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Purpose: The purpose of this manuscript is to provide a summary of Measurement in Physical Education and Exercise Science (MPEES)-related activities in 2021. Manuscripts submitted: In 2021 original submissions (i.e., not counting revised manuscripts) increased by [approximately]20% as compared to 2020. Fifty-eight countries were represented across the 464 original manuscripts submitted to MPEES in 2021. MPEES continues to welcome high-quality submissions from around the world in 2022. Manuscripts submitted by section: The seven sections of MPEES are: (1) exercise science, (2) physical activity, (3) physical education pedagogy, (4) psychology, (5) research methodology and statistics, (6) sport management and administration, and (7) tutorial and teacher's toolbox. More than three-fourths of the manuscripts submitted to MPEES in 2021 were submitted to one of three sections: exercise science or physical activity or research methodology and statistics. MPEES continues to welcome high-quality submissions within each of the seven sections that comprise the journal in 2022. Review process: Each of the original manuscripts submitted to MPEES in 2021 had received an initial decision by April 4, 2022 (i.e., 464 of the 464 manuscripts received). When an immediate decision (e.g., desk-rejection) was rendered by the editor-in-chief it always (i.e., for 369 of 369 manuscripts) occurred within 10 days of receiving the manuscript. When a manuscript was assigned to a section editor by the editor-in-chief it typically (i.e., for 91 of 95 manuscripts) received an initial decision within 90 days of receiving the manuscript. Twenty-four countries were represented across reviewers for the original manuscripts sent out for external review by MPEES in 2021. We gratefully acknowledge, and list in the Appendix, the many scholars (N = 151) from around the world who served as a reviewer for MPEES in 2021. Manuscripts published: Volume 25 (i.e., the volume published in 2021) of MPEES published a total of 37 manuscripts. More than two-thirds of the published manuscripts were submitted to one of two sections: exercise science or research methodology and statistics. MPEES continues to strive for publishing high-quality manuscripts within each of the seven sections that comprise the journal in 2022. Fourteen countries were represented across the manuscripts published in Volume 25 of MPEES. MPEES continues to strive for publishing high-quality manuscripts written by one or more authors from around the world in 2022. Impact factor: The 2020 impact factor for MPEES was 2.30 representing an increase of [approximately]31% compared to 2019 when the journal's impact factor was 1.75. The value of the 2020 impact factor placed MPEES in the second quartile (i.e., ranked #131 out of 265 journals) within the Education & Educational Research category of Clarivate Analytics. The 2021 impact factor for MPEES is expected to be released in [approximately]June 2022.

The purpose of this manuscript is to provide a summary of Measurement in Physical Education and Exercise Science (MPEES)-related activities in 2020. In 2020 original submissions (i.e., not counting revised manuscripts) increased by ~84% as compared to 2019. Fifty-three countries were represented across the 386 original manuscripts submitted to MPEES in 2020. MPEES continues to welcome high-quality submissions from around the world in 2021. The seven sections of MPEES are as follows: (1) exercise science; (2) physical activity; (3) physical education pedagogy; (4) psychology; (5) research methodology and statistics; (6) sport management and administration; and (7) tutorial and teacher's toolbox. More than three-fourths of the manuscripts that were submitted to MPEES in 2020 were submitted to one of the three sections: exercise science or physical activity or research methodology and statistics. MPEES continues to welcome high-quality submissions within each of the seven sections that comprise the journal in 2021. All of the original manuscripts that were submitted to MPEES in 2020 had received an initial decision by May 3, 2021 (i.e., 386 of the 386 manuscripts received). When an immediate decision (e.g., desk-rejection) was rendered by the editor-in-chief it always (i.e., for 288 of 288 manuscripts) occurred within 10 days of receiving the manuscript. When a manuscript was assigned to a section editor by the editor-in-chief it typically (i.e., for 90 of 98 manuscripts) received an initial decision within 90 days of receiving the manuscript. Twenty-three countries were represented across reviewers for the original manuscripts that were sent out for external review by MPEES in 2020. We gratefully acknowledge, and list in the Appendix, the many scholars (N = 176) from around the world who served as a reviewer for MPEES in 2020. Volume 24 (i.e., the volume published in 2020) of MPEES published a total of 32 manuscripts. More than three-fourths of the published manuscripts were submitted to one of the three sections: exercise science or physical activity or research methodology and statistics. MPEES continues to strive for publishing high-quality manuscripts within each of the seven sections that comprise the journal in 2021. Eleven countries were represented across the manuscripts published in Volume 24 of MPEES. MPEES continues to strive for publishing high-quality manuscripts written by one or more authors from around the world in 2021. The 2019 impact factor for MPEES (released in ~June 2020) was 1.75. The value of this impact factor placed MPEES in the second quartile (i.e., ranked #115 out of 263 journals) within the Education & Educational Research category of Clarivate Analytics.

