Team Building through Physical Challenges in Gender-Segregated Classes and Student Self-Conceptions

Autor/inn/en	Gibbons, Sandra L.; Ebbeck, Vicki
Titel	Team Building through Physical Challenges in Gender-Segregated Classes and Student Self-Conceptions
Quelle	In: Journal of Experiential Education, 34 (2011) 1, S.71-86 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-8259
DOI	10.5193/JEE34.1.71
Schlagwörter	Physical Education; Intervention; Multivariate Analysis; Single Sex Classes; Self Concept; Student Attitudes; Females; Program Effectiveness; Middle School Students; Comparative Analysis; Coeducation; Teamwork; Problem Solving; Grade 7; Grade 8; Foreign Countries; Competence; Canada + Suchen Sie Ihr Suchwort? Körpererziehung; Sportunterricht; Multivariate Analyse; Single-sex classes; Single-sex schools; Single sex schools; Getrenntgeschlechtliche Erziehung; Schule; Selbstkonzept; Schülerverhalten; Weibliches Geschlecht; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Koedukation; Problemlösen; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Ausland; Kompetenz; Kanada
Abstract	It was of interest to determine if earlier research findings, where female students were particularly advantaged by the Team Building Through Physical Challenges (TBPC; Glover & Midura, 1992) program in a coeducational setting, would still be observed in gender-segregated physical education classes. A total of 260 female (n = 127) and male (n = 133) middle school students were assigned to either treatment (participate in one TBPC activity every second week) or control (no exposure to TBPC activities) conditions. Assessments of six self-conceptions were collected before and after a five-month intervention period. Data were analyzed using a 2 (control/treatment) X 2 (pre-intervention/post-intervention) X 2 (female/male) repeated measures multivariate analysis of covariance. Examination of the results suggested that the TBPC program continues to somewhat advantage female students in gender-segregated classes, although the overriding finding was that the program is associated with beneficial outcomes for both female and male students. (Contains 1 table.) (As Provided).
Anmerkungen	Association for Experiential Education. 3775 Iris Avenue Suite 4, Boulder, CO 80301. Tel: 866-522-8337; Fax: 303-440-9581; e-mail: publications@aee.org; Web site: http://www.aee.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10