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Student attitude toward physical education and physical activity: A review of measurement issues and outcomes
Abstract
This paper reviews the literature on student attitude in physical education. First, an overview of the concept of attitude is presented followed by a discussion of why we need to investigate student attitude. Next, there is a detailed discussion of issues related to;attitude measurement-factors that often are problematic in research in this area. Both quantitative and qualitative tools are discussed with a particular focus on developing an instrument that has the properties of reliability and validity. The third major section of the paper presents an overview of the results of attitude research in physical education. Finally, the paper concludes with implications for research in this area.
... In recent years, there has been increased research on students' attitudes toward PE and the influence of students' attitudes on their participation in extracurricular sport and physical activities (Chung & Phillips, 2002;Koca & Demirhan, 2004;Li et al., 2014;Ntovolis et al., 2015;Silverman & Subramaniam, 1999;Subramaniam & Silverman, 2000). In most developed countries, PE is a compulsory curricular subject with objectives aimed at helping students master sporting skills; fostering physical development (i.e., physical conditioning); and promoting student engagement in active, healthy, and long-lasting lifestyles that involve long-term participation in sport and physical activity (Rosado, 2009;Young et al., 2021). ...
... Although PE is compulsory, these contexts are crucial and may enhance our understandings. It is important to emphasize that other reviews (Silverman & Subramaniam, 1999;Silverman, 2017) have taken a different approach. Silverman and Subramaniam (1999) focused on the need to create and validate instruments that allow researchers to assess students' attitudes toward PE. ...
... It is important to emphasize that other reviews (Silverman & Subramaniam, 1999;Silverman, 2017) have taken a different approach. Silverman and Subramaniam (1999) focused on the need to create and validate instruments that allow researchers to assess students' attitudes toward PE. On the other hand, Silverman (2017) analyzed students' and teachers' attitudes toward PE. ...
In recent years, there have been more studies on students’ attitudes toward physical education (PE). Such interest has derived from the increased levels of physical inactivity and obesity, which have been associated to the quality of PE. This narrative review aims to reflect on current research trends in students’ attitudes toward PE and to identify future areas for research in this field. The last two decades of research on this topic have increased our knowledge about students’ attitudes toward PE and enhanced our understanding of the strategies that can enhance student development. Future research could focus on (1) validating instruments for measuring students attitudes toward PE, (2) defining the theoretical framework used, and (3) evaluating the effectiveness of educational systems.
... Istraživanja u oblasti fizičkog vaspitanja ukazuju na to da ponašanje nastavnika u velikoj meri utiče na stavove učenika, kako na pozitivan, tako i na negativan način. Naime, učenici koji su imali pozitivna iskustva sa nastavnikom fizičkog vaspitanja izveštavaju da imaju pozitivan stav prema ovom predmetu (Subramaniam & Silverman, 1999). Kada je u pitanju disciplina učenika na nastavi fizičkog vaspitanja, navodi se da je percepcija okruženja u kojem se tačno zna zadatak koji treba izvesti povezana sa intrinzičkim motivima koje nastavnici podstiču kao uzorno ponašanje na času (Bakirtzoglou i Ioannou, 2011).U istraživanju u kom su učestvovali učenici VI, VII i VIII razreda osnovne škole ispitivani su stavovi prema nastavniku i časovima fizičkog vaspitanja. ...
... je, sa druge strane, u svom istraživanju zapazio da je do poboljšanja došlo kod onih učenika gde nastavnik ispoljava personalizovan stil rada sa učenicima (pamti njihova imena, priča sa njima o njihovoj kondiciji, učestvuje u času) . Postoje neka istraživanja koja ukazuju na to da se učenici koji ispoljavanju nepovoljna osećanja prema fizičkom vaspitanju često uzdržavaju od uključivanja u fizičke aktivnosti van škole (Subramaniam & Silverman, 1999). Za razliku od situacije kada učenici imaju pozitivan stav prema fizičkom vaspitanju, kada je stav negativan podučavanje i učenje postaju teški za sve koji su u taj proces uključeni (Subramaniam & Silverman, 1999). ...
... Postoje neka istraživanja koja ukazuju na to da se učenici koji ispoljavanju nepovoljna osećanja prema fizičkom vaspitanju često uzdržavaju od uključivanja u fizičke aktivnosti van škole (Subramaniam & Silverman, 1999). Za razliku od situacije kada učenici imaju pozitivan stav prema fizičkom vaspitanju, kada je stav negativan podučavanje i učenje postaju teški za sve koji su u taj proces uključeni (Subramaniam & Silverman, 1999). Pored toga, učenice kao važno ističu i mogućnost da poboljšaju svoje sposobnosti i da se na času zabave. ...
The aim of the study was to determine the factor structure of the assessment scale of the Physical Education Teacher Attitude Questionnaire, as well as to ascertain the existence of gender, age, and differences in whether students practice some sport outside of school or not, in terms of attitudes toward different physical education teacher competences. A sample of 119 students of both genders, grades 5 through 8, was assigned a USF assessment scale, modeled on existing instruments for assessing student attitudes toward physical education and physical education teachers. The factor structure was determined by using factor analysis. The ANOVA results for gender differences indicate that there are no statistically significant differences in the attitudes of students towards the competences of physical education teachers. ANOVA results for differences between coaching students and non-coaches suggest that there are statistically significant differences between these groups of respondents regarding the factor of socio-emotional competence of teachers, in the sense that students who train a sport are more inclined towards the socio-emotional competences of teachers. The ANOVA results for age differences indicate that there are statistically significant differences between younger and older students, regarding both factors, in the sense that younger students are more inclined towards both the socio-emotional and professional competences of physical education teachers. Attitudes towards the teacher provide valuable information about what students think and feel about them, thus creating adequate conditions for effecting change and improving both teaching and relationships with students.
... Researchers' interest in attitudes in physical education has a long history (see Silverman, & Subramaniam, 1999). This could be justified by results that indicate that people with positive attitudes toward physical education are more likely to participate in physical activities outside the class (McKenzie, 2003;Portman, 2003), and an active lifestyle in childhood results in a higher probability of an active lifestyle in adulthood (Telama, Yang, Laakso, & Viikari, 1997). ...
... Having realized how limited this approach was, researchers turned their attention toward a two-dimensional construct, where they took into account not only the emotional domain but also the cognitive domain. It refers to beliefs/opinions on the characteristics of the object of attitudes, the object, in this case, being physical education (see Silverman, & Subramaniam, 1999;Subramaniam, & Sliverman, 2000). The most common characteristics of physical education that are taken into account are the utility of physical education, curriculum, or the level of expertise of the teacher. ...
... The most common characteristics of physical education that are taken into account are the utility of physical education, curriculum, or the level of expertise of the teacher. The truth is that there is no widely accepted construct for exploring attitudes toward physical education classes (Silverman, & Subramaniam, 1999), given that experts use different theoretical conceptions depending upon the needs and specificities of the research they are conducting at the given moment. ...
The primary goal of this paper was to examine the attitudes of primary school students towards different aspects of physical education, with special emphasis on the specifics of age and gender categories. Also, the emotional relation towards physical education was examined through its ranking on the list of favorite subjects, and it was brought in connection with attitudes. The sample consisted of 6627 students (boys 3341-50.4%; girls 3286-49.6%) of primary schools in the city of Banja Luka (Republic of Srpska, Bosnia and Herzegovina), of which 2201 elementary school students and 4426 middle school students. Using t-tests, it was found that elementary school students in relation to the middle school students show statistically significantly higher values for the general attitude towards physical education. A comprehensive approach to the analysis of 15 separate items showed that the former express significantly higher values for most items. Girls and boys do not differ in terms of a general attitude towards physical education. Elementary school students ranked physical education better than other subjects, while girls of both age categories ranked physical education somewhat worse than boys. Better attitudes and ranking by younger students indicate the priority of this phase of life for physical education and the need to raise quality in working with this age. Declining values at an older age (middle school) require more proactive teacher action with an emphasis on the implementation of interesting content. The lack of differences between the attitudes of girls and boys calls for a renunciation of the traditional assumption that only boys have a benevolent attitude towards physical education. This implies greater support for girls and their stronger involvement in all organizational forms of physical education (sports sections, school competitions).
... Since the 1990s, a growing body of research focused on examining perceptions and experiences of school-based PE from various perspectives within the PE community, including students (Beni et al., 2017;Bernstein et al., 2011;Ennis, 1996;Enright & O'Sullivan, 2010;Gibbons & Humbert, 2008;Knowles et al., 2011;Papageorgaki, 2018;Portman, 1995;Silverman & Subramaniam, 1999), parents (Na, 2015), teachers (Balázs et al., 2016;Boyle et al., 2008;Dwyer et al., 2003;Morgan & Hansen, 2008), principals (George & Curtner-Smith, 2017), PE teacher education students (Harris, 2014) and PE teacher educators (McEvoy et al., 2017), has emerged. This section aims to explore some of the reported themes related to views held concerning the purpose of PE and factors that influence students' engagement and participation during PE. ...
... In a literature review examining students' attitudes toward PE, Silverman and Subramaniam (1999) reported several influencing factors: (1) attitude declines as a function of grade level; (2) the marginal status of PE in the school curriculum negatively impacts students' beliefs and attitudes toward the subject matter; (3) high-and low-skilled students experience PE differently, as low-skilled students do not receive adequate feedback from their PE teachers to improve their skill level and they frequently blame themselves for being unsuccessful; and (4) attitude is influenced by the PE curriculum content, as students who were exposed to a variety of activities that focus on movement pattern development were more in favour of PE, as opposed to students who were exposed to a more rigid, skill-based curriculum. Gibbons and Humbert (2008) examined the PE experiences of 90 female middle school students (Grades 6 and 7) using focus group interviews, one-on-one interviews and written open-ended questions The authors noted four themes to describe the female students' PE experiences: (1) students preferred doing a variety of lifetime activities (e.g., dancing, walking, judo) and input into these choices, rather than playing traditional team sports which was more often the case in their PE experiences; (2) students' personal competence was associated with their sense of efficacy in their sport-specific skills; ...
... When students are not provided adequate feedback from their PE teachers, they are unable to correct skills or address movement patterns that are not being executed appropriately. Similar findings were discussed by Silverman and Subramaniam (1999) Some teachers spoke about the improper use of the word "gym" in place of "physical education". When reviewing the student focus group and teacher interview data, there was a clear difference between how students and teachers used the word. ...
