Improving Students' Knowledge and Values in Physical Education through "Physical Best" Lessons

Autor/inn/en	Leonetti, Melissa; Zhu, Xihe; Chen, Senlin
Titel	Improving Students' Knowledge and Values in Physical Education through "Physical Best" Lessons
Quelle	In: European Physical Education Review, 23 (2017) 2, S.223-236 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-336X
DOI	10.1177/1356336X16645366
Schlagwörter	Physical Education; Middle School Students; Grade 7; Teaching Methods; Knowledge Level; Experimental Groups; Control Groups; Pretests Posttests; Multivariate Analysis; Health Related Fitness; Student Motivation; Educational Attitudes; Attitude Change; Quasiexperimental Design; Questionnaires; Likert Scales; Expectation + Suchen Sie Ihr Suchwort? Körpererziehung; Sportunterricht; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 07; 7. Schuljahr; Schuljahr 07; Teaching method; Lehrmethode; Unterrichtsmethode; Wissensbasis; Multivariate Analyse; Gesundheitssport; Gesundheitstraining; Schulische Motivation; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Attitudinal change; Einstellungsänderung; Fragebogen; Likert-Skala; Expectancy; Erwartung
Abstract	This study examined the effects of using "Physical Best" lessons to promote adolescent energy balance knowledge and task values. Seventh graders (N = 90) were randomly assigned to the experiment and the comparison groups. The experiment group took 10 selected "Physical Best" lessons, while the comparison experienced 10 district lessons. Pre- and post-measurements of knowledge and task values were taken at the beginning and the end of the experiment. Analysis of covariance and multivariate analysis of variance were conducted to test the difference over time and between the groups in energy balance knowledge test scores and task values. Both groups improved knowledge test scores, but the experiment group scored significantly higher than the comparison, controlling for the pre-test. The comparison group reported higher initial attainment values which declined over time, while the experiment group increased. The findings suggested that "Physical Best" lessons were effective (?[subscript p][superscript 2] = 0.18) in improving students' energy balance knowledge in 10 structured lessons, and that students reported a higher perceived value about the importance of physical education after they learned energy balance and exercise principles. Perhaps these concepts should be taught in physical education to improve student knowledge and perceived values of the subject. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01