Examination of elementary students' emotions and personal and social responsibility in physical education.

Autor/inn/en	Simonton, Kelly L.; Shiver, Victoria N.
Titel	Examination of elementary students' emotions and personal and social responsibility in physical education. Gefälligkeitsübersetzung: Untersuchung der Emotionen und der persönlichen und sozialen Verantwortung von Grundschülern im Sportunterricht.
Quelle	In: European physical education review, 27 (2021) 4, S. 871-888Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1356-336X; 1741-2749
DOI	10.1177/1356336X211001398
Schlagwörter	Emotion; Psychische Belastung; Ärger; Selbstbeobachtung; Soziale Rolle; Ärger; Soziale Rolle; Schulsport; Selbstbeobachtung; Sportunterricht; USA; Belastbarkeit; Sportpädagogik; Unterrichtsforschung; Psychische Belastung; Verantwortungsbewusstsein; Schülermitwirkung; Curriculumevaluation; Unterrichtsforschung; Unterrichtsgestaltung; Schulsport; Sportpädagogik; Sportunterricht; Belastbarkeit; Verantwortungsbewusstsein; USA
Abstract	This study examined the relationships between student emotions in elementary physical education (PE) and their self-reported personal and social behaviors. Additionally, self-reported emotion and personal and social behavior differences were tested between students receiving a traditional multiactivity and games PE curriculum and those experiencing a Teaching Personal and Social Responsibility (TPSR) model curriculum. Participants were 2nd and 3rd grade students (n=222) from two schools in the United States. Both schools had similar student demographics, school needs, and community characteristics. For secondary comparison analysis, school one (n=87) served as the comparative school receiving a traditional multiactivity curriculum and school two (n=135) received the TPSR model. Results showed that enjoyment and anger were predictors of students' behavioral engagement. Findings also disclosed a significant positive effect for enjoyment, perceived responsibility, and behavioral engagement favoring the TPSR group. The TPSR model may be positively associated with elementary students' beliefs about responsible behaviors, student enjoyment, and training students in positive ways to deal with anger. Overall, investigating the relationship between students' emotions and their personal and social development, as it relates to PE, may provide intervention to reduce some negative experiences students report in these environments. Likewise, positive emotional experiences may increase in-class engagement and the adoption of adaptive personal and social responsibilities within PE and potentially into other areas in and out of school. (Autor).
Erfasst von	Bundesinstitut für Sportwissenschaft, Bonn
Update	2022/3