ORCID Profile
0000-0002-5129-3814
Current Organisations
Monash University
,
Deakin University
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Publisher: Informa UK Limited
Date: 11-01-2021
Publisher: Informa UK Limited
Date: 2013
Publisher: MDPI AG
Date: 27-07-2023
Abstract: Schools and, in particular, health and physical education (HPE) classes, has the potential to engage children and adolescents in health-enhancing physical activity. HPE teachers may enable or constrain this behaviour through appropriate classroom strategies and pedagogies that enhance not only student learning but also their engagement in physical activity. Such practices are a result of a teacher’s curricula beliefs, self-efficacy, and intention to teach physical activity as part of their HPE classes. The purpose of this study is to investigate the structural validity of six instruments designed to assess teachers’ beliefs, self-efficacy, and intentions regarding physical activity in physical education using the Rasch Measurement Model (RMM). Data suggest that three out of six instruments demonstrated multidimensional characteristics (curriculum beliefs, self-efficacy, and subjective norm). Model fit data were in the ranges of 0.5 to 1.61 for infit and −2.58 to 3.20 for outfit data. Differential item functioning was only present on one item in the curriculum beliefs instrument. Person reliability was .55 and item reliability was .73. Qualitative interpretation of Wright maps demonstrated a very good spread of items. Overall, each instrument demonstrated appropriate structural validity when weighed up against all of the components of the RMM.
Publisher: Springer Netherlands
Date: 26-07-2013
Publisher: Informa UK Limited
Date: 07-2013
Publisher: Informa UK Limited
Date: 02-03-2016
Publisher: Springer Netherlands
Date: 26-07-2013
Publisher: Springer International Publishing
Date: 2014
Publisher: Informa UK Limited
Date: 03-2011
Publisher: Informa UK Limited
Date: 10-09-2012
Publisher: Informa UK Limited
Date: 07-2013
Publisher: SAGE Publications
Date: 06-12-2012
Abstract: Over the past decade amidst the development and implementation of new official curriculum texts and associated assessment requirements, there has been considerable international interest in senior physical education. Arnold’s three dimensions of movement have been prominent in curriculum developments and academic debates. In the state of Victoria, Australia, a new official text for the Victorian Certificate of Education Physical Education (VCEPE) was introduced in 2011. This paper re-articulates Arnold’s dimensions of movement as a framework for inquiry, centring on this development. The framework is utilised to critically examine the pedagogical intent inherent in the new VCEPE text and examine the prospective ‘slippage’ that may feature in teachers’ interpretation and implementation of the new text. Specifically, the analysis firstly draws on Arnold’s (1979) three dimensions of movement to explore ways in which different ‘ways of knowing’ in physical education have been represented in the official text, and secondly considers the prospective and potential expression of Arnold’s dimensions in teachers’ interpretation and implementation of the new text. The potential for either conservative or progressive readings of the official text is articulated.
Publisher: Informa UK Limited
Date: 07-2013
No related grants have been discovered for Trent D. Brown.