Kelly L Simonton
Biographic Data
| ID | 6510707 |
|---|---|
| NAME | Kelly L Simonton |
| GIVEN NAMES | Kelly L |
| FAMILY NAME | Simonton |
| SIGNATURE | SIMONTON K L |
| AFFILIATIONS | University of Wyoming |
| ORCID | 0000-0001-7261-2047 |
| VERIFIED | Yes |
| TOTAL WORKS | 23 |
| TOTAL CITATIONS | 9 |
| AUTHOR COUNT | 23 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
When motivation becomes feeling
Purpose Affective learning in physical education (PE) depends not only on whether students feel good or bad, but on how specific emotions develop in relation to motivational experiences and teaching conditions. This short-term longitudinal study examined whether autonomous and controlled motivation predicted changes in discrete emotions during PE and whether these associations differed between elementary and secondary classes. Method Students fro…
Disrupting Negative Loops of Teacher Motivation and Well-Being in Physical Education
Physical education (PE) teachers often experience a negative loop of diminishing motivation, well-being, and performance, which can lead to ineffective teaching practices and poor student outcomes. This article explores various types of negative motivational loops that early-, mid-, and late-career PE teachers may encounter and proposes actionable strategies to disrupt these vicious cycles. Through empirically informed vignettes, the unique chall…
Psychological Resource Development for Preservice Teachers
Physical education teacher education programs in the United States are multifaceted and aligned with the six professional standards created by SHAPE America -Society of Health and Physical Educators. Driven by faculty members, these programs allow preservice teachers to attain the necessary competencies to become adept stewards of the profession. However, as preservice teachers transition into the workforce, research has shown that some experienc…
Examining the relationships among preservice physical education teachers’ beliefs, emotions, and professional identity
Teacher identities, shaped within teacher education programs, are linked to professional commitment, career longevity, teaching effectiveness, and student learning. The purpose of this study was to examine the relationships among teacher beliefs, emotions during student teaching, and professional identity in physical education (PE) preservice teachers (PSTs). The PE PSTs ( N = 268), who were in the final weeks of completing their semester-long st…
Exploring perceived mattering in physical educators across the teacher career cycle
Physical education (PE) teachers often experience frustration and struggle to be taken seriously within their profession. When these negative feelings are internalized, PE teachers may withdraw from using best practices and question their importance within the school. Perceived mattering can help navigate marginalization and the negative feelings associated with it. Grounded in the teacher career cycle framework and the psychological construct of…
An Investigation of Content-Specific Unit Emotions in Secondary Physical Education
The intent of quality high school physical education (PE) is to develop a connection with students to help enhance their desire to continue engagement beyond K–12 education. While traditional instructional approaches may produce benefits, it is important to recognize continued data suggesting reasons for decreased student motivation and participation. The purpose of this study was to investigate student responses in their perceived control, value…
Exploring perceived mattering in physical education teacher education faculty
We can do this”
In the United States, the Comprehensive School Physical Activity Program (CSPAP) is a whole-of-school framework to ensure youth meet physical activity guidelines. Physical education teachers (PETs) are poised to be CSPAP leaders, but implementation is low. PETs’ involvement with CSPAPs may be better understood through the lens of their role breadth self-efficacy, which captures how professionals feel about their ability to undertake expanded work…
Physical education pre-service teachers’ perceptions of learning about the spectrum of teaching styles and its role in their pedagogical awareness and practice
The purpose of this study was to examine physical education pre-service teachers’ (PSTs’) beliefs about the usefulness of the spectrum of teaching styles (also referred to as The Spectrum; Mosston and Ashworth, 2008 ) and their perceived abilities to use each style. Using a series of foregrounding techniques based on The Spectrum, PSTs’ ( N = 34) experiences with the teaching styles were explored over one academic semester using a mixed methods a…
Relationships and differences between goal orientations and emotional experiences of physical education teachers
Here’s an Idea to Improve Sport Education