Purpose: We aimed to identify, categorize, and analyze published peer-reviewed research on teaching in physical education between July 1994 and December 2015. Methods: An exhaustive search was conducted on three databases (Education Resources Information Center, PE Index, and Web of Science), which produced 18,966 abstracts that were reduced to 1,023 articles that met the inclusion criteria through a review of abstracts and titles, and the second review of full papers. Articles were coded independently for numerous aspects of the research method by three coders, with multiple checks for interobserver agreement, all of which were above 0.85 interobserver agreement. Results: There was a great increase in the number of articles, methodological diversity, and research focus compared with a previous analysis. Research was published in 183 journals and by researchers in 45 different countries. Challenges in maintaining quality over quantity and the growth of the field are discussed. Conclusion: Research on teaching in physical education has grown greatly, and the field has matured.

Purpose: To explore teachers' perceptions of incorporating digital technologies in physical education (PE) and how they influenced pedagogical practices. Method: Data were collected using qualitative methods (interviews, observations, and artifacts) and were analyzed using a grounded theory approach. Results: Teachers integrated wearable digital technologies in ways they thought would augment their PE programs, not replace them. It also was found that teachers' ideologies of PE shaped the way they implemented wearable digital technologies. Finally, the material circumstances of schools affected the ways in which wearable digital technologies could be implemented in PE. Conclusion: Teachers were willing to integrate wearable digital technologies if they augmented (and did not replace) their preferred purpose of PE. Given this, ideologies of teachers influenced the role that technologies played in teaching and learning in PE.

Purpose: The purpose of this manuscript is to provide a summary of Measurement in Physical Education and Exercise Science (MPEES)-related activities in 2019. Manuscripts submitted: In 2019 original submissions (i.e., not counting revised manuscripts) increased by ~52% as compared to 2018. Thirty nine countries were represented across the 210 original manuscripts submitted to MPEES in 2019. MPEES continues to welcome high-quality submissions from around the world in 2020. Manuscripts submitted by section: The seven sections of MPEES are: (1) exercise science, (2) physical activity, (3) physical education pedagogy, (4) psychology, (5) research methodology and statistics, (6) sport management and administration, and (7) tutorial and teacher's toolbox. Approximately two-thirds of the manuscripts that were submitted to MPEES in 2019 were submitted to either the exercise science section or the physical activity section. MPEES continues to welcome high-quality submissions within each of the seven sections that comprise the journal in 2020. Review process: Most of the original manuscripts that were submitted to MPEES in 2019 had received an initial decision by February 14, 2020 (i.e., 209 of the 210 manuscripts received). When an immediate decision was rendered by the editor-in-chief it always (i.e., for 129 of 129 manuscripts) occurred within 10 days of receiving the manuscript. When a manuscript was assigned to a section editor by the editor-in-chief it typically (i.e., for 71 of 80 manuscripts) received an initial decision within 90 days of receiving the manuscript. Fourteen countries were represented across reviewers for the original manuscripts that were sent out for external review by MPEES in 2019. We gratefully acknowledge, and list in the Appendix, the many scholars (N = 151) from around the world who served as a reviewer for MPEES in 2019. Manuscripts published: Volume 23 (i.e., the volume published in 2019) of MPEES published a total of 34 manuscripts. More than three-fourths of the published manuscripts were submitted to the physical activity section, the exercise science section, the research methodology and statistics section, or the sport management and administration section. MPEES continues to strive for publishing high-quality manuscripts within each of the seven sections that comprise the journal in 2020. Thirteen countries were represented across the manuscripts published in Volume 23 of MPEES. MPEES continues to strive for publishing high-quality manuscripts written by one or more authors from around the world in 2020. Impact factor: On January 6th 2020 Clarivate Analytics notified the Taylor & Francis Group that MPEES (beginning with Volume 21(1) 2017) has been selected coverage in: Science Citation Index Expanded (also known as SciSearch), Journal Citation Reports/Science Edition, Social Sciences Citation Index®, Journal Citation Reports/Social Sciences Edition, Current Contents®/Social and Behavioral Sciences, and Current Contents®/Clinical Medicine. MPEES should receive its first impact factor in the 2019 impact factor release in June 2020!

A good fitness testing program can promote physical activity and fitness. There is no published research, however, that has examined the relationships between teachers' attitudes and students' performance on fitness tests. This study investigated the attitudes of urban middle school physical education teachers (N = 74) toward physical fitness tests and their relationship with student performance on fitness tests. Teachers completed the Physical Education Teacher Attitudes toward Fitness Tests instrument. Student FITNESSGRAM scores were obtained for each teacher. Teachers' overall attitudes toward fitness testing were positive, suggesting that teachers enjoy implementing fitness tests and using fitness tests results. The affective subdomain of teachers' attitude on the enjoyment of using fitness tests results was found to have a positive relationship with the percentage of students in the HFZ for the push-up test. Additional positive relationships between teachers' attitudes and student performance were also found for girls, but not for boys. The findings suggest that teachers' affective attitude may have a relationship with students' performance on fitness tests.

