Sandra Gibbons - Academia.edu (original) (raw)

Papers by Sandra Gibbons

A summary of this number / The challenge of finding reviewers Un sommaire de ce numero / Le defi ... more A summary of this number / The challenge of finding reviewers Un sommaire de ce numero / Le defi de trouver des evaluateurs

Revue phénEPS / PHEnex Journal, Jun 3, 2015

Revue phénEPS / PHEnex Journal, Nov 19, 2010

The National Population Health Survey (CFLRI, 1998199) indicates an alarming 58% of Canadian yout... more The National Population Health Survey (CFLRI, 1998199) indicates an alarming 58% of Canadian youth are physically inactive. As well, 59 % of Canadian women and 52 % of Canadian men are also physically inactive (CFLRI, 1998199). Given the benefits of physical activity to health, it is essential to learn more about the nature of family influence on physical activity. This study was an exploration towards better understanding the reciprocal relationship between parents and children's physical activity behavior. Social Cognitive Theory provided a theoretical framework to investigate the nature of the family socialization process. Qualitative methods examined the relationship and influence between parents and children's choice to be physically active. Focus group discussions were conducted with children and parents to understand influences on their physical activity. Common themes were identified to gain insight into the social interaction between children and parents. A better understanding of reciprocal family influence on physical activity behavior will help foster interventions and new ideas to promote physical activity, thereby enhancing the quality of life for children and their parents.

The enhancement of positive self-concept has been identified as a key benefit of participation in... more The enhancement of positive self-concept has been identified as a key benefit of participation in team building programs. This paper provides a brief discussion of the impact of team building activities that include demanding (physical challenges on the self-concepts of students in physical education.

Microform Publications, College of Human Development and Performance, University of Oregon eBooks, 1989

LEARNing landscapes, Jul 2, 2014

The challenges and issues associated with girls' disengagement from high school physical educatio... more The challenges and issues associated with girls' disengagement from high school physical education are serious and long standing. This disengagement has provided the impetus for the examination of alternative strategies to facilitate girls' engagement in physical education. The purpose of this paper is to share a range of gender-inclusive practices in physical education grounded in the concept of a relatedness-supportive learning environment. "Relatedness" is the feeling of being connected to others in a social context. In turn, "relatedness support" refers to the social environments in which individuals have the opportunity to develop healthy relationships with others.

Les adolescentes ne sont pas assez actives pour profiter pleinement des bienfaits possibles de l'... more Les adolescentes ne sont pas assez actives pour profiter pleinement des bienfaits possibles de l'activité physique (AP) sur la santé. Même si les cours d'éducation physique (EP) offrent une solution partielle à ce problème, les filles tendent à les abandonner dès qu'ils ne sont plus obligatoires. Cette étude de cas qualitative s'inspire de la théorie de l'autodétermination pour explorer l'attitude des filles envers l'activité physique dans le cadre d'un cours facultatif d'éducation physique 10-12 conçu sur mesure pour répondre à leurs intérêts et besoins. Un objectif secondaire consiste à déterminer si les prérequis et les résultats de leur motivation sont conformes aux prémisses qui sous-tendent la théorie de l'autodétermination. Des thématiques émergentes reflètent les prémisses de la théorie de l'autodétermination. Les élèves disent que le contenu du cours d'éducation physique et le contexte d'apprentissage répondent à leurs besoins. Elles se sentent motivées parce qu'elles aiment maintenant l'éducation physique. Entre autres résultats positifs, mentionnons la participation à l'activité physique, Pfaeffli & Gibbons Girls Getting Active 2 une attitude positive envers l'éducation physique et l'activité physique, un apprentissage valable et un sentiment de bien-être. Cette étude propose aux enseignants des façons d'améliorer la motivation des élèves à l'égard de l'activité physique et la participation des filles aux cours d'éducation physique facultatifs.

Kathie 11/1: Black Recent home learning programme developments throughout the province of British... more Kathie 11/1: Black Recent home learning programme developments throughout the province of British Columbia, in particular those that incorporate technological tools, are presented. This summary will broaden the awareness of educational professionals regarding programmes designed to complement the home learning situation.

Revue phénEPS / PHEnex Journal, Jan 29, 2010

The purpose of this paper is to discuss the phases in a formative research process used to develo... more The purpose of this paper is to discuss the phases in a formative research process used to develop a resource manual to support teachers in their efforts to assist female students to find more meaning in physical education. Concepts drawn from the self-determination theory of motivation (Deci & Ryan, 1985, 2000) provided the theoretical framework for the manual. This theory suggests that motivation to engage in a particular behaviour is influenced by an individual's need for autonomy, competence, and relatedness. The authors describe how these concepts were used to help physical education teachers identify and utilize a wide range of curriculum actions and instructional strategies to address the motivational needs of their female students. The authors include extracts of how teachers are currently using the manual to document their practice and change in practice. Cet article aborde les diverses étapes d'un processus de recherche formative ayant servi à mettre au point un guide pour appuyer les efforts des enseignantes et des enseignants qui désirent intéresser davantage les filles à l'éducation physique et les motiver à participer pleinement. Le cadre théorique du manuel s'inspire des concepts clés de la théorie motivationnelle axée sur l'auto-détermination (Deci et Ryan, 1985, 2000) selon laquelle la motivation à s'adonner à un comportement quelconque est influencé par le besoin d'autonomie, de compétence et de rapprochement qui anime la personne. Les auteures décrivent en quoi ces concepts ont aidé les enseignantes et les enseignants d'éducation physique à identifier et utiliser toute une gamme de mesures et de stratégies éducatives pour répondre aux besoins motivationnels des étudiantes. L'article renferme aussi des extraits qui expliquent en quoi les enseignantes et les enseignants utilisent maintenant le guide pour documenter et modifier leurs pratiques.

