interventions towards recess in relation to the national reopening guidelines (i.e., SHAPE), state policies (i.e., S. 847), state reopening guidelines (i.e., New Jersey Department of Education), and district and school expectations. Trustworthiness of the interview data were accomplished through intercoder reliability, triangulation of researchers, audit trail, field testing, and member checking.

Analysis/Results: The interview data were analyzed inductively using a conventional approach to content analysis (Hsieh & Shannon, 2005). The researchers identified five themes following analysis of the data. These included: (a) adjustments for recess, (b) communications about recess, (c) successes and challenges of recess, (d) health and wellbeing among children, and (e) recommendations for recess post-pandemic. The major adjustments for recess were the cohort model, zones, equipment modifications, sanitation, social distancing, and hand washing. Faculty meetings, physical walk-throughs, and documents (plans) were the primary platforms to communicate recess guidelines, expectations, and policies. The major stakeholders communicating them were superintendents, principals, assistant principals, school counselors, teachers, and lunch aides. Participants attributed recess success to the cohort model and thoughtful planning, management, organization, and communication. The challenges to implementing recess were personnel coverage, equipment use, time, and academics. Children suffered from weight gain, anxiety, and socio-emotional withdrawal as a result of the pandemic. It appears recess may have helped to mitigate some of these effects caused by the pandemic. In the future, school administrators need to communicate the value and importance of recess and emphasize the need for solid planning, organization, and implementation strategies.

Conclusions: Schools disseminated recess guidelines, expectations, and policies using a variety of platforms and stakeholders. When planning, organizing, and implementing recess, schools may want to consider establishing cohorts, developing a handbook, creating a rotation schedule (i.e., blacktop, field, playground), developing a recess committee, utilizing the physical education teacher for staff development, assigning recess equipment and bags, offering a variety of activities, and teaching children how to play.

The Effect of Activity Type and Social Group Size on Elementary School Children’s Physical Activity During Recess

Shu Cheng¹, KU Leuven; Kian Vanluyten, KULeuven; Jan Seghers, KU Leuven; Phillip Ward^F, The Ohio State University; Cedric Roure, University of Teacher Education; Peter Iserbyt, KU Leuven

([email protected])

Background/Purpose: School recess plays an indispensable role in helping children meet the recommended guidelines of 60 minutes of daily moderate-to-vigorous physical activity (MVPA) (Woodfield et al., 2021; Ridgers et al., 2012). Previous work has shown that physical activity of boys and girls differs as a function of different activity types and social group size during recess (Ridgers et al., 2011). For instance, Ridgers et al. (2011) found that boys preferred sports (i.e., soccer) within large groups, while girls preferred to play active games (i.e., dance, rope skipping) within small groups. This study addressed two research questions. (1) What is the effect of activity type on children’s physical activity? (2) what is the effect of social group size on children’s physical activity? For both research questions the effect of sex was investigated.

Method: A total of 88 (40 girls) K-2 elementary children from ten schools participated in this study. After lunch, schools provided play equipment and children were free to play on the playground. The mean duration of recess was 45 minutes. Teachers or school staff were responsible for children’s safety during recess. On average 12 recess sessions in each school were observed. Six Target children from each school were randomly chosen and multiple times observed during recess. Children’s MVPA and vigorous physical activity (VPA), activity type (e.g., active games, locomotion, sedentary activity, sports) and social group size (e.g., alone, small (2 to 4 people), medium (5 to 9 people), and large group (more than 10 people)) during recess were collected using the System for Observing Children’s Activity and Relationship during Play (SOCAR) (Ridgers, McKenzie, & Stratton, 2012) by reliable observers. These three dependent variables were precisely (line-by-line) analyzed. A total of 33% of all data was check for interobserver agreement (mean IOA: 92%). Statistical Package for the Social Science (SPSS, 28.0) was used to conduct data analysis.

Analysis/Results: Boys and girls achieved similar MVPA (64% vs. 59%) and VPA (45% vs. 40%) when they engaged in active games, as well as during locomotion (99% vs. 99% for MVPA, 26% vs. 26% for VPA). However, boys accrued higher MVPA (23% vs 3%, p = .049) and VPA (8% vs 0%, p = .039) compared to girls when they played sports. In terms of social group size, no significant differences were found between boys’ and girls’ MVPA (64% vs. 57%) and VPA (14% vs. 20%) when they played alone, or in medium groups (50% vs. 44% for MVPA, 24% vs. 21% for VPA), and large groups (more than 10 people) (23% vs. 19% for MVPA, 12% vs. 8% for VPA). Nevertheless, boys generated higher VPA than girls (27% vs. 12%, p = .042) when they were in small groups.

Conclusions: Both boys and girls spent half of school recess time in active games to generate MVPA and VPA. Children spent half of recess time engaging in physical activity alone or in small and medium groups. Elementary school can increase children’s daily physical activity by offering more diverse or organized activities during recess.

The Effect of School-Based Multilevel Interventions on Physical Activity: A Systematic Review

Han Chen^F1, Valdosta State University; Jiling Liu^F, Texas A&M University; Haichun Sun^F, South Florida/University Of; Peng Zhang^F, East Stroudsburg University

([email protected])

Background/Purpose: Insufficient physical activity (PA) has become a pandemic in many countries. Low PA is the major cause of most chronic diseases that account for up to 4.6% of direct national healthcare cost in many countries. Interventions thus are needed to start early and target children or adolescents for the promotion of PA. According to social ecological theory, health behaviors are influenced by factors at multiple levels including individual, society, institution, and the environment. However, it is not clear if multilevel interventions could help improve PA for school-aged students. The current study aims to conduct a systematic review to investigate the effect of school-based multilevel interventions for PA promotion.

Method: We searched multiple databases such as ERIC, SPORTDiscuss, ScienceDirect, PsycINFO, Academic Search Ultimate, Child Development & Adolescent Studies, and Education Full Text in Summer 2022. We only include randomized controlled school-based intervention studies that target at least two levels of interventions. The primary outcome is the accelerometer-measured PA.

Analysis/Results: A total of four articles were included the current study. All studies involved 2-4 levels of interventions. The intervention strategies included before/after school physical education (PE), integrated PA in classroom setting, PA during recess, school policy/environment, staff involvement, family and community engagement. The intervention length ranged from 36 weeks to 2 years. Participants included preschoolers, children, and adolescents. Findings show that three studies demonstrated significant intervention effects on daily MVPA improvement (all p<.05). The study that did not generate intervention effects may due to relatively high MVPA level in the baseline.

Conclusions: Based on the studies reviewed, it seems that the multilevel interventions are effective to increase participants’ daily MVPA. However, the number of studies focusing on multilevel interventions is small. Therefore, more studies are needed to testify the and effectiveness of multilevel interventions and to identify more effective strategies in PA improvement.

The Effects of Multiple Recesses Daily on Children’s Motor Coordination

Daryl M Campbell-Pierre Sr.¹, Texas Christian University

([email protected])

Background/Purpose: Most Texas elementary schools have cut recess from their schedules to address more classroom content resulting in sedentary behaviors for most of the school day. The LiiNK Project is a recess intervention comprised of four 15-minute unstructured, outdoor play breaks daily, implemented in several school districts across Texas. Research shows that daily physical activity will enhance gross motor coordination. The LiiNK intervention has published studies showing that children with 60 minutes of unstructured, outdoor recess daily engage in 900 more steps and significantly more MVPA daily than children who engage in 30 minutes or less of recess daily. This study aims to examine six schools of 3rd-5th grade children ranging from 15 to 60 minutes of recess daily to determine if more recess daily improves motor coordination and balance over less recess daily. It is hypothesized that children who receive 60 minutes of recess daily will report significantly better motor coordination than those from the other two recess groups.

Method: The proposed study is a longitudinal pretest-posttest nonequivalent group design within the larger ongoing LiiNK intervention project. Participants will be selected from six public elementary schools across three school districts in Texas that implement differing amounts of recess, i.e., 60, 30, or less than 15 minutes daily. The sample will be focused on -grades 3-5 (ages 8-10) from these schools for one full school year (fall to spring). Group 1, then 60 minutes of recess group, will include two public elementary schools (N=300, 3rd=100, 4th=100, 5th=100). Group 2, the 30-minute recess group, will include two public schools (N=300 3rd=100, 4th=100, 5th=100), and Group 3, the 15-minute or less recess group, will include two public schools (N=300 3rd=100, 4th=100, 5th=100). The inclusion criteria will be any child in grades 3-5 who follows a typical school schedule and participates in recess regularly throughout the school year. Children will be excluded if any injury prevents them from participating in recess or participating in the KTK assessment or their parent denies participation.

Analysis/Results: Children that received 60 minutes of recess had significantly higher motor coordination scores than the comparison groups that received 30 minutes or 15 minutes or less of the recess (p<.001). There was a significant difference in children that received 30 minutes of recess verse 15 minutes of recess.

Conclusions: Incorporating recess in a child’s school day can positively impact motor coordination abilities to help the growing trend of non-fatal falls in school-aged children. Even if 30 minutes of the recess which can be broken into two 15 minutes breaks throughout their day, can have a significant impact on children where recess is being diminished in their school districts.

The Embodied Nature of Physical Theater: Expression, Creativity, Communication

Maria Kosma^F1, Nick Erickson, Ashlynn Gremillion, Louisiana State University

([email protected])

Background/Purpose: Artistic expression like dancing and aerial dancing can improve health and well-being among young adults (e.g., Koch et al., 2019; Kosma et al., 2021^a, 2021^b). The embodied nature of artistic expression can also lead to the love of movement and long-term physical activity participation (Kosma & Buchanan, 2021; Kosma & Erickson, 2020; Kosma et al., 2021^b). Based on Merleau-Ponty’s Phenomenology of Perception (1945/2014), embodied movement encompasses the unity of body, mind, and emotion. The body is elevated to a subject, the Lived Body, that dances, climbs, feels, expresses, and communicates. Therefore, the purpose of this study was to examine the embodied nature of physical theater regarding expression, creativity, and communication among mainly active college students.

Method: This was a phronetic, qualitative study among seven US college students (M age = 20.43 years old, males =1, females =6), who participated in a semester-long physical theater class at a major Southeastern university. The students met twice per week, 1.5 hrs./time and participated in embodied, theatrical activities. They were individually interviewed prior to and towards the end of the class (pretest-posttest assessment). Based on the interview guide, participants were asked about their bodily sensations, expressions, and communication with others within and outside physical theater. Demographic and exercise information as well as future physical theater goals were discussed.

Analysis/Results: Based on the qualitative, phronetic analysis in the latest version of NVivo, nearly all participants were active: five = regularly active; two = somewhat active. Most of them exercised at gyms, while a few participants performed aerial dancing and dancing. All participants viewed the physical theater class as a form of exercise. Based on the qualitative analysis, four physical theater themes emerged regarding increased embodied sensations and the love for movement from pretest to posttest: a) embodied artistic expressions (e.g., first imagining a piece and then practicing; sensing the character; feeling out the movement; expressing through the body and not as planned; more comfortable with bodily expressions; body and mind in unity – sense of flow), b) embodied emotions (e.g., creating based on feelings; being aware of how the body feels; expressing emotions bodily, with confidence; accepting vulnerability; stabilizing emotions), c) embodied communication (e.g., embodied transaction of message given and received; emphasis on body language; more communicative with and attentive to the audience; use of corporeal communication methods in speech therapy), and d) the love for future artistic expression (e.g., long-term participation in physical theater; love for expressive movement like dancing and aerial dancing; more comfortable, enjoyable, “pedestrian” and spontaneous movement).

Conclusions: Based on the study findings, the students in the physical theater class found value in embodied movement experiences regarding artistic expression, communication with others, and corporeal manifestation and expression of emotions. All students wanted to continue with physical theater and/or other embodied artistic expressions in the future either as a hobby or profession. Therefore, exercise promoters should include embodied, expressive, and theatrical movement experiences in their programs, leading to potentially enjoyable long-term participation in physical theater and other related (e.g., exercise) activities.

The Impact of Administrators’ Perceptions on Combating Marginalization in Physical Education

Tracey Naumann¹, Brooke Doherty, The University of Texas at Austin; Rachyl Jane Stephenson, Unviersity of Wisconsin La Crosse

([email protected])

Background/Purpose: School administrators are considered the leaders of their communities. They are the catalysts between students, parents, and teachers, that have the potential to greatly influence the culture and climate of their schools. As large influencers of the school, their perceptions towards physical education (PE) can have a great impact on PE teachers and the PE curriculum itself. Using the Occupational Socialization Theory, this study aims to understand how administrators’ prior socialization experiences impact their current perceptions towards PE. The purpose of this study is to investigate administrators’ perception on PE and how they use these perceptions to combat marginalization.

Method: A qualitative case study was used to obtain an understanding of how five participants’ childhood and professional experiences impact their perception and action towards PE. Data was collected through a questionnaire, autobiography, and three rounds of interviews. The data was examined with a collaborate qualitative analysis approach.

Analysis/Results: The findings from the study were described thematically and results were categorized into three main themes: the power of memory: (a) the impact of positive experiences during childhood PE and physical activity, (b) disservice to PE: lack of administrative preparation, and (c) PE was valued despite marginalization witnessed. Within the first theme there were three subthemes: (a) experiences within administrators’ own K-12 PE and physical activity, (b) involvement of sport and athletics helped develop a strong appreciation for physical activity, and (c) community, family, and friends impacted positive perceptions of PE and physical activity throughout childhood. The second main theme was comprised of two subthemes: (a) preparation into administrative roles was deficit in preparing them to support PE and (b) administrators established a culture and provided advocacy for PE teachers to overcome marginal status.

Conclusions: The results suggest that administrators’ positive childhood experiences in PE were derived from a collection of experiences related to PE and events organized by the PE teacher. Despite the lack of training to supervise or support PE during the professional or training phase of their life, the appreciation that was developed throughout childhood, make them advocates for PE in their current schools and communities.

The Impact of COVID-19 on Physical Education and Physical Activity Levels of Homeschool Students

Ben Schwamberger¹, Minnesota State University Mankato; Elizabeth B. Sharp, Colorado Mesa University

([email protected])

Background/Purpose: COVID-19 significantly impacted our everyday lives. In the traditional school setting, it impacted how students received physical education, as well as how they remained physically active. State and local governments enacted various restrictions further impacting our ability to remain physically active, which is problematic because physical inactivity has been found to be a key risk factor for severe COVID-19 cases. While we have begun to see how students in the traditional school setting have been impacted, one area we know very little about is the homeschool setting. Homeschooling across the United states continues to increase. The current research study examined how homeschool families are dealing with the inclusion of physical education during COVID-19, and whether children are able to continue to engage in physical activity.

Method: The primary methodology used was a case study, which explored the insights of 33 parents of homeschool students during the fall of 2021 during the COVID-19 pandemic. The study applied qualitative methods: A structured 26-question survey with multiple-choice, and open-ended questions, meant to determine the experiences of homeschool families as they engaged in physical education and physical activity was employed. A semi-structured 14-question formal interview, which was optional, and whom five participants took part in was also a data collection technique used.

Analysis/Results: Inductive analysis and constant comparison were used to analyze data. Data was also coded according to themes which emerged. The data was collected during the fall of 2021. Participants for the study were recruited through an online recruiting email sent to homeschool physical education teacher education programs, and other homeschool organizations throughout the country. The study required participants to be parents or guardians of homeschool children. Results showed a mixed bag in terms of the impact COVID-19 had on how homeschool student’s engaged in and received physical education, as well as how they remained physically active. For some families, COVID-19 surprisingly was not a factor, or served as a positive in terms of physical education and physical activity. For example, as a result of COVID-19, some families actually became more physically active and engaged in more outdoor pursuits. For others, physical education ceased to exist or was offered in a very different manner than the pre-pandemic period. Most parents still indicated that their children were able to remain physically active, just in different ways. Another key finding was that children’s mental health was a concern for parents, because of not being able to socialize with fellow peers due to the restrictions put into place to try and lesson COVID-19.

Conclusions: For homeschool families, the COVID-19 pandemic did impact their children’s ability to engage in and receive physical education as well as how they remained physically active. However, this did not appear to be as drastic of an issue as what students in a more traditional school setting endured. Regardless more research is needed to examine how the homeschool community incorporates physical education and gets students to engage in physical activity.

The Use of Pedometers to Promote Physical Activity in Preschool Children: A SWOT Analysis

Stephanie Gonzalez¹, Jihye Lee, Tao Zhang^F, University of North Texas

([email protected])

Background/Purpose: Preschoolers between the ages of 3-5 years old should be engaged in physical activity (PA) throughout their day to enhance growth and development (U.S. Department of Health and Human Services [USDHHS], 2020). The use of pedometers has shown many potentials to promote preschoolers’ physical activity (PA) and goal setting (GS) (Statiano et al., 2017). Previous studies have focused on the accuracy and precision of using a pedometer as a tool for measuring physical activity (Husted & Llewellyn, 2017; Duncan et al., 2007). However, there is limited research that provides an overview of the use of pedometers on preschoolers. Therefore, there is a need to better understand the use of pedometers and explore the effectiveness of pedometer on PA behavior changes of preschoolers.

Method: A strengths, weaknesses, opportunities, and threats (SWOT) analysis is a useful tool to examine the effectiveness of the use of pedometers with preschoolers to become more physically active (Pickton & Wright, 1998). A SWOT analysis identifies the internal and external factors in businesses and research (Engelbrecht et al., 2019; Pickton & Wright, 1998). The internal factors include strengths (e.g., helpful in achieving goal) and weaknesses (e.g., harmful in achieving goal). The external factors include opportunities (e.g., external conditions that help goal) and threats (e.g., external conditions that harm the goal) (Leiber et al., 2018). This study also provides an overview of the use of pedometers of the benefits and limitations with preschoolers through a SWOT analysis.

Analysis/Results: The strengths revealed in pedometers were: (a) higher engagement (e.g., fun to use a piece new equipment) and (b) personal interest (e.g., interested in how pedometers are used, and how many steps they took). The weaknesses of pedometers were (a) time (e.g., may lose interest as time goes) and (b) tampering of equipment (e.g., able to lose data, or inaccurate measure of steps). Opportunities in pedometers are (a) promoting physical activity (e.g., preschoolers being more physically active), (b) goal tracking (e.g., preschoolers are able to meet their set goals), and (c) progress checking (e.g., preschoolers able to see progress as their seeing the number of steps they take). The threats of using pedometers were (a) various measures of physical activity (e.g., accelerometer and heart rate monitors) and (b) cost (e.g. pricing of different pedometers)

Conclusions: The findings in the SWOT analysis indicated using pedometers can provide an exciting and motivating way for young children to become more physically active compared to objective other tools. In addition, empirical evidence has indicated that pedometers are the best a tool for easily documenting relative PA behavior changes (Trost, 2001). Teachers and coaches can have an opportunity to make children more interested in becoming physically active by allowing them to keep track of their goals when participating in physical activity. However, there are limitations in keeping the preschooler’s interests and the tampering of equipment.

Use of Technology to Monitor Physical Activity Levels Among College Students

Kimberly Maljak¹, James W Ball, Northeastern Illinois University; Matthew R. Bice, Baker University; Erica Thomas, Elon University; Allan Gabriel Ramirez, Lincoln Park High School; Marisela Palma-Barraza, Richard Henry Lee Elementary School; Carolyn Crost, St. Charles North High School

([email protected])

Background/Purpose: It has been found that approximately 50% of college students do not meet physical activity (PA) recommendations, with 22.4% engaging in “little to no PA”, while obesity rates often increase when young adults enter university settings. The motivation to be physically active can decrease when students enter a university, with time, energy, and willpower cited as main barriers to being physically active. According to Deci and Ryan (2000), self-determination theory (SDT) suggests the more one perceives their psychological needs (autonomy, competence, and relatedness) are met, the more they will be physically active, which maximizes growth, social development, and well-being. The use of technology can increase PA behavior and contribute to need satisfaction for physical activity in college students.

Method: This study is a mixed-methods design. Undergraduate students at one Midwestern university completed surveys containing questions regarding demographics, technology use, PA levels, and PA motivation (N=365). The Perceived Need Satisfaction Exercise (PNSE) scale, developed by Wilson, Rogers, Rodgers, and Wild (2006) was used to assess PA motivation. Pearson correlation and an ANOVA were conducted to compare technology use, PA levels, and PA motivation. Data were analyzed using SPSS v22. Statistical significance was established at p<0.01. Researchers randomly selected 30 of those students, ages 18-46, to participate in one 45-minute individual interview. Qualitative data was analyzed using constant comparison and inductive analysis throughout to identify themes. Trustworthiness was sought by triangulation, peer debriefing, negative case analysis, and member checking.

Analysis/Results: Pearson correlations revealed significant associations between technology and motivational constructs and the total SDT model (p = 0.05). Expanded ANOVA analyses revealed significant differences among participants who used technology to supplement physical activity behaviors as it relates to the psychological needs constructs (Competence, p = 0.003; Autonomy, p = 0.005; Relatedness, p = 0.001; Combined SDT model, p = 0.001). The qualitative data revealed that college students used social media to learn new workouts and used smart watches to set PA goal reminders.

Conclusions: The mixed methods design strengthened the results of this study. The mixed methods design revealed that college students who used technology to monitor their PA were more motivated to be physically active. The quantitative data revealed that students who used technology perceived their need to be physically active as more satisfied than students who did not use technology. The qualitative data revealed the most common form of technology used by participants were social media to learn new workouts and smart watches for tracking progress. It also revealed that technology can help college students learn new workouts, set PA goals, and set PA reminders.

West Virginia Pickleball Players’ Motivations and Perceived Benefits

Jessica N Riffee¹, Eloise M. Elliott^F, West Virginia University; Alfgeir Kristjansson, West Virginia University School of Public Health; Leanne Watson, College of Applied Human Sciences, West Virginia University

([email protected])

Background/Purpose: West Virginia consistently leads the nation in the prevalence of poor physical health, poor mental health, and activity limitations, and around a quarter of West Virginian adults are considered physically inactive with the highest rates occurring among adults 65 years and older. Correspondingly, research has demonstrated that aging and rural populations are disproportionately associated with decreased levels of physical activity and higher risk of obesity and comorbidities. Increasing physical activity has been shown to attenuate adverse health conditions, and additionally, motivations are key factors that stimulate and maintain individuals’ participation in physical activity to achieve these health-related benefits. Leisure sports have been shown to motivate their participants’ adherence. Specifically, a racket sport called pickleball, characterized by simple rules, comparably low injury risk, ease of play, high accessibility and social features, is quickly growing in popularity. The purpose of this pilot study is to gain greater insight into pickleball players’ motivations and perceived benefits across the state of West Virginia.

Method: To recruit the 173 volunteers, a two-step method was adapted. The first step was to request lists of potential participants from prominent leaders within the pickleball community across the state, and the second was to directly enlist a “call to action” via private social media groups from various geographical regions. After which, a self-administered, internet questionnaire was implemented to collect the participants’ data. The content of this survey was adapted from previously validated instruments and peer-reviewed research in order to address pickleball players’ motives, benefits, and barriers of being physically active. Also within the questionnaire development process, the survey was pre-tested three times .

Analysis/Results: 65 responses were utilized for analysis, and an array of statistical analyses were performed corresponding to the variety of questions employed within this questionnaire. 88% of the participants were found to be between the ages of 50 and 70+ years old. Additionally, most of the participants play 2-3 times/week. The pickleball players’ motivations centered on enjoyment and physical health, and the primary motivations listed most frequently used terms related to enjoyment, physical health, social interaction, and competition. Moreover, the central tendencies of the perceived benefits emphasized enjoyment. Furthermore, Pearson correlation analyses revealed strong relationships between the pickleball players’ motivations and perceived benefits regarding health pressures (r=.52), cultural influences (r=.61), competition(r=.42), psychological health (r=.74), and enjoyment (r=.71).

Conclusions: The results demonstrated that the pickleball players’ were meeting the suggested frequency of the Physical Activity Guidelines, around 3 days/week. Between this finding and the players’ emphasis on health-related perceived benefits, it still can be conjectured that pickleball effectively promotes physical activity and improves the participants’ health. Additionally, the insight into the relationships between the pickleball players’ motives and perceived benefits could assist in increasing participants’ adherence within various physical activity programs or interventions. These results theorize that programs or interventions that target improvements related to their participants’ motivations to become physically active will effectively maintain their members and further benefit their progress toward achieving health-related benefits.

Sociocultural and Social Justice

A Gendered Space: Exploring Societal Barriers to Girls’ Physical Activity

Mijoo Kim¹, Towson University

([email protected])

Background/Purpose: Many countries have developed educational policies to promote greater gender equality in schools, such as Title IX of the Education Amendments Act of 1972 in the United States. In South Korea, mixed-gender classes increased in the mid-1990s as part of a move toward more gender equality in education (Moon et al., 2016). Yet, in reality, girls often receive an ‘equal’ opportunity to physical education (PE) programs favoring boys (Garrett, 2004). Bias in the curriculum, teacher behavior and expectations, limited opportunity, hostile environments, and stereotypical gender roles being enforced in PE all contribute to lower physical activity (PA) engagement among girls than boys (Evans, 2006; Mears, 2007). There is a lack of research on girls’ PA in secondary schools in East Asian contexts, and in South Korea in particular, where the PA rates of adolescents are considerably low, especially for females (Oh et al., 2019). Thus, this study investigated South Korean PE teachers’ and female secondary school students’ beliefs about what influences girls’ PA participation with a particular focus on societal factors.

Method: Employing the theory of planned behavior (TpB) and a qualitative research design, data were collected from six PE teachers and 12 female students in public middle schools and high schools in South Korea through demographic questionnaires, a series of semi-structured interviews with teachers and students, and non-participant observations of the PE teachers’ classes.

Analysis/Results: Using thematic analysis with TpB to guide the coding, the major findings of this study suggest that socially constructed gender norms influenced girls’ engagement in PE, shaping their perceptions of gender appropriateness and self-efficacy. Students reported gendered surveillance in the public class environment and societal notions of femininity as central barriers to their participation in PA in PE. Teachers indicated that significant gender differences in students’ past opportunities to engage in sports impacted their skill development, PA familiarity and preferences, participation rates, and overall confidence and interest in class. Both teachers and students voiced that pressure to conform to gender norms and stereotypes as promoted by the media had a strong influence on girls’ perception of the gender appropriateness of engaging in different types of PA. In response to the heavy influence of the media on female students’ PA engagement, the Korean PE teachers in this study intentionally tried to turn it into a motivational factor by incorporating students’ favorite stars and successful stories in the curriculum, using videos to challenge students’ gendered assumptions, and playing popular music during class.

Conclusions: This study examined girls’ PA in an under researched context and expanded the use of TpB in qualitative research. Even though PE is focused on providing opportunities for all students to engage in PA, the curriculum and methodology can produce and reproduce gendered discourses about the body and movement, which can be limiting for female students’ physical identity and holistic development. Thus, a greater understanding of PE as a gendered space can help educators to become more aware of the societal factors that influence student engagement.

An Examination of Culturally Relevant Physical Education in a Suburban Area

Chris Mellor¹, Paul B. Rukavina^F, Sarah Doolittle, Bryan Seltenreich, Adelphi University; Martin Eliseo Vasquez, University of New Mexico

([email protected])

Background/Purpose: There is an increasing need for teachers to have the capability to see, understand and connect with students from family backgrounds and experiences unlike their own. While the professional literature on culturally relevant and inclusive teaching in physical education (PE) is growing, most research is on urban underserved schools serving racial minority populations. This literature appears to focus on a disconnect between White teachers from middle class suburban backgrounds who teach racial minority students from low income communities. There is much less literature on teachers from suburban or more affluent schools. Occupational or teacher socialization provided the theoretical framework for this study (Lawson, 1983; Schempp & Graber, 1992; Templin, Padaruth, Sparkes & Schempp, 2017).

The purpose of this study was to examine the culturally relevant physical education (CRPE) that experienced PE teachers implement in the context of suburban schools and how socialization influences that learning to teaching process. Studying experienced PE teachers working in a variety of suburban K-12 school districts offers a way to explore how CRPE is interpreted and implemented in suburban, relatively affluent school districts.

Method: Five White experienced teachers were purposefully sampled due to their experience and commitment to engaging all students in PE. These participants have also worked as adjuncts, field placement supervisors and collaborated with faculty in a physical education teacher education program. Data were collected through document review, semi-structured in-depth interviews, and class observations. Transcribed interviews were confirmed by participants, documents with details of their past education and teaching/coaching work, and field notes from school visitations and class observations were analyzed through a semi-structured conceptual framework of Culturally Relevant Physical Education (Flory & McCaughtry, 2011) and expanded to include details and explanations for how and why particular strategies and content changes were implemented in their PE programs. Analysis was conducted through constant comparison. Trustworthiness procedures included peer debriefing, data triangulation, and member checking.

Analysis/Results: Two themes emerged from the data. 1) Teachers use of CRPE strategies differed by teachers’ conceptualization of their workplace socialization. 2) Teachers have learned strategies informally outside of professional socialization in response to the school’s culture.

Conclusions: Teachers’ conceptualization of culture and socialization differed, some determined culture as ethnicity and language, but others focused on ability, social emotional learning or mental health. Also, teachers identified unengaged students differently, either by individual students or groups of students that needed to be included. In physical education programs, CRPE may mean recognizing and respecting the backgrounds and interests of students, adjusting teaching perspectives, class management patterns, and curriculum content, thus potentially positioning physical education as one of the best school programs to reach students who feel marginalized and disengaged in school. Since nationally a majority of teachers work in school districts are characterized as suburban and middle class, the concept of culturally relevant physical education should be applied in a more nuanced way to address teacher education in suburban physical education contexts.

Culturally Relevant Physical Education for Optimizing Physical Activity Opportunities

Stacy Imagbe¹, Senlin Chen^F, Louisiana State University

([email protected])

Background/Purpose: Physical education (PE) teachers and PE teacher education (PETE) faculty must adapt educational opportunities to meet the needs of increasingly culturally diverse students in K-12 schools. Culturally relevant pedagogy (CRP) is believed to support all students in achieving success in education regardless of their gender, race, ethnicity, religion, language, or social class. This literature review aimed to (a) synthesize existing scholarship on culturally relevant physical education (CRPE) in relation to physical activity opportunities (PAOs) within schools, and (b) identify cost-effective PETE and in-service teacher training strategies for promoting CRPE and physical activity promotions.

Method: Following a pre-determined literature review protocol, a comprehensive literature search was conducted on the search engine provided by a major public university in the United States between November 2021 and April 2022. This search engine is connected to 372 databases across disciplines including the commonly used databases in Kinesiology and physical education such as ERIC, PubMed, SportDiscus, and PsychoInfo. The following key words were entered: “culturally relevant pedagogy (search filed = Title)” AND “physical education (search filed = abstract)”, where the search scope was limited to articles published in academic, scholarly peer-reviewed journals, and English language. The search yielded 178 results, 20 of which were included for meeting the inclusion criteria: (a) must be based on empirical research (reviews, commentaries were excluded); (b) must be focused on CRP-based PE; (c) outcome variables must relate to cultural competence; (d) must have a focus on regular K-12 PE.

Analysis/Results: Based upon the synthesis of the literature review, we verify the significance of CRP in and beyond the gymnasium. CRPE (e.g., gender binary deconstruction, equitably structured environment, and enactment of the cultural relevance cycle) can improve the cultural competence of PE teachers and allow all students to contribute to valued knowledge in learning spaces. CRPE outcomes evoke changes in discursive constructs to create safe educational spaces for all students when engaging in physical activities. However, research on CRPE for the purpose of optimizing PAOs remains limited. Implementing CRPE is faced with many challenges. This review also identified cost-effective strategies and best practices for promoting CRPE and PAOs from three perspectives: (a) pre-service teachers (PSTs), (b) PETE faculty, and (c) PE teachers. For example, PSTs should consider cultural components of teaching and the entire society to help students recognize silenced voices and understand cultural discrepancies. PETE faculty should use social justice approaches to identify everyone’s own social identity and biases to address sociocultural issues. PE teachers must explicitly create socially just environments for students to engage in physical experiences that have personal and cultural meaning.

