Three-Year Study of Students’ Attitudes Toward Physical Education: Grades 4–8

Mercier, Kevin; Donovan, Corinne; Gibbone, Anne; Rozga, Kimberly

doi:10.1080/02701367.2017.1339862

Cited by 42 publications

(43 citation statements)

References 28 publications

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“…Previous studies have highlighted the influence of some variables on students' subsequent participation in physical activities and sports outside the school context (Subramaniam and Silverman, 2000;Jaakkola et al, 2017). One of these variables is attitudes (Mercier et al, 2017). Eagly and Chaiken (1993, p. 1), in their seminal work, state that attitudes can be understood as a hypothetical construct referring to the "psychological trend that is expressed in a favorable or unfavorable assessment of a specific entity."…”

Section: Introductionmentioning

confidence: 99%

Examining Portuguese High School Students’ Attitudes Toward Physical Education

2020

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Portugal ranks fourth among countries with the highest rate of overweight population, considering that 67.6% of the Portuguese population over the age of 15 is overweight or obese. To our knowledge, limited studies have investigated students’ attitudes toward physical education in Portugal. Such research is necessary because it can provide valuable insights for policy and application in the curriculum development for physical education, which may eventually increase participation in physical and sports activities. This study analyzed students’ attitudes toward physical education (PE) according to sociodemographic variables, including grade level, socioeconomic status, and gender, and their participation in extracurricular sports activities and respective PE grades. The sample comprised 476 high school students (from the 7th, 8th, and 9th-grade levels) from five public schools located in Portugal. The Students’ Attitudes toward Physical Education Questionnaire was adapted and validated for use with Portuguese students as a two-factor model. Findings show that students generally have a moderately positive attitude toward PE. However, students’ positive attitudes tend to decrease throughout high school, which is particularly significant in the 9th grade. Furthermore, students’ attitudes are influenced by gender, extracurricular sports practice, and grades. These findings may help stakeholders reflect on how to frame PE in a more meaningful way to create a solid foundation for maintaining an active lifestyle throughout life. Implications for further research and practice are discussed.

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Section: Introductionmentioning

confidence: 99%

Examining Portuguese High School Students’ Attitudes Toward Physical Education

2020

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“…Thus, attitudes towards physical ac-tivity and sports are more positive in younger individuals [6,8,14,16,18,29,[32][33][34][35]. With regard to that, Lazarević et al [26] compared the attitudes of students in the 6 th , 7 th , and 8 th grades towards physical education, and Mercier et al [2] compared attitudes between the 4 th , 5 th , 6 th , 7 th , and 8 th grades. Results showed a decrease in positive attitudes toward physical education as age increased, especially for girls.…”

Section: Discussionmentioning

confidence: 99%

“…Concerning physical education, attitude has been presented by the literature as a dual-component view (affect and cognition). Affect is related to fun or enjoyment, while cognition is related to the usefulness of the attitude object [2]. Attitude influences our behaviour and, in physical education classes, teachers want students to develop positive attitudes so that they have motivation in the classes and continue their physical activity throughout their lives [3].…”

Section: Introductionmentioning

confidence: 99%

Attitudes toward physical education in Portuguese schools: Middle and high school students

Lima¹,

Clemente²,

Vale³

2018

Hum Mov.

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Purpose. The purpose of the study was to analyse possible determinants of Portuguese middle and high school students' attitudes toward physical education (PE). Methods. The total of 949 students (48.6% male, 51.4% female) aged 13.96 ± 1.96 years participated in the study. Out of these, 50.9% practised sports 2 or 3 times a week. The exploratory factor analysis resulted in 4 categories that explain 51.28% of the total variance: F1 (PE curriculum), F2 (PE teaching), F3 (practice conditions in PE), and F4 (PE benefits). Results. The t-test analysis (between-gender) revealed that males attributed significantly more meaning (a lower average corresponds to a greater value) than females to the PE curriculum (p = 0.001; d = 0.277), PE teaching (p = 0.019; d = 0.151), practice conditions in PE (p = 0.004; d = 0.189), and PE benefits (p = 0.001; d = 0.436). The variance between levels of practice outside school revealed higher meaning attributed by students who practiced sports in the variables of PE curriculum (p = 0.004; d = 0.205), PE teaching (p = 0.017; d = 0.168), and PE benefits (p = 0.001; d = 0.466). Conclusions. The study results suggest that males ascribe more value to the general attributes of PE and that students who participate in sports value the meaning of PE more than those who do not.

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“…For many children, PE may be the only opportunity for regular PA, making it essential that it is delivered in a manner that encourages lifelong PA. Sadly, during adolescence, for many children, their attitudes toward PE begin to become more negative (Mercier et al, 2017). Childhood memories of PE are associated with PA attitude, intention, and sedentary or active behavior in adulthood (Ladwig et al, 2018).…”

Section: Sports and Active Living Are Educationmentioning

confidence: 99%

Sports and Active Living Are Medicine, and Education, Happiness, Performance, Business, Innovation, and Culture…for a Sustainable World

Millet

Giulianotti

2019

Front. Sports Act. Living

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About 30% of adults worldwide (Hallal et al., 2012) do not meet the minimum World Health Organization recommendation on daily activity (World Health Organization, 2010). The inactivity starts in adolescence with a high proportion (80%) of inactive adolescents [aged 13-15 years and doing less than the WHO-recommended minimum of 60 min daily of physical activity (PA)] (Hallal et al., 2012). Physical inactivity leads to many pathologies, from cardio-metabolic disorders to cardiovascular diseases (Booth et al., 2017). Physical inactivity is now the fourth leading cause of death worldwide (Kohl et al., 2012). The deleterious effects of physical inactivity on health are now well-established for inducing many pathologies, from cardio-metabolic disorders to cardiovascular diseases (van der

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Three-Year Study of Students’ Attitudes Toward Physical Education: Grades 4–8

Cited by 42 publications

References 28 publications

Examining Portuguese High School Students’ Attitudes Toward Physical Education

Examining Portuguese High School Students’ Attitudes Toward Physical Education

Attitudes toward physical education in Portuguese schools: Middle and high school students

Sports and Active Living Are Medicine, and Education, Happiness, Performance, Business, Innovation, and Culture…for a Sustainable World

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