Tsukuba Summer Institute presentation FINAL Group.pdf · Author: Spotlight Created Date: 7/14/2013...
Transcript of Tsukuba Summer Institute presentation FINAL Group.pdf · Author: Spotlight Created Date: 7/14/2013...
![Page 1: Tsukuba Summer Institute presentation FINAL Group.pdf · Author: Spotlight Created Date: 7/14/2013 11:22:17 PM](https://reader034.fdocument.pub/reader034/viewer/2022052017/6030a953103226438f0bb376/html5/thumbnails/1.jpg)
The influence of parental physical activity level and
encouragement to participate on boys’ and girls’ motivation and actual participation in elementary
physical education programs
「親の運動頻度や奨励が少年、少女の運動参加と参加意欲に与える影響」
Eric, Natsuki, Ali, Bec
2011/07/23
![Page 2: Tsukuba Summer Institute presentation FINAL Group.pdf · Author: Spotlight Created Date: 7/14/2013 11:22:17 PM](https://reader034.fdocument.pub/reader034/viewer/2022052017/6030a953103226438f0bb376/html5/thumbnails/2.jpg)
Points of Importance
Low MVPA = ↑HypokineEc disease (Olshansky et al, 2005)
Parent’s PA correlates with children’s PA (Zecevic et al, 2010)
Partnership between parents and teachers in PE
Dearth in the literature (gendered role models in PE)
“The best predictor of future behavior is past behavior” -‐ B.F. Skinner
![Page 3: Tsukuba Summer Institute presentation FINAL Group.pdf · Author: Spotlight Created Date: 7/14/2013 11:22:17 PM](https://reader034.fdocument.pub/reader034/viewer/2022052017/6030a953103226438f0bb376/html5/thumbnails/3.jpg)
RQS
Q Gender
PE parEcipaEon
Level
Parental acEvity level
MoEvaEon
Parental encouragement
![Page 4: Tsukuba Summer Institute presentation FINAL Group.pdf · Author: Spotlight Created Date: 7/14/2013 11:22:17 PM](https://reader034.fdocument.pub/reader034/viewer/2022052017/6030a953103226438f0bb376/html5/thumbnails/4.jpg)
QuesEons • RQ 1: What effect does the PA level of boys’ and girls’
gendered and non-‐gendered parental role models have on their moEvaEon to parEcipate in, and actual effort/acEvity level in, elementary PE class?
• RQ 2: What effect does encouragement to parEcipate in PE classes from boys’ and girls’ gendered and non-‐gendered parental role models, have on their moEvaEon to parEcipate in, and actual effort/acEvity level in, elementary PE class?
• RQ 3: Is encouragement or PA level of parent more important for children’s moEvaEon to parEcipate in, and actual effort acEvity in PE classes, and is this different for boys and girls?
![Page 5: Tsukuba Summer Institute presentation FINAL Group.pdf · Author: Spotlight Created Date: 7/14/2013 11:22:17 PM](https://reader034.fdocument.pub/reader034/viewer/2022052017/6030a953103226438f0bb376/html5/thumbnails/5.jpg)
Conceptual model of parental in influence on children’s activity (Welk et al, 2003)
![Page 6: Tsukuba Summer Institute presentation FINAL Group.pdf · Author: Spotlight Created Date: 7/14/2013 11:22:17 PM](https://reader034.fdocument.pub/reader034/viewer/2022052017/6030a953103226438f0bb376/html5/thumbnails/6.jpg)
Expectancy-value model Model of Achievement related choices
(Eccles et al., 1983)
![Page 7: Tsukuba Summer Institute presentation FINAL Group.pdf · Author: Spotlight Created Date: 7/14/2013 11:22:17 PM](https://reader034.fdocument.pub/reader034/viewer/2022052017/6030a953103226438f0bb376/html5/thumbnails/7.jpg)
Methods
SAMPLE • Gatekeepers? • 100 children from 2 third grade classes and 2 fourth grade classes
• Parents from the 4 classes (approx. 150) • Classes come from randomly selected rural, urban and suburban schools within a large school district.