Conclusions: This literature review synthesized the existing scholarship on CRP in and beyond PE, in relation to promoting PAOs for all students. This review revealed several cost-effective strategies and best practice for promoting CRP-based practices. The findings indicate expedited needs for better preparing or continually training PSTs, PETE faculty, and PE teachers to ultimately offer CRPE to close social disparities and advance equitable health.

Did an After-School Program Improve Students’ Social Emotional Learning Skills?

Kahyun Nam¹, Pamela Hodges Kulinna^F, Omar Albaloul, Conner Acri, Regan Glock, Malak YoussefArafat, Arizona State University

([email protected])

Background/Purpose: In recent years, professional organizations focusing on youth have increasingly endorsed social-emotional learning (SEL; Howard & Ferrari, 2021) as it promotes the development and maintenance of healthy relationships, the inability to cope with difficulties, and the maintenance of overall well-being for the child (Green et al., 2021). Thus, states have integrated SEL into school learning standards (Dusenbury et al., 2011). However, in families of low socioeconomic status and minority populations, SEL programs have been found to have less robust evidence of their impact on social and emotional outcomes (Lewis et al., 2021). While after-school programs can provide academic support, recreational and enrichment activities for at-risk youth in low-income neighborhoods (Bayless et al., 2018), only limited studies have taken SEL into account as an outcome measure. Hence, based on the theory of action (Yoder et al., 2021), the purpose of the study was to examine the impact of 5-week ASP on SEL among children in low-income community.

Method: A 33-item likert-type social-emotional learning survey (Panorama Education, 2014) was administered to determine the extent to which students’ social-emotional skills and competencies (i.e., engagement, emotion regulation, self-efficacy, self-management, social awareness) changed over the course of a 5-week intervention. A total of 67 students responded to the survey (ASP: 52; control: 15).

Analysis/Results: In light of the results of the Levene’s test indicating equal variance, an independent t-test was used to examine the differences between the scores obtained by students by group. Furthermore, the scores were also compared by subcategories for a more detailed analysis. A t-test indicated no significant difference between students who participated in the ASP (M = 120.5, SD = 20.7) compared to students in the control group (M = 116.4, SD = 24.6) [t(65) = -,64 p = .52]. In the five subcategories of social-emotional skills and competencies, the t-test also indicated that there was no significant difference between the two groups [engagement: t(17.9) = -.10, p = .92, emotion regulation: t(65) = -.28, p = .78, self-efficacy: t(65) = -.39, p = .70, self-management: t(65) = -.79, p = .43, social awareness: t(65) = -.91, p = .37].

Conclusions: The results revealed no differences between the ASP participants and the students in the control group with regards to the post-test means of overall scores and the five tested variables (i.e., engagement, emotion regulation, self-efficacy, self-management, social awareness). Although the difference was not significant, it is important to note that the scores of those who participated in the ASP were higher in four subcategories, excluding the social awareness measure. These results suggest that five weeks of ASP may not be sufficient to promote social-emotional development. Although educators continue to advocate for greater attention to students’ social-emotional development, there exists little guidance on how long an ASP should be in order to maximize their social-emotional development. This reinforces the need for future research to determine the appropriate length of ASP to promote social-emotional development.

Disrupting Whiteness: Critical Race Counterstories from Black/Latinx PETE Faculty

Cory E. Dixon¹, Auburn Universty; Mara Simon, Korey Boyd, Springfield College

([email protected])

Background/Purpose: Higher education and PE teacher education (PETE) have been identified as overwhelmingly white, in spite of vocal calls to diversify the field (Graber et al., 2019; Simon et al., 2021). Predominantly White Institutions (PWIs) and PETE programs too often maintain existing racialized power dynamics that overlook, “other,” and burden Black and Latinx PETE faculty (Delgado & Stefanic, 2012).

Method: Participants were 11 Black and Latinx PETE faculty who worked in current PWIs, or historically white institutions with changing student demographics and white administrations. Criteria for inclusion was to identify as Black/Latinx and work in PETE, although several had shifted to other kinesiology-related fields.

We collected data through a set of two individual interviews (semi-structured and conversational) with each participant using a piloted interview protocol that cultivated stories and images (Crewell & Poth, 2016). The first interview explored participants’ backgrounds and current position, while the second was conversational, asking participants to develop critical counternarratives of race, gender, and class intersections. We used photo elicitation during the second interview, where participants chose images that were significant to them and then shared and discussed the images. After each interview, all three researchers wrote reflections, documenting connections with other narratives and literature. Finally, we performed an email member check confirming participants’ transcripts and asking final reflection questions.

We completed two rounds of analysis, starting with an introductory analysis (Creswell & Poth, 2016) to highlight potential counterstories. We then performed a deductive analysis, placing participants’ stories and images within a CRT framework to understand racialized data points from an intersectional lens (Prosser, 2007). Trustworthiness measures included member checks, data crystallization, prolonged engagement, and researcher reflexivity.

Analysis/Results: Participants’ critical race counterstories, or narratives that reject majoritarian white discourse, highlighted both overtly and disturbingly racist instances, along with subtler forms of “othering” and marginalization, from being “the only one,” to feeling a lack of belonging within the white spaces they occupied. The long-term, emotional and material consequences of racism for the participants led to several of them changing departments and institutions, highlighting a “leaky pipeline” effect. However, participants’ also demonstrated resilience in the face of adversity, identifying reasons for staying at their PWIs and viewing their negotiations of a racialized identity in white spaces as a form of resistance.

Conclusions: The counterstories affirm race salience within a field typically focused on psychomotor control, and also serve as a harsh reminder of the ugliness that Black and Latinx faculty endure when working at PWIs. The results also remind us that part of the collective counternarrative include strength, determination, and a need for support from white colleagues in the field and institution. At a time in which lip service to diversity, equity, inclusion, social justice, and allyship is high, participants’ counternarratives call to question the degree to which white PETE faculty are equipped to disrupt institutional racism within our field. Continued research highlighting the voices and experiences of Black and Latinx faculty is paramount for notable progress towards creating truly diverse and inclusive PETE programs and departments.

Dr. Doris R. Corbett: The Supernova

E Newton Jackson Jr.^F1, University of North Florida

([email protected])

Background/Purpose: A woman of color, attended her undergraduate degree at North Carolina College (now called North Carolina Central University). She was taught and mentored by then HPERD department chair, LeRoy T. Walker, PhD. Years later she finished her doctoral degree at The University of Maryland at College Park in Sociology of Sport. Dr. Corbett, a tenured faculty member at Howard University for decades, serving as department chair, retiring as Professor Emeritus. Later named Director/Dean of the School of Kinesiology, Allied Health, & Human Services at University of Northern Iowa. At the real HU, she was the first head basketball coach for the 1^st women’s basketball team. One of her team members went on to become a career long assistant basketball coach at Howard University (thus displaying Corbett’s impact). She served as a visiting professor at Military Academy at West Point, receiving the Outstanding Civilian Service Medal from the Department of the Army, was a US Congressional Research Fellow at the United States Capitol Historical Society in Washington, DC. She was instrumental in the National Girls and Women in Sport Day (held at the US Capitol). Named distinguished professorship at Nanyang Technological University, School of Physical Education, Republic of Singapore.

Method: An exhaustive archival related literature review was conducted along with personal analysis from contact among, special collection librarians, sport historians, nationwide higher education and sport legends. An inter-rater reliability was performed (among three coders, all with advanced degrees), to ensure historical facts for accuracy. Finally, the researcher utilized multiple data collection sources to enhance validity and reliability of this examination thus (Pitney & Parker, 2009) creating a data source triangulation.

Analysis/Results: This historical and archival investigation provided the discovery of Dr. Corbett as one of the most impactful persons in the global world of HPERD. Her success was magnified by her being elected in national leadership roles as President of National Association for Girls & Women in Sport (NAGWS), American Alliance for Health, Physical Education, Recreation & Dance (AAHPERD), & International Council for Health, Physical Education, Recreation, Sport & Dance (ICHPERSD). All of these accomplishments as the first African American Woman elected. She mentored countless scores of professionals in our allied fields (white, Black, Latinos, male and female), in the field, in higher education and the global sport.

Conclusions: The total involvement of Dr. Doris R. Corbett as a major educator, and global leader as the first woman of color so honored, for her professional service and work shall not be ignored, nor dismissed. Many across this nation have no idea of her nor her impact. The young professional award in SHAPE has been renamed for her. In AAHPERD (now SHAPE AMERICA) she was named a Luther H. Gulick Awardee, and R. Tait McKenzie Awardee. The first person of color to give any address at National Association of Kinesiology in Higher Education (NAKHE), specifically, the Delphine Hanna Lecture, and Amy Morris Hommans Lecture. Sadly, she is not mentioned in textbooks nor courses nationwide within our allied profession. She has been a Supernova.

Examining the Lived Experience of PETE Students of Color

Ana Lisa Eberline¹, Jamie O’Conor, University of Illinois; Julia A. Valley, Northeastern Illinois University; Mara Simon, Springfield College; Emily M. Jones, Illinois State University; Kason O’Neil, East Tennessee State University

([email protected])

Background/Purpose: Faced with declining enrollment and the closure of prominent PETE programs, PETE faculty must re-examine the effectiveness of traditional recruitment strategies used to acquire and retain high-quality teacher candidates. One area of potential growth includes the much-needed recruitment of teachers of color. With only a small percentage of teachers representing this demographic, this population requires greater intentionality in student recruitment and retention efforts. The absence of teachers of color in PETE, continues to impact a student of color’s ability to see themselves as future teachers in the field. In hopes of creating a more inclusive and multicultural environment for future educators and their students, this research examines the lived experiences of PETE students of color. In interviews with students, we explore their PE experiences growing up, discuss motivations for entering the educational field, and ask who they perceive as confidants/mentors when navigating their PETE program. This research aims to help guide faculty in the recruiting and retaining PETE students of color.

Method: This research applied a phenomenological approach to understanding the lived experiences of PETE students of color. This qualitative process included in-depth, semi-structured interviews with pre-service PE teachers of color. The interview guide contained questions asking participants to extend and expand upon the lived experiences in the college and career choice journey. Questions were informed by Social Capital Theory and emphasized enrollment influences or factors combined the identification of PE mentors. Sample questions included: How did you come to enroll in your PETE program? What are factors that you considered prior to enrolling at the University and/or program? and Who, if anyone, has provided support or assistance during your time in the program?

Analysis/Results: Our initial findings have been categorized into the two following themes: Enrollment Influences or Factors, and the Identification of Confidante(s)/Mentors. When discussing why students decided to enroll in their PETE program, participants discussed their proximity to family, financial cost and accessibility of attending college, and the trusted others who encouraged, or in some cases discouraged, their pursuit of a PETE degree. People who influenced students’ decision-making process and continue to aid participants retention in the program included former PE teachers and coaches, peers and family, faculty members of color, and current PETE faculty. Although some students recognized faculty members and peers who helped foster a sense of belonging or connection within their PETE programs, other students remarked having to relying only on themselves to get through difficulties and struggles at college.

Conclusions: As our findings begin to identify why some students of color have chosen a career in PETE, we can use this information to encourage current PETE faculty to reflect on how inclusive teaching practices can better serve a diverse student body. Questions to consider moving forward include, How might PE teachers create environments that encourage connections with fellow students with the profession?, What information can we provide to confidants and mentors to recruit students into the profession?, and How might potential (unconscious) biases influence how PE teachers promote the profession?

Female Faculty’s Experiences in Physical Education Teacher Education: Cross-Cultural Study

Emi Tsuda¹, West Virginia University; Tomoko Ogiwara, Juntendo University; James D. Wyant, West Virginia University; Risako Murai, Wayo Women’s University; Yung-Ju Chen, Minot State University; Rio Watanabe, The Ohio State University

([email protected])

Background/Purpose: Higher education is essential to shaping the future of our society (Teague, 2015). However, only 25.5% of faculty members in higher education are female in Japan (World Economic Forum, 2020), while 46% are female in the United States (U.S.; National Center for Education Statistics, 2019). Anecdotally, this small number of female faculty in PETE programs is consistent with or less than the percentage of 25.5%. In addition, a recent study (Graber et al., 2020) illustrated that though there is no gender difference in the number of faculty in the U.S., a gender gap exists in the number of publications. Exploring the female faculty’s experiences and future directions is especially important in the field as sport and exercise are the places where gender stereotypes (e.g., masculinity and femininity) are still pervasive, and physical education (PE) teachers have enormous power to influence children and adolescents. The purpose of this study was to explore the experiences of female faculty from Japan and the U.S. in the PETE programs to identify future directions to improve the status quo of both countries. The study was underpinned by the gender interaction career model (Judge et al., 1995).

Method: The study employed a cross-cultural study design. The participants’ inclusion criteria were being a full-time faculty in a PETE program, having more than three years of experience as a PE teacher educator, and having at least one published peer-reviewed research article in the PE field. The total number of participants was seven in Japan and eight in the U.S. (n=15). Two data sources were a demographic background survey and a semi-structured interview to engage participants in an in-depth conversation relative to the experiences and challenges tied to gender gaps in higher education.

Analysis/Results: Through a constant comparative method (Boeije, 2010), five themes were identified. In theme one, experience and perceptions about work, the faculty in both countries consistently discussed their lack of time spent on research compared to teaching. The second theme, work environment, revealed that while U.S. faculty explained strong representations of female leaders in their college, Japanese faculty described a lack of females and transparency in decision-making processes. In the third theme, life incidents and work as a female, the participants in both countries primarily discussed how pregnancy and raising children impacted their work. The fourth theme was norms and status quo, which addressed how social norms and stereotypes still exist and how they had impacted the faculty. The last theme, the current issues and future directions, highlighted the different future needs of the two countries (increasing the awareness of gender gaps in Japan and educating how to collaborate and develop research networks in the U.S.).

Conclusions: The results showed the individual faculty’s experiences are not necessarily visible from the outside but are important to be heard by people in the field. It is critical for individuals to be aware of these faculty’s experiences and support each other to further develop the field and higher education.

Gender Disparities Among Physical Educators: A State/National Comparison

Farrah Castleman¹, Brian Myers, Western Kentucky University

([email protected])

Background/Purpose: The 2010 Healthy People report stated that physical education (PE) is the “primary source of physical activity (PA) and fitness instruction” for children and adolescents (US Department of Human Services, 2000). PE teachers have a direct impact on the future PA levels of K-12 students and adults in America. Some studies have shown that teacher gender can have influence on academic achievement, and therefore the gender makeup of PE faculty should be studied. The purpose of this study was to determine if there is a statistically disproportionate number of male or female PE teachers in Kentucky relative to the rest of the nation.

Method: The gender makeup of PE teachers in the state of Kentucky were compared to the rest of the United States. A total of 79 school districts in Kentucky were examined and revealed that there are currently 307 male (62%) and 192 female (38%) physical educators currently working in those districts. As compared to the entire United States, there are a total of 31,302 PE teachers employed with 60.6% of them male and 39.4% female.

Analysis/Results: Analysis revealed the chi-square statistic is 0.1753. The p-value is .675437, which is not significant when setting value at p < .05.

Conclusions: While not significant, this disparity among genders could have an affect on the impact that PE teachers have on adolescent female students, and their PA levels. Having a more balanced gender makeup of PE teachers could have a positive effect on student achievement in PE, and also increase interest among future female physical educators to pursue a career in the field. The implications of gender disparities among PE teachers in the United States should be studied further to better understand the teacher-student relationship and its’ affect on physical activity levels.

North American Rodeo: From Celebratory Roundup to Iconic Sport Form

Demetrius W Pearson¹, University of Houston

([email protected])

Background/Purpose: This sociocultural and historical analysis highlights some of the salient issues related to race/ethnicity, equity, and social justice pertaining to the origin and evolution of North American rodeo. The presentation will focus on the evolutionary aspects of contemporary rodeo. Unbeknownst to many, rodeo can be traced back to the Hispanic semiannual roundup of nomadic mustangs and cattle. This vaquero (Mexican cowboy) occupational activity known commonly as “herding” led to the branding, earmarking, and castrating of bulls. These tasks became celebratory over time when family members gathered to watch vaqueros engage in these activities, as well as other quasi-athletic competitions. This ultimately led to their most revered festive athletic pastime: charrería or ro-day-o (Pearson, 2021). The latter term is from the Spanish word rodear, meaning to surround or encircle. Unfortunately, the Mexican fiesta and much of the Hispanic rodeo legacy has been marginalized and omitted due to prejudice (LeCompte, 1985). Their fairs and fiestas were deemed trivial by Anglo historians. As a result, [they] “failed to appreciate their cultural merits and instead identified them with frivolous propensities of Tejanos” (DeLeon 1983, p. 34). Ironically, Anglo fairs were much like the Mexican fiestas and were the precursor to American Wild West Shows and rodeos

Method: A qualitative research methodology was employed utilizing an ethnographic approach. This included diverse data collection techniques including semi-structured interviews, non-participant observations, document/artifact examinations, and an extensive archival literature review. The use of multiple data collection sources helped frame the study and enhanced both reliability and validity, thereby serving as a form of data source and methodological triangulation (Brown & Holloway, 2013; Pitney & Parker, 2009).

Analysis/Results: The study suggests North American rodeo is an outgrowth of the Hispanic fiestas of the early19^th century in Mexican Texas. Several contemporary rodeo events are akin to those of the charrería and indicative of the roots of rodeo including colear el toro (tailing the bull) or the coleadero, which is like steer wrestling, and manganas a caballo, an event similar to calf roping. Not only were certain events adapted and incorporated into anglicized rodeos, so were cattle herding equipment and apparel (e.g., saddles, spurs, chaps, lariats, etc.). Thus, the prole (working class) North American sport of rodeo emanated from a Hispanic cultural celebration.

Conclusions: Although differences exist between contemporary North American rodeo and charrería, they both reflect a proletariat oriented sport form that has reached iconic stature internationally via various aspects of life (e.g., film, fashion, entertainment, art, literature, and lore). However, the Hispanic rodeo archetype has yet to receive the celebrity acclaim he is due. Allen (1998) aptly summed up the omission: “Interestingly, and despite his importance in the origins and evolution of the rodeo folk festival, the Mexican American cowboy is the one character who lacks a full-scale artistic treatment in English language” (p. 177). Racism is said to be a major reason for the marginalized status, a factor that has plagued African American involvement and depictions within livestock management and rodeo.

Perceptions of African American Athletes Attitudes Toward Social Injustice

Robert Lindsey¹, Johnson C Smith University; Kinya Allen, Johnson C. Smith University

([email protected])

Background/Purpose: Social injustice is best defined as the equitable and just connection that exists between a person and society (Grantham, 2016). The practice of discrimination often exposes unjust treatment of a person or a specific group due to prejudice (Bleich et al., 2019).Modern society, on the other hand, focuses on the concealed and unrealized hurdles to economic equality and social mobility (Hartmann, 2019). Few studies have examined the perception of African American athletes’ attitudes towards social injustice. Therefore, the purpose of this study was to examine perceptions of African American athlete’s attitudes towards social injustice.

Method: A convenient sample of college students from classes in the Department of Health and Human Performance at a small southeastern private historically black college and university was utilized in the study. Perceptions of athletes’ attitudes towards social injustice was measured using a Modified version of the Athletes Attitudes towards Social Injustice Survey (Johnson, 2019). The responses on the questionnaire ranged from Yes, No, and I don’t know.

Analysis/Results: Demographic data from the questionnaire was analyzed using descriptive statistics. Chi square analysis was utilized to determine the difference between demographic categories and the athlete’s attitude towards social injustice questions, alpha = .05. Thirty- seven students (72.5) reported Yes to Question #7 Do you think that you have a role in fighting the issue of social injustice?, Forty- seven students (92.2) reported Yes to Question #8 Do you think that athletes can be affected financially by their stance for social activism?, Forty- one students (80.4) reported yes to Question #12 do you think that collegiate or professional athletes are affected socially by their stance for social activism?

Chi square analysis revealed that juniors had more knowledge than freshman’s, sophomores, and seniors in regards to Class and Question #6, “Are you active in discussing social justice advocacy? (X² = 8.69, p = .03). Chi square analysis also revealed that juniors had more knowledge than freshman’s, sophomores, and seniors in regards to Class and Question #15, “Have you ever become conflicted between choosing your stance of social injustice over your athletic career? (X² = 7.34, p = .05).

Conclusions: Results from this study are similar to others there was a significant difference between classification and the perceptions towards Athletes Versus Social Injustice. However, more studies are needed among historically black colleges and universities. Recommendations are made to further educate African American college students in improving their attitudes towards social injustice.

Perceptions of Sexual Identity Stereotyping Among Physical Education Majors

YuChun Chen¹, Brody Johnson, Western Kentucky University

([email protected])

Background/Purpose: Gender identity refers to an individual’s sense of being a male or a female (or of being outside the gender binary), and it is influenced by home, school, workplace, and society (Bussey, 2011). Traditional gender roles associate men with masculinity and women with femininity. As male/female athletes display their skills in cross-gender sports and obtain the physiques required to be competitive, a threat of opposing traditional masculine/feminine traits surfaces; consequently, they run the risk of being labelled as homosexual regardless of their actual sexual identity. Female PE teachers encounter a similar threat because of the close link to sports. Most previous research conducted on sexual identity stereotyping (SIS) and homophobia in PE focuses on in-service and retired teachers. The purpose of this study was to examine (a) the perception of PE majors on the concept of SIS, (b) their experience with SIS, and (c) how SIS would impact their career in PE.

Method: Three male and three female undergraduates enrolled in a PETE program at a public university in the mid-south United States participated in the study. They were not asked to identity their sexual identity because sexuality was no longer a dichotomous term (“straight” and “gay”) and could be fluid for some, making verification of one’s sexual identity difficult. Semi-structured interviews were conducted with each participant. Additional questions suitable to the male perspective were added to the interview script recommended by Chen and Curtner-Smith (2014). Each interview lasted approximately 50 minutes and was audio-recorded and then transcribed verbatim.

Analysis/Results: The standard interpretive methods of analytic induction and constant comparison were used to analyze the data. Credibility and trustworthiness were secured by a thorough search for negative and discrepant cases and member checking. Five of the six participants were aware of the concept of SIS and its association to female athletes participating in “masculine sports” such as football, basketball, and soccer. Although not as prevalent, male athletes participating in “feminine sports” such as dance and figure skating were also believed of running the risk of being labelled as gay. As for SIS of PE teachers, four of the six participants acknowledged its existence but only with female although male PE teachers had also suffered from SIS and homophobia according to previous research (Anderson, 2000; Landi, 2018). Two participants had personal encounter with SIS in high school because his involvement in badminton and her participation in basketball. All participants indicated that SIS did not present as a threat on their path of becoming PE teachers – if anything, they would use SIS and homophobic incidents as teachable moments to educate their students about issues of sexuality.

Conclusions: PE should be a gateway for all children and youth to explore and express their passions despite the perceived limitations based on gender. They may not all become professional athletes but should have the opportunity to participate in sports and physical activities without being judged or harassed by others. It is the goal of all physical educators to create a safe learning environment for all students.

Professional Identify for Excellence PE Teaching in Chinese

Xiaolian Zhu¹, Qiang Guo, Ningbo University

([email protected])

Background/Purpose: The purpose of this study is to investigate the professional identify for excellence PE teaching among pre-service and on-service, teacher educators.

Method: Participants were recruited 135 pre-service teachers, 17 teacher educators from Ningbo University and 43 on-service teachers in the field of PE who were asked to fill out a questionnaire. The structured questionnaire focuses on the practical teaching of physical education curriculum, which includes 5 dimensions: motor skill, content knowledge, teaching practice, research in PE, teaching design, and PE micro-teaching.All of them fill in the questionnaire respectively.Frequency analysis and descriptive statisticswere conducted to analyze the data.

Analysis/Results: For pre-service teachers, the highest proportion of teaching ability to be a qualified PE teacher is motor skills(51.7-52.9%). In China, pre-service teachers pay more attention to content knowledge in PE teaching. For esearch capability, only 5.88% of teacher educators of college think that is very important to improve PE teaching.None of the them regards it as ability that pre-service teachers need to improve most. However, 29.17% of pre-serviceteachers and 35.7% of on-service teachers realized the importance of educational research capability for improving PE teaching. 52.9% of teacher educators of college takes skill training as the main way to improve PE teaching, but only 4.8% of on-service teachers thought the same way.

Conclusions: The above findings indicate thatteacher educators still regard sports skills as the main goal of training pre-service teachers,the teaching abilitycognition deviation exerts a great influence on the result of training quality of pre-service teachers.

Promoting Intercultural Competence in Teacher Candidates: A Yearlong Study

James D. Wyant¹, Emi Tsuda, Jeremy Thompson Yeats, West Virginia University

([email protected])

Background/Purpose: Today, teachers are more likely to be in classrooms where they will have to instruct students from culturally diverse backgrounds (US Department of Education, 2018). It is estimated that by 2025 ethnic minority students will increase to 55 percent of the student population (Kena et al., 2016). Preparing teacher candidates (TCs) for a culturally diverse classroom is an emerging challenge for (physical education teacher education) PETE programs. On this point, scholars in the field have called for PETE programs to do more to prepare TCs for the modern classroom (Harrison Jr. & Clark, 2016). Calls for action are also rooted in the 2017 SHAPE America Initial Teaching standards, where cultural competence is directly mentioned. In response to these calls, this study aimed to evaluate the effectiveness of a curricular strand that centers on prompting intercultural competence (ICC) among TCs.

Method: A mixed-methods study design was used to collect data. Participants in the study included 29 TCs (female=9; male=20; mean age=22.18, SD=2.43) enrolled in a PETE program at a mid-Atlantic University. The participants engaged in various learning activities to promote ICC throughout the 2021-2022 academic year; those include attending a guest speaker’s lecture, engaging in an online cultural exchange program, and learning more about the topic during regular class time. Pre-and post ICC levels were measured with the Intercultural Development Inventory (IDI) (Hammer, 2021). Three journal entries were completed throughout the year (pre, mid-year, and post). In addition, from this group of 29 participants, eight TCs (female=2; male=6) were invited to participate in semi-structured interviews at the beginning and end of the academic year. At post-data collection, the number of participants decreased from 29 to 25. Descriptive and inferential statistics were employed to examine IDI data. Journal entries and semi-structured interviews were analyzed using inductive content analysis and constant comparison analysis (Lincoln & Guba, 1985; Boeije, 2010).

Analysis/Results: In examining change in IDI data across the academic year, it was found that most participants (n = 17, 68%) improved the level of ICC with an average improvement of 11.36 points (SD =11.94). Eight participants (32%) had a decrease in their level of ICC, with 18.62 points being the average change in score (SD=14.86). Four dominant themes emerged from the participants’ qualitative data. The first theme, experience with cultural diversity, showed how participants lacked experience with cultural diversity during their formative years. The second theme, confidence to teach culturally diverse student populations, described how the participants were confident in their abilities to teach culturally diverse student populations. In the third theme, making sense of ICC, participants expressed an appreciation for ICC and its relevance to teaching physical education. Finally, theme four, reflection on action, captured the participants’ feelings toward the experiences they believed created positive change in their ICC. The four themes included nine sub-themes that illustrate the strengths and weaknesses of a curricular strand to promote TCs’ ICC.

Conclusions: Faced with preparing TCs for the modern-day classroom, PETE faculty should strive to implement and evaluate strategies aimed at promoting ICC.

Recruitment and Retention of Individuals From Diverse Backgrounds: Perspectives of Current Black Male Faculty in PETE

Jerraco Johnson¹, University of North Texas; Cory E. Dixon, Rowan University; Desmond Woodruff Delk, Langston University

([email protected])

Background/Purpose: Data has consistently shown a consistent lack of diversity in higher education, and consequently, within Physical Education Teacher Education (PETE). However, recent scholarship has shown PETE as a reasonable mechanism for recruiting, retaining, and supporting Black males in the professoriate (Clark, 2020; Wallace et al., 2022). As PETE programs continue efforts to diversify their faculty, it is imperative to highlight the voices of Black males that are already in the professoriate to better understand their pathways into the field. The purpose of this study was to examine the educational experiences and perspectives of three Black male faculty to identify strategies for the recruitment and retainment of individuals of color in higher education.

Method: A collaborative autoethnography (CAE) approach was employed. The participants were three Black tenure track faculty members who were graduates of a southeastern university and affiliated with a graduate school bridge program. The primary data sources were reflective journals, semi-structured interviews, and transcribed conversations with each other as critical friends. Data were interpreted using qualitative methods.

Analysis/Results: This study resulted in the generation of three themes related to the recruitment and retention of students of color. These themes have been given the following labels: (a) We Want YOU: making contact and establishing an initial interaction; (b) Demystifying the process: bridging gaps and developing relationships, and (c) Securing the BAG: providing support and solidifying the family unit. These results highlight the steps that were taken for us to get to and through graduate school at a predominately white institution (PWI) in addition to the extent to which those factors impacted us specifically.

Conclusions: We strongly recommend PWIs take an honest assessment of their efforts to recruit and retain students of color for their programs. PWIs must identify potential barriers that students of color may face before admission into a program and offer solutions. This process can begin with looking toward successful models of recruitment and retention. Here, we offer specific and practical strategies PWIs may employ to address these potential barriers. The data provide evidence that exposure to graduate programs, establishing rapport and developing relationships with HBCUs, participating in graduate school fairs/workshops at HBCUs, hosting student bridge programs, and providing adequate resources and support to admitted students are proven mechanisms to recruit and retain people of color in PETE. Ultimately, we believe that doing these things creates an inclusive environment that supports students from diverse backgrounds.

The Importance of Integrating Native Hawaiian Culture Into HPE

Erin E. Centeio^F1, Alethea Ku`ulei Serna, Crystal Hafoka, Shoshana Cohen, University of Hawaii at Manoa

([email protected])

Background/Purpose: Native Hawaiian (NH) youth face physical, social, emotional, and academic inequities. In fact, in Hawaii, NH youth have lower test scores, higher absenteeism, and lower college enrollment rates than their peers, along with greater health disparities than other ethnic groups in the islands. While several school-based interventions have successfully modified school environments to improve health-related behaviors in children, few have taken NH culture into account throughout intervention development. Accordingly, the purpose of this presentation is to provide insight into the need for culturally responsive programming among schools that have a high population of NH youth and how a culturally responsive, multi-component school-health intervention could impact the physical, social, and emotional health and knowledge of NH students.

Method: The authors will discuss the I Pa’a Ka Huewai Pawehe project, which is guided by the Whole School, Whole Community, Whole Child (WSCC) model and Nā Hopena A’o, a framework that integrates NH principles into the everyday work of teachers. Preliminary teacher and student data around knowledge, behavior in health and physical activity (PA) will be shared, as well as how the six principles of Nā Hopena A’o (strengthened sense of: belonging, responsibility, excellence, Aloha, total well-being, and Hawai′i) can be intertwined within health and physical education (PE) to create a culturally responsive and holistic educational approach.

Baseline data were collected from teachers and students across 20 schools before initial professional developments took place. Basic descriptive statistics were calculated for teachers and students, as well as a summarization of qualitative written answers. Additionally, an overall design of the program will be shared.

Analysis/Results: Preliminary baseline data suggests that only 40% of students understand that they should be participating in at least 60 minutes of PA a day and only 34% report engaging in PA for 60 minutes 5+ days/week. Additionally, 55% of students reported spending 3+ hours/day on screens outside of school. Finally, students reported being bullied at school and feeling unsafe. Fitness data will also be discussed. When asked what they wanted to change about their PE classes, students stated they wanted more exciting activities and more variety. Additionally, students reported that they wanted more fitness-based activities and more equipment to use during PE classes. For health education students felt that their experiences were adequate but some expressed concerns about instructional strategies and expressed the need to learn more about sexual health education and social/emotional health.