Sport education (SE) is an instructional model that attempts to provide students with more authentic sport experiences. A key student-centered structural feature of SE is the assigning of student role responsibilities that go beyond that of a player. Students have been shown to enjoy these team roles but may initially feel overwhelmed with the demands of these newly appointed responsibilities, which may potentially jeopardize their role performan…
Using a Flipped Classroom to Improve Student Analysis and Feedback to Peers in The Reciprocal Style of Teaching
Quality physical education programs target student learning outcomes in all three learning domains. One instructional strategy that has the potential to reach learning outcomes and national content standards is the reciprocal style of teaching. Research examining the reciprocal style of teaching has shown a plethora of desirable learning outcomes such as, motor skill improvement, increase cognition about critical skill elements, and the ability t…
Prolonged Sitting in University Students
University students are a subpopulation of young adults highly susceptible to prolonged bouts of sitting. The purpose of this study was to investigate university students' intra-individual patterns of prolonged daily sitting, exploring gender and physical activity value beliefs as covariates. A total of 71 students reported the number of days each week they spent in bouts of prolonged sitting (2 + continuous hours) over a five-week timeframe. The…
The association of perceived mattering and emotions with physical educator teacher resilience
The purpose of this study was to examine the relationships among teachers’ perceived mattering, their identified emotional experiences while teaching, and their self-reported teacher resilience. Perceptions of teacher mattering and teacher emotions were examined as characteristics that may directly and indirectly be associated with teacher resilience. Physical educators ( N = 379; M age = 42.44; 54% male; 46% female) participated in a cross-secti…
Comprehensive school health
Modifications to the social–ecological model, such as Whole School, Whole Community, Whole Child (WSCC) frameworks, have been utilized in comprehensive school health interventions. Classroom physical activity breaks are used when implementing whole-of-school approaches. However, the onus to implement classroom physical activity breaks is on school stakeholders. This study aimed to explore teacher and principal perceptions and implementation of ph…
Motivating Students Through Content and Curriculum Models
The purpose of this article was to reemphasize the importance of evidence-based instruction models, specifically the hybrid model called the Sport Education Tactical Games Model (SETGM). In addition to rehashing the importance of models-based approaches for student learning and motivation, we apply the approach by laying out the building blocks for creating a SETGM-focused lifetime games unit on the new and enticing content activity called, Spike…
Inclusive Practices in Physical Education
Not enough information on instructional practices specific for students with dyslexia in PE has been published. Given dyslexia’s prevalence in the population, and the impact it has on students holistic learning, there is a tremendous need for teacher training about “best practices” when teaching those with dyslexia in all subjects, including PE. Therefore, this article will explain the key concepts of dyslexia, the multisensory approach as remedi…
How teachers feel
Research shows that teaching can be emotionally demanding and can result in stress and anxiety prompting reduced motivation and attrition. These experiences may be exacerbated in Physical Education (PE) teaching as this position holds a marginal status in most school settings. Teacher emotions are suggested for the investigation to understand teacher experiences as they are integral in understanding teaching beliefs, practices, well-being and stu…
Middle school students’ attitudes toward physical activity and physical education, intentions, and physical activity behavior
Schools are focusing more on promoting physical activity (PA) before, during, and after the school day, to combat the risk factors associated with sedentary behaviors. Since attitudes impact decisions to be physically active, identifying how PA attitudes relate to established attitudes toward physical education (PE), as well as PA intentions and behaviors are important—and thus the focus of this study. Middle school students ( N = 948; 45% female…
Examination of elementary students’ emotions and personal and social responsibility in physical education
This study examined the relationships between student emotions in elementary physical education (PE) and their self-reported personal and social behaviors. Additionally, self-reported emotion and personal and social behavior differences were tested between students receiving a traditional multiactivity and games PE curriculum and those experiencing a Teaching Personal and Social Responsibility (TPSR) model curriculum. Participants were 2nd and 3r…
Enhance Student Motivation and Social Skills
