Publication Cover
Culture and Education
Cultura y Educación
Volume 25, 2013 - Issue 4
126
Views
4
CrossRef citations to date
0
Altmetric
Original Articles

Effects of three instructional approaches in adolescents' physical self-concept

Efectos de tres propuestas de enseñanza en el autoconcepto físico de los adolescentes

, &
Pages 509-521 | Received 28 Feb 2012, Accepted 04 Oct 2012, Published online: 23 Jan 2014

References

  • Armour, K. M., & Yelling, M. R. (2004). Continuing professional development for experienced physical education teachers: towards effective provision. Sport, Education and Society, 9 (1), 95–114.
  • Biddle, S. H. J., & Mutrie, N. (2001). Psychology of physical activity: Determinants, well-being and interventions. London: Routledge.
  • Browne, T. B. J., Carlson, T. B., & Hastie, P. A. (2004). A comparison of rugby seasons presented in traditional and sport education formats. European Physical Education Review, 10 (2), 199–214.
  • Burnett, P. C., Boulton-Lewis, G., & Campbell, J. (1996). Investigation of Students' and Teachers' Conceptions of Learning and their Effect on the Teaching and Learning Process: a report to the schools (Technical report). Queensland University of Technology, Australia.
  • Burnett, P. C., & Proctor, R. M. (2002). Elementary school students' learner self-concept, academic self-concepts and approaches to learning. Educational Psychology in Practice, 18 (4), 325–333.
  • Camacho, J. L., Díaz, S., & González, J. G. (2006). Diseño, fabricación y utilización de material deportivo de uso didáctico en IES Alonso de Ercilla. [Design, making and utilization of sport equipment to be used in Alonso de Ercilla High School]. Retrieved from http://www.educa.jccm.es/educajccm/cm/revistaIdea/ tkCon- tent?idContent=12694&locale=es_ES&textOnly=false&pgseed=1220819277003&nshow.content= 1&position.content=0
  • Carlson, T. B. (1995). “Now I Think I Can”: The Reactions of Eight Low-Skilled Students to Sport Education. ACHPER Healthy Lifestyles Journal, 42 (4), 6–8.
  • Cohen, J. (1992). A power primer. Psychological Bulletin, 112, 155–159.
  • Cohen, L., Manion, L., & Morrison, K. (2011). Research methods in education. Abingdon: Routledge.
  • Coopersmith, S. A. (1967). The antecedents of self-concept. San Francisco: Freeman.
  • Curtner-Smith, M., Todorovich, J. R., Mccaughtry, N. A., & Lacon, S. A. (2001). Urban teachers' use of productive and reproductive teaching styles within the confines of the National Curriculum for physical education. European Physical Education Review, 7, 177–190
  • Devís, J. (2003). El deporte en la escuela: posibilidades educativas para el nuevo milenio [Sport in school: educational possibilities for the new millennium]. In V. M. López, R. Monjas & A. Fraile (Coords.), Los últimos diez años de la educación física escolar [The last ten years of PE] (pp. 77–85). Valladolid: Universidad de Valladolid.
  • Dunton, G. F., Schneider, M., Graham, D. J., & Cooper, D. M. (2006). Physical activity, fitness, and physical self-concept in adolescent females. Pediatric Exercise Science, 18, 240–251.
  • Ekeland, E., Heian, F., & Hagen, K. B. (2005). Can exercise improve self concept in children and young people? A systematic review of randomised controlled trials. British Journal of Sports Medicine, 39, 792–798.
  • Fernández-río, J., & González, C. (1998). Aproximación teórico-práctica a la cooperación como metodología en el aula de Educación Física. [Theory and practice on cooperation as a methodology for PE]. Actas del XVI Congreso Nacional de Educación Física de Facultades de Educación y Escuelas de Magisterio. Universidad de Extremadura, Spain.
  • Fernandez-Rio, J., & Mendez-gimenez, A. (2012). Innovative Practice Through The Use Of Self-Made Materials: The Cooperative Learning Model in Spain. In B. Dyson & A. Casey (Eds.), Cooperative Learning. An International Perspective (pp. 153–196). London: Routledge.
  • García, F., & Musitu, G. (1999). AF5: Autoconcepto Forma 5 [AF5: Self-concept form 5]. Madrid: Spain: Tea.
