High School Students' Physical Education Conceptual Knowledge

Autor/in	Ayers, Suzan F.
Titel	High School Students' Physical Education Conceptual Knowledge
Quelle	In: Research Quarterly for Exercise and Sport, 75 (2004) 3, S.272-287 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0270-1367
Schlagwörter	Physical Education; High School Students; Knowledge Level; Student Evaluation; Cognitive Processes; Physical Education Teachers; Gender Differences; Racial Differences; Test Validity; Concept Formation; Fundamental Concepts + Suchen Sie Ihr Suchwort? Körpererziehung; Sportunterricht; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Wissensbasis; Schulnote; Studentische Bewertung; Cognitive process; Kognitiver Prozess; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Geschlechterkonflikt; Rassenunterschied; Testvalidität; Concept learning; Begriffsbildung; Grundlagenplan; Konzept
Abstract	The value of conceptual physical education knowledge has long been acknowledged (American Alliance for Health, Physical Education, and Recreation, 1969; Kneer, 1981; NASPE, 1995) yet has not been formally measured or assessed. Seven multiple choice tests with established validity and reliability (Ayers, 2001b) were used to assess the concepts identified in Mohnsen's text (1998). Tests were administered to 3,263 high school students at the schools of 17 NASPE Teachers of the Year in 16 states. On all tests, girls outscored boys, and Caucasians outscored all other racial groups. Examinees' average performance on each test war: motor development (65 %), exercise physiology (62%), social psychology (60%), biomechanics (57%), aesthetic experiences (56 %), motor learning (53%), and historical perspectives (49%). Analyses of each area determined concepts students knew and did not know. (ERIC).
Anmerkungen	American Alliance for Health, Physical Education, Recreation & Dance, 1900 Association Dr., Reston, VA 20191-1598. Web site: http://www.aahperd.org.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10