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Dr. Peter Hastie
Auburn University

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0 Physical Education
0 Sport pedagogy
0 sport education
0 classroom ecology
0 models based practice

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sport education
Physical Education
Sport pedagogy
classroom ecology
models based practice

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Journal article
Published: 09 January 2021 in Sustainability
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Physical Education (PE) is recognized for its value in developing personal and social development. However, the instructional approach adopted by the teacher may affect the achievement of positive outcomes. This study aimed to examine the effects of two different teaching approaches, Traditional Teaching (TT) and the Sport Education (SE) model, on students’ empowerment and self-confidence in high school PE classes. A total of 430 high-school students (66.7% male), aged 14–21 years (M = 16.22, SD = 1.03) enrolled in 10th, 11th and 12th grades, participated in this study. A pretest-posttest quasi-experimental design was used across 18 classes. Classes met two times a week during a period of 8 weeks for a total of 1080 min. The Psychological Empowerment Instrument was used to measure empowerment. Students’ self-confidence was measured with the self-confidence sub-scale of the Competitive State Anxiety Inventory-2. The findings of the research revealed that only SE was effective in improving high school students’ empowerment and self-confidence. In the TT group, no gains were found, even decreasing over time. These results reinforce the adequacy of SE in PE as a curricular model to be used by teachers, particularly for the development of students’ empowerment and self-confidence.

ACS Style

Cristiana Bessa; Peter Hastie; António Rosado; Isabel Mesquita. Sport Education and Traditional Teaching: Influence on Students’ Empowerment and Self-Confidence in High School Physical Education Classes. Sustainability 2021, 13, 578 .

AMA Style

Cristiana Bessa, Peter Hastie, António Rosado, Isabel Mesquita. Sport Education and Traditional Teaching: Influence on Students’ Empowerment and Self-Confidence in High School Physical Education Classes. Sustainability. 2021; 13 (2):578.

Chicago/Turabian Style

Cristiana Bessa; Peter Hastie; António Rosado; Isabel Mesquita. 2021. "Sport Education and Traditional Teaching: Influence on Students’ Empowerment and Self-Confidence in High School Physical Education Classes." Sustainability 13, no. 2: 578.

Research article
Published: 22 December 2020 in Physical Education and Sport Pedagogy
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The concept of engagement is a multidimensional construct that has long been used by researchers as a means of explaining student behaviour in classrooms and schools. However, the research using this construct within physical education has been particularly uneven. The goal of this paper was to examine the application of the concept of student engagement with the research literature on physical education. The scoping review was conducted using the boundaries of including the terms ‘physical education’ and ‘engagement’ in the title, being located specifically within physical education settings, and focused on student (rather than teacher) engagement. Analysis of the corpus of papers led to the conclusion that studies could be grouped into five categories, with each differentiated by source, involvement of theory, methodology, definitions of engagement, and intended audience. These were given the following labels: (i) studies involving operational and multi-dimensional definitions of engagement (ii) figurative studies (iii) single dimension studies, (iv) qualitative studies, and (v) reviews and practitioner-oriented papers. Given the considerable diversity in the application of the term engagement, it is recommended that future research in the field (no matter the intended audience), should consider the author’s interpretation of the term formally somewhere in the introduction. In addition, it is proposed that future empirical research examining student engagement in physical education could also benefit from including evidence of both student self-perceptions about their engagement as well as observations of their in-class behaviours.

ACS Style

Peter A. Hastie; Andy Stringfellow; Jerraco L. Johnson; Cory E. Dixon; Nikki Hollett; Kurt Ward. Examining the concept of engagement in physical education. Physical Education and Sport Pedagogy 2020, 1 -18.

AMA Style

Peter A. Hastie, Andy Stringfellow, Jerraco L. Johnson, Cory E. Dixon, Nikki Hollett, Kurt Ward. Examining the concept of engagement in physical education. Physical Education and Sport Pedagogy. 2020; ():1-18.

Chicago/Turabian Style

Peter A. Hastie; Andy Stringfellow; Jerraco L. Johnson; Cory E. Dixon; Nikki Hollett; Kurt Ward. 2020. "Examining the concept of engagement in physical education." Physical Education and Sport Pedagogy , no. : 1-18.

Journal article
Published: 12 October 2020 in Journal of Physical Education, Recreation & Dance
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ACS Style

Peter Hastie; Korey Boyd; Jeffery Kurt Ward; Andy Stringfellow. Promoting the 50 Million Strong Agenda through Sport Education. Journal of Physical Education, Recreation & Dance 2020, 91, 8 -14.

