scholarly journals Symbolism of clothing: The relationship between teacher clothing and children’s perceptions in primary school physical education

2017 ◽  
Vol 21 ◽  
pp. 20-33
Author(s):  
Brent Bradford ◽  
◽  
Clive Hickson ◽  
Keyword(s):  
Physical Education ◽  
Primary School ◽  
Children's Perceptions ◽  
Children’S Perceptions ◽  
The Relationship

Effect of Different Professions' Clothing on Children's Height Perception

2012 ◽  
Vol 15 (3) ◽  
pp. 1038-1042 ◽  
Author(s):  
Mahmoud Rashidi ◽  
Katayoun Keshtkaran ◽  
Sahar Zabihidan ◽  
Masoud Hosseinchari ◽  
Farid Pazhoohi
Keyword(s):  
Primary School ◽  
Biological Factor ◽  
Primary School Students ◽  
School Students ◽  
Children's Perceptions ◽  
Children’S Perceptions ◽  
Height Perception ◽  
The Difference ◽  
Actual Height

Height is a biological factor that can affect how others perceive and behave toward an individual. Clothing, as a non-biological factor, can affect these perceptions of height. In this study we investigated the effect of different professions' clothing on children's perceptions of height. One hundred and eighty primary school students participated in this study and estimated the height of an actor in the clothing of four different professions which differed in terms of prestige. The results of study showed that the difference between the perceived and actual height was larger when participants estimated the height of socially esteemed professions. Also there was no difference between girls' and boys' estimation of different professions' height. The implications of these findings are discussed.

A Study of the Relationship between Physical Awkwardness and Children’s Perceptions of Physical Competence

1994 ◽  
Vol 11 (3) ◽  
pp. 275-283 ◽  
Author(s):  
Janice L. Causgrove Dunn ◽  
E Jane. Watkinson
Keyword(s):  
Regression Analysis ◽  
Multiple Regression Analysis ◽  
Multiple Regression ◽  
Third Grade ◽  
Physical Competence ◽  
Children's Perceptions ◽  
Children’S Perceptions ◽  
The Relationship

This study explored the relationship between perceived physical competence and physical awkwardness in an effort to gain further understanding of the effects of motor incompetence on behavior. Subjects included 195 children in Grades 3 through 6. Multiple regression analysis found that gender, the importance attached to physical competence, and the interaction between severity of awkwardness and grade were significant predictors of perceptions of physical competence. As expected, males reported higher perceptions of physical competence than females. In addition, the higher the rating that subjects attached to the importance of physical competence, the higher their perceptions of physical competence. Investigation of the interaction between severity of awkwardness and grade revealed that the expected decrease in perceptions of competence associated with increasing severity of awkwardness was present only in third-grade children. It is suggested that older awkward children may utilize strategies to maintain positive perceptions of competence and motivation.

Primary school children's perceptions of the effects of sun on skin

1996 ◽  
Vol 37 (1) ◽  
pp. 30-36 ◽  
Author(s):  
Marius Rademaker ◽  
Kim Wyllie ◽  
Margaret Collins ◽  
Noreen Wetton
Keyword(s):  
Primary School ◽  
Children's Perceptions ◽  
Children’S Perceptions

Do You Hear What I Hear? Overweight Children’s Perceptions of Different Physical Activity Settings

2011 ◽  
Vol 30 (4) ◽  
pp. 393-409 ◽  
Author(s):  
Karen S. Meaney ◽  
Melanie A. Hart ◽  
L. Kent Griffin
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Low Income ◽  
Cognitive Theory ◽  
After School ◽  
Summer Program ◽  
Activity Settings ◽  
Children's Perceptions ◽  
Children’S Perceptions ◽  
American Children

Social-Cognitive Theory (Bandura, 1986, 1999) served as the framework to explore overweight children’s perceptions of different physical activity settings. Participants were children (n = 67) enrolled in an after-school and summer program for overweight African-American and Hispanic-American children from low-income families. To gain insight into the children’s thoughts encompassing their participation in both the after school/summer program and their physical education classes at their respective elementary schools, all of the children individually participated in semistructured interviews. Children enjoyed their involvement in the after-school/summer program and described social, physical, and cognitive benefits related to their participation. Interview data also revealed children’s ideas and suggestions for adapting physical education to enhance participation in physical activity. Based on these results, instructional and management strategies focusing on promoting a nurturing environment in physical activity settings for all children (overweight and nonoverweight) are presented and discussed.

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