東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Two Studies Conceptualizing Physical...

Shortt, Chelsee .

FindBook

Google Book

Amazon

博客來

Two Studies Conceptualizing Physical Literacy for Assessment of High School Students in the United States.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Two Studies Conceptualizing Physical Literacy for Assessment of High School Students in the United States./
作者:	Shortt, Chelsee .
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
面頁冊數:	153 p.
附註:	Source: Dissertations Abstracts International, Volume: 81-11, Section: A.
Contained By:	Dissertations Abstracts International81-11A.
標題:	Physical education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=22584649
ISBN:	9798645453107

Two Studies Conceptualizing Physical Literacy for Assessment of High School Students in the United States.
Shortt, Chelsee .

Two Studies Conceptualizing Physical Literacy for Assessment of High School Students in the United States. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 153 p.

Source: Dissertations Abstracts International, Volume: 81-11, Section: A.

Thesis (Ph.D.)--University of South Carolina, 2019.

This item must not be sold to any third party vendors.

Purpose: Toward the advancement of physical literacy (PL) in the United States, the purpose of this dissertation was to operationalize the construct and work toward a foundational framework to which PL can be assessed. The purpose of Study 1 was to develop an operational conceptualization of PL via a modified Delphi approach. The purpose of Study 2 was to expand upon the findings from Study 1 by exploring adolescents' perceptions of PL using repertory grid analysis (RGA).Methods: Study 1 used a sequential, mixed methods design. Participants (N=22) were national and international PL academics with peer-reviewed publications on PL or identified by professional organizations as the PL expert. The Delphi employed two rounds of data collection. The first round was an open-ended questionnaire, analyzed qualitatively. The second round was a questionnaire with Likert scale rating based upon the results of the first round. Study 2 also employed a mixed-methods design. Participants (N=17) were a convenient sample of adolescents (ages 14-17) in U.S. high schools. A structured interview protocol was used to collect data in line with established RGA methodology. The interview included (a) polarized questions regarding participants' activity preferences (i.e., most/least favorite), choices (i.e., choose most/least often), and ideal (i.e., haven't tried but would/wouldn't try); (b) triadic elicitation (i.e., compare/contrast) of activities; (c) semantic and opposite identification; (d) rating activities on 6-point personalized scale. Elements (i.e., activities) and constructs (i.e., perceptions of activity) were analyzed with frequency count, descriptive statistics and qualitatively analysis.Results: For Study1, qualitative analysis revealed two overarching themes: PL is and PL is not. Within the theme of PL is, three subthemes emerged: autonomous application of movement, cognition, and response to adversity. Within the theme of PL is not there were two subthemes: determinants/outcomes of PL and determinants of physical activity (PA).For Study 2, a total of 88 elements and 123 constructs were identified. Constructs were organized into 23 construct categories. The most elicited construct category was active (i.e., participants' perceived energy exertion). Participants preferred engaging in activities favored in the construct categories of familiarity (i.e., perceived comfort), identification (i.e., perceived suitableness), enjoyment (i.e., perceived fun) and activity competence (i.e., perceived good/bad at activity). In the element category PA choice, participants highly favored familiarity, activity competence, enjoyment and outcomes (i.e., perceived benefit). In the element category PA ideal, participants favored the construct category freedom (i.e., perceived level of control).Discussion/Conclusion: Overall, the results of this dissertation support an operational conceptualization of PL as an autonomous application of movement, constructed by the individual's conception of movement and response to adversity. Study 2 built upon Study 1, exploring adolescent perceptions on what activities they choose to engage in / refrain from and why they choose to engage or refrain from PA. The results of Study 2 show emerging evidence of adolescents' PL profiles, allowing future research to build upon this framework and establish an evidence-based PL assessment that is inclusive of all abilities and non-contextual in relation to age, skill, or location among U.S. high school students.

