Effectiveness of Teaching Modes of Physical Education Courses on University Students' Physical Literacy-related Correlates

The prevailing evidence substantiated the failure of meeting worldwide physical activity levels guidelines among young adults. This situation inspired the prominence of university physical education on promoting an inveterate, healthy and active lifestyle through the concept of physical literacy. Its operationalisation should be practical and transparent to generate meaningful interpretations. Scholars further recommended some pedagogies and instruction principles to promote physical literacy. Correspondingly, the effectiveness of physical education programming on physical literacy-related correlates was pledged to examine. In view of connecting from physical education to public health determinants, this thesis considers the holistic nature of physical literacy and integrate qualitative and quantitative measurements to examine the effectiveness of teaching modes (i.e. Sport Education, continuing professional development, online and hybrid teaching modes) in physical education courses on university students' physical literacy-related correlates.Study one (Chapter Three) examined the effects of Sport Education within a compulsory physical education programme on university students' physical literacy and physical activity levels. A parallel-group single-blind cluster-randomized research design was used to examine the effect of a 10-lesson Sport Education intervention in physical education on students' physical activity and physical literacy from baseline through post-intervention and follow-up phases. A total of 372 participants completed all phases of data collection. Results showed increases in the affective and social domains of physical literacy across both groups. Findings also revealed a greater increase in daily self-reported physical activity levels and a reduction in perceived disempowering motivational climate in the Sport Education group at the follow-up phase. With a limited controlling and ego-evolving climate, Sport Education was found to be beneficial in developing the behavioural domain of undergraduate student physical literacy.By adopting Sport Education into the university context, study two (Chapter Four) investigated how lesson content and teacher interaction contribute to university students' physical activity levels during physical education lessons. Following a continuing professional development workshop, a 10-week Sport Education season was designed collaboratively and implemented at a university, taking into account the university's facilities. This study used the momentary time sampling tool, System for Observing Fitness Instruction Time, in which eight teachers and 202 students (72% male) were videotaped in 156 lessons. The data on physical activity levels, lesson content, and teacher behaviour were collected and analysed. The student-participants engaged in an average of 38.77 (± 18.78) moderate-to-vigorous physical activity (MVPA) minutes which did not meet the recommendation of 50% lesson time. Findings of hierarchical linear regression indicated that knowledge (β = .29) and general content (β = .29) contributed to the sitting physical activity while skill practices (β = .25) and gameplay (β = .38) predicted the MVPA. Practical implications of utilizing the features of Sport Education in boosting the intensity of activities are discussed, especially team affiliation, formal competition, and record keeping. Further investigations are proposed on the interaction of gameplay content and teacher behaviour with a larger sample size.In study three (Chapter Five), the purpose of the qualitative study was to explore the perspectives of university physical education lecturers in attempting to operationalize physical literacy outcomes through the implementation of the student-centred features of Sport Education. Guided by a grounded theory constructivist approach, qualitative data were collected from lecturers through interviews following a Sport Education continuing professional development programme that included a 12-hour workshop, staff development meetings, development of Sport Education season plans, and the implementation of a 10-week Sport Education curriculum intervention. Themes of lecturer perceptions of student physical literacy and Sport Education implementation were developed by open, axial, and selective coding techniques using a co-occurrence and c-coefficients table developed within the ATLAS.ti software. Trustworthiness criteria of credibility, transferability, dependability, and confirmability were adopted throughout the data collection and analysis procedures. The generated themes included lecturer recognition of the potential of Sport Education