  • García, J. F., Musitu, G., Riquelme, E., & Riquelme, P. (2011). Confirmatory Factor Analysis of the “Autoconcepto Forma 5” Questionnaire in Young Adults from Spain and Chile. Spanish Journal of Psychology, 14 (2), 648–658.
  • Gómez, I., & Prat, M. (2009). Hacia una Educación Física crítica y transformadora de las prácticas sociales: de la práctica a la reflexión y viceversa [Towards a critical PE transforming social practices]. Cultura y Educación, 21 (1), 9–17.
  • Grigg, A. (2009). Trash balls, Physical and Health Education Journal, Autumn, 24–26.
  • Griggs, G. (2009). Just a sport made up in a car park? the soft landscape of Ultimate Frisbee. Social & Cultural Geography, 10 (7), 757–770.
  • Hastie, P. A. (1998). Skill and tactical development during a sport education season. Research Quarterly for Exercise and Sport, 69 (4), 368–379.
  • Hastie, P. A., Martínez, D., & Calderón, A. (2011). A review of research on Sport education: 2004 to present. Physical Education and Sport Pedagogy, 16 (2), 103–132.
  • Hastie, P. A., & Sinelnikov O. A. (2006). Russian students' participation in and perceptions of a season of sport education. European Physical Education Review, 12 (2), 131–50.
  • Hastie, P. A. Sinelnikov O. A., & Guarino, A. J. (2009). The development of skill and tactical competencies during a season of badminton. European Journal of Sport Science, 9 (3), 133–40.
  • Hastie, P. A., & Trost, S. G. (2002). Student physical activity levels during a sport education season. Pediatric Exercise Science, 14, 64–74.
  • Hernández, J. (1997). Juegos y deportes alternativos [Alternative games and sports]. Madrid: Ministerio de Educación y Ciencia.
  • Jackson, D. J., & Bowerman, S. J. (2009). Development of Low Cost Functional Adaptive Aquatic Equipment. TAHPERD, Fall Issue, 8–10.
  • Jiménez, T. I., Musitu, G., Ramos, M. J., & Murgui, S. (2009). Community involvement and victimization at school: An analysis through family, personal and social adjustment. Journal of Community Psychology, 37 (8), 959–974.
  • Jenkins, J. M., & Alderman, B. L. (2011). Influence of sport education on group cohesion in university PE. Journal of Teaching in Physical Education, 30 (2), 2147–230.
  • Ko, B., Wallhead, T., & Ward, P. (2006). Chapter 4: Professional Development Workshops-What Do Teachers Learn and Use? Journal of Teaching in Physical Education, 25 (4), 397–412.
  • Lavega, P. (2000). Juegos y deportes populares tradicionales [Popular and traditional games and sports]. Barcelona: Inde.
  • Marsh, H. W. (1988). Multitrait-multimethod analyses. In J. P. Keeves (Ed.), Educational research methodology, measurement and evaluation: An international handbook (pp. 400–407). Oxford: Pergamon Press.
  • Marsh, H. W., Chanal, J. P., & Sarrazin, P. G. (2006). Self-belief does make a difference: A reciprocal effects model of the causal ordering of physical self-concept and gymnastics performance. Journal of Sport Science, 24 (1), 101–111.
  • Martin, A. J., Liem, G. A. D., Coffey, L., Martinez, C., Parker, P. P., Marsh, H. W., & Jackson, S. A. (2010). What Happens to Physical Activity Behavior, Motivation, Self-Concept, and Flow After Completing School? A Longitudinal Study. Journal of Applied Sport Psychology, 22, 437–457.
  • Méndez-giménez, A., & Fernández-río, J. (2010). The use of homemade materials to enhance constructivist learning within the Sport Education-Tactical Games model: The case of an ultimate learning unit. Paper presented at the TGfU International Seminar, Coruña, Spain.
  • Mendez-Gimenez, A., & Fernandez-rio, J. (2011). Homemade equipment as an educational tool in a group of students enrolled in a PE Teacher Education program. Paper presented at the AIESEP International Conference, Limerick, Ireland.
  • Méndez-giménez, A., Martínez-maseda, J., & Fernández-río, J. (2010). Impacto de los materiales autoconstruidos sobre la diversión, aprendizaje, satisfacción, motivación y expectativas del alumnado de primaria en la enseñanza del paladós [Impact of self-made materials in enjoyment, learning, satisfaction, motivation and expectations of elementary education students learning palados]. Paper presented at the AIESEP International Conference, Coruña, Spain.