In Nova Scotia, the Department of Education and Early Childhood Development is responsible for overseeing curriculum changes and providing physical education (PE) teachers with professional development opportunities and training regarding new curriculum implementation. The current Nova Scotia PE curriculum for Grades 7-9 aims to enhance students’ health and continued development of physical literacy; however, there is limited information available about how the curriculum is being implemented or the types of transferable skills students are acquiring as a result. Examining students’ PE experiences helps with understanding their perspective of and relationship with physical activity. Therefore, the purpose of this research was to examine the social and environmental factors that influence Grade 8 students’ PE experiences. The research aimed to build knowledge on how PE is being supported in Nova Scotia with the goal of providing PE students and teachers a greater local voice in the pursuit of making PE a priority. Elements of Heidegger’s hermeneutic phenomenology were applied, where 18 Grade 8 students (7 females and 11 males) were placed in the centre of the investigation. Supplemental interview data from six PE teachers (4 females and 2 males) and document analysis of the PE curriculum were used to support students’ reported experiences collected via focus group discussions. The research was contextualized within a Socio-Ecological Model, which represented the social environments within the PE community. Data were analysed using interpretative phenomenological analysis which revealed six themes representing the key issues that influence students’ PE experiences. Themes included: (1) student engagement, (2) varying views of PE’s purpose, (3) role of the PE teacher, (4) low status of school PE, (5) comprehensive school health, and (6) red tape policies. Based on students’ and teachers’ reported experiences, two sets of recommendations are presented. The first set is for PE teachers from students, and the second is for PE policymakers from PE teachers. Results may be used to provide guidance for the planning, development, implementation and delivery of future PE curriculum, and to advance our knowledge of the current curriculum as to how it is being experienced by students, perceived by teachers, and supported in schools.
... Como afirma Kretschmann y Wrobel (2015, p. 16), «la actitud es el principal determinante de un comportamiento», es por ello, que conocer la actitud de una persona nos ayuda a mejorar su comportamiento. Hay muchas teorías para explicar lo que es una actitud, pero las más destacadas son aquellas que tienen en cuenta un modelo bidimensional (dimensión afectiva, referida a emociones y sentimientos, y dimensión cognitiva, referida a las creencias y el conocimiento que se tiene sobre ese algo) (Silverman & Subramaniam, 1999;Hogg & Vaugham, 2008). Las actitudes se forman a través de creencias. ...
... Si la creencia es positiva, la actitud será favorable, y al contrario. Así, la actitud representa los sentimientos individuales positivos o negativos en relación con algo (Silverman & Subramaniam, 1999), o una valoración más o menos duradera hacia personas, objetos o ideas (Vlasic, Oreb, 2020, Retos, 38, 443-451 © Copyright: Federación Española de Asociaciones de Docentes de Educación Física (FEADEF) ISSN: Edición impresa: 1579-1726. Edición Web: 1988-2041 & Katovic, 2012). ...
... Como factor más influyente en el desarrollo de actitudes positivas y negativas hacia la Educación Física se señalaba el contenido del currículum (Luke & Sinclair, 1991;Subramaniam & Silverman, 2002;Zeng, et al., 2011). En varios estudios la primera opción de los estudiantes eran los juegos y deportes de equipo (Zeng, et al. 2011;Rikard & Banville, 2006;Silverman & Subramaniam, 1999). Según Rikard y Banville (2006) la razón principal que apuntaba el 73% de los estudiantes era la diversión. ...
El interés por el estudio de las actitudes de los estudiantes hacia una materia reside en buscar mejorar la enseñanza. Este trabajo da a conocer un instrumento de medida de las actitudes hacia la Expresión Corporal tras un proceso de elaboración y validación. El resultado es un cuestionario estructurado en cuatro factores y 32 ítems dirigido a los estudiantes de Secundaria. El proceso de creación supuso el análisis de la validez de contenido, validez de constructo y fiabilidad. La validez de contenido se llevó a cabo siguiendo la fórmula de Lawshe para analizar la información aportada por un grupo de expertos. La validez de constructo supuso un análisis factorial de los datos extraídos del estudio piloto llevado a cabo. Para determinar la fiabilidad se tuvo en cuenta el cálculo del estadístico alfa de Cronbach. Terminado el proceso de construcción, el resultado es un instrumento de medición de las actitudes hacia la Expresión Corporal de los alumnos de Educación Secundaria. Abstract. The center of interest of studying students’ attitudes towards a subject lies in its possibility to improve the teaching process. This work reveals an instrument to measure attitudes towards Corporal Expression, after a process of elaboration and validation. As a result, we make a questionnarie aimed at Secondary School students and structured into four factors and 32 items known. The building process of the questionnarie consisted of content validity analysis, construct validity, and reliability. Content validity was carried out following the Lawshe formula to analyze the information provided by the group of experts. Construct validity involved a factorial analysis of the data extracted from a pilot study. In order to check reliability, Cronbach alpha statistical calculation was taken into consideration. At the end of this procedure, we obtain an instrument for measuring attitudes towards Corporal Expression in Secondary School Students as the main result.
... In other words, a student's attitude toward a particular subject in school can be shaped by his/her perception of the teacher or instructional setting. Attitudes toward physical activity and perceptions about physical education classes are important to understand as they can influence an individual's decision to begin or to continue participation in an activity (Silverman and Subramaniam, 1999) [5] . Every country is looking forward and working really hard in promoting the Physical Education programs by creating awareness among its citizens in order to overcome the health related issues due to sedentary lifestyles. ...
... In other words, a student's attitude toward a particular subject in school can be shaped by his/her perception of the teacher or instructional setting. Attitudes toward physical activity and perceptions about physical education classes are important to understand as they can influence an individual's decision to begin or to continue participation in an activity (Silverman and Subramaniam, 1999) [5] . Every country is looking forward and working really hard in promoting the Physical Education programs by creating awareness among its citizens in order to overcome the health related issues due to sedentary lifestyles. ...
The aim of the present study was to compare the level of interest towards Physical Education among the students in relation to their gender and locale. The population of the study was 300 school students including 100 (5 th grades) students, 100 (7 th grades) students and 100 (9 th grades) students. Interest level was measured using the Physical Education Interest Questionnaire (PEIQ). SPSS 22 software was used for the analysis of data. The results showed that all the students have a positive interest towards Physical Education regardless of their gender, but the male students possessed a significantly higher interest towards Physical Education in comparison to the female students. There was an insignificant difference between the rural and urban students concerning the interest level towards physical education.
... As children progress through the early stages of development, there is a strong correlation between rising unfavorable attitudes toward Physical Education and a drop in physical activity (Janz, et al., 2010) [19] . Participants in Physical Education have a lot of fun and continue to participate after school (Silverman & Subramaniam, 2007) [35] . Physical Education is not an examinable subject in the majority of African schools, according to Shen et al. (2012) [33] . ...
... As children progress through the early stages of development, there is a strong correlation between rising unfavorable attitudes toward Physical Education and a drop in physical activity (Janz, et al., 2010) [19] . Participants in Physical Education have a lot of fun and continue to participate after school (Silverman & Subramaniam, 2007) [35] . Physical Education is not an examinable subject in the majority of African schools, according to Shen et al. (2012) [33] . ...
Since its inception, physical education has played an important role in the development of learners, particularly in early childhood. This paper sought to investigate the factors associated with the non-selection of Physical Education as an elective course in Ashanti Region Colleges of Education: the perspectives of Physical Education tutors. The findings were based on semi-structured interviews with eight tutors and eight public Colleges of Education in Ghana's Ashanti Region. The research revealed the difficulty of the course at the College of Education, the number of Physical Education tutors available, and the workload of Physical Education tutors. The study suggested that Physical Education be introduced early to dispel the myth that it is difficult, and that Colleges of Education hire more Physical Education tutors to ensure an even distribution of workload.
... However, it is more prudent to first acquire information about the nature of students' prior knowledge to know whether it is 'active, sufficient, appropriate, and accurate. Prior knowledge as mentioned earlier could either help or hinder learning [18]. Prior knowledge that is 'inactive, insufficient, and inaccurate' could hinder the learning of a student. ...
... Lectures in higher education sectors can have many prospects to engage with students. Most significantly, if the engagement is of high quality, the ultimate results influence the inspiration of students' participation in the module activities [18]. Furthermore, previous research concurs with this paper that caring relations between the lecturer and students tend to influence the degree to which students participate in class activities [19]. ...
... As percepções e as atitudes em relação à EF assumem, assim, uma importância central, pois podem influenciar, positiva ou negativamente, a forma como os alunos participam, aprendem e se desenvolvem (Silverman e Subramaniam, 1999;Sallis, Prochaska e Taylor, 2000;Ntoumanis, 2001;Subramaniam e Silverman, 2002;Manson, 2003;Silverman, 2005;NASPE, 2006), no en tanto pouco se sabe sobre as percepções e atitudes dos alunos, ao longo dos diferentes níveis de ensino, em relação à competição e à cooperação, da mesma forma que pouco se sabe sobre o papel da competição, da cooperação e do trabalho individual, no processo educativo em geral. Algo que nos parece central, pois uma compreensão mais aprofundada do que caracteriza o clima das aulas de EF em termos de goal structures e seu impacto no desenvolvimento e aprendizagem dos alunos, pode proporcionar informações adicionais, aos professores e aos curriculum designers, em termos da criação de programas de EF. ...
... Deixar-se enclausurar nesta alternativa entre um ou outro tipo de programa é deixar-se encerrar numa falsa alternativa, já que tudo indica que o sistema de vinculação, a forma como se organizam as interdependências entre alunos, a construção de um clima sócioafectivo positivo, é a base segura que potencia o desenvolvimento das competências académicas. Da mesma forma, uma diversidade de estudos (Silverman e Subramaniam, 1999;Sallis, Prochaska e Taylor, 2000;Subramaniam e Silverman, 2002;Manson, 2003;Ntoumanis, 2005;Silverman, 2005;NASPE, 2009;Casey, Goodyear, 2015), reconhece que as percepções e atitudes de alunos, pais e professores, em relação à EF, assumem uma importância central, pois podem influenciar, positiva ou negativamente, a forma como os alunos participam, aprendem e se desenvolvem. No entanto, pouco se sabe sobre as percepções e atitudes dos alunos, ao longo dos diferentes níveis de ensino, em relação à competição e à cooperação, da mesma forma que pouco se sabe sobre o papel da competição, da cooperação e do trabalho individual, no processo educativo em geral. ...
An inclusive school must be much more than a response to the educational needs of students with special needs. It must also provide education with a perspective centred on an effective curriculum for all, promoting the sharing of the same educational space between children and young people from different social levels and different cultures, providing a mutual acceptance of differences and facilitate the meeting between the respective families. This path is neither easy nor short and implies cooperation between students and between teachers. This book is undoubtedly an important path for the construction of an inclusive school.
... Чињеница је да не постоји општеприхваћени конструкт за истраживање ставова у настави физичког васпитања (Silverman, & Subramaniam, 1999), с обзиром да експерти користе различите теоретске приступе у зависности од потреба и специфичности датог истраживања. ...