ISBN: 9798645453107Subjects--Topical Terms:

635343
Physical education.
Subjects--Index Terms:

Adolescent

Two Studies Conceptualizing Physical Literacy for Assessment of High School Students in the United States.
LDR:04705nmm a2200361 4500 001 2271595
005 20201027145235.5
008 220629s2019 ||||||||||||||||| ||eng d
020 $a 9798645453107
035 $a (MiAaPQ)AAI22584649
035 $a AAI22584649
040 $a MiAaPQ $c MiAaPQ
100 1 $a Shortt, Chelsee . $3 3549007
245 1 0 $a Two Studies Conceptualizing Physical Literacy for Assessment of High School Students in the United States.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2019
300 $a 153 p.
500 $a Source: Dissertations Abstracts International, Volume: 81-11, Section: A.
500 $a Advisor: Webster, Collin.
502 $a Thesis (Ph.D.)--University of South Carolina, 2019.
506 $a This item must not be sold to any third party vendors.
520 $a Purpose: Toward the advancement of physical literacy (PL) in the United States, the purpose of this dissertation was to operationalize the construct and work toward a foundational framework to which PL can be assessed. The purpose of Study 1 was to develop an operational conceptualization of PL via a modified Delphi approach. The purpose of Study 2 was to expand upon the findings from Study 1 by exploring adolescents' perceptions of PL using repertory grid analysis (RGA).Methods: Study 1 used a sequential, mixed methods design. Participants (N=22) were national and international PL academics with peer-reviewed publications on PL or identified by professional organizations as the PL expert. The Delphi employed two rounds of data collection. The first round was an open-ended questionnaire, analyzed qualitatively. The second round was a questionnaire with Likert scale rating based upon the results of the first round. Study 2 also employed a mixed-methods design. Participants (N=17) were a convenient sample of adolescents (ages 14-17) in U.S. high schools. A structured interview protocol was used to collect data in line with established RGA methodology. The interview included (a) polarized questions regarding participants' activity preferences (i.e., most/least favorite), choices (i.e., choose most/least often), and ideal (i.e., haven't tried but would/wouldn't try); (b) triadic elicitation (i.e., compare/contrast) of activities; (c) semantic and opposite identification; (d) rating activities on 6-point personalized scale. Elements (i.e., activities) and constructs (i.e., perceptions of activity) were analyzed with frequency count, descriptive statistics and qualitatively analysis.Results: For Study1, qualitative analysis revealed two overarching themes: PL is and PL is not. Within the theme of PL is, three subthemes emerged: autonomous application of movement, cognition, and response to adversity. Within the theme of PL is not there were two subthemes: determinants/outcomes of PL and determinants of physical activity (PA).For Study 2, a total of 88 elements and 123 constructs were identified. Constructs were organized into 23 construct categories. The most elicited construct category was active (i.e., participants' perceived energy exertion). Participants preferred engaging in activities favored in the construct categories of familiarity (i.e., perceived comfort), identification (i.e., perceived suitableness), enjoyment (i.e., perceived fun) and activity competence (i.e., perceived good/bad at activity). In the element category PA choice, participants highly favored familiarity, activity competence, enjoyment and outcomes (i.e., perceived benefit). In the element category PA ideal, participants favored the construct category freedom (i.e., perceived level of control).Discussion/Conclusion: Overall, the results of this dissertation support an operational conceptualization of PL as an autonomous application of movement, constructed by the individual's conception of movement and response to adversity. Study 2 built upon Study 1, exploring adolescent perceptions on what activities they choose to engage in / refrain from and why they choose to engage or refrain from PA. The results of Study 2 show emerging evidence of adolescents' PL profiles, allowing future research to build upon this framework and establish an evidence-based PL assessment that is inclusive of all abilities and non-contextual in relation to age, skill, or location among U.S. high school students.
590 $a School code: 0202.
650 4 $a Physical education. $3 635343
653 $a Adolescent
653 $a Assessment
653 $a Operational definition
653 $a Physical activity
653 $a Physical literacy
653 $a Repertory grid
690 $a 0523
710 2 $a University of South Carolina. $b Physical Education. $3 1018020
773 0 $t Dissertations Abstracts International $g 81-11A.
790 $a 0202
791 $a Ph.D.
792 $a 2019
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=22584649