The attitudes physical education students have about the subject influences their level of engagement in and out of class as well as their overall physical activity, which impacts their health and well-being. This study examined the attitudes of Latino high school students toward physical education, specifically to understand how their attitudes were associated with their English comprehension, gender, age, ethnic heritage, and place of birth. The Student Attitude toward Physical Education instrument was administered to participants to measure their attitudes. Data were analyzed using multivariate analysis of variance (MANOVA), stepwise discriminant function analysis (DFA), and analysis of variance (ANOVA). Latino high school students (n = 1003) from public schools in a large city participated. Enjoyment curriculum and total enjoyment were the main predictors of attitude, and they varied significantly by ESL class enrollment, place of birth, and primary home language. The results indicate that these variables may interact with attitude. [ABSTRACT FROM AUTHOR]

Purpose: This study sought to explore students' experiences of the Fitness Integrated with Technology (F.I.T.) unit and of their perceptions of using technology in physical education. Method: This manuscript is part of a larger mixed-methods study that measured student attitude and physical activity (PA) levels of 221 students in sixth, seventh, and eighth grades. Selected students (N = 13; seven girls) were observed and then interviewed after the unit through semistructured interviews. Students were identified based on their PA levels and attitude scores from a baseline measurement. The unit was designed to deliver fitness-based knowledge and used accelerometers as a tool to measure and teach students about PA. Results: Three themes emerged from the data analysis: (a) technology and problems implementing it, (b) homework in PE, and (c) potential motivational effects of technology. The lack of access to technology at home and the design and utility of the accelerometers were perceived barriers. Additionally, homework was not well received. The accelerometer seemed to have a motivational effect on increasing students' PA levels but wore off during the unit. Conclusions: Results demonstrate that the use of technology for some students was a motivating factor to increase PA, and the use of accelerometers was a welcomed addition for students. Some students, however, raised concerns with the integration of technology such as the bulkiness of the accelerometer, not being able to wear it at sporting events, a novelty effect, and lack of access to technology at home that limited their interaction with their accelerometer data.

This study described the strategies used by expert teachers to instruct low motor skill students in physical education classes. The method was extensively pilot tested. Eleven physical education teachers took part in the study. Data were collected via observations, field notes, interviews, and nonstructured informal interviews. Two major themes emerged during the data analysis. First, specific teaching skills are important to facilitate low-skilled students' success, with subthemes of (a) teachers paying attention to low-skilled students' motor skill deficiencies and (b) teachers creating an accepting environment for low-skilled students. Second, teachers structure authentic performances in which low-skilled students can successfully participate, with subthemes of (a) teachers continually modifying game play with no scores, no winners, and everyone working together and (b) teachers recognizing decisions about equipment selection and usage for low-skilled students. The results can inform how teachers develop lessons for low-skilled students.

The purpose of this study was to investigate the influence of the physical education curricular approach used in teaching upper elementary school students on students' attitude toward physical education. An Approach Guide was developed to assist in categorizing school approaches as skill-themes (ST) or multiactivity (MA). Twenty schools meeting designated participation criteria were selected. An attitude instrument (Phillips & Silverman, 2012) was administered to fourth- or fifth-grade students (N = 313) in physical education classes in schools, 10 schools in each approach category. Multivariate analyses of variance were performed with the class as the unit of analysis for attitude sub-factor variables and attitude main factors, each using approach as the independent variable. A t-test was completed for overall attitude between the two approaches. Means and standard deviations were calculated for the sub-factors, main factors, and total attitude by curriculum, school, grade, gender, and approach. Analyses suggest that fourth- and fifth-grade students enjoy physical education and think it is important. No significant differences were found between grades, genders, or approaches. The range of attitude scores within the schools was wider in the MA approach than in the ST approach and may be a result of teacher influence. Larger standard deviations within schools using the MA approach may also indicate more varied attitudes toward physical education than in schools using the ST approach.

This study examined the perceptions of upper elementary school students toward physical education (PE). High and moderate/low attitude students (N = 16) participated. Two themes emerged: (a) it is important to have fun in PE (students are excited to go to PE, PE is their favorite class, the teacher influences perceptions of fun) and (b) class activities are important (moderate/low students enjoyed team problem solving, fitness activities were controversial). The results suggest that class organization and content influence perceptions.

