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Teacher self-efficacy perceptions of have been found to strongly influence instructional decisions as well as their orientation towards the educational process (Bandura, 1982). Teacher self-efficacy perceptions have been linked to an assortment of variables in the teaching and learning process such as: student achievement (Ross, 1992; Ashton & Webb, 1986; Parajes, 1996), increase use of various teaching modalities (Allinder, 1994, Guskey, 1988), persist longer with students who are struggling (Gibson & Dembo, 1984), are less critical of student errors (Gibson & Dembo, 1984; Ashton & Webb, 1986), greater classroom-based decision making (Hoy & Woolfolk, 1993; Ward, 2005), and an overall greater enthusiasm towards teaching (Allinder, 1994; Hall, Burley, Villeme, & Brockmeier, 1992). Although a great deal of research has been conducted on teacher self-efficacy (Bandura, 1997), unfortunately few researchers have specifically examined self-efficacy perceptions among physical education teachers (Humphries, Hebert, Daigle, & Martin, 2012; Martin & Kulinna, 2003). The purpose of this study was to conduct a systematic review on the current self-efficacy instruments specific to physical education teacher perceptions. This review will focus on how researchers define and measure their construct, procedures used during sampling and testing, as well as reliability and validity methods employed. Electronic databases were searched from October to December 2015 to identify published studies that met the following inclusion criteria: (1) the instrument was specific to the content area of physical education, (2) the instrument targeted self-efficacy perceptions of pre-service or in-service teachers (excluded instruments specific to student self-efficacy), (3) the study reported methods and results for evaluating reliability and validity from its original source (no replication of previously published instrument), (4) the instrument was tested in its final version on practicing teachers. A total of 113 studies were found, but only 9 papers qualified for review. Of the 9 instruments, data showed that teacher self-efficacy evaluation in physical education a new trend, with no evidence of any instruments developed specific to physical education teachers prior to 1997. Selected instruments measured general teacher efficacy (n = 1), self-efficacy towards inclusion (n = 2), teaching physical education (n= 1), teaching physically active classes (n= 1), teaching obese students in PE (n= 1), and teaching motor skills (n= 1). Other major trends among the instruments coded was that (a) there is a an consensus to the number of scale points a scale item should have (between 5-11), (b) that peer review is imperative during scale development, and (c) the use of exploratory factor analysis (validity), and Cronbach’s alpha (reliability) are the primary sources of psychometric data. Though measuring self-efficacy perceptions of physical educators is prevalent in the literature, very few instruments developed meet task- and situational- specificity (Bandura, 2006). Knowing that teacher self-efficacy perceptions are a directly associated with numerous teaching behaviors, more instruments designed specific to self-efficacy of physical education instruction are needed to help get a better understanding of teacher motivation and instructional decisions.

Quality physical education is not possible without purposeful assessment! This session will provide strategies to help teachers keep assessment at the forefront of their physical education program. Presenters will provide live demonstrations of various formative and summative assessments, and demonstrate how technology can be used to as a student-friendly assessment tool.

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The purpose of this study was to determine the relationship between Yo-Yo intermittent recovery testing ability and 20-meter sprint times in NCAA Division I men’s and women’s collegiate soccer players. Results show no significant (p = >0.05) relationship between the distance covered in the Yo-Yo IR1 test and 20-meter sprint times in the female players and a significant correlation between the two tests in the male players (r = -0.33). A non-significant relationship between the tests in female players may be due to greater variation in the total distance covered during the Yo-Yo IR1 test and small variation in 20-meter sprint times. The inclusion of speed and resistance training may be beneficial in developing the anaerobic speed reserve in female collegiate soccer players, leading to improvement in the Yo-Yo IR1 test performance. Improving the sprinting capabilities of male collegiate soccer players may also improve Yo-Yo IR1 test performance.

