PurposeThe purpose of this paper is to present a scale that assesses students' perceptions of their engagement in physical education. The scale assesses all four dimensions of engagement (agentic, cognitive, behavioral, and emotional) in order to be consistent with the contemporary notion of engagement used in current educational research.MethodA total of 231 eighth and ninth-grade students (108 boys, Mage = 14.55) completed a 21-item scale, with items taken from previously validated scales, but with an added string relating to physical education lessons. Following model respecification by the examination of standardized residual covariances to remove items, the factor loading for each of the items on the scale was examined.ResultsThe results from a confirmatory factor analysis showed that there was psychometric support for an 18-item survey in which each of the four a priori latent variables was kept in the validation of the four-factor hypothesized model. [χ2 = 226.01, df = 125, χ2/df = 1.808, GFI = .903, RMSEA (90% CI) = .061 (.048–.073)].ConclusionGiven the research on engagement within physical education has been beleaguered by the lack of a robust operational definition, this scale allows for the comprehensive measurement of the different components of engagement.

Background The concept of engagement is a multidimensional construct that has long been used by researchers as a means of explaining student behaviour in classrooms and schools. However, the research using this construct within physical education has been particularly uneven. Purpose The goal of this paper was to examine the application of the concept of student engagement with the research literature on physical education. Method The scoping review was conducted using the boundaries of including the terms 'physical education' and 'engagement' in the title, being located specifically within physical education settings, and focused on student (rather than teacher) engagement. Results Analysis of the corpus of papers led to the conclusion that studies could be grouped into five categories, with each differentiated by source, involvement of theory, methodology, definitions of engagement, and intended audience. These were given the following labels: (i) studies involving operational and multi-dimensional definitions of engagement (ii) figurative studies (iii) single dimension studies, (iv) qualitative studies, and (v) reviews and practitioner-oriented papers. Discussion Given the considerable diversity in the application of the term engagement, it is recommended that future research in the field (no matter the intended audience), should consider the author's interpretation of the term formally somewhere in the introduction. In addition, it is proposed that future empirical research examining student engagement in physical education could also benefit from including evidence of both student self-perceptions about their engagement as well as observations of their in-class behaviours.

The purpose of this article is to provide information on how to teach a Sport Education fitness season with the intent to improve students' physical activity, fitness development, and health-related fitness knowledge as to work towards achieving SHAPE America's goal of 50 Million strong. Readers are provided with a daily lesson schedule, detailed information on each lesson, and figures on how to set up three different fitness challenges. Also included are notes that provide helpful tips to ensure trouble-free implementation of the season. This season has been tested in schools and the results showed significant improvements in health-related fitness knowledge and fitness tests, as well as the number of students reaching various healthy fitness zones.