Preliminary teacher data suggests the need for resources and training in health and PE as well as cultural trauma and culturally relevant activities related to NHs specifically. Due to word limitations, teacher data could not be reported in this abstract.

Conclusions: There is a great need to integrate health and wellness concepts throughout the school setting, especially those that are predominately Native Hawaiian. However, little is known about how to successfully train teachers to integrate programming that is culturally relevant and motivating for students in this population. Understanding current programming, baseline data, and intervention strategies is important.

The Role of Career Goals in PETE Faculty Socialization

Robert Knipe III¹, Southern Connecticut State University; Xiaofen D. Keating^F, The University of Texas at Austin; Karen L. Gaudreault^F, University of New Mexico

([email protected])

Background/Purpose: Russell et al. (2016) posits five phases that socialize PETE faculty: acculturation, initial professional socialization, initial organizational socialization, secondary professional socialization and secondary organizational socialization. This expanded view of Lawson’s initial conceptualization of Occupational Socialization Theory (OST) (1983a; 1983b) in physical education offers different actors and organizations have influences on aspiring PETE faculty members at each phase. Clearer understanding of the occupational socialization of PETE faculty members has the potential to illuminate the development of subjective warrants (Lortie, 1975) and reveal understandings of the roles they have embodied throughout preparation and within their faculty role. Grounded in OST, the purpose of this study was to explore the socialization of an early career PETE faculty member who had adopted a professional goal of a career in higher education during their time as an Inservice physical education teacher.

Method: Using a retrospective case study design, one faculty member with ten years of K-12 teaching experience and two years of experience within higher education was selected using purposeful sampling. Data sources included: semi-structured and unstructured interviews, critical incident accounts and document analysis. Data were analyzed inductively following Merriam and Tisdell (2016) using open coding, axial coding, categorization, and theme development. Trustworthiness was ensured by member checking, an audit trail, and the use of a peer debriefer.

Analysis/Results: Analysis revealed four themes that influenced his socialization: 1) achievement orientation rooted in his learning disability, 2) physical pursuits that fostered the achievement orientation, 3) desire to make a significant difference as an in-service teacher, and 4) constant search for opportunity and challenge.

Conclusions: This study provides implications for PETE including recruitment, preparation programs, and induction support both for Inservice teachers and PETE Faculty. Results indicate that in-service teachers considering a move to higher education can do so without compromising their instructional quality in the K-12 gymnasium. Further, our findings indicate that a personal disposition toward achievement can provide a significant influence underpinning physical education professionals’ activity. Given this, PETE faculty may consider the importance of professional disposition when screening students for admission into teacher training programs. In Future research needs to continue to address how socialization forces impact PETE faculty members’ beliefs and values and how they manifest and interact with their roles as researchers, teachers and community servants.

“I’m Quitting”: Impact of Secondary Organizational Socialization on Early Career Physical Education Teacher Education Professors

Chan Woong Park¹, California State University, Sacramento; Craig P. Tacla, California State University Sacramento; Minhyun Kim, Sam Houston State University

([email protected])

Background/Purpose: Following Lawson’s (1983a, 1983b) early theoretical work, research examining the occupational socialization of physical education (PE) teachers provided critical information that helps to explain why PE teachers plan and teach in the ways that they do. Compared to what is known about K-12 physical educators, less attention has been paid to the university faculty members who prepare future educators. To reduce the reality and cultural shock of a new faculty member and to increase job satisfaction and retention rate, a better understanding of organizational socialization in higher education is warranted. Therefore, the purpose of the study was to investigate the impact of the secondary organizational socialization of early career physical education teacher education (PETE) faculties who are/were employed in the U.S. institution. Specifically, we were mainly interested in developing an in-depth understanding of the dynamic socialization process and factors that lead to early career faculty members switch career or institution.

Method: Six current and/or past PETE professors (2 females/4 males, average of 4.8 years of teaching) were purposefully recruited for the study. The main sources of data were formal semi-structured interviews, follow-up informal interviews to verify and confirm findings, emerging trends, and themes. Additionally, participants were asked to submit multiple documents (e.g., course syllabi, course evaluations) that they had developed, and which illustrated their perspectives, practices, and experience as a PETE faculty.

Analysis/Results: During the first stage of the analysis, the researchers reviewed each participant’s data to create a separate profile for all participants. During the second stage, a cross-case analysis was conducted to sort the data from all the sources into broad sets. The data were coded and categorized by employing the techniques of analytic induction and constant comparison (Goetz & LeCompte, 1984). Trustworthiness and credibility of the data were established by triangulation, searching for negative cases, and member checking (Goetz & LeCompte, 1984). Three themes (unfavorable conditions, conservative culture, and job security) emerged from the data regarding the factors that influenced participants to leave higher education and/or move to a new institution. All participants have expressed unfavorable conditions such as “heavy workload”, “low salary”, and “conservative” culture as significant factors for leaving higher education and/or changing institutions. Furthermore, participants expressed concerns about “program elimination” due to low student enrollment and “uncertainty of tenure” as other factors.

Conclusions: The result of this study highlighted the factors which lead early career PETE faculty members to leave the profession or institutions. To increase the retention rate and job satisfaction of new faculty members, we suggest that senior faculty members and administrators be aware of these findings. Additionally, we recommend actively checking in with new faculty and offer constructive mentoring during the first two years to decrease cultural and reality shocks.

“Not Modest Like the Boys”: Parents’ Perceptions of Junior-Lifeguard Uniforms

Danielle J Belcher¹, Danielle N Wong, Megan Babkes Stellino^F, University of Northern Colorado

([email protected])

Background/Purpose: Positive Youth Development (PYD) is a framework used to promote cognitive, emotional, and physical development in youth through physical activity (PA) programs (Catalano, 2004). The Junior Lifeguard (JG) Program is a youth-based summer program that promotes PYD by integrating lifesaving ocean education and PA. Certain aspects of the lifeguard profession, such as the uniforms typically worn by male and female lifeguards, are required and may reflect societal expectations associated with gender with particular emphasis on body image. Mandatory uniforms are assigned according to gender and are to be worn during the JG Program. Parents and their children unwaveringly abide by these program rules and wear the designated program’s uniforms with unquestioned acceptance in order to be part of the JG community. However, there has yet to be an examination of how JG parents perceive the uniforms their children must wear while participating in the program. The purpose of this study was to qualitatively explore JG parents’ perspectives of JGs’ and program instructors’ uniforms in relation to the appearance, functionality and according to conceptions of gender and body image.

Method: Parents’ (N = 288) perceptions of the JG program participants’ and instructors’ uniforms were examined in this study. Parents answered four open-ended questions that asked them to reflect upon the fit and functionality of the JGs’ and instructors’ uniforms (e.g., what is your perception of the functionality of the JG uniforms?). These data were collected through an online survey from Spring of 2020 to Summer of 2021 that was part of a larger project.

Analysis/Results: Researchers conducted content analyses independently to examine parents’ short answer responses. They coded data deductively to explore parents’ perceptions. Researchers then came together to deliberate, discuss and arrive at consensus with their findings. The coded data were grouped into themes, which were defined to reflect and encompass a comprehensive overview of the data that naturally emerged. Results revealed parents’ perceptions aligned with stereotypical gender and body image norms and expectations based on the emergence of the following specific themes: Public Image, Coverage, and Gender Roles. ‘Public Image’ and ‘Coverage’ reflected the perceptions parents had as viewers of the program and in response to how the JGs appeared to the public. ‘Gender Roles’ reflected how parents clearly expressed more criticism and dissatisfaction towards the female uniforms and the individuals who wore them. Parents had considerably more negative evaluations of the uniforms required to be worn by female participants than the male participants.

Conclusions: These findings provide blatant, evidence-based insight into how cultural practices and dominant ideology associated with gender and body image translate to a salient aspect of youth PA-based leisure program; the uniforms that are expected to be worn. Implications illuminate the prevalence of how parents’ gender biases may affect the nature of their children’s development of various perceptions of their own bodies. Families, practitioners, and program coordinators should be aware of the potential impacts that expectations and specific uniform designs can have on developmental experiences for children, parents/guardians, and their families.

Sport and Coaching

Athletes With Dyslexia in Inclusive Sport: What Is the Influence of the Coach?

Marko Pavlovic¹, University of Memphis; Kelly L. Simonton, University of Wyoming; Laura P Casey, University of Memphis

([email protected])

Background/Purpose: Dyslexia is a common disability that impacts learning and personal-social development across all settings, including youth sport. With many youth with dyslexia participating in inclusive sporting environments, coaching education is needed to ensure all players succeed. These students may require unique approaches to instructing and fostering their development as a result. Coaches relying on the predominant “one size fits all” approach may limit these participants understanding, confidence, and overall enjoyment. The purpose of this study was to investigate youth athletes’ with dyslexia and their perceptions of their coaches, coaching climates, and their emotional experience in the sport utilizing a social ecological approach to identifying critical factors and strategies for coaches in an inclusive setting.

Method: Participants were purposefully selected (N= 12; M_age= 12.5; six males and six females) who have dyslexia and participated in inclusive sport. Researchers employed a cross-sectional qualitative design. Interviews were used to explore their perceptions of the sporting experience and how coaches supported their needs (self-confidence, physical skills, motivation, enjoyment). This study also evaluated their perceptions of their coach’s ability to support their needs, provide a mastery climate, and offer positive emotional awareness. Lastly, athletes were asked about the emotions felt while playing and their perceptions of teammate relationships.

Analysis/Results: Each participant completed a one-on-one interview. Interviews were analyzed using a thematic approach to explore perceptions of the social environment (coaches, peers) and personal characteristics (emotional, motivational). Inductive and deductive coding was used in conjunction with constant comparison techniques across the participants and sport backgrounds. Analysis resulted in three themes: (a) hidden disabilities tend to stay hidden, (b) caring is coaching, and (c) social impacts emotional. Overall, participants felt levels of shame and did not want coaches/peers to know about their disability. Athletes reported that when confused, they would rather fail then ask for help. They had a tendency to feel less than their teammates but noticed times their coaches showed caring tendencies. Overall, the social experience with their team played a larger role in predicting growth and positive emotional experiences as compared to winning/losing.

Conclusions: Sporting experiences can have tremendous impact on student athletes with dyslexia including their social, physical, and psychological growth. This research also recognizes that the motivational climate created by the coach is a huge determinant of psychological, emotional, and motivational aspects of youth-athletes’ with dyslexia development. Lastly, the importance of utilizing a humanistic approach to coaching is essential for quality development of players. In summary, coaches may struggle with assisting those with hidden disabilities, like dyslexia, and given it’s prevalence, more training is needed.

Impact of an Education Program on Youth Soccer Coaches

Colin S. Barnes¹, University of North Carolina at Wilmington; Matt D. Curtner-Smith^F, The University of Alabama

([email protected])

Background/Purpose: To improve standards of play, enjoyment, and safety, in the last 40 years governing bodies of youth sport have increasingly required coaches to be certified through coach education programs (CEPs). To date, the effectiveness of these CEPs has not been widely assessed. The purposes of the study were to describe: (a) the impact of a progressive CEP on grassroots youth soccer coaches’ perspectives and practices, and (b) the factors that helped and hindered the CEP’s effectiveness.

Method: The study was guided by occupational socialization theory. We conducted a mixed methods case study of two grassroots soccer coaches who participated in the CEP. We purposefully selected Andros and Christian because they had little training and possessed limited content and pedagogical knowledge. Andros and Christian were observed during the CEP and pre- and post-CEP while coaching practices and games. Data were collected through formal and informal interviews, non-participant observation, and document analysis. Practices and games were also filmed and coded with two systematic observation instruments. These were a modified version of the Coach Analysis and Intervention System (CAIS) and the Instrument for Identifying Teaching Styles (IFITS).

Analysis/Results: Qualitative data were reduced to themes by employing analytic induction and constant comparison. Descriptive statistics were computed for the categories in the systematic observation instruments. The CEP had a significant impact on Andros’ perspectives and practices and a negligible impact on those of Christian. Prior to the CEP, Andros espoused and employed a traditional direct pedagogy focused on skill learning. Following the CEP, he supported and used the indirect method known as play-practice-play that was focused on tactical understanding as well as skill acquisition. Christian largely rejected the play-practice-play method presented in the CEP, although he did incorporate elements of it into his traditional approach to coaching. Further, Christian’s managerial skill appeared to improve as result of attending the CEP. Occupational socialization theory helped explain why the CEP had a different impact on the coaches. Specifically, Andros’ acculturation had a negligible impact on his perspectives and practices regarding coaching youth soccer and the professional socialization provided in the CEP was more powerful than his organizational socialization. In contrast, Christian’s professional socialization (i.e., the CEP) was less powerful than his conservative acculturation and organizational socialization. Elements of the CEP that helped to make it effective were its indirect and participatory nature, the instructor’s expertise, the inclusion of new content, and the ability of participants to form a community of practice. Elements of the CEP that hindered its effectiveness were its brevity and the lack of follow-up support provided for coaches.

Conclusions: Practical implications of this study are that CEPs need to be relatively long and include follow-up support for coaches after they have concluded. We suggest that this support is best provided by the instructor of the CEP. Further, the study indicates that coach educators’ and their CEPs’ effectiveness might be improved were they to have an understanding of the extent to which their charges’ occupational socialization will help or hinder them in teaching new perspectives and practices.

Intentional Coaching: A Pathway to Cope With Anxiety in Sport

Mark J Sowa¹, Sharon Kay Stoll^F, University of Idaho; Jennifer M Beller, St. Mary’s Parish School

([email protected])

Background/Purpose: Division I athletes are consistently exposed to daily stressors and how to cope with increasing anxiety and depression. The win at all costs nature of elite level athletics produces an environment focused on performance rather than the person, increasing levels of stress and anxiety. This study created a systematic coaching intervention based on an existential philosophical framework focusing on the subjective lived experience of athletes.

The purpose of this quasi-experimental study was to examine the effect of a twelve-week systematic coaching education on the mental health and well-being of athletes as measured by levels of trait anxiety and athletic coping skills.

Method: The quasi-experimental design was a two group pre/posttest design. Participants were NCAA female swimmers. Treatment (n=23) and controls (n=27) completed pre and posttests using the SAS-2 (trait anxiety) and ACSI-28 (coping skills). The treatment group received twelve reflection modules consisting of readings, discussions, and journaling.

Analysis/Results: A significant difference was found with the interaction of Time X Group on trait anxiety scores Wilk’s Lambda F (1, 48) = 8.39, p<.034, partial eta ² = .09. Treatment group trait anxiety scores decreased from a pretest score of 35.0 ± 1.7 to posttest score of 30.8 ± 1.6, while control group trait anxiety scores remained the same from pretest 35.2 ± 1.6 to posttest 34.6 ± 1.5. No significant difference was found with the interaction of Time X Group on coping skills Wilk’s Lambda F (1, 48) = 5.76, p< .056, partial eta ² = .074. Treatment group scores approached significance, increasing from a pretest score of 70.5 ± 2.4 to posttest score of 75.6 ± 2.3. Control group scores remained the same from pretest 69.7 ± 2.2 to posttest 70.2 ± 2.1. An exploratory analysis showed that the curriculum had an impact on new incoming swimmers on coping skills (pre = 69. 3 ± 3.3; post =77.1 ± 3.2) and trait anxiety (pre=38.0 ± 2.3; post=31.2 ± 2.2).

Conclusions: This pedagogical study shows promise that a twelve-week systematic coaching intervention positively affects anxiety and coping skills in female swimmers.

Knowledge and Training of Physical Educators Providing Strength and Conditioning Programming in K-12 Schools

David Bellar^F1, University of West Florida; Ben D. Kern, University of Wyoming; Wesley J Wilson^F, University of Utah; Samiyah Rasheed, University of Wyoming

([email protected])

Background/Purpose: Strength and conditioning (SC) practices continue to evolve in K-12 schools, particularly as evidence is produced supporting the role of resistance training in sport performance and the number of SC facilities in schools grows. Resistance training supports health-related physical fitness, and K-12 physical education (PE) teachers are looked to for expertise in promoting health-related fitness for students with a range of fitness goals. There is also an expectation that PE teachers have the knowledge to instruct and program resistance training for both students enrolled in PE courses and athletes training for sport. Physical education teacher education (PETE) programs typically do not include SC training as part of the curriculum and professional development opportunities for PE teachers are sparse. The purpose of this project was to assess PE teachers’ knowledge of SC practices along with their preparation in PETE and sources of professional development.

Method: To survey the knowledge of PE teachers regarding resistance training and SC, an instrument was developed. To accomplish this, questions were developed both from an experienced SC collegiate instructor and the National Strength and Conditioning Association practice question bank. These were merged together and sent to a group of collegiate Exercise Science students. After factor analysis, the survey contained 15 items and good internal consistency (a=0.765, average interitem correlation =0.171). The final factor model suggested one factor, resistance training knowledge (RK). Following this, an electronic survey was distributed to 2,189 middle/high school PE teachers, with 626 consenting to participate (28.6% response rate), and 605 providing complete data. Descriptive statistics were used to present overall RK and ANOVA along with multiple linear regression analysis were used to examine RK against elements of PETE programs and sources of professional development.

Analysis/Results: Overall the mean for RK (N=605) was 6.77 correct out of 15 (45%.) When examined against participant characteristics, personal training or SC certification was associated with higher scores (F=12.06, p<0.001), as was teaching a SC PE unit (F=31.00, p<0.001) and instructional level (HS, MS, Elem F=7.02, p=0.001). Years of teaching experience (F=1.01, p=0.315) and level of education (F=0.551, p=0.648) were not associated with RK. Multiple linear regression produced a significant model examining components of PETE programs as predictors of RK (r²=0.129, p<0.001). In this model PETE preparation including courses in exercise physiology, and weightlifting activity course were significant predictors. Regression also produced a significant model for sources of SC professional development predicting RK (r²=0.084, p<0.001). For this model SC online coursework, meeting with SC professionals, and reading SC publications were associated with improved RK.

Conclusions: Overall RK among the surveyed PE teachers was low, and only marginally higher among HS teachers or those with a certification. Some features of PETE programs were associated with higher RK, but reflected a small percentage of the overall sample. PE teachers involved in SC seek professional development, however it is primarily opportunistic rather than structured and vetted through a governing body. More formal professional development is needed for PE teachers and RK content included in PETE programs may be warranted.

Midwestern Athletic Coaches’ Personal and Professional Media Usage

Derek W. Elton¹, University of Nebraska-Kearney; Matthew R. Bice, Baker University; Bryan Artman, Thomas Orr, University of Nebraska - Kearney

([email protected])

Background/Purpose: The world is experiencing a digital revolution, as technology advances, professions have been forced to adapt to the advent of social media (SM). Many gaps in the literature exist on professional SM use, this is especially true in the field of athletic coaching. SM provides coaches the ability to interact with others, fostering conditions for collegiality, reflective analysis, practice-based professional development and presumably more efficient communication pathways with athletes and parents. While SM can be beneficial, some coaches choose to limit professional usage due to inherit risks. The purpose of this study was to gain insight into the role SM has in the field of coaching.

Method: A total of 386 athletic coaches from the Midwest fully completed an online survey distributed via email. Access to participants came by means of being a member of a regional professional organization. A cross-sectional mixed methods census research design was used to examine personal and professional SM usage as well as qualitative data about individuals’ feelings towards the use of SM in the respective category. Descriptive statistics, correlations, and group comparison analyses were used to determine associations/relationships and variable/group differences. Qualitative data was organized, coded, and themed for interpretation. Data was analyzed using SPSSv26 and deemed significant at p<0.05. The current study was approved by the investigator’s institutional review board #110421-1.

Analysis/Results: An exploratory approach was used to examine SM use among coaches. Females reported significantly higher total personal SM usage than males (F= 68.053,p= 0.001). When examining individual platform professional use, males reported using Twitter significantly more than females (F= 3.911,p= 0.049), and females showed a significantly higher usage of Facebook (F= 14.534,p= 0.001). Furthermore, Facebook users reported at a significant rate to use the platform to connect with parents (F= 21.441,p= 0.0001) and access motivational content for students (F= 7.363,p=0.007). Facebook, users also cited their primary problem with SM was having to have multiple SM platforms (F= 4.317,p= 0.002). Moreover, those who used Twitter significantly reported to use the site for accessing credible coaching content (F= 7.664, p= 0.006), accessing motivational content (F= 19.948,p= 0.0001), and building community and support for athletes (F= 801, p= 0.005). Those who used Twitter also cited their primary purpose of using SM was to stay up to date on the most recent coaching techniques (F= 19.445, p= 0.0001).

Conclusions: SM has the potential to professionally help coaches and provide better resources to athletes. Previous studies have shown that involvement in high school athletics increases self-efficacy and has a direct impact on predicting future healthy behaviors. Applying SM in professional settings could have a similar impact as coaches provide a better experience for their athletes by understanding how other coaches utilize SM. As SM continues to become more prevalent in society, future studies should investigate how to maximize potential benefits and sport-specific tactics beneficial to athletes and coaches. Information from this study will provide insight into how SM can be used to enhance the coaching profession by mode of emerging SM platforms.

NCAA Women’s Soccer Matches’ Intensity Zones and Heart Rate

Mario N. O. Jr. Sevilio¹, Federal University of Maranhão and Coastal Carolina University; Victor G. S. Sousa, Jefferson F. C. Rodrigues Jr., Christian E. T. Cabido, Christiano E. Veneroso, Federal University of Maranhão; Nilo C. Ramos, Coastal Carolina University; Jason Cholewa, University of Lynchburg

([email protected])

Background/Purpose: NCAA Division I women’s soccer has drawn the attention of researchers in the field of sports science for its organization and peculiarity of the matches (Sausaman et al., 2019). The condensed match schedule, short training period and the possibility of making unlimited substitutions during matches provide for a dynamic and high intensity environment particular to NCAA college soccer (McFadden et al., 2020). It is necessary to understand the physical demands to which players are exposed to during competition to assist coaches and strength and conditioning coaches to be more precise and meet players’ individual needs in players’ training prescriptions (Favero et al., 2016; Kupperman et al., 2021). Although there are studies with college women’s soccer (Sevilio, et al., 2021), none of them described the dynamics of match intensity, through heart rate (HR), during a competitive season. Therefore, the purpose of this study was to describe the intensity of matches, using HR, in a regular season of NCAA division I women’s soccer.

Method: Data from 13 regular season matches of one NCAA Division I women’s soccer team (19.2 ± 1.1 years, 167.9 ± 2.24 cm, 64.6 ± 7.8 kg, 50.5 ± 6.5 ml/kg/min and 23.4 ± 3.6% fat) were collected and analyzed. Data on average, minimum and maximum intensity were collected from both halves of each match, as well as the accumulated time in each HR zone. The HR zones adopted were: Z1 = 50-59%, Z2 = 60-69%, Z3 = 70-79%, Z4 = 80-89% and Z5 = 90-100% of maximum HR (HRmax). Data were recorded using a Polar GPS heart rate monitor (Polar Team Pro® model, which has an integrated 10Hz GPS). Data normality was analyzed using the Shapiro-Wilk test. Data were presented as mean and standard deviation. A statistical significance level of p < 0.05 was adopted.

Analysis/Results: The average, minimum and maximum intensity of the 13 matches evaluated were, respectively, 89.08 ± 1.42%, 67.12 ± 2.71% and 97.66 ± 0.98% of HRmax. On average, players spent on each match 30.17 ± 4.76 minutes in Z5, 16.89 ± 3.75 minutes in Z4, 4.20 ± 1.97 minutes in Z3 and very little time in Z2 and Z1 (0.92 ± 0.50 minutes and 0.18 ± 0.11 minutes, respectively). It is worth mentioning that during the matches the players easily exceeded 200 bpm, and one player in particular reached a HRmax of 229 bpm at least three times in different matches, demonstrating how intense the matches were.

Conclusions: The intensity of matches in a regular season in NCAA Division I women’s soccer is higher when compared to professional athletes and most of the time played in a match is spent at high intensity, observed by the longer accumulated times in zones Z4 and Z5 of HR. This information may be used by coaches and strength and conditioning coaches to prepare players to the real physiological demands of the matches aiming at better preparation and performance of the team.

Parent Perspectives on How Sport Teams Impact Teens’ Sport-Related Concussions

Laura J. Petranek¹, Shelley Lucas, Boise State University; Nicole Bolter, San Francisco State University; Kurt Nilsson, Kristi Pardue, St. Luke’s Sports Medicine Concussion Clinic; Hilary Flint, Applied Research, St. Luke’s Health Systems

([email protected])

Background/Purpose: It has been estimated that approximately 1.1 to 1.9 million youth under the age of 18 sustain sport-related concussions (SRCs) each year. Fortunately, a majority of them will recover within a few weeks; however, there is still about a third of that population who have a difficult time recovering from a SRC resulting in prolonged symptoms. Sport coaches and, when available, athletic trainers, are part of a concussion management team that help identify SRCs and facilitate a return-to-play (RTP) plan during the recovery period. Adolescence is an important developmental stage that uniquely affects the recovery from an SRC. For example, teens seek to establish their independence, while relying on their friends and teammates for social support and acceptance. Parents still play an important role in advocating for their teen in the recovery process, as well as navigating aspects of SRC recovery that typically include health care, return-to-learn, and RTP processes. The purpose of this research study was to: (1) explore the perspectives of parents of teens recovering from an SRC, (2) to examine the impact of the sport team (e.g., coaches, athletic trainers, teammates) on teens’ experience with their injury, and (3) to educate members of the sport community to help provide support to a teen recovering from an SRC.

Method: Eleven parents (9 mothers, 2 fathers) and one guardian (grandparent) of teens who suffered persistent post-concussive symptoms were individually interviewed. Teens (7 females, 5 males) were between the ages of 14-17 years of age, were experiencing symptoms more than 6 weeks after the date of injury, and had sustained a concussion in a variety of sport contexts (basketball, cheerleading, football, soccer, softball, track, volleyball). These parents/guardians were asked to describe their experiences helping their teen as they recovered from their injury and tried to reintegrate back to daily life with their friends and family, with academics and school, as well as back to activity with their sport teams. In this research we will focus primarily on participants’ responses to the experiences they had with their teens’ coaches, athletic trainers (if available), as well as teammates.

Analysis/Results: A thematic analysis resulted in three major themes. The first theme focussed on concussion education, participants expressed that concussion education should increase in terms of quality and quantity to protect and support their teenage athletes. The second and third themes related to the level and/or absence of support from coaches, athletic trainers, and teammates. Participants observed that supportive actions by the sport team positively contributed to their teen’s experience with recovery, yet also described ways that non-supportive actions acted as a barrier to recovery.

Conclusions: Findings offer new ideas for how to educate sport coaches, as well as the involvement of the entire team including athletic trainers and teammates, when working with teenage athletes who are returning to sport following an SRC.

The Use of Curse Words Among Secondary Athletic Coaches

Todd E. Layne¹, University of Memphis; Jamie J. Brunsdon, The University of Memphis; Kelly L. Simonton, University of Wyoming

([email protected])

Background/Purpose: An important role of a coach is to help an athlete with their physical development for sport. In addition, the leadership skills of a coach can help shape the psychological well-being of the individual. This guidance can produce positive outcomes and lead an individual into early adulthood. However, a coach’s impact may not always be positive (Weinstein, Smith, & Weisenthal, 1995). Kassing and Infante (1999) discovered that coaches who communicated more aggressively with their team were perceived as less favorable. In addition, these teams exhibited less sportsmanship and were not as successful in winning percentage. One specific aggressive approach that is used by coaches is the use of curse words. While research has examined the use of curse words (Sherman, Fuller, & Speed, 2000; Koivula, 2001; Howell & Giuliano, 2011), no study has specifically examined why coaches use curse words and the overall impact on their team and program.

Method: This study utilized a quantitative approach via survey analysis of cursing among secondary sports coaches in the state of Tennessee. Participants were asked questions on a variety of topics related to cursing in sports. Current middle/high school coaches of 21 different sports were eligible to participate. Approximately 4,100 coaches were invited via email to participate in the study. Each participant was asked to complete a survey which included approximately 20 questions. All coaches were asked to give consent prior to completing the survey. The study was anonymous since only demographic information will be collected.

Analysis/Results: A link to the online questionnaire (Google Docs) was distributed by the researchers to all coaches in the Tennessee Secondary School Athletic Association (TSSAA) system. The following website https://portal.tssaa.org/common/classification/ was used to find schools and their coaches email address for the 2021-2022 school year. The questionnaire consisted of different sections with the intent of obtaining information related to: 1) demographic information of the participant including gender, age, sport currently (and career) coaching and grade level, number of years coaching and as a head coach, 2) cultural impact of cursing and if they believe it is a problem in sports, 3) if cursing should be acceptable in sport and if they curse in everyday life, 5) when they most often use curse word, curse words most often used, and the motivation for cursing as a coach, and 6) the impact it has on those associated with their sport. Descriptive analysis of survey data will occur, along with empirical testing to find potential differences. Results from this study are ongoing but will be completed and analyzed in the next couple of months.

Conclusions: Research has been conducted on a broad spectrum of ideas on the use of cursing in sports. This study will provide an analysis of cursing among secondary coaches and potentially provide an understanding of its overall impact. Additionally, the results from this study will lead to more focused research on topics associated with cursing among coaches.

Women’s Basketball Players Perceptions of Coach Servant Leadership

Mikayla Ferenz¹, Sharon Kay Stoll^F, University of Idaho; Jennifer M Beller, St. Mary’s Parish School

([email protected])

Background/Purpose: Within every institution a leader exists. Most models of leadership are autocratic where the leader assumes authority and decision-making is centralized. A contrast style is servant leadership where the leader places themselves at the bottom of the ladder by placing their subordinates’ needs and interests above their own.

Most college coaches believe they are leading well and even perhaps are servant leaders. But are they? The National Collegiate Athletic Association is big business. The prospect of capital gain places tremendous pressure on coaches and student-athletes. Student-athletes face stress and pressure. Coaches often become focused on extrinsic rewards and athletes’ well-being has paid the price. Most coaches believe they serve athletes well but what do their athletes perceive?

The purpose of this observational study is to describe coaches’ servant-leader characteristics preferred and perceived by collegiate women’s basketball players using the Revised Servant Leadership Profile for Sport (RSLP-S).

Method: Participants were 98 women’s college basketball players throughout the western United States. Using the valid/reliable Revised Servant Leader Profile for Sport, or RSLP-S, which measures three major dimensions of servant leadership: trust/inclusion, humility, and service, participants were asked how much they prefer their coach to display the servant leadership characteristics trust/inclusion, humility, and service. Participants were also asked how much they perceive their current coach to display the same characteristics. Data was analyzed using t-tests.

Analysis/Results: Collegiate women’s basketball players preferred their coaches to display more servant leader characteristics on all three of the RSLP-S preferred subscales compared to the RSLP-S perceived subscales. A significant difference was found for the preferred trust/inclusion subscale (M = 14.96 ± 4.76) compared with the perceived trust/inclusion subscale (M = 32.95 ± 17.56), t = 9.77, p < .0001. A significant result was also found for the preferred humility subscale (M = 11.39 ± 4.28) compared with the perceived humility subscale (M = 19.30 ± 8.24), t = 8.71, p < .0001. Finally, a significant result was found for the preferred service subscale (M = 7.77 ± 2.86) compared with the perceived service subscale (M = 13.59 ± 7.11), t = 7.88, p < .0001).