AMA Style

Peter Hastie, Korey Boyd, Jeffery Kurt Ward, Andy Stringfellow. Promoting the 50 Million Strong Agenda through Sport Education. Journal of Physical Education, Recreation & Dance. 2020; 91 (8):8-14.

Chicago/Turabian Style

Peter Hastie; Korey Boyd; Jeffery Kurt Ward; Andy Stringfellow. 2020. "Promoting the 50 Million Strong Agenda through Sport Education." Journal of Physical Education, Recreation & Dance 91, no. 8: 8-14.

Articles
Published: 21 September 2020 in Physical Education and Sport Pedagogy
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Background: Sport Education (SE: Siedentop, D. 1994. Sport Education: Quality PE through Positive Sport Experiences. Champaign, IL: Human Kinetics) remains the most researched of all the pedagogical models and thus has the strongest body of evidence that it has the potential to deliver on psychomotor, cognitive and affective student learning outcomes. Despite this evidence, there has been less discussion within the academic community regarding the future of the model itself, or the empirical evidence still needed to facilitate its position in school physical education programs. Purpose: The purpose of this study was to garner a reflective summary of collective SE scholarship to frame academics’ perspectives on the potential of SE as a viable pedagogical model for physical education. This viewpoint included strategies that may facilitate an increased use of the model by teachers in school programs and the empirical evidence still needed to help validate its position. Method: Academic participants were 34 university faculty from 11 different countries who had published empirical research on SE. Participants responded to an online survey designed to prompt descriptive reflections on the topics of (a) limits, constraints, and/or challenges in assisting teachers in learning to implement the model, (b) the capacity of SE for framing effective learning, (c) potential need for the model to evolve, (d) challenges in demonstrating the efficacy of the model, and (e) appropriate research designs for evaluating this efficacy? In-depth qualitative content analysis was conducted using open, axial and selective coding techniques with trustworthiness established through processes of credibility, dependability and confirmability strategies. Findings: Findings revealed support for the contemporary utility of SE within school physical education programs. Perceived constraints to its continued proliferation in schools included teachers’ beliefs and values about physical education, and the institutional contexts and curriculum policies that operate in schools. Academics highlighted the need for research that mapped teachers’ use of the model, including what features they consistently use and why they persist with the model to navigate achieving student learning outcomes. Future empirical efforts need to address the model’s contribution to broader curriculum outcomes and as a potential change agent in disrupting the status quo of contemporary physical education curriculum design.

ACS Style

Tristan L. Wallhead; Peter A. Hastie; Stephen Harvey; Shane Pill. Academics’ perspectives on the future of sport education. Physical Education and Sport Pedagogy 2020, 1 -16.

AMA Style

Tristan L. Wallhead, Peter A. Hastie, Stephen Harvey, Shane Pill. Academics’ perspectives on the future of sport education. Physical Education and Sport Pedagogy. 2020; ():1-16.

Chicago/Turabian Style

Tristan L. Wallhead; Peter A. Hastie; Stephen Harvey; Shane Pill. 2020. "Academics’ perspectives on the future of sport education." Physical Education and Sport Pedagogy , no. : 1-16.

Journal article
Published: 31 July 2020 in The Asian Journal of Kinesiology
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OBJECTIVES This study examined the development of Chinese pre-service physical education teachers’ technical skill, tactical understanding, game performance (common content knowledge - CCK), and specialized content knowledge (SCK) during a badminton course incorporating Play Practice instruction.METHODS Participants were 36 pre-service teachers (31 males, 5 females: age 21 ± 1.0) majoring in physical education at a university in central China. The students completed a 24 lesson course after a 16 weeks semester. A typical lesson (90 minutes) included a 10-minute warm-up, followed by instruction in two or three technical skills or tactics for 50-55 minutes. The final 25-minutes included the Play Practice aspect of the lesson - a specific game-based challenge to reinforce a technical or tactical aspect of badminton play. The challenge included the three typical pedagogies of Play Practice: focusing, shaping, and enhancing. The French clear test, tactical understanding in badminton, Game Performance Assessment Instrument (GPAI), and student-generated content maps were used to respectively monitor changes in technical skills, tactical understanding, game performance, and specialized content knowledge before and after the course. Parametric statistics were used to compare student outcomes.RESULTS Statistically significant differences were found on all measures from pre- to post-test, with all showing large effect sizes. In particular, over 75% of students achieved the benchmark depth of SCK following the course.CONCLUSIONS The inclusion of Play Practice within a sport instruction course can contribute to various elements that are needed to promote the CCK and SCK of pre-service physical education students.

