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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]

Based on the job demands--resources model, the study developed and validated an instrument that measures physical education teachers' job demands--resources perception. Expert review established content validity with the average item rating of 3.6/5.0. Construct validity and reliability were determined with a teacher sample (n = 397). Exploratory factor analysis established a five-dimension construct structure matching the theoretical construct deliberated in the literature. The composite reliability scores for the five dimensions range from .68 to .83. Validity coefficients (intraclass correlational coefficients) are .69 for job resources items and .82 for job demands items. Inter-scale correlational coefficients range from -.32 to .47. Confirmatory factor analysis confirmed the construct validity with high dimensional factor loadings (ranging from .47 to .84 for job resources scale and from .50 to .85 for job demands scale) and adequate model fit indexes (root mean square error of approximation = .06). The instrument provides a tool to measure physical education teachers' perception of their working environment. [ABSTRACT FROM AUTHOR]

Expectancy value theory presumes that learners’ motivation is determined by their expectancy beliefs and task values associated with learning tasks. This study examined students’ cost and its relation to expectancy beliefs, other task value components in physical education. Middle school students (N = 593) from 11 schools completed the expectancy-value questionnaire. Qualitative analysis of students’ responses to open-ended questions showed motivational cost originated from curriculum content, instructional conditions/elements, physical discomfort, lack of social support and competence and teacher factors. Chi-square analysis suggests that students’ motivational cost is associated with their hypothetical choices of attending physical education. Motivational cost was found to be negatively associated with other task value components, but not with expectancy beliefs. [ABSTRACT FROM AUTHOR]

Abstract: This study reports adolescent expectancy-value motivation, and its relation to fitness knowledge and psychomotor skill learning in physical education. Students (N =854) from 12 middle schools provided data on expectancy-value motivation, fitness knowledge and psychomotor skill learning. Results from dependent t-test and MANOVA indicated that 8th grade students rated task values significantly lower than 6th grade while their expectancy beliefs did not significantly differ. Students gained sizable fitness knowledge (d =0.58, p <0.05) and badminton skill (d =1.40, p <0.05). Multiple regression analyses revealed that expectancy-value motivation did not significantly predict learning in fitness knowledge or psychomotor skills. These findings suggest that expectancy-value motivation might predict engagement and performance, but not necessarily learning achievement in physical education. [Copyright &y& Elsevier]

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]