  • Metzler, M. W. (2005). Instructional models for PE (2nd ed.). Scottsdale, AZ: Holcomb Hathaway.
  • Parker, M. B., & Curtner-Smith, M. D. (2005). Health-related fitness in sport education and multiactivity teaching. Physical Education and Sport Pedagogy, 10 (1), 1–18.
  • Perkins, D. (1999). The many faces of constructivism. Educational Leadership, 57 (3), 6–11.
  • Perkins, D. (2006). Constructivism and Troublesome Knowledge. In J. Meyer & R. Land (Eds.), Overcoming barriers to student understanding: Threshold Concepts and Troublesome (pp. 33–47). London: Routledge.
  • Perlman, D. J. (2011). Examination of self-determination within the sport education model. Asian-Pacific Journal of Health Sport and Physical Education, 2 (1), 79–92.
  • Perlman, D. J., & Goc karp, G. (2010). A self-determined perspective of the sport education model. Physical Education and Sport Pedagogy, 15 (4), 401–08.
  • Perlman, D. J., & Woods, M. L. (2011). Using sport education to teach wall climbing. Journal of Physical Education, Recreation, and Dance, 82 (7), 10–12.
  • Pertegal, M. A., Oliva, A., & Hernando, A. (2010). Los programas escolares como promotores del desarrollo positivo adolescente [Promoting positive youth development through school-based programs]. Cultura y Educación, 22 (1), 53–66.
  • Pritchard, T., Hawkins, A., Wiegand, R., & Metzler, J. N. (2008). Effects of two instructional approaches on skill development, knowledge, and game performance. Measurement in Physical Education and Exercise Science, 12 (3), 179–201.
  • Richardson, M., & Oslin, J. (2003). Creating an authentic dance class using sport education. Journal of Physical Education, Recreation, and Dance, 74 (7), 49–55.
  • Robinson, M., & Melnychuk, S. (2006). A call for PE consultants and specialists: Let's get serious about implementing quality physical education. Physical and Health Education, Autumn, 6–11.
  • Shavelson, R. J., Hubner, J. J., & Stanton, G. C. (1976). Self-concept: Validation of construct interpretations. Review of Educational Research, 46 (3), 407–441.
  • Siedentop, D. (1994). Sport education: Quality physical education through positive sport experiences. Champaign, IL: Human Kinetics.
  • Siedentop, D., Hastie, P. A., & Van DER Mars, H. (2004). Complete guide to sport education. Champaign, IL: Human Kinetics.
  • Siedentop, D., & Tannehill, D. (2000). Developing teaching skills in physical education. Mountain View, CA: Mayfield.
  • Sonstroem, R. J. (1998). Physical self-concept: Assessment and external validity. Exercise & Sport Science Reviews, 26, 133–164
  • Spittle, M., & Byrne, K. (2009). The influence of sport education on student motivation in physical education. Physical Education and Sport Pedagogy, 14 (3), 253–266.
  • Stein, K. F., Roeser, R., & Markus, H. R. (1998). Self-schemas and possible selves as predictors and outcomes of risky behaviors in adolescents. Nursing Research, 47 (2), 96–106.
  • Vincent, W. J. (2005). Statistics in kinesiology (3rd ed.). Champaign, IL: Human Kinetics.
  • Walkwitz, E. (2005). High energy rainy day PE cheapskates. Teaching Elementary Physical Education, July, 13–14.
  • Wallhead, T. L., Hagger, M., & Smith, D. T. (2010). Sport education and extra-curricular sport participation: An examination using the trans-contextual model of motivation. Research Quarterly for Exercise and Sport, 82 (4), 442–455.
  • Wallhead, T. L., & Ntoumanis, N. (2004). Effects of s sport education intervention on students' motivational responses in physical education. Journal of Teaching in Physical Education, 23 (1), 4–18.
  • Wirszyla, C. (2002). State-mandated curriculum change in three high school physical education programs. Journal of Teaching in Physical Education, 22 (1), 4–19.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.