Project PE-PAYS: Physically Educated & Physically Active Youth 1) Physical Education Predisposition Scale (PEPS) 2) The Physical Education and School Sport Environment Inventory (PESSEI). Toni Hilland T.A.Hilland@2007.ljmu.ac.uk 0151 2315493. Project PE-PAYS.
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Project PE-PAYS:Physically Educated & Physically Active Youth
1) Physical Education Predisposition Scale (PEPS)
2) The Physical Education and School Sport Environment Inventory (PESSEI)
Aspects of secondary school physical education and school sport (PESS) that have the strongest influence on developing physically educated and physically active young people
Multi-method approach involving PE teachers and pupils
Identification of factors that positively influence the development of the ‘PE product’
Development of a practise model, that may inform future pedagogical interventions and continued professional development.
Preliminary Development & Application.
Welk’s (1999) Youth Physical Activity Promotion Model (YPAPM)
Am I Able? (perceived competence & self-efficacy)
Is it Worth it? (enjoyment & attitudes)
1) Develop and psychometrically test PEPS
2) Explore age and gender differences in PE Worth and Ability.
PARTICIPANTS & SETTINGS
The things I learn in PE are useful to me
I think I am pretty good at PE.
STUDY AIM 1
Factor 1 – PERCEIVED PE WORTH
Factor 2 – PERCEIVED PE ABILITY
STUDY AIM 2
INSTRUMENT - PESSEI
1) Demographic and context-specific data
2) Indoor, outdoor and off-site spaces
3) Permanent physical resources and PE budget
4) PE and School Sport time
r = .80 through .97 indicating strong agreement.
Test-retest Differences and Correlations between Teacher Responses
PESSEI RELIABILITY (cont.)