Purpose: The purpose of this study was to examine changes in school-based physical education (PE) attendance over time among nationally representative samples of U.S. high school students and how changes in PE attendance have varied across demographic subgroups. Method: Student demographic information and PE attendance data were obtained from 13 biennial cycles (1991-2015) of the national Youth Risk Behavior Survey (YRBS). Physical education variables derived from YRBS data included "PE attendance," "daily PE," "average PE days/week," and "PE frequency." Logistic regression models examined trends in "PE attendance," "daily PE," and "PE frequency" for the overall sample and demographic subgroups. Linear regression models examined trends in "average PE days/week" in the overall sample only. Results: Overall, there was no significant change in the percentage of students reporting "PE attendance" during 1991 to 2015. However, "daily PE" and "average PE days/week" declined significantly from 1991 to 1995 (41.6% to 25.4% and 4.64 days to 3.64 days, respectively) and then remained stable through 2015 (29.8% and 4.11 days, respectively). The percentage of students reporting a "PE frequency" of 3 days per week increased significantly from 1991 to 1995 (1.5% to 19.0%) before stabilizing through 2015 (9.1%). Trends across demographic subgroups revealed notable differences in PE attendance. Conclusions: Study findings showed that U.S. schools have not substantially reduced PE amounts in recent years. Still, the prevalence of PE attendance among U.S. high school students is well below recommendations. For PE to contribute to increased adolescent compliance with national physical activity guidelines, significant policy actions are needed to improve PE access for all students.

Purpose: This study examined the attitudes of Cypriot elementary school students toward physical education. Fourth, fifth and sixth grade students (N = 763) from six urban Cypriot elementary schools completed an attitude instrument. Methods: Adapting the attitude instrument for Greek-speaking students an extensive two-step pilot study showed the instrument scores were valid for a two factor model (affect and cognition) of attitude. Results: The authors found that Cypriot upper elementary school students have an overall moderate to high attitude toward physical education. Comparisons indicated there was a grade level effect with sixth grade students having lower attitudes for the usefulness-curriculum sub-factor, the perceived usefulness factor, and for total attitude. There were no differences for other attitude variables and no gender effects. Discussion/Conclusion: The results suggest that Cypriot students perceive the curriculum less useful as they get older.

This paper provides a comprehensive review of attitude research in physical education. The first section reviews theoretical models that are prevalent in attitude research. Then, the next section describes the methods that were used to locate the research used in the remainder of the paper. The third section discusses measurement issues in attitude research, focusing on issues of score reliability. The final section reviews the results of research on attitude of physical education students and teachers. Critiques and analyses occur throughout the review.

Motivation is a dynamic process that accounts for the interaction and filtration of information by the student and the effect that it has on student behavior. Perception of competence, an embedded motivational theory, posits that the influence of prior experience and information received from outside sources affects student behavior (Harter, 1982). Attitude is also a multifaceted construct that can be defined from varying dimensional viewpoints. A few specific factors have been identified as determinants of student attitude including the teacher, the curriculum, and the context. These factors are similar to those observed in perception of competence research. The purpose of this study was to examine the relationship of attitude and perception of competence in an effort to gain an understanding of the relationship between the two and their shared attributes and factors. The researchers surveyed middle school students (N = 1281) in Grades 6-8 physical education classes using the Middle School Physical Education Perception of Competence Survey (Scrabis-Fletcher & Silverman, 2010) and the Student Attitude in Middle School Physical Education Survey (Subramaniam & Silverman, 2000). Data analyses showed a significant difference for grade level, Wilks's ? = 0.948, F(10, 2542) = 6.83, p = < 0.0001, and a statistically significant difference for the prior experience factor among all grade levels. Results from this study suggest that although both constructs are sociocognitive in nature, they are not as highly correlated as previously believed. Low correlations were reported across the models, suggesting that the two constructs should be measured independently of each other and that one should not be used to predict the other. Attitude and perception of competence are two distinct sociocognitive concepts that share similar characteristics and factors but, as reported here, function independently of each other.

Purpose: Grounded in social cognitive theory this study examined attitude and perception of competence and their relationship with skill practice in middle school physical education. Method: Participants (N = 81) were randomly selected from nine teachers' classes. Two lessons were videotaped and students completed a middle school perception of competence survey (Scrabis-Fletcher & Silverman, 2010), and a physical education attitude survey (Subramaniam & Silverman, 2000). Student practice trials and task time were coded during skill instruction. A series of different analyses were conducted including descriptive, correlational, and multiple regressions to allow for in-depth understanding of the relationship of student practice and the psychosocial variables of perception of competence and attitude, along with the type and amount of practice occurring in class. Results: Analyses revealed interesting findings about how class time was spent along with a significant correlation for the total number of tasks and appropriate trials per minute and a low correlation between the psychosocial factors and practice variables. Discussion: Including more tasks may increase the number of appropriate practice trials. The sociocognitive bidirectional relationship however, is not predictive in nature and needs to be examined more discreetly from the student, contextual, and teacher perspectives.

