MIDDLE SCHOOL STUDENTS’ PERCEPTIONS OF ENJOYMENT IN PHYSICAL EDUCATION AND ITS RELATIONSHIP TO PARTICIPATION IN PHYSICAL ACTIVITY OUTSIDE THE SCHOOL
Notice bibliographique
Résumé
For many years, the status of physical education (PE) in public schools in Palestine as well as other countries was jeopardized. However, the decline of engagement in PE and the reduction and/or elimination of PE programs in the US and other countries including Palestine, along with the increased obesity and sedentary behaviors among children, have motivated governments in countries like Canada, the United States and England to take action (Cairney et al., 2007; & Qualifications and Curriculum Development Agency, 2007). Students in the United States and other countries, including Palestine, tend to demonstrate negative attitudes toward physical education (PE) at the middle and high school levels. Middle and high school students who do demonstrate a positive attitude toward PE suggest that it is because of an enjoyment. Thus, to change students' negative attitude at schools in Palestine, enjoyment in PE classes is a promising way to achieve this. The purpose of this study was to investigate Palestinian elementary school students' enjoyment in physical education (PE) classes and physical activity (PA) and the teaching practices that predict this enjoyment in PE. The relationship between Palestine students' enjoyment in PE classes and their engagement in physical activities were also investigated. Participants (n= 203) included students from elementary public schools (6th grade) in West Bank/Palestine. Participants' ages ranged from 10 to 13 years. The students completed the following surveys: 1) PE Enjoyment Scale, 2) Physical Education Teaching Processes Questionnaire, 3) Physical Activity Questionnaire for Older Children, and, 4) Physical Activity Enjoyment Scale. T-test and multiple regression analysis were utilized between the variables in the study as well as the descriptive statistics. The results indicated students in Palestine enjoy their PE classes as well as their PA but no gender differences were found in their enjoyment. Results also showed that Palestinian students' enjoyment in PE is positively linked to their participation in PA.
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Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,006 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,001 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,001 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».