Student Attitudes toward Physical Education

Abstract

A group of 199 college males completed the Wear physical education attitude inventory. The responding subjects were subsequently classified according to the size of the high school attended, the college of matriculation, and the physical education class in which they were currently enrolled. No significant variations in attitude scores toward physical education were found within the subgroups of each of the three classifications. However, a significant difference in attitude scores was found between the responses to the four categories of items of the inventory. A significant variation in response was obtained between the subset formed by the physiological and the social items and the subset created by the mental-emotional and general items of the Wear attitude inventory.     

Attitudes of Males toward Selected Aspects of Physical Education

Abstract

The evaluative dimension of the Semantic Differential was used, after factor analysis, to investigate male attitudes toward selected aspects of physical education. Indexes of homogeneity of meaning for five aspects were calculated for each of six groups of 50 subjects drawn from 300 males representing school boys, teachers, physical education majors, graduate students, and academic staff. Results obtained were discussed in terms of their possible delineation of a physical education image.     

Development of an Attitude Inventory to Measure the Attitude of High School Girls toward Physical Education as a Career for Women

Abstract

An attitude inventory was developed for the purpose of determining the attitudes of high school girls toward physical education as a career for women. Likert's technique of scale construction was selected for use in this study. Statements covering aspects of the physical education profession as they apply to women were prepared according to recommended criteria. Each statement was subjected to statistical analysis in order to eliminate those which were ambiguous or which had poor discriminatory power. Following the use of the split-half method for determining reliability, the statements were divided into two equivalent forms of the inventory.     

试论高校体育教学中的素质教育

根据高校体育教学的基本特征 ,结合素质教育的内容 ,分析研究体育教学与素质教育内容的内在联系 ,论述了如何在高校体育教学中开展素质教育 ,并提出其全面实施的原则。     

Effect of a Special Conditioning Class upon Students' Attitudes toward Physical Education

Abstract

This study was designed to compare concepts of the course “Physical Education” as held by incidental samples of 119 major students, 46 area teachers, and 283 area high school students. Communication content analysis procedures indicated six basic purpose orientations: (a) physical fitness; (b) sports-games; (c) total development; (d) social adjustment; (e) recreation; and (f) enjoyment. Various chi-square comparisons identified the existence of only one significant difference. That real difference occurred between the college–teacher group and the high school group: the majority (58%) of the college-teacher group gave “total development” as the purpose of physical education, while the students (100%) identified physical fitness and sports-games as the main purpose. In fact, 80% of the high school group claimed that the only purposes of physical education were to develop physical fitness and to learn and play sports-games.     

Thurstone Scale for Measuring Attitudes of College Students toward Physical Fitness and Exercise

Abstract

Employing modified Thurstone techniques, two equivalent forms of an equal-appearing intervals attitude scale were constructed around the topic “physical fitness and exercise.” Experimental test items were subjected to an extensive refinement process preceding the formulation of the final alternate test forms. Validity of the test was based upon authoritative opinion and expert judgment. A reliability coefficient derived from test, retest sampling was .83 ± .06. A correlation coefficient of .87 ± .03 was obtained on the parallel lest forms.     

Physical Education Teacher Attitudes toward Fitness Tests Scale: Cross-Revalidation and Modification

This study aimed to provide further evidence of validity and reliability for the Physical Education Teacher Attitudes toward Fitness Tests Scale (PETAFTS), which consisted of affective and cognitive domains. There were two subdomains in the affective domain (i.e., enjoyment of implementing fitness tests and enjoyment of using test results) and one domain in the cognitive domain (i.e., beliefs in the usefulness of test results). Full-time physical education teachers (N?=?469) from two southwestern states in the United States participated in the study. Reliability and validity of the scale were examined. Alphas were computed for the entire 16-item scale, the affective and cognitive domains, and the two subdomains, respectively, to test the reliability. Confirmatory factor analysis (CFA) was employed to investigate the construct validity. The commonly used CFA indices, such as the chi square (χ²), the comparative fit index (CFI), the Tucker-Lewis Index (TLI), the goodness of fit index (GFI), and the root mean square error of approximation (RMSEA), were used to assess the fit of the data to the model. The CFA results suggested that the data from the study did not fit the original model proposed by Keating and Silverman (2004b) Keating, X. D. and Silverman, S. 2004b. Physical education teacher attitudes toward fitness test scale: Development and validation. Journal of Teaching in Physical Education, 23: 143–161. [Web of Science ®] , [Google Scholar], resulting in the elimination of item 3. The fitness of the data to the model was improved and deemed acceptable. More studies on the reliability and validity of the scale are needed in the future in order to use the scale with more confidence.     