This study examined the attitudes of upper elementary school students toward physical education. Fourth and fifth grade students (N = 1344) from 13 school districts, 17 schools, and five states completed an attitude instrument with scores that had been previously validated for a two factor model (affect and cognition) and a four factor model (affect and cognition with the subfactors of teacher and curriculum). For the four factor model, there was a difference between grades for both affect-curriculum and affect-teacher (F[subscript (1, 1340)] = 6.25, p < 0.01, ?[subscript p][superscript 2] = 0.005). Similarly, for the two factor model the affect variable was different between grades, indication that as students age their affect toward physical education decreases (F[subscript (1, 1341)]= 48.65, p < 0.001, ?[subscript p][superscript 2] = 0.035). This study suggests that upper elementary school students have an overall favorable attitude toward physical education, impacted by how they think and feel about the curriculum and teacher.

The purpose of this study was to investigate the attitudes of high school students toward fitness testing. An instrument containing 18 items and four factors measuring student's attitudes toward fitness testing: cognitive, affect-enjoyment, affect-feelings, and affect-teacher was completed by 524 boys and 675 girls (N = 1199). MANOVA indicated significant differences among the dependent variables for grade and gender. A stepwise discriminant function analysis (DFA) indicated affect-feelings then affect-enjoyment as variables that predicted these differences. Follow-up tests indicated that gender, and not grade, was the cause of the significant affect-feelings differences. MANOVA for fitness test types and the follow-up DFA indicated that students who completed the FitnessGram test had significantly higher cognitive attitudes than those who completed the President's Challenge. The results suggest that student gender and the type of fitness test impact and lead to differences in attitudes.

Purpose: The purpose of this investigation was to develop an instrument that has scores that are valid and reliable for measuring students' attitudes toward fitness testing. Method: The method involved the following steps: (a) an elicitation study, (b) item development, (c) a pilot study, and (d) a validation study. The pilot study included 427 student-completed instruments from 3 schools. Pilot study data analyses were conducted resulting in a proposed model for the final study. Participants for the final study were 1,199 students (524 boys and 675 girls) from 13 schools. Thirty-six experts in physical education pedagogy were the participants of the content validity study. Results: The data fit a model with 4 factors: cognitive, affective-enjoyment, affective-feelings, and affective-teacher. Fit statistics from the confirmatory factor analysis indicated an overall good fit of the data to this model. Goodness of Fit Index (GFI), GFI Adjusted for Degree of Freedom, root mean square error of approximation, Bentler's Comparative Fit Index, and Bentler & Bonett's Normed Fit Index scores were 0.892, 0.862, 0.080, 0.920, and 0.910, respectively. The Guttman-Cronbach alpha reliability coefficients for the 4 factors and overall model were: cognitive (a = 0.919), affective-enjoyment (a = 0.887), affective-feelings (a = 0.865), affective-teacher (a = 0.801), and overall (a = 0.902). Conclusion: Scores from this instrument indicate that we can measure students' attitudes toward fitness testing well and can therefore permit further examination into the role these attitudes play in future physical activity.

This study examined perceived journal quality by physical education pedagogy faculty members. Participants (N = 273) were identified in three ways and recruited through e-mail. Based on research in other fields investigating journal quality and on publication patterns in physical education, a web-based survey was used to examine (a) whether participants knew a journal and viewed it as scholarly, (b) ratings of journal quality, (c) what factors influenced their ratings, and (d) demographic and scholarly productivity measures. There was a wide range of journals known by the participants and clear indicators of which journals had higher and lower perceived quality. There were differences in ratings between those employed at master's and doctoral institutions and relationships between scholarly productivity and the number of journals known. The results provide strong indications of journal quality for those who have reasons to evaluate journals in physical education.

The purpose of the authors in this study was to develop an instrument to assess fourth and fifth grade students' attitudes toward physical education. The methods for validation included (a) an elicitation study and instrument question development, (b) a pilot study, and (c) a series of analyses to assess, construct, and content validity and to assess reliability. Once data for 1,344 students were collected, an iterative process was completed using principal component analysis, exploratory factor analysis, Cronbach's alpha, and confirmatory factor analysis using structure equation modeling. Data analysis showed that the instrument fit two different models. The first model shows students' attitudes to be influenced by cognition and affect. The second model shows a 4-factor model comprised of cognition- teacher, cognition-curriculum, affect- teacher, and affect-curriculum. This study yielded an instrument with valid and reliable scores that can assess elementary school students' attitudes toward physical education. (Contains 3 tables.)