Given the number of participants with different coaches and the balance of male coaches (n=45) to female coaches (n=53), subscale data was analyzed by coach gender. Female coaches scored better than male coaches on all three of the perceived RSLP-S subscales. Players coached by men, perceived their coaches to be significantly less servant leader-like than players coached by females on all three RSPL-S perceived subscales. Current coach gender had no significant effect on players’ preferences for servant leadership. In analyzing the results, female coaches appear to be perceived as more servant leader-like by their players than male coaches within women’s college basketball.

Conclusions: A collegiate coach could benefit from the leadership role of a servant leadership. Players perceive their coaches as less servant leader-like than what they would like their coaches to be. Perhaps women’s basketball coaches would benefit from servant leadership education.

Teaching and Learning

A Review of Intervention Research on Game-Centered Approaches and Associated Students’ Outcomes

Yilin Li¹, California State University, Bakersfield; Weidong Li^F, The Ohio State University

([email protected])

Background/Purpose: Since 1980s, various game-centered approaches (GCAs) have been developed to teach sports and games to address the limitations of a technique-focused approach. A number of studies have been conducted to investigate the effects of GCA on students’ outcome variables in school physical education. In recent years, evidence-based practices have been gaining in popularity among researchers in the field of physical education. It is time to review the literature to support the implementation of evidence-based teaching approaches. The purposes of this review, therefore, were to provide a comprehensive analysis of experimental research on GCAs in physical education settings with the goal of identifying the status, gaps, and future trends of research trends, and summarize the findings of quality experimental research to support evidence-based practices and discuss their teaching implications and applications.

Method: A systematic search of five electronic databases was conducted from their year of inception to 30 March 2021. The search identified 28 articles that examine the effects of GCAs on student outcomes that met the inclusive and exclusive criteria. All 28 articles were coded using a coding template. A total of nine articles that met the quality criteria were included for further analysis. Eight articles were randomly selected for inter-rater reliability. Both coders independently coded those eight articles using the coding template. The inter-rater reliability coefficient was 96%. The disagreements were discussed and a consensus was reached. Then, the first author coded independently the rest of twenty articles.

Analysis/Results: For each of the coding categories, frequencies and percentages were calculated. All descriptions were categorized and summarized. Previous intervention studies mainly focused on Teaching Games for Understanding (46%), Tactical Games Model (21%), Play Practice (11%), and Invasion Games Competence Model (11%). The majority of studies lack rigor due to inappropriate research design, inappropriate statistical analyses, and limited information on fidelity check of teachers’ training and implementation of interventions. Students’ game play performance was assessed using a variety of measurements.The results from the nine articles with good quality showed that the length of an intervention should be at least ten hours to have significant effects on students’ learning outcomes. The level of evidence regarding the effects of GCAs on students’ learning outcomes including skill performance, knowledge, and game performance was inconclusive.

Conclusions: There is a need to examine the validity and reliability of those game play performance measurements and how those measurements are aligned with the conceptual framework of those GCAs. Limited evidence is available to support the effectiveness of GCAs on students’ learning outcomes and recommend any of the GCA for school physical education teachers to adopt. More experimental research with a rigorous design is needed.

A Scoping Review of Flipped Learning Research Conducted in K-12 and University Physical Education Settings

Chad M. Killian¹, University of New Hampshire; Ove Osterlie, Norwegian University of Science and Technology; Alberto Ferriz-Valero, Miguel Garcia-Jaen, University of Alicante; Julia Sargent, The Open University

([email protected])

Background/Purpose: The use of digital technology in education continues to grow rapidly. Flipped learning (FL) is a popular format used across subjects that leverages digital technology to deliver instruction to students prior to face-to-face classes. In physical education (PE), FL uses asynchronous digital instruction to expand learning and physical activity opportunities beyond the school day to prime students for upcoming face-to-face classes where they engage in guided movement experiences designed to extend prior learning (Osterlie et al., in press). The format of FL and use of digital instruction represents a departure from traditional pedagogical approaches in PE, however the potential of FL to support positive PE outcomes has been documented (Killian et al., 2016; Killian et al., 2019). Recent efforts to identify evidence from FL research independently from broader online PE literature was limited to non-university students (Gosalbez-Carpena et al., 2022). Therefore, the purpose of the present study was to extend this review by presenting results from studies on FL in K-12 and higher education PE settings. This study also synthesized common factors of FL implementation as an initial, evidence-based constitution of FL in PE.

Method: The Preferred Reporting Items for Systematic Reviews and Meta-Analysis extension for Scoping Reviews (PRISMA-ScR) guidelines were used to guide the review process. Peer-reviewed studies were included when they related to the use of FL within K-12 and higher education physical education contexts. Full-text studies and articles were evaluated against a priori inclusion criteria and unrelated articles were excluded from this review.

Analysis/Results: A total of 82 peer-reviewed studies were considered for inclusion. Only 16 studies fulfilled the inclusion criteria and qualified for this review. Most studies were conducted in K-12 settings, in Europe, using quantitative methods. Lesson content of FL studies was broad and mainly on fitness related information and non-traditional activities like orienteering, parkour, and korfball. Sample sizes varied widely across studies, with a majority of studies focusing on student motivation and learning outcomes. Overall, the use of FL had an inconsistent but generally positive impact on these variables. Student autonomy and time spent in motor learning were also generally positively impacted across several studies. School approved learning management systems were most commonly used to deliver FL instruction in included studies. Length of FL implementation ranged mostly between three and six lessons and was mainly applied promote learning for the key aspects of lesson material.

Conclusions: The results of this review suggest that research on FL in PE is still in its early stages, but is gaining attention from researchers globally. Use of the FL approach in PE appears to benefit students when compared to the use of traditional pedagogies. This review showed FL has potential to improve student motivation and support student learning. Currently, there is limited inquiry related to important PE outcomes like physical activity, motor learning and socio-emotional learning. Further research is necessary to develop a stronger evidence-base for practice. Expanded methodologies should be applied to better understand phenomena related to FL implementation across all grade-levels and varied contents.

Alternatively Certified Physical Educators’ Pedagogical Training and Professional Development

Jaehun Jung¹, Northwestern State University; Layne Case, California State University - Chico; Sam W Logan^F, Oregon State University; Joonkoo Yun^F, East Carolina University

([email protected])

Background/Purpose: One initiative to address teacher shortage is using alternative teacher certification programs (ATCP). ATCP, in general, is designed to provide bachelor’s degree holders in non-educational majors with a shorter pathway to becoming certified teachers. Jung et al. (2022), however, pointed out that physical educators from ATCP may provide lower quality instruction compared to physical educators from traditional programs, particularly when teaching students with disabilities. It is possible that alternatively certified physical educators may not receive sufficient pedagogical training prior to starting their positions. However, it remains unclear how ATCP train their Physical Education teacher candidates. In addition, it is also unclear how alternatively certified physical educators continue to improve their teaching skills. Therefore, this study aimed to investigate the differences in training, including through (a) teaching methods courses and (b) professional development opportunities, between alternatively and traditionally certified physical educators.

Method: This study examined data from the 2017-2018 National Teacher and Principal Survey. The analytic sample included 1,850 physical educators. Seven survey items were used to measure involvement in specific teaching methods courses, including (a) classroom management, (b) lesson planning, (c) assessment, (d) usage of student performance data, (e) teaching students from diverse backgrounds, (f) teaching students with disability, and (g) teaching students who are limited-English proficient, within their teacher education program. Seven additional items were used to measure respondents’ participation in professional development related to (a) their teaching assignment, (b) technology to support instruction, (c) behavior management, (d) instructional strategies for students with disabilities, (e) differentiated instruction, (f) assessments, and (g) analyzing student achievement data.

Analysis/Results: Within the sample, 12.2% respondents entered the teaching profession through ATCP. The results from seven separate logistic regressions suggest that alternatively certified physical educators were less likely to take teaching methods in all seven content areas before entering the profession, with odds ratios ranging from .15-.55. For example, 84% of traditionally certified physical educators took the course related to teaching students with disability, while only 54% of alternatively certified physical educators took the course. In contrast, there were no significant differences in participation in professional development between the two groups except for professional development related to instructional strategies to teach students with disabilities (OR = 1.65, 95% CI [1.03, 2.62]). Specifically, physical educators from ATCP were more likely to participate in professional development related to teaching students with disabilities.

Conclusions: This study provides a potential answer to Jung et al.’s (2022) concern about lower quality instruction from alternatively certified physical educators. The lower likelihood of taking courses related to teaching methods may directly impact the quality of instruction. However, this study also suggests that physical educators from ATCP participate in the same level or more professional development opportunities than their counterparts. Moving forward, it will be important that ATCP develop and provide essential teaching methods courses to their trainees. Also, it is essential that professional development opportunities related to quality instruction are available for all teachers, particularly physical educators from ATCP.

Becoming an Effective Mentor: Mentoring Reflexivity

Oleg A. Sinelnikov^F1, Meghan Dennis, Adam M Wolecki, Jacob T. Peterson, Natalia D Molska, Seung Soo Baek, Wonhee Lee, Ford Patronas, The University of Alabama

([email protected])

Background/Purpose: For teacher education to be successful in training quality physical education teachers, serious development of highly-qualified teacher educators must occur (Russell et al., 2016; Zeichner, 2005). This development takes place in doctoral physical education teacher education (D-PETE) programs, yet primary focus of many D-PETE programs remains on developing future researchers (Mitchel et al., 2021; van der Mars, 2011). Scholars recommend the infusion of a mentoring paradigm into D-PETE programs to aid doctoral students develop practical skills that future teacher educators need in their profession (Richards et al., 2018; Richards & Sinelnikov, 2019). Effective mentoring process requires mentors to be reflective practitioners (Griggs et al., 2016), yet there is limited evidence-based research that describes how doctoral students can acquire reflective skills and what their experiences are during such process.

Purpose: This study described the experiences of D-PETE students in an interdivision mentoring program in which they mentored pre-service teachers during methods courses and early field experiences. Specifically, the aim of the study was to examine D-PETE students reflexive processesduring mentorship.

Method: Four participants were purposefully selected (2 males and 2 females; age = 32 (SD=4.9)) with criteria for participant selection including: (1) current enrollment in D-PETE program; (2) have experience with models-based practices; and (3) have limited or no experience mentoring pre-service physical education teachers. Each participant served as a mentor to a pre-service teacher to best enhance the mentor-mentee relationship (Keyser et al., 2008) during a secondary methods course (8 weeks) and subsequent early field experiences at a local middle school where pre-service teachers taught physical education classes (9 weeks). Data were collected through a combination of seven qualitative techniques (Patton, 2015): formal interviews (8x60 min), stimulated recall interviews (4x60 min), focus group interviews (2x90min), informal interviews, critical incident reports (48), document analysis of participants field notes and reflection journals.

Analysis/Results: A constant comparison and analytic induction (Goetz & LeCompte, 1984) with the purpose of extracting common categories and themes (Patton, 1990) were used for data analysis. Trustworthiness and credibility of data were ensured by data and researcher triangulation, members check and negative case analysis. The results demonstrated four different phases of reflexive process displayed by mentors, i.e. D-PETE students serving as mentors to pre-service teachers. These levels included (1) before-action, (2) in-action, (3) on-action and (4) beyond-action. In the before-action phase, participants progressed from expressing feelings of “inadequacy in their prior training and experiences” to a collaborative and productive process of “becoming an effective mentor”. In-action phase included the portrayal of “multidimensionally” of the mentoring process. “Validation as a mentor” highlighted on-action reflective phase, while the feelings of “believing in oneself” and the mentoring experiences “informing future teaching practices” were identified in the beyond-action reflective phase.

Conclusions: This is the first study to date that examined and reconstructed D-PETE students’ reflections and experiences when mentoring pre-service teachers. This study demonstrated the usefulness of Schon’s (1983) and Edwards’ (2017) reflective paradigm as a model to examine in action/on action reflections in a mentoring process when developing future teacher educators.

Before-School Physical Activity Program: Experiences of PETE Facilitators and Students

Tan Leng Goh^F1, Central Connecticut State University

([email protected])

Background/Purpose: Physical Education (PE) teachers are often tasked to organize and implement the components of Comprehensive School Physical Activity Programs (CSPAP) to promote physical activity (PA) among children and adolescents in schools. However, authentic experiences within Physical Education Teacher Education (PETE) programs to prepare preservice teachers to implement CSPAPs have been limited. Therefore, the purpose of this qualitative study was to examine the experiences of preservice teachers majoring in PE, the university faculty and the PE teacher who implemented a before-school PA program, as well as the middle school students who participated in the program.

Method: A university PETE program in the Northeast region of United States collaborated with a middle school to implement the before-school PA program for eight weeks each semester from Fall 2018 to Spring 2022. Due to the Covid-19 pandemic, the program was halted halfway in Spring 2020, and was not implemented in Fall 2020 and Spring 2021. The 30-minute program consisted of warm up activities, fitness exercises, sports or games, and cool down activities. Infused as part of two PETE program courses, a total of 103 preservice teachers assisted the PE teacher to implement the program from 2018 to 2022. Additionally, 167 middle school students (6^th to 8^th grades) participated in the before-school program. The preservice teachers submitted journals documenting their experience as part of coursework and a sample of them (n = 61) voluntarily participated in focus group discussions. Two university faculty and the PE teacher who facilitated the program participated in semi-structure interviews, while the middle school students completed open-ended surveys on questions regarding their experience engaging in the program. The focus group discussions and interviews were audio recorded and transcribed verbatim.

Analysis/Results: Data from the focus group discussions, semi-structured interviews, journals, and open-ended surveys were inductively analyzed. Reflexivity and triangulation were used to establish trustworthiness and credibility in the study. The generated themes were: (a) expand preservice teachers’ view beyond PE, (b) benefits for preservice teachers and students, and (c) future opportunities. Having no prior experience in before-school PA programs, the preservice teachers were surprised at the enthusiasm of the middle school students during the program early in the morning. Reportedly, the preservice teachers benefited from the hands-on experience that included opportunities to refine their pedagogical skills and serve as mentors for the middle school students, while the middle school students felt energized to begin the school day. Finally, the preservice teachers reflected on future CSPAP offerings that can positively impact the school community.

Conclusions: Infusing a before-school PA program into existing PETE curriculum can provide opportunities for preservice teachers to gain CSPAP knowledge and hone their implementation skills in a school-based setting. The school-university partnered before-school PA program was beneficial for both the preservice teachers and the middle school students. PETE programs can consider collaborating with K-12 schools to incorporate CSPAPs for preservice teachers to build their competency in implementing CSPAPs through practical experiences.

Can Physical Activity Breaks Assist Mathematics Learning? A Domain Learning Theory Perspective

Wenyi Wang¹, University of Taipei; Ang Chen^F, North Carolina-Greensboro/University of

([email protected])

Background/Purpose: The Model of Domain Learning theory (MDL) explains that successful learning is guided by instructional strategies that constantly keep the learner focusing on the subject matter by creating their strong interest, providing relevant knowledge components connecting to their prior knowledge, and leading the learner to initiate selective and relevant information processing (Alexander, 1997). Deviating from this focus may lead to distraction that tends to disrupt the constructive learning experience and renders the instructional effort ineffective. Based on MDL, the purpose of this study was to determine the extent to which PA breaks integrated in mathematics lessons in elementary schools would benefit pupils learning of mathematics content.

Method: The study was conducted in Taiwan, where mathematics learning has been a paramount necessity for all school children. Participants included 420 fourth-grade students from eight urban public elementary schools in Taipei, Taiwan. The study used a randomized-control experimental design with a multi-level structure to control cluster (class) effects. The experimental classes (n=11) implemented the in-lesson PA break program in mathematics lessons for 12 weeks, 32 lessons. The control classes (n=11) followed the original mathematics program in instruction. The integrated lessons were conducted by trained classroom teachers. The PA breaks were integrated in various segments of the lessons with an average length of 7.75 (±0.81) minutes. The PA intensity was determined in a pilot study using ActiGraph, GT3X+ accelerometer with a range from light to vigorous. The impact of the PA breaks on mathematics learning was measured prior to and after the instructions of 32 40 min. mathematics lessons. Mathematics knowledge assessments were assessed using the standardized aptitude tests accompanying the curriculum, which encompassed five knowledge domains. The independent samples t-test and MANOVA analyses were conducted with the residual-adjusted knowledge gain scores as the dependent variables and experimental condition as the independent variable to determine the impact of the PA breaks on total and domain specific knowledge gains.

Analysis/Results: The analyses indicated that the students in both conditions did not differ in terms of the knowledge gain and the rate of knowledge gain. The findings suggest that the PA breaks did not lead to meaningful overall knowledge gain in mathematics (M _experimental =52.09/SD=1.97, M _control =52.45/SD=2.11, t₂₀=-428, p =.673). The MANOVA results show no statistically significant difference in knowledge gains in all five mathematics knowledge domains (Hotelling’s T=.293, F=.938, p=.483). The findings support findings from other studies that raised questions about the value of PA breaks for facilitating learning in academic subject areas.

Conclusions: The findings correspond to literature that question the effects of PA breaks on mathematics performance (Moe, et al., 2018). The study revealed that whether the students were in the experimental or control condition, their mathematical academic development existed moment and over time in the domain of learning. One positive note is that the experimental students did have 10 minutes of PA without sacrificing their academic learning. However, the long-term PA break effects on mathematics remain unclear, especially for the high-level mathematics domain of Learning, which needs further investigation.

Can Standardized Sport Skill Tests Performance Transfer to Game Performance?

Yubing Wang¹, University of Wisconsin-Whitewater; Pan Li, Yaogang Han, Binn Zhang, Shanghai University of Sport

([email protected])

Background/Purpose: Standardized sport skill tests are often used to assess students’ sport proficiency level in physical education (PE) and in many research studies. For example, the AAHPERD basketball skill tests are often used to assess students’ proficiency level in basketball. In recent years, many scholars and educators started to question the validity of using standardized sport skill test results to reflect students’ game performance levels. Many argue that high levels of performance in standardized skill tests may not be able to transfer to high levels of performance in real games because of the differences on the stability of the performing environment. In PE, many physical educators, in recent years, started to advocate using the authentic game performance assessment to replace the standardized skill tests. Despite of the intense debate, few empirical studies have examined the transferability of the sport skill test performance to authentic game performance.

Gender stereotype is prevalent in sports. Different sports tend to have different levels of gender appropriateness. Basketball is often considered to be a male sport by many people. Boys and girls tend to have different participation levels and skill levels in basketball.

The following are the two research questions addressed in this study: (a) To what extent did students’ performance on AAHPERD basketball dribbling, passing, and shooting tests predict their performance in a 3V3 basketball game? (b) Were there any differences for the above predictability between boys and girls?

Method: A total of 124 sixth grade students (70 boys, 54 girls) completed this study. These participants first completed the AAHPERD basketball dribbling, passing, and shooting tests. About one week later, they played a 3V3 basketball game with their peers. The scoring of the skill tests was following the AAHPERD basketball test protocols. Their 3V3 games were video-recorded and scored by four basketball experts guided by a 5-point game performance rubric. Multiple regressions were conducted to address the research questions with dribbling, passing, and shooting scores as the independent variables and game performance scores as the dependent variable.

Analysis/Results: Results showed that dribbling, passing, and shooting scores significantly predicted game performance scores (F_{(3, 120)} =14.47, p<.01; R²= .27; β coefficients: dribbling= -.21, p=.04; passing=.20, p=.02; shooting=.24, p=.02). For boys, the three skill test scores marginally significantly predicted game performance scores (F_{(3, 66)} =2.58, p=.06; R²= .11; β coefficients: dribbling= -.32, p=.04; passing=.03, p=.80; shooting= -.02, p=.92). For girls, the three skill test scores significantly predicted game performance scores (F_{(3, 50)} =11.32, p< .01; R²= .40; β coefficients: dribbling= .02, p=.89; passing=.32, p< .01; shooting= .48, p< .01).

Conclusions: The three AAHPERD basketball skill tests scores can explain 40% of game performance scores for sixth grade girls and 11% for sixth grade boys. To assess students’ basketball game proficiency level, AAHPERD basketball skill tests tend to be better tests for girls than boys. For boys, only the dribbling test can significantly predict students game performance, while for girls only the shooting and passing tests can significantly predict game performance.

Concerns and Needed Support Throughout Student Teaching During COVID-19 Pandemic

Jingwen Liu¹, California State University, Fullerton; Xiaolu Liu, Georgia State University; Debra Patterson, California State University, Fullerton

([email protected])

Background/Purpose: Student teaching is often perceived as challenging, and concerns have been widely reported among student teachers (STs). When STs are more likely to implement effective and innovative teaching that they acquired from teacher education programs. Existing studies on the topic were based on Fuller (1969)’s concerns theory, which was found to be neither robust nor comprehensive in capturing physical education STs’ concerns over time. In response to additional concerns as STs adapted to a virtual learning and practicum environment, teacher education programs and credentialing agencies have been updating curricula and policies regarding teacher credentials. An inquiry on STs’ concerns during the pandemic is needed to make sure any implemented changes have taken into account STs’ perspectives. To this end, this study aimed to examine pre- and post-practicum concerns and needed support among STs during the academic year 2020-2021.

Method: This study utilized a descriptive phenomenological approach. A total of six STs (three males, three females, Mage = 25.33 years, SDage = 3.44 years) from a one-year credential program in physical education participated in a semi-structured interview in August 2020 and May 2021. Interview questions were designed to inquire about concerns in various areas (e.g., lesson planning, teaching, evaluation, workplace environment, work-life balance) and needed support from potential sources (e.g., coursework, cooperating teachers, university faculty, peers). All interviews were conducted and recorded via Zoom and transcribed verbatim for analyses.

Analysis/Results: Two researchers conducted open and axial coding in NVivo Mac. Peer debriefings were conducted throughout the analyses to establish intercoder consensus and credibility. Member-checking was conducted with all participants to ensure the trustworthiness of the analyses. STs’ pre-practicum concerns were a) insufficient time for meeting program requirements due to school closures; b) inadequate preparation for virtual teaching and learning; c) a lack of content-specific support for credential evaluations; and d) exposure to COVID-19. STs expressed the need for in-time and transparent communications with various stakeholders about expectations and guidance from physical education teacher educators. Towards the end of the credential program, STs reported that they had experienced or were experiencing concerns in different areas: a) engaging students and managing students in different modalities; b) dealing with conflicts with the cooperating teacher; c) establishing a teacher identity in various contexts; d) passing teacher credential evaluations; and e) a lack of experiences in the pre-COVID teaching context. In addition to what was needed pre-practicum, STs revealed the need for transparency in workload and fees associated with the credential program before admission. They also aspired to be independent of their cooperating teachers and needed more opportunities to experiment with teaching practices.

Conclusions: STs during the COVID-19 pandemic faced unique and different concerns at the beginning and toward the end of their credential program. Their needed support also varied as they went through their credential program.

Creating and Performing Educational Gymnastics Using Computational Thinking Skills

YuChun Chen¹, Western Kentucky University; Lorraine (Lori) Jacques, University of Tampa

([email protected])

Background/Purpose: Computational thinking (CT) is a conceptual foundation for solving problems effectively and efficiently with solutions that are reusable in different contexts with or without computers (Shute et al, 2017). Previous research has documented the process of solving a problem in STEM-related fields and across disciplines like geology, Chinese characters, and health. One of the problems in physical education (PE) is the motivation for improvement, especially when the course, topic, or learning objective is a requirement rather than the student’s interest. The purpose of this presentation is to describe (a) how CT skills were used to help PE majors create and perform educational gymnastics and (b) the lessons learned in this process.

Method: Four CT skills were taught to 23 PE majors enrolled in a movement themes and concepts class at a public university in southeastern United States. Algorithm design helped participants create a series of ordered movements that met requirements and automated execution of their gymnastic performance. Decomposition and abstraction structured (a) breaking down the muscles and fitness components required with each movement, (b) recognizing patterns in these movements based on the major muscles/fitness components and (c) creating fitness plans to improve performance. After three weeks of logging individualized fitness plans and using feedback and video recordings from their first performance, participants learned debugging to identify problems or weaknesses and improve performance.

Analysis/Results: Seven data sources were collected: video recordings of CT-specific sessions, students’ routine plans, video recordings of gymnastic performance, analysis of gymnastic routines, fitness plans, fitness logs, and instructor evaluation/feedback. The techniques of analytic induction and constant comparison (Goetz & LeCompte, 1984) were used to analyze the data. Participants absorbed the algorithm design, decomposition, and abstraction skills quickly as most designed and performed their movements in a logical order. For example, Nick started his routine with low movements such as knee scale pose, dog traveling movement, back rocker, candlestick balance, and log roll, then progressed to medium-level traveling movements and high-level jumping actions. Analysis of gymnastic routines and fitness plans indicated the participants’ understanding in using major muscles (e.g., deltoids, rectus abdominis, hamstrings) and fitness components (e.g., balance, speed, power) to target manageable amounts of muscles/fitness groups instead of each one involved. Participants struggled with debugging as fixing problems or for improvement; most fixed their issues by replacing movements with “easier” ones (e.g., replacing a headstand with a front scale pose) without exploring other options such as incorporating different props, changing the order of certain movements, or adding more practices and helpful exercises in the fitness plan.

Conclusions: students. However, the skills and concepts taught in a gymnastic unit are foundations for most, if not all, competitive sports and lifetime activities. In this study, CT skills along with day-to-day examples and sport-related references were introduced to a group of PE majors. Data suggests the CT skills helped them find effective and efficient ways to do well in a topic that might not be in their interest.

Developing a Research Identity in the Transition From Doctoral Student to Faculty Member

K. Andrew Richards^F1, Chris J. Kinder, University of Illinois at Urbana-Champaign; Victoria N. Shiver, University of New Mexico; Amelia Mays Woods, University of Illinois at Urbana-Champaign

([email protected])

Background/Purpose: The occupational socialization of physical education doctoral students and faculty members has developed into a budding area of scholarship (Lee & Curtner-Smith, 2011; Richards et al., 2021). This emerging research on PETE doctoral and faculty socialization points to the importance of mentorship (Lee and Curtner-Smith, 2011), the challenges of transitioning from doctoral student to faculty member (McLoughlin et al., 2019), and developing effective pedagogies of teacher education (Casey and Fletcher, 2012). Nevertheless, there remains a need to better understand the transition from doctoral student to faculty member, particularly in relation to the development of one’s research identity (McLoughlin et al., 2019). Through the lens of occupational socialization theory (Lawson, 1983), the purpose of this study was to understand how pre-tenure faculty members’ previous socialization and current workplace conditions frame the development of their identities as researchers.

Method: The current study was part of an ongoing investigation into the socialization of PETE doctoral students and pre-tenure faculty members. We conceptualized this as a panel study with the goal of understanding a cohort of participants’ experiences in the social world they inhabited and moved through over time (Patton, 2015). Participants in this study (N =23) were pre-tenure physical education teacher educators in institutions of higher education. Among the 23 participants (12 males, 11 females), the average age was 38.5 years (SD = 8.97), and over half (n = 13, 56.52%) had prior teaching experience. Data were collected through one in-depth, individual interview focused on each participant’s perspectives on and experiences with academic and scholarly research as well as excerpts extracted from up to six previous interviews that focused on learning about and conducting research.

Analysis/Results: Data were analyzed using a multiphase approach to thematic analysis grounded in inductive and deductive methods (Richards & Hemphill, 2018). Methodological decisions to enhance trustworthiness (Lincoln & Guba, 1985) included researcher triangulation, data triangulation, peer debriefing, negative case analysis, and the maintenance of an audit trail. Results suggested that learning about and how to conduct research was a social process that evolved over time and was influenced by prior experience and facilitators or inhibitors in the workplace. Faculty mentors and fellow students ignited a passion for research and framed participants early career research agenda. While most participants were trained as researchers, their initial faculty positions included more emphasis on teaching. The match between institutional and personal goals for research was important for understanding the participants evaluations of their current working situations and job satisfaction.

Conclusions: Developing an identity as a researcher is an ongoing process that plays out through doctoral education and into one’s career as a faculty member. In concert with previous research (Gardner, 2007), it is also a social process framed by relationships with key mentors and colleagues. Evidence from this study suggests that physical education doctoral students may be overprepared for research relative to its positioning in most early career faculty positions, which reinforces calls to reconsider the content of doctoral programs (Ward, 2016). Future scholars may consider interventions aimed at balancing teaching and research preparation.

EALS: Identifying Korean Physical Education Teachers’ Professional Identity Formation Process

Junhyuk Park¹, University of Georgia; Euichang Choi, Seoul National University; Sanga Yun, University of Georgia

([email protected])

Background/Purpose: Professional identity formation(PIF) is a journey of integrating individual’s identity into the professional spirit of the professional community, which is a process of internalizing the values and attitudes of a professional. As in other professions such as doctors, this concept can play a key role for PE teachers to internalize the fundamental values or attitudes as PE teachers. This study aims to explore and analyze the stages of Korean PE teachers’ PIF process.

Method: Based on the social constructivist paradigm, the researcher conducted a multiple case study(Creswell, 2013) to investigate Korean PE teachers’ PIF stages. The participants consisted of 12 PE teachers who were selected through purposeful sampling(Patton, 2002) according to the selection criteria: teaching career, gender, participation in the teacher learning community, school level, and school type, which are the major characteristics Korean PE teachers possess. Data collected through open-ended questionnaires, in-depth interviews, and local documents went through the process of description, analysis, and interpretation. To increase the trustworthiness of the research, triangulation, member check, and peer debriefing were used.

Analysis/Results: The characteristics of the PE teachers’ PIF stages were analyzed based on Bebeau’s Adaptation of Kegan’s Stages of Mental Complexity(Bebeau & Lewis, 2003), and there was a total of 4 stages. The 1^st stage is ‘Enduring,’ which refers to the stage of taking the first step as a PE teacher and becoming socialized in the professional community. The 2^nd stage is ‘Adapting,’ the stage of having the minimum required PI components needed to become a PE teacher. The 3^rd stage is ‘Leading,’ where a fully grown PI is formed and plays a pivotal role in school with it. The 4^th stage is ‘Sharing.’ This is the stage of giving influence on the outside world by sharing and giving guidance with the fully formed PI they have. This process did not proceed only in one direction, showing constant regression-stagnation-progression phases from Stage 1 to Stage 4 throughout their careers as a PE teacher.

Conclusions: The concept of professional identity formation expands the lateral scope of PETE because it allows people to understand the deep and implicit dimension of PE teachers’ professionalism. Suggestions are as follows: First, at the policy level, it is necessary to reorganize pre-service PETE through a comprehensive understanding of the professional identity formation process. Second, individual PE teachers should be able to continuously identify and assess their own professional identity formation process throughout their professional life as PE teachers. Third, it is necessary to support various opportunities and environments based on the understanding of professional identity formation stages.

Effects of Continuing Professional Development on Student and Teacher Perceptions of Social and Emotional Competencies

Ben D. Kern¹, University of Wyoming; Christine K Strater, Metropolitan State University of Denver; Laura C Palmer, Paul Malinowski, University of Wyoming

([email protected])

Background/Purpose: Student social and emotional learning (SEL) is a recent educational focus in physical education, and the five Collaborative for Academic, Social, and Emotional Learning (CASEL) competencies: (a) Self-awareness (SA), (b) Self-management (SM), (c) Social awareness (SO), (d) Relationship skills (RS), and (e) Responsible decision-making (RDM) are recognized as the standard for student SEL achievement (Wright & Richards, 2022). Continuing professional development (CPD) is recommended for physical education (PE) teacher professional growth, particularly with regard to using teaching strategies that result in improved student behavior per the CASEL competencies. Despite recommendations for both inclusion in the curriculum and changes to instructional delivery, no research to date has measured the extent to which CPD targeting SEL strategies for PE teachers promotes student growth in the five CASEL competencies. The purpose of this study, therefore, was to determine the effectiveness of a SEL-focused CPD initiative on student social/emotional competence. It was hypothesized that a series of CPD workshops with follow-up instructional support would increase student self-reported and teacher-observed behavior per the five CASEL competencies.

