Development and Implementation of Physical Education State-Level Accountability for Student Learning and Performance.

Background: The purpose of this study was to explore the development and implementation of state level accountability policy and systems. Methods: The study was conducted using an explanatory multiple-case study design using the SWOT analysis (strengths, weaknesses, opportunities to improve, and threats). Ten leaders from three states participated in the study (State A n = 3; State B n = 4; State C n = 3 [female n = 1, 1, 2, respectively]). Semi-structured interviews and document analysis were used to collect data. The data was analyzed using the structural narrative analysis method. Results: All ten state leaders discussed that the high obesity rate within the state was one of the motives of adopting an accountability system. The commonly identified strengths of the system were having legislation and using existing resources to help facilitate the process. Some weaknesses included the lack of accessibility to individual data at the state level and the absence of a reflexive cycle for future improvement. For opportunities to improve, all state leaders mentioned having an assessment system enhanced the status of physical education in schools. Consistently discussed threats were turnover of associated personnel and teacher pushbacks. Conclusion: This study revealed that there are several factors to consider making an accountability policy and system meaningful and valuable. Physical educators are all policy actors. Everyone has a responsibility to act as stewards of the field to be critically reflective in what we do, and to understand the why behind our actions.

Relationship Between Fundamental Motor Skill Competence, Perceived Physical Competence and Free-Play Physical Activity in Children.

Purpose: This study examined the extent to which fundamental motor skill competence (FMSC; locomotor and object control skill competence) and perceived physical competence (PPC) predicted physical activity levels and sedentary behaviors during free-play time at preschool. Method: A total of 72 children (girls n = 33, boys n = 39; Mage = 4.38, SD = .85 years) were recruited from two preschools. Fundamental motor skill competence was measured using the Test of Gross Motor Development - 2nd edition, and PPC was assessed using the physical competence subscale of the Pictorial Scale of Perceived Competence and Social Acceptance. Physical activity was measured using accelerometers. Results: Children engaged in light physical activity 19.66%, and moderate to vigorous physical activity (MVPA) 36.41%, and sedentary behaviors 43.94% of their free-play time. Since no correlation was observed in light physical activity with any variables, a hierarchical multiple linear regression was run for MVPA and sedentary behaviors. The results illustrated 38.9% of the variance in MVPA during free-play time was predicted by FMSC and PPC, after controlling for age and sex, with locomotor skill competence as a significant predictor (t= 2.98, p < .05). For sedentary behaviors, the 32.9% of the variance during free-play time was predicted by FMSC and PPC, after controlling age and sex, with locomotor skill competence as a significant predictor (t = 2.72, p < .05). Conclusion: The findings highlight the importance of developing FMSC and positive PPC during early childhood to enhance physical activity engagement during free-play.