This article addresses research preparation for graduate students. A major assumption is that preparation needs to be differentiated based on a student's goals. Since this is a personal proposal for research preparation, based on experience and the literature, I begin the article providing my perspective since that frames what follows. The next section presents a framework for research preparation, with many facets that can be addressed through courses and other non-course-related methods. I pay particular emphasis to the introductory research methods course and suggest that it should focus on reading, understanding, and critiquing research, not on preparation to conduct research. The final major section of the paper focuses on the recommendations of the Spencer Foundation Task Force for Preparing Educational Researchers (2009), which provide a comprehensive lens for preparing aspiring researchers. (Contains 2 tables, 1 figure, and 3 notes.)

The goal of teaching is learning, and learning in physical education requires more than activity for children to achieve. This article highlights and discusses research that focuses on teaching in physical education, with a particular emphasis on motor skill learning and on student attitudes toward physical education. It presents a brief theoretical background and provides some information on the general research methods used for many of the studies that are mentioned in the article.

The attitudes and perceptions of middle school students toward competitive activities in physical education were examined. Ten boys and 14 girls volunteered (11-high-skilled, 11 moderate-skilled, and 2 low skilled students) in 6th and 7th grade from a total of 6 schools, all offering competitive activities. Data collection was conducted over several months and included focus groups consisting of students of mixed skill levels, observations of competitive class activities, and informal interviews with teachers. The three major themes that emerged were, having fun in competitive activities, not all students were attaining motor skills necessary to participate in activities due to a lack of time to engage in appropriate practice, and the structure of competitive activities affects student experience.

Perception of Competence (POC) has been studied extensively in physical activity (PA) research with similar instruments adapted for physical education (PE) research. Such instruments do not account for the unique PE learning environment. Therefore, an instrument was developed and the scores validated to measure POC in middle school PE. A multiphase design was used consisting of an intensive theoretical review, elicitation study, prepilot study, pilot study, content validation study, and final validation study (N = 1,281). Data analysis included a multistep iterative process to identify the best model fit. A three-factor model for POC was tested and resulted in root mean square error of approximation = 0.09, root mean square residual = 0.07, goodness of fit index = 0.90, and adjusted goodness of fit index = 0.86 values in the acceptable range (Hu & Bentler, 1999). A two-factor model was also tested and resulted in a good fit (two-factor fit indexes values = 0.05, 0.03, 0.98, 0.97, respectively). The results of this study suggest that an instrument using a three- or two-factor model provides reliable and valid scores of POC measurement in middle school PE. (Contains 3 tables.)

Background: Millions of American children are participating in fitness testing in school-based physical education (PE) programs. However, practitioners and researchers in the field of PE have questioned the need for regular or mandatory youth fitness testing. This was partly because a significant improvement in youth fitness and physical activity (PA) levels has not been demonstrated since the implementation of such tests in the 1950s. Therefore, there is a need to understand fully the role of youth fitness testing in school-based PE programs. Purposes: Given that no data are available to enrich our understanding of the determinants of teacher use of youth fitness tests in PE programs in the USA, this study aimed to identify variables that influence teachers' use of fitness tests, guided by the theoretical model of Ronis, Yates, and Kirscht for determinants of a repeated behavior (i.e., use of fitness tests in this study). Participants: Full-time PE teachers (n = 325) from 10 states in the USA participated in the study. The average age of the participants was 40.17 years (SD = 10.7). The average elementary and secondary teaching experiences were 6.6 years (SD = 8.5), and 8.2 years (SD = 10.3), respectively. There were 177 (54.6%) females and 146 (45.1%) males. In total, 83% of the participants used various fitness tests. Data collection: The researchers generated an initial survey, guided by survey research theories due to the lack of a pre-validated instrument. The theoretical model of Ronis, Yates and Kirscht, which consisted of three major factors: unreasoned influences, resources or enabling variables, and reasoned influences, provided guidance for the selection of primary factors, the sub-factors in each factor, and items in each sub-factor. The survey was pilot tested through multiple phases to ensure acceptable score reliability and validity. Three approaches were employed to collect the data. First, some surveys were mailed to teachers that the investigators knew directly. Second, PE teacher educators in different states were asked to mail materials to teachers they knew. And third, a PE email list was used to solicit participants. In total, 821 surveys were distributed and 325 were usable. The actual return rate was difficult to determine because some teacher educators failed to record the number of surveys they sent out. Data analysis: The means and standard deviations for each of the three factors in the model of Ronis, Yates and Kirscht were calculated. Negatively worded items were reverse-coded to be consistent with the scoring of the positive items. The higher the score, the stronger the endorsement of the statement/item. Discriminant function (DF) analysis was performed multiple times using different combinations of data sets to explore the determinants thoroughly. Results: The results of the DF analysis suggested that reasoned influence (i.e., intentions of using fitness tests for students, perceived benefits, perceived self-efficacy, and overall attitudes) and resource enabling factors were found to predict if teachers implement fitness tests. No demographic variables were identified as determinants when analyzed with other variables. Conclusions: The results from this study confirmed that there were various determinants of teacher fitness test use and the model of Ronis, Yates and Kirscht could guide the investigation of the repeated behavior--teacher use of youth fitness tests. Among the three factors in the model, reasoned influences and resource enabling factors were the determinants, suggesting test promoters may need to take into consideration those factors when revising the nationally available fitness tests. The data also provided empirical evidence to support the need for youth fitness testing from the teacher perspective. (Contains 1 figure and 5 tables.)

