Investigating the Effects of Federal Funding on Students' Attitudes toward Physical Education

Autor/inn/en	Mercier, Kevin; Donovan, Corinne; Gibbone, Anne
Titel	Investigating the Effects of Federal Funding on Students' Attitudes toward Physical Education
Quelle	In: Physical Educator, 77 (2020) 1, S.59-77 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2160-1682
Schlagwörter	Student Attitudes; Physical Education; Educational Finance; Federal Aid; Financial Support; Grants; Age Differences; Grade 4; Grade 5; Grade 6; Grade 7; Grade 8; Elementary Secondary Education + Suchen Sie Ihr Suchwort? Schülerverhalten; Körpererziehung; Sportunterricht; Bildungsfonds; Finanzielle Förderung; Grant; Finanzielle Beihilfe; Age; Difference; Age difference; Altersunterschied; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08
Abstract	Students' attitudes toward physical education (PE) affect decisions to be physically active, are affected by the teacher and the curriculum, and become less positive as children get older. Federal funding has been granted to improve physical education programs, yet it is unknown how this funding affects attitudes and decisions to remain active. Attitudes toward PE of students from three schools that received large federal grants (n = 2,962) were compared to attitudes of students from two schools that did not receive funding (n = 3,252) for 3 years. Federal funding does not appear to slow decreases in students' attitudes. Significant differences between groups only appeared in fourth and fifth grade, with small effect sizes. Though funding added equipment, curricula, professional development, and technology to PE programs, more than funding--instead a focus on teaching and implementation--is likely needed to improve students' attitudes toward PE. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01