Method: Twelve physical education teachers (9-female) participated in a 3-part (16 contact hours) series of CPD workshops focused on SEL teaching strategies. At baseline and following the CPD, students of teacher-participants (N=424) completed the Social Skills Improvement Systemä Social-Emotional Learning Edition (SSIS-SEL) 46-item student questionnaire. Teachers completed the 51-item SSIS-SEL teacher questionnaire for all students in their respective class sections. The SSIS-SEL student and teacher editions are valid and reliable instruments that each measure student competency in five latent constructs defined by multiple items relating to SA, SM, SO, RS, and RDM (Gresham et al., 2020). Following the first and second workshop, instructional support personnel observed and consulted with teachers on-site regarding their use of SEL strategies learned in CPD.

Analysis/Results: Factor analysis (maximum likelihood extraction) of post-CPD student and teacher SSIS-SEL values were performed and revealed a five-factor structure that aligns with previously validated findings (Gresham & Elliot, 2008). Means of the five latent construct (CASEL competencies) values at each distribution point (student pre/post, teacher pre/post) were computed and used in non-parametric hypothesis testing (a > .94). Wilcoxon signed-rank tests were performed to determine if pre-to-post-CPD student self-reported and teacher-observed SA, SM, SO, RS, and RDM differed from baseline to conclusion of the CPD. Significance was accepted at p<.01. Wilcoxon signed-rank tests indicated student self-reported social/emotional competency increased significantly from baseline to post-CPD (SA: Z=6.317; SM: Z=6.311; SO: Z=4.256; RS: Z=5.578; RDM: Z=5.99, all values p<.000). Likewise, teacher observed social/emotional competency increased significantly (SA: Z=17.77; SM: Z=15.352; SO: Z=12.329; RS: Z=10.466; RDM: Z=11.007, all values p<.000).

Conclusions: Results indicate CPD focused on SEL teaching strategies is effective in increasing student social/emotional skill in all five CASEL competencies and results are consistent between student self-report and teacher-observed measures. Well-designed CPD can impact physical educators’ implementation of SEL teaching strategies, that in turn, result in student social/emotional competency increases. The CPD model used in the study could be replicated by schools/districts to improve student social/emotional capacity.

Effects of Situated Game Teaching through Set Plays on Badminton Skill performances Among Turkish Secondary School Students

Weidong Li^F1, The Ohio State University; Mustafa Çabıtçı, Anamur youth and sports district directorate; Erhan Devrilmez, karamanoğlu mehmetbey university; Fatih Dervent, Marmara University Faculty of Sport Sciences

([email protected])

Background/Purpose: The Situated Game Teaching through Set Plays (STGSP) model extends the previous game-centered approaches by adopting theory of situated learning as a framework to focus on the relational and situational nature of the changing relations of all game parameters in a specific momentary game scenario (Li et al., 2018). The SGTSP model includes four components: (a) situated set plays; (b) cue perceptions, relational analysis, and decision making; (c) executing set plays; and (d) game performance. There is initial evidence to support its effectiveness in soccer and volleyball (Dervent et al., in press; Li et al., 2018). However, several gaps exist in the literature. No study has focused on students’ skill performances and learning outcomes in individual sports. The use of the unit of analysis was inappropriate. Therefore, the purpose of this study was to examine the effects of the SGTSP model on secondary students’ skill performances in badminton when compared to a technique-focused approach during a 10-lesson unit.

Method: A quasi-experimental design with a repeated measure was used to examine the effectiveness of the SGTSP model in comparison with a technique-focused approach. Participants were two physical education teachers and their 158 6th-grade students from eight classes at two middle schools located in Karaman, Turkey. The entire unit had 10 lessons for instruction. Classes were randomly assigned to either the SGTSP or the technique-focused approach condition. Both teachers taught a 10-day badminton unit to the comparison groups using a technique-focused approach. Then, they attended a workshop to be trained to teach badminton using the SGTSP model. After the training workshop, both teachers taught a 10-day badminton unit using the SGTSP model. The treatment integrity was conducted. Participants’ forehand long serve, forehand clear, smash, and drop skill performances were assessed before and after the intervention.

Analysis/Results: Four MANOVAs with a nested structure and a repeated measure were conducted to examine whether changes in students’ forehand long serve, clear, drop, and smash skill performances in badminton from pre to post between the STGSP model and the technique-focused approach. Teachers, gender, and skill levels were included in the analysis. The MANOVA analysis showed that there was a statistically significant time effect for forehand long serve, F(1, 140)= 4286.44, p<.0001, η_p²=.97, clear, F(1, 140)= 3103.5, p<.0001, η_p²=.96, smash, F(1, 140)= 3673.28, p<.0001, η_p²=.96, and drop, F(1, 140)= 4976.71, p<.0001, η_p²=.97. There was a statistically significant time by conditions effect for forehand long serve, F(1, 140)= 314.17, p<.0001, η_p²=.69, clear, F(1, 140)= 402.47, p<.0001, η_p²=.74, smash, F(1, 140)= 221.27, p<.0001, η_p²=.61, and drop, F(1, 140)= 152.04, p<.0001, η_p²=.52. Participants in both groups improved their forehand long serve, forehand clear, smash, and drop skill performances from pre to post. Participants in the SGTSP condition had significantly better improvements in forehand long serve, forehand clear, smash, and drop skill performances than those in the comparison condition over time.

Conclusions: Evidence supports that the SGTSP model is more effective to develop students’ badminton skill performances than a technique-focused approach.

Efficacy of Need-Supportive and -Thwarting Instruction on Motivation and Performance

Taewoo Kim¹, University of Georgia, Yongju Hwang, University of Georgia, Yangyang Deng, University of Georgia, Sami Yli-Piipari, University of Georgia

([email protected])

Background/Purpose: Grounded in the Self-Determination Theory (SDT) framework, need-supportive instruction (NSI) is theorized to enhance participants’ skill performance and self-determined motivation, e.g., intrinsic motivation. Specifically, SDT theorizes that NSI supports participants’ skill performance, as NSI nurtures participants’ three basic psychological needs of autonomy, relatedness, and competence and subsequently improves self-determined motivation. Need-thwarting instruction (NTI), i.e., instruction that violates these three basic needs, is theorized to negatively impact skill performance and self-determined motivation (e.g., increased external regulation and amotivation). Considering this theoretical postulation and a lack of experimental evidence to test the premise, the purpose of this study was to test the central tenets of the SDT. Specifically, this study aimed to compare the effects of NSI and NTI on participants’ motor skill performance and motivation during a three-ball juggling skill course.

Method: This study was a cluster randomized controlled trial. All participants were blinded to their intervention. A sample was 109 undergraduate students (M_age 20.56±5.41; 69 females, 40 males) enrolled in four (M_{class_size} = 27.5) university’s basic physical education classes with no previous experience in juggling. Participants were allocated to two intervention arms: NSI and NTI (two classes for each condition). One instructor with six years of experience in teaching physical education, and a specialist in SDT and NSI, taught 20 (five lessons for each group) 50 min lessons in two weeks, with lessons identical in dose, frequency, and content but different in instructional modality. Specifically, NSI and NTI were utilized when teaching the pre-determined content based on five nine specific instructional strategies (e.g., NSI: providing tangible goals and reasonable expectations; NTI: providing inadequate goals and unrealistic or extrinsic expectations). Pre- and post-test data on motivation and skills were collected. The Behavioral Regulations Questionnaire-3 was used to measure self-determined motivation, and the traditional three-ball juggling test was used to assess skill performance. In addition, the observation data on teacher’s adherence to each specific instructional strategy were collected.

Analysis/Results: Our fidelity analyses suggested that the teacher was able to differentiate his teaching between NSI and NTI Analysis of covariance test results showed a statistically significant between-group intervention effect on skill performance (F[1,104]=4.31, p=.040, ηp²=.04), intrinsic motivation (F[2,107]=6.62, p=.011, ηp²=.06), introjected regulation (F[2,107]=4.56, p=.035, ηp²=.01), external regulation (F[2,107]=6.13, p=.015, ηp²=.05), and amotivation (F[2,107]=12.26, p=.001, ηp²=.10). Participants in the NSI group had higher performance and intrinsic motivation, whereas NTI group had higher introjected regulation, external regulation, and amotivation.

Conclusions: The key findings of this experimental study supported the central postulations of the SDT. It was shown that NSI was a superior teaching strategy compared to NTI improving participants’ skill performance and intrinsic motivation and reducing introjected regulation, external regulation, and amotivation. In the physical activity contexts, e.g., physical education, NSI over NTI is suggested as it leads to better performance and motivation.

Elementary PE Teachers’ Perspectives of Socializing Agents During the Pandemic

James D. Wyant¹, West Virginia University; Edward B. Olsen, Kean University; Brooke C. Towner, Appalachian State University; Adam Keath, Charleston Southern University; Jingyang Huang, Southern Arkansas University; Wesley Robert Meeteer II, Concord University; Emi Tsuda, Lyndsay Burneisen, West Virginia University

([email protected])

Background/Purpose: The COVID-19 pandemic brought unprecedented changes to schools. Since the Spring of 2020, the education system has been subject to a series of changes. Terms such as remote learning, hybrid learning, technology, quarantine, and social distancing are commonly used. Physical education (PE), a field that has historically prided itself on being “hands-on,” was forced to usher in multiple changes because of the pandemic (Varea et al., 2020). Physical educators’ lived experiences were central to the adaptation process. It has long been understood that PE teachers working in the K-12 environment are exposed to influential socializing agents, such as students, administrators, and parents (Richards et al., 2014; Templin, 1981). Scholars examining the influence of socializing agents on physical educators noted that students impact curricular goals (Curtner-Smith, 1997); administrators are vital to the retention of teachers (Watkins, 2005); and parents can be viewed as not caring about PE (O’Sullivan, 1989). The pandemic also stood as an agent of change, increasing the number of teachers considering leaving the profession (Zamarro, 2021). To this end, this study aimed to understand how prominent socializing agents (e.g., students, administrators, parents) have impacted elementary PE teachers during the pandemic. The study was informed by occupational socialization theory (Lawson, 1983).

Method: The study employed a phenomenological research design (Creswell & Pope, 2018). A maximum variation sampling technique was used to identify a range of elementary PE teachers (Creswell & Poth, 2018). In total, there were fifteen participants in the study. The primary data source for this study was a semi-structured interview. Semi-structured interviews were analyzed using inductive content analysis (Lincoln & Guba, 1985) and constant comparison analysis (Boeije, 2010). Member checks and independent reviews of the data were in place to ensure the accuracy of the data analysis and results.

Analysis/Results: The analysis of semi-structured interviews revealed five emergent themes. The first theme, the impact of the pandemic on students, captured the deficiencies that elementary physical educators have observed in students, primarily related to the affective domain. The second theme, the impact of pandemic teaching on elementary PE teachers, indicated that teachers’ feelings about pandemic teaching were influenced by students, administrators, and their feelings about teaching PE. In the third theme, student behavior in PE, the participants described how the pandemic affected student behavior and evolved how they teach PE. In the fourth theme, the impact of stakeholders on physical educators, participant data showed the importance of effective leadership from school administrators. The fifth theme, teaching beyond the pandemic, captures what participants needed to perform their job at the highest level. Finally, the themes illustrated how socializing agents had a bi-directional (i.e., positive, negative) impact on elementary PE teachers throughout the pandemic.

Conclusions: Participant data showed that teaching experiences through the pandemic varied for elementary teachers based on key contextual variables (i.e., student behavior, administrative support). It will be essential to help PE teachers manage the lasting effects of the pandemic by providing them with appropriate support (e.g., professional development, policy improvement).

Examining PETE Students’ Beliefs, Emotions, and Identities During Student Teaching

Youngjoon Kim¹, Kevin Andrew Richards^F, University of Illinois at Urbana-Champaign; Kevin J. Mercier^F, Adelphi University; Kelly L. Simonton, University of Wyoming; Karen L. Gaudreault^F, University of New Mexico

([email protected])

Background/Purpose: Teachers’ emotional experiences have been found to influence instructional quality, student learning and emotion, and teacher wellbeing (Taxer et al., 2018). Physical education (PE) teachers have more specifically reported experiencing negative emotions associated with subject marginalization, lack of support from administrators, and isolation from other teaching colleagues (Lee, 2010). Research on teacher emotions in PE is still developing (Simonton et al., 2021), particularly in relation to the experiences of preservice teachers. Student teaching presents an emotional and stressful experience as preservice teachers navigate teaching more autonomously while building relationships with cooperating teachers and university supervisors (McEntyre et al., 2018). Through the appraisal theory of emotions (Moors et al., 2014), the purpose of this study was to examine preservice PE teachers’ beliefs, emotions and identities during student teaching.

Method: The study adopted parallel mixed methods approach by drawing simultaneously on qualitative and quantitative data (Creswell & Creswell, 2018). Participants included 172 preservice PE teachers (88 male, 84 female) who were engaged in student teaching at their respective institutions. The majority self-reported their race/ethnicity as White/Caucasian (n = 144; 83.70%) and they averaged 23.44 years of age (SD = 3.53). Data collection started with an online survey that included previously validated instruments to measure teacher beliefs (Fan et al., 2018), emotions (i.e., enjoyment, anger, anxiety; Simonton et al., 2021), and identity (i.e., self-definitions, teaching goals, professional responsibilities; Liu & Keating, 2022). Following survey completion, the preservice PE teachers were invited to engaged in a follow-up interview to delve more deeply into their emotional experiences while student teaching. A total of 16 participants scheduled and completed interviews

Analysis/Results: Survey data were cleaned and screened appropriately (Tabachnick & Fidell, 2013) and then analyzed using descriptive statistics and independent sample t-tests to examine differences in study variables based on gender. Interview data were analyzed using a multiphase approach to qualitative data analysis grounded in analytic induction and deduction as well as the constant comparative method (Richards & Hemphill, 2018). Participants reported high values for enjoyment and teaching goals, moderate to high values for self-definitions and professional responsibilities, and moderate levels for beliefs, anxiety, and anger. None of the t-tests reported significant differences based on student teacher gender. Three themes were developed through analysis of qualitative data: (a) positive emotions: congruence between teacher beliefs/identities and student teaching environment, (b) negative emotions: incongruence between teacher beliefs/identities and student teaching environment, and (c) faked emotions: desired emotions in the situation do not align with teachers’ values or beliefs.

Conclusions: Results align with the appraisal theory of emotions that explains how emotions are psychologically generated (Moors et al., 2014). Further, the results add to the literature related to how teachers may feign emotions to comply with contextual norms. Such displays have, however, been connected to lower satisfaction and higher burnout (Lee, 2019; Richards et al., 2020). Future scholars may consider investigating interventions that help preservice teachers better understand and manage their emotions, which aligns with recent scholarship related to inservice teacher emotions (Pennington et al., 2021).

Exploring Physical Educators’ Efficacy Beliefs, Perceptions of Importance, and Openness for Social and Emotional Learning

Caitlin Olive¹, Adelphi University; Karen L. Gaudreault^F, University of New Mexico; Kelly L. Simonton, University of Wyoming; Michael A. Hemphill, University of North Carolina at Greensboro

([email protected])

Background/Purpose: In response to changes in student performance and behavior, social and emotional learning (SEL) has received increasing attention and interest in education (Bartlett, 2019). Physical education (PE) has also given increased attention to implementing SEL in physical activity spaces (Richards et al., 2019). Thus, it is important to evaluate teachers’ beliefs about SEL in order to understand their willingness to implement this curriculum effectively. The purpose of this study was to evaluate the relationships of several environmental and personal perceptions about PE teachers’ beliefs for implementing SEL.

Method: A quantitative survey design was employed in order to capture physical educators’ beliefs about SEL. Following a pilot test of survey items, the survey was sent to in-service physical educators (N = 157; 49.7% male) in K-12 schools from the Southeast (62.4%), Northwest (20.4%), Southwest (13.4%), Northeast (3.18%), and Midwest (1.9%) United States. The instrument included the measure of three subscales: comfortability, competency, and culture using the Teacher SEL Beliefs Scale (Brackett et al., 2012a). Perceived barriers to implementing SEL was captured using items from Buchanan et al. (2009). Perceived importance of SEL was measured with 3-items using a 5-point Likert scale.

Analysis/Results: MANOVA tests were conducted to evaluate differences among all factor means by a series of demographic and contextual variables. Box’s Test of Equality of Covariance was used for each MANOVA and showed nonsignificant results (p > .05) suggest equal variances amongst the data sets. Multivariate results for differences by teacher gender (female and male) and SEL beliefs (comfort, competence, and culture) were nonsignificant, (Wilk’s L = .993, F (3, 153) = 0.66, p= .79). Multivariate results for teaching context (rural, suburban, and rural) and SEL beliefs showed significant differences (Wilk’s L = .923, F(6, 308) = 2.11, p= .05). Specifically, differences in reported culture was found to be significant by context (F(2, 308) = 2.968, p= .05), with post-hoc analysis showing that there were perceived culture differences between suburban and urban contexts (p= .016), with suburban teachers reporting higher perceived SEL culture in their schools.

Conclusions: As SEL will have continued importance in schools results of this study provide meaningful insight into physical educators’ implementation of SEL in PE. it is crucial to understand the barriers that prevent teachers from incorporating SEL into their classrooms. Most significantly, over 60% of participants agreed that SEL programs should be taught in PE and over 90% agreed that SEL is important to be successful in school and in life. Future research should identify strategies to provide high quality professional development for physical educators in this area.

Facilitation of Collaborative Practices: A Self-Study From International Teacher Educators

Carla Vidoni^F1, University of Louisville; Deniz Hunuk, Hacettepe University; Luiza Goncalves, Monash University

([email protected])

Background/Purpose: In the educational scenario, research suggests that to become a facilitator of collaborative practices, teacher educators need to leave traditional prescriptive models (e.g., supervision styles) on the side to go beyond what skills and content are needed to help learners grow for themselves (Poekert, 2011). Although the PETE literature has addressed facilitators’ actions, there is still the need to specifically examine how facilitators develop their skills (Parker et al., 2022). The purpose of this self-study was to analyze the contribution of collaborative reflection within a PETE community to the understanding of individual processes of learning to become a facilitator.

Method: Three PETE faculty were part of this study: one from Brazil, one from Turkey, and one from the USA. This study was designed in accordance with the principles and practices of collaborative self-study of teacher education practices (S-STEP) methodology (Laboskey, 2004), which involves: (a) self-initiation and self-focus, (b) improvement-aimed, (c) interactivity in purpose of methodology and pedagogy, (d) generating from multiple qualitative data sources, and (e) positioning validity as a process based in trustworthiness. Data were collected through individuals’ memory work, discussions and presentations reported and recorded during group meetings, field notes and reflective journals. The theoretical framework used to describe and explain the findings of this study was based on situated learning theory (Lave & Wenger, 1991).

Analysis/Results: Data analysis was conducted through inductive content analysis. The findings are organized in two major categories: (a) Challenges and opportunities to become facilitators, and (b) Self-study: the rise of new insights. Four themes emerged from the challenges and opportunities to become facilitators: (a) Isolation and struggles to reflect on practice, (b) The power game is always present, (c) The role of mentorship, and (d) Learning by experiencing the facilitation process. Furthermore, two themes emerged from the self-study: the rise of new insights category: (a) Group meetings and impact on perceptions about facilitation, and (b) The renascence stage and beginning of critical friendship.

Conclusions: The findings of this study showed that through a collaborative self-study, the participants understood that becoming a facilitator is a never-ending journey that brings not only different challenges but also spaces for facilitators’ growth and development. Becoming a facilitator is a situated learning process that requires living the experience of facilitating under the support and guidance of masters or peers, in this case, mentors and critical friends. Future research is needed to expand the literature (a) on how to become a facilitator, (b) the effects of facilitators on preservice and inservice teachers’ perceptions of collaborative practices, and (c) the effects of critical friends on facilitators’ professional growth.

Factors Influencing Content Selection Amongst High School Physical Education Teachers

Olivia J. Gillispie¹, Emi Tsuda, Eloise M. Elliott^F, West Virginia University

([email protected])

Background/Purpose: SHAPE America (2013) suggests high school (HS) physical education (PE; HS-PE) has the potential to play an imperative role in the refinement of adolescents’ motor skills, knowledge, and interests to help prepare them to be independent, physically active individuals as they transition into adulthood. However, rates of engagement and satisfaction in PE decrease as students get older, especially once they reach HS (Subramanian & Silverman, 2007). Research suggests that the content taught in HS-PE is one of the most influential factors on student attitudes (Banville et al., 2021; Rikard & Banville, 2006). Students are often exposed to the same team sports throughout grade school, and many perceive this curriculum content as repetitive or overly focused on competition (Banville et al., 2021; Phillips et al., 2020). At present, there is a lack of literature regarding factors that influence PE teachers’ content selection process at the HS level. This pilot study aimed to evaluate a teacher survey designed to explore the activities taught in HS-PE curricula, alignment with the SHAPE America National Standards and Grade-Level Outcomes, and the factors that influence the curriculum and content selection decision-making processes of HS-PE teachers.

Method: Researchers developed a 20-question, electronic survey designed to assess a variety of contextual variables related to HS-PE curricula and teachers’ decision-making processes throughout content selection. The instrument consisted of seven sections: (a) demographics, (b) prioritization of SHAPE America National Standards, (c) activity categories most commonly taught amongst the seven SHAPE America activity categories (Games and Sports, Fitness, Individual Performance, Outdoor Pursuits, Dance and Rhythmic, Aquatics, and Lifetime Activities), (d) unit duration, (e) access to facilities and equipment, (f) physical activity background, and (g) factors that influence teachers’ curriculum and content decision-making process. A non-probability, purposive sample of 112 HS-PE teachers were recruited from 17 HSs. The final survey sample size was 39 HS-PE teachers (female n=18, male n=21).

Analysis/Results: Descriptive statistics were used to analyze the data. Results suggest that HS-PE teachers in this sample prioritize Standard 1 (75.1%) and 2 (71.8%) when developing their curriculum. Participants reported including content from the Games and Sports and Fitness activity categories more often than content from the Outdoor Pursuits, Dance and Rhythmic, or Aquatics. Additionally, participants’ content knowledge and perceived competence aligned with their activity category choices. Furthermore, several internal (e.g., physical activity background) and external factors (e.g., personal beliefs, departmental decisions, and student interests) were shown to have some associations with teachers’ curriculum and content decision-making processes.

Conclusions: Although the National Standards and Grade-Level Outcomes for HS-PE are focused on lifetime physical activities, the durability of a team-sports driven curricula remains in HS-PE programs. Additionally, HS-PE teachers’ decision-making process for curriculum and content selection is complex and associated with multiple internal and external factors. Findings from this pilot study warrant adjustments to the survey instrument for further exploration of the HS-PE curriculum and content, as well as factors that influence teachers’ decision-making processes on a grander scale to best support teachers in the implementation of activities that promote lifetime physical activity.

Flipping the Script: Turning COVID Challenges to Benefits

Shannon C. Mulhearn¹, University of Nebraska-Kearney; Megan Adkins, University Of Nebraska- Kearney

([email protected])

Background/Purpose: During the pandemic, the abruptly switch to remote teaching was particularly challenging for physical educators. Since returning to face-to-face learning, student disengagement has become a concern across all levels of education from K-12 to higher education. The combination of challenges and changes over the past two years is having an impact on practicing teachers as evidenced by the numbers of teachers leaving the profession. For these reasons, it is critical to follow up with teachers to learn how they are coping with the challenges since returning to face-to-face teaching. The purpose of this study was to learn about successful coping strategies physical educators have used throughout the pandemic and ways teachers are self-selecting to integrate technology into physical education currently.

Method: Phase I involved video-based semi-structured interviews during Fall 2020. Questions focused on teachers’ strategies for coping with online learning in K-12. Phase II included an electronic questionnaire based on the themes that resulted from Phase I. Current physical education teachers were recruited through social media and provided a link to an electronic questionnaire. Open-ended questions allowed respondents to share their thoughts about student engagement and ways they are now using technology tools and skills learned through forced adaptations during remote learning to benefit their students following the return to face-to-face classes. A priori thematic analysis was used to identify common themes in the data.

Analysis/Results: Physical educators in Phase I experienced high levels of marginalization, a sense of devalue of their field, and a deep disconnect from their school community. All respondents in Phase II had returned to in-person teaching and noted a sense of a lack of student engagement in classes that has not yet returned to pre-COVID states. Teachers described disengaged students as demonstrating, “lack of caring”, and “poor attentiveness during instruction”. All teachers also indicated they had adopted new technology during remote teaching with video conferencing and shared documents being the most often noted. Following the return to face-to-face classes, many physical educators indicated they have continued to integrate video creations and video/media sharing resources into their classes and homework assignments.

Within the physical education classroom setting, strategies that were shared as being conducive to encouraging student engagement included “[using] mental health activities”, “more breaks during class”, and “more empathy, 1 on 1 conversations with students more often”. Many teachers mentioned student preferences for options used during remote learning that allowed flexibility in completing tasks in the privacy of their own home. Another teacher shared an observation that students are struggling with communication now that they are having to do it in person. In these cases, teachers are utilizing their Google classrooms or shared documents as places for the discussions to begin and to support those students who are still building up their in-person movement confidence.

Conclusions: Although the pandemic deeply affected the field of physical education, there are lessons to be learned from successful strategies that were utilized during remote teaching and from how K-12 physical educators are using their remote experiences to enhance current practices.

Impact of a Sport Education Running Season on Cardiovascular Endurance

Zachary Wahl^F1, Northern Illinois University

([email protected])

Background/Purpose: The summer months have been identified as an integral phase of the year where children gain excess weight and see reductions in physical fitness. Summer camps (e.g., day camp, residential camp) represent the most prevalent setting outside of school, serving over 13 million children every year, and this setting has been offered as a potential solution to thwart overall fitness declines during the summer months. Sport Education is a pedagogical model that has been shown to successfully provide high levels of MVPA, while improving health-related fitness scores in both the physical education and camp setting. Within physical education, there are early indications that such seasons can significantly improve cardiovascular endurance however, to date, there has yet to be any fitness based Sport Education seasons in a residential camp setting. Therefore, the purpose of this study is to examine body mass index (BMI) and cardiovascular endurance levels of adolescents participating in a Chariots of Fire, running-based Sport Education season in a camp setting.

Method: The study was conducted in a residential summer camp called, Mountain Brook Camp (MBC), located in Northeast portion of the United States. Participants were 62 male campers (M_age = 15.2 years), all of who participated in the running-based season. Data collection was administered prior to, and at the conclusion of the season, and included, height, weight and the PACER.

Analysis/Results: Anthropometric (height, body mass, and BMI) and physical performance (Pacer Tests) measures were analyzed with separate factorial analyses of variance. Statistical analysis revealed significant improvements from pre-test to post-test time-points on BMI (D = -0.90 kg/m², p < 0.001, d = 0.77) and the PACER (D = +12.6 laps, p < 0.001, d = 0.68)

Conclusions: The primary aim of this study was to explore the impact of a running-based Sport Education season on male campers health-related fitness markers. The results of this study indicate that the participants saw significant improvement in their BMI (2.7% pre- to post- test). Further, the campers demonstrated significant improvements in their cardiovascular endurance, represented by an improvement of over 12 laps. Although these drastic improvements cannot be solely attributed to this Sport Education season, these findings do appear favorable to other studies exploring health-related fitness markers in adolescents attending residential camps. The results from this study provide preliminary support for integrating Sport Education seasons within a camp setting to reduce deterioration of fitness enhancements made during the school year.

Impact of Customized Continuing Professional Development on Physical Educators’ Behavioral Capability, Self-Efficacy, and Outcome Expectation for Teaching Social and Emotional Competency

Christine K Strater¹, Metropolitan State University of Denver; Ben D. Kern, Laura C Palmer, Paul Malinowski, University of Wyoming

([email protected])

Background/Purpose: Well-designed, in-depth continuing professional development (CPD) is paramount for teacher professional growth, especially in assisting/educating teachers to change current practices and implement instructional strategies that promote student social and emotional learning (SEL; Wright & Richards, 2022). Tailoring critical aspects of the CPD approach in order to meet individual teachers’ needs regarding their readiness for change and unique teaching contexts is recommended for maximizing pedagogical change (Kern et al., 2021; Sum et al., 2021), yet little is known about best practices in the design of customized CPD (C-CPD). Social Cognitive Theory (SCT) contends that for new behavior, such as change in teachers’ pedagogy to be initiated and sustained, individuals must possess sufficient behavioral capability (e.g. knowledge and skills), self-efficacy (e.g. confidence), and outcome expectation (e.g. belief that change is beneficial). The purpose of this study was to examine the impact of a C-CPD initiative focused on promoting teaching student SEL competency on physical educators’ behavioral capability, self-efficacy, and outcome expectation.

Method: Eleven K-12 physical educators completed a 3-part C-CPD series of workshops for implementing SEL teaching strategies, along with approximately eight hours of on-site instructional coaching/modeling with a master teacher referred to as site-coordinator (SC). On-site coaching/modeling was customized by the SC to enhance strengths and remediate weaknesses in teachers’ behavioral capability, self-efficacy, and outcome expectations. At the completion of the C-CPD, all teachers participated in a 60-minute in-depth interview using a semi-structured guide about their experiences and perceived changes to teaching behavior in implementing instructional strategies for improving student SEL competency. The SC also participated in a 90-minute in-depth interview with regard to their perception of the C-CPD approach in enhancing teachers’ behavioral capability, self-efficacy, and outcome expectations in using SEL teaching strategies. Interviews were transcribed verbatim and analyzed using SCT as the lens for qualitative analysis.

Analysis/Results: Constant comparison methodology was used initially in an inductive manner to examine the teachers’ and SC interview data and assign open codes. The analysis subsequently became deductive in nature as data approached saturation and axial codes were assigned to theory-based categories. The teacher interview data were triangulated with the SC data in order to enhance the depth and truth value of findings. Peer debriefing, member checks, negative case analysis, and research journaling also ensured the trustworthiness and credibility of findings. Preliminary analysis resulted in the following themes: (a) Knowledge of What SEL is (and is not) is Critical, (b) Teaching SEL is Student-centered, (c) SEL Teaching Self-efficacy is a Work-In-Progress, (d) Empathy + Autonomy = Increased Engagement and Learning.

Conclusions: Results indicate that a C-CPD approach focused on teaching SEL can improve teachers’ behavioral capabilities and shift their instruction from teacher-centered to student-centered with a relatively low amount of contact hours and site-support. The C-CPD approach implemented in this study may require additional practice time beyond what was offered in order to achieve maximal teaching efficiency. School stakeholders and others seeking to promote change in instructional effectiveness and reform should consider a C-CPD design, particularly for implementing SEL strategies.

Influence of Occupational Socialization on Physical Education Teachers’ Career Paths

Deborah Suzanne Baxter¹, Kennesaw State University; Jamie J. Brunsdon, The University of Memphis; Matt D. Curtner-Smith^F, Byron Keith Fair II, The University of Alabama

([email protected])

Background/Purpose: Drawing from only a handful of interpretive studies to date, the main work conditions negatively impacting teachers’ career cycles and motivating them to leave the teaching profession were school cultures, unhealthy relationships, isolation, poor working conditions, strenuous workloads, and limited opportunities to progress. In contrast, when teachers experience career success by receiving tenure and promotion, working in supportive school cultures, being provided with opportunities for personal and professional growth, having access to continuous professional development, they are more likely to experience positive career cycles and to remain within the teaching vocation. Following Lawson (1983b), the research aimed to answer three important sub-questions: (a) What kinds of socialization lead to teachers remaining in the PE profession for lengthy careers? (b) What kinds of socialization lead to teachers leaving the PE profession and at what stage do they leave? And (c) What kinds of occupation do former PE teachers move to and why are these more attractive?