ACS Style

Hairui Liu; Wei Wang; Yaohui He; Peter Hastie. The Impact of Play Practice on Chinese Physical Education Pre-Service Teachers Badminton Content Knowledge. The Asian Journal of Kinesiology 2020, 22, 17 -23.

AMA Style

Hairui Liu, Wei Wang, Yaohui He, Peter Hastie. The Impact of Play Practice on Chinese Physical Education Pre-Service Teachers Badminton Content Knowledge. The Asian Journal of Kinesiology. 2020; 22 (3):17-23.

Chicago/Turabian Style

Hairui Liu; Wei Wang; Yaohui He; Peter Hastie. 2020. "The Impact of Play Practice on Chinese Physical Education Pre-Service Teachers Badminton Content Knowledge." The Asian Journal of Kinesiology 22, no. 3: 17-23.

Articles
Published: 15 April 2020 in Curriculum Studies in Health and Physical Education
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ACS Style

Peter Hastie; Anyi Hu; Hairui Liu; Shu Zhou. Incorporating Sport Education within a physical education sports club in China. Curriculum Studies in Health and Physical Education 2020, 11, 129 -144.

AMA Style

Peter Hastie, Anyi Hu, Hairui Liu, Shu Zhou. Incorporating Sport Education within a physical education sports club in China. Curriculum Studies in Health and Physical Education. 2020; 11 (2):129-144.

Chicago/Turabian Style

Peter Hastie; Anyi Hu; Hairui Liu; Shu Zhou. 2020. "Incorporating Sport Education within a physical education sports club in China." Curriculum Studies in Health and Physical Education 11, no. 2: 129-144.

Journal article
Published: 14 April 2020 in Physical Education and Sport Pedagogy
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ACS Style

Stephen Harvey; Shane Pill; Peter Hastie; Tristan Wallhead. Physical education teachers’ perceptions of the successes, constraints, and possibilities associated with implementing the sport education model. Physical Education and Sport Pedagogy 2020, 25, 555 -566.

AMA Style

Stephen Harvey, Shane Pill, Peter Hastie, Tristan Wallhead. Physical education teachers’ perceptions of the successes, constraints, and possibilities associated with implementing the sport education model. Physical Education and Sport Pedagogy. 2020; 25 (5):555-566.

Chicago/Turabian Style

Stephen Harvey; Shane Pill; Peter Hastie; Tristan Wallhead. 2020. "Physical education teachers’ perceptions of the successes, constraints, and possibilities associated with implementing the sport education model." Physical Education and Sport Pedagogy 25, no. 5: 555-566.

Systematic review
Published: 19 November 2019
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ACS Style

Cristiana Bessa; Peter Hastie; Rui Araújo; Isabel Mesquita. What Do We Know About the Development of Personal and Social Skills within the Sport Education Model: A Systematic Review. 2019, 18, 812 -829.

AMA Style

Cristiana Bessa, Peter Hastie, Rui Araújo, Isabel Mesquita. What Do We Know About the Development of Personal and Social Skills within the Sport Education Model: A Systematic Review. . 2019; 18 (4):812-829.

Chicago/Turabian Style

Cristiana Bessa; Peter Hastie; Rui Araújo; Isabel Mesquita. 2019. "What Do We Know About the Development of Personal and Social Skills within the Sport Education Model: A Systematic Review." 18, no. 4: 812-829.

Randomized controlled trial
Published: 08 August 2019 in Research Quarterly for Exercise and Sport
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Purpose: Children who do not learn their fundamental motor skills (FMS) are more likely to be unskilled, sedentary adults. By consequence, it behooves those teaching physical education to put in place mechanisms that promote as well as motivate children to master their FMS. One approach to achieving this goal is through the adoption of mastery motivational climates (MMC) in physical education. The purpose of this study was to determine the effects of a year-long (9-month) MMC physical education program on preschool children's FMS learning. Method: Participants (N = 96, MMC = 58, Comparison = 38) completed the Test of Gross Motor Development-Third Edition prior to and after intervention. Intact classrooms were randomly assigned to either a MMC or comparison group. A repeated measures nested MANOVA was used to test changes by group. Follow-up measurements included univariate repeated measures and simple effects analyses. Results: There were no significant multivariate differences based on class membership (p = .249), indicating the nested structure was not associated with any meaningful differences in test scores. There was a significant multivariate difference based on the interaction of time (pre- versus post-test) and group (p < .001). Both locomotor and ball skills significantly varied between groups and across time. Children in both groups improved from pre-test to post-test, but the rate of improvement was significantly greater for the MMC group. Conclusions: A year-long MMC intervention is beneficial for improving children's FMS.

