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One primary goal of physical education (PE) is to promote students' lifelong physical activity (PA). This goal implies that PE should not only improve students' PA in PE classes but also promote their PA outside of the school known as the "PE effect." Purpose: In this study, we proposed a two-pathway model of the "PE effect" and hypothesized that learning in PE and positive motivational experience in PE are two possible pathways through which the "PE effect" emerges. We tested the tenability of this two-pathway model from the perspective of knowledge learning and autonomous motivation in PE. Methods: A total of 394 eighth-grade students from five schools provided data on PA knowledge, out-of-school PA, and autonomous motivation toward PE and PA. Structural equation modeling was used to test the two-pathway model. Results: Results showed that the students' knowledge had a direct effect (β = .18, p < .05) on their autonomous motivation for PA and an indirect effect (β = .02, p < .05) on out-of-school PA through influencing autonomous motivation toward PA. Students' autonomous motivation for PE had a direct effect (β = .41, p < .05) on their autonomous motivation toward PA and an indirect effect (β = .04, p < .05) on out-of-school PA through autonomous motivation toward PA. Conclusion: These results indicate that the two-pathway model is tenable in terms of knowledge learning and autonomous motivation in PE and imply that teaching knowledge in an autonomy-supportive PE environment may be an effective way to promote students' out-of-school PA. [ABSTRACT FROM AUTHOR]

Purpose: Based on the theorized concept "Curriculum Safety Zone (CSZ)," this study was conducted to identify the factors for breaking CSZ by contrasting the experiential accounts of two pre-service teacher groups who taught within or outside of their CSZ. Method: Pre-service teachers (n = 14) from a sport-centered PETE program were trained to teach a Health-First curriculum module and their peers (n = 14) a traditional sport module. Each group taught their respective module to 14 intact 7th grade classes in 14 schools in China. A mixed-methods design was used. Quantitative data on learner knowledge gain were collected from the learners. Qualitative data included lesson observation fieldnotes, social-media posts, and interview responses and were gathered from the pre-service teachers. Results: Learners in the Health-First schools gained more knowledge than those in the Comparison schools (t26 = 2.92, p =.007, Cohen's d = 1.10). Qualitative evidence was triangulated using a Health-First vs. Comparison contrasting approach with open-, axial-, and selective-coding to generate themes. The themes were Confidence in Doubt, Lesson Plans to the Rescue, Professional Development is Necessary But..., and Student Learning Save the Day! A grounded theory was developed using the themes and interpreted using the Interconnection Model of Teacher Professional Growth. Conclusion: Breaking CSZ requires a synergistic effort with carefully designed professional development, detailed lesson plans, an effective support network, and, most important of all, a powerful curriculum that can elicit observable and measurable learner achievement. [ABSTRACT FROM AUTHOR]

Purpose: It is argued that the constructivist physical education has the potential to overcome socioeconomic (SES) constraints and promote learning. The purpose of this study was to determine the extent to which school SES-related class environmental factors influenced student learning in a constructivist physical education context. Methods: Students in 8th grade (N = 1,256) from 10 middle schools with varied SES were tested on exercise knowledge before and after a constructivist physical education intervention. School SES was determined using free and reduced meal ratio (FARM) and physical education related factors. Data on lesson frequency, length, facilities, equipment, and class size were collected from teachers. Results: Hierarchical linear model analyses reveal that SES is not predictive of intervention induced learning ( γ = 0.73, t =.91, p =.37). Lesson frequency ( γ 02 =.52, t =.31, p =.06), length ( γ 03 = −.03, t = −1.82, p =.07), facilities ( γ 04 = −.11, t = −.49, p =.63), equipment ( γ 05 = −.36, t = −1.36, p =.18), and class size ( γ 06 = −.05, t = −1.36, p =.18) are not predictive of learning. Student prior knowledge ( γ = −.59, t = −18.37, p <.001) and teacher factor ( γ =.04, t = 3.72, p <.001) are predictive of learning. Conclusion: The findings suggest that school SES's detrimental impact on learning in physical education could be overcome by the power of a constructivist curriculum. [ABSTRACT FROM AUTHOR]

Purpose:A primary goal of physical education is to develop physically literate individuals with the knowledge, skills, and confidence necessary for a physically active lifestyle. Guided by the expectancy-value and interest motivation theories, the purpose of this study was to identify the relationship between students' motivation and health-related fitness knowledge developed in physical education and their after-school physical activity participation.Method:Third-, 4th-, and 5th-grade students (N = 293) from 6 elementary schools in a large metropolitan school district in the United States provided data on expectancy beliefs and perceived task values, situational interest, health-related fitness knowledge, and after-school physical activity. Data were analyzed using descriptive statistics and a simultaneous multiple regression model.Results:It was found that expectancy beliefs (β = .20,t = 2.16,p = .03) and perceived exploration demand (β = .25,t = 2.58,p = .01), a source for situational interest, were positively related to after-school physical activity. The 2 variables, however, accounted for only 11.2% of the variances for children's after-school physical activity participation.Conclusion:This study demonstrates that students' active exploration and expectancy beliefs for success in physical education have limited influence on leisure-time physical activity participation. [ABSTRACT FROM PUBLISHER]