... За потребе овога неексперименталног посматрања коришћена је анкета као приступ испитивања ставова о настави физичког васпитања. У оптицају постоји већи број инструмената (види Silverman, & Subramaniam, 1999), јер истраживачи користе различите теоретске моделе и прилагођавају инструменте сврси сопственог истраживања (види Tannehill, & Zakrajsek, 1993). То је управо случај и у овоме раду, гдје смо уважавајући афективне и когнитивне димензије ставова, креирали инструмент са15 ставки које испитују ставове према различитим релевантним аспектима физичког васпитања. ...
6.627 ученика (дјечаци 3.341-50.4%; дјевојчице 3.286-49.6%) основних школа на подручју града Бања Луке (Република Српска, Босна и Херцеговина), од чега 2.201 ученик/ца разредне наставе, те 4.426 ученика/ца предметне наставе. Примјеном t-тестова утврђено је да ученици разредне у односу на ученике предметне наставе исказују статистички значајно више вриједности за генерални став према физичком васпитању. Свеобухватним приступом анализе 15 засебних ставки увидјело се да први исказују значајно више вриједности за већину ставки. Дјевојчице и дјечаци се не разликују по питању генералног става према физичком васпитању. Млађи школски узраст је боље рангирао физичко васпитања у односу на друге наставне предмете, док су дјевојчице обе узрасне категорије нешто лошије рангирале физичко васпитање у односу на дјечаке. Бољи ставови и рангирање од стране ученика разредне наставе указују на приоритетност ове животне фазе за физичко васпитање, те потребу за подизањем квалитета у раду са овим узрастом. Опадање вриједности код старијег узраста захтјева проактивније дјеловања наставника са нагласком на имплементацију интересантних садржаја. Непостојање разлика између ставова дјевојчица и дјечака позива на одрицање од традиционалне претпоставке да искључиво дјечаци имају благонаклон став према физичком васпитању. То подразумијева већу подршку дјевојчицама, те снажније укључивање у све организационе форме физичког васпитања (спортске секције, школска такмичења).
... Asimismo, esta adquisición de actitudes se produce desde la acción, vinculándose directamente con todas las actividades que el alumnado realiza en clases (González, 1992). En el caso de Educación Física, esta situación adquiere una relevancia aún mayor, ya que es la única asignatura dentro del curriculum escolar que se preocupa del aprendizaje del alumnado a través de la experiencia corporal (Araya, 2011), por lo tanto es importante tener en cuenta que, dependiendo de cómo los escolares perciban estas vivencias, se irán generando determinadas creencias o valoraciones, las que influirán en la actitud para enfrentar estas experiencias corporales cada vez que se presenten, ya sea dentro o fuera de la escuela (Silverman & Subramaniam, 1999). ...
... Diversos estudios concluyen que, en general y teniendo en consideración variables mediacionales determinadas por factores internos (Sicilia, 2003), la mayoría de los escolares presentarían actitudes positivas hacia la educación física (Castro, Pieron & Gonzalez, 2006;Dismore & Bailey, 2010;Fernández, González, Toja & Carreiro, 2017;Gómez, Ruiz, García, Baena & Granero, 2007;Granero-Gallegos, Baena-Extremera, Bracho-Amador & Pérez-Quero, 2016;Gutiérrez & Pilsa, 2002;Hernández & López, 2007;Marques, Martins, Diniz & Carreiro, 2014;Moreno, Rodriguez & Gutierrez, 2003;Neuls, Vašíèková & Vysloužilová, 2014;Silverman & Subramaniam, 1999;Stelzer, Ernest, Fenster & Langford, 2004;Subramaniam & Silverman, 2007). Referente a la relación con el sexo del alumnado, la mayoría de los estudios indican que existen diferencias, en donde los varones presentarían un mayor grado de actitudes favorables hacia la educación física que las damas (Koca, Aºçi & Demirhan G., 2005;Moreno et al., 2003;Opper, 1996;Rodríguez-Rodríguez, Curilem, Berral & Flores, Almagià, A., 2017;Shropshire, Carroll & Yim, 1997), aunque algunas investigaciones en estos últimos años indican que no existen diferencias significativas o que en algunos casos las damas presentarían levemente mayores valoraciones positivas que los varones (Gómez et al., 2007;Pieron, Ruiz & García, 2008;Säfvenbom, Haugen & Bulie, 2014). ...
El presente estudio tiene como objetivo analizar y comparar las actitudes hacia la educación física de escolares chilenos y alemanes, centrándose en el grado de importancia que ellos le otorgan a la asignatura y en el grado de conformidad que tienen con las clases que están recibiendo, según país, género y curso. Fueron encuestados 2.748 escolares de las regiones de la Araucanía en Chile (50%), y del Sarre en Alemania (50%). Se utilizó el “Cuestionario de Actitudes de los Escolares hacia la Educación Física”, elaborado y validado por el Instituto de Ciencias del Deporte de la Universidad del Sarre de Alemania. Los resultados indican que la mayoría de los escolares presentan actitudes positivas hacia la educación física. Se encontraron diferencias significativas entre el alumnado de ambos países, en donde los escolares de Chile le otorgan un mayor grado de importancia a la educación física que los escolares de Alemania, mientras que los escolares alemanes manifiestan un mayor grado de conformidad hacia la educación física que los escolares chilenos. Se establece que los varones le otorgan mayor importancia a la educación física que las damas, mientras que en el grado de conformidad estas diferencias según sexo no se presentan. Por último, se confirma que a medida que va aumentando la edad estas apreciaciones favorables hacia la educación física disminuyen. Los resultados de esta investigación indican que existe una favorable disposición del alumnado hacia la educación física, la cual se debe aprovechar para lograr mejores aprendizajes.Abstract: The object of the present study was to analyze and compare attitudes towards physical education among Chilean and German schoolchildren, concentrating on the degree of importance that they attribute to the subject and their degree of conformance with the classes that they receive, by country, gender, and school grade. A survey was applied to 2,748 schoolchildren in the Araucanía Region of Chile (50%) and the federal state of Saarland in Germany (50%). The survey used the “Questionnaire on Schoolchildren's Attitudes to Physical Education”, drafted and validated by the Institute of Sport Sciences of the University of Saarland in Germany. Results indicate that the majority of schoolchildren present positive attitudes towards physical education. Significant differences were found between pupils from the two countries: schoolchildren in Chile attribute a greater degree of importance to physical education than those in Germany, while German schoolchildren express a greater degree of conformance with physical education than Chileans. It was found that boys attribute greater importance to physical education than girls, but that no gender differences exist regarding the degree of conformance. Finally, it was found that as children advance in age, favorable opinions on physical education diminish. The results of this work indicate that pupils have a favorable disposition towards physical education, which should be exploited to increase learning.
... Student attitudes developed during PE experiences are also tied to lifetime activity choices. According to Silverman and Subramaniam (1999), student attitudes are formed through beliefs: "For example, a student may have a strong belief that participation in physical education improves physical fitness" (p. 97). ...
... When a student has this belief, their attitude toward physical education may be more positive and less negative. The physical educator and curricular content, gender, age and grade level, marginality of physical education, and student skill-level are some of the independent variables that have been investigated in attitude research in physical education (Silverman & Subramaniam, 1999). If a student has had positive experiences with their PE teacher, this will lead to a more positive attitude toward the content. ...
There has been much research done on the many different evidence-based instructional models in physical education (Dyson, Griffin, & Hastie, 2004; Metzler,
2011). Researchers have studied the relationship between these models and several variables of physical education such as motivation, student attitude, student behavior, and social skill development due to their relations with student outcomes (Hassandra, Goudas, & Chron, 2003; Hastie & Sharpe, 1999; Ntoumanis, 2001). Although many of the models have provided significant findings, there is a lack of evidence for teachers using such models (Hodges, Laughlin, & Brusseau, 2018). The purpose of this article is to review the essential components of two popular instructional models, the Sport Education model (SE) and Cooperative Learning (CL) model, and the positive effects they have had on student motivation, behavior, attitude and social skill development. We also discuss how professional development (PD) can improve teachers’ understanding and implementation of these models.
... Therefore, the application of video technology in physical education has great potential and possibilities (Silverman, 1997), which has been supported in subsequent studies (Crook et al., 2012;Fukkink et al., 2011). As an advanced teaching method, videos can enhance students' positive attitudes, thereby exerting a positive impact on their learning behaviors and intentions (Silverman, 1999) . Additionally, this approach enhances students' sense of self-efficacy during learning, which has a positive impact on learning motivation and subsequently improves their learning performance. ...
... It was clearly revealed that the students' interest decreased, with the increase of grade level. The findings of (Prochaska JJ et al., 2003, Silverman S et al., 1999and Stewart MJ et al.,1991 supports the results of present study. They reported that age of students is positive perception of Physical Education seemed to fade. ...
The aim of present study was to compare the level of interest towards Physical Education among the students in relation to their class standard. The population of the study was 300 school students including 100 (5th grades) students, 100 (7th grades) students and 100 (9th grades) students. Interest level was measured using the Physical Education Interest Questionnaire (PEIQ). SPSS 16 software was used to analysis of data. The results showed that there exists a significant difference in interest level among Bhutanese students in relation to their class standard. The significantly higher positive interest towards physical education has been found in 5th grade students in comparison to 7th and 9th grade students. It has also been found that 7th grade students revealed notably higher positive interest than 9th grade students. It has been found that the level of interest towards Physical Education decrease as the class standard increases. Introduction: One of the most important contributions to education is the development of motor skills which is an aid for our school children. A physical educator has the vital role of creating and implementing successful Physical Education activities which would motivate the learners to participate successfully. The prime aims and objectives of Physical Education program in schools is to engage the students in regular physical activities which would make the students to have higher academic performance, social development, self esteem, weight control, motor skill development and stress management .
... Alternatively, attitudes can be relatively enduring convictions, feelings and behaviours towards socially significant objects, events or symbols. Silverman & Subramaniam (1999) suggest that an individual's attitude develops from their personal belief system, which forms in youth. When these belief systems persist, they eventually influence the person's attitude. ...
The Global Consensus Statement on judo-based interventions for older adults addresses the potential of
judo techniques, particularly ukemi (safe falling techniques), in minimising the risk and impact of falls among the elderly.
Falls represent a significant health challenge for the ageing population, contributing to injuries and high healthcare costs.
The statement outlines best practice and recommendations for implementing judo-based fall prevention programmes
globally. These programmes leverage judo's multi-faceted approach, incorporating strength, balance, co-ordination, and
safe landing skills to reduce the severity of falls and minimise the fear of falling. Research indicates that older adults
can learn and retain these motor skills, enhancing their ability to fall safely and reduce injury risks. The consensus also
highlights the importance of collaboration between judo federations, healthcare providers and community organisations
to scale these interventions effectively. By promoting judo-based exercise programmes, the consensus aims to improve
physical, psychological and social wellbeing among older adults, ultimately enhancing their independence and quality
of life.
