Tsz Lun Chu
Datos Biográficos
| ID | 175979 |
|---|---|
| NOMBRE | Tsz Lun Chu |
| NOMBRES | Tsz Lun |
| APELLIDO | Chu |
| FIRMA | CHU T L |
| AFILIACIONES | University of Wisconsin–Green Bay |
| ORCID | 0000-0003-3464-1431 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 9 |
| TOTAL DE CITAS | 9 |
| TOTAL COMO AUTOR | 9 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2018 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2025 |
| ÍNDICE H | 1 |
One Size Doesn’t Fit All
Based on self-determination theory and research on athletes, social factors in sport can simultaneously satisfy and frustrate the three universal, basic psychological needs-autonomy, competence, and relatedness. Furthermore, an athlete's gender plays a role in how sport experiences and relationships contribute to either the satisfaction or frustration of psychological needs and, in turn, motivation and well-being. Specifically, the youth sport li…
Nurturing Inner Strength
The integration of self-compassion in high school physical education has the potential to achieve the overarching goal of physical education: enhancing students’ physical, mental, and emotional well-being. This article aims to provide physical education teachers with strategies and examples for incorporating self-compassion into their curricula. The six-lesson unit aligns with the 2024 SHAPE America National Physical Education Standards that emph…
Lessons from the Field. Development of a group intervention to promote need‐supportive sport parenting
Preservice classroom teachers’ perspectives on a comprehensive school physical activity programme
Objective: Classroom teachers can play an important role in supporting the implementation of a Comprehensive School Physical Activity Programme (CSPAP) by integrating physical activity (PA) into academic lessons, providing PA opportunities at recess and becoming role models for school-aged children. Grounded in the expectancy-value model, the goal of this study was to explore preservice classroom teachers’ perspectives towards the programme in te…
Effects of a Need-Supportive Motor Skill Intervention on Children’s Motor Skill Competence and Physical Activity
A need-supportive environment can provide various motivational benefits to impact children's psychomotor developmental levels. However, very little is known about the effects of need-supportive motor skill intervention on children's motor skill competence and physical activity by gender. Guided by self-determination theory (SDT), this study aimed to (a) investigate the effect of a need-supportive fundamental movement skill (FMS) program on childr…
Effects of a Fundamental Motor Skill-Based Afterschool Program on Children’s Physical and Cognitive Health Outcomes
Globally, more than half of school-aged children do not engage in the recommended 60 minutes of daily moderate to vigorous physical activity (MVPA). Given that developing sufficient fundamental motor skills (FMS) competence during early elementary school years is important for a child’s physical and cognitive development, the purpose of this study was to examine the effects of an 8-week FMS-based afterschool program on physical and cognitive heal…
Accessing Physical Activity and Health Disparities among Underserved Hispanic Children
Promoting physical activity (PA) and eliminating health disparities among underserved minority children is a public health priority. The main purpose of this study was to examine the relationship of actual motor competence (a set of object control skills) and perceived motor competence with PA participation and health-related quality of life (HRQoL) among underserved Hispanic children who were born in the U.S. Guided by Stodden et al.'s conceptua…
Exploring Racial Disparities in Physical Activity and Quality of Life Through an Expectancy-Value Perspective
Motivational processes in Sport Education programs among high school students
The purpose of this study was to conduct a literature review on the motivational processes in a Sport Education curriculum model among high school-aged students using self-determination theory and achievement goal theory as theoretical frameworks. Literature for analysis was searched through electronic databases including Academic Research Complete, ERIC, PsycINFO, SPORTDiscus, and Web of Science by entering ‘Sport Education’, ‘physical education…
Motivational processes in Sport Education programs among high school students
The purpose of this study was to conduct a literature review on the motivational processes in a Sport Education curriculum model among high school-aged students using self-determination theory and achievement goal theory as theoretical frameworks. Literature for analysis was searched through electronic databases including Academic Research Complete, ERIC, PsycINFO, SPORTDiscus, and Web of Science by entering ‘Sport Education’, ‘physical education…
Motivational processes in Sport Education programs among high school students
The purpose of this study was to conduct a literature review on the motivational processes in a Sport Education curriculum model among high school-aged students using self-determination theory and achievement goal theory as theoretical frameworks. Literature for analysis was searched through electronic databases including Academic Research Complete, ERIC, PsycINFO, SPORTDiscus, and Web of Science by entering ‘Sport Education’, ‘physical education…
Exploring Racial Disparities in Physical Activity and Quality of Life Through an Expectancy-Value Perspective
Effects of a Need-Supportive Motor Skill Intervention on Children’s Motor Skill Competence and Physical Activity
A need-supportive environment can provide various motivational benefits to impact children's psychomotor developmental levels. However, very little is known about the effects of need-supportive motor skill intervention on children's motor skill competence and physical activity by gender. Guided by self-determination theory (SDT), this study aimed to (a) investigate the effect of a need-supportive fundamental movement skill (FMS) program on childr…
Effects of a Fundamental Motor Skill-Based Afterschool Program on Children’s Physical and Cognitive Health Outcomes
Globally, more than half of school-aged children do not engage in the recommended 60 minutes of daily moderate to vigorous physical activity (MVPA). Given that developing sufficient fundamental motor skills (FMS) competence during early elementary school years is important for a child’s physical and cognitive development, the purpose of this study was to examine the effects of an 8-week FMS-based afterschool program on physical and cognitive heal…
Accessing Physical Activity and Health Disparities among Underserved Hispanic Children
Promoting physical activity (PA) and eliminating health disparities among underserved minority children is a public health priority. The main purpose of this study was to examine the relationship of actual motor competence (a set of object control skills) and perceived motor competence with PA participation and health-related quality of life (HRQoL) among underserved Hispanic children who were born in the U.S. Guided by Stodden et al.'s conceptua…
Preservice classroom teachers’ perspectives on a comprehensive school physical activity programme
Objective: Classroom teachers can play an important role in supporting the implementation of a Comprehensive School Physical Activity Programme (CSPAP) by integrating physical activity (PA) into academic lessons, providing PA opportunities at recess and becoming role models for school-aged children. Grounded in the expectancy-value model, the goal of this study was to explore preservice classroom teachers’ perspectives towards the programme in te…
Lessons from the Field. Development of a group intervention to promote need‐supportive sport parenting
One Size Doesn’t Fit All
Based on self-determination theory and research on athletes, social factors in sport can simultaneously satisfy and frustrate the three universal, basic psychological needs-autonomy, competence, and relatedness. Furthermore, an athlete's gender plays a role in how sport experiences and relationships contribute to either the satisfaction or frustration of psychological needs and, in turn, motivation and well-being. Specifically, the youth sport li…
Nurturing Inner Strength
The integration of self-compassion in high school physical education has the potential to achieve the overarching goal of physical education: enhancing students’ physical, mental, and emotional well-being. This article aims to provide physical education teachers with strategies and examples for incorporating self-compassion into their curricula. The six-lesson unit aligns with the 2024 SHAPE America National Physical Education Standards that emph…
Psychology (8 obras) · Social Psychology (7 obras) · Developmental psychology (5 obras) · Medicine (5 obras) · Motivation and Self-Concept in Sports (5 obras) · Children's Physical and Motor Development (4 obras) · Social Psychology (4 obras) · Competence (human resources (3 obras) · Gerontology (3 obras) · Sport Psychology and Performance (3 obras)