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A considerable amount of evidence supports the value of teaching physical education (PE) and the Common Core in unison. This study investigated mathematics concepts taught during fitness segments in elementary PE. Specifically, we studied student perceptions about linking PE activities and mathematics. We wanted to determine if math concepts could be added to the fitness portion of elementary PE classes without a reduction in the amount of physical activity performed, and if student absorption of mathematics knowledge increased by combining the two fields. Fifty-five upper elementary-age students (8-12 years old) of various ethnic backgrounds from one school in Arizona participated. They wore pedometers and also completed mathematics worksheets preintervention and postintervention. Results showed that 54 of 55 students had extremely positive perceptions, indicating their enjoyment of mathematics as a part of the fitness activity. The students completed the math problems during the fitness segment, with a significant increase in mathematics knowledge. We did not find significant differences between step counts in the regular fitness and mathematics fitness segments. The students enjoyed the mental challenge of mathematics content while being physically active in the fitness segment of the class. [ABSTRACT FROM AUTHOR]

The purpose of this study was to examine pre-service teachers' (PTs) ability to deliver feedback, which has been used as a process variable in identifying teacher-effectiveness and an established NASPE standard for beginning teachers. These questions guided the study: 1. Will overall feedback interactions delivered by PTs reach 45 per video? 2. What is the nature of the feedback interactions provided by physical education pre-service teachers? The participants in this study were nine college-aged PTs enrolled in a required Elementary Physical Education Practicum and Methods course taught twice per week to students in Grades 3 to 6 and videotaped four times. Analysis of the videotapes was performed using the Studiocode analysis program. PTs surpassed the 45 feedback interactions by delivering an average of 56 feedback interactions per lesson. Delivery of corrective feedback was reduced from 34.78 interactions in pretest to 32 interactions during posttest. Congruent feedback increased from pretest to posttest from 6.22 to 8.55 interactions, respectively. Individual interactions were reduced from pretest (39.55) to posttest (26.55), and small group interactions increased from pretest (17.55) to posttest (21.66). Analysis of videotapes should continue to be integrated during field experiences to augment PTs pedagogical skills. Future research should be focused on the effects of specific feedback protocols on PTs delivery of feedback during field experiences. [ABSTRACT FROM AUTHOR]

Elementary school physical education can play a prominent role in promoting children's leisure-time physical activity. The trans-contextual model of motivation has been proven effective in describing the process through which school physical education can affect students' leisure-time physical activity. This model has been tested in secondary education, but there is no evidence on the applicability of the model in elementary education. In the present study, we assessed the effect of motivation in elementary school physical education on leisure-time physical activity motivation and the related decision-making process. The sample consisted of 241 pupils (M = 11.52, SD = .51) recruited from elementary schools in Northern Greece. Participants completed a questionnaire including measures of physical education and leisure-time physical activity motivational regulations, attitudes, subjective norms, perceived behavioral control, and intentions toward leisure-time physical activity. The results of hierarchical regression analyses indicated that motivational regulations in physical education best predicted the respective leisure-time physical activity regulations. In addition, leisure-time physical activity motivational regulations predicted intentions toward physical activity. Multiple mediation analyses indicated that the effect of leisure-time physical activity motivational regulations on intentions was partially mediated by perceived behavioral control. The findings support prior research and demonstrate an important mechanism of how motivation in elementary school physical education can influence leisure-time physical activity. Autonomous motivation in elementary school physical education led to higher students' intentions toward physical activity outside the school. [ABSTRACT FROM AUTHOR]

Unqualified paraprofessionals are teaching many elementary physical education (PE) programs around the United States. These teachers have neither the experience nor the education to provide quality instruction to students. Few researchers have identified the essential nature of teacher feedback in teaching motor skills, and it has been hypothesized teachers with little training may be less likely to give effective feedback to students. The purpose of this study was to examine the frequency and type of reinstruction strategies used by paraprofessionals and licensed teachers in elementary PE settings using a modified self-assessment feedback instrument (SAFI). Two licensed PE teachers and two paraprofessionals from the same school district in the western United States were observed four times using the SAFI tool. All 20 lessons were analyzed to understand the differences in the type and frequency of feedback between licensed PE teachers and paraprofessionals. ANOVA results indicate a significant difference between the type and frequency of feedback given by the groups. Overall, licensed teachers most commonly employed a constructive criticism strategy for providing feedback (43.6%), and paraprofessionals primarily engaged in behavior modification (75.1%). Additionally, licensed PE teachers gave more than twice as much feedback as paraprofessionals. These findings make clear the crucial nature of undergraduate PETE programs in providing licensed teachers with the skills and experience necessary to deliver appropriate feedback in elementary PE settings. Policy makers must be aware of the discrepancies between unqualified individuals and specialists to make the best policy decisions for students. [ABSTRACT FROM AUTHOR]

Music is a pervasive presence in society and is routinely used to influence human behavior in a variety of settings and for a variety of purposes including exercise behaviors and physical education (PE) classes. However, little evidence exists to support what effect, if any, music has on learner outcomes in PE. The effects that playing music during elementary PE lessons had on children's physical activity (PA) rates were examined in this study. Physical activity rates (via pedometry) of elementary PE students (Grades 3 to 5, n = 115) were measured under two treatment conditions (music or no music) and across two lesson types (walking or Frisbee) in a crossover design. Data were analyzed using a within-and-within repeated measures ANOVA. Findings indicate that including music throughout PE lessons significantly increases PA for both genders and across both activities (p < .000). Also, a significant music-by-activity type interaction effect was noted (p < .000), indicating that music has an increased effect as the nature of the activity becomes more vigorous. A significant gender effect (p < .000) was also noted. Using music may be a beneficial environmental change that will increase PA in elementary PE and is more pronounced as intensity increases. [ABSTRACT FROM AUTHOR]