Method: The participants were formally interviewed. The interview script was based on those previously employed by Curtner-Smith et al. (2008). Following Patton (1990), the protocol for its use were semi-structured. Thus, the same set of primary questions were asked of all participants, but multiple follow-up prompts and questions were permitted. The interview script was designed to collect relevant background information, and data pertaining to participants’ acculturation, professional socialization, organizational socialization, and career paths. Each interview lasted between 90-120 minutes and was audio taped and transcribed verbatim.

Analysis/Results: First, data was examined in isolation with the goal of producing individual profiles. The focus was on tracing participants’ career paths and identifying data which explain why they took the career paths they did. Second, data was examined using analytic induction and constant comparison (Goetz & LeCompte, 1984) to categorize and code data across the participants based on concepts from the occupational socialization literature.

Results from this study were organized into two main categories: (a) remainers and (b) refrainers. Two main themes emerged from the data that attracted the remainers to the profession: (a) the F.A.C.E.S. of students and (b) the values and virtues of the participants. Two main themes also emerged from the data that attracted the refrainers either away from the physical education profession—accommodation and administration—or attracted them to an entirely new career path—allocation. The data from this study revealed that the participants who had an external focus on their students remained (and still remain) in the profession longer than the participants who began to focus on their internal desires.

Conclusions: This investigation offers an opportunity for researchers to see the plethora of factors that influence the career cycles of participants who were graduates from the same university PETE program. It would seem that the dialogic nature of advanced societies has deeply manifested itself into schools and is therefore a topic which ought to be explored more thoroughly if we are to understand its impact on future generations of movers, physical educators and teacher educators.

Investigating the Perspectives of Stakeholders From a Multisite Social-Emotional Learning Physical Activity Program

Aimee Gray¹, University of Wyoming; Victoria N. Shiver, University of New Mexico; Kelly L. Simonton, Angela Simonton, University of Wyoming

([email protected])

Background/Purpose: Afterschool programming for youth development has become more prolific in recent years to support additional opportunities for developing positive personal/social skills, social-emotional learning (SEL) concepts, and increased physical activity (PA) time. Traditional approaches to these programs often include bringing youth to a collective site and offering targeted programs. In the current study, a multi-site training and delivery approach was taken to put onus on instructors and stakeholders in offering afterschool programming. Physical educators and their respective school leadership collaborated to offer social emotional physical activity sessions afterschool using the Teaching Personal and Social Responsibility (TPSR) Model as a framework. The purpose of this study was to explore the perceived impact the program had on physical educators and their role within the school district.

Method: Physical educators who served as program instructors (N=4), program assistants (N= 8), school principals (N=4), and a district administrator (N=1) served as the participants for this study. All stakeholders volunteered to partner with university personnel to design and implement the afterschool program. Teachers and assistants participated in a 6-hour training and received continued SEL-focused feedback for eight weeks. Data was collected before, during, and after the 8-week program via focus group interviews, individual interviews, open ended question and answer, and site observations. Data was analyzed using elements of Richards and Hemphill’s (2018) multiphase qualitative collaborative approach. Trustworthiness was strengthened through peer debriefing, triangulation, the development of a clear audit trail, and negative case analysis (Lincoln & Guba, 1985).

Analysis/Results: Three themes emerged in the data including, (a) perceptions of student growth with SEL, (b) provided SEL implementation foundation, and (c) transfer to teaching and leadership in school. Students were provided opportunities to practice SEL concepts (e.g., communication, problem solving, relationships) and all stakeholders identified positive results from students use of autonomy, choices and voices, and overall SEL use throughout the program. Stakeholders also found SEL professional development and resources (e.g., program manual, training) to be essential in understanding and implementing SEL. In addition, they believed that training should be provided beyond the program and offered district wide. Teachers experienced challenges with the model and classroom management through the SEL lens (e.g., leading group discussions). While they had challenges, practice improved overtime and teachers ended up incorporating the SEL practices beyond the program and into their daily teaching practices. All stakeholders foresaw these physical educators as leaders in SEL for the district.

Conclusions: The program provided important training opportunities for challenging models-based instruction (e.g., TPSR) followed by practical implementation leading to perceptions of success in offering SEL. This program was held at multiple sites where students and teachers were housed in their own community as opposed to one site allowing more opportunities for learning and practice. Teachers valued the professional training they received as it supported new pedagogies that transferred to their daily teaching. Based on findings, this program provided a strategy for physical educators to utilize SEL as an avenue for advocacy of themselves as well as the field.

Investigation of Preservice Teachers’ Perceptions of Teaching School Health

Xiuye Xie¹, Missouri State University

([email protected])

Background/Purpose: The link between health and learning has been long known with national organizations recognizing this close relationship and the need to promote well-being within educational settings for students. Health education in K-12 schools plays an essential role in facilitating students’ development of health literacy, which refers to the competencies to access, understand, appraise, and apply health information. Research studies have well documented the importance of effective teaching on student’s learning. As one of the most important stakeholders of teacher workforce, teacher education programs are essential to prepare future health-literate teachers who can enable K–12 students to learn health concepts and skills. The purpose of this study was to investigate classroom preservice teachers’ (PSTs’) perceptions of teaching school health after one health methods course. Specifically, three research questions were addressed: (a) How did PSTs perceive their preparedness and confidence in teaching health? (b) How could PSTs potentially integrate health topics and skills into their classroom teaching? and (c) What barriers or challenges did PSTs perceive in teaching health?

Method: Participants were forty-one PSTs who enrolled in one introductory health methods course (Males n=7; Females n=34), with education backgrounds from different teacher education programs (e.g., special education, elementary education). A qualitative methodology was utilized to explore PSTs’ perceptions of teaching school health. Approval from the Institutional Review Board and participants’ consent were secured prior to the study. Data were collected from focus group interviews (n=6) at the end of the semester, with 6 to 8 participants per focus group and each interview lasting about one hour long. A set of pre-established interview questions were asked, with relevant prompts used to further expand responses for data richness and comprehensiveness. All interviews were recorded, and data were transcribed manually by professional transcription service. Statements from students who did not give consent were removed from the transcription.

Analysis/Results: Researcher’s field notes and informal interviews with course instructor on PSTs’ academic performance were used to triangulate the focus group interview data. Inducive and constant comparison analysis (Strauss & Corbin, 1998; Taylor & Bogdan, 1998) were used to analyze the data. Four themes emerged with regards to PSTs’ perception of teaching school health: (a) impact of experiences on PSTs’ confidence and preparedness; (b) integration of school health into different subject teaching and whole school; (c) health skills are important for healthy lifestyle development; and (d) family involvement is the leading barrier to promote children’s healthy lifestyle.

Conclusions: The findings show that classroom PSTs recognize the importance of school health and believe it is a critical part of whole child education. A variety of health topics and skills could be potentially integrated into PSTs’ future teaching practices in a classroom setting. PSTs’ levels of confidence and preparedness in teaching school health are different, which may be impacted by their educational background and experiences. It is suggested that more future studies should be conducted to examine how family involvement impacts children’s healthy lifestyle development.

Korean Physical Education Teacher’s Content Creating Activities on Social Media and Their Impacts on Professional Development

Geunwon Lee¹, Okseon Lee, Euichang Choi, Seoul National University

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Background/Purpose: Recently, many PE teachers are using social media as a tool for voluntary professional development activities(Lee et al., 2018). In particular, beyond simply using social media as a source for information, more and more PE teachers have become creators who directly produce or share their classes or education-related information as content. PE teachers’ content creating activities on social media led to the improvement of professional capital in physical education and especially during the COVID-19 pandemic, became a great driving force of overcoming the crisis of online physical education classes. Nevertheless, little research has been conducted on PE teachers’ content creating activities on social media. The purpose of this study is to explore the value of content creating activities on social media of PE teachers as a part of CPD. Accordingly, it is intended to investigate the motivation types of PE teachers’ social media content creating activities, and then to explore the effects it has on teachers’ professional development.

Method: Based on the social constructivist paradigm, the study was conducted through a multiple case study(Crewsell, 2013) to investigate the value of PE teachers’ content creating activities on social media. The participants consisted of 5 PE teachers who were selected through purposeful sampling(Patton, 2015). The selection criteria is as follows: PE teachers working on the field who have been producing education-related content on social media for more than 3 years. Data was collected through in-depth interviews and their work on social media. The collected data went through the process of description, analysis, and interpretation. To increase the trustworthiness of the research, member check, and peer debriefing were used.

Analysis/Results: There were three types of motivation for PE teachers’ social media content producing activities, and these types showed hierarchical characteristics. The first is ‘recorder’, which produces content for recording and reflection. The second is ‘sharers’ who produce content for information sharing and interacting. The third is ‘pioneer’, recognizing their identity as a social media content creator, actively creating content and exerting influence. The effects on the development of teacher expertise were found to be a) ‘improving instructional expertise through self-reflection and peer coaching’, b) ‘self-efficacy and upward hypocrisy’, c) ‘increasing actual learning time and inducing interest and motivation’, and d) ‘improving digital literacy’.

Conclusions: Creating activities of PE teachers on social media to produce educational content appeared progressing from ‘recorder’ to ‘pioneer’ and had a positive effect on teachers’ professional development. This suggests that PE teachers’ content creating activities on social media should be recognized as an important form for CPD. Therefore, it is necessary to understand what factors promote or hinder the content creating activities on social media of these PE teachers and find a way to actively support them.

Korean Traditional Dancers’ Identity Formation: Processes and Factors

Jiyun Kang¹, Yeri Hong, Euichang Choi, Okseon Lee, Seoul National University

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Background/Purpose: Teenage student dancers majoring in Korean traditional dance have to go through a rigorous competition for high school and college entrance, resulting in a serious identity crisis in their twenties. Moreover, in Korea, dance education is divided into Korean dance, Contemporary dance, and Ballet, and the westernization of Korean dance makes the boundaries between genres blurred. At this point, Korean traditional dance that embodies Koreans’ very own soul and culture has the potential to be a part of student dancers’ identity formation. Most studies regarding this issue was conducted with quantitative methods and even a few qualitative studies did not take into account the genre-specific context and its pedagogical implications. Therefore, the purpose of this study is to explore how student dancers develop their identities as Korean traditional dancers in Korean traditional dance education and to identify the factors influencing the process. To achieve this, the study was conducted within the framework of Identity Status(Marcia, 1966), which explained the phased development of identity, and Korean Dance Spirit(Choi et al. 2012), which demonstrated the core educational contents of Korean dance.

Method: The participants consisted of 6 Korean dance major students in twenties (male: 3, female: 3) who were selected through purposeful sampling according to the selection criteria: experience of Korean traditional dance education, age, and gender. Data was collected through in-depth interviews with semi-structured interview guides, and the collected data was analyzed through the three-step analysis process(Corbin & Strauss, 2008).

Analysis/Results: The identity formation process of Korean traditional dancers in Korean traditional dance education was analyzed based on Marcia(1966)’s Identity Status theory. A total of 4 stages were identified: a) identity diffusion, b) identity foreclosure, c) identity moratorium and d) on the way to identity achieved. The factors influencing the formation were a) teaching of Korean Dance Spirit and b) internalizing Korean Dance Spirit. Specifically, Korean Dance Spirit was composed of Physical dimension, Cognitive dimension, Emotional dimension, and Spiritual dimension. As the dancers progress toward identity formation, the two factors also progress from poor/absence to rich/initiation, and finally to expansion/deepening.

Conclusions: Passing down the tradition gives us a chance to discover the meaning of existence in the culture we live in. In this respect, this study has significance in showing the possibility for moving toward mature identity achieved when Korean Dance Spirit education and internalization are well accomplished. Suggestions are as follows: First, it is necessary to develop Korean Dance Spirit education programs for Korean Dance students. Second, it is also required to develop programs for dance educators teaching Korean Dance Spirit.

Learning in Physical Education: A Transfer of Learning Theory Perspective

Alireza Hosseini¹, Jihyun Song, Chaojie Shang, Alexander Clayton Moss, University of North Carolina at Greensboro; Ang Chen^F, University of North Carolina Greensboro

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Background/Purpose: Transfer of learning is defined as applying knowledge learned in one context to either a similar context (near transfer) or a different context (far transfer) (Perkins and Salomon 1992, Perkins 1992). The Near-Transfer is the transfer of knowledge between similar contexts whereas the Far-Transfer refers to the transfer between dissimilar contexts. The purpose of this study was to determine the role of high school students’ knowledge about energy-balanced living on learning the knowledge in PE for a potential far transfer to their daily life.

Method: Participants were 1,038 students of 9^th grade from a random sample of six high schools that were randomly assigned as Experimental and Control schools. the students in the Experimental schools learned a unit (10 lessons) focused on the nutrition and exercise science for caloric balanced living, in the second unit (10 lessons) they applied the science to solve exercise problems (near transfer). Students on both conditions assessed using standardized knowledge tests at the pre-instruction, end of the first unit, and end of the second unit. The researchers established the curriculum implementation fidelity through daily on-site observations that documented the consistency of the instruction with the lesson plans

Analysis/Results: A repeated measure analysis conducted to determine the knowledge improvement from the baseline (prior knowledge). The results from the repeated-measures MANOVA indicate a statistically significant Time x Condition interaction effect (λ=.99, F=6.44, p=.002, effect size η=.01). The student in the Experimental condition improved their knowledge test scores from 5% correct to 11% correct at Unit 1 and 6.2% correct at Unit 2; whereas the test scores of the students in the Comparison condition remained low at level or 3.3% correct from pre- to post-tests. The findings appear to suggest that the students in the Experimental condition acquired the knowledge to a degree and were able to transfer the knowledge to Unit 2 to help solve exercise problems.

Conclusions: Previous study (Gould and Carson 2008)the knowledge and skills acquired in schools often are the foundation for meaningful transfer of knowledge and skill to real life applications. In this study, the set of knowledge acquired by the students in the Experimental condition appear to have served for this purpose as manifested in the near transfer that took place in unit 1 and unit 2 learning. Consequently, near transfer objectives should be directed to the procedural knowledge to arise either far transfer in the decelerative knowledge or influence life out of PE class.

Lessons Learned From Teaching Children With Trauma in Physical Education

Michele E. Moore¹, Sheri J. Brock^F, Vanessa Hinton, Alice M. Buchanan, Auburn University

([email protected])

Background/Purpose: An increasing number of elementary school age children in the United States have experienced some form of trauma in their lives with limited forms of relief in the educational field. Additionally, teachers often feel ill-equipped to provide support to children who have experienced trauma, and the unfortunate result is sometimes exclusion or lack of participation in class activities. Physical education is a prime opportunity to provide social and emotional support for children experiencing trauma. The purpose of this study was to explore the experiences of a physical education teacher teaching a fundamental movement-based program to elementary children identified as having experienced trauma.

Method: The participant for this study was a teacher providing daily physical education lessons to a small class of students identified as having experienced a trauma. Data collection took place over the period of one school year and included daily teacher journal reflections, researcher observations, and periodic semi-structured interviews. A large portion of this study utilized ethnographic methodological techniques. This was achieved by utilizing teacher reflections of the experiences of teaching daily lessons in a small physical education class to students who were identified as experiencing trauma. Researcher observations accompanied by periodic interviews of the physical education teacher were implemented into the study to aid in achieving the ethnographic demands of the study design.

Analysis/Results: The data analysis for this study were consistent with typical qualitative data analysis practices. The data from the physical education teacher reflections, researcher observations, and interviews were transcribed and analyzed through methods of constant comparison by two researchers. Analysis indicated three dominant themes including: 1) educational impacts from the home through situational responses; 2) small group functionality and familiarity; and 3) teacher proactivity in a reactive environment.

Conclusions: The findings of this study describe the experiences of a physical education teacher providing fundamental movement skill instruction to children identified as having experienced trauma. Often through trial and error, the physical education teacher discovered many techniques that aided socialization and increased participation of the children. This study is an attempt to explore ways a teacher aided in breaking through the stigma of children with trauma being labeled as “problem children” and provided an equitable physical education experience. In addition, these findings serve to potentially aid in the socialization of children with trauma into the larger population of a general physical education class.

Mentoring Foci of D-PETE Students

Meghan Dennis¹, Oleg A. Sinelnikov^F, Seung Soo Baek, Adam M Wolecki, Natalia D Molska, Jacob T. Peterson, Wonhee Lee, Ford Patronas, The University of Alabama

([email protected])

Background/Purpose: Future physical education teacher educators benefit from applied mentorship training during their doctoral physical education teacher education (D-PETE) programs (Richards et al., 2018; Richards & Sinelnikov, 2019). Effective mentoring relationships consist of interactions and connections serving to promote learners’ growth. (Johnson-Bailey & Cervero, 2004; Long, 1997). Recognizing that knowledge and learning is socially constructed through positive and cooperative interactions with others, scholars agree that the advancement of knowledge and learning is heavily reliant on interactions in small social groups that foster learning (Davis et al., 2017). Doctoral students use shared experiences to learn how to emphasize various areas of focus while developing as a PETE professional (Nordlof, 2014; Liu & Chen, 2010), however there is a lack of research examining what those areas of focus are for doctoral students. The purpose of this study was to examine the foci of D-PETE students as they mentored pre-service teachers during a methods course and sequential early field experience. Social Constructivist theory (Vygotsky, 1986) served as a theoretical framework for the study.

Method: Participants for this study were five doctoral students (3 male and 2 female) enrolled in a graduate level course at a major university in the Southeastern U.S. Within this course, each participant mentored a pre-service teacher for a 16-week period. During this time, a pre-service teacher participated in a secondary methods course and taught physical education classes at a middle school. Ten formal interviews (60 min. each), five stimulated recall interviews (60 min. each), two focus group interviews (90 min. each), informal interviews and reflection journals comprised qualitative data collection procedures (Patton, 2015).

Analysis/Results: Data were analyzed using thematic analysis (Patton, 1990) while member checks, data and researcher triangulation, and negative case analysis ensured data trustworthiness and credibility. One of the most compelling findings of this study demonstrated that during the mentoring process, mentors’ foci were “multi-dimensional” and ever changing. Furthermore, the change in foci depended on concurrent events and situational context during the physical education lessons. Mentors primarily focused on areas where they felt most comfortable; however with time, mentors would “redirect their focus” by relying on their peers to fill knowledge gaps to best suit the needs of their mentee. As part of the mentorship process, all participants in the study focused on the effective teaching behaviors and pedagogical content knowledge of their mentees.

Conclusions: This study demonstrated the complexity of the mentorship process in which foci of mentors were shown to be transitory and multi-dimensional in nature. The results also supported the notion of socially constructed knowledge in the realm of mentorship and in the specific acts of mentor-mentee engagements. Initially, mentors used their own previous experiences, understanding, and knowledge to guide their reactions in the moment. Subsequently, in congruence with social constructivism (Vygotsky, 1986), through shared experiences participants in this study advanced their individual knowledge and that of their mentees to “make [their] practice better for the long run.”

Middle School Students’ Team Cohesion Development Within a Sport Education Season: A Mixed Methods Investigation

Baofu Wang¹, Western Illinois University; Senlin Chen^F, Louisiana State University

([email protected])

Background/Purpose: Team cohesion is critical to the functioning and success of groups or teams. Sport Education (SE) has the potential to develop team cohesion due to its emphasis on authentic, team-based sporting experiences in physical education (PE). The purposes of the study were: (a) to examine the longitudinal changes of team cohesion within a SE season; (b) to identify facilitators and barriers associated with cohesion development.

Method: A longitudinal, concurrent, mixed-methods design was employed to address the research purposes. Students from 6th to 8th grades (all girls; n = 76), in small teams (n = 15), and their PE teacher from one convenience private school in a southern United States state participated in this study. The students who were exposed to a team handball SE season completed the validated Youth Sport Environment Questionnaire, to measure team cohesion at three time points (early-, mid-, and late-season). Regular field observations, focus group interviews with students, and individual interviews with student leaders and the PE teacher were conducted to capture the facilitators and barriers underlying cohesion development throughout the season. Implementation fidelity check was conducted using a checklist. Inferential statistical analyses (e.g., MANOVA, ANOVA) were conducted to detect the change of team cohesion. Qualitative data were analyzed to characterize the facilitators and barriers underling team cohesion development.

Analysis/Results: The fidelity check showed that Coach Heather (pseudonym), the PE teacher, faithfully implemented essential elements of the SE model throughout the season. Quantitative results showed that cohesion development did not demonstrate the hypothesized growth pattern. ANOVA with total team cohesion as the outcome variable did not show statistically significant time effect (F_2,46 = .145, p = .87, η_p²= .006). However, cohesion development was moderated by student leadership (effective vs. less-effective leadership), especially for task cohesion. Repeated measure ANOVA with task cohesion as outcome variable showed significant time by leadership interaction effect (from T2 to T3: λ = .92, F_1,48 = 4.074, p = 0.049, η_p²=.078; from T1 to T3:λ = .92, F_1,50 = 4.207, p = 0.046, η_p²=.078). Qualitative data from multiple methods and sources identified seven facilitators (e.g., positive interaction between teammates, student leadership) and seven barriers (e.g., less-effective student leadership, lack of opportunity to play) contributing or hampering cohesion development.

Conclusions: The study revealed limited development of team cohesion as reported by female middle school students who experienced a team handball SE season, but their change of perceived task cohesion was moderated by leadership effectiveness, favoring those teams with more effective student leadership. The study also unraveled multiple factors that facilitated or hampered cohesion development. Future research and practice may emphasize these facilitators and overcome the barriers, to optimize student, engagement, social processing, and learning in SE-based PE settings.

One Elementary School Physical Education Teacher’s Efforts at Employing Character Education

Jamie J. Brunsdon¹, The University of Memphis; Diane K. Coleman, Memphis Campus School/Univ of; Keith Loupe, Todd E. Layne, University of Memphis

([email protected])

Background/Purpose: The purpose of this study was to describe one elementary school physical education teacher’s efforts at employing a neo-Aristotelian interpretation of character education (Aristotle et al., 2009; Brunsdon & Walker, 2021; JCCV, 2017). It’s guiding questions were: (a) What methods, content and organizational structure did the practitioner employ to teach character education? and (b) What barriers and facilitators served to limit and facilitate the practitioner’s ability to employ character education?

Method: This study deployed an in-depth case study design (Yin, 2018). A main objective of this design is to “reveal patterns and connections, in relation to theoretical constructs, in order to advance theoretical development” (Mills et al., p. 2). The participant in this study was Paris (pseudonym), a 63-year-old physical education teacher who worked at Flourishville (a fictitious name) Elementary School in the Southeastern region of the United States. At the time of the study, Paris identified as a white able-bodied female and had taught at Flourishville for 41 years. Paris was purposefully invited to participate because of her advanced teaching experience and expertise.

Prior to beginning the study, Paris was provided with a guiding framework for character education in schools (JCCV, 2017) and was instructed to interpret, plan for, and implement a physical education-based character education curriculum as she believed appropriate. In response, Paris employed what came to be described as a “content-based approach” to teaching character to two fifth grade classes during one semester. Totaling 50 taught classes, and not including the first and final class of the curriculum that were 60-minutes in duration, each class received two 30-minute lessons twice a week for a 12-week period. Class sizes did not exceed 25 students.

Data were collected with eight interpretive methods during a period of 27 weeks, and included two semi-structured interviews, multiple informal interviews, formal observations and field notes, 40-hours’ worth of teaching film, the supplementation of documents and artefacts, and digital communication. Data were analyzed using standard thematic methods (Patton, 2015). Credibility and trustworthiness of data analysis were established through data triangulation, searching for negative and discrepant cases, and follow up informal interviews.

Analysis/Results: Paris employed what came to be known as a “content-based approach” to teaching character: that was, an approach that was driven by the nature of the content presently organized within the school curriculum. Specifically, Paris taught 20 moral, civic, intellectual, and performance virtues through jump rope, parachute, and rock-climbing content. In addition, she employed the practice, inclusion, and guided discovery teaching styles predominantly, and believed in the importance of building learners’ understanding of what it means to be a “flourishing sportsperson.” The factors complimenting Paris’s ability to employ character were the school ethos, the power of physical education-based content, and responsiveness of pupils. The factors inhibiting Paris’s ability to employ character were external sport settings, and complexity of assessment.

Conclusions: This was the first in-depth case study to investigate how a neo-Aristotelian interpretation of character education can be meaningfully implemented in physical education. This research can complement the field’s knowledge of pedagogies of affect.

Overcoming the Gender Influence on Learning in Physical Education

Chaojie Shang¹, Jihyun Song, Alexander Clayton Moss, Alireza Hosseini, Ang Chen^F, University of North Carolina at Greensboro

([email protected])

Background/Purpose: Gendered perception of content may impact student learning in physical education (Andersion et al., 2017). Through appropriate task design, teachers can create an environment to motivate students of different genders to learn (Solmon, 2014). Guided by expectancy-value theory (EBTV) (Wigfield & Eccles, 2000), this study aimed to identify the power of a concepted-based curriculum to minimize gender impact on student learning in physical education. We are specially interested in determining gendered preferences in terms of EBTV motivation and learning performance.

Method: A total of 339 students in 9^th grade participated in this study and self-identified as either female (n = 167) and male (n = 172), albeit given other options. A pre-and post-test design was adopted in this study with a 20-lesson knowledge-activity integrated curriculum as the intervention. Motivation was measured using the 5-point Likert EBTV scale adopted for physical education (Xiang et al., 2003). The learning performance was measured using 33 questions regarding health-related knowledge prior to and after the instruction.

Analysis/Results: A repeated-measure multivariate analysis of variance was conducted with gender as the between-subject and time as the within-subject independent variables and learning performance, expectancy beliefs, attainment value, intrinsic value, and utility value as the dependent variables.

On average, females’ score was 2.00 (SD = 1.28) for learning performance, 3.63 (SD = .73) for expectancy beliefs, 4.10 (SD = 1.53) for attainment value, 3.36 (SD = 1.02) for intrinsic value, and 3.02 (SD = .83) for utility value and males’ score was 2.05 (SD = 1.25), 3.97 (SD = .69), 4.55 (SD = 1.35), 3.79 (SD = .85), and 3.26 (SD = .99), respectively, in the pretest. In the posttest, on average, females’ score was 5.90 (SD = 2.24) for learning performance, 3.56 (SD = .69) for expectancy beliefs, 2.71 (SD = 1.08) for attainment value, 3.27 (SD = 1.01) for intrinsic value, and 2.92 (SD = 1.00) for utility value and males’ score was 5.84 (SD = 2.61), 3.93 (SD = .67), 3.13 (SD = 1.03), 3.62 (SD = .84), and 3.15 (SD = .93), respectively.

No statistically significant effect was found in gender-time interaction effect (Hotelling’s Trace = .004, F (1,336) = .29, p = .92), but for gender (Hotelling’s Trace = .09, F (1,336) = 6.00, p = .00); gender impact was found in beliefs (p = .00), attainment value (p = .00), intrinsic value (p = .00), and utility value (p = .01), but not in knowledge gain (p = .97).

Conclusions: This study shows that learning in a concept-based curriculum might minimize gender impact on students’ learning, but not on their motivation. These findings correspond to the literature that gendered perception plays an important role in shaping students’ motivation (Eccles & Wigfield, 2020) and that adopting concept-based curriculum may equally benefit students’ learning (Solmon, 2014), but without a deliberate effort in task design, it may not facilitate students’ motivation with gender equality.

PE Teachers’ Influence on Student Fitness Levels in Hawaii

Erin E. Centeio^F1, University of Hawaii at Manoa; Alex C. Garn^F, Louisiana State University; Charles F Morgan^F, Karl Richard Hennebach, University of Hawaii at Manoa

([email protected])

Background/Purpose: Time spent in physical education (PE) with certified and fulltime PE teachers has declined over the last decade. Simultaneously, childhood obesity has become a prominent health risk to children, with key national organizations calling for schools to play a role in addressing children’s health. The purpose of this study was to investigate the role of PE teachers in predicting changes in elementary students’ health-related fitness. Specifically, we examined the extent that having PE teachers compared to classroom teachers in elementary PE classes predicted changes in health-related fitness.

Method: Data was collected by teachers as part of a district mandate and shared with researchers. Teachers and volunteers collected data at two points during two separate school years (2017-2018 & 2018-2019) with two cohorts of fifth grade students. The FITNESSGRAM battery included the following six tests: Progressive Aerobic Cardiovascular Endurance Run (PACER), curl-ups test, push-ups test, BMI, trunk lift, and back-saver sit and reach. Students completed FITNESSGRAM tests at the beginning (i.e., pre-test) and end (i.e., post-test) of grade five.

The sample consisted of just under 3000 students (N = 2933) in grade 5. Approximately 85% of the students attended PE classes with a certified PE teacher while the other 15% had classroom teachers providing PE instruction. There were slightly more boys (51%) in the sample than girls (49%). The ethnicity of the student sample was diverse, with only 13% of students reporting their ethnicity as White. Just under half of the students (45%) were categorized as economically disadvantaged.

Changes in aerobic fitness was modeled by including students’ pre-test aerobic capacity score as a predictor of their post-test aerobic capacity score. The same approach was used for percentage of healthy fitness zone scores, where the number of FITNESSGRAM tests that students reached the healthy fitness zone (HFZ) criteria was divided by the total number of tests they completed at both pre-test and post-test.

Analysis/Results: Results of the aerobic capacity regression model revealed that pre aerobic capacity was the strongest predictor of students’ post aerobic capacity (p<.001) and both pre BMI (p<.001) and students economically disadvantaged status (p<.05) were negative predictors of changes in aerobic capacity. Having a PE teacher provide instruction in PE classes was a positive predictor of changes in aerobic capacity (p<.001). The role of age, sex, and ethnicity with also be discussed.

Results of the healthy fitness zone percentage hierarchal regression model produced similar findings whereby pre HFZ percentage was the strongest predictor of students’ post HFZ percentage (p<.001) and Pre BMI (p<.001) and students economically disadvantaged status (p<.001) were negative predictors of changes in HFZ percentage. Having a PE teacher provide instruction in PE classes was a positive predictor of changes in HFZ percentage (p<.001). Ethnicity, age, and sex will also be discussed.

Conclusions: In an era where time spent in PE as well as the cutting of certified PE teachers, especially at the elementary level, it is important to understand the role that PE teachers can still play in children’s health-related fitness.

Perspectives on Teacher Shortage and Retention Among K-12 Principals in Rural Areas

Yoonsin Oh¹, Saori Braun, Rece Sweere, Nick Thompson, Gabby LeClair, Brady Berg, University of Wisconsin-Eau Claire

([email protected])

Background/Purpose: There are currently 567,000 fewer educators in K-12 public schools as compared pre-coronavirus (COVID-19) pandemic, contributing to the high demand for teachers in the United States. School districts and administrators have struggled to hire and retain quality educators for their students. Previous studies on teachers’ job satisfaction and burn out emphasized for the role of administrative support on teachers’ retention. The purpose of the study was to explore the perspectives from school administrators on teacher shortage and retention.

Method: A total of 6 principals (4 males and 2 females) were recruited by snowball and purposive sampling from a community in a Mid-western rural area. Participant demographics were obtained using the Qualtrics platform, and they are from elementary to high school with ranges of experience of 3 to 20 years. Semi-structured online interview using Zoom platform was conducted inquiring on participants’ experience and perspectives on their role, how they support teacher with funding, how their recruiting teachers and retaining teachers are going, and their perspectives on teacher shortage. The interviews were audio-recorded and transcribed verbatim. Qualitative analysis methods using categorization based on grounded theory was used. After a team analysis for triangulation, the researchers came to an agreement on the common themes and drew conclusions from the themes.