ACS Style

Jerraco L. Johnson; Mary E. Rudisill; Peter Hastie; Danielle Wadsworth; Kamden Strunk; Alexandra Venezia; Julia Sassi; Michael Morris; Monaye Merritt. Changes in Fundamental Motor-Skill Performance Following a Nine-Month Mastery Motivational Climate Intervention. Research Quarterly for Exercise and Sport 2019, 90, 517 -526.

AMA Style

Jerraco L. Johnson, Mary E. Rudisill, Peter Hastie, Danielle Wadsworth, Kamden Strunk, Alexandra Venezia, Julia Sassi, Michael Morris, Monaye Merritt. Changes in Fundamental Motor-Skill Performance Following a Nine-Month Mastery Motivational Climate Intervention. Research Quarterly for Exercise and Sport. 2019; 90 (4):517-526.

Chicago/Turabian Style

Jerraco L. Johnson; Mary E. Rudisill; Peter Hastie; Danielle Wadsworth; Kamden Strunk; Alexandra Venezia; Julia Sassi; Michael Morris; Monaye Merritt. 2019. "Changes in Fundamental Motor-Skill Performance Following a Nine-Month Mastery Motivational Climate Intervention." Research Quarterly for Exercise and Sport 90, no. 4: 517-526.

Articles
Published: 15 April 2019 in Research Quarterly for Exercise and Sport
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Purpose: This study followed a strengths-based approach to identify the pathway children follow as they develop from novice to skillful learners during a mastery-motivational physical education setting. Method: Eleven 4-year-old children (nine boys) participated in a motor activity program delivered twice weekly across 26 weeks. The teacher participated in monthly 30-45-min interviews that sought to identify the critical moments of the program as it had progressed to that point in time. Photographic images of the children's experiences in the climate acted as prompts during interviews. Interview transcripts were subject to a deductive analysis in which the ideas of "what was working well" and "what the future might look like" were the initial categories. Results: Interview and photo analyses revealed that the children moved through three phases on their pathway towards mastery. In phase 1, "captivation" and "exploration," the children presented the teacher with challenges in developing the managerial system. In phase 2, "cooperation" and "consolidation," there was significantly less task modification and more time in deliberate practice. In phase 3, "dedication" and "collaboration," the children began to actively seek out the teacher as a resource to help them learn. Conclusions: The identification of critical teaching behaviors during the program adds support for our contention that the teacher is a critical component in helping children advance along the pathway of mastery when placed in an autonomy-supportive climate. These are allowing time for exploration and experiencing freedom, adding structure, and helping students learn to manage themselves.

ACS Style

Peter A. Hastie; Mary E. Rudisill; Korey Boyd; Jerraco L. Johnson. Examining the Pathway to Motor Skill Competence in a Mastery Motivational Climate: An Appreciative Inquiry. Research Quarterly for Exercise and Sport 2019, 90, 259 -269.

AMA Style

Peter A. Hastie, Mary E. Rudisill, Korey Boyd, Jerraco L. Johnson. Examining the Pathway to Motor Skill Competence in a Mastery Motivational Climate: An Appreciative Inquiry. Research Quarterly for Exercise and Sport. 2019; 90 (3):259-269.

Chicago/Turabian Style

Peter A. Hastie; Mary E. Rudisill; Korey Boyd; Jerraco L. Johnson. 2019. "Examining the Pathway to Motor Skill Competence in a Mastery Motivational Climate: An Appreciative Inquiry." Research Quarterly for Exercise and Sport 90, no. 3: 259-269.

