To move more but sit less. The roles of students' attitudes and knowledge.

Autor/inn/en	Chen, Senlin; Gu, Xiangli; Liu, Yang
Titel	To move more but sit less. The roles of students' attitudes and knowledge. Gefälligkeitsübersetzung: Mehr Bewegung, weniger Sitzen. Die Rolle von Schülereinstellungen und Schülerwissen.
Quelle	In: European physical education review, 25 (2019) 3, S. 731-744Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1356-336X; 1741-2749
DOI	10.1177/1356336X18767309
Schlagwörter	Wissen; Einstellung (Psy); Lernziel; Schüler; Wissen; Sportunterricht; USA; Lernerfolg; Sitzen; Sportpädagogik; Aktivität; Bewegungsmangel; Bewegungsverhalten; Interesse; Kognitives Lernen; Wissensvermittlung; Sekundarstufe I; Schüler; Aktivität; Lernerfolg; Affektives Lernen; Interesse; Kognitives Lernen; Lernziel; Wissensvermittlung; Bewegungsmangel; Sitzen; Bewegung (Motorische); Bewegungsverhalten; Sportpädagogik; Sportunterricht; Bewegungsfreude; USA
Abstract	An important goal of physical education (PE) is to educate children to become physically literate and active of their own accord. This study capitalized on examining the roles of students' attitudes toward PE and physical activity and fitness (PAF) knowledge in physical activity and sedentary behavior participation. Students from a public middle school in a Midwestern state in the United States of America responded to two surveys. One survey consisted of demographic and PAF knowledge questions for middle school students, and the other survey included the Attitude Toward Physical Education Questionnaire and the Youth Activity Profile. Structural equation models showed that perceived enjoyment and perceived usefulness, as affective and cognitive dimensions of attitude toward PE respectively, demonstrated small effects on physical activity and sedentary behavior, while perceived enjoyment further showed a moderate effect on PAF knowledge, after controlling for gender and grade. These findings indicate the need to deliberately foster students' positive attitudes toward PE in middle school years. It is argued that future pedagogy research on youth physical activity should also include sedentary behavior as a focal variable. (Autor).
Erfasst von	Bundesinstitut für Sportwissenschaft, Bonn
Update	2020/1