European Physical Education Review, Feb 17, 2021

The long-standing challenges and issues associated with girls' disengagement from secondary schoo... more The long-standing challenges and issues associated with girls' disengagement from secondary school physical and health education (PHE) are serious and well documented. This disengagement has provided the incentive for the examination of alternative strategies to facilitate girls' engagement in PHE. This paper discusses the first phase in a formative research process designed to develop a resource manual to help teachers utilize nature-based physical activity (NBPA) as a means of fostering relatedness for girls in PHE. Participating teachers collaborated and generated specific NBPA ideas and pedagogical strategies during an all-day planning session. Four focus groups with the teachers (N ¼ 20) were used to identify ways to develop NBPA interventions. Five broad topics are reported: (a) defining NBPAs, (b) specific NBPAs to use in PHE, (b) how NBPA can foster relatedness, (d) how NBPA in PHE differs from outdoor education, and (e) barriers to implementing NBPA in PHE. This paper emphasizes the valuable contribution of formative research to the integrity and fidelity of an intervention as well as to quality practice in the implementation of theory-based PHE initiatives.

Journal of Sport & Exercise Psychology, Sep 1, 1998

This study investigated the effectiveness of a Team Building Through Physical Challenges (TBPC; G... more This study investigated the effectiveness of a Team Building Through Physical Challenges (TBPC; Glover and Midura, 1992) program on the self-conceptions of physical education students in Grades 6 and 7. The treatment group was exposed to one TBPC activity every second week for 8 months, while the second group completed the regular physical education curriculum without any TBPC activities. Data were analyzed using 2 (treatment/control) x 2 (preintervention/postintervention) x 2 (male/female) repeated measures analysis. Results at postintervention revealed that both male and female students in the treatment group were significantly higher on perceptions of global self-worth, athletic competence, physical appearance, and social acceptance than the control group. Female students in the treatment group were also significantly higher on perceptions of scholastic competence and behavioral conduct than female students in the control group. Effect sizes indicated that meaningful as well as significant differences in self-conceptions were created by the TBPC program.

Journal of Outdoor and Environmental Education, Jan 21, 2022

Being active in nature carries many benefits and there are a number of ways to design and deliver... more Being active in nature carries many benefits and there are a number of ways to design and deliver outdoor programs so that young people can realize these benefits. This paper provides an environmental scan of the outdoor education (OE) programs currently offered in public school, grades 6-12, across British Columbia (BC). The environmental scan methodology involved (a) a review of academic literature related to OE in Canada and BC, and (b) an internet search of programs in each school in BC. The results of the scan outline the wide-ranging outdoor learning activities being conducted in each of the 63 school districts in BC. Analysis of the literature and websites revealed eight main categories of OE programs: (a) physical and health education courses; (b) programs with an Indigenous focus; (c) interdisciplinary programs; (d) unique content programs; (e) annual trips; (f) district programs; (g) school-wide initiatives; and (h) community partnership programs. This environmental scan has implications for educators, administrators, non-governmental organizations wishing to partner with schools, BC Boards of Education, the provincial Ministry of Education, and other provinces and countries regarding creation of programs and resource allocation for outdoor learning.

International Journal of Sport Psychology, 1995

Research Quarterly for Exercise and Sport, Sep 1, 2003

The purpose of this study was to determine whether four indicators of moral functioning in physic... more The purpose of this study was to determine whether four indicators of moral functioning in physical education (moral judgment, moral reason, moral intention, and prosocial behavior) predicted the self-conception of perceived conduct. Participants were 204 male (n = 87) and female (n = 117) physical education students in fourth, fifth, and sixth grades. For the male students, the four indicators of moral functioning were found to be highly related, and, so, no subsequent analyses were conducted. For the female students, a standard multiple regression analysis revealed that the indicators of moral functioning accounted for 21% of the variance in perceived conduct. Discussion of the results highlights the value of considering in combination the moral functioning and self-concept literatures.

Journal of Teaching in Physical Education, Oct 1, 1997

This study examined the effectiveness of social learning (SL) or structuraldevelopmental (SD) tea... more This study examined the effectiveness of social learning (SL) or structuraldevelopmental (SD) teaching strategies on the moral development of elementary-age students. Participants were 204 physical education students in Grades 4,5, and 6; three classrooms in each grade were randomly assigned to control, SL, or SD groups. Self-report measures assessed moral judgment, reason, and intention; teachers rated prosocial behavior. By mid-and postintervention classlevel analyses, the SL and SD groups scored significantly higher than the control on moral judgment andlor intention; by postintervention, the SD group was significantly higher on moral reason. Mid-and postintervention studentlevel analyses showed that the SL and SD groups scored significantly higher on moral judgment, intention, and behavior; the SD group was significantly higher on moral reason. These results provide support for the effectiveness of both social learning and structural-developmental teaching strategies on the moral development of children in physical education.

Journal of physical education, recreation & dance, Mar 17, 2020