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Comparison of attitudes toward physi...

Gosset, Michael E.

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Comparison of attitudes toward physical education of upper elementary school students in skill themes and multi-activity classes.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Comparison of attitudes toward physical education of upper elementary school students in skill themes and multi-activity classes./
作者:	Gosset, Michael E.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2015,
面頁冊數:	106 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-07(E), Section: A.
Contained By:	Dissertation Abstracts International76-07A(E).
標題:	Physical education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3683375
ISBN:	9781321574982

Comparison of attitudes toward physical education of upper elementary school students in skill themes and multi-activity classes.
Gosset, Michael E.

Comparison of attitudes toward physical education of upper elementary school students in skill themes and multi-activity classes. - Ann Arbor : ProQuest Dissertations & Theses, 2015 - 106 p.

Source: Dissertation Abstracts International, Volume: 76-07(E), Section: A.

Thesis (Ed.D.)--Teachers College, Columbia University, 2015.

The attitude students develop toward physical education can have an impact on their physical activity levels outside of school. The approach physical education teachers use to teach their classes may affect student attitude toward physical education.. The purpose of this study was to investigate how the physical education approach used in teaching upper elementary school students influences their attitude toward physical education. The study was grounded in the Theory of Reasoned Action (Fishbein & Ajzen, 1975).

ISBN: 9781321574982Subjects--Topical Terms:

635343
Physical education.

Comparison of attitudes toward physical education of upper elementary school students in skill themes and multi-activity classes.
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245 1 0 $a Comparison of attitudes toward physical education of upper elementary school students in skill themes and multi-activity classes.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2015
300 $a 106 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-07(E), Section: A.
500 $a Adviser: Stephen Silverman.
502 $a Thesis (Ed.D.)--Teachers College, Columbia University, 2015.
520 $a The attitude students develop toward physical education can have an impact on their physical activity levels outside of school. The approach physical education teachers use to teach their classes may affect student attitude toward physical education.. The purpose of this study was to investigate how the physical education approach used in teaching upper elementary school students influences their attitude toward physical education. The study was grounded in the Theory of Reasoned Action (Fishbein & Ajzen, 1975).
520 $a An Approach Guide was developed to assist in categorizing school physical education approaches as skill-themes or multi-activity, using class observations, teacher interviews, and lesson plans. Nearly 40 schools were observed before the 20 that met the criteria of participation were selected. Fourth or fifth grade students (N=313) in physical education classes, ten schools in each approach category, were administered an attitude instrument whose scores were shown to be valid and reliable for upper elementary grade students (Phillips & Silverman, 2012). Two multiple analyses of variance were performed with the class as the unit of analysis for (a) the four attitude sub-factor variables (i.e., cognitive-curriculum, cognitive-teacher, affect-curriculum, affect-teacher) and (b) for the attitude main factors (i.e., cognition, affect), each using approach as the independent variable. A t-test also was completed for overall attitude between the two approaches. Means and standard deviations were calculated for the sub-factors, main factors, and total attitude by curriculum, school, grade, gender, and approach.
520 $a Results suggest that fourth and fifth grade students enjoy physical education and think that it is important. There was no significant difference between the grades or between genders. Additionally, no significant difference was found between the physical education approaches used. The range of attitude scores within the schools was wider in the multi-activity approach than in the skill-themes approach, and may be a result of teacher influence.
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