Journal article
Published: 01 April 2019 in Journal of Motor Learning and Development
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The aim of this study was to determine the extent to which guided throwing practice volume influenced gains in throwing competency in young children during exposure to a mastery motivational climate physical play program. Fifty-four preschool children attended 13 biweekly 30-minute motor skill sessions over 7 weeks. Pre- and post-test throwing competency was measured in three ways (TGMD-3, developmental sequence for throwing, and throwing velocity). Throwing practice behaviors (visits, time, and trials) were then coded for each participant using video recordings. Paired-samples t-tests revealed significant gains in throwing proficiency by the children from pre- to post-test on all three measures. Results from multiple hierarchical linear regressions highlighted that pre-test scores and guided throwing practice volume (a principle component analysis of throwing visits, time, and trials) accounted for 19% (TGMD), 52% (developmental sequence), and 60% (velocity) of the explained variance of post-test throwing competency, respectively. Results also revealed that although boys spent more time practicing throwing than girls, gender only appeared to be a significant predictor in the TGMD regression model. These findings provide empirical evidence of the importance of guided practice during mastery climate programs.

ACS Style

Jerraco Johnson; Mary E. Rudisill; Peter A. Hastie; Julia Sassi. The Influence of Guided Practice on Overhand Throwing Competence in Preschool Children in a Mastery Motivational Climate. Journal of Motor Learning and Development 2019, 7, 64 -83.

AMA Style

Jerraco Johnson, Mary E. Rudisill, Peter A. Hastie, Julia Sassi. The Influence of Guided Practice on Overhand Throwing Competence in Preschool Children in a Mastery Motivational Climate. Journal of Motor Learning and Development. 2019; 7 (1):64-83.

Chicago/Turabian Style

Jerraco Johnson; Mary E. Rudisill; Peter A. Hastie; Julia Sassi. 2019. "The Influence of Guided Practice on Overhand Throwing Competence in Preschool Children in a Mastery Motivational Climate." Journal of Motor Learning and Development 7, no. 1: 64-83.

Journal article
Published: 22 January 2019 in Physical Education and Sport Pedagogy
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ACS Style

Cláudio Filipe Guerreiro Farias; Stephen Harvey; Peter Andrew Hastie; Isabel Maria Ribeiro Mesquita. Effects of situational constraints on students’ game-play development over three consecutive Sport Education seasons of invasion games. Physical Education and Sport Pedagogy 2019, 24, 267 -286.

AMA Style

Cláudio Filipe Guerreiro Farias, Stephen Harvey, Peter Andrew Hastie, Isabel Maria Ribeiro Mesquita. Effects of situational constraints on students’ game-play development over three consecutive Sport Education seasons of invasion games. Physical Education and Sport Pedagogy. 2019; 24 (3):267-286.

Chicago/Turabian Style

Cláudio Filipe Guerreiro Farias; Stephen Harvey; Peter Andrew Hastie; Isabel Maria Ribeiro Mesquita. 2019. "Effects of situational constraints on students’ game-play development over three consecutive Sport Education seasons of invasion games." Physical Education and Sport Pedagogy 24, no. 3: 267-286.

Book chapter
Published: 10 October 2018 in Sport Pedagogy - Recent Approach to Technical-Tactical Alphabetization
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ACS Style

Jani Sarén; Peter Hastie. Empowering Athletes with the Sport Education Model in Youth Soccer. Sport Pedagogy - Recent Approach to Technical-Tactical Alphabetization 2018, 1 .

AMA Style

Jani Sarén, Peter Hastie. Empowering Athletes with the Sport Education Model in Youth Soccer. Sport Pedagogy - Recent Approach to Technical-Tactical Alphabetization. 2018; ():1.

Chicago/Turabian Style

Jani Sarén; Peter Hastie. 2018. "Empowering Athletes with the Sport Education Model in Youth Soccer." Sport Pedagogy - Recent Approach to Technical-Tactical Alphabetization , no. : 1.

Journal article
Published: 31 August 2018 in Journal of Physical Education, Recreation & Dance
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ACS Style

Zachary Wahl-Alexander; Peter A. Hastie; Nate Johnson. Using a Fishing Sport Education Season to Promote Outside Engagement. Journal of Physical Education, Recreation & Dance 2018, 89, 28 -33.

AMA Style

Zachary Wahl-Alexander, Peter A. Hastie, Nate Johnson. Using a Fishing Sport Education Season to Promote Outside Engagement. Journal of Physical Education, Recreation & Dance. 2018; 89 (7):28-33.

Chicago/Turabian Style

Zachary Wahl-Alexander; Peter A. Hastie; Nate Johnson. 2018. "Using a Fishing Sport Education Season to Promote Outside Engagement." Journal of Physical Education, Recreation & Dance 89, no. 7: 28-33.