Why girls' participation in physical education (PE) dramatically changes once girls reach middle school has been of interest to many researchers. Studying how middle school girls perceive things at this age helps ensure a greater understanding of how to better meet girls' needs. The purpose of this study was to determine how middle school girls perceive their PE teachers' gender-role expectations and how these perceptions affect the girls' participation in and attitudes toward physical education. Qualitative data collection methods were utilized for the study, including observations and formal and informal interviews. This study conducted in-depth interviews with twenty 7th- and 8th-grade girls in a midsize suburban middle school. The girls were observed twice during their 45-minute PE class along with their PE teachers, who were informally interviewed directly after each observation. To develop themes and commonalities, the data from the interviews and observation field notes were analyzed. The themes that emerged from the participants' responses and the observations are that (a) the teachers' primary expectations for girls and boys were to increase effort and participation in PE, (b) girls hold gender-role stereotypes, and (c) a competitive atmosphere and peers' behavior influence girls' participation in and attitude toward physical education. Furthermore, the girls participating in the study perceived themselves as athletically equal to their male peers and called themselves "athletic" and "competitive." However, the primary factors impacting the girls' participation in and attitude toward PE and competitive sports were the girls' perceptions of what constitutes a safe environment and what constitutes a safe sport.

This article addresses ways in which fitness tests can be used positively in physical education. We take the position throughout the article that fitness tests should be used as formative evaluation to further educational goals. We begin by discussing the different ways in which adults and children use fitness tests. The next section, the heart of the article, provides guidelines for incorporating fitness testing into the physical education curriculum and maintains that: (a) fitness testing should be implemented as an integral part of fitness instruction; (b) fitness testing results should be used to assess fitness instruction and student learning; and (c) the expectation should be that all children have the potential to meet basic health-related fitness standards. The final section focuses on the related issues of students' perceptions of fitness tests and ways to assist teachers in productively implementing fitness tests.

The purpose of this study was to determine middle school students' attitudes toward physical education using an attitude instrument grounded in attitude theory. In addition, this investigation also sought to ascertain if gender and grade level influence student attitudes toward the subject matter. Participants for this study were 995 students from grades 6 to 8. A previously validated attitude instrument based on a two-component view of attitude with scores that showed evidence of reliability and validity was used. Overall all students had moderately positive attitudes toward physical education. There was, however, a decline in attitude scores as students progressed in grade level. Higher grades had lower mean scores.

In this paper I discuss why pedagogy knowledge and skills may be appropriate for kinesiology students who are not in teacher education programs. After briefly reviewing the changes that have occurred in undergraduate kinesiology and physical education programs, a case is made that students with a degree in kinesiology should have some knowledge of physical education in order to participate in discussions of children's physical activity. In addition, I argue that for some kinesiology students pedagogy knowledge and skill would be good additions to undergraduate programs since many students assume positions requiring pedagogy-related skills. While discussing various types of pedagogy-related knowledge and skills I suggest a number of ways to integrate them into the kinesiology undergraduate curriculum.

The purpose of this study was to ascertain the educational value orientations of physical education teachers in Taiwan, and the relationships of gender, teaching experience, grade level, and the locations in which they work. Value orientations were measured with the Value Orientation Inventory-2, which was translated into complicated Chinese for this study. Participants (N=353) were recruited via stratified random sampling from the population of physical education teachers in Taiwan; 152 participants had one high-priority value orientation and a smaller number (n=76) had more than one high-priority value orientation. Other physical education teachers (n=124) had one or more low-priority value orientations. Taiwanese physical educators possess multiple, diverse value orientations and the largest percentage of strong value orientation scores was for the value orientation of learning process. The specific characteristics of Taiwanese physical educators include: (a) more males prioritizing disciplinary mastery and learning process, but more females prioritizing social responsibility; (b) more experienced teachers prioritizing learning process; (c) more elementary school teachers prioritizing social responsibility; and (d) more rural teachers prioritizing disciplinary mastery and learning process. Both the culture and the curriculum goals of physical education contribute to the differences of value orientations. Thus, Taiwanese physical educators emphasize self-control, self-concept, and social responsibility to achieve the coordination of body and spirit in their practices. (Contains 7 tables.)