... Alternatively, attitudes can be relatively enduring convictions, feelings and behaviours towards socially significant objects, events or symbols. Silverman & Subramaniam (1999) suggest that an individual's attitude develops from their personal belief system, which forms in youth. When these belief systems persist, they eventually influence the person's attitude. ...
Research for the development of policies aimed at better understanding of judo and gender equality through its practice is very significant, especially when it comes to higher education. The aim of this research is to analyze possible differences in attitudes between male and female students, towards judo. A sample of (n=287) male students and (n=64) female students from the first year of the Faculty of Sport and Physical Education, who attended and completed the mandatory judo course, participated in an anonymous and voluntary survey conducted during the first week and after passing an exam, from academic years 2013/2014 to 2022/2023. The survey consisted of 22 statements. Respondents rated the statements on a Likert scale from 1 to 5. The Cronbach's alpha coefficient indicated high reliability and internal consistency of the scale, with .901 for male students and .904 for female students. Results of the Mann-Whitney U test showed a statistically significant difference in the initial survey regarding the statement "Judo should be promoted more for educational purposes through the media" (p≤ 0.05). In the final survey, differences were observed across six variables: Judo is not a more dangerous activity than other martial sports (p≤ 0.05); Judo is an activity that teaches self-control and respect for others (p≤ 0.05); Judo is an activity that encourages setting new goals (p≤ 0.05); Judo requires discipline and dedication (p≤ 0.05); Skills acquired in judo are important in every day life (p≤ 0.05); Judo should be promoted more (p≤ 0.05). This research provides a foundation for further considerations in developing educational programmes and policies aimed at gender equality in sport, including judo. It emphasises the creation of an inclusive environment where all students have equal opportunities and support for the development of their skills and interests.
... In this sense, "a motivated student is more active and cheerful in classes, perceiving them as more exciting, fun and useful, and attending them with greater interest and a critical spirit" (Cabello et al., 2018, p. 19 (Prat & Soler, 2003). That is why, from how students perceive their daily experiences in class, beliefs, perceptions, or evaluations about the subject will be created, influencing how they assume and live the corporal practices inside and outside the school (Silverman & Subramaniam, 1999). According to Hopple and Graham (1995), when students positively value PE classes' experiences, they will have a better disposition for the subject; it may even happen that they seek to repeat that experience, contrary to the negative experiences. ...
The experience and knowledge that students have about the teaching process, interaction in the class, and their motivation toward physical education influence their attitude and learning at school. This study investigated the likes, motivation, and attitudes of students toward physical education and the practice of sports outside class. A mixed method research was used to conduct the study, which included qualitative and quantitative techniques. We worked with a sample of 2550 students from ninth and tenth grades of public schools in the nine subregions of the Department of Antioquia (Colombia). The qualitative data were analyzed through open coding using ATLAS.ti, and the quantitative data were analyzed with SPSS. The results showed that 83.5% of the respondents really liked physical education. They like the class because of the practice and learning of sports, the possibility of improving their physical condition, the games, the break from other school subjects, the learning of values, and the attitude of the teachers. On the other hand, 88.4% of the respondents said that they play sports outside class.
... According to this theory, exercise is determined primarily by the intention to exercise: the intention is considered to summarize a motivation to act, which is determined by attitudes, subjective norms, and perceived behavioral control. Physical exercise behavior intention refers to an individual's psychological process of consciously and purposefully planning to participate in physical exercise [16]. It is the state of preparation before participating in a sport, not the action itself; it is the psychological tendency before the action. ...
Objective
This study explores the relationship between physical health beliefs and physical exercise behavior intention of college students and constructs a mediation model through the mediation role of exercise imagery.
Methods
Using the stratified cluster sampling method, 1356 college students were measured in group psychology by using the Physical Health Beliefs Scale, Exercise Imagery Inventory, and Physical Exercise Behavior Intention Scale. The statistical software Mplus 8.1, SPSS 22.0 and SPSS PROCESS 3.3 were used for statistical processing. The common method deviation test was carried out by Harman single-factor control method. Finally, the bootstrap sampling test method and process plug-in were used to test the significance of intermediary effect.
Results
(1) physical health beliefs have a significant predictive effect on physical exercise behavior intention (β = 0.32, p < 0.001); (2) exercise imagery (β = 0.13, p < 0.001) mediate the relationship between physical health beliefs and physical exercise behavior intention (physical health beliefs → exercise imagery → physical exercise behavior intention (95% Cl: 0.14, 0.32)).
Conclusion
physical health beliefs can directly improve the physical exercise behavior intention of college students, which can also affect college students’ physical exercise behavior intention indirectly through exercise imagery. The findings suggest that exercise imagery are important variables that mediate the effect of the college students’ physical health beliefs on their physical exercise behavior intention.
... In education, attitude is how students react to something. Sometimes it is just a happy smile when a question is answered well, or just a sad bow when there is no complete answer (Silverman & Subramaniam, 1999). In education, attitude is a way Phuong Hong Thi Tu, Van De Phung THE EFFECTS OF TEACHER INTERACTIVE FEEDBACK ON EFL STUDENTS' PARAGRAPH WRITING PERFORMANCE students express their ideas to teachers and friends. ...
This study aims to investigate the effectiveness of using teacher interactive feedback (TIF) on students' paragraph writing performance. Furthermore, it examines students' attitudes towards this strategy. The study took place in a lower secondary school and used both qualitative and quantitative data. Participants were 86 students who were randomly assigned to the experimental group (EG) and the control group (CG). While students in the EG learned to write the paragraph utilizing the TIF, students in the CG learned to write the paragraph using the traditional technique. Before the intervention, students in both groups took a pre-test to gauge their level of writing proficiency. The results were then compared to relevant data. The experiment spanned eight weeks during which a post-test was then administered to students in both groups to evaluate their development, particularly that of the EG. To obtain insights into TIF, questionnaires and semi-structured interviews were conducted. The findings from the study demonstrated a considerable improvement in paragraph writing skills through interactive feedback (IF) and paragraph writing instruction. Additionally, the majority of students showed their enthusiasm towards learning to write using TIF and expected to continue practicing this strategy in the future.
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... It is considered as a psychological tendency which can be expressed by appraising a specific entity with a degree of favour or disfavour [3]. Persons with a positive or negative belief will express a favourable or unfavourable attitude [4]. Extensive evidence supports the notion that human attitudes play a crucial role in shaping intentions and influencing human behaviour [5]. ...
This study elucidates the entire methodology adopted for the development of a scale to measure farmers' attitude towards innovation use (AIU) in rice farming. To measure the attitude of farmers towards innovation use in rice farming, a comprehensive list of 30 statements was developed by thoroughly reviewing the literature available and modifying some items from pre-existing scales. The items for this Likert-type scale were developed following the criteria put forward by Edwards and Kilpatrick (1948). These items were subjected to a thorough sorting process in consultation with domain experts and 19 statements were finally selected for the measuring instrument to be developed. These items were sent to judges for expert content evaluation. Based on the content validity index score for items and modified Kappa statistic, 15 statements were finally selected to constitute the proposed scale. The internal consistency check using Chronbach's alpha was used to ensure the reliability of the proposed scale, and a value of 0.88 was obtained, indicating higher reliability. The standardized scale has practical applicability in measuring the attitude of farmers towards innovation use in rice farming.
... PE has received special attention, because it can be a lever for children and adolescents to adopt healthy lifestyles (Chen et al., 2014;Sallis et al., 2012;Solmon, 2015). Additionally, PE is an area in which attitude is relevant as it can give valuable indications about the emotions of students (Silverman and Subramaniam, 1999). The development of positive attitudes toward PA may be an influencing factor for young people to remain active outside the school context (Hagger et al., 2003;Solmon, 2003). ...
The COVID-19 pandemic has had an impact on the routines of children and adolescents and on their level of involvement in physical activity (PA). The restrictive rules applied in this period affected the functioning of physical education (PE) classes in Portugal, and strongly limited student participation. The aim of this study was to analyze and compare the affective attitude (enjoyment) of adolescents during face-to-face PE lessons during the COVID-19 pandemic (from September 2020), according to sex, education, and PA levels. The study included 1369 students (621 boys and 748 girls), aged 12-18 years, M age : 14.4; SD: 1.74. A validated online questionnaire was distributed between November and December 2020, and the data were analyzed for positive and negative affective attitude, using MANCOVAs (multivariate analysis of covariance) adjusted for sociodemographic and behavioral variables. The results showed higher negative affective attitudes
... PE has received special attention, because it can be a lever for children and adolescents to adopt healthy lifestyles (Chen et al., 2014;Sallis et al., 2012;Solmon, 2015). Additionally, PE is an area in which attitude is relevant as it can give valuable indications about the emotions of students (Silverman and Subramaniam, 1999). The development of positive attitudes toward PA may be an influencing factor for young people to remain active outside the school context (Hagger et al., 2003;Solmon, 2003). ...
The COVID-19 pandemic has had an impact on the routines of children and adolescents and on their level of involvement in physical activity (PA). The restrictive rules applied in this period affected the functioning of physical education (PE) classes in Portugal, and strongly limited student participation. The aim of this study was to analyze and compare the affective attitude (enjoyment) of adolescents during face-to-face PE lessons during the COVID-19 pandemic (from September 2020), according to sex, education, and PA levels. The study included 1369 students (621 boys and 748 girls), aged 12–18 years, Mage: 14.4; SD: 1.74. A validated online questionnaire was distributed between November and December 2020, and the data were analyzed for positive and negative affective attitude, using MANCOVAs (multivariate analysis of covariance) adjusted for sociodemographic and behavioral variables. The results showed higher negative affective attitudes in younger boys when compared to older boys and to girls in the same education level. Younger less active boys also showed higher negative affective attitudes than less active girls.
... The enjoyment of physical activity is positively correlated with physical activity participation levels among children and adolescents [26]. physical education classes have also been identified as predictors of physical activity [27,28]. In the case of free activity, physical activity was negative compared to the game play class. ...
This study aimed to compare physical activity patterns according to the type of physical education by sex and body mass index categories among Korean adolescents. We analyzed physical activity using an accelerator in a physical education class among Korean middle school students (1305 boys and 1328 girls). An independent t-test and regression analysis were conducted to compare differences between the obesity groups by sex. As game play time increased, light activity increased in boys in the normal group. Among the girls, sedentary time decreased in the normal, at-risk for obesity, and obese groups. Moderate activity increased in the underweight, normal, at-risk for obesity, and obese groups. Vigorous activity increased in the normal group. As free activity time increased, sedentary time also increased in the normal, at-risk for obesity, and obese groups. Vigorous activity decreased in the normal group. Among the girls, sedentary time increased in the underweight group. Light activity decreased in the underweight and normal groups. A strategy to increase physical activity during physical education class is to increase game play time for girls and decrease free activity time for boys.