The purpose of this paper is to review two highly motivational instructional models and provide detailed explanation and discussion of their positive ramifications on students. Moreover, we aim to provide encouragement, examples, and conversations about how to increase model implementation. Professional development, teacher education programs, and continuing education communities must collaborate to advocate for the use of evidence-based models a…
Structured and Unstructured Contexts in Physical Education
The essential role that physical activity (PA) plays in the overall health and well-being of youth is well documented. Children and adolescents in the US repeatedly fail to meet the nationally recommended PA guidelines. Consequently, schools and physical education (PE) programs have been recognized as a favorable and feasible arena to promote youth PA on a wide scale. As of recent, studies examining PA preferences found that children may prefer d…
Negative emotions as predictors of behavioral outcomes in middle school physical education
Discrete emotions provide a lens for understanding students’ subjective experiences in physical education (PE). Enjoyment of PE is one discrete emotion that receives a great deal of attention because it promotes students’ interest and engagement. However, the implications of students’ negative emotions toward PE remain less clear. Therefore, the purpose of this study was to examine relationships between students’ negative emotions including shame…
Negative emotions as predictors of behavioral outcomes in middle school physical education
Discrete emotions provide a lens for understanding students’ subjective experiences in physical education (PE). Enjoyment of PE is one discrete emotion that receives a great deal of attention because it promotes students’ interest and engagement. However, the implications of students’ negative emotions toward PE remain less clear. Therefore, the purpose of this study was to examine relationships between students’ negative emotions including shame…
The association of perceived mattering and emotions with physical educator teacher resilience
The purpose of this study was to examine the relationships among teachers’ perceived mattering, their identified emotional experiences while teaching, and their self-reported teacher resilience. Perceptions of teacher mattering and teacher emotions were examined as characteristics that may directly and indirectly be associated with teacher resilience. Physical educators ( N = 379; M age = 42.44; 54% male; 46% female) participated in a cross-secti…
How teachers feel
Research shows that teaching can be emotionally demanding and can result in stress and anxiety prompting reduced motivation and attrition. These experiences may be exacerbated in Physical Education (PE) teaching as this position holds a marginal status in most school settings. Teacher emotions are suggested for the investigation to understand teacher experiences as they are integral in understanding teaching beliefs, practices, well-being and stu…
Middle school students’ attitudes toward physical activity and physical education, intentions, and physical activity behavior
Schools are focusing more on promoting physical activity (PA) before, during, and after the school day, to combat the risk factors associated with sedentary behaviors. Since attitudes impact decisions to be physically active, identifying how PA attitudes relate to established attitudes toward physical education (PE), as well as PA intentions and behaviors are important—and thus the focus of this study. Middle school students ( N = 948; 45% female…
Negative emotions as predictors of behavioral outcomes in middle school physical education
Discrete emotions provide a lens for understanding students’ subjective experiences in physical education (PE). Enjoyment of PE is one discrete emotion that receives a great deal of attention because it promotes students’ interest and engagement. However, the implications of students’ negative emotions toward PE remain less clear. Therefore, the purpose of this study was to examine relationships between students’ negative emotions including shame…
Enhance Student Motivation and Social Skills
The purpose of this paper is to review two highly motivational instructional models and provide detailed explanation and discussion of their positive ramifications on students. Moreover, we aim to provide encouragement, examples, and conversations about how to increase model implementation. Professional development, teacher education programs, and continuing education communities must collaborate to advocate for the use of evidence-based models a…
Structured and Unstructured Contexts in Physical Education
The essential role that physical activity (PA) plays in the overall health and well-being of youth is well documented. Children and adolescents in the US repeatedly fail to meet the nationally recommended PA guidelines. Consequently, schools and physical education (PE) programs have been recognized as a favorable and feasible arena to promote youth PA on a wide scale. As of recent, studies examining PA preferences found that children may prefer d…
