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Numerous studies have been published heralding the benefits of physical education in school education. Sport and physical activities form the major content in learning and the arrangement serves as the major source of development in students. This paper identifies "quality" as an internationally concerned issue and within the concept, the perceptual framework in learning is then placed with focus. To conduct this study, a sample of N = 799 ("11 Asian cities") physical education professionals working in different levels were invited to participate in a questionnaire survey with 37 items designed to forge the conceptualization of quality learning in physical education. Results from statistical analysis showed 24 items grouped in 3 subfactors being retained after EFA, of 37 items that were framed through content analysis to assess the quality physical education learning among the PE professionals. The retained three factors from the EFA were further assessed with robust confirmatory factor analysis (CFA). The 3-factor model demonstrated a good fit with the data (CMIN/DF = 7.367, NFI = 0.888, CFI = 0.901, PCFI = 0.748, RMSEA = 0.089). In this sample, the QPEL demonstrated an acceptable three-factor structure, internal consistency and inter-factor correlation. These items were appropriate to provide the necessary understanding of the diversified practice in the learning of quality physical education.

The purpose of this study was to examine which determinants discriminate between resocialization and continuity patterns of physical activity among elderly Japanese. Information was collected through face-to-face interviews with two groups of elderly Japanese: one that was inactive in middle age and became active after retirement (resocialization group), and another that was active both in middle age and after retirement (continuity group). Discriminant analysis (Hayashi's Quantification Theory IT) was used to compare these two groups in four personal and contextual dimensions: personal attributes, socializing situation, socializing agent, and cognitive involvement. The findings indicated that socializing agents such as friends and leaders influenced the resocialization group more than the continuity group. Conversely, the continuity group was more affected by activity programs than the resocialization group. [ABSTRACT FROM AUTHOR]