... If students' perception of physical activities and physical education are positive, they can represent important elements in assessing the effectiveness of the curriculum [10]. The future professional activity of our customers is a complex work that brings a series of challenges. ...
This study aims to examine the students' experiences during their college years, the beliefs they have acquired, and the intention, direction, and typology of teaching styles in their future activities. We intend to find out how realistic and useful are the messages and the tools used by the trainers. The present study was conducted on a sample of 44 subjects. The conclusions led to the establishment of well-defined and realistic objectives, depending on the actual content that must be correlated with the reality of the environment in which the clients are going to practice.
... Attitudes depend on beliefs, intentions, and actions (Fishbein and Ajzen, 1975) [3] and are expressed by evaluating each individual with respect or disdain (Eagly and Chaiken). [4] According to Silverman and Subramonium [5], students with either a positive or negative belief will develop favourable or unfavourable attitudes respectively. There are several components involved in forming attitudes in pupils, including emotional, cognitive, and behavioral components. ...
The major aim of this study was to compare the Attitude towards education of Indian and American students. The study was conducted on a total of 200 secondary school students, out of which 100 were Indian and 100 were American. The tool used for this study was the Attitude scale towards education (ASTE) given by Dr. S.L. Chopra, which consists of 22 items. The study also checked for the association between attitude towards education and four other independent variables, that were- Gender, Academic achievement, Father’s level of Education and Mother’s level of education. The findings of the study revealed that the Indian students’ have much more positive attitude towards education as compared to American students’. Females were found to have a more positive attitude towards education as compared to male students. It was also found that high education of father positively contributed to their children's attitude towards education. Mother’s level of education and academic achievement didn’t seem to correlate with the students’ attitude towards education.
... The findings in [14] showed a positive linear trend between the number of self-regulation phases that participants received training and their free-throw shooting performance and shooting adaptation. Literature [15] reviewed the literature on students' physical education attitudes and discussed issues related to attitude measurement. ...
Correct and effective physical education teaching can not only improve students’ physical quality but also exercise students’ willpower, which is an important content to promote students’ all-round development. However, according to the current teaching situation in our country, in the actual teaching process, there is a situation of incongruity between teaching and sports development, which leads to the decline of the quality of physical education teaching in our country and affects the development of students’ comprehensive quality. Based on these problems, starting from the relationship between teaching and sports, this paper analyzes the coordinated development between physical education teaching and training in colleges and universities and builds a physical education teaching quality monitoring system. The research results of this paper show that (1) when using traditional recognition of various motion patterns, it can recognize various behavior patterns, and the average recognition accuracy is 90.1%. The accuracy is 94.3%. Compared with the traditional recognition mode, the average recognition accuracy is increased by 4.2%, and the recognition result is better. Compared with the recognition results of the first set of experiments, for the more difficult to distinguish upstairs and downstairs, the recognition accuracy is increased by 9% and 7%, respectively, and the recognition accuracy of backward is increased by 6%. (2) Before receiving the teaching, the test results of each index of the members of the routine group and the training group were basically the same, and there was no major difference. After the T -test was performed between the conventional group and the training group, the results showed that the P values of the evaluation results of the two groups were both above 0.05. The experimental results showed that the initial conditions of the two groups could be regarded as the same before receiving the teaching. Combining the evaluation results of the two groups before the training, we can conclude that under the condition that the initial conditions are basically the same, and the training conditions and environment are basically the same, the trainees who have received the mode training method have obtained better physical fitness indicators. The improvement and the effect are greatly optimized compared with the mode training. (3) Among the 8-spoke images captured by the experiment, the multisensor motion analysis model proposed in this paper has the highest action recognition accuracy. When the first picture is taken, the recognition accuracy is 98%. The recognition accuracy rate is also increasing, and when the eighth image is taken, the action recognition accuracy rate reaches 99%. Among the three different models, the multisensor motion analysis model proposed in the article has the shortest page response time. When the number of tests is 10, the average page response time is 0.4 seconds. When the number of tests increases to 70, the average page response time reaches 1.0 seconds, and the success rate of the multisensor motion analysis model has remained at 100%. The average response time will increase with the increase of the number of tests, and the experimental results also show that the detection performance of the multisensor motion analysis model is the highest.
... For example, if a student ask questions about sport establishings place, it will support his positive attitudes (Foley&Janikoun,1996:3-4). the positive attitudes of students about activity period, will provide their activity levels in a desired percentage. the up of studies towards students manners in pysical Education side, connective to the students success (Subramaniam&Silverman,2000), the attitude has an impact on teenagers sharing physical activities (Carlson,1995;Silverman &Subramaniam 1999), students senses and ideas associated with data towards physical education in program changes (Cothran&Ennis,1998). ...
The vehicle to improve attitude scales towards to the physical activities to be
formed with three dimension and 25 matters. For this aim, the validity of the vehicle
factor analysis and reliability analysis is applied.Ten matters which take place in trial
form at the beginning, don’t take place in scales as a result of factor analysis.
When the table is investigated, you can see that Barlett test p<0,001 is a proof
for the appropriateness of changeables analysis. The sampling ability between KMO
value and changeables is 0,867 which shows that the appropriateness of factor
analysis.
The values of anti-image corelation matrix, that is tested the appropriateness of
whole matters to factor analysis, change between 0,921 and 0,786. In that case, among
scales values there is a high relation. The values between 0,611 and 0,228 explain the
factor power in an enough way. The total change of whole scales (explained variant)
%42,605 is seen enough for social science researches.
According to the whole test points, at the end of “t”test the meaningful difference
in all matters (p<0,001) is observed. The reliability of bottom coefficients are :0,790,
0,800 and 0,798 and whole questionare reliability coefficient is 0,874 and these show
that there is an high reliability coefficient.
499
... Six and eight-factor solutions were also extracted and compared with the seven-factor solution. Multiple factor solutions were compared through McDonald's Omega (McDonald, 1985;Silverman & Subramaniam, 1999;Şimşek & Noyan, 2013) for each factor and the Average Variance Extracted (AVE) (Fornell & Larcker, 1981). Factor loadings of 0.5 and greater were retained as Hair et al. (1998) guideline for practical significance. ...
This dissertation attempts to address the gap in evidence on measurement
and validation of behavioral predictors of family planning in Pakistan, and the application
of empowerment education strategies for promoting family planning by undertaking three
discrete studies embedded within a social franchise (SF) network operated by a local
NGO in Pakistan.
... It is possible to talk about a close relationship between these factors and sports, a phenomenon that is strongly involved in human life in terms of social, cultural, psychological, physiological and emotional aspects. It is possible to observe from the studies in the field that the Physical Education and Sports course is also the subject of many attitude-oriented studies due to its different structure from other courses (Dagdemir & Aka, 2019;Gürbüz, Özkan, & Gürbüz, 2012a;Silverman & Subramaniam, 1999;Yilmaz, 2019). Attitudes of individuals can affect their lives and health. ...
The aim of this study is to examine the possible effects of high school students' attitudes towards Physical Education and Sports lessons on their empathic behaviors in the sports environment. Mean age x̄ =15.12± SD=1.05, n=133 male, n=117 female, total n=250 high school students participated in the study. In the study, the "Physical Education Lesson Attitude Scale for High School Education Students" developed by Güllü and Güçlü (2009) and the "Empathy Scale in Sports" developed by Erkuş and Yakupoğlu (2001) were used. In the analysis of the data "Independent groups t-test" was to compare students' scores on used empathy in sports and physical education lesson attitudes according to gender, pearson correlation analysis was used for the relationship of the scales according to the age variable, and simple linear regression analysis was used for the prediction of empathy in sports. According to the results, it was found that the attitude towards physical education and sports lessons is a significant predictor of empathy in sports.
... The attitude as a psychological category is often a subject for research (Silverman and Subramaniam, 1999). ...
The sports and culture sectors play a significant role in generating better values for the society. Olympic Heritage belongs to cultural values, especially in countries where the Olympic Games took place. Over three decades ago, Bosnia and Herzegovina (BiH) was a leader in promoting Olympic values during the 1984 Winter Olympic Games. Through questionnaires addressed to the sports federations that are members of the Olympic Committee of Bosnia and Herzegovina (over 30 sports organizations), this paper was used to inspect the value and direction of the cultural dimension related to the Olympic Heritage in Bosnia and Herzegovina. Through the Likert scale consisting of 13 items which were used, important values and the potential development of cultural activities within the Olympic Movement were used and considered in order to provide recommendations for promoting the country’s cultural values in the future. The significance of differences and examinations was determined using the chi-square test (x2).
Considering the fact that there is little research on the topic, the authors approach the work by highlighting the elements of culture that are closely connected with the importance of preserving the Olympic Heritage, as well as promotion of culture through sport in Bosnia and Herzegovina. In the future, universities, together with the Olympic Committee and NGOs, could offer new cultural platforms emphasising the Olympic values by spreading awareness and educating the youth through sport and culture. The research results may also be applicable to the Sports Development Strategy of BiH.
Keywords: Olympic values, Olympic Heritage, cultural activities, cultural awareness, cultural impact.
... However, more research is warranted particularly with regard to the specific physical activities that students found enjoyable, as previous findings have shown that running and fitness activities were identified as negative contributors to students' attitudes (Fügedi et al., 2016;Rikard & Banville, 2006). This finding affirms the notion that attitudes are initiated with beliefs that an individual has towards the target object, and which then lead to behavioral intentions and actions (Ajzen & Fishbein, 1980;Rikard & Banville, 2006;Silverman & Subramaniam, 1999). In terms of physical activity preferences, statistically significant differences were found among grade levels. ...
This study examined the attitudes and physical activity preferences of Filipino post-primary students towards their K-12 physical education curriculum. It also explored whether differences existed based on gender and grade level. Grade 7–10 (n = 483) students responded to statements related to student attitudes to and interest in physical education. Physical activity preferences were also examined. Results showed that Filipino post-primary school students possessed positive attitudes toward physical education. Significant differences between gender were found in terms of the type of sport enjoyed, namely preferences for swimming, gymnastics, and basketball. Significant differences were also found among grade levels regarding attitudes towards co-educational classes and enjoyment of fitness testing, as well as preferences for badminton, basketball, and dance lessons. The present study suggests that the K-12 Physical Education curriculum offers class experiences that students find favorable and enjoyable. Teachers and sport administrators who want their students to enjoy and feel positive about physical education should take into consideration their students’ sex and grade level during curriculum development and/or adjustment. This research also highlights that the physical activity preferences of students are becoming more diversified but that, at the same time, they tend to remain traditional.