Validation study
Published: 25 July 2018 in Child: Care, Health and Development
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Background Assessing children's motor skills is important for identifying children with delays, measuring learning, and determining teaching effectiveness. One popular assessment for measuring fundamental motor skills in children is the Test of Gross Motor Development‐2 (TGMD‐2). Although the TGMD‐2 long form is widely known, a short form of the TGMD‐2 has not been yet proposed and investigated. The aim of this study was to develop a short form of the TGMD‐2 and to examine its validity, interrater reliability and test–retest reliability. Method Data from 2,463 Brazilian children were analyzed. Exploratory and confirmatory factor analysis was used to investigate the validity of reducing the number of TGMD‐2 skills. Results The short‐form version of the TGMD‐2 with six skills has appropriate indices of confirmatory factorial validity (root mean square error of approximation: 0.06, 90% confidence interval [0.06, 0.07]; comparative fit index: 0.94; normed fit index: 0.94: Tucker–Lewis index: 0.83; goodness‐of‐fit index: 0.98; adjusted goodness‐of‐fit index: 0.95), internal consistency (α = 0.70 for the overall test), interrater and intrarater reliability (intraclass correlation coefficients values from 0.81 to 0.96) and test–retest reliability (r values from 0.55 to 0.95). Conclusions From these findings, practitioners now have a valid and reliable, short form of the TGMD‐2 for use in assessing children's motor skill competence; promoting wider use of the test for screening and pedagogical purposes.

ACS Style

Nadia C. Valentini; Mary E. Rudisill; Paulo Felipe Ribeiro Bandeira; Peter A. Hastie. The development of a short form of the Test of Gross Motor Development-2 in Brazilian children: Validity and reliability. Child: Care, Health and Development 2018, 44, 759 -765.

AMA Style

Nadia C. Valentini, Mary E. Rudisill, Paulo Felipe Ribeiro Bandeira, Peter A. Hastie. The development of a short form of the Test of Gross Motor Development-2 in Brazilian children: Validity and reliability. Child: Care, Health and Development. 2018; 44 (5):759-765.

Chicago/Turabian Style

Nadia C. Valentini; Mary E. Rudisill; Paulo Felipe Ribeiro Bandeira; Peter A. Hastie. 2018. "The development of a short form of the Test of Gross Motor Development-2 in Brazilian children: Validity and reliability." Child: Care, Health and Development 44, no. 5: 759-765.

Research article
Published: 06 February 2018 in European Physical Education Review
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This study was the first to examine game performance according to the tactical structures of invasion games throughout three consecutive model-based units. Twenty-six seventh grade students participated in three Sport Education seasons (basketball, handball, and football) taught through the tactical framework Invasion Games Competence model. Team membership remained the same throughout the three seasons and pre- and post-test game-play of three-a-side games involving the same opponent teams was assessed. Measures included overall game performance and four tactical structures indices: creating scoring opportunities (CSO); setting up an attack (SUA); prevent CSO; and prevent SUA. A 3 (group) × 2 (time) repeated measures analysis of variance tested differences between sports in the five performance measures. Correlations between the four tactical structures and game performance were tested and a hierarchical multiple regression analysis was used to examine the predictive weight of the four tactical structures indices on game performance. While there were significant improvements in game performance of handball and football, but not in basketball, the breaking down of performance into tactical structures indices showed improvements in all seasons. The correlations increased across time between tactical structures indices and game performance and the predictive model of game performance extended to include the four tactical structures. Performance improvements were associated with contextual features of extended team membership and consequent attunement of game-play interpersonal dynamics, nature of peer-teaching mediation, and game forms design. Future research should examine the effects on game performance development of student augmented participation in problem-solving processes and asymmetric opposition game forms.

ACS Style

Cláudio Farias; Isabel Mesquita; Peter Andrew Hastie. Student game-play performance in invasion games following three consecutive hybrid Sport Education seasons. European Physical Education Review 2018, 25, 691 -712.

AMA Style

Cláudio Farias, Isabel Mesquita, Peter Andrew Hastie. Student game-play performance in invasion games following three consecutive hybrid Sport Education seasons. European Physical Education Review. 2018; 25 (3):691-712.

Chicago/Turabian Style

Cláudio Farias; Isabel Mesquita; Peter Andrew Hastie. 2018. "Student game-play performance in invasion games following three consecutive hybrid Sport Education seasons." European Physical Education Review 25, no. 3: 691-712.

