Differences in Enjoyment and Need for Cognition Relative to Teaching Games for Understanding, Physical Education, and Intentions to Enroll

Autor/inn/en	Lodewyk, Ken R.; Robertson, Scott
Titel	Differences in Enjoyment and Need for Cognition Relative to Teaching Games for Understanding, Physical Education, and Intentions to Enroll
Quelle	In: Physical Educator, 79 (2022) 4, S.398-423 (26 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-8981
Schlagwörter	High School Students; Grade 9; Physical Education; Student Participation; Enrollment; Intention; Psychological Patterns; Cognitive Processes; Student Needs; Games; Comprehension; Student Attitudes; Foreign Countries; Relationship; Canada + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; School year 09; 9. Schuljahr; Schuljahr 09; Körpererziehung; Sportunterricht; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Einschulung; Cognitive process; Kognitiver Prozess; Game; Spiel; Spiele; Verstehen; Verständnis; Schülerverhalten; Ausland; Wechselbeziehung; Kanada
Abstract	The primary aim of this quasi-experimental study was to investigate differences in enjoyment and need for cognition between regular physical education and a Teaching Games for Understanding (TGfU) unit by level (higher or lower) of intention to enroll in physical education. A sample of 71 ninth-grade physical education students completed a survey assessing enjoyment and need for cognition before and after participating in a 2-week TGfU territorial games unit. Results included significantly lower enjoyment for TGfU than for physical education both overall and among students with higher intentions to enroll. Students more prone to future enrollment also had higher need for cognition during TGfU than physical education after the study controlled for need for cognition in physical education. It may be necessary to better explain and justify TGfU especially with students higher in intentions to enroll while striving to enhance cognitive engagement during TGfU in those with lower intentions to enroll. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01