Analysis/Results: The three main themes that emerged from the responses of the interview questions were: 1) teacher shortage with decreases of the number of applicants, emergency hiring and districts hiring someone who are not certified to teach, 2) COVID-19 impact on school with difficulty finding substitute teachers and supporting teachers switching their classes in-between in person and virtual, and 3) supporting early career educator with mentorship program and mid-to-late career educators with funding and professional development opportunities.

Conclusions: Participants emphasized the importance of listening the needs and supporting their teachers to do their job in various ways. Principals in this study generally satisfied with their job and enjoyed their responsibilities such as hiring, job retention, and teacher support. To combat teacher shortage and to increase the numbers of future teacher candidates, teacher education preparation program could continue to work on recruiting passionate students and developing them to become high quality beginning teachers who are resilient in their profession. Future study is warranted in investigating current teachers’ perspectives specifically on school administrators’ support to decrease the gap that exists between school administrators and teachers.

Physical Education Teachers’ Initial Experiences Implementing a Sport Education Unit

Sheri J. Brock^F1, Michele E. Moore, Auburn University; Nikki Hollett, University of Wisconsin-Whitewater; Peter A. Hastie^F, Alice M. Buchanan, Auburn University; Shannon Revels, Misty Spratlin, Beauregard Elementary School; Faleniko Spino, Sabrina McNeill, Thomas Pitchford, Lindsay Robert, Auburn University

([email protected])

Background/Purpose: Many curriculum models in physical education strive to promote positive group work experiences and social-emotional development. Sport education in particular focuses on building a sense of purpose within groups through roles and instruction intended to foster group cohesion, responsibility, and achievements while participating in sport (Siedentop, et al., 2011). Moy, et al (2018) pointed out that instruction related to social-emotional learning must be intentional, modeled, continuously monitored, and immersive to produce productive peer relations and outcomes. The purpose of this study was to investigate the experiences of two physical education teachers utilizing the sport education curriculum model for the first time.

Method: Two physical education teachers with over 10 years of experience participated in this study. Both teachers typically utilized a direct style of teaching but were looking for techniques to promote positive social behaviors that allowed their students to work more effectively in groups. The teachers and a university faculty member taught a 20-lesson four-square unit to 87 grade four students with a brief daily socio-emotional learning component based on the Collaborative for Academic, Social, and Emotional Learning framework (CASEL, 2019). Sport education model fidelity was determined based on the standards put forth by Hastie and Casey (2014). Data collection included daily informal interviews and semi-structured individual interviews.

Analysis/Results: Interview data were transcribed and analyzed using qualitative methods of constant comparison. Results indicated three main themes including: 1) teacher’s reluctancy to ‘trust the process’; 2) observations of student transition from ‘me’ to ‘we’ during competition; and 3) transfer of socio-emotional learning supports and sport education concepts to other units.

Conclusions: The findings of this study describe the experiences of two physical education teachers who were not familiar with the sport education curriculum model prior to this study. Initially, both teachers expressed discomfort that it would be too difficult when students were given too much freedom and required to self-regulate within their teams for decision-making and strategy. Harvey, et al. (2020) referred to this transition as a necessary ‘conceptual shift’. The teachers progressively developed an appreciation for the increased prosocial behaviors, active participation, and team ownership students were exhibiting. This study provides evidence that teachers with no prior experience with sport education viewed it as a viable option for increasing student prosocial behaviors, particularly with the added socio-emotional learning components.

Physical Education Teachers’ Perceptions of and Strategies for Managing Bullying

Mengyi Wei¹, University of Illinois at Urbana-Champaign; Kim C. Graber^F, University of Illinois Urbana-Champaign

([email protected])

Background/Purpose: Inservice teachers have emphasized the importance of training in relation to classroom management and prevention of school bullying (Gorsek & Cunningham, 2014). Physical education (PE) teachers specifically have expressed concerns about delivering effective instruction when bullying occurs (McCormack, 1997; Sahin, 2010). Arguably, teachers play the most prominent role in managing and preventing bullying in schools (Veenstra et al., 2014). While researchers have focused on how classroom teachers respond to bullying (Sahin, 2010; Yoon et al., 2016), little is known about how previous experiences of physical education teachers impact their responses to bullying as teachers. The current study aimed to provide insights into how teachers’ socialization experiences influence their perceptions and to investigate strategies to prevent and respond to bullying.

Method: Thirty in-service PE teachers (18 males, 12 females), with a range of 1 to 37 years of teaching experience, were recruited from ten states within the United States. One semi-structured, individual interview was conducted with all participants lasting 45-60 minutes. An inductive and deductive approach to data analysis was employed (Patton 2015), and the results were grounded in occupational socialization theory.

Analysis/Results: Teachers’ perceptions of bullying and their use of bullying prevention strategies were influenced by different socializing phases they experienced as they progressed from pretraining to preservice to induction. Three subthemes emerged to describe how teacher socialization influenced bullying management, including: (a) bullying experiences during K-12 and family members, (b) professional training: classes, mentors, and student teaching experiences, and (c) significant socializing agents and professional development. Five bullying prevention strategies emerged from the data, including: (a) establishing strict rules and clear expectations at the beginning, (b) building relationships with students, (c) promoting defending and intervention behaviors among students, (d) integrating social emotional learning (SEL) into lessons, and (e) reinforcing the implementation of school anti-bullying programs and policies. Although participants had developed intervention routines for responding to traditional bullying, they felt unprepared to address or intervene in cyberbullying in PE.

Conclusions: The current study suggests that while enrolled in a physical education teacher education program, preservice teachers should be provided greater knowledge about and strategies for addressing bullying. In-service teachers are encouraged to pursue professional development that increases their self-efficacy in handling bullying in their classes. Finally, future studies should address student perspectives related to which bullying prevention strategies are most effective.

Policies Predicting Physical Education Practices in Elementary Schools

Marissa Schulke¹, Kahyun Nam, Kylie Wilson, Pamela Hodges Kulinna^F, Allison Poulos, Arizona State University

([email protected])

Background/Purpose: Schools are optimal settings to promote physical activity (PA) for children’s health and wellbeing. Comprehensive School Physical Activity Programming (CSPAP) includes five settings for PA during the comprehensive school day (before and after school, during school, family and community engagement, staff involvement), with physical education as the core setting. Physical education is critical for students to develop skills for a lifetime of PA and healthy behavior adoption as well as an opportunity to connect with peers, improving social and emotional health (SHAPE America, 2015). Despite these benefits, physical education classes have experienced enrollment declines due to substitute courses, waivers, and exemptions (NASPE & AHA, 2012). Policies supporting physical education class time, teacher certification, and class sizes exist; however, the presence of a policy alone does not always translate to practice. While implementation depends on the strength of policies, resources, or support for implementation (Lounsbery et al., 2013) and awareness of existing policies, physical education policies often lack measures of accountability and adherence (Burson et al., 2021). The purpose of this study was to identify whether the strength of reported district, and/or school level policies predicted school-based physical education practices using a social-ecological model (e.g., individual level, social environment and policy level influences).

Method: This study was part of a larger study of CSPAP policies and practices in Arizona K-5 schools. An adapted version of the Comprehensive School Physical Activity Programming Questionnaire (CSPAP-Q; Stoepker et al., 2021) was administered online to a pilot group of 18 school health advocates (N = 7; 38.89% response rate) and then principals, PE teachers, and/or wellness coordinators at K-5 schools across the state of Arizona (N = 266; 14.46% response rate).

Analysis/Results: Summative indices of policy and practices at the school, district, and overall levels were created from responses on the physical education component of the modified CSPAP-Q, with higher scores representing best practices. A series of linear regression analyses were conducted to determine if scores on the physical education policy index predicted practice scores. School socioeconomic status, enrollment, and locale were included as covariates. The overall model was significant, F(4,162) = 3.107, p < .05, Adj. R2 = 0.048, with overall physical education policy scores predicting higher practice scores (β = .117, SE = .056, p < .05). When examined by level, both the school, F(4,162) = 2.875, p < .05, Adj. R2 = 0.043, β = .331, and district, F(4,162) = 2.809, p < .05, Adj. R2 = 0.042, β = .304, SE = .110, p < .05, models were also significant.

Conclusions: Having physical education policies in place was associated with a higher number of reported best physical education practices at the district, school, and overall levels. Not all schools and districts currently have policies. It is necessary to increase accountability when existing PE policies are not enforced or implemented. Findings support the importance of policy at both the school and district level to impact physical education practices for promoting children’s health and wellbeing.

Pre-Service Physical Education Teachers’ Experiences With Health-Related Fitness Self-Testing

Xiaolu Liu¹, Georgia State University; Jingwen Liu, California State University, Fullerton

([email protected])

Background/Purpose: Physical educators are expected to implement health-related fitness testing (HRFT) in K-12 schools. A lack of effective teaching and appropriate testing practices could lead to students’ negative experiences and low interest in HRFT. Therefore, preparing pre-service physical education teachers (PPETs) to teach and implement HRFT effectively is imperative. Given the criticisms of the teacher-led HRFT, researchers have proposed an alternative self-testing approach to addressing some of the existing issues. Through “learning by doing,” PPETs may better understand HRFT and its testing procedures. This study aimed to examine PPETs’ experiences with self-testing to better prepare them for implementing HRFT.

Method: The study used a phenomenological approach to examine PPETs’ experiences with self-testing. Applying a convenient sampling strategy, 11 PPETs (N _female = 4, 36.4%; N _male = 7, 63.6%; M _age = 21.1 ± 1.3) from a physical education pedagogy class at a four-year university located in the western district of the United States participated in the study. Based on self-determination theory, self-testing was designed to meet three basic psychological needs: (a) autonomy: during class, PPETs were allowed to decide the order of taking the three tests (i.e., curl-up test, push-up test, back saver sit-and-reach test); they completed the one-mile walk test in their own time and self-recorded testing results on a worksheet; (b) relatedness: PPETs could choose to complete any of the tests by themselves or with their peer(s); and (c) competence: Instructions and demonstrations were given before tests; visual aids and handouts were provided to guide students during the test. Data were collected through a focus group interview immediately following the self-testing, individual semi-structured interviews one week after the test, researcher observations and field notes, and written reflections from participants. Data triangulation, peer debriefing, member checking, and audit trails were applied to ensure the trustworthiness and credibility of the results.

Analysis/Results: Two researchers transcribed audio-recorded interviews and open-coded data to categorize substantial codes into themes with internal relations identified among all data sources. Four themes were summarized: (a) PPETs had an overall positive experience with self-testing; (b) self-testing helped PPETs understand their fitness level and develop goals for improvement; (c) self-testing motivated PPETs to inquire about each test’s purpose, protocol, and standards, leading to a better understanding of the underlying principles in HRFT implementation; and (d) PPETs were concerned that self-testing results may be inaccurate and misleading for K-12 students and that the tests used for self-testing might not accommodate students with special needs.

Conclusions: Self-testing may be a feasible way to help prepare PPETs for implementing HRFT. PPETs’ positive experiences in self-testing may motivate them to continue self-monitoring their health-related fitness and thus, serve as role models for their future students. Moreover, through self-testing, PPETs can actively learn knowledge and skills to administer HRFT. Therefore, physical education teacher preparation programs should consider incorporating the self-testing practice into the curriculum, and more empirical research is needed to determine the feasibility of such action. Notably, researchers and practitioners need to consider the concerns raised by PPETs to advance health-related fitness self-testing protocols.

Preservice Teachers’ Knowledge Acquired From K-12 PE and Extracurricular Activities

Emi Tsuda¹, West Virginia University; Jose A Santiago, Sam Houston State University; Jim Ressler, Northern Illinois University; Bomna Ko^F, East Carolina University; Junyoung Kim, Missouri State University; Insook Kim^F, Kent State University; Peter A. Hastie^F, Auburn University; Phillip Ward^F, The Ohio State University

([email protected])

Background/Purpose: The importance of common content knowledge (CCK) has been established by previous studies (Darling-Hammond & Oakes, 2019; Ward & Ayvazo, 2016) and by their importance in the National Standards for Initial Physical Education Teacher Education (SHAPE America, 2017). Recent studies have shown that physical education preservice teachers’ (PSTs) obtain minimal CCK from their K-12 physical education and extracurricular activities (Tsuda et al., 2019; Ward et al., 2018). However, the sample sizes of these studies were small (less than 25 participants per content area), and Tsuda et al. (2019) study’s CCK measures were only content validated. This study aimed to address these gaps in the literature. We examined the CCK levels of tennis and volleyball among a representative sample of United States PSTs at the time they entered their PETE program to provide evidence to inform future curricular decisions on content courses. The secondary purpose was to investigate to what extent the demographic backgrounds of the PSTs contribute to their CCK levels.

Method: A research team consisting of eight physical education teacher educators from eight universities across different regions of the U.S. purposefully recruited PSTs at the entry year of their PETE programs. A total of 136 PSTs (male n=89; female n=47) in volleyball and 130 PSTs (male n=81; female n= 49) in tennis participated in the study. The data sources of this study include participants’ demographic backgrounds (11 questions) and valid and reliable CCK multiple-choice tests (Tsuda et al., 2021) of volleyball (40 items) and tennis (41 items).

Analysis/Results: The descriptive statistics showed that the mean percentages of the correct scores for both volleyball and tennis CCK were below 45% (volleyball 43.54%, SD=12.54; tennis 44.75%, SD=12.32). Statistically significant differences were not found for sex in volleyball, F (1, 134)=1.18, p=.278, η²=.009 (a small effect; Male M=42.69, SD=10.49; Female M=45.16, SD=15.71), but the differences were detected in tennis, F (1, 128)=7.80, p=.006, η²=.057 (a medium effect; Male M=47.03, SD=12.40; Female M=40.97, SD=11.32). Hierarchical multiple regression analyses indicated that the five independent variables (university, sex, playing recreational, playing competitive, and teaching/coaching experiences) accounted for 32.0% of the variance in volleyball CCK. Similarly, the five independent variables accounted for 24.7% of the variance in tennis CCK.

Conclusions: This study contributes to a growing evidence base demonstrating that PSTs enter teacher education programs with low CCK levels in the content they need to teach in school physical education, regardless of their playing, coaching, and teaching experiences. This data further supports the critical need for teaching content knowledge to PSTs in PETE programs.

Secondary Organizational Socialization’s Influence on Early Career Faculty Members’ PETE

Meghan Dennis¹, Seung Soo Baek, Adam M Wolecki, Wonhee Lee, Natalia D Molska, R Tanner Ryan, Matt D. Curtner-Smith^F, The University of Alabama

([email protected])

Background/Purpose: Recently, researchers have started to examine how sport pedagogy faculty members’ (FMs) beliefs, values, and views about teaching physical education and physical education teacher education (PETE) are influenced by their secondary organizational socialization (i.e., the impact of a university’s culture and conditions). The researchers’ objective has been to provide data that might help improve FMs’ training, workplaces, and delivery of PETE. Our aim was to build on this initial work. The study’s purpose, therefore, was to describe the influence of secondary organizational socialization on early career FMs’ delivery of PETE. The specific research questions we attempted to answer were: (a) In what forms did FMs deliver PETE? and (b) What factors helped and hindered FMs as they delivered PETE?

Method: We employed key constructs from occupational socialization theory to frame the study. Participants were 10 early career sport pedagogy FMs who had worked full-time within universities in three different countries for seven years or less. The universities at which the FMs worked varied in terms of focus and size. The FMs completed formal semi-structured interviews, supplied documents that illustrated the form of PETE they delivered, wrote their ideal PETE program, and provided pre-recorded film of themselves delivering PETE.

Analysis/Results: We employed analytic induction and constant comparison to reduce the data to themes. Findings indicated that the FMs delivered PETE in congruence with the behavioristic, traditional/craft, and critical-inquiry orientations to teacher education. 7 of the FMs’ university cultures and conditions helped them deliver PETE. 3 of the FMs’ university cultures and conditions hindered their attempts at delivering PETE. The key cultural components that shaped the FMs’ delivery of PETE were administrators, other FMs, preservice teachers, support from the community, and the focus of the university. The main conditions that helped or hindered the FMs’ delivery of PETE were time, resources, the quality of schools and cooperating teachers, the extent and nature of the university teacher education bureaucracy, and national and regional standards for teacher education. FMs employed in helpful cultures and conditions fully complied with them. FMs coped with adverse cultures and conditions by engaging in strategic compliance or strategic redefinition. Findings were similar across countries

Conclusions: The study’s findings were congruent with those of previous research and should help improve the preparation of sport pedagogy doctoral students and their transition into the role of FM. Moreover, the study’s findings could lead to senior sport pedagogy faculty and administrators making improvements in the culture and conditions that neophyte FMs encounter when first employed. For example, we hope our study might lead to administrators examining the time and resources allocated for PETE, the provision of mentoring programs provided for early career FMs, the quality of preservice teachers recruited into PETE, and the university teacher education bureaucracy surrounding PETE. Future research needs to expand into other countries in order to see whether the findings of this study transfer to them.

SEL Pedagogies in a Rural Elementary Physical Education Program

Seunghyun Baek¹, University of North Carolina at Greensboro; Ben Dyson^F, University of North Carolina, Greensboro; Justin Somers, UNCG

([email protected])

Background/Purpose: A growing body of research has focused on Social and Emotional Learning (SEL) implementation across different school levels (Jagers et al., 2019). Even though numerous studies have proved that Physical Education (PE) can be an effective setting to promote students’ SEL (Gordon et al., 2016), how SEL can be implemented in PE has not been fully explained yet (Dyson et al., 2021). Furthermore, given that there has been relatively limited empirical evidence on rural school contexts (Cicchinelli & Beesley, 2017), what specific pedagogies are needed to enhance SEL in rural elementary PE settings needs to be investigated.

The purpose of this study is to explore the implementation of SEL pedagogies in PE at a rural elementary school. The guiding research question was “What pedagogies does a PE teacher use to promote SEL at rural elementary school?”.

Method: Using a case study design (Merriam, 1995), this research was conducted at a rural elementary school where the majority of students are under-resourced ethnic minorities. The participant is a PE specialist who has been working at the school for four years. Data were collected using in-depth interviews, observations, and reflexive journals of the first author. Using inductive qualitative data analysis (Patton, 2015), the data were analyzed through open coding and axial coding (Saldaña, 2013). The trustworthiness was established by triangulation, peer debriefing, and member checks (Lincoln & Guba, 1985; Miles et al., 2014).

Analysis/Results: Four findings were generated in this study.

1. Being a good role model: “I’ve noticed a lot this year, with a lot of negative reactions. … So, I have modeled, and I have really worked with my kids on responding positively to reinforcement or to a direction”; “I got to also be mindful that there’s kids watching. There are kids listening”.

2. Building long-term relationships: “I think relationships is everything. … These fifth graders look at me as more than just some guy spitting rules out, … and they know that I have their best interests in mind”

3. Setting clear and consistent expectations: “They know the expectations. So, it’s just a morale when kids feel that they can be themselves but also be held accountable”

4. Considering students’ lives outside school: “I tried to bring up local parks that they’ve been to, that they go to regularly. … I try to bring up local sports”; “Especially in this demographic, in this school, a lot of these kids come here not feeling very confident, they don’t get told ‘You’re doing a great job!’”.

Conclusions: This study investigated what specific pedagogies can be used for SEL in a rural elementary PE setting where most of the students are socio-culturally marginalized. The findings in this study infer that SEL pedagogies such as Restorative Practice and Cooperative Learning can be more effective in a rural school PE program when they are tailored to the specific needs of the students. We suggest that more research should be conducted in rural elementary PE settings to fully legitimize these findings.

Socialization and Professional Experiences of Physical Educators Providing Strength and Conditioning Programming in K-12 Schools

Ben D. Kern¹, University of Wyoming; David Bellar^F, University of West Florida; Wesley J Wilson^F, University of Utah; Samiyah Rasheed, University of Wyoming

([email protected])

Background/Purpose: As part of their required duties, many US middle and high school physical educators provide programming that occurs primarily in a weight room setting and instruct students in a variety of strength and conditioning exercises. Many also supervise/instruct physical training programs before or after school as part of school-wide strength and conditioning services designed to support participation in extracurricular sports. Little, however, is known about the educational preparation and professional experiences of this subpopulation of physical educators despite estimates that approximately 75% of all US secondary school physical education teachers provide this programming as a part of their general physical education classes or teach classes where strength and conditioning is the primary course focus (Kern et al. in review). The purpose of this study, therefore, was to explore the socialization and professional development experiences of physical educators that provide strength and conditioning programming in K-12 schools.

Method: Thirty-one middle/high school physical educators, representing 12 US states, participated in approximately 60-minute in-depth interviews. All participants reported providing instructional programming focused on strength and conditioning in their general physical education curriculum and/or teaching entire physical education courses dedicated to strength training in a weight room or fitness center setting as part of their individual job descriptions. Semi-structured interviews were conducted with Occupational Socialization Theory as a guiding framework for investigation and the lens through which the qualitative data were analyzed.

Analysis/Results: Analysis of the qualitative data included use of constant comparison methodology to open and axially code individual responses to questions and to develop associated themes (Strauss & Corbin, 2015). Special consideration was given to the development of teachers’ beliefs through socialization about the purpose of and their expertise and role in providing strength and conditioning related programming in the physical education curriculum. Trustworthiness of findings were enhanced through member checks, multiple peer debriefing sessions with experienced physical educators and certified strength and conditioning professionals, negative-case analysis, and research journaling. Preliminary analysis resulted in the following themes: (a) Beliefs Develop Through Socialization Not Training, (b) Teaching or Coaching Orientations Dictate Practice, but Roles are Ambiguous (c) Strength and Conditioning Programming is Less Marginalized, (d) Strength & Conditioning Programs Serve Extracurricular Sports, (e) Professional Development is Scant but Needed and Wanted.

Conclusions: Results suggest that secondary school physical educators teaching strength and conditioning programming lack adequate pre-service preparation and most professional learning about safe and effective practice stems from personal experience as students in K-12 (e.g. acculturation) and knowledge sharing with colleagues (e.g. organizational socialization). Teachers working in this capacity frequently align their programs with extracurricular sports, which may result in decreased marginalization, and despite a desire to grow professionally, most do not have access to quality professional development. Physical education teacher education programs should consider offering formal training for pre-service teachers in safe, effective, and equitable strength and conditioning practices. Schools should support physical educators’ continuing professional development to deliver appropriate weight room instruction that maximizes student learning and safety, as well as avoid potential legal liability.

Stakeholders’ Perceptions of Physical Education in Colorado

Xiaoping Fan¹, SUNY Cortland; Jaimie McMullen^F, University of Hawaii

([email protected])

Background/Purpose: Understanding the nature of physical education is the foundation of implementing quality physical education within schools. While physical education is supposed to be implemented as described in the SHAPE America national standards, it is important to consider stakeholders’ views on the subject. Considering different groups of stakeholders’ perceptions contributes to understanding what is actually happening during physical education and can act as a reference point when designing and implementing physical education programs. This study aimed to explore the perceptions of students, parents, classroom teachers, and administrators on physical education. The social ecological model served as the theoretical framework for this study, incorporating environmental considerations for the development of physical education within schools (Bronfenbrenner, 1992).

Method: This study employed an interpretive qualitative research design to explore stakeholders’ perceptions on “typical” physical education which focused on what physical education was like prior to the global pandemic that started in March 2020 (Merriam & Tisdell, 2016). Participants (N = 28) included students (n = 8), parents (n = 8), classroom teachers (n = 9), principals (n = 2) and one assistant principal. Data sources included interviews (i.e., focus group interviews or individual interviews) and artifacts consisting of physical education documents (i.e., class schedule, curriculum documents, syllabi, budget plan, etc.), policy documents (e.g., district policy in physical education), the PE for All Colorado physical education model policy (Colorado Health Foundation, 2016), and the Colorado state profile of physical education (SHAPE America, 2016). To understand each group of stakeholders’ insights on physical education, the researcher employed open and axial coding to analyze the interview data by group and used document analysis for artifacts.

Analysis/Results: The results of this study are presented based on the perceptions of four groups of stakeholders: students, parents, classroom teachers, and administrators on physical education at their/their children’s school. Their perceptions included four themes: the purpose of physical education, the impact of physical education on children, the learning environment, and suggestions to improve physical education. Overall, the students and administrators in this study had a good awareness of physical education in their schools, followed by classroom teachers, and parents, who had some understanding. Stakeholders believed that schools provide effective physical education for students. Each group of stakeholders believed that physical education had various benefits for children, and all of them valued the role of physical education in students’ physical health and ability to be physically active for a lifetime. They provided their own suggestions for the implementation and improvement of physical education.

Conclusions: In conclusion, stakeholders’ understanding of physical education is associated with their experience in and attitude toward physical education. While stakeholders had their own unique perceptions, most of them had positive attitudes toward physical education. Further, the interactions between physical education and stakeholders are mutual that physical education has an impact on stakeholders and, in turn, it is also influenced by them (Bronfenbrenner, 1992). Therefore, schools and physical education teachers should take stakeholders’ insights into consideration to design quality physical education programs.

Student Social-Emotional Learning Competences During an Afterschool Physical Activity Program

Nolan Carey¹, Katie Juarez, Kelly L. Simonton, Aimee Gray, University of Wyoming; Victoria N. Shiver, University of New Mexico; Angela Simonton, University of Wyoming

([email protected])

Background/Purpose: Being involved in afterschool activities provides essential social interaction opportunities in which youth develop personal and social strengths, confidence, and interests. Afterschool programs that target social-emotional learning (SEL) combined with physical activity (PA) have been shown to support positive development of these identity beliefs. The development of SEL competencies may be particularly essential following the predominance of COVID-19 restrictions that youth experienced. The purpose of this study was to investigate students’ perceptions of their personal and social responsibility skills during and following an 8-week PA program focused on SEL competencies. Specifically, student knowledge of SEL competencies as they related to COVID-19 restrictions were targeted.

Method: Youth participants (N= 134; 52% Male; M_age= 9.87) from four elementary schools participated in an afterschool program offered by trained physical education teachers and assistants. Using a mixed methods approach, youth participants completed a pre/post survey with validated SEL and PA attitude measures, focus group interviews (n=8 per school), and a self-reflection journal entry and drawing after each session. Descriptive statistics and targeted repeated measures analysis of variance was used to explore survey data. Additionally, all interviews were transcribed and coded to identify major themes in understanding perceptions of the SEL competencies targeted in each session. Triangulation of data was completed by coding interviews, interpreting self-reflection sheets, and analyzing observation notes.

Analysis/Results: Survey results showed no significant change in perceived personal and social responsibility skills in participants over time. However, mean score trends showed positive increases in perceived relationship skills and positive attitudes towards PA. Trends also revealed that older students reported lower personal/social abilities compared to younger participants. Qualitative analysis revealed four general themes including: (a) knowledge of skills precluded application; (b) self-consciousness of competencies increased; (c) COVID restrictions resulted in surface level communication/relationships; (d) peer relationships lacked depth. In sum, students were eager to describe SEL competencies they had learned and were able to connect them to opportunities outside of the program. However, in practice, students noticed they were less effective, and that their peers were not always capable of offering quality communication, support, and awareness. Connections to COVID were stark. Students felt they never really got to “be with” their friends and spoke to not having opportunities for private social relationships. Lastly, student relationships lacked depth and subtle norms association with effective SEL competencies, like conversational tone and reacting to non-verbal communication, were limited in this group.

Conclusions: Results suggest that more time is needed to see substantial changes in students’ perceived SEL competencies. However, students showed a progressively stronger ability to identify personal and social abilities and ways to apply them. A reduction in negative attitudes to general PA was also found. The surface level understanding and practice these students previously had with SEL skills in active settings was appropriately supplemented by the program. Participants reported the artificial relationship skills that developed during the height of the COVID-19 restrictions. Through the in-person program, participants identified previously unknown norms regarding their personal awareness and relationship skills.

Teachers’ Expanding Learning Experience in Taiwan: An Activity Theory Perspective

En-Hua Chan¹, Nyit-Chin Keh, Ching-Wei Chang, National Taiwan Normal University, Department of Physical Education and Sport Science

([email protected])

Background/Purpose: Under the national education curriculum reform in Taiwan, the “General high school physical education subject center (GHS-PESC)” in Taiwan resumed the important responsibility for promoting the development of a competence-oriented curriculum. The curriculum development of curriculum mapping was used to move toward the goal of a high-quality competence-oriented curriculum. The purpose of this study was to analyze how teachers of the curriculum mapping development team in the GHS-PESC deal with the curriculum reform under the context of the transformation. The way they conducted curriculum understanding and transformation in the new curriculum, and the extensive learning experience and process of the contradiction and organizational development in the activity system.

Method: This study adopted the case study method to explore the development process of the 6 experienced physical education teachers from the teacher professional learning community in the curriculum mapping development team. The data were collected through focus group interviews, in-depth interviews, observations of physical education classes, lesson plans, and related documents. Engeström’s activity theory of cultural and historical approach structure was used to analyze these qualitative data.

Analysis/Results: The results indicated that there were four levels of contradictions in the course of their development: Contradiction 1: Understanding and recognition of the curriculum mapping calendar; Contradiction 2: Curriculum mapping calendar revision and promotion; Contradiction 3: The impact of curriculum mapping calendar on school-based curriculum and sports culture and Contradiction 4: Reflection on students’ learning performance, and this contradiction also prompted teachers to carry out the following expanding actions: (1) Reflection on the nature of the subject;. (2) Enhancing professional learning and establishment of a shared culture; (3) Organizational reengineering and task-based division of teamwork; (4) Modifying “Tools” to promote curriculum mapping; (5). Teachers’ beliefs were transformed into curriculum practice.

Conclusions: It might be concluded that the developmental learning process promoted the professional growth of teachers and the development of the subject knowledge system. It is suggested that the planning and development of “tools” should be emphasized in the future, starting from the learning concept of the subject, and aware of the dynamic clues in dialogue under the sports ethics system and culture, as well as being able to explore the curriculum mapping for long-term practice. Students’ learning performance should be the focus of curriculum practice and foster competence-oriented curriculum development through teacher education.

Teaching Games for Understanding Research in Korea

Minji Kang¹, Youngbin Cho, Eun-Byeol Hwang, Dayea KIM, Han J. Lee, Yonsei University

([email protected])

Background/Purpose: Teaching Game for Understanding (TGfU) model (Thorpe and Bunker, 1982) is a useful approach to teaching and coaching sports skills in game-like situations. TGfU is one of physical education (PE) curriculum models that have a profound impact on teaching and learning in PE all around the world. TGfU has been introduced to Korean sport pedagogy community as an instructional model in 1996. Korean sport pedagogy community is currently unknown about the impact of TGfU approach on student learning, and about knowledge structures of TGfU in Korean PE and sports context. The purpose of this study was to review TGfU-related studies published in Korea. The research question was (1) what were the major research topics of TGfU? (2) What would be the future directions of TGfU research in Korea?

Method: TGfU-related peer-reviewed research papers published in Korea were searched and collected using Korea Citation Index database. We tried to search online databases with the term as “TGfU, tactical games, game sense approach, physical education, teaching, coaching, etc.”. Abstracts of the papers (N= 60) published during 1996 and 2020 were used as data. Then We analyzed the TGfU paper in Korea using a similar method as Wallhead and O’Sullivan (2005) have used. Also, the data were analyzed by the text-mining package. Stolz and Pill’s (2014) review categories were used as an analytical framework.

Analysis/Results: Results of this study showed that TGfU studies were fall into two categories: the non-empirical-scientific literature (e.g., theories of sport teaching/learning; advocacy for a better practice) and empirical-scientific literature (e.g., perspective of PE teachers; curriculum outcomes). Keyword network analysis revealed that PE, performance, and knowledge were playing key nodes in TFGU-related research.

