Differences in Adaptive Outcomes between Previous Physical Education and a Teaching Games for Understanding Games Unit in Adolescent Girls

Autor/inn/en	Lodewyk, Ken R.; Bracco, Elizabeth
Titel	Differences in Adaptive Outcomes between Previous Physical Education and a Teaching Games for Understanding Games Unit in Adolescent Girls
Quelle	In: ICHPER-SD Journal of Research, 10 (2018) 1, S.12-20 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1930-4595
Schlagwörter	Adolescents; Females; Educational Games; Physical Education; Student Experience; Teaching Methods; Physical Education Teachers; Student Attitudes; Self Efficacy; Value Judgment; Self Concept; Ability; Anxiety; Constructivism (Learning); Athletics; Instructional Effectiveness; Student Motivation; Cognitive Development; Comprehension; Foreign Countries; High School Students; Grade 9; Catholic Schools; Learning Strategies; Canada; Motivated Strategies for Learning Questionnaire; Need for Cognition Scale + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Weibliches Geschlecht; Educational game; Lernspiel; Körpererziehung; Sportunterricht; Studienerfahrung; Teaching method; Lehrmethode; Unterrichtsmethode; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Schülerverhalten; Self-efficacy; Selbstwirksamkeit; Werturteil; Selbstkonzept; Fähigkeit; Fertigkeit; Angst; Leichtathletik; Unterrichtserfolg; Schulische Motivation; Kognitive Entwicklung; Verstehen; Verständnis; Ausland; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; School year 09; 9. Schuljahr; Schuljahr 09; Katholische Schule; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Kanada
Abstract	Two weeks into a new academic school year, a physical education (PE) class of 25 grade nine girls completed a survey relative to their previous PE experiences. Following the completion of a six-lesson territorial games unit using the six-step teaching game for understanding (TGfU) model taught by a guest certified female teacher with TGfU expertise, the sample completed the same survey except applying to the TGfU-games unit. The study investigated differences in self-reported likes, dislikes, self-efficacy, value, ability conceptions, physical activity, anxiety, and need for cognition between previous PE experiences and a TGfU games unit. Both the PE-experience and TGfU-unit surveys consisted of 39 items (34 Likert style, two open-ended, and three demographics). One-way repeated measures ANOVA was used to assess differences in these constructs between previous PE and the TGfU-games unit and Creswell's protocol was applied to analyze data from the two qualitative survey items (students' likes and dislikes of PE and TGfU). Results revealed both likes and dislikes for TGfU and PE with significantly higher self-efficacy and lower anxiety, value, and entity ability conception in the TGfU-games unit. The study provides new insight potential differences between previous experiences in PE and a TGfU-unit on students' motivation and the need for cognition in PE. (As Provided).
Anmerkungen	International Council for Health, Physical Education, Recreation, Sport, and Dance. 1900 Association Drive, Reston, VA 20191. Tel: 703-476-3462; Fax: 703-476-9527; e-mail: ichper@aahperd.org; Web site: http://www.ichpersd.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01