初中体育教师对成功体育教学目标特征认知状况研究

成功体育教学理论是基于对体育课堂教学实践存在的问题进行反思提出的,有助于真正实现体育课程为了每位学生的发展的目标。文章运用文献资料法、问卷调查法、数理统计法、逻辑分析法等研究方法对初中体育教师对成功体育教学目标认知状况进行研究与分析,以期使成功体育教学在初中学校得以更大推广。     

论素质教育与中小学体育教学

对素质教育的基本概念进行了阐述。探讨了中小学体育教学实施素质教育的途径和意义。     

高考体育专业测试的形式和要求对中学体育教育的影响

本文主要采用文献资料、系统分析法、评价分析法,阐述现行高考体育测试的形式和要求对中学体育教育的影响,提出正确处理高考体育与中学体育教育的关系的建议.     

Physical Fitness,Self-Esteem,and Attitudes toward Physical Activity

Abstract

A total of 165 adolescent boys took measures of physical fitness, general self-esteem, and attitudes toward physical activities. High-fit compared to low-fit boys were higher in self-estimates of physical ability (P < .007) and self-reported attraction to physical activities (P < .007) but not significantly different in general self-esteem nor in reported extent of participation in voluntary physical activities. In addition significant correlations were observed between self-estimates of physical ability and attraction to physical activity, and between attraction to physical activity and extent of voluntary participation in physical activity.     

浅谈学校体育与校风建设

针对学校体育特殊的教育性,明确了体育在学校教育中的地位,探讨体育在学校精神文明建设和建立良好校风中的作用。     

试论体育教学中学生的心理训练

作为学校教育一个重要组成部分的体育教学,在其整个教学过程中,学生随时都会产生各种心理矛盾。因此,它不仅要遵循人体生理机能的活动变化规律和体育动作技术形成的规律,还必须讲求心理学方法,遵循学生的心理活动规律,运用心理训练的手段,使学生不断克服体育教学中产生的心理矛盾,发展学生良好的心理品质和素质。本文主要论述心理训练在体育教学中的作用和意义以及体育教学中对学生进行心理训练的几种有效方法。     

体育与健康课程高中模块教学实验有关问题的研究——模块教学学生分班走向的管理措施

运用文献资料法、访谈法、问卷调查法、数理统计法,针对体育与健康课程高中模块教学实验中出现的有关问题进行分析研究。研究结果认为,做好模块教学前期准备工作,制定周密的实施计划,加强管理,不断完善管理机制,是高中模块教学健康有序发展的重要保证。     

构建和谐社会目标下发展学校体育的思考

运用文献资料法、逻辑分析法等研究方法,对我国构建和谐社会目标下学校体育的地位和发展进行探讨。分析认为,学校体育的功能和构建和谐社会的内涵具有一致性,学校体育的发展对我国构建和谐社会目标的实现起促进作用。但是,当前我国学校体育的功能未得到充分发挥,将来应进一步从贯彻落实中央政策、增加投入、改革学校体育等方面入手,促进学校体育功能的发挥,实现学校体育发展和和谐社会构建的良性互动。     

上海部分实验性示范性高中体育课程教学现状

采用问卷调查、数理统计等方法,对上海市部分实验性示范性高中体育与健康课程与教学状况进行了调查。结果表明,上海市实验性示范性高中学校具有较完善的场地、器材条件,场馆的开放也较长,能较好地满足学生锻炼的需要,学校体育安排比较合理,学生对体育锻炼有较好的认知。存在的问题是体育与健康内容和形式单一,体育伤害事故保障体系不完善,学生课余锻炼时间较少。     

浅析学校体育对改善大学生心理健康的作用

针对大学生心理健康现状,论述了学校体育对改善大学生心理健康的积极作用,并提出合理化建议。