Effects of Momentum and Climate in Physical Education Class on Students' Formative Evaluation

Abstract

The purpose of this study was to examine the effects of "Momentum" and "Climate" in P.E. class on students' formative evaluation. Data was collected through observation of 60 P.E. classes at elementary school. Momentum of P.E. class was evaluated by the observation instrument of "Learning Engagement in the Motor Learning Scenes", while climate of P.E. class was evaluated by the observation instrument of "Students' Human Relationship and Affective Behaviors" developed by Hirano et al (1997). The learning outcomes were assessed by "Questionnaire for Students' Formative Evaluation" standardized by Takahashi et al (1994). Main fi ndings were as follows, 1) The multiple regression analysis revealed 6 factors that connected with "Momentum" and "Climate" had big effects on P.E. classes. Especially, off-task behaviors as a component of "Momentum" and negative behaviors of human relationship as a component of "Climate" had signifi cantly negative effects on students' formative evaluation. Only positive behaviors of human relationship showed a signifi cantly positive effect on it. 2) Even in analyzing the gymnastics classes and the ball-game classes separately, the above general tendency was found similarly. However, only in the ball-game classes negative behaviors of human relationship and negative behaviors of affection showed signifi cantly negative effects on students' evaluation, 3) It was suggested that the teaching strategies for reducing off-task behaviors and negative behaviors of human relationship and those for increasing positive behaviors of human relationship were important to realize the effective teaching in P.E. highly evaluated by students. Keywords: human relationship behavior, affective behavior, learning result, effective teaching in P.E.

Responsabilidad percibida por el alumnado en educación física sobre el proceso de evaluación

“…Este dato sitúa esta escala como la de menor valoración del cuestionario. Cervelló-Gimeno, 2009;Yonemura, Fukugusakio, Yoshinaga y Takahashi, 2003).…”

The importance of assigning responsibility during evaluation in order to increase student satisfaction from physical education classes: A structural equation model

“…Motivation involves a set of emotional, cognitive and social phenomena, with which, according to studies, if a teaching style is used where students are allowed to participate in the teaching-learning process, the cognitive and physical involvement will be greater [82]. This explains a greater satisfaction towards PE classes, and a greater commitment to learning, as students are more intrinsically motivated thanks to their involvement in the evaluation process [31].…”

“…According to Hortigüela-Alcalá et al [28], students take pleasure from being offered different strategies and alternatives to achieve their goals; This, in turn, increases intrinsic motivation towards classes and thereby the likelihood of students exercising outside of the classroom [29, 30]. Studies like that of Yonemura et al [31], indicated that student participation in evaluation produced an increase in their commitment to learning. In the same way, it revealed the importance of proposing different strategies for evaluation in which student participation is included [32, 33].…”

The importance of assigning responsibility during evaluation in order to increase student satisfaction from physical education classes: A model of structural equations

“…According to , students take pleasure from 119 being offered different strategies and alternatives to achieve their goals; This, 120 in turn, increases intrinsic motivation towards classes and thereby the 121 likelihood of students exercising outside of the classroom [33, 34]. Studies like 122 that of Yonemura et al [35], indicated that student participation in evaluation 123 produced an increase in their commitment to learning. In the same way, it 124 revealed the importance of proposing different strategies for evaluation in 125 which student participation is included [36, 37].…”

“…Motivation involves a set of emotional, cognitive and social 398 where students are allowed to participate in the teaching-learning process, the 399 cognitive and physical involvement will be greater [83]. This explains a greater 400 satisfaction towards PE classes, and a greater commitment to learning, as 401 students are more intrinsically motivated thanks to their involvement in the 402 evaluation process [35]. Research carried out by Vera [30], with 49 students, 403 also showed that the assignment of responsibilities to the students makes the 404 satisfaction of the BPN of autonomy higher, and with it the satisfaction and 405 enjoyment towards physical activity.…”