Cognitive style differences within an analytical curriculum: Examples of success and nonsuccess

Field Dependence—Independence and Participation in Physical Activity by College Students

“…The present results indicate significantly higher participation in physical activities by the field-independent group than by the field-dependent group, which is consistent with findings on the association of field dependence-independence with sports sklll (Liu, 1988(Liu, , 1991Brady, 1995), motor learning (Swinnen, et al, 1986;Goulet, et al, 1988), and physical education (Ennis & Chepyator-Thomson, 1990;Ennis, et al, 1991).…”

“…The rest of the participants fell into a neutral group in Group Embedded Figures Test scores so their data were excluded from analysis. This method in selecting representative field-dependent and field-independent samples was used in previous studies (Ennis & Chepyator-Thomson, 1990;Ennis & Lazarus, 1990;Ennis, et al, 1991) in which field dependence-independence was an independent variable, and the cut-off points in Group Embedded Figures Test scores (14 points and above as field independent and 9 points and below as field dependent) in this study roughly match Witkin, et a l . '~ (1971) norms for college students as well.…”

“…--Field-independent individuals express a stronger cognitive restructuring in field dependence-independence theory Witkin, Moore, Oltman, Goodenough, Friedman, Owen, & Raskin, 1977). Cognitive restructuring would contribute to fast learning of motor skds which lack a clear inherent structure in the early stage of learning (Swinnen, w. LIU 1984) and would be conducive to mastering a concept-based physical education curriculum which requires analysis and restructuring (Ennis & Chepyator-Thomson, 1990;Ennis & Lazarus, 1990;Ennis, et al, 1991). Consequently, field-independent individuals might well feel more comfortable and confident in participating in sport and physical activity.…”

“…They are also slower or less effective in learning novel motor skills (Jorgensen, 1972;MacGdlivaq, 1980;Swinnen, 1983Swinnen, , 1984Swinnen, Vandenberghe & Van Assche, 1986;Goulet, Talbot, Drouin, & Trudel, 1988). Further, Ennis and her colleagues (Ennis & Chepyator-Thornson, 1990;Ennis & Lazarus, 1990;Ennis, Chen, & Fernandez-Balboa, 1991) have reported that field-dependent children tend to show more learning behavior problems in physical education classes, and so they are less successful. The reason for this observation about field-dependent individuals is that such people tend to rely on and be influenced by external frames (significant others, given conditions, etc.…”