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Effectiveness of Teaching Modes of Physical Education Courses on University Students' Physical Literacy-related Correlates.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Effectiveness of Teaching Modes of Physical Education Courses on University Students' Physical Literacy-related Correlates./
作者:	Choi, Siu Ming.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
面頁冊數:	217 p.
附註:	Source: Dissertations Abstracts International, Volume: 83-06, Section: A.
Contained By:	Dissertations Abstracts International83-06A.
標題:	Physical education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28940772
ISBN:	9798496515023

Effectiveness of Teaching Modes of Physical Education Courses on University Students' Physical Literacy-related Correlates.
Choi, Siu Ming.

Effectiveness of Teaching Modes of Physical Education Courses on University Students' Physical Literacy-related Correlates. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 217 p.

Source: Dissertations Abstracts International, Volume: 83-06, Section: A.

Thesis (Ph.D.)--The Chinese University of Hong Kong (Hong Kong), 2021.

This item is not available from ProQuest Dissertations & Theses.

The prevailing evidence substantiated the failure of meeting worldwide physical activity levels guidelines among young adults. This situation inspired the prominence of university physical education on promoting an inveterate, healthy and active lifestyle through the concept of physical literacy. Its operationalisation should be practical and transparent to generate meaningful interpretations. Scholars further recommended some pedagogies and instruction principles to promote physical literacy. Correspondingly, the effectiveness of physical education programming on physical literacy-related correlates was pledged to examine. In view of connecting from physical education to public health determinants, this thesis considers the holistic nature of physical literacy and integrate qualitative and quantitative measurements to examine the effectiveness of teaching modes (i.e. Sport Education, continuing professional development, online and hybrid teaching modes) in physical education courses on university students' physical literacy-related correlates. Study one (Chapter Three) examined the effects of Sport Education within a compulsory physical education programme on university students' physical literacy and physical activity levels. A parallel-group single-blind cluster-randomized research design was used to examine the effect of a 10-lesson Sport Education intervention in physical education on students' physical activity and physical literacy from baseline through post-intervention and follow-up phases. A total of 372 participants completed all phases of data collection. Results showed increases in the affective and social domains of physical literacy across both groups. Findings also revealed a greater increase in daily self-reported physical activity levels and a reduction in perceived disempowering motivational climate in the Sport Education group at the follow-up phase. With a limited controlling and ego-evolving climate, Sport Education was found to be beneficial in developing the behavioural domain of undergraduate student physical literacy. By adopting Sport Education into the university context, study two (Chapter Four) investigated how lesson content and teacher interaction contribute to university students' physical activity levels during physical education lessons. Following a continuing professional development workshop, a 10-week Sport Education season was designed collaboratively and implemented at a university, taking into account the university's facilities. This study used the momentary time sampling tool, System for Observing Fitness Instruction Time, in which eight teachers and 202 students (72% male) were videotaped in 156 lessons. The data on physical activity levels, lesson content, and teacher behaviour were collected and analysed. The student participants engaged in an average of 38.77 (± 18.78) moderate-to-vigorous physical activity (MVPA) minutes which did not meet the recommendation of 50% lesson time. Findings of hierarchical linear regression indicated that knowledge (β = .29) and general content (β = .29) contributed to the sitting physical activity while skill practices (β = .25) and gameplay (β = .38) predicted the MVPA. Practical implications of utilizing the features of Sport Education in boosting the intensity of activities are discussed, especially team affiliation, formal competition, and record keeping. Further investigations are proposed on the interaction of gameplay content and teacher behaviour with a larger sample size. In study three (Chapter Five), the purpose of the qualitative study was to explore the perspectives of university physical education lecturers in attempting to operationalize physical ii literacy outcomes through the implementation of the student-centred features of Sport Education. Guided by a grounded theory constructivist approach, qualitative data were collected from lecturers through interviews following a Sport Education continuing professional development programme that included a 12-hour workshop, staff development meetings, development of Sport Education season plans, and the implementation of a 10-week Sport Education curriculum intervention. Themes of lecturer perceptions of student physical literacy and Sport Education implementation were developed by open, axial, and selective coding techniques using a cooccurrence and c-coefficients table developed within the ATLAS.ti software. Trustworthiness criteria of credibility, transferability, dependability, and confirmability were adopted throughout the data collection and analysis procedures. The generated themes included lecturer recognition of the potential of Sport Education in developing students' physical literacy within the constraints of contextual and pedagogical issues relating to the implementation of some of the student-centred features of the model. A teacher typology of insistency, consideration, and transformation described the lecturers' receptivity to adopting and delivering these key features of Sport Education. Lecturer resistance to pedagogical change may offset the positive influence of the model on students' physical literacy. The findings of the study lend support to the proposition that the continuing professional development programme of student-centred pedagogical models, such as Sport Education can manifest growth in the development of key attributes of student physical literacy.Study four (Chapter Six) was conducted during the period of the COVID-19 pandemic. To prevent the widespread pandemic, the university decided to alter course arrangements which were delivered through online video conferencing format or hybrid mode. The prospective cohort study investigated the impact of online and hybrid teaching modes in university required physical education on students' physical literacy-related correlates. Comparing with the face-to-face format, this may intensely affect students' physical literacy journey during early adulthood. The survey was constructed and distributed by using an online platform, Qualtrics. A group of 1738 university students (42% male) aged 18.52 (± 1.29) responded to the survey at the start, the end, and four weeks of/after various courses. The structural equational modelling determined that motivation and physical activity levels were negatively related to physical competence and knowledge and understanding. Further repeated-measure analyses recognised the interaction effect of amotivation. Results indicated that participants in the online teaching mode may experience a learning predicament over those in the hybrid one. Practically, the physical literacy teaching strategies in nurturing motivation and physical competence should be reinforced. The thesis emerged in the university physical education context to investigate teaching modes on students' physical literacy-related correlates. A series of the continuing professional development programme was organized before adopting related interventions pedagogies for students. Methodologically, physical literacy research is still debatable on the academic and practical approaches among scholars. Considered the pragmatic perspective of using both quantitative and qualitative techniques, the current studies explored the directional relationships and effectiveness of physical literacy and physical activity through several pedagogies and teaching modes.