A multiple baseline across behaviors design was used to test the effectiveness of a treatment package involving the use of a videotape recorder to improve the performance of college women volleyball players. The subjects were four highly skilled athletes, as evidenced by thei.r participation in the University of the Pacific volleyball program, ranked second nationally during the 1980-81 season. The treatment package consisted of the following: (a) zooming in with a video camera on particular aspects of the players' performances; (b) attempts to change only one aspect of the performance of a skill rather than the entire skill; (c) cueing and corrective feedback provided by the coach during the players' viewing of the resulting videotapes; (d) the players immediately correcting their errors in performance after viewing the videotapes and (e) multiple viewings by the players of videotapes of their correct performances of the volleyball skills. The results indicated that all of the subjects benefited from the videotape treatment package. Two of the players showed improvement in the two volleyball skills for which the treatment was given. The other two players showed improvement in one of the two volleyball skills for which the treatment was given. For three of the four players their improved practice performances with the videotape treatment also resulted in improved performances during scrimmages for at least one of the two target behaviors.

In elderly psychiatric individuals, physical fitness training has been related to improved cognitive performance on several scales (Powell, 1974; Stamford, Hambacher, & Fallica, 1974). The results with normal adults and children, however, are not clear (Folkins & Sime, 1981). The purpose of the present study was to test the effects of cardiovascular fitness traini~g on cognitive functioning, relevant to academic performance, in college students. The following measures were used: Shipley- Institute of Living Scale, Rotter's Internal-External Control of Reinforcement Scale, a Student Learning Styles / Questionnaire, self~report data indicating hours spent studying, quality of studies, and mental alertness during daily activities, and a bicycle ergometer test to determine physical fitness levels. It was predicted that a relationship exists between physical fitness training and these variables that presumably affect academic performance. A physical fitness training effect was not found for the experimental group, which indicates that the experimental manipulation of the independent variable was not complete. Thus, no research hypothese could be supported. Suggestions for future research are discussed.

A mandatory two year fitness, health screening and education program was conducted in a fire protection district to assess the impact on selected fitness, medical and absenteeism variables. The study evaluated the archival data from a program that had already been conducted. Absenteeism measured as occupational injury and personal illness were reviewed two years prior to the program and during the two year program period. Medical evaluation and fitness testing were also conducted during the program. Individualized exercise prescriptions were developed for each participant from the fitness profiles derived from testing. The firefighters were given two hours each work shift to complete their prescribed physical training. Wellness education topics were provided during training sessions at the fire stations. A quasi-experimental factorial design was used to evaluate the program. All fitness measures showed improvement. Total cholesterol, triglycerides and diastolic blood pressure declined as well. A repeated measures MANOVA showed a significant multivariate effect for the linear combination of variables consisting of physical fitness, health screening and absenteeism. A reduction in injury-related absenteeism resulted in a decline in the workers' compensation premium and saved this fire district an estimated $68,741 over two years. It appears that this mandatory health promotion program improved physical fitness and reduced absenteeism due to occupational injury.

The problem in this study was to determine the location, frequency, and type of accidents occurring in one large high school during a six-year period, and to evaluate circumstances which may have contributed to the accident incidence.

Abstract Title Reducing Adverse Events: Medication Reconciliation in Primary Care Purpose Primary care patients experience high levels of adverse drug reactions due to inaccurate medication reconciliation practices. Project Aims The project aims to improve medication reconciliation in a primary care setting. Outcome Measures Outcomes measures include identified medication discrepancies, staff satisfaction related to the use of the MATCH tool, and patient age ranges and gender. Methods Over a 4 week period, the clinic staff integrated the evidenced based instrument, Medication at Transitions and Clinical Handoff (MATCH) tool. Initially, the office manager provided a MATCH tool and a copy of the patients current medication list. The patient entered new and discontinued medications on the tool. The medical assistant reconciled the medication list in the electronic medical record. The nurse practitioner then reviewed the medications and compared the data to the MATCH tool. Lastly, the office manager scheduled the next patient appointment and attached a reminder to bring current medications. The completed MATCH tools (n=88) were collected for analysis. Findings Eighty-eight (n=88) MATCH tools with patient medication discrepancies, age ranges, genders, and staff responses were completed. Limitations included a 4-week time frame to use the tool, medical assistant buy-in related to the MATCH tool use, patient compliance to bring in medications to their next appointment, and patients ability to recall home medications. Implications Medication reconciliation is essential to patient care and safety in primary care settings. The MATCH tool is evidenced based and can improve medication reconciliation and reduce adverse drug reactions.