in developing students' physical literacy within the constraints of contextual and pedagogical issues relating to the implementation of some of the student-centred features of the model. A teacher typology of insistency, consideration, and transformation described the lecturers' receptivity to adopting and delivering these key features of Sport Education. Lecturer resistance to pedagogical change may offset the positive influence of the model on students' physical literacy. The findings of the study lend support to the proposition that the continuing professional development programme of student-centred pedagogical models, such as Sport Education can manifest growth in the development of key attributes of student physical literacy.Study four (Chapter Six) was conducted during the period of the COVID-19 pandemic. To prevent the widespread pandemic, the university decided to alter course arrangements which were delivered through online video conferencing format or hybrid mode. The prospective cohort study investigated the impact of online and hybrid teaching modes in university required physical education on students' physical literacy-related correlates. Comparing with the face-to-face format, this may intensely affect students' physical literacy journey during early adulthood. The survey was constructed and distributed by using an online platform, Qualtrics. A group of 1738 university students (42% male) aged 18.52 (± 1.29) responded to the survey at the start, the end, and four weeks of/after various courses. The structural equational modelling determined that motivation and physical activity levels were negatively related to physical competence and knowledge and understanding. Further repeated-measure analyses recognised the interaction effect of amotivation. Results indicated that participants in the online teaching mode may experience a learning predicament over those in the hybrid one. Practically, the physical literacy teaching strategies in nurturing motivation and physical competence should be reinforced.The thesis emerged in the university physical education context to investigate teaching modes on students' physical literacy-related correlates. A series of the continuing professional development programme was organized before adopting related interventions pedagogies for students. Methodologically, physical literacy research is still debatable on the academic and practical approaches among scholars. Considered the pragmatic perspective of using both quantitative and qualitative techniques, the current studies explored the directional relationships and effectiveness of physical literacy and physical activity through several pedagogies and teaching modes.研究證明現時的青年的體力活動未能達到世界指引水平，此情況突顯以身體素養之概念為本的大學體育教育在促進終身健康及積極生活習慣的重要性。身體素養的概念需以實用及具透明度的方式實踐，從而產生有意義的詮釋。故此，學者建議採用一些教學法和指導原則用以推廣身體素養。相應地，體育對身體素養相關因素的效果是需要更多的研究。鑑於體育與公共健康決定因素之間的聯繫，本論文考慮了身體素養的整體性質，並結合量化和質性的研究方法來討探體育教學模式（應用競技運動教育模式、持續專業發展、線上和混合教學模式）對大學生身體素養相關因素的果效。研究一（第三章）研究了大學體育必修課中應用競技運動教育模式，對學生身體素養和體力活動水平的影響。此研究採用平行分組、單盲的叢聚隨機試驗設計，檢驗了十節應用競技運動教育模式的體育課對學生從基線、干預後至後續階段的身體素養和體力活動水平的影響。共有372名參與者完成了所有階段的數據收集。結果顯示在兩組參與者的身體素養中，情感和社交領域均有上升。在後續階段的結果亦顯示，干預組比對照組的日常自我報告體力活動水平有更大改善，並且降低了課堂的消極氣氛。在有限控制和自我發展的氛圍下，應用競技運動教育模式對於發展大學生身體素養的行為領域為效。透過在大學環境中採用應用競技運動教育模式，研究二（第四章）探索了課程內容和教師互動如何對學生在體育課中的體力活動水平產生影響。在舉辦持續專業發展研討會後，並考慮大學設施的情況，已經協作地設計並實施為期十週的應用競技運動教育模式賽季。本研究使用「觀察健身指導時間系統」的瞬時時間採樣工具，在156節課中對8名教師和202名學生（72%的男性）進行了錄影，從而收集並分析有關體力活動水平、課程內容和教師行互動的數據。學生參與者平均進行38.77（± 18.78）分鐘的中等到劇烈運動，而這並不符合50%上課時間的建議。分層線性回歸的發現表明，知識（β = .29）和一般內容（β = .29）有助於坐式體力活動，而技能練習（β = .25）和遊戲活動（β = .38）則預測了中等至劇烈運動。從實踐角度而言，應用競技運動教育模式的特式可提高活動強度，尤其是團隊隸屬關係，正式比賽和保存記錄。進一步研究需有更大樣本數量從而探討遊戲內容和教師互動之間的相互作用。在研究三（第五章）中，此質性研究的目的是探索大學體育講師在嘗試實施以學生為中心的應用競技運動教育模式來實踐身體素養的觀點。在建構主義的紮根理論指導下，質性數據在應用競技運動教育模式持續專業發展計劃（包括12小時的工作坊、職員發展會議、應用競技運動教育模式賽季的設計及其為期十週的干預）後，透過講師訪談收集。講師對學生身體素養和應用競技運動教育模式的主題應用了ATLAS.ti軟件中開發的共同發現表和c-系數的功能進行開放、軸向和選擇性編碼。在整個數據收集和分析程序中均採用可信度、可轉讓性、可靠性和可確認性的可信賴性標準；產生的主題包括講師對以學生為中心的應用競技運動教育模式，及其環境與教學潛在因素限制下對學生身體素養的發展。在教師類型當中，一致性、考量和轉變描述了講師對採用應用競技運動教育模式關鍵特徵的接受程度。講師對教學法變革的抵抗可能會抵消該模型對學生身體素養的積極影響。此研究結果亦支持以學生為中心的教學模式（例如應用競技運動教育模式）的持續專業發展能夠體現學生身體素養關鍵屬性的增長。研究四（第六章）是在新型冠狀病毒肺炎疫情期間進行。為了防止疫情擴展，大學決定更改課程安排，以線上或混合模式上課。前瞻性隊列研究調查了大學體育必修課分別以在線和混合教學模式進行，對學生身體素養相關因素的影響。與面授形式相比，這有機會嚴重影響學生在成年初期的身體素養旅程。該調查使用了Qualtrics線上平台建立和分發。1,738名年齡為18.52（± 1.29）的大學生（42%的男性）在課程開始、結束以及四個星期後回應相關調查。結構方程模型確定動機及體力活動水平與身體活動能力及知識和理解產生負相關，而進一步的重複測量分析出無動機的相互作用效應。結果表明，線上教學模式的參與者可能比混合模式參與者遇到更大的學習困難。在實踐中，教師應加強以身體素養教學策略以培養動機和提升身體活動能力。此論文旨在探討在大學體育環境中影響學生身體素養相關因素的教學模式。在採用針對學生的相關干預教學法之前，大學已組織了一系列的持續專業發展計劃。從研究方法上，身體素養研究在學者之間的學術和實踐方法上仍存在爭議。考慮到同時使用量化和質性研究技術的務實觀點，本研究通過幾種教學法和模式探索了身體素養和體力活動的關係和有效性。CHOI, Siu Ming.Ph.D. Chinese University of Hong Kong 2021.Includes bibliographical references (leaves )Abstracts in English and Chinese.Title from PDF title page (viewed on ...