Journal of Teaching in Physical Education Impact Factor & Information

Publisher: Human Kinetics

Journal description

The Journal of Teaching in Physical Education (JTPE) features research articles based on classroom and laboratory studies, descriptive and survey studies, summary and review articles, and discussion of current topics of interest to physical educators at every level.

Current impact factor: 0.74

Impact Factor Rankings

2015 Impact Factor Available summer 2016
2014 Impact Factor 0.74
2013 Impact Factor 0.479
2012 Impact Factor 0.776
2011 Impact Factor 1.021
2010 Impact Factor 0.621
2009 Impact Factor 0.684
2008 Impact Factor 0.761
2007 Impact Factor 0.395
2006 Impact Factor 0.9
2005 Impact Factor 0.5
2004 Impact Factor 0.462
2003 Impact Factor 0.275
2002 Impact Factor 0.453
2001 Impact Factor 0.4
2000 Impact Factor 0.412
1999 Impact Factor 0.661
1998 Impact Factor 0.424

Impact factor over time

Impact factor

Additional details

5-year impact 1.21
Cited half-life >10.0
Immediacy index 0.07
Eigenfactor 0.00
Article influence 0.34
Website Journal of Teaching in Physical Education website
Other titles Journal of teaching in physical education, JTPE, J.T.P.E
ISSN 0273-5024
OCLC 7062604
Material type Periodical
Document type Journal / Magazine / Newspaper

Publisher details

Human Kinetics

  • Pre-print
    • Archiving status unclear
  • Post-print
    • Author can archive a post-print version
  • Conditions
    • Author's post-print only (in PDF or other image capture format)
    • On the author's personal website(s) or institutional repository
    • Publisher's version/PDF cannot be used
    • Publisher copyright and source must be acknowledged
    • Must link to publisher version
    • Set statement to accompany deposit "as accepted for publication"
    • Publisher last contacted on 05/12/2013
  • Classification

Publications in this journal

  • Journal of Teaching in Physical Education 10/2015; 34(4):557-559. DOI:10.1123/jtpe.2015-0187

  • Journal of Teaching in Physical Education 07/2015; 34(3):384-401. DOI:10.1123/jtpe.2014-0013

  • Journal of Teaching in Physical Education 07/2015; 34(3):461-473. DOI:10.1123/jtpe.2014-0022

  • Journal of Teaching in Physical Education 07/2015; 34(3):537-547. DOI:10.1123/jtpe.2014-0141

