Unpacking the physical literacy concept for K-12 physical education:What should we expect the learner to master?

The term “physical literacy” is gaining traction in many countries and institutions as a goal for physical education. This paper explores the concept of physical literacy and highlights the foundational work in this area, particularly that of Margaret Whitehead. The relationship of physical literacy to physical education is also discussed with potential ramifications for teachers and learners who adopt physical literacy as the goal of the subject area.

Children's expectancy beliefs and subjective task values through two years of school-based program and associated links to physical education enjoyment and physical activity

Purpose：The present study examined the patterns of children＇s expectancy beliefs and subjective task values through the Physical Activity as Civil Skill Program and associated links to physical education enjoyment and total physical activity.Methods：The sample comprised 401 children aged 9–13 years from 3 small towns located in North-East Finland.All children received school-based activities across 2-year program from Grades 5 to 7.The present data were collected using questionnaires across 3 measurement phases during 2012–2014.Results：The levels of expectancy beliefs and subjective task values indicated to be relatively high and the development was stable through the program,especially in terms of expectancy beliefs,attainment value,and cost.In contrast,interest value and utility value decreased over the particular period of time.Boys believed they are physically more competent when compared to other students and valued physical education classes more important than girls.In addition,the higher the physical activity level the children reported,the higher the physical education enjoyment they perceived.Conclusion：The current program including actions to increase physical activity through manipulation of psychological and physical school environment modification indicated to be an effective strategy to prohibit declining levels of children＇s expectancy beliefs and task values.

Wealth Expectations Among Lebanese Youth： The Case for Lebanese Higher Education Students

This research provides a survey of literature that contextualizes the research＇s aim of examining factors impacting students＇ aspirations and wealth expectations in Lebanon. To highlight Lebanese higher education students＇ youth＇s expectations of their future wealth, one should understand the four main factors that affect youth＇s hopes and aspirations： social, financial, cultural, and educational. Questionnaires are used to identify and assess how young individuals perceive their future wealth expectations. The developed surveys provide useful and reliable data to analyze the effects of many factors on wealth expectations and outcomes for youth. The collected information is of particular importance for identifying and assessing how factors shape wealth expectations and outcomes for youth. The samples used in this research analysis are restricted to college students only. The research findings shed light on the most crucial variables/factors that should be studied and analyzed. Once these factors are pinpointed and explained, a clear idea about higher education students＇ wealth expectations is formed. Short- and long-term expectations are taken into consideration and evaluated to formulate a basic idea about Lebanese youth.

School Socioeconomic Segregation and Educational Expectations of Students in China＇s Junior High Schools

China＇s educational enterprise has achieved great successes since reform and opening up in 1978, but the constraints imposed by a number of factors mean that the problem of unequal distribution of high quality educational resources among groups from different strata is becoming increasingly noticeable at the basic education stage, leading to socioeconomic segregation in schools. We utilize baseline data from the China Education Panel Survey for 2013-2014 to investigate this phenomenon in junior high schools and its influence upon students＇ educational expectations. Our findings show that marked segregation currently exists at the junior high school level. The extent of the segregation varies from region to region and place to place （urban or rural）, and school socioeconomic composition （SEC） exerts a significant influence upon students＇ educational expectations. The higher the school＇s average SEC or the greater its heterogeneity, the higher the educational expectations of its students. The effect of school SEC upon the educational expectations of students varies depending on the characteristics of different student groups; students who have lower cognitive abilities and fall behind at school are more likely to benefit from an increase in school socioeconomic status （SES） and heterogeneity. Because educational expectationsare a decisive factor in academic achievement and educational attainment, the influence of school socioeconomic segregation upon educational equity should not be overlooked. Lessening the degree of school socioeconomic segregation and encouraging integrated schools would be an effective measure for ensuring educational equity in China.

Social class differences in parent educational expectations:The relationship between parents’social status and their expectations for children’s education

To achieve the overall goals and purposes of education is closely related to the living environments of students.Different family backgrounds will put children into a situation where they face unfair competition.According to a survey conducted in China’s Urumqi and Changchun about parents’awareness of educating their children,this paper will suggest that families with different backgrounds have different expectations for their children’s education.Moreover,it suggests that parents’social status is related to their children’s education expectations.Therefore,we can find that parents’social status influences their children’s education,and their positions in social class are related to education.