Examination of elementary students’ emotions and personal and social responsibility in physical education
This study examined the relationships between student emotions in elementary physical education (PE) and their self-reported personal and social behaviors. Additionally, self-reported emotion and personal and social behavior differences were tested between students receiving a traditional multiactivity and games PE curriculum and those experiencing a Teaching Personal and Social Responsibility (TPSR) model curriculum. Participants were 2nd and 3r…
Comprehensive school health
Modifications to the social–ecological model, such as Whole School, Whole Community, Whole Child (WSCC) frameworks, have been utilized in comprehensive school health interventions. Classroom physical activity breaks are used when implementing whole-of-school approaches. However, the onus to implement classroom physical activity breaks is on school stakeholders. This study aimed to explore teacher and principal perceptions and implementation of ph…
Motivating Students Through Content and Curriculum Models
The purpose of this article was to reemphasize the importance of evidence-based instruction models, specifically the hybrid model called the Sport Education Tactical Games Model (SETGM). In addition to rehashing the importance of models-based approaches for student learning and motivation, we apply the approach by laying out the building blocks for creating a SETGM-focused lifetime games unit on the new and enticing content activity called, Spike…
Inclusive Practices in Physical Education
Not enough information on instructional practices specific for students with dyslexia in PE has been published. Given dyslexia’s prevalence in the population, and the impact it has on students holistic learning, there is a tremendous need for teacher training about “best practices” when teaching those with dyslexia in all subjects, including PE. Therefore, this article will explain the key concepts of dyslexia, the multisensory approach as remedi…
How teachers feel
Research shows that teaching can be emotionally demanding and can result in stress and anxiety prompting reduced motivation and attrition. These experiences may be exacerbated in Physical Education (PE) teaching as this position holds a marginal status in most school settings. Teacher emotions are suggested for the investigation to understand teacher experiences as they are integral in understanding teaching beliefs, practices, well-being and stu…
Middle school students’ attitudes toward physical activity and physical education, intentions, and physical activity behavior
Schools are focusing more on promoting physical activity (PA) before, during, and after the school day, to combat the risk factors associated with sedentary behaviors. Since attitudes impact decisions to be physically active, identifying how PA attitudes relate to established attitudes toward physical education (PE), as well as PA intentions and behaviors are important—and thus the focus of this study. Middle school students ( N = 948; 45% female…
Here’s an Idea to Improve Sport Education
Sport education (SE) is an instructional model that attempts to provide students with more authentic sport experiences. A key student-centered structural feature of SE is the assigning of student role responsibilities that go beyond that of a player. Students have been shown to enjoy these team roles but may initially feel overwhelmed with the demands of these newly appointed responsibilities, which may potentially jeopardize their role performan…
Using a Flipped Classroom to Improve Student Analysis and Feedback to Peers in The Reciprocal Style of Teaching
Quality physical education programs target student learning outcomes in all three learning domains. One instructional strategy that has the potential to reach learning outcomes and national content standards is the reciprocal style of teaching. Research examining the reciprocal style of teaching has shown a plethora of desirable learning outcomes such as, motor skill improvement, increase cognition about critical skill elements, and the ability t…
Prolonged Sitting in University Students
University students are a subpopulation of young adults highly susceptible to prolonged bouts of sitting. The purpose of this study was to investigate university students' intra-individual patterns of prolonged daily sitting, exploring gender and physical activity value beliefs as covariates. A total of 71 students reported the number of days each week they spent in bouts of prolonged sitting (2 + continuous hours) over a five-week timeframe. The…
The association of perceived mattering and emotions with physical educator teacher resilience