Journal article
Published: 08 December 2017 in Research Quarterly for Exercise and Sport
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Purpose: The purpose of this study was to provide an integrated analysis of a teacher’s peer-teaching mediation strategies, the student-coaches’ instruction, and the students’ gameplay development across 3 consecutive seasons of sport education. Method: Twenty-six 7th-grade students participated in 3 consecutive sport education seasons of invasion games (basketball, handball, and soccer). The research involved 3 action research cycles, 1 per season, and each cycle included the processes of planning, acting and monitoring, reflecting, and fact finding. Data collection consisted of videotape and audiotape records of all 47 lessons, a reflective field diary kept by the first author in the role of teacher-researcher, and a total of 24 semistructured focus-group interviews. Trustworthiness criteria for assuring the quality of qualitative research included extensive data triangulation, stakeholders’ crosschecking, and collaborative interpretational analysis. Results: Through the application of systematic preparation strategies, student-coaches were able to successfully conduct team instruction that resulted in students’ tactical development and improved performance. Aspects such as the study of predominant configurations of players’ gameplay and similar tactical principles across games within the same category prevented a setback in the complexity of the learning content addressed at the beginning of each season. Players also showed an increasing ability to adapt gameplay to game conditions. Conclusions: While sport education has the capacity to develop competent players, different levels of teacher guidance and learners’ instructional responsibility are necessary when teaching tactics.

ACS Style

Cláudio Farias; Isabel Mesquita; Peter A. Hastie; Toni O’Donovan. Mediating Peer Teaching for Learning Games: An Action Research Intervention Across Three Consecutive Sport Education Seasons. Research Quarterly for Exercise and Sport 2017, 89, 91 -102.

AMA Style

Cláudio Farias, Isabel Mesquita, Peter A. Hastie, Toni O’Donovan. Mediating Peer Teaching for Learning Games: An Action Research Intervention Across Three Consecutive Sport Education Seasons. Research Quarterly for Exercise and Sport. 2017; 89 (1):91-102.

Chicago/Turabian Style

Cláudio Farias; Isabel Mesquita; Peter A. Hastie; Toni O’Donovan. 2017. "Mediating Peer Teaching for Learning Games: An Action Research Intervention Across Three Consecutive Sport Education Seasons." Research Quarterly for Exercise and Sport 89, no. 1: 91-102.

Research article
Published: 21 September 2017 in European Physical Education Review
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The purpose of this study was to analyse 18 Portuguese high school students’ game play performance improvements across three hybrid Sport Education-Step-Game-Approach volleyball seasons. Students’ play performance at the entry and exit points of each season was evaluated using the Game Performance Assessment Instrument during 2 vs2 games. A series of hierarchical linear models was then constructed in order to quantify the impact of gender, skill and time on the students’ Game Performance Index scores over the three seasons. The best predictive model showed a nonlinear effect of time on student performance such that all participants’ levels improved from their first experience at the seventh-grade through to the end of the ninth-grade season. This study has shown the value of implementing multiple seasons of the same sport within Sport Education, as the implementation of three seasons seemed to produce a fading in the gaps between skill levels.

ACS Style

Rui Araújo; Peter Hastie; Keith R. Lohse; Cristiana Bessa; Isabel Mesquita. The long-term development of volleyball game play performance using Sport Education and the Step-Game-Approach model. European Physical Education Review 2017, 25, 311 -326.

AMA Style

Rui Araújo, Peter Hastie, Keith R. Lohse, Cristiana Bessa, Isabel Mesquita. The long-term development of volleyball game play performance using Sport Education and the Step-Game-Approach model. European Physical Education Review. 2017; 25 (2):311-326.

Chicago/Turabian Style

Rui Araújo; Peter Hastie; Keith R. Lohse; Cristiana Bessa; Isabel Mesquita. 2017. "The long-term development of volleyball game play performance using Sport Education and the Step-Game-Approach model." European Physical Education Review 25, no. 2: 311-326.