ISBN: 9798496515023Subjects--Topical Terms:

635343
Physical education.
Subjects--Index Terms:

Operationalization

Effectiveness of Teaching Modes of Physical Education Courses on University Students' Physical Literacy-related Correlates.
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In view of connecting from physical education to public health determinants, this thesis considers the holistic nature of physical literacy and integrate qualitative and quantitative measurements to examine the effectiveness of teaching modes (i.e. Sport Education, continuing professional development, online and hybrid teaching modes) in physical education courses on university students' physical literacy-related correlates. Study one (Chapter Three) examined the effects of Sport Education within a compulsory physical education programme on university students' physical literacy and physical activity levels. A parallel-group single-blind cluster-randomized research design was used to examine the effect of a 10-lesson Sport Education intervention in physical education on students' physical activity and physical literacy from baseline through post-intervention and follow-up phases. A total of 372 participants completed all phases of data collection. Results showed increases in the affective and social domains of physical literacy across both groups. Findings also revealed a greater increase in daily self-reported physical activity levels and a reduction in perceived disempowering motivational climate in the Sport Education group at the follow-up phase. With a limited controlling and ego-evolving climate, Sport Education was found to be beneficial in developing the behavioural domain of undergraduate student physical literacy. By adopting Sport Education into the university context, study two (Chapter Four) investigated how lesson content and teacher interaction contribute to university students' physical activity levels during physical education lessons. Following a continuing professional development workshop, a 10-week Sport Education season was designed collaboratively and implemented at a university, taking into account the university's facilities. This study used the momentary time sampling tool, System for Observing Fitness Instruction Time, in which eight teachers and 202 students (72% male) were videotaped in 156 lessons. The data on physical activity levels, lesson content, and teacher behaviour were collected and analysed. The student participants engaged in an average of 38.77 (± 18.78) moderate-to-vigorous physical activity (MVPA) minutes which did not meet the recommendation of 50% lesson time. Findings of hierarchical linear regression indicated that knowledge (β = .29) and general content (β = .29) contributed to the sitting physical activity while skill practices (β = .25) and gameplay (β = .38) predicted the MVPA. Practical implications of utilizing the features of Sport Education in boosting the intensity of activities are discussed, especially team affiliation, formal competition, and record keeping. Further investigations are proposed on the interaction of gameplay content and teacher behaviour with a larger sample size. In study three (Chapter Five), the purpose of the qualitative study was to explore the perspectives of university physical education lecturers in attempting to operationalize physical ii literacy outcomes through the implementation of the student-centred features of Sport Education. Guided by a grounded theory constructivist approach, qualitative data were collected from lecturers through interviews following a Sport Education continuing professional development programme that included a 12-hour workshop, staff development meetings, development of Sport Education season plans, and the implementation of a 10-week Sport Education curriculum intervention. Themes of lecturer perceptions of student physical literacy and Sport Education implementation were developed by open, axial, and selective coding techniques using a cooccurrence and c-coefficients table developed within the ATLAS.ti software. Trustworthiness criteria of credibility, transferability, dependability, and confirmability were adopted throughout the data collection and analysis procedures. The generated themes included lecturer recognition of the potential of Sport Education in developing students' physical literacy within the constraints of contextual and pedagogical issues relating to the implementation of some of the student-centred features of the model. A teacher typology of insistency, consideration, and transformation described the lecturers' receptivity to adopting and delivering these key features of Sport Education. Lecturer resistance to pedagogical change may offset the positive influence of the model on students' physical literacy. The findings of the study lend support to the proposition that the continuing professional development programme of student-centred pedagogical models, such as Sport Education can manifest growth in the development of key attributes of student physical literacy.Study four (Chapter Six) was conducted during the period of the COVID-19 pandemic. To prevent the widespread pandemic, the university decided to alter course arrangements which were delivered through online video conferencing format or hybrid mode. The prospective cohort study investigated the impact of online and hybrid teaching modes in university required physical education on students' physical literacy-related correlates. Comparing with the face-to-face format, this may intensely affect students' physical literacy journey during early adulthood. The survey was constructed and distributed by using an online platform, Qualtrics. A group of 1738 university students (42% male) aged 18.52 (± 1.29) responded to the survey at the start, the end, and four weeks of/after various courses. The structural equational modelling determined that motivation and physical activity levels were negatively related to physical competence and knowledge and understanding. Further repeated-measure analyses recognised the interaction effect of amotivation. Results indicated that participants in the online teaching mode may experience a learning predicament over those in the hybrid one. Practically, the physical literacy teaching strategies in nurturing motivation and physical competence should be reinforced. The thesis emerged in the university physical education context to investigate teaching modes on students' physical literacy-related correlates. A series of the continuing professional development programme was organized before adopting related interventions pedagogies for students. Methodologically, physical literacy research is still debatable on the academic and practical approaches among scholars. Considered the pragmatic perspective of using both quantitative and qualitative techniques, the current studies explored the directional relationships and effectiveness of physical literacy and physical activity through several pedagogies and teaching modes.
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