The Role of Content Knowledge in Influencing Student Physical Activity, On-Task Behavior, and Skill Performance.

The purpose of this study was to compare the impact of interventions aimed at improving teacher's content knowledge on students' MVPA, on-task behavior, and skill performance. Differences between treatment and comparison groups were further examined by skill level and gender. We conducted a retroactive analysis of teacher and student data from two randomly controlled trials and one well-controlled quasi-experimental trial measuring MVPA, student performance in badminton, and on-task behavior in lessons.

Effects of improving teachers' content knowledge on teaching and student learning in physical education.

Purpose: The purpose of this study was to examine the efficacy of a content knowledge (CK) workshop on the enacted pedagogical content knowledge (PCK) of teachers and in turn the effects on student learning.

Method: A quasiexperimental design was used to examine 4 questions: (a) How does student learning differ as a function of PCK? (b) How does teachers' selection of tasks differ in teaching as a function of CK? (c) How does teachers' representation of tasks differ in teaching as a function of CK? (d) How does teachers' adaptation of tasks differ in teaching as a function of CK? In examining student learning, 2 statistical analyses were employed using correct trials and incorrect trials as dependent measures, respectively. Analyses of variance were conducted examining the effects of the intervention on students' percentage of correct or incorrect trials.

Feelings of energy, exercise-related self-efficacy, and voluntary exercise participation.

This study used a path analysis approach to examine the relationship between feelings of energy, exercise-related self-efficacy beliefs, and exercise participation. A cross-sectional mailing survey design was used to measure feelings of physical and mental energy, task and scheduling self-efficacy beliefs, and voluntary moderate and vigorous exercise participation in 368 healthy, full-time undergraduate students (mean age = 21.43 ± 2.