Three Studies of Personality: Undergraduate Students in Physical Education

1976 ◽  
Vol 43 (2) ◽  
pp. 671-677 ◽  
Author(s):  
William A. Ruffer
Keyword(s):  
Physical Education ◽  
Undergraduate Students ◽  
Education Majors ◽  
Ego Strength ◽  
Male Undergraduate ◽  
Physical Education Majors

In Study I, 85 male undergraduate physical education majors were compared to the norms on the 1962 16 PF test; is were higher in ego strength, dominant, enthusiastic, practical, naive, self-assured, and group-dependent. In Study II, 50 similar Ss took the 1967 test and were lower in intelligence, higher in superego strength, and were more practical and controlled. In Study III, 39 similar female Ss took the 1967 test and were lower in intelligence, reserved, practical, and conservative. Centiles calculated from the raw scores showed the groups deviated from the normative groups by 15 points or more on some of these traits. Findings generally agree with previous work using the same instrument and disagree with common conclusions regarding fitness for teaching by other investigators using different instruments.

Evaluating Effectiveness of an Infusion Learning Model on Attitudes of Physical Education Majors

2005 ◽  
Vol 101 (1) ◽  
pp. 177-186 ◽  
Author(s):  
R. R. Goyakla Apache ◽  
Terry Rizzo
Keyword(s):  
Physical Education ◽  
Students With Disabilities ◽  
Undergraduate Students ◽  
Core Curriculum ◽  
Physical Education Teachers ◽  
Education Majors ◽  
Course Content ◽  
Attitudes Toward Teaching ◽  
Physical Education Majors ◽  
Significant Positive Change

The purpose was to evaluate the effect of an infusion curriculum model on attitudes of physical education majors toward teaching students with disabilities. 91 undergraduate students (61 men, 30 women) matriculating through the core curriculum of physical education teachers were exposed to the infusion curriculum as part of each course during one academic year. Attitudes were assessed pre- (Fall) and posttest (Spring) on the Physical Educator's Attitude Toward Teaching Individuals with Disabilities III. Analysis indicated a significant positive change in attitudes toward teaching students with disabilities. Findings suggest, when exposed to issues of disability by infusion into course content, these students self-reported they would have increased confidence in teaching and an appreciation when teaching students with disabilities. An independent validation of this change would be valuable.

Improving Attitudes Toward Disabled Persons

1987 ◽  
Vol 4 (4) ◽  
pp. 316-325 ◽  
Author(s):  
George D. Patrick
Keyword(s):  
Physical Education ◽  
Undergraduate Students ◽  
Disabled Persons ◽  
Adapted Physical Education ◽  
Education Majors ◽  
Attitudes Toward Disabled ◽  
Treatment Groups ◽  
Gender And Age ◽  
Physical Education Majors ◽  
Study Participants

The degree to which physical education majors’ attitudes toward disabled persons improved after taking an adapted physical education course was examined in this study. Participants included 179 undergraduate students from a large university, some of whom were exposed to course lectures, clinic contact with disabled individuals, relevant films, disability simulations, and readings. A Solomon four-group design was used. Two groups received the course in adapted physical education (pretest-posttest, n=47; posttest only, n=45), and two control groups were not enrolled (pretest-posttest, n=44; posttest only, n=43). Data were collected using the Attitudes Toward Disabled Persons Scale (Yuker, Block, & Younng, 1966). The results indicated significant change of the two treatment groups, leading to improved attitudes toward disabled persons. Secondary findings included the reactivity to pretesting for students in the experimental condition and no statistically significant effects of gender and age.

Comparison of Learning Styles between Physical Education and Dance Majors

1984 ◽  
Vol 58 (2) ◽  
pp. 583-588 ◽  
Author(s):  
Dorothy B. Zakrajsek ◽  
Rebecca L. Johnson ◽  
Diane B. Walker
Keyword(s):  
Physical Education ◽  
Learning Styles ◽  
Learning Style ◽  
T Test ◽  
Education Majors ◽  
Learning Style Inventory ◽  
Physical Education Majors

Learning styles of dance and physical education majors were described and compared. Subjects were 167 declared majors in 1982 from 9 universities (87 PE, 80 dance; 44 males, 115 females). Kolb's Learning Style Inventory which measures abstractness or concreteness and activity or reflectivity was given. By t test (.05) no significant differences in preferred learning style were found between majors or genders.

Comparison of Personality Characteristics of Physical Education and Recreation Majors, and Factors Which Affect Career Choice

1980 ◽  
Vol 51 (3_suppl2) ◽  
pp. 1291-1298
Author(s):  
James A. Batesky ◽  
John A. Malacos ◽  
Kevin M. Purcell
Keyword(s):  
Physical Education ◽  
Personality Characteristics ◽  
Control Group ◽  
Directed Search ◽  
Education Majors ◽  
Personality Profiles ◽  
Education Professionals ◽  
Independent Variables ◽  
Physical Education Majors ◽  
Selection Of

This study examined the personality characteristics of physical education and recreation majors, and ascertained why some students choose one over the other. Forty-nine physical education and recreation majors were administered Holland's Self-directed Search. A 2 × 3 fixed-factorial design was employed, sex and major plus a control group were independent variables. Both 24 recreation and 25 physical education majors were alike in the personality profiles and were very similar to recreation and physical education professionals already in the field. Significant differences were found on secondary, less dominant characteristics which may contribute to selection of a specialization area.

The Effect of Planning on the Teaching Behavior of Preservice Physical Education Teachers

1984 ◽  
Vol 4 (1) ◽  
pp. 50-56 ◽  
Author(s):  
Charles H. Imwold ◽  
Robert A. Rider ◽  
Bernadette M. Twardy ◽  
Pamela S. Oliver ◽  
Michael Griffin ◽  
...  
Keyword(s):  
Physical Education ◽  
Interaction Analysis ◽  
Physical Education Teachers ◽  
Control Group ◽  
Education Majors ◽  
Physical Education Majors ◽  
Lesson Content ◽  
Analysis System ◽  
Planning Group ◽  
Process Interaction

The purpose of this study was to compare the teaching process interaction behavior of teachers who planned for classes with those who did not plan. Senior physical education majors served as the teaching subjects for this study—six in the planning (experimental) group and six in the no-plan (control) group. Each teacher taught the same lesson content for a 15-minute episode. The planning group spent 1 hour before the lesson writing explicit plans, while the control group was given 2 minutes just before the lesson to gather their thoughts and be informed of the content to be covered. The behaviors of all teachers were observed by the Cheffers Adaptation of the Flanders’ Interaction Analysis System (CAFIAS). The results indicated significant differences in only two interaction categories: amount of directions given and the amount of silence. Both variables were better for the planning group.

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