![Page 8: Tsukuba Summer Institute presentation FINAL Group.pdf · Author: Spotlight Created Date: 7/14/2013 11:22:17 PM](https://reader034.fdocument.pub/reader034/viewer/2022052017/6030a953103226438f0bb376/html5/thumbnails/8.jpg)
Methods
QuanEtaEve Methods InstrumentaEon: Parent Measures 1. RQ 1: Physical AcEvity Recall QuesEonnaire (eg. CARDIA VI) 2. RQ 2: A behaviorally-‐based Likert scale to determine parent’s percepEons of their encouragement towards their children 3. Demographic informaEon
![Page 9: Tsukuba Summer Institute presentation FINAL Group.pdf · Author: Spotlight Created Date: 7/14/2013 11:22:17 PM](https://reader034.fdocument.pub/reader034/viewer/2022052017/6030a953103226438f0bb376/html5/thumbnails/9.jpg)
Methods
• CHILDREN • To determine: • 1. RQ 1 and 2: Children’s moEvaEon to parEcipate in PE
• 2. RQ 1 and 2: PercepEon of parent’s encouragement level
(2) (1) (0)
![Page 10: Tsukuba Summer Institute presentation FINAL Group.pdf · Author: Spotlight Created Date: 7/14/2013 11:22:17 PM](https://reader034.fdocument.pub/reader034/viewer/2022052017/6030a953103226438f0bb376/html5/thumbnails/10.jpg)
Methods
Pedometers and Accelerometers • RQ 1 and RQ 2: To determine Children’s actual acEvity levels during PE classes
• To determine RQ 3, staEsEcal analysis will be used.
• Ethical issues?
![Page 11: Tsukuba Summer Institute presentation FINAL Group.pdf · Author: Spotlight Created Date: 7/14/2013 11:22:17 PM](https://reader034.fdocument.pub/reader034/viewer/2022052017/6030a953103226438f0bb376/html5/thumbnails/11.jpg)
Journals
• Research Quarterly for Exercise and Sport
RQES publishes research in the art and science of human movement that significantly contributes to the knowledge and development of theory either as new informaEon, reviews, substanEaEon or contradicEon of previous findings, or as applicaEon of new or improved techniques..
![Page 12: Tsukuba Summer Institute presentation FINAL Group.pdf · Author: Spotlight Created Date: 7/14/2013 11:22:17 PM](https://reader034.fdocument.pub/reader034/viewer/2022052017/6030a953103226438f0bb376/html5/thumbnails/12.jpg)
Journals
• Physical Education and Sport Pedagogy
provide a forum for high quality educaEonal research for a naEonal and internaEonal readership
![Page 13: Tsukuba Summer Institute presentation FINAL Group.pdf · Author: Spotlight Created Date: 7/14/2013 11:22:17 PM](https://reader034.fdocument.pub/reader034/viewer/2022052017/6030a953103226438f0bb376/html5/thumbnails/13.jpg)
Journals
• International Journal of Sport and Exercise Psychology
promote understanding of sport psychology research and pracEce around the world
![Page 14: Tsukuba Summer Institute presentation FINAL Group.pdf · Author: Spotlight Created Date: 7/14/2013 11:22:17 PM](https://reader034.fdocument.pub/reader034/viewer/2022052017/6030a953103226438f0bb376/html5/thumbnails/14.jpg)
Conferences
• AAPHERD to promote and support leadership, research, education, and
best practices in the professions that support creative, healthy, and active lifestyles.
![Page 15: Tsukuba Summer Institute presentation FINAL Group.pdf · Author: Spotlight Created Date: 7/14/2013 11:22:17 PM](https://reader034.fdocument.pub/reader034/viewer/2022052017/6030a953103226438f0bb376/html5/thumbnails/15.jpg)
Conferences
• AIESEP to promote high quality research worldwide in the areas of
physical education, physical activity and sport pedagogy across the lifespan.
![Page 16: Tsukuba Summer Institute presentation FINAL Group.pdf · Author: Spotlight Created Date: 7/14/2013 11:22:17 PM](https://reader034.fdocument.pub/reader034/viewer/2022052017/6030a953103226438f0bb376/html5/thumbnails/16.jpg)
Conferences
• The Conference of the Japanese Society of PE, Health and Sport Sciences
Presentation and exchange knowledge of research about health and sport sciences
![Page 17: Tsukuba Summer Institute presentation FINAL Group.pdf · Author: Spotlight Created Date: 7/14/2013 11:22:17 PM](https://reader034.fdocument.pub/reader034/viewer/2022052017/6030a953103226438f0bb376/html5/thumbnails/17.jpg)
ありがとう、Thank you、謝謝 Bec レベッカ
Natsuki ナツキ
Ali アリ
Eric ユンアン