... A learning environment that promotes personal meaning is important to the development of positive attitudes (Sanes, 2010). Students are also likely to become more positive toward physical activity if they feel comfortable and confident (Silverman & Subramaniam, 1999). This shows that the role and teachers' involvement in the implementation of the Physical Education is important because teachers motivate students to be physically active and take the role of physical activity director for the school. ...
... The relationships are mostly positive, statistically significant but weak. The magnitude of the relationship may vary for specific groups, such as gender and ethnicity, for different learning areas or cultural contexts, or for how attitudes are measured and their psychometric quality and validity for different groups (Aiken, 1970(Aiken, , 1976Hansford & Hattie, 1982;Logan & Johnston, 2009;Ma & Kishor, 1997;Silverman & Subramaniam, 2000;Steinkamp & Maehr, 1983;Weinburg, 1995). Berry et al. (2002) argue that cultural factors may have strong impacts on affective measures, such as attitudes, threatening the generalizability of psychological constructs across groups. ...
p style="text-align: justify;">Previous research suggests that non-cognitive factors play an important role in promoting success at school and beyond, aligning with the multifaceted goals of education. Enhancing students’ attitudes to learning in school is expected to have positive impacts on various schooling outcomes. To date, very few studies have focused on measuring and understanding students’ attitude to the arts. This study aims to address a gap in current research in this area by introducing instruments designed to measure attitude to dance, drama, music and visual arts. Confirmatory factor analysis and measurement invariance analyses are employed to examine the factorial validity and measurement equivalence of the scales of attitude to the arts disciplines for different ethnic groups in New Zealand. Findings support the utility of the scales as valid measures of attitude to dance, drama, music and visual arts. Noticeable differences are reported among New Zealand European, Maori, Pasifika and Asian students regarding their attitudes to dance, drama, music and visual arts.</p
... It is stated that students with positive attitudes towards physical education course will be more willing to participate in the activities, this situation will facilitate the achievement of special and general objectives as well as productive processing of the course, or that students can participate voluntarily in physical activities in their future lives (Chung & Phillips, 2002;Silverman & Scrabis, 2004). Similarly, student who has a negative situation in physical education course does not want to participate in the activities in the course (Ennis, 1996) or on the contrary, attitudes of the student who has a positive situation will change positively (Silverman & Subramaniam, 1999). ...
... Alanyazın incelendiğinde üniversite öğrencilerinin spora ilişkin görüşleri ile ilgili sınırlı çalışma bulunmakla birlikte, ilkokul ortaokul, lise ve üniversite öğrencilerinin beden eğitimi ve spor dersine ilişkin tutumlarını inceleyen pek çok çalışma bulunmaktadır (5,6,7,8,9,10,11). Li ve ark (2012) tarafından 949 üniversite öğrencisi üzerinde yapılan çalışmada ise öğrencilerin beden eğitimine karşı olumlu tutum sergiledikleri, akademik başarı ve okul dışında fiziksel aktiviteye katılma ile beden eğitimine yönelik tutum arasında pozitif ilişki tespit etmişlerdir (13). ...
... Renaud [18] quotes literature reviews that indicate that there is a correlation between attitude and achievement in mathematics [19][20][21] and in science [22]. According to previous research, the relationship becomes stronger at higher educational levels [22][23][24]. ...
Previous research shows that there is a correlation between attitudes and academic achievement. In this article, we analyze for the first time the impact of interactive groups (IG) and dialogic literary gatherings (DLG) on the attitudes that students show towards learning. A quantitative approach has been performed using attitude tests validated by previous research. The data suggest that in both cases, the participants show positive attitudes. The social context has an important influence on students’ attitudes. The items with higher correlations include group work, mutual support, and distributed cognition. In the case of IGs, group work is much more appreciated, while in the case of DLGs, self-image and self-confidence are the two most clearly valued attitudes. The positive impact of IGs and DLGs on students’ attitudes may have potential for teachers in transforming their practices and decision-making within the classroom.
... Student's attitude towards PE tends to be overall positive, better in boys than girls, and declines with age particularly in middle school phase (Baños, 2020;Cairney et al., 2012;Carreiro da Costa & Marques, 2011;Silverman, 2017;Silverman & Subramaniam, 1999). Nevertheless, despite the positive appreciation of PE, when compared to other school subjects such as language and mathematics, PE still tends to be perceived as less important and recreational (Carreiro da Costa & Marques, 2011;Martins et al., 2018). ...
Comparable and cross-national research is needed to examine students’ views on the role of physical education (PE) in promoting active and healthy lifestyles, particularly in non-English speaking contexts. Thus, the present study aims to investigate and compare the views of middle school students from four European countries towards PE, considering cross-national and gender variables. In this cross-sectional study, 1244 middle school students (635 boys, 609 girls; Mean age = 14.3±0.9 years) from a public secondary school in Croatia, Lithuania, Poland and Portugal, answered to a questionnaire about their: (a) PE attitude, (b) PE importance, (c) PE main aim, and (d) perception of competence in PE. ANOVA and Student t-test were used to compare students’ views across countries, and to compare boys’ and girls’ views within each country. Overall, results show that the students’ views towards PE were mainly positive but important differences were found across the students from the four European countries. In all countries, boys have a more positive attitude, gave more importance to PE and perceived themselves as more competent than girls. Regardless of the sociocultural context, this study suggests that there is a cross-national need to further explore the nature of the differences found and increase young girl’s attitudes towards PE. Additionally, more comparative studies are needed with a broad range of sociocultural contexts to assess the extent to which this type of differences is present. Resumen. Se hace necesaria una investigación de carácter comparada e internacional para contrastar las opiniones de los estudiantes sobre el papel de la Educación Física (EF) en la promoción de estilos de vida activos y saludables, particularmente en contextos no anglófonos. Así, el objetivo del estudio fue examinar las opiniones de los estudiantes de secundaria de cuatro países europeos con respecto a la EF, teniendo en cuenta las variables país y género. En este estudio transversal, 1244 estudiantes de secundaria (635 niños; 14.3±0.9 años) de una escuela secundaria pública en Croacia, Lituania, Polonia y Portugal, respondieron a un cuestionario sobre: (a) la actitud, (b) la importancia (c) objetivo principal, y (d) la percepción de competencia en EF. Se aplicaron las pruebas ANOVA y T-de-Student para comparar las opiniones, entre los países, de los estudiantes, y de los niños y las niñas en cada país. En general, los resultados muestran que las opiniones de los estudiantes hacia la EF fueron principalmente positivas, pero se encontraron diferencias importantes entre los estudiantes de los cuatro países. En todos los países, los niños tienen una actitud más positiva, le dan más importancia a la EF y se perciben a sí mismos como más competentes que las niñas. Independientemente del contexto sociocultural, es necesario explorar más la naturaleza de las diferencias encontradas y mejorar las actitudes de las niñas hacia la EF. Además, se necesitan más estudios comparativos con una amplia gama de contextos socioculturales para evaluar en qué grado este tipo de diferencias está presente.
... Son numerosos los trabajos que analizan la importancia de una educación física que favorezca una participación activa de los alumnos durante la etapa escolar, y su continuación a lo largo de la vida (lifelong learning) (Cavill, Biddle & Sallis, 2001;USDHHS, 1997;Sallis & McKenzie, 1991;Sallis, et al., 1992). En este sentido, a pesar de que los objetivos de los currículos educativos en la gran mayoría de los países están bien estructurados y definidos, y que una mayoría de alumnos se sienten atraídos por la educación física (Treanor, Graber, Housner & Wiegand, 1998), su implicación y actitud en las clases de esta materia, no presenta niveles muy positivos (Armstrong & Welsman, 2006;Cavill, et al., 2001;Fairclough & Stratton, 2006;Perlman, 2012;Poulsen & Ziviani, 2004;Silverman & Subramaniam, 1999). Según los estudios, esto se debe entre otras razones, a que se trata de un tema complejo, influenciado por múltiples variables de diferente índole (Simons-Morton, Taylor, Snider, Wei Huang & Fulton, 1994). ...
En el presente trabajo se analizó desde una doble perspectiva (docente y alumnos) las sinergias que pueden existir entre la habilidad física percibida y la actitud del alumnado hacia la práctica de la educación física, tras la experiencia con una unidad didáctica bajo las premisas del modelo de Educación Deportiva. Para ello se registraron pre y post las variables objeto de estudio a través de cuestionario, diario y entrevistas, de una clase de cuarto de Secundaria (n=16) y de su docente. Tras el análisis, se ha podido comprobar que el modelo de Educación Deportiva genera entornos de aprendizaje que fomentan la autonomía y la toma de decisiones por parte de los alumnos, lo que estimula en los mismos, actitudes positivas hacia la práctica en educación física, también condicionadas por su habilidad física percibida. Variables estas últimas que deberían ser abordadas en investigaciones futuras, de forma conjunta con otras variables psicológicas y didácticas importantes.Palabras clave: Motivación, modelos de enseñanza, competencia percibida, Educación Deportiva.Abstract: The purpose of this paper was to analyze from the student and teachers’ view, the synergies between perceived skill and attitude of students, after a Sport Education unit. To do this, it was measured pre and post the variables under study, through survey, teacher’s log and interviews, of a tenth grade class (n = 16) and its teacher. Sport Education creates learning environments that promote autonomy and decision-making by students, increasing their positive attitudes towards physical education, also conditioned by perceived physical ability. Future research should be done together with other important educational and psychological variables.Keywords: Motivation, pedagogical model, perceived skill, Sport Education.
Attitude plays an important role in success and is one of the aspects that
affect students’ learning. The aim of the present study was to investigate the
validity and reliability of Persian version of Student’s Attitude Toward
Physical Education Scale (SATPES). This study was descriptive-correlation
and the statistical population consisted of all 12-14-year-old students of 1st
grade of middle schools in Tehran city. Student’s Attitude Toward Physical
Education Scale (SATPES) was used in this study and Subramaniam and
Silverman (2000) had validated it. It included two subscales and 20 items
with 5-point Likert responses and 415 questionnaires of this scale were
completed by students. Test-retest method was applied in order to calculate
the temporal reliability and Cronbach’s alpha was used to determine internal
consistency. To determine construct validity, confirmatory and exploratory
factor analyses were applied. The results showed that Persian version of
SATPES supported two dimensional approach of attitude in enjoyment and
benefit with 20 items; thus validity (fit indexes were above the acceptable
level of 0.9) and reliability (above the acceptable level of 0.7) of the scale
were confirmed. In conclusion, Persian version of Student’s Attitude Toward
Physical Education Scale is recommended to measure students’ attitude.
