A Retrospective Study on Students' Perceived Experiences in Physical Education: Exploring Beliefs, Emotions, and Physical Activity Outcomes

Autor/inn/en	Simonton, Kelly L.; Washburn, Nicholas; Prior, Laura F.; Shiver, Victoria N.; Fullerton, Sean; Gaudreault, Karen L.
Titel	A Retrospective Study on Students' Perceived Experiences in Physical Education: Exploring Beliefs, Emotions, and Physical Activity Outcomes
Quelle	In: Journal of Teaching in Physical Education, 42 (2023) 2, S.274-282 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Simonton, Kelly L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0273-5024
Schlagwörter	Student Attitudes; Student Experience; Physical Education; Beliefs; Emotional Response; Physical Activities; Value Judgment; Psychological Patterns; Predictor Variables; Self Concept; Physical Activity Level; College Students + Suchen Sie Ihr Suchwort? Schülerverhalten; Studienerfahrung; Körpererziehung; Sportunterricht; Belief; Glaube; Emotionales Verhalten; Werturteil; Prädiktor; Selbstkonzept; Collegestudent
Abstract	Purpose: This study utilized the control-value theory of achievement emotions to investigate relationships between retroactive physical education (PE) beliefs and emotions with adulthood physical activity (PA) attitudes and behaviors. Method: An exploratory structural equation model was employed to evaluate participants' (N = 381) PE emotions, antecedents, and outcomes. Results: Control, intrinsic value, and extrinsic value antecedents predicted several emotions. PE enjoyment facilitated positive PA attitudes, whereas boredom and shame predicted negative PA attitudes. Shame predicted lower physical self-concept in students. Moderate to vigorous PA was traced positively with enjoyment and negatively from relief. Several indirect relationships were also observed that further support the control-value theory of achievement emotions. Conclusions: Emotions are a response to learning and finding value in PE, which clearly impacts PA-related beliefs and behaviors into adulthood. Considerations on the externally driven nature of PE outcomes (i.e., standards/performance) are needed given the juxtaposition for also targeting suggested goals like intrinsic value and enjoyment. (As Provided).
Anmerkungen	Human Kinetics, Inc. 1607 North Market Street, Champaign, IL 61820. Tel: 800-474-4457; Fax: 217-351-1549; e-mail: info@hkusa.com; Web site: http://journals.humankinetics.com/journal/jtpe
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01