Xiaolu Liu

Artificial intelligence (AI) refers to the ability of machines to perform tasks that typically require human intelligence, such as recognizing patterns, making decisions, or generating text. Genera...

The sport education model (SEM) is one of the most extensively studied curriculum models in physical education. The five core social–emotional learning (SEL) competencies are fundamental to students’ holistic development. The current systematic review with meta-analysis sought to map the connections between empirical research evidence on the SEM and the five competencies of SEL, as well as to investigate the effects of SEM-based interventions on SEL-related learning outcomes. A total of 45 studies met the inclusion criteria. A systematic review highlighted the impact of SEM-based interventions in enhancing five social–emotional competencies. A significant overall effect ( g = 1.18, 95% confidence interval [0.55, 1.80]); z = 3.69, p < .001) was detected. Moderate to large effects on each SEL competency were identified. School level, lesson duration, type of sport, and experimental design could potentially moderate the influence of SEM-based interventions. SEM-based curricula are effective in improving SEL competencies.

Purpose : This study aimed to explore the subjective theories of assessment held by preservice physical education teachers in a master’s program, focusing on each assessment literacy component. Method : Using a descriptive phenomenological approach, 11 master’s program preservice physical education teachers (three females, eight males) were purposefully and conveniently recruited in the study. Data sources were interviews, an online survey, instructor’s notes, and assessment samples. Deductive and inductive thematic analysis in NVivo 12 was employed, ensuring trustworthiness through data triangulation, peer debriefing, and member checking. Results : Four themes were generated across multiple data courses. The themes are (a) understanding of assessment purposes, (b) challenges in assessment implementation, (c) self-referenced assessment interpretation, and (d) critical perspectives on assessment data. Conclusion : The findings highlight the need for a comprehensive assessment education program that addresses all aspects of preservice physical education teachers’ subjective theories of assessment, enhancing their assessment literacy while considering their diverse backgrounds and stages of training.

The Teaching Personal and Social Responsibility (TPSR) model is widely regarded as an effective approach for promoting students’ holistic development in the physical education (PE) setting. However, few studies have thoroughly examined the implementation process of TPSR in PE, particularly at the lower elementary school level. This study aimed to identify the facilitators and barriers to applying TPSR and to explore the evolution of PE teachers’ pedagogical strategies during the implementation process. Two certified female PE teachers participated in the study. Data were collected through three semistructured interviews (pre-, mid-, and postsession), teachers’ reflective journals, and field observations. The findings revealed two facilitators and three barriers to TPSR implementation, along with five prominent themes reflecting teachers’ progression in pedagogical strategies. Findings provide practical guidance for physical teachers to effectively navigate the facilitators and barriers, aiming for more successful and impactful TPSR curricula.

Purpose : This study aimed to explore novice teachers’ perceptions of the strengths and areas for improvement within the physical education teacher education curriculum. Method : A mixed-methods approach was employed, with semistructured interview data serving as the primary source, supplemented by a 5-point rating scale. Participants included 14 novice physical education teachers who graduated from six physical education teacher education programs. Qualitative data were analyzed using open and axial coding, and quantitative data were analyzed using descriptive statistics. Results : Participants recognized the impact of the curriculum but noted challenges and areas for growth within each curricular component, including exercise science, professional education, activity-based content courses, methods courses, early field experiences, and student teaching. Student teaching was rated the highest, whereas exercise science courses received the lowest ratings. Conclusion : Through the lens of the teacher preparation framework, the study highlights the importance of curriculum coherence, developmental sequencing, and the scope of field experiences.

Purpose: This study explored how preservice physical education teachers (PPETs) perceive health-related fitness testing (HRFT) administered in a self-testing format with the aim to enhance their HRFT learning and better prepare them for future HRFT implementation. Methods: The study utilized a constructive phenomenological research design. A total of 11 PPETs participated in the study. Data were collected through a focus group interview, individual interviews, observation and field notes, and written assignments. Two researchers analyzed the data in NVivo 12. Results: Three findings were concluded from the data. First, the administration of self-testing engaged PPETs in active learning of HRFT. Second, PPETs reported positive attitudes toward self-testing when their needs for competence, autonomy, and relatedness were satisfied. Lastly, PPETs identified challenges and proposed suggestions for completing and administrating HRFT. Conclusions: Self-testing may be used as an alternative approach to preparing PPETs for HRFT. More research is needed to examine the effectiveness and reliability of self-testing in educational settings.