Background: The first education subject comes from USA, and from there is comes India. Many people says this Education subject is a easy subject, is nothing special in this subject etc. so I am study on this issue to change the traditional thinking in our society. The study is Students Attitude towards Education Subject and implications in your life in higher secondary education. Materials and Method: Descriptive survey method has been applied on this paper. This paper has 15statements were 12 respondents in higher secondary students district of north 24 parganas (guma and madyamgram block) West Bengal. the sample using purposive sampling method. Result: Now present time positive attitude on Higher Secondary students towards Education Subject, and positive implication in your life, many students share your experience, like change behavior, positive thinking etc. Conclusion: Now present time education subject is a very good, and demandable subject for every students. Then all most every students admission in college for try out to do education subject honors. So this positive mentality grow up in every students who are belong to arts stream.
An individual’s attitude refers to their beliefs regarding other people and their environment. The researchers also point out that there are from the current study a few key elements that could be obstacles to academic success include anxiousness and socioeconomic position. In this current study, the researchers tried to determine whether there are any differences in the attitudes toward education and academic success between male and female students from different community B.P.Ed students. The researchers also looked for a relationship between academic success and attitude toward education. A random sample of 120 (n=120) Physical Education student were selected from department of Physical Education, Mugberia GangadharMahavidyalaya. Among the entire subject sixty (n=60) were boys students and rest of sixty (n=60) were girls students. The age ranged 21-25 year. To measure the Attitude towards Education was measured by Attitude Scale Towards Education which was developed by S.L.Chopra, & to measure the Academic Achievement was measured by academic performance questionnaire which was developed by C. McGregor was administrated on a selected sample. The results of the data analysis show that male andfemale students differ significantly in their attitudes toward education and in their scores on academic achievement of B.P.Ed students.
Most research over the last three decades has shown that students' views toward physical education, whether good or negative, are essential variables in their engagement in physical activities. The study aimed to determine the significant influence of teacher performance and students' attitudes toward physical education. The study included 199 students from the Padada and Hagonoy II districts in the Philippines who participated in quantitative non-experimental research using a correlational technique and a random sample technique. All participants completed the questionnaire, which consisted of 68 questions. Instruction, evidence of student learning, management and organization, learning climate, and professionalism were the factors that affect teacher performance. Moreover, family physical education, cultural physical education, and personal physical education were student performance indicators. Mean, Pearson-r, and Regression were the statistical tools used for the data treatment. Results showed a high level of teacher performance regarding instruction, management, and organization and evidence of student learning and learning climate. Thus, only professionalism shows significant results (r=.326, p<0.05). The study also revealed that student attitudes towards physical education were very high regarding cultural, physical education, family physical education, and personal physical education. Furthermore, there was only a minimal significant relation between the indicators. However, this cannot affect the overall result of the study. Implications for future studies and practice are provided in this paper.
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This study focuses on evaluating the viewpoints and active engagement of college students in competitive physical activities. The research delves into their attitudes, drivers, and challenges encountered when participating in such sports. The survey encompasses both the college students' perspectives and their practical involvement in competitive sports. The study involved a random selection of one hundred diverse college students. These individuals completed a comprehensive questionnaire that delved into competitive physical activities, encompassing their perceived value, level of enjoyment, and anticipated advantages. Moreover, the questionnaire explored the participants' prior experiences, motivating factors, and identified obstacles. The findings of the study highlight a widespread positive sentiment towards competitive sports among college students. Preliminary statistics indicate that these students regard such physical activities as crucial for maintaining physical well-being, fostering personal growth, and enabling social interactions. The survey underscores that a significant proportion of participants express a keen interest in enhancing their skills, engaging in physical pursuits, and participating in competitive contexts. Nonetheless, the report underscores various factors that impede their participation, including academic commitments, limited awareness of opportunities, and apprehensions concerning skill levels and competition. Financial limitations and inadequate facilities in easily accessible locations also emerged as notable barriers to participation. Furthermore, the study examines the dynamic between attitudes and participation levels. Initial findings suggest a direct relationship between a positive attitude towards competitive physical activities and the actual degree of involvement. Participants who demonstrated higher levels of enjoyment, perceived rewards, and a sense of significance exhibited a greater propensity to engage in competitive sports.
Background: Student’s harboring positive interest in physical education is of great concerning in academia. More importantly, the rational as to why one would maintain a positive interest in physical education is of concern. These topics have been widely researched. However, the comparison of gender and ethnicity as it relates to students’ interest in physical education is a novel investigation. Objective: The purpose of this study was to ascertain the relationship between elementary student’s interest in physical education considering gender, ethnicity, curricular and teacher influences, and student’s perceived competency. Method: Participants included 99 fifth-grade elementary school students (62 males, 37 females). Participant selection was conducted by utilizing 6 intact physical education classes from a single culturally diverse elementary school. The Physical Education Interest Questionnaire was the instrument used for this study as well as open-ended questions for the purpose of qualitative analysis (Van Wersch, Trew, & Turner, 1992). Results: Findings, indicated that students, regardless of ethnicity and gender, maintained positive interest in physical education. However, male students maintained greater interest in physical education than female students, irrespective of ethnicity. Caucasian students maintained significantly higher interest than other ethnicities. Perceived competence had the most effect on students’ overall interest. Answers to open-ended questions supported these results. Conclusion: Although this study identified that a positive interest in physical education regardless of the subjects’ gender and ethnicity existed, it is imperative that future instructors consider teaching non-mainstream individual fitness activities to students. This would lead to increased individual perceived competency and continued positive interest in physical education.
Bu araştırmada, ortaokul öğrencilerinin beden eğitimi ve spor dersine yönelik tutumları ile okula yönelik tutumları arasındaki ilişkinin ortaya çıkarılması amaçlanmıştır. Araştırmanın verileri nicel yöntemlerle elde edilmiştir. 451 ortaokul öğrencisi araştırmanın örneklemini oluşturmuştur. Araştırmada Güllü ve Güçlü (2009) tarafından geliştirillen beden eğitimi ve spor dersine yönelik tutum ölçeği ile Alıcı (2013) tarafından geliştirilmiş okula yönelik tutum ölçeği kullanılmıştır. Araştırmada aritmetik ortalama, standart sapma, frekans ve yüzde gibi betimsel istatistikler; t-testi, tek yönlü varyans analizi ve korelasyon testleri kullanılmıştır. Araştırmada ortaokul öğrencilerinin beden eğitimi ve spor dersine yönelik tutumlarının yüksek düzeyde, okula yönelik tutumlarının orta düzeyde olduğu ortaya çıkmıştır. Öte yandan araştırmada beden eğitimi ve spor dersine yönelik tutumlarının cinsiyet, sınıf, egzersiz veya spor yapma değişkenlerine göre anlamlı bir farklılık göstermediği, sporla ilgilenme değişkenine göre ise anlamlı farklılaştığı belirlenmiştir. Okula yönelik tutumlarının da cinsiyet, sınıf, sporla ilgilenme, egzersiz veya spor yapma değişkenlerine göre anlamlı bir farklılık göstermediği belirlenmiştir. Son olarak ortaokul öğrencilerinin beden eğitimi ve spor dersine yönelik tutumları ile okula yönelik tutumları arasında anlamlı bir ilişki ortaya çıkmamıştır. Araştırma bulguları çerçevesinde araştırmacılara yönelik daha büyük örneklem gruplarında ve farklı eğitim kademelerinde bu iki tutumu inceleyen araştırmaların yapılması önerilebilir. Uygulayıcılara yönelik ise öğrencilerin okula yönelik olumlu tutumları arttırabilecek, okulu daha fazla sevip benimseyecekleri okul yapılarını oluşturabilecek çalışmaların yapılması önerilebilir.
Purpose: The aim of this study was to critically examine previous studies’ claims about the magnitude of gender differences and gender inequality in physical education (PE) in Sweden. Method: The data were based on students’ (N = 39,980) perceptions of PE and were gathered from four large research projects in Sweden. Three effect size measures (Cramer’s V, r squared, and Cohen’s d) were calculated for gender differences. Results: In general, there are small gender differences; and after controlling for students’ grade, “sports capital,” and parents’ “educational capital,” the differences are practically irrelevant. Conclusion: This study provides compelling evidence that there are small, or even irrelevant, gender differences in students’ perceptions of PE in Sweden. Moreover, given that previous research asserts that large gender differences can be used as an indicator of inequality, this study suggests that gender inequality issues related to students’ perceptions of PE are relatively small.
This study aimed to analyze attitudes and self-sufficiency perceptions of students from different license of sports and students with no sports branches at the secondary school level towards the physical education and sports course. Education should not be based solely on the increased or widespread use of written sources, images, and technological tools and equipment. It is a process in which students are involved in social, mental, and sports activities. However, great emphasis is given to physical education and sports, which have a direct and indirect effect on their physical, mental, emotional and social development, within educational activities. The study included 255 students (120 female, 135 male) studying at two different secondary schools in Şanlıurfa (Vatan secondary school with a sports facility and Ziyaeddin Akbulut secondary school without a sports facility) during the 2019-2020 academic year, and the Physical Education Predisposition Scale was used in the study. The scale is comprised of 11 items. It consists of two factors, namely 'Attitude' (6 items) and 'Self-Efficacy' (5 items). A significant difference between these schools was found based on the findings obtained from this scale. When the results were examined according to the gender variable, it was found that there was a significant difference between male students and female students in terms of the total scale dimension. Again, a significant result in favor of males was found in terms of self-efficacy dimension scores. In terms of sports branches, a significant difference was found between students who are licensed athletes and those who are not. However, no statistical difference was found when examined in terms of the family profession group. According to the attitude dimension results, there was a significant difference between students engaged in basketball and students engaged in handball as well as students without a branch and students engaged in handball. According to the results of the self-efficacy dimension, there was a significant difference between students without a branch and students engaged in basketball as well as those without a license and those engaged in handball. According to our findings, it is thought that the significant difference between the license is related to the reflection of the attitudes of physical education teachers in schools onto the students.
"Introduction: Physical activity is an important factor in the lives of young people once they complete their high school studies. Subsequent participation in adult life in physical activities will be done independently. However, we can assume that the low participation rate of Romanians in physical activities is due to a negative attitude regarding the lesson of physical education and compulsory sports throughout schooling but also to a discomfort regarding participation in physical activities. At the West University of Timisoara, the Physical Education and Sports lesson is compulsory included in the curriculum from all faculties, coming in continuation of high school. The aim of this study is to analyze how the attitude towards the PE lesson correlates with the enjoyment of students to perform physical activity. Material and Method: The participants in this study were 400 students (77% female and 23% male) aged 18-22 years (M = 20.1, SD = .71) from the Western University of Timisoara. To carry out this study, the questionnaire survey method was used. Two questionnaires that explored the students' attitude towards the PE lesson and the students' enjoyment in practicing physical activities were applied. The data obtained was analyzed using the SPSS Statistics program. Results: The score obtained (r = .342, p <0.001) indicates a significant correlation, with a positive score between the attitude towards PE and the enjoyment of practicing physical activities in the students at the West University of Timisoara. Conclusions: It is found that both the attitude towards PE and enjoyment of practicing physical activities are increased. Keywords: attitudes, enjoyment, Physical Education, physical activity, students."