Research notes
Published: 19 May 2017 in Research Quarterly for Exercise and Sport
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Purpose: This study sought to determine how children’s participation in physical activity during a mastery-motivational climate changed during a 20-week intervention and to compare it to children’s free-play activity during a typical day at their local day-care facility. Method: Twelve 4-year-old children participated in a mastery-motivational climate physical activity program delivered 2 days a week for 20 weeks during a period of 8 months. All children were fitted with an Actigraph GT3X triaxial accelerometer. Data from the accelerometers were reduced to determine minutes of sedentary time, light physical activity, and moderate-to-vigorous physical activity (MVPA) during (a) all 20 weeks, and (b) Weeks 1 through 4, Weeks 9 through 12, and Weeks 17 to 20 for the mastery climate. Activity levels in the mastery condition were compared to the children’s activity during unplanned free play in Weeks 1, 10, and 20. Results: During the course of the mastery-motivational climate program, participation in sedentary behavior decreased statistically significantly, while participation in MVPA increased statistically significantly. Within the free-play condition, there were no changes in the levels of activity across time, with the children spending on average more than 80% of their time being sedentary. Conclusions: Findings indicate that when specific task structures associated with a mastery climate are included in an instructional setting, these climate manipulations seem to have a direct effect on physical activity levels once the children learned how to manage themselves in the setting. Free-play activity in and of itself does not appear to stimulate MVPA.

ACS Style

Danielle D. Wadsworth; Mary E. Rudisill; Peter A. Hastie; Jacqueline M. Irwin; Mynor G. Rodriguez-Hernandez. Preschoolers’ Physical Activity Participation Across a Yearlong Mastery-Motivational Climate Intervention. Research Quarterly for Exercise and Sport 2017, 88, 339 -345.

AMA Style

Danielle D. Wadsworth, Mary E. Rudisill, Peter A. Hastie, Jacqueline M. Irwin, Mynor G. Rodriguez-Hernandez. Preschoolers’ Physical Activity Participation Across a Yearlong Mastery-Motivational Climate Intervention. Research Quarterly for Exercise and Sport. 2017; 88 (3):339-345.

Chicago/Turabian Style

Danielle D. Wadsworth; Mary E. Rudisill; Peter A. Hastie; Jacqueline M. Irwin; Mynor G. Rodriguez-Hernandez. 2017. "Preschoolers’ Physical Activity Participation Across a Yearlong Mastery-Motivational Climate Intervention." Research Quarterly for Exercise and Sport 88, no. 3: 339-345.

Journal article
Published: 19 May 2017 in Research Quarterly for Exercise and Sport
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Purpose: The purpose of this study was to determine the extent to which a sport education season of fitness could provide students with recommended levels of in-class moderate-to-vigorous physical activity (MVPA) while also increasing students’ fitness knowledge and fitness achievement. Method: One hundred and sixty-six 5th-grade students (76 boys, 90 girls) participated in a 20-lesson season called “CrossFit Challenge” during a 4-week period. The Progressive Aerobic Cardiovascular Endurance Run, push-ups, and curl-ups tests of the FITNESSGRAM® were used to assess fitness at pretest and posttest, while fitness knowledge was assessed through a validated, grade-appropriate test of health-related fitness knowledge (HRF). Physical activity was measured with Actigraph GT3X triaxial accelerometers. Results: Results indicated a significant time effect for all fitness tests and the knowledge test. Across the entire season, the students spent an average of 54.5% of lesson time engaged in MVPA, irrespective of the type of lesson (instruction, free practice, or competition). Conclusions: The results suggest that configuring the key principles of sport education within a unit of fitness is an efficient model for providing students with the opportunity to improve fitness skill and HRF knowledge while attaining recommended levels of MVPA.

ACS Style

Jeffery Kurt Ward; Peter A. Hastie; Danielle D. Wadsworth; Shelby Foote; Sheri J. Brock; Nikki Hollett. A Sport Education Fitness Season’s Impact on Students’ Fitness Levels, Knowledge, and In-Class Physical Activity. Research Quarterly for Exercise and Sport 2017, 88, 346 -351.

AMA Style

Jeffery Kurt Ward, Peter A. Hastie, Danielle D. Wadsworth, Shelby Foote, Sheri J. Brock, Nikki Hollett. A Sport Education Fitness Season’s Impact on Students’ Fitness Levels, Knowledge, and In-Class Physical Activity. Research Quarterly for Exercise and Sport. 2017; 88 (3):346-351.

Chicago/Turabian Style

Jeffery Kurt Ward; Peter A. Hastie; Danielle D. Wadsworth; Shelby Foote; Sheri J. Brock; Nikki Hollett. 2017. "A Sport Education Fitness Season’s Impact on Students’ Fitness Levels, Knowledge, and In-Class Physical Activity." Research Quarterly for Exercise and Sport 88, no. 3: 346-351.