The purpose of this study was to examine the relationships among teachers’ perceived mattering, their identified emotional experiences while teaching, and their self-reported teacher resilience. Perceptions of teacher mattering and teacher emotions were examined as characteristics that may directly and indirectly be associated with teacher resilience. Physical educators ( N = 379; M age = 42.44; 54% male; 46% female) participated in a cross-secti…
An Investigation of Content-Specific Unit Emotions in Secondary Physical Education
The intent of quality high school physical education (PE) is to develop a connection with students to help enhance their desire to continue engagement beyond K–12 education. While traditional instructional approaches may produce benefits, it is important to recognize continued data suggesting reasons for decreased student motivation and participation. The purpose of this study was to investigate student responses in their perceived control, value…
Exploring perceived mattering in physical education teacher education faculty
We can do this”
In the United States, the Comprehensive School Physical Activity Program (CSPAP) is a whole-of-school framework to ensure youth meet physical activity guidelines. Physical education teachers (PETs) are poised to be CSPAP leaders, but implementation is low. PETs’ involvement with CSPAPs may be better understood through the lens of their role breadth self-efficacy, which captures how professionals feel about their ability to undertake expanded work…
Physical education pre-service teachers’ perceptions of learning about the spectrum of teaching styles and its role in their pedagogical awareness and practice
The purpose of this study was to examine physical education pre-service teachers’ (PSTs’) beliefs about the usefulness of the spectrum of teaching styles (also referred to as The Spectrum; Mosston and Ashworth, 2008 ) and their perceived abilities to use each style. Using a series of foregrounding techniques based on The Spectrum, PSTs’ ( N = 34) experiences with the teaching styles were explored over one academic semester using a mixed methods a…
Relationships and differences between goal orientations and emotional experiences of physical education teachers
Examining the relationships among preservice physical education teachers’ beliefs, emotions, and professional identity
Teacher identities, shaped within teacher education programs, are linked to professional commitment, career longevity, teaching effectiveness, and student learning. The purpose of this study was to examine the relationships among teacher beliefs, emotions during student teaching, and professional identity in physical education (PE) preservice teachers (PSTs). The PE PSTs ( N = 268), who were in the final weeks of completing their semester-long st…
Exploring perceived mattering in physical educators across the teacher career cycle
Physical education (PE) teachers often experience frustration and struggle to be taken seriously within their profession. When these negative feelings are internalized, PE teachers may withdraw from using best practices and question their importance within the school. Perceived mattering can help navigate marginalization and the negative feelings associated with it. Grounded in the teacher career cycle framework and the psychological construct of…
When motivation becomes feeling
Purpose Affective learning in physical education (PE) depends not only on whether students feel good or bad, but on how specific emotions develop in relation to motivational experiences and teaching conditions. This short-term longitudinal study examined whether autonomous and controlled motivation predicted changes in discrete emotions during PE and whether these associations differed between elementary and secondary classes. Method Students fro…
Disrupting Negative Loops of Teacher Motivation and Well-Being in Physical Education
Physical education (PE) teachers often experience a negative loop of diminishing motivation, well-being, and performance, which can lead to ineffective teaching practices and poor student outcomes. This article explores various types of negative motivational loops that early-, mid-, and late-career PE teachers may encounter and proposes actionable strategies to disrupt these vicious cycles. Through empirically informed vignettes, the unique chall…
Psychological Resource Development for Preservice Teachers
Physical education teacher education programs in the United States are multifaceted and aligned with the six professional standards created by SHAPE America -Society of Health and Physical Educators. Driven by faculty members, these programs allow preservice teachers to attain the necessary competencies to become adept stewards of the profession. However, as preservice teachers transition into the workforce, research has shown that some experienc…
Physical Education and Pedagogy (20 works) · Psychology (20 works) · Motivation and Self-Concept in Sports (17 works) · Physical education (15 works) · Pedagogy (14 works) · Mathematics education (13 works) · Inclusion and Disability in Education and Sport (9 works) · Social Psychology (9 works) · Developmental psychology (8 works) · Social Psychology (8 works)