Conclusions: A comprehensive review of TGfU-related studies in Korea indicated that the major topics were by and large classified into the following three directions: Theories of teaching and learning in sport and PE, advocacy of better practice for teaching and learning, and perspectives of the teachers. Findings were compared and discussed with Stolz and Pill’s (2014) study to bridge the gap between theory and practice in teaching PE and sports. More empirical evidence is required to further examine the dynamic interaction between TGfU model and student-centered learning.

Teaching Social and Emotional Learning and Meaningful Physical Education: A Performative Auto-Ethnography

Donal Howley¹, Towson University; Ben Dyson^F, University of North Carolina, Greensboro; Alba Rodrigues, George Mason University

([email protected])

Background/Purpose: Teachers’ capacities for regulating emotions is crucial, since that can “neutralize potentially negative or emotionally harmful situations” (Chen, 2020, p. 503). However, limited attention has been paid to physical educators’ emotion related experiences (Simonton et al., 2021). Drawing on Dewey’s continuity of experience, the purpose of this performative autoethnography is to present the emotional class-by-class tribulations and tensions experienced by a Teacher-Researcher (TR) in his efforts to evolve his pedagogy to promote Social and Emotional Learning (SEL) and Meaningful Physical Education (MPE).

Method: The context for this performative auto-ethnography is four consecutive 75-minute PE lessons taught by the male TR involving 16 ninth grade students in an alternative education setting. Data sources involved the TR’s immediate post lesson reflections, a personal journal before and after each lesson, and critical friend observations. Inspired by Oliver’s (1998) call for narrative analysis offering more meaningful insights that focus on setting, character and plot, the TR conducted a performance analysis (Riessman, 2008). The resulting narrative was presented to the critical friend for peer-review. An additional external audit was conducted by the third author before the final performative narrative was confirmed and further interrogated and discussed utilizing the theory to draw conclusions from the experience.

Analysis/Results: Findings are presented in the form of an internal monologue as the TR navigates his way through a series of four acts (i.e. the four lessons) and scenes (i.e. moments within each lesson). It demonstrates the TR’s commitment to teaching SEL and MPE in both his planning and implementation. However, his understanding of what SEL and MPE constitutes and involves is repeatedly challenged and reconstructed. As acts and scenes across lessons progress, so too does the TR’s understanding of what SEL and MPE encompass and how at times such learning outcomes were and were not accomplished. He repeatedly encounters being conflicted in what he considers to be appropriate pedagogical decisions that further prioritize SEL and MPE at the expense of other outcomes. He is repeatedly challenged to consider the extent to which his own experiences, emotions, thoughts were contributing and/or inhibiting SEL and MPE being accomplished. He grapples with moving away from pre-established behaviorist approaches to teaching and learning. In particular, he struggles demonstrating an authentic and consistent commitment to care and equity when observing and responding to an array of social and emotional situations and meaningful interactions involving students during class activities which require him to make sound pedagogical and classroom management decisions which are socially just and meaningful in the moment.

Conclusions: Utilizing performative autoethnography helped the TR better access and understand how his lesson-by-lesson, moment by moment experiences at once conflicted and complimented the accomplishment of SEL and MPE outcomes. It creatively demonstrates how teaching and learning for SEL and MPE in PE is a fluid and, at times, dramatic, emotional, and uncertain experience. Future research on SEL and MPE should look to further utilize a similar dramaturgical approach which presents such experiences creatively and accessibly to researchers and practitioners.

Teaching Social and Emotional Learning in Physical Education: A Self-Study

Donal Howley¹, Towson University; Ben Dyson^F, University of North Carolina, Greensboro; Seunghyun Baek, University of North Carolina at Greensboro

([email protected])

Background/Purpose: There exists a need to explore how teachers can align pedagogy with theory to link Social and Emotional Learning (SEL) outcomes with contemporary best practices in Physical Education (PE) (Wright & Richards 2021; 2022). Drawing on social constructivist learning theory and CASEL’s Framework for Systemic Social and Emotional Learning (CASEL 2015), the purpose of this self–study is to present and explore one teacher-researcher (TR) evolving his approach to implementing pedagogy promoting SEL in an alternative high school setting. Three questions guided the research: 1) What prior knowledge and experience did the TR have of promoting SEL? 2) How did the TR’s approach evolve throughout the course? 3) What knowledge was constructed from the process that could help inform future approaches?

Method: A self–study research design was implemented. The setting was an urban alternative high school. Participants included one male PE TR, a critical friend, and two teaching assistants. Over 10 weeks and 20 75-minute lessons, the TR taught a course purposefully designed with the intention of developing his 16 ninth grade students’ understandings and applications of SEL in PE. Data collection involved one critical friend interview, 20 post teaching reflections, 22 journal entries, and 15 observational field notes. A predominantly deductive approach utilizing the Miles, Huberman and Saldana Framework for Qualitative Data Analysis (2014) was implemented, with inductive analysis also applied.

Analysis/Results: The following themes were constructed: Managing emotions while moving; showing self-awareness more sharply; learning to uplift others; your team needs you; and stepping back so students step up. The TR acknowledged that explicit and intentional promotion of SEL was not something that he had previously prioritized, and struggled initially when implementing strategies. He sought to promote motivation and agency to students to accomplish personal and collective goals demonstrating self-management. Intentionally focusing on self-awareness allowed him better consider his own and students’ prior feelings, values, and thoughts around PE and physical activity and while also being aware of his own and others prejudices and biases to promote social awareness. Focusing on relationship skills, he evolved to better navigate sensitive and emotional interactions he and students encountered. His efforts to promote responsible decision making with students caused him to contest, reconsider, and evolve his own pedagogical approach to be more student centered.

Conclusions: Findings demonstrate how the TR’s explicit and intentional focus on infusing SEL within already established pedagogies allowed him to evolve and feel better equipped to teach for and promote SEL alongside core content, becoming an iterative process of navigating critical incidents, experiences, ideas, and practices. Findings inform researchers and practitioners working in high school settings of the merits of evolving their teaching and learning approaches to work in this way, as well as some of the potential realities and turning points they might also face. The TR regularly flirted with emotion and movement—class by class, moment by moment. Ultimately, this experience demonstrates the benefit of evolving pedagogy to teach SEL not just for teachers, but for students also.

Technology Professional Development for PETE Faculty: Strengths and Gaps

Jennifer M. Krause¹, University of Northern Colorado; Kason O’Neil, East Tennessee State University; Taemin Ha, Brian D. Dauenhauer, Veronica Adams, University of Northern Colorado

([email protected])

Background/Purpose: Teacher educators, including those in physical education teacher education (PETE), should prepare pre-service teachers to perform a variety of teaching tasks, including the integration of technology (ISTE, 2018; SHAPE America, 2017; CAEP, 2016). Programs should integrate technology across the program, rather than through a single technology course, and therefore, all faculty should be competent with technology use (Department of Education, 2017). The Teacher Educator Technology Competencies (TETCs) guide teacher educators to prepare future teachers to use technology (Graziano et al., 2017). Little is known, however, about how PETE faculty learn to teach with technology. Therefore, the purpose of this study was to determine the extent to which PD offerings for PETE faculty provide information relative to the TETCs.

Method: This study involved an analysis of physical education-related synchronous PD conference sessions delivered between 2018-2020 across 18 synchronous conferences. Researchers first identified 129 conference sessions related to technology from conferences typically attended by PETE faculty. Then, the first-listed session presenters were invited to complete the TETC PD Presenter Survey, where presenters rated the extent to which their sessions aligned (1 = no alignment, 2 = somewhat aligned, 3 = prominent alignment) with each of the TETCs’ 41 criteria. Finally, of the eight presenters who indicated they would be willing, six participated in a semi-structured interview to further discuss their session’s content and alignment with the TETCs.

Analysis/Results: A total of 35 participants (one presenter per session) completed the survey. Presenters identified as male (n = 17), female (n = 16) and non-binary (n = 1) and averaged 18.1 years of experience in education. Descriptive analyses showed that presenters identified designing instruction that utilizes content-specific technologies to enhance teaching and learning (TETC 1, M = 2.2) to overwhelmingly be the most strongly aligned TETC criteria among all sessions. The use technology to connect globally with a variety of regions and cultures (TETC 8, M = 1.3) and using appropriate technology tools for assessment (TETC 10, M = 1.5) were identified as the least aligned TETC criteria among the sessions. Researchers interviewed six participants about their specific PD sessions and discussed results of the participants’ surveys in terms of alignment and further detail about the session. Interviews revealed specific aspects of the sessions that related to the TETCs with the most alignment, further validating the survey results.

Conclusions: Results suggest that of the professional development opportunities observed in this study, there have been many opportunities for PETE faculty to enhance competency with designing instruction using content-specific technologies to enhance teaching and learning. Opportunities to further develop knowledge and skills around technology use for global networking and use for assessment, however, have been lacking among the conferences typically attended by PETE faculty. Future physical education-related conferences should aim to seek out sessions that address all TETCs to build competence for PETE program faculty, and in turn, help further develop preservice teachers’ technology skills and knowledge.

The Effects of Specialized Content Knowledge Intervention on University Lecturers’ and Their PETE Students’ Content Knowledge Level

Ekrem Yasin Tabak¹, Karamanoğlu Mehmetbey University, Institute of Social Science; Erhan Devrilmez, karamanoğlu mehmetbey university; Fatih Dervent, Marmara University Faculty of Sport Sciences; Ömer Özer, Karamanoğlu Mehmetbey University

([email protected])

Background/Purpose: Content knowledge (CK) is the core knowledge that teachers must have in order to teach subject matter. CK has been conceptualized into two categories; common content knowledge (CCK) and specialized content knowledge (SCK) (Ball et al., 2008; Ward, 2009). In physical education, CCK is the knowledge of game and safety rules, etiquette and knowledge of techniques and tactics. SCK is the knowledge of common student errors and knowledge of instructional tasks and representations (Ward, 2009). Physical education teacher education (PETE) students are expected to have deep CK in order to teach sport in school setting when they graduate (Dervent et al., 2018; Devrilmez & Dervent, 2019). Studies showed that CCK and SCK level of PETE students were lower than expected level (Dervent et al., 2020). University instructors, carrying out the courses in PETE programs, are expected to have sufficient content knowledge for teaching specific sports. Very few studies examined the university instructors’ content knowledge level. The purpose of this study was to investigate the effects of specialized content knowledge intervention on university lecturers’ and their PETE students’ content knowledge level.

Method: A quasi-experimental design with a repeated measure was used to examine: a) CCK and SCK acquisition of PETE students after 12 weeks gymnastic instructional courses, b) gymnastic CCK and SCK pre and post test data were collected from university instructors, and c) University instructors’ knowledge of student errors. Participants were two male instructors and 42 male and 41 female, totally 83 PETE students. University instructors’ ages were 42 and 55 years. PETE students’ ages range from 18 to 27 (M=22.14, SD=2.78). They were randomly assigned as either an experimental condition (SCK focused; n=45) or a comparison condition (performance-focused; n=38).

Analysis/Results: PETE students’ and university instructors’ gymnastic CCK level were measured with gymnastic CCK test developed by Devrilmez et al. (2019). SCK level of both instructors and PETE students was assessed with content maps (Ward et al., 2017). To determine instructors’ knowledge of student errors, we used Sadler and Sonnert (2016)’ methodology. Data were analyzed by Mixed ANOVA statistical calculation. Results showed that both experimental and comparison group PETE students increased their CCK and SCK level from pre to posttest (F_(1,81)= 124.39, p<.05). Experimental group participants had significantly higher CCK and SCK level than comparison group (F_(1,81)= 84.65, p<.05). According to knowledge of student errors results, experimental group instructor (%.44.71) had higher estimation percentage than comparison group instructor (%.27.35).

Conclusions: SCK intervention significantly improved experimental group university instructor’ and their PETE students’ CK level while comparison group instructor’ and their PETE students’ CK level were not sufficient.

The Examination of Sport Faculty Students’ Soccer Content Knowledge Levels

Nergiz Erdem¹, Dumlupınar University, Institute of Social Science; Mehmet Acet, Dumlupınar University, Faculty of Sport Science; Ekrem Yasin Tabak, Karamanoğlu Mehmetbey University, Institute of Social Science

([email protected])

Background/Purpose: Content knowledge (CK) is defined as core knowledge for teaching specific subject matter. CK has been studied on physical education field since last decade. Ward (2009a) conceptualized CK as: common content knowledge (CCK) and specialized content knowledge (SCK). CCK is how to play a specific sport. It includes: a) rules etiquette and safety, and b) Technique and tactics. SCK is how teach specific subject matter knowledge. It includes: a) Student errors, and b) Instructional task and representation (Ward, 2009). To have deep CK, a person/ a student is required to have sufficient CCK and SCK level (Dervent et al., 2020; Ward et al., 2017). In Turkey, there are different departments in faculty of sport science. These departments are physical education teacher education, department of sport management, recreation and coaching education (Turgut, Gökyürek, & Yenel, 2004). Soccer is carried out as an elective course in all departments in faculty of sport sciences. Hence, sport faculty students are expected to have sufficient soccer CK level when they completed the course successfully. To date, few studies examined the specific sport related CK level of sport faculty students (Devrilmez & Dervent, 2019). The purpose of this study was to examine soccer CK differences among sport faculty students.

Method: A causal-comparative design was utilized for this study. Data were collected from faculty of sport science students, who are following coaching education (n=38), department of sport management (n=45) and department of recreation (n=34) at the end of the 2021-2022 spring semester soccer course. Their mean ages were 21.14 (SD=2.14) for coaching education students, 22.76 (SD=3.44) for department of sport management students and 22.04 (SD=3.35). All participants didn’t have soccer playing or coaching experience. Data were collected with soccer CCK test (Dervent et al., 2018) for CCK level and content map (Ward et al., 2017) for SCK level.

Analysis/Results: One way ANOVA was used for statistical calculation. Results showed that soccer CCK scores of three groups were lower than expected value (at least 70% correct answers). Similar low performance was detected on SCK scores (lower than 3.0). ANOVA results showed that there was no significant difference among three groups in terms of CCK (F_(1,114)=1.07, p>.05) and SCK (F_(1,114)=.76, p>.05) levels.

Conclusions: Students of coaching education, sport management and recreation could not reach expected soccer CCK and SCK scores. There were no differences among departments of faculty of sport science. Departments in faculty of sport science should be redesigned according to CK sub-domains.

The Impact of a Sport Education Running Season on Cardiovascular Endurance

Zach Wahl-Alexander^F1, Northern Illinois University; James Ressler, NIU

([email protected])

Background/Purpose: The summer months have been identified as an integral phase of the year where children gain excess weight and see reductions in physical fitness. Summer camps (e.g., day camp, residential camp) represent the most prevalent setting outside of school, serving over 13 million children every year, and this setting has been offered as a potential solution to thwart overall fitness declines during the summer months. Sport Education is a pedagogical model that has been shown to successfully provide high levels of MVPA, while improving health-related fitness scores in both the physical education and camp setting. Within physical education, there are early indications that such seasons can significantly improve cardiovascular endurance however, to date, there has yet to be any fitness based Sport Education seasons in a residential camp setting. Therefore, the purpose of this study is to examine body mass index (BMI) and cardiovascular endurance levels of adolescents participating in a Chariots of Fire, running-based Sport Education season in a camp setting.

Method: The study was conducted in a residential summer camp called, Mountain Brook Camp (MBC), located in Northeast portion of the United States. Participants were 62 male campers (M age = 15.2 years), all of who participated in the running-based season. Data collection was administered prior to, and at the conclusion of the season, and included, height, weight and the PACER.

Analysis/Results: Anthropometric (height, body mass, and BMI) and physical performance (Pacer Tests) measures were analyzed with separate factorial analyses of variance. Statistical analysis revealed significant improvements from pre-test to post-test time-points on BMI (D = -0.90 kg/m 2, p &lt; 0.001, d = 0.77) and the PACER (D = +12.6 laps, p &lt; 0.001, d = 0.68)

Conclusions: The primary aim of this study was to explore the impact of a running-based Sport Education season on male campers health-related fitness markers. The results of this study indicate that the participants saw significant improvement in their BMI (2.7% pre- to post-test). Further, the campers demonstrated significant improvements in their cardiovascular endurance, represented by an improvement of over 12 laps. Although these drastic improvements cannot be solely attributed to this Sport Education season, these findings do appear favorable to other studies exploring health-related fitness markers in adolescents attending residential camps. The results from this study provide preliminary support for integrating Sport Education seasons within a camp setting to reduce deterioration of fitness enhancements made during the school year.

The Influence of Social and Emotional Learning Continuing Professional Development on Principals’ Perception of Physical Education to the School Academic Mission

Laura C Palmer¹, Ben D. Kern, Kelly L. Simonton, Alan Buss, University of Wyoming

([email protected])

Background/Purpose: School principals’ perception of the purpose of physical education (PE) and the role of physical educators influences important decisions regarding resource allocation, class scheduling, and opportunities for professional development. The occupational socialization experiences principals have prior to serving in their respective administrative roles may impact their viewpoints about the role of PE in schools, ultimately impacting their vision of the academic value of PE. While principals widely support continuing professional development (CPD) and social and emotional learning (SEL) efforts for students, it is unclear whether a CPD intervention with SEL in PE as the focus affects principal perceptions of PE as a content area and/or PE teachers. Therefore, the purpose of this study is to examine the impact of a SEL in PE related CPD initiative on school principals’ perception of the contribution of PE to the school’s academic mission.

Method: A qualitative study with a pseudoscientific design was used to compare principal perceptions of PE before and after participation of the school PE teacher in a SEL/PE CPD intervention. Principals of schools where an individual PE teacher completed the CPD (N = 11) participated in a semi-structured interview about, and conducted an observation of, their respective PE teacher implementing SEL strategies both before and after the intervention. The Occupational Socialization Theory served as a guiding framework for investigation and the lens through which the qualitative data were analyzed.

Analysis/Results: Constant comparison methodology was used to analyze qualitative data and identify themes (Strauss & Corbin, 2015). Trustworthiness and credibility were enhanced through member checks, peer debriefing, negative case analysis, and data triangulation. Preliminary analysis resulted in the following themes: (a) Support for SEL in PE Linked to Prior Initiatives, (b) Principals Perceive Physical Education Teacher’s SEL Leadership Role, (c) Principal Perceptions of PE Contribution to Academic Mission Unchanged.

Conclusions: Results suggest that the contextual relevance of SEL within schools influenced principals’ support of their PE teacher’s involvement with the CPD and may have promoted valuation of physical educators as SEL leaders. Additionally, the SEL CPD intervention did not alter school principal perceptions of the value of PE as a content area to the school’s academic mission. Physical educators should consider adding SEL to their programming and engage their school principal for support and potential school building leadership opportunities. More work is needed to determine ways to influence principals’ perception of the value of PE to the academic mission of schools.

Understanding Peer Mentor-Mentee Relationships in a PETE Program

Lauren Bean¹, Springfield College

([email protected])

Background/Purpose: Low enrollment and increasing attrition rates for physical education teacher education programs across the country have been cause for concern over the last decade. Depreciation and marginalization for the profession, increasing difficulty in state licensure, higher education program requirements, and concerns over salary and job sustainability are major factors. Low numbers and attrition in PETE results in a lack of licensed physical educators in the field and closure of PETE programs. PETE programs have recently struggled with recruiting and retention. One possible solution to increase retention in PETE can be to assist students through connection building of peers in the program. A research-based peer mentor program was developed and implemented in a PETE program to facilitate the building of connection and understanding of the relationship between mentor and mentee.

Method: An exploratory qualitative pilot study was implemented for a newly developed mentor program at a private college in the Northeastern United States. Third and fourth year students voluntarily mentored first and second year students throughout the academic year. Participants were recruited to interview through purposeful sampling. The researcher utilized semi-structured guides to interview participants individually and in small focus groups.

Analysis/Results: A constant comparison analysis was used to inductively make meaning of interview transcripts and field notes. Open and axial coding were utilized to assign categories and themes to units of data. An outside peer reviewer analyzed the data to ensure inter-rater reliability. Saturation was reached following the analysis of individual and focus groups interview transcripts from a total of seven mentors and mentees. There were a variety of themes presented in the data that alluded to PETE students forming relationships that, ultimately, created a support system with their mentors and made them feel more connected within the program. Main themes from both mentors and mentees regarding a supportive relationship were communication, being open to learn, empathy, using available resources, and truly wanting to participate in the program.

Conclusions: The results of this study will help PETE programs better understand the relationships between mentor-mentee and how to more fully support undergraduate students to build connections with cross-level peers. Results will assist programs in retaining students by providing areas in which students may create meaningful connections with others while participating in a rigorous program of study. Identifying ways in which a mentor program supports and help students build connections could also be used as a form of recruitment for prospective students.

Validation of an Observation Tool to Assess Effective Facilitation of Adventure-Based Learning in Physical Education

James D Ressler¹, Northern Illinois University; Zach Wahl-Alexander^F, Associate Professor; Sue Sutherland^F, Ohio State University; Paul T. Stuhr^F, California State University San Marcos

([email protected])

Background/Purpose: Adventure-Based Learning (ABL) is a student-centered model and strength-based approach through which intrapersonal and interpersonal relationship skills can be developed. The direct experiences while participating in the model involves a deliberate use of sequenced activities that foster the development of intrapersonal and interpersonal skills (Cosgriff, 2000). A highlight of the model is its commitment to a student-centered approach where the educative purpose of the experience is emphasized (Sutherland & Legge, 2016). The purpose of the study is to better understand teaching and learning practices of Adventure Based Learning (ABL), and more specifically the intent to validate an observation tool for effective facilitation of the pedagogical model in action, per individual lesson, by current and future teachers.

Method: The instrument was pilot tested with colleagues who have a long tenure of facilitating ABL programming in their respective contexts. Each facilitator worked off a set a norms and common practices from applied literature (Sutherland et al., 2021; Frank, 2013; Panicucci et al., 2002) for planning, instructing, and processing. A series of twenty lessons were video recorded and coded using an adopted evaluation instrument peer facilitations of ABL activities in an undergraduate teacher education class in Methods of Adventure Based Learning. The recorded sessions were delivered by an experienced ABL facilitator and instructor of the course with 33 students in their methods course. Lessons were retrospectively coded and notated for themes congruent with the peer evaluation instrument used in the class that aligns to the central themes of the model and commonly known expectations for effective facilitation (Ressler, 2012; Stuhr et al., 2016). The range of lessons, themes, activities, and daily practices were comparable to common time frames of (a) lesson length, (b) lesson structure, and (c) length of unit. Content validity was established through open sharing of early iterations of a peer facilitation checklist with four colleagues. Sample materials have been compared and critiqued, questioned for accuracy with the team who each continue to conduct research in the area and apply to their ongoing teaching and scholarship. Triangulation was and will be employed using respective course materials among experts, empirical research in the areas of effective ABL facilitation, student voice, processing, and debriefing informed the current project.

Analysis/Results: Initial findings indicate common mechanics to ABL facilitation, following a template of commonly used phrasing during phases of briefing students, leading activities and initiatives, and debriefing. There was an increased variability in the demonstrated form, questioning, and facilitator behaviors when engaging in more open-ended segments of an ABL lesson, particularly initiating a debrief and asking follow-up questions for understanding and deeper application of practiced skills to more real-world, transferable contexts.

Conclusions: Effective ABL facilitation practices can provide intentional, sustainable learning experiences for students throughout the course of a single lesson, instructional unit, and PE program when given necessary attention to the structure of the model. More attention should be considered for an increased use of student-centered strategies and ongoing training of types of engagement for beginning and expert facilitators.

Walking the Talk: From PETE Faculty Member to Physical Educator

Kelsey McEntyre¹, University of West Georgia; Deborah Suzanne Baxter, Kennesaw State University; Victoria N. Shiver, University of New Mexico; K. Andrew Richards^F, University of Illinois at Urbana-Champaign

([email protected])

Background/Purpose: While many teacher educators worked as inservice teachers prior to transitioning into higher education, some forgo initial teaching experience (van der Mars, 2011). These latter individuals may make efforts to gain experience in schools to better understand the realities of teaching, such as gaining experience teaching physical education firsthand. Self-study of teacher education practices (S-STEP) employs targeted reflection with the goal of helping practitioners reflect upon and learn to improve their own practice (Laboskey, 2004). Occupational socialization theory (Templin & Schempp, 1989), a dialectical approach to understanding workforce socialization of physical educators, was employed to examine Kate’s year-long experience of leaving higher education to serve as a physical education teacher, with the purpose of informing her future practice as a physical education teacher education (PETE) faculty member.

Method: S-STEP (Laboskey, 2004), along with a layered approach to critical friendship, was employed (Fletcher et al., 2016). Kate, who lacked previous K-12 teaching experience, but served as a PETE faculty member for three years, temporarily left higher education to teach pre-K through 8^th grade physical education for one year. Qualitative data were collected over the course of the year. Kate wrote an average of two journal entries per week, yielding 51 total entries. Journal entries were shared with Darla, Kate’s critical friend and current PETE faculty member, who also had 12 years of experience as an inservice physical educator. Darla read each journal entry and wrote questions or comments to engage Kate in further dialogue throughout the journal. In addition, six critical friend discussions averaging 90 minutes were conducted throughout the academic year. The critical friend discussions, which were audio-recorded and transcribed, used the ongoing journal conversations as a launching point. Karen, a PETE faculty member who had both conducted S-STEP research and served as a critical friend, served as the meta-critical friend and provided critique of Kate and Darla’s critical friendship.

Analysis/Results: Occupational socialization theory (Templin & Schempp, 1989) guided data analyses. Initial inductive and deductive analyses (Patton, 2015) were conducted by Kate. Throughout the analysis process, constant comparison (Corbin & Strauss, 2008) was employed as new data were coded. The coding process was guided by turning points (Bullock & Ritter, 2011), which are periods when individuals develop understanding through S-STEP. Analyses led to the development of gradual turning points: (a) deeper understanding of marginalization in physical education and (b) realization of the need to further prepare her future preservice teachers for workplace socialization. Throughout the year, Kate experienced increasing frustration regarding the school’s organizational culture and attitudes toward physical education. These experiences led to insight regarding preparation of preservice teachers.

Conclusions: This examination of Kate’s experience as a PETE faculty member temporarily leaving academia to work as an inservice physical educator adds a unique perspective to the literature surrounding occupational socialization. Kate’s immersive experience as an inservice teacher allowed her to critique her previous practices as a teacher educator and yielded new insights to apply in her own practice as she transitions back into the role of teacher educator.

Washed Out or Never Washed In? A Case Study Examining Washout in Professional Socialization

Chris Mellor¹, Adelphi University; Karen L. Gaudreault^F, University of New Mexico; Kevin Richards^F, University of Illinois at Urbana-Champaign; Glenn Hushman, University of New Mexico

([email protected])

Background/Purpose: Washout occurs during a teacher’s career due to socialization difficulty that does not mimic the espoused pedagogy learned in formal training (Curtner-Smith, 2001). It is often assumed that if an educator is not teaching in accordance with the curriculum of their alma mater, that information was washed out. However, washout literature should explore the possibility that pedagogy and curriculum might have never been washed in. While research has documented the shortcomings of teacher education programs (Graber, 1998; Zeichner & Tabachnick, 1981), there is little empirical evidence documenting the process of wash in or never washed in during formal training. Again, most of the washout literature is situated within organizational socialization. However, washout needs to be explored more holistically by adding the dimensions of wash-in and never washed in during professional socialization.

Guided by Occupational Socialization Theory, the purpose of this study was to examine the professional socialization of one pre-service teacher with respect to washout and the physical education teacher education (PETE) curriculum. This study particularly focused on gaining knowledge on why this pre-service teacher did not wash in some pedagogy and curriculum.

Method: A single case study design was selected to provide rich details of the experiences of the participant. One pre-service teacher was purposefully selected due to his willingness to participate, established trust with the researcher, and he was accessible for field work and observations. Data were collected through semi-structured interviews, unstructured interviews, email/text communication, and artifacts. Following an inductively analysis approach (Merriam & Tisdell, 2016), data was open coded, axial coded, and themes were subsequently developed. Trustworthiness was established through triangulation, peer debriefing, an audit trial, and member checking.

Analysis/Results: The themes that emerged were as follows: 1) the totality of espoused pedagogy became problematic, 2) research was not practically presented to the student, and 3) faculty displayed a lack of a shared technical culture.

Conclusions: PETE faculty need to very intentional and cognizant about how they approach delivering content. Teacher educators could be the determining factor of whether or not pre-service teachers espouse pedagogy. For instance, approaching any research readings in coursework should be accompanied by practical examples, but also possibilities to conduct research themselves when applicable and at varying degrees. Furthermore, pre-service teachers need to be afforded growth-based measures when it comes to displaying pedagogy in the field. There is no room for an all or nothing approach while students are developing. Lastly, PE departments need to regularly revisit their ideology and scope and sequence to identify a possible lack of shared technical culture. A lack of shared technical culture can disrupt pre-service teachers’ development and understanding of material.

“I Can Help Them Become Better Teachers, But I Can’t Help Them With edTPA”: Cooperating Teachers’ Knowledge and Experience of the Educative Teacher Performance Assessment (edTPA) in Physical and Health Education

Shelley Holden¹, Craig Parkes, University of South Alabama; Nick O’Leary, University of Wolverhampton; Jamie J. Brunsdon, The University of Memphis

([email protected])

Background/Purpose: While cooperating teachers (CTs) become the primary supervising stakeholders during the edTPA process, prior research suggests that CTs are inadequately prepared to supervise TCs on edTPA-related content. Some studies suggest CTs are often unfamiliar with edTPA requirements and assessment criteria and may be confused about what guidance they can provide (Behney, 2016; Burns et al., 2015). Half of CTs surveyed also reported receiving inadequate information and limited training regarding edTPA assessment (Burns et al, 2015; Seymour et al., 2018). Those CTs who have been provided with suitable training have reported more confidence in their TC supervising role during edTPA (Kissau et al., 2019; Seymour et al., 2018). Several scholars have concluded that adequate training for CTs is imperative if teacher preparation programs are to better educate and support TCs through edTPA (Behney, 2016; Burns et al., 2015; Holden et al., 2020; Lindauer et al., 2013). The need for this study emerged from the fact that previous studies of CTs perceptions of edTPA have not focused on the PE and health education field. To this end, we purported, to explore PE and health education CTs’ knowledge and experience of edTPA within Alabama.

Method: Participants were 14 certified PE and/or health education CTs from a Alabama. We adopted a case study research design (Merriam, 1998; Stake, 2000; Yin, 2009) to provide an in-depth interpretation of the CTs’ knowledge and experience of the PE and health education edTPA within this one school district. Semi-structured interviews were utilized because they provide opportunities to gain in-depth responses through flexible questioning (O’Leary, 2014). We employed the thematic analysis framework to analyze the data, leading to qualitative data transformation techniques of open coding, axial coding, analytic induction, and constant comparison (Goetz & LeCompte, 1984).

Analysis/Results: We found CTs’ knowledge and experience of edTPA to be limited. Their lack of formal training, unawareness of in-service training, and receipt of informal secondhand information from TCs had provided them little clarity of edTPA requirements. Understandably, CTs’ perceived that they were unable to fully support TCs with edTPA, but they had some experience with helping TCs obtain parental permission waivers and record lessons. There were five themes related to CTs reported knowledge and experience: (a) a lack of teacher training and resources, (b) receipt of informal information from teacher candidates, (c) perceptions of providing inadequate support, (d) CT experience with obtaining parent waivers and class recordings, and (e) a perceived tradeoff of increased stress for teacher development.

Conclusions: We hope faculty can make ‘moderatum generalizations’ (Williams, 2002) by recognizing which of our findings and recommendations most closely reflect the edTPA experiences of CTs at their own institutions. In the context of limited empirical data on edTPA within the field of PE and health education and the fact that this qualitative study was conducted within one school district, there is clearly a need for additional research. We recommend that future investigators focus on the role of formal training for CTs on their knowledge, experience, confidence, and edTPA perceptions.