Exploring the Relationship between Self-Determination Theory and Physical Education Teachers Meeting Recommended Weekly Physical Education Minutes

Autor/inn/en	Ball, James W.; Maljak, Kimberly A.; Bice, Matthew R.; Valley, Julia; Parry, Thomas
Titel	Exploring the Relationship between Self-Determination Theory and Physical Education Teachers Meeting Recommended Weekly Physical Education Minutes
Quelle	In: Physical Educator, 76 (2019) 5, S.1306-1318 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2160-1682
Schlagwörter	Physical Education; Time on Task; Self Determination; Physical Education Teachers; Physical Activity Level; Professional Autonomy; Teacher Competencies; Self Efficacy; Elementary School Teachers; Middle School Teachers; High School Teachers; Educational Resources + Suchen Sie Ihr Suchwort? Körpererziehung; Sportunterricht; Zeitaufwand; Selbstbestimmung; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Berufsfreiheit; Lehrkunst; Self-efficacy; Selbstwirksamkeit; Elementary school; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule; High school; High schools; Oberschule; Bildungsmittel
Abstract	Physical activity (PA) continues to decrease and obesity rates continue to rise among children and adolescents. Researchers, along with other organizations, have recommended schools to be ideal venues to help increase overall childhood PA. However, research reports K-12 physical education (PE) is not required in the majority of states and most students do not achieve the recommended amount of weekly PE minutes. This can have a devastating effect on not only the students but also the teachers. PE teachers need to have competence, autonomy, relatedness, support, and resources available to teach an effective PE curriculum. The primary purpose of this study was to investigate if schools are meeting recommended total weekly PE minutes and the effect of meeting recommended total weekly PE minutes on PE teachers' autonomy, competence, and relatedness. In this study, the majority of PE teachers worked in schools that met the recommended weekly PE minutes, but teachers who worked in schools that did not meet the recommended weekly PE minutes felt that there was a lack of resources at their schools and felt they were less competent in their abilities to implement effective PE courses. If teachers are not given the proper amount of time or resources to teach the necessary content, then they will not believe they are competent to teach a course that is effective. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01