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

Physical Education Class Climate and...

Wajciechowski, Misti R.

FindBook

Google Book

Amazon

博客來

Physical Education Class Climate and Adolescent Girls Physical Activity.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Physical Education Class Climate and Adolescent Girls Physical Activity./
作者:	Wajciechowski, Misti R.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
面頁冊數:	87 p.
附註:	Source: Dissertations Abstracts International, Volume: 81-02, Section: B.
Contained By:	Dissertations Abstracts International81-02B.
標題:	Physical education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13810569
ISBN:	9781085570480

Physical Education Class Climate and Adolescent Girls Physical Activity.
Wajciechowski, Misti R.

Physical Education Class Climate and Adolescent Girls Physical Activity. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 87 p.

Source: Dissertations Abstracts International, Volume: 81-02, Section: B.

Thesis (Ed.D.)--The University of North Carolina at Greensboro, 2019.

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

Middle school girls demonstrate lower levels of physical activity than adolescent boys. Physical education class is the ideal opportunity to improve the amount of time spent participating in physical activity. The purpose of this research was to examine the impact of developing and implementing an alternative physical education program that was nontraditional and noncompetitive, and encouraged and supported physical activity for middle school girls. The program provided student choice, was aligned with motivational theories, and focused on increasing opportunities for social interaction in a positive learning environment to improve participation in physical education for adolescent females.This community engaged research project was an explanatory mixed-methods study designed to understand the impact of offering an alternative physical education curriculum with an emphasis on fun, student choice, and minimal competition on middle school girls' physical activity participation levels in physical education class. Using a community engaged approach that focused on a reciprocal partnership with the physical education teacher, this alternative curriculum was implemented in 15 lessons over 3 months. Data were collected with pedometers, student ratings of enjoyment and activity at each class, student and teacher interviews, and investigator journaling.T-test results indicated that girls were more active than boys in the classes that involved choice or fun, whereas boys were more active than girls in a traditional class of ultimate football. Overall, both girls and boys met the recommended 50% moderate to vigorous activity time during physical education class throughout the program implementation.A qualitative codebook was developed from student and teacher interviews along with daily journal entries. Four major themes, Participation in physical activity during physical education, Nonparticipation in physical activity during physical education, Ways to improve physical education and Professional support arose from the qualitative data. Theme one was supported as girls consistently reported they would participate if they believed the activity was fun and were given a choice in physical activity. Nonparticipation, theme two, was a result of the students providing their reasons why they did not like to participate during physical education class. Theme three surfaced as both students and the teacher discussed their feelings towards how physical education could be improved. The final theme, Professional support, highlights the benefits of using a community engaged approach and the impact of the collaborative partnership between myself and the physical education teacher. Both quantitative and qualitative findings suggest that girls are more likely to participate if they have choice in activities or they perceive the activity to be fun. Continued research is needed to examine the role of supporting the physical education teacher in the development of alternative physical education programming.

ISBN: 9781085570480Subjects--Topical Terms:

635343
Physical education.

Physical Education Class Climate and Adolescent Girls Physical Activity.
LDR:04065nmm a2200313 4500 001 2264025
005 20200410130111.5
008 220629s2019 ||||||||||||||||| ||eng d
020 $a 9781085570480
035 $a (MiAaPQ)AAI13810569
035 $a AAI13810569
040 $a MiAaPQ $c MiAaPQ
100 1 $a Wajciechowski, Misti R. $3 3541123
245 1 0 $a Physical Education Class Climate and Adolescent Girls Physical Activity.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2019
300 $a 87 p.
500 $a Source: Dissertations Abstracts International, Volume: 81-02, Section: B.
500 $a Advisor: Brown, Pam ;Hemphill, Michael .
502 $a Thesis (Ed.D.)--The University of North Carolina at Greensboro, 2019.
506 $a This item must not be sold to any third party vendors.
520 $a Middle school girls demonstrate lower levels of physical activity than adolescent boys. Physical education class is the ideal opportunity to improve the amount of time spent participating in physical activity. The purpose of this research was to examine the impact of developing and implementing an alternative physical education program that was nontraditional and noncompetitive, and encouraged and supported physical activity for middle school girls. The program provided student choice, was aligned with motivational theories, and focused on increasing opportunities for social interaction in a positive learning environment to improve participation in physical education for adolescent females.This community engaged research project was an explanatory mixed-methods study designed to understand the impact of offering an alternative physical education curriculum with an emphasis on fun, student choice, and minimal competition on middle school girls' physical activity participation levels in physical education class. Using a community engaged approach that focused on a reciprocal partnership with the physical education teacher, this alternative curriculum was implemented in 15 lessons over 3 months. Data were collected with pedometers, student ratings of enjoyment and activity at each class, student and teacher interviews, and investigator journaling.T-test results indicated that girls were more active than boys in the classes that involved choice or fun, whereas boys were more active than girls in a traditional class of ultimate football. Overall, both girls and boys met the recommended 50% moderate to vigorous activity time during physical education class throughout the program implementation.A qualitative codebook was developed from student and teacher interviews along with daily journal entries. Four major themes, Participation in physical activity during physical education, Nonparticipation in physical activity during physical education, Ways to improve physical education and Professional support arose from the qualitative data. Theme one was supported as girls consistently reported they would participate if they believed the activity was fun and were given a choice in physical activity. Nonparticipation, theme two, was a result of the students providing their reasons why they did not like to participate during physical education class. Theme three surfaced as both students and the teacher discussed their feelings towards how physical education could be improved. The final theme, Professional support, highlights the benefits of using a community engaged approach and the impact of the collaborative partnership between myself and the physical education teacher. Both quantitative and qualitative findings suggest that girls are more likely to participate if they have choice in activities or they perceive the activity to be fun. Continued research is needed to examine the role of supporting the physical education teacher in the development of alternative physical education programming.
590 $a School code: 0154.
650 4 $a Physical education. $3 635343
650 4 $a Gender studies. $3 2122708
650 4 $a Kinesiology. $3 517627
690 $a 0523
690 $a 0575
690 $a 0733
710 2 $a The University of North Carolina at Greensboro. $b School of Health and Human Sciences: Kinesiology. $3 3175033
773 0 $t Dissertations Abstracts International $g 81-02B.
790 $a 0154
791 $a Ed.D.
792 $a 2019
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13810569