Research on the Path of Team Building and Mechanism Innovation of Public Physical Education Course Teaching of University

This study investigated the effectiveness of a Team Building Through Physical Challenges (TBPC; Glover and Midura, 1992) program on the self-conceptions of physical education students in Grades 6 and 7. The treatment group was exposed to one TBPC activity every second week for 8 months, while the second group completed the regular physical education curriculum without any TBPC activities. Data were analyzed using 2 (treatment/control) x 2 (preintervention/postintervention) x 2 (male/female) repeated measures analysis. Results at postintervention revealed that both male and female students in the treatment group were significantly higher on perceptions of global self-worth, athletic competence, physical appearance, and social acceptance than the control group. Female students in the treatment group were also significantly higher on perceptions of scholastic competence and behavioral conduct than female students in the control group. Effect sizes indicated that meaningful as well as significant differences in self-conceptions were created by the TBPC program.

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Impact of Adventure-Based Approaches on the Self-Conceptions of Middle School Physical Education Students

Journal of Experiential Education ◽

10.1177/1053825918761996 ◽

2018 ◽

Vol 41 (2) ◽

pp. 220-232 ◽

Cited By ~ 2

Author(s):

Sandra Gibbons ◽

Vicki Ebbeck ◽

Jennifer Gruno ◽

Glenda Battey

Keyword(s):

Middle School ◽

Physical Education ◽

Team Building ◽

The Self ◽

Control Group ◽

Social Approval ◽

Education Students ◽

Physical Education Students ◽

Self Worth ◽

Physical Challenges

Background: Research has identified enhancement of positive self-concept as an important outcome connected with participation in adventure-based activities in physical education (PE). Purpose: This study compared the effectiveness of Team Building Through Physical Challenges (TBPC) and Adventure Curriculum for Physical Education (ACPE) programs on the self-conceptions of middle school PE students. Both approaches include adventure-type tasks adapted for use in PE. Methodology/Approach: Participants consisted of 397 female ( n = 183) and male ( n = 214) students who were enrolled in Coeducational Grades 7 and 8 PE classes in three middle schools. Students in the treatment classes were exposed to either the TBPC condition or the ACPE condition during PE classes over 7 months, whereas students in the control group completed the regular PE curriculum that did not include activities from either approach. Findings/Conclusions: Results suggest that both approaches benefit the self-conceptions of children with each being particularly effective at changing those self-conceptions logically related to specific organizing themes. Specifically, ACPE was greater than TBPC, for global self-worth and perceived behavioral conduct. TBPC was greater than ACPE for perceived social approval. Implications: Incorporating either the TBPC or the ACPE program in middle school PE can benefit the self-conceptions of students.

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The Impact of an Experiential Education Program on the Self-Perceptions and Perceived Social Regard of Physical Education Students

Journal of Sport and Exercise Psychology ◽

10.1123/jsep.32.6.786 ◽

2010 ◽

Vol 32 (6) ◽

pp. 786-804 ◽

Cited By ~ 4

Author(s):

Sandra L. Gibbons ◽

Vicki Ebbeck ◽

Rebecca Y. Concepcion ◽

Kin-Kit Li

Keyword(s):

Physical Education ◽

Team Building ◽

The Self ◽

Effect Sizes ◽

Education Students ◽

Self Perceptions ◽

Physical Education Students ◽

And Control ◽

The Impact ◽

Physical Challenges

This study investigated the effectiveness of an 8-month Team Building through Physical Challenges (TBPC; Glover & Midura, 1992) program on the self-perceptions and perceived social regard of middle school physical education students (N = 1802). Data were analyzed using multilevel analyses where midpoint and final evaluations were conducted separately. Results revealed that at the midpoint evaluation, students in the experimental and control conditions were not different on any of the subscales assessed. At the end of the program, students in the experimental condition, compared with those in the control condition, showed significantly higher scores on 6 of the 10 subscales assessed and the effect sizes were medium to very large. The findings support the effectiveness of the TBPC program in creating positive psychological outcomes for students in a field-based setting.

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