  • Journal of Teaching in Physical Education 07/2015; 34(3):345-345. DOI:10.1123/jtpe.2015-0127
  • [Show abstract] [Hide abstract]
    ABSTRACT: Motivations for and positive attitudes toward physical activity (PA) developed during childhood are likely to be carried over to adulthood. The purpose of this study was to examine the relationship between three psychological needs satisfaction, motivational regulations in physical education (PE), and attitudes toward participation in leisure-time PA among upper elementary school students. One thousand and seventy-three students in grades 3-5 anonymously and voluntarily completed three measures, including Psychological Needs Satisfaction, Motivational Regulations, and Attitudes, which were modified from previous works and judged by a panel of experts to ensure the wording of each item was understandable for upper elementary school students. The data were analyzed with descriptive statistics, composite reliability coefficient, and multilevel confirmatory factor analysis methods. The results indicated that the composite reliability coefficients of the measures were above .60, ranging from .62 to .79. The results of structural equation model indicated that satisfactions of autonomy, competence, and relatedness were significantly instrumental to the enhancement of autonomous motivation in PE settings and attitudes toward PA participation. Elementary school students' having fun, obtaining benefits, and being with friends were all major motivational factors contributing to positive attitudes toward PA outside of school.
    Journal of Teaching in Physical Education 04/2015; 34(2):189-209. DOI:10.1123/jtpe.2013-0085
  • [Show abstract] [Hide abstract]
    ABSTRACT: Support, or lack thereof, is often cited as the main reason for teachers to leave the profession early on (Ingersoll, 2003). Feiman-Nemser (2001) identifies five Central Tasks associated with Learning to Teach (CTLT) that could focus the support novice teachers need during their induction years: learning the teaching context (TC), designing responsive instructional program (IP), creating a classroom learning community (CC), enacting a beginning repertoire (BR) and developing their professional identity (PI). The purpose of the study is to examine the CTLT that novice physical education teachers use in their first and second years of their teaching career. Twenty-one physical education teachers accepted the study parameters to be observed and interviewed during their first year of teaching, and 15 teachers continued the data collection into their second year. Interviews revealed that these teachers focused mainly on BR and TC. Little focus was given to IP, CC, and PI. Results indicate the need for effective mentoring and continuous support through their induction years on BR and TC, but also expand novice teachers' focus to address the additional categories.
    Journal of Teaching in Physical Education 04/2015; 34(2):259-277. DOI:10.1123/jtpe.2013-0129
  • [Show abstract] [Hide abstract]
    ABSTRACT: Throughout history there have been debates as to what content knowledge (CK) is of most value for physical education (PE). Much recent conversation has circulated around the hope that time spent in PE supports students' regular participation in physical activity (PA). Researchers' use of the term PA, however, often stresses the similarities while ignoring important differences. Utilizing teacher knowledge theory, feminist poststructural scholarship, and interpretive methodologies we attempted to better understand how teachers selected curricular content by examining their CK. We found that the teachers' PA biographies led them to develop deeply embodied and gendered knowledge and competencies, or "comfort," when it came to teaching particular PAs, and this was a major factor in how they selected curricular content. Implications of the study highlight the socially constructed nature of teacher CK and issues associated with secondary PE curricula and wider physical activity culture(s).
    Journal of Teaching in Physical Education 04/2015; 34(2):297-315. DOI:10.1123/jtpe.2014-0027
  • [Show abstract] [Hide abstract]
    ABSTRACT: The purpose of this descriptive study was to analyze university supervision from the perspective of student teachers (STs), and to examine postlesson conference discourse between STs and university supervisors (USs) to determine if STs perspectives on supervisory models aligned with what actually occurred. Determining STs expectations and desires regarding supervisory model preferences and then providing a forum for STs to comment on the actual university supervision that they experienced fills a void in the literature, as student voice pertaining to this area of university supervision is missing. Data were collected via ST opportunities to answer written questions before and after their capstone experience. A total of 80 postobservation conferences were audio-recorded, transcribed and inductively analyzed to determine conference discourse. Results determined that the 28 STs overwhelmingly (96%) expressed a preference for a collaborative supervision approach, which ultimately they declared they experienced. Word counts revealed that for all postobservation conferences, STs (58%) spoke more often than USs (42%), which suggests that a collaborative model of supervision did actually occur. Analysis of idea units demonstrated that USs asked a lot of questions (31% of all their idea units) and a majority of them (73%) were categorized as higher order-such as reflective or evaluative questions versus lower order questions such as informational questions. This led to a great deal of ST reflection on their lessons during the postobservation conferences.
    Journal of Teaching in Physical Education 04/2015; 34(2):242-258. DOI:10.1123/jtpe.2013-0125
  • [Show abstract] [Hide abstract]
    ABSTRACT: The purpose of this research study was to determine to what extent the motivational climate perceived by students in Physical Education (PE) classes predicts self-determined motivation, and satisfaction with physical education classes. Questionnaires were administered to 758 high school students aged 13-18 years. We used the Spanish versions of the PE adaptations of instruments: Sport Satisfaction Instrument, Sport Motivation Scale and Learning and Performance Orientations in PE Classes Questionnaire. We conducted a descriptive statistical analysis and correlations with structural equation modeling. The results showed the highest mean values in satisfaction / fun, intrinsic motivation and motivational task-oriented climate. By using a structural equation model, we found a positive association between a task-oriented climate and students' intrinsic motivation (γ=.69) and their satisfaction in PE classes (β=.56).
    Journal of Teaching in Physical Education 04/2015; 34(2):210-224. DOI:10.1123/jtpe.2013-0165