This paper examines the reasons that physical education teachers exhibited caring behaviors during teaching. Four physical education teachers, identified as caring physical education teachers, were formally and informally interviewed and observed teaching. Data were analyzed using content analysis and inductive coding, and three themes emerged. The teachers (a) share similar beliefs about why it is important to be caring and had similar influences on their teaching conduct, (b) similarly believe that physical activity/physical education makes a difference in the lives of youth, and (c) share a common interest in broadening relationships with students. The results suggest that there are common reasons these caring teachers care for their students--in particular, personal biography seems to be a strong influence--and that more studies are needed to examine further these results and the relationship between the concept of caring and teaching. (Contains 1 table.)

This paper addresses the role of physical education in promoting physical activity and mobility. It is assumed that attitude is an important component that influences physical activity and, ultimately, mobility. A variety of factors and the way they impact children's attitudes toward physical education are discussed. In particular, the outcomes of physical education, motor skill development and student skill level, and student attitude are presented. The factors that influence student skill development and attitude are interrelated and occur over many years both in and out of school. I conclude that to promote physical activity, physical education must address attitude and be enjoyable. (Contains 2 figures.)

The Physical Education Teacher Attitudes Toward Fitness Test Scale (PETAFTS) produces reliable and valid scores. There were 4 stages and 4 sets of participants in the development of the PETAFTS. First, the domains of attitude were defined and cognitive and affective components were developed, organized, and validated. In the second stage, 134 full-time physical education teachers participated in a pilot study and PETAFTS was revised based on the information obtained. In the third stage, 28 teacher educators served on an expert panel and organized the items into domain areas. In the final stage, 322 physical education teachers from 10 states tested the revised PETAFTS. Based on the results, the PETAFTS was shortened by deleting and combining some of the items in subdomains; this resulted in a 16-item final version that, according to the indices, generates reliable and valid scores.

This study was designed to investigate the status of teachers' use of fitness tests in school-based physical education programs. Full-time physical education teachers (N = 325) in 10 states participated. A questionnaire was developed specifically for this study to collect data. Various methods were utilized to lend evidence for the reliability and validity of the items on the questionnaire. Means and standard deviations of continuous variables and Likert-type variables were computed. Frequencies of category variables were calculated and percentages of the frequencies were reported. The results were: (a) most of the teachers used fitness tests with the majority using nationally available fitness tests (among those who implemented the nationally available fitness tests, most utilized the norm-referenced test [i.e., President's Challenge, 1998] and not criterion-referenced tests [i.e., the Fitnessgram, or YMCA Youth Fitness Test Program]), (b) teachers in general implemented different approaches to prepare students for fitness testing and most teachers informed students verbally about the tests in advance, (c) helping students gain awards was the least important purpose for teachers to use fitness tests, and (d) fitness testing was not strongly associated with teachers' fitness/physical activity instruction. The data from the study suggested that fitness testing is merely an isolated part of physical education programs. (Contains 8 tables.)

This paper addresses the role of teaching in the preparation of future faculty members. I begin by discussing that graduate students and future faculty do not feel most TA experiences prepare them for the demands of college teaching. Graduate students, as well as other teachers, need various knowledge and skills to be successful, and Shulman's (1987) model of knowledge and teaching is presented to frame the discussion. Three strategies for helping students develop teaching skills are discussed--courses, practica, and mentoring. This is followed by my report of an informal survey of what steps departments are taking to help future faculty become teachers. There is great variability among departments, and there are a number of issues to address in implementing strategies to help graduate students become university teachers.

Examined preservice teachers' attitudes toward fitness tests in schools. Respondents had only slightly positive attitudes toward fitness tests and did not consider them very important or useful. These responses persisted as students' professional preparation increased. Previous experience with fitness tests influenced their attitudes, while age, gender, association with professional organizations, and type of fitness test did not. (SM)

Examined the content, process, and instructors of introductory graduate research methods classes within kinesiology and physical education departments. Overall, course objectives included understanding, planning, critiquing, and applying research. Quantitative design and analysis were emphasized most frequently. Most class time involved lecture. Grades were based on exams, preparing research proposals, and regular assignments. Professors were relatively experienced and reasonably productive researchers. (SM)

Investigated relationships between teachers' belief systems toward physical activity and fitness and what they taught. Researchers observed teachers with high and low physical activity and fitness beliefs, measuring instructional behaviors related to physical activity and fitness. No differences surfaced between groups in percent of class time spent in moderate to vigorous physical activity, fitness activities, or teacher fitness-related behaviors. (SM)