Affective Learning Profiles in Compulsory High School Physical Education: An Instructional Communication Perspective

Autor/inn/en	Webster, Collin A.; Mindrila, Diana; Weaver, Glenn
Titel	Affective Learning Profiles in Compulsory High School Physical Education: An Instructional Communication Perspective
Quelle	In: Journal of Teaching in Physical Education, 32 (2013) 1, S.78-99 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0273-5024
Schlagwörter	Physical Education; Affective Objectives; Intervention; Multivariate Analysis; Profiles; Statistical Analysis; High School Students; Student Characteristics; Gender Differences; Racial Differences; Body Composition; Physical Activities; Leisure Time; Classroom Communication; Teaching Methods; Measures (Individuals); Rating Scales; Student Motivation; Factor Analysis; Surveys; South Carolina + Suchen Sie Ihr Suchwort? Körpererziehung; Sportunterricht; Multivariate Analyse; Charakterisierung; Profilanalyse; Statistische Analyse; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Geschlechterkonflikt; Rassenunterschied; Freizeit; Klassengespräch; Teaching method; Lehrmethode; Unterrichtsmethode; Messdaten; Rating-Skala; Schulische Motivation; Faktorenanalyse; Survey; Umfrage; Befragung
Abstract	Affective learning is a major focus of the national K-12 physical education (PE) content standards (National Association for Sport and Physical Education [NASPE, 2004]). Understanding how students might fit into different affective learning subgroups would help extend affective learning theory in PE and suggest possible intervention strategies for teachers wanting to increase students' affective learning. The present study used cluster analysis (CA) and latent profile analysis (LPA) to develop a two-level affective learning-based typology of high school students in compulsory PE from an instructional communication perspective. The optimal classification system had ten clusters and four latent profiles. A comparison of students' class and cluster memberships showed that the two classification procedures yielded convergent results, thus suggesting distinct affective learning profiles. Students' demographic and biographical characteristics, including gender, race, body mass index, organized sport participation, and free time physical activity, were helpful in further characterizing each profile. (Contains 3 tables and 1 figure.) (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://www.humankinetics.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10