Educação Física e Esporte

Cevnautas,

   Cumpanheros altruistas e poliglotas têm nos ajudado no programa Adote um Resumo. O tradutor voluntário ganha o crédito no resumo publicado na biblioteca do CEV. Alquém acha interessante algum artigo do n. 16(2) da Revista EPER e gostaria de co-laborar? Por favor, escrever direto para laercio@cev.org.br

A new issue of European Physical Education Review is available online:
   1 June 2010; Vol. 16, No. 2

The below Table of Contents is available online at: http://epe.sagepub.com/content/vol16/issue2/?etoc

Articles
I have my own picture of what the demands are ... : Grading in Swedish PEH — problems of validity, comparability and fairness
   Claes Annerstedt and Staffan Larsson
   European Physical Education Review 2010;16 97-115
Abstract
The main purpose of this study is to focus on Swedish PE teachers’ experiences with a criterion-referenced grading system and its practical consequences. It aims specifically at investigating the dimensionality of grades and how teacher reason and effectuate when grading students. The study consists of two parts: quantitative data collection of grades in PE given between 2000 and 2009 and 20 semi-structured interviews with PE teachers that were analyzed qualitatively. The study has shown that the principles of fair and equitable grading in Swedish PE should be strongly questioned due to lack of transparency, validity and reliability. Grading in Swedish PE seems to be arbitrary and the grading system is not accessible or transparent to the students.
   http://epe.sagepub.com/cgi/content/abstract/16/2/97

Motivational profiles for secondary school physical education and its relationship to the adoption of a physically active lifestyle among university students
   Leen Haerens, David Kirk, Greet Cardon, Ilse De Bourdeaudhuij, and Maarten Vansteenkiste
   European Physical Education Review 2010;16 117-139
Abstract
The promotion of an active lifestyle is one of the central aims of physical education (PE). The present study aimed at investigating the relation between students’ motivation for PE and activity levels using self-determination theory as a guiding framework. A retrospective design was used involving 2617 university students, of which 878 (33.5 percent) were male (age 20.6 1.9). Validated questionnaires were used to measure motivation for PE, self-reported concurrent (activity levels at secondary school) and delayed transfer (activity levels at university). A combination of hierarchical and non-hierarchical cluster analyses was used to generate motivational profiles for PE. Differences in activity levels were analysed using MANCOVAS. The results revealed that students with more optimal (i.e. more autonomous) motivational profiles reported more transfer and reported being more active at secondary school and in early adulthood. Implementing strategies that enhance self-determined motivation might result in more students’ adopting an active lifestyle.
http://epe.sagepub.com/content/16/2/117.abstract

The evaluation of a cooperating physical education teachers programme (COPET)
   Sarahjane Belton, Catherine Woods, Carol Dunning, and Sarah Meegan
   European Physical Education Review 2010;16 141-154
Abstract
The purpose of this research was to investigate the impact of a cooperating physical education (PE) teachers programme from a cooperating teacher’s perspective. Teaching practice is acknowledged as one of the most important areas of undergraduate teacher preparation. As part of a new undergraduate PE teacher education (PETE) programme, a cooperating PE teachers programme (COPET) was designed in an effort to maximize the learning opportunities for student teachers when on placement. The programme was piloted with a cohort of 26 cooperating teachers supervising 28 student teachers. Following a two-week teaching practice placement, three focus group interviews were held with 11 cooperating teachers to evaluate the effectiveness of the COPET programme. Findings indicate the cooperating teachers found the COPET programme very useful in defining their role on teaching practice. This paper presents the findings of the evaluation, and addresses some of the issues and challenges surrounding sustainability of the programme.
   http://epe.sagepub.com/cgi/content/abstract/16/2/141

School, community, and family working together to address childhood obesity: Perceptions from the KOALA lifestyle intervention study
   Asa Smibert, Rebecca Abbott, Doune Macdonald, Anna Hogan, and Gary Leong
   European Physical Education Review 2010;16 155-170
Abstract
Epidemiological data on childhood obesity has prompted a significant response from both governments and academics seeking to recommend solutions to the reported ‘crisis’. The ‘Kinder Overweight Active Living Action’ (KOALA) healthy lifestyle programme is a randomized obesity prevention and intervention study designed to provide an understanding of how school, family, and community can work in partnership to holistically address childhood obesity. Located within the KOALA project, this paper focuses on the children’s and parents’ experiences and perceptions of the KOALA intervention and its articulation with school health and physical education (HPE). Observations on the interactions that occur between home, school, and community as key sites of intervention in childhood obesity are also unpacked. The study employed a qualitative methodology to gauge perspectives regarding the multiple sites of obesity intervention. Perspectives of children, parents, and teachers regarding the KOALA experience would suggest that there is value in planning childhood obesity interventions that link families with community programs, such as scouts, girl guides, and club sport. While long-term outcomes are yet to be ascertained, KOALA has provided scope for new possibilities in holistic approaches to healthy body weight.
   http://epe.sagepub.com/cgi/content/abstract/16/2/155

Physical activity patterns in Portuguese adolescents: The contribution of extracurricular sports
   Pedro Silva, Michael Sousa, Luisa Aires, André Seabra, José Ribeiro, Gregory Welk, and Jorge Mota
   European Physical Education Review 2010;16 171-181
Abstract
In Portugal, two sports systems exist, one through schools and the other in community clubs. The purpose was to determine the impact of extra-curricular sports (EC sports) on boys’ and girls’ moderate to vigorous physical activity (MVPA). 208 adolescents (79 boys and 129 girls), between 12 and 18 years old, wore an accelerometer over seven days. Four EC sport categories based on reported involvement were: no sports, school sports, club sports, both sports. Multivariable logistic regression was used to study the association of EC sports, age, gender and BMI on the adolescent’s MVPA. The school sport context was more relevant for girls than clubs sport; however the opposite pattern emerged for boys. BMI was not related to adolescent’s MVPA. EC sports increase the likelihood of achieving PA guidelines. The unique social and environmental contexts of school and club sports deserve additional attention in youth activity research.
   http://epe.sagepub.com/cgi/content/abstract/16/2/171

Association between social and environmental factors and physical activity opportunities in middle schools
   Furong Xu, Jepkorir Chepyator-Thomson, Wenhao Liu, and Robert Schmidlein
   European Physical Education Review 2010;16 183-194
Abstract
School-based physical activity (PA) interventions impact children’s PA involvement and thus opportunities and associated factors for the promotion of physical activity in children need to be examined. The purpose of this study was to examine physical education teachers’ perceptions of PA opportunities available to students at the middle school level and indicate associated factors that might influence these opportunities. A questionnaire survey was administered to 292 public middle school teachers in 181 schools located in the southeastern region of the United States. The results of the study indicate the need for more PA opportunities for middle school children in order for them meeting the recommended daily PA involvement of 60 minutes. In addition, there were statistically significant associations between PA opportunities and facilities availability, school location, and family support, indicating that some social and environmental factors tend to impact students’ PA opportunities.
   http://epe.sagepub.com/cgi/content/abstract/16/2/183

Para comentar, é necessário ser cadastrado no CEV fazer parte dessa comunidade.