Examining the Pathway to Motor Skill Competence in a Mastery Motivational Climate: An Appreciative Inquiry.

Purpose: This study followed a strengths-based approach to identify the pathway children follow as they develop from novice to skillful learners during a mastery-motivational physical education setting. Method: Eleven 4-year-old children (nine boys) participated in a motor activity program delivered twice weekly across 26 weeks. The teacher participated in monthly 30-45-min interviews that sought to identify the critical moments of the program as it had progressed to that point in time. Photographic images of the children's experiences in the climate acted as prompts during interviews. Interview transcripts were subject to a deductive analysis in which the ideas of "what was working well" and "what the future might look like" were the initial categories. Results: Interview and photo analyses revealed that the children moved through three phases on their pathway towards mastery. In phase 1, "captivation" and "exploration," the children presented the teacher with challenges in developing the managerial system. In phase 2, "cooperation" and "consolidation," there was significantly less task modification and more time in deliberate practice. In phase 3, "dedication" and "collaboration," the children began to actively seek out the teacher as a resource to help them learn. Conclusions: The identification of critical teaching behaviors during the program adds support for our contention that the teacher is a critical component in helping children advance along the pathway of mastery when placed in an autonomy-supportive climate. These are allowing time for exploration and experiencing freedom, adding structure, and helping students learn to manage themselves.

Parent and child self-reports of dietary behaviors, physical activity, and screen time.

OBJECTIVE: To determine differences between children and their parents' perceptions regarding dietary behaviors, physical activity (PA), and screen time. STUDY DESIGN: This study included 292 children in the 3rd and 4th grades (mean age 8.48 years) and their parents/guardians. Eighty-eight parent/guardian-child pairs completed a modified version of the Centers for Disease Control and Prevention Youth Risk Behavior Survey that specifically asked parents about their child's health behaviors. A similar version of the survey was also given to their children to answer questions regarding their personal health behaviors. A paired t test was performed to assess the difference in parent-child responses. An independent t test was performed to assess the sex and age difference in nutritional habits, amount of screen time, and PA among children. RESULTS: Of 88 parent-child dyads, there was no single dyad that provided the same answers to all the questions. There are differences between children's and parent's perception of average food consumption, amount of screen time, and PA. Fourth graders reported higher number of PA days than did 3rd graders (4.65 vs 5.57, P < .05). CONCLUSIONS: The discrepancies found between parents and their children concerning food choices, juice and soft drinks, screen time, and PA are all troubling, particularly in a community where obesity risk is high. The findings indicate a continued need for information about parent and child perceptions of diet behaviors and PA.