Elementary School Students’ Self-Determination in Physical Education and Attitudes Toward Physical Activity

2015 ◽  
Vol 34 (2) ◽  
pp. 189-209 ◽  
Author(s):  
Weiyun Chen ◽  
Andrew J. Hypnar
Keyword(s):  
Physical Activity ◽  
Elementary School ◽  
Physical Education ◽  
Elementary School Students ◽  
Psychological Needs ◽  
Upper Elementary ◽  
School Students ◽  
Upper Elementary School ◽  
Positive Attitudes ◽  
Composite Reliability

Motivations for and positive attitudes toward physical activity (PA) developed during childhood are likely to be carried over to adulthood. The purpose of this study was to examine the relationship between three psychological needs satisfaction, motivational regulations in physical education (PE), and attitudes toward participation in leisure-time PA among upper elementary school students. One thousand and seventy-three students in grades 3-5 anonymously and voluntarily completed three measures, including Psychological Needs Satisfaction, Motivational Regulations, and Attitudes, which were modified from previous works and judged by a panel of experts to ensure the wording of each item was understandable for upper elementary school students. The data were analyzed with descriptive statistics, composite reliability coefficient, and multilevel confirmatory factor analysis methods. The results indicated that the composite reliability coefficients of the measures were above .60, ranging from .62 to .79. The results of structural equation model indicated that satisfactions of autonomy, competence, and relatedness were significantly instrumental to the enhancement of autonomous motivation in PE settings and attitudes toward PA participation. Elementary school students’ having fun, obtaining benefits, and being with friends were all major motivational factors contributing to positive attitudes toward PA outside of school.

Upper Elementary School Student Attitudes Toward Physical Education

2015 ◽  
Vol 34 (3) ◽  
pp. 461-473 ◽  
Author(s):  
Sharon R. Phillips ◽  
Stephen Silverman
Keyword(s):  
Elementary School ◽  
Physical Education ◽  
Elementary School Students ◽  
Student Attitudes ◽  
Factor Model ◽  
Upper Elementary ◽  
School Students ◽  
Upper Elementary School ◽  
Affect And Cognition ◽  
Model Affect

This study examined the attitudes of upper elementary school students toward physical education. Fourth and fifth grade students (N = 1344) from 13 school districts, 17 schools, and five states completed an attitude instrument with scores that had been previously validated for a two factor model (affect and cognition) and a four factor model (affect and cognition with the subfactors of teacher and curriculum). For the four factor model, there was a difference between grades for both affect-curriculum and affect-teacher (F(1, 1340) = 6.25, p < .01, ηp2 = .005). Similarly, for the two factor model the affect variable was different between grades, indication that as students age their affect toward physical education decreases (F(1, 1341)= 48.65, p < .001, ηp2 = .035). This study suggests that upper elementary school students have an overall favorable attitude toward physical education, impacted by how they think and feel about the curriculum and teacher.

scholarly journals The St. Jude STEM Clubs: An Afterschool STEM Club for Upper Elementary School Students in Memphis, TN

2020 ◽  
Vol 3 (1) ◽  
Author(s):  
Katherine A. Ayers ◽  
Katherine Wade-Jaimes ◽  
Lei Wang ◽  
Robyn A. Pennella ◽  
Stanley B. Pounds
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
Upper Elementary ◽  
School Students ◽  
Upper Elementary School

scholarly journals Development of Hockey Game and Model for Learning Physical Education in Children’s Elementary School

2020 ◽  
Vol 60 (2) ◽  
pp. 133-145
Author(s):  
Nuzulla Saputri ◽  
Suharjana
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
Upper Elementary ◽  
Game Model ◽  
Water Pipe ◽  
School Students ◽  
Movement Coordination ◽  
Small Ball ◽  
Upper Elementary School ◽  
Hockey Game

SummaryThe purpose of this study is to develop tools and products for the hockey water pipe (PSA) game model in order to overcome the problem of limited facilities and infrastructure and improve students’ movement coordination skills and increase the variety of small ball games. This research is a research and development (RnD) that refers to Sugiyono’s (2013) theory which is product oriented. The results of this study have been found (1) the Hockey PSA game model can attract the attention of upper elementary school students to get to know the Hockey game (2) The Hockey PSA game model can add variety to the game for teachers who teach upper grade elementary school children (3) the game model PSA Hoki can express the imagination of upper elementary school students in the combination of modification of tools and games with the results of the affective aspects of the trial that is the aspect of students willing to play again obtained a percentage of 92.08% (very feasible). The conclusion of this research is the Hockey PSA game model can overcome the problem of limited facilities and infrastructure improve student movement coordination and increase the variety of small ball game material.

One-year stability of physical education-centered physical literacy indicators on objectively measured physical activity

2021 ◽  
pp. 1356336X2110463
Author(s):  
Sami Yli-Piipari ◽  
Arto Gråstén ◽  
Mikko Huhtiniemi ◽  
Kasper Salin ◽  
Timo Jaakkola
Keyword(s):  
Physical Activity ◽  
Elementary School ◽  
Physical Education ◽  
Motor Coordination ◽  
Physical Literacy ◽  
School Students ◽  
Physically Active ◽  
Upper Elementary School ◽  
And Gender ◽  
Objectively Measured

One of the central goals of school physical education (PE) is to improve physical literacy in youth to nurture their ability, confidence, and desire to be physically active for life. The aim of this study was to examine the stability of the selected PE-centered physical literacy indicators on school students’ objectively measured moderate-to-vigorous intensity physical activity (MVPA). This study was a follow-up study tracking a sample of 450 Finnish children ( M  =  11.26[0.32]; nfemales  =  194; nmales   =  256) across upper elementary school from fifth (T1) to sixth (T2) grade. A set of independent variables (motor competence, health-related fitness, in-class PE MVPA, and PE motivation and enjoyment) and total MVPA as a dependent variable were collected, and gender and body mass index were controlled in the analyses. The entire model explained almost 29% of MVPA in T1 and 26% in T2. While cardiorespiratory endurance (β  =  0.29) and MVPA in PE (β  =  0.20) were statistically significant predictors of MVPA in T1, MVPA in PE (β  =  0.23), and identified regulation (β  =  0.16) were statistically significant predictors at T2. Across the time, boys had higher levels of MVPA compared to girls (T1: β  =  −0.12; T2: β  =  −0.14), whereas the relationship was inverted in motor coordination (T1: β  =  0.13; T2: β  =  0.12). The findings of this study suggest that MVPA in PE is an important contributor to children's MVPA, and its role is eminent during the last two grades of elementary school.

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