東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Teaching Strategies and Their Impact...

Schlosser, Theresa B.

Linked to FindBook

Google Book

Amazon

博客來

Teaching Strategies and Their Impact on Physical Activity Intensity in Elementary School Physical Education.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Teaching Strategies and Their Impact on Physical Activity Intensity in Elementary School Physical Education./
Author:	Schlosser, Theresa B.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
Description:	62 p.
Notes:	Source: Dissertation Abstracts International, Volume: 80-01(E), Section: A.
Contained By:	Dissertation Abstracts International80-01A(E).
Subject:	Physical education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10829684
ISBN:	9780438358614

Teaching Strategies and Their Impact on Physical Activity Intensity in Elementary School Physical Education.
Schlosser, Theresa B.

Teaching Strategies and Their Impact on Physical Activity Intensity in Elementary School Physical Education. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 62 p.

Source: Dissertation Abstracts International, Volume: 80-01(E), Section: A.

Thesis (Ed.D.)--The University of North Carolina at Greensboro, 2018.

The project's purpose was to determine the class time students spent at moderate to vigorous physical activity (MVPA) levels during 3 rd, 4th, and 5th grade physical education class, the extent to which teachers are implementing effective teaching strategies, and the relationship of those strategies to MVPA levels. Specific teaching strategies including task design, task presentation, classroom management, and instructional response, shown to promote MVPA and learning among elementary school children were assessed using the Assessing Quality Teaching Rubric (AQTR). Six teachers volunteered to participate in the study and have their students wear Polar Active activity monitors during a regularly scheduled physical education class. Overall, levels of MVPA were greater than the recommended 50% of physical education class, reaching an average of 54.3%. However, no significant differences in MVPA minutes as a function of gender or grade level were found. Results indicated a positive association between overall AQTR scores and MVPA minutes, R2 = .233, F (1,15) = 4.566, p= 0.049. Classroom management had a significant association and was the strongest predictor of MVPA minutes during class, R2 = .364, F (1, 15) = 17.63, p < .010.

ISBN: 9780438358614Subjects--Topical Terms:

635343
Physical education.

Teaching Strategies and Their Impact on Physical Activity Intensity in Elementary School Physical Education.
LDR:02218nmm a2200289 4500 001 2202906
005 20190520081354.5
008 201008s2018 ||||||||||||||||| ||eng d
020 $a 9780438358614
035 $a (MiAaPQ)AAI10829684
035 $a (MiAaPQ)uncg:12555
035 $a AAI10829684
040 $a MiAaPQ $c MiAaPQ
100 1 $a Schlosser, Theresa B. $0 (orcid)0000-0001-7139-2660 $3 3429685
245 1 0 $a Teaching Strategies and Their Impact on Physical Activity Intensity in Elementary School Physical Education.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2018
300 $a 62 p.
500 $a Source: Dissertation Abstracts International, Volume: 80-01(E), Section: A.
500 $a Adviser: Pam K. Brown.
502 $a Thesis (Ed.D.)--The University of North Carolina at Greensboro, 2018.
520 $a The project's purpose was to determine the class time students spent at moderate to vigorous physical activity (MVPA) levels during 3 rd, 4th, and 5th grade physical education class, the extent to which teachers are implementing effective teaching strategies, and the relationship of those strategies to MVPA levels. Specific teaching strategies including task design, task presentation, classroom management, and instructional response, shown to promote MVPA and learning among elementary school children were assessed using the Assessing Quality Teaching Rubric (AQTR). Six teachers volunteered to participate in the study and have their students wear Polar Active activity monitors during a regularly scheduled physical education class. Overall, levels of MVPA were greater than the recommended 50% of physical education class, reaching an average of 54.3%. However, no significant differences in MVPA minutes as a function of gender or grade level were found. Results indicated a positive association between overall AQTR scores and MVPA minutes, R2 = .233, F (1,15) = 4.566, p= 0.049. Classroom management had a significant association and was the strongest predictor of MVPA minutes during class, R2 = .364, F (1, 15) = 17.63, p < .010.
590 $a School code: 0154.
650 4 $a Physical education. $3 635343
690 $a 0523
710 2 $a The University of North Carolina at Greensboro. $b School of Health and Human Sciences: Kinesiology. $3 3175033
773 0 $t Dissertation Abstracts International $g 80-01A(E).
790 $a 0154
791 $a Ed.D.
792 $a 2018
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10829684