Con el presente estudio queremos exponer una experiencia práctica llevada a cabo en el I.E.S. José Arencibia Gil (Telde – Gran Canaria), con alumnos de 3º de la E.S.O., basado en el desarrollo de las competencias básicas. El objetivo del mismo es trabajar «los valores y las actitudes» desde el marco que nos traza el Decreto 127/2007 del BOC de junio del 2007, utilizando el futbol como herramienta, debido a ese papel de «formación integral» que posé la Educación Física. Para evaluar la consecución de los objetivos se confección una planilla simplificada que parte de las ideas expuestas por Gil et al. (2006) en su propuesta de valores e indicadores a evaluar en los juegos y deportes y para valorar el grado de conciencia y consecución de los objetivos, así como el nivel de implicación en el trabajo se pasó entre el alumnado un cuestionario. Obteniendo como resultado que más del 96% de los alumnos se divierten, esfuerzan, mantienen unas relaciones sociales coherentes, juegan limpio, se controlan emocionalmente y respetan las normas, por otro lado, del total de los alumnos que componen las clases (n=118) un 80% de ellos había entendido el objetivo de las sesiones. 49 alumnos creían que se pretendía «aprender a relacionarse» y 45 a «mejorar las habilidades y destrezas». Los resultados nos llevan a la conclusión de que las competencias básicas «refuerzan y dan mayor importancia al papel integrador de la Educación Física» y que ésta se muestra como «pilar de la enseñanza en valores y actitudes sin descuidar sus contenidos y objetivos específicos».Palabra clave: Valores, Actitudes, Futbol, Competencias Básicas, Educación.Abstract: In this study we present a practical experience conducted in the I.E.S. José Arencibia Gil (Telde – Gran Canaria) with students from 3º ESO, based on the development of basic competencies. The aim is to work «values and attitudes» from the context that traces the BOC Decree 127/2007 of June 2007, using football as a tool, because the role of «integral education» which Physical Education holds. To assess the achievement of the objectives was made for a simplified form of the work presented by Gil et al. (2006) in its proposition of values and indicators to evaluate in games and sports and to assess the level of awareness and achievement of the objectives and the level of involvement in work rose from a student questionnaire. With the result over 96% of students having fun, strive to maintain a coherent social relationships, play fair, emotionally controlled and respect the rules, on the other hand, that the total number of students included in the classes (n=118) an 80% of them had understood the purpose of the sessions. 49 students thought that it was intended to «learn how to interact» and 45 «to improve the skills and abilities». The results lead us to conclude that the basic competencies «strengthen and give greater importance to the integrative role of Physical Education» and it shows as «pillar of education in values and attitudes without releasing their specifics contents and objectives».Key words: Values, Attitudes, Football, Basic Competencies, Education.
The chapter discusses the role of the manner of attitude formation. It focuses on the development of an attitude through direct behavioral experience with the attitude object and examines whether such attitudes better predict subsequent behavior than attitudes formed without behavioral experience. The chapter provides an overview of the attitude-behavior consistency problem and describes the effect of the manner of attitude formation through the “housing” study, the “puzzle” experiment, and the “subject pool” study. The prior-to-later behavior relation is also discussed in the chapter, wherein it has described the self-perception of past religious behaviors, attitudes and self-reports of subsequent behavior, an individual difference perspective, and a partial correlation analysis. The chapter discusses attitudinal qualities—namely, confidence and clarity, the persistence of the attitude, and resistance to attack. The reasons for the differential strength are also explored in the chapter—namely, the amount of information available, information processing, and attitude accessibility. The chapter briefly describes the attitude-behavior relationship, personality traits, and behavior.
Attitudes can be seen as object evaluations stored in memory. Accordingly, attitude structure may be seen as a memory structure with dynamic implications for information processing. In this article, an associative network model for the representation of stored attitudes was assumed, and 2 manifestations of the notion of spreading activation within the confines of such a model were examined. Study 1 (with 169 undergraduates) demonstrated that giving 1 attitude response could facilitate a 2nd attitude response if the 2 shared a structural link in long-term memory. Studies 2 and 3 (with 59 and 105 undergraduates, respectively) showed that spreading activation could also result in polarization of attitude responses, so that answering questions on 1 attitude issue might result in more extreme responses to a 2nd linked attitude issue. These results have implications not only for theories about attitudes but also for measurement issues in political survey research. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
In confirmatory factor analysis, hypothesized models reflect approximations to reality so that any model can be rejected if the sample size is large enough. The appropriate question is whether the fit is adequate to support the model, and a large number of fit indexes have been proposed for this purpose. In the present article, we examine the influence of sample size on different fit indexes for both real and simulated data. Contrary to claims by Bentler and Bonett (1980), their incremental fit index was substantially affected by sample size. Contrary to claims by Joreskog and Sorbom (1981), their goodness-of-fit indexes provided by LISREL were substantially affected by sample size. Contrary to claims by Bollen (1986), his new incremental fit index was substantially affected by sample size. Hoelter's (1983) critical N index was also substantially affected by sample size. Of the more than 30 indexes considered, the Tucker-Lewis (1973) index was the only widely used index that was relatively independent of sample size. However, four new indexes based on the same form as the Tucker-Lewis index were also relatively independent of sample size., (C) 1988 by the American Psychological Association <2>
Rankings of liking for nine curriculum subjects were obtained from 93 middle school pupils aged 11‐13 years, who also completed the Children's Sex Role Inventory. Statistically significant gender differences in the rankings of English and humanities were found, which were both preferred by girls, and for physical education (PE) and science, which were preferred by boys. Some statistically significant associations between subject rankings and sex typing measures also emerged. Higher rankings of music and humanities were associated with higher Femininity scores, while higher rankings for PE were associated with lower Femininity scores. The only significant association with Masculinity was for English, where higher rankings were associated with lower Masculinity. No significant associations with Masculinity or Femininity were found for science, a traditionally male‐stereotyped curriculum area. Associations found between the rankings of the different subjects indicated a tendency for pupils to prefer either more academic or more practical subjects, but there was no indication from the limited data available on their performance that this could be related to their academic ability. The implications of these preliminary findings for future investigations are discussed.
The major purpose of the study was to demonstrate the utility of Guttman's facet analysis in serving as a methodological approach for instrument development and validation. A Likert-type survey for measuring college students' attitudes toward alcohol was the vehicle for the demonstration. Guttman's facet analysis was used to construct items according to a carefully designed mapping sentence which specified the basic attitude components of interest to the study. Namely, four basic facets were hypothesized to underlie students' attitudes toward alcohol use. Likert-type survey items were written to match all combinations of the elements of the hypothesized facets in an attempt to sample the content domain representatively. These efforts, as well as an interjudge agreement process, were undertaken to address issues of content and construct validity during instrument construction. The survey was administered to a sample of college students (n = 1049). The coefficient alpha reliability estimate was found to be .91. Subsequent multidimensional scaling analyses provided evidence in support of the four hypothesized facets measured by the instrument and thus its construct validity. The substantive findings related to students' attitudes toward alcohol are also discussed.
Affective factors play an important role in the development and maintenance of preferences. The representation of affect can take a variety of forms, including motor responses and somatic reactions. This explains why cognitive methods of preference change that are directed at only one form of representation have seldom been effective.
Extending earlier work by MacCallum, Browne, and Sugawara (1996), procedures are shown for conducting power analysis of tests of overall fit of covariance structure models when null and alternative levels of model fit are specified in terms of values of the GFI or AGFl fit indexes. Results show that for GFI-based power analyses, holding null and alternative values of GFI fixed, power decreases as degrees of freedom increase, which is a counter-intuitive and undesirable phenomenon indicating lower power for detecting false null hypotheses about simpler models. For AGFI-based analyses, power increases as degrees of freedom increase. However, for both indexes it is shown that it is problematic to establish consistently appropriate values for null and alternative hypotheses about model fit. Because of these problems, it is recommended that the RMSEA index is preferable as a basis for power analysis and model evaluation.
Although the philosophy of science literature argues that a distinction should be made between different levels of abstraction, it is only recently that such models have been developed and estimated by researchers in the social sciences. Estimation of such hierarchical models, which was not possible earlier, is made easier by the work of Bentler and Weeks (1979) and Joreskog and Sorbom (1981). This paper illustrates the application and use of hierarchical models using the structure of attitude as an example. Hierarchical models of attitude showed considerably better fit and interpretable results than the non-hierarchical model. Such models also appear to be a better way to conceptualize and estimate models in the presence of collinear constructs. Caution should be exercised, however, as higher-order models may not be uniquely determined.
In order to gain a clearer understanding of how students learn from teaching, researchers must first examine how students perceive or assign meaning to instructional events. Students' (N = 104) perceptions of physical education were explored in this study. Data were collected in 2 kindergarten and 2 first-grade classes of 1 teacher over 4 months. Data sources included observations and field notes, student and teacher interviews, and student artwork. These were analyzed inductively. Students' definitions of instructional events incorporated content-related aspects of the subject matter as well as social constructs. The results support the notion that knowledge of the meanings students assign to events occurring in school is important for teachers to consider as they structure their classes.
Attitude formation and attitude change in children may be seen as matters of central concern to the teacher. This paper describes how, in one particular subject area (physical education), the investigator gathered attitude statements from young children and produced a scale to measure their stated attitudes towards curriculum physical education. The paper relates the process of establishing test reliability and validity and indicates how standardisation and greater ease of administration may be achieved through the use of an audio tape presentation.
Argues for the importance of construct validity in test use by stressing its role in providing a rational foundation for predictive validity. Questions of the adequacy of a test as a measure of the characteristics it is interpreted to assess are answerable on scientific grounds by appraising psychometric evidence, especially construct validity. Questions of the appropriateness of test use in proposed applications are answerable on ethical grounds by appraising potential social consequences of the testing. The 1st set of answers provides an evidential basis for test interpretation, and the 2nd set provides a consequential basis for test use. The following are stressed: (a) the importance of construct validity for test use because it provides a rational foundation for predictiveness and relevance and (b) the importance of taking into account the value implications of test interpretations per se. By thus considering both evidential and consequential bases of test interpretation and test use, the roles of evidence and social values in the overall validation process are illuminated, and test validity comes to be based on ethical as well as evidential grounds. (5 p ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)