Outcomes of Selected Physical Education Activity Courses as Perceived by University Students

Abstract

The purpose of this study was to assess student perceptions on outcomes received from participation in specific physical education classes, and to compare these perceptions with those generated by a committee of experts. Five outcome statements were developed for each of three outcome areas (fitness, skill-performance, and artistic-creative). A questionnaire containing the 15 outcome statements was distributed to students enrolled in 27 activity courses (N = 660), which in turn were categorized into one of the three outcome areas. Using a 1-to-5 Likert scale, students responded to each statement with regard to perceived benefits from participation in their specific course. An overall grand mean was computed to determine if students perceived benefits from participating in those courses. Chi-square tests were calculated to determine if students and experts agreed on course placement in outcome areas. Results indicated that students perceived participation in physical education activities as being beneficial in accomplishing the 15 stated outcomes. There was agreement between students’ and experts’ perceptions regarding the designated outcome area for eight of the 15 outcome statements and disagreements for one statement. Overlapping between two or more outcome areas occurred with three statements, and three statements were generic to participation in physical education activities.

The Search for Effective Teaching in Basic Instruction Programs

“…Most general program evaluation studies have examined factors such as student interest and satisfaction, favorite courses, and percentages of enrolled students (Adams & Brynteson, 1992;Avery & Lumpkin, 1987;Boyce, Lehr, & Baumgartner, 1986;Brynteson & Adams, 1992;Finnicum, Darby, & Suggs, 1991;Ishee, 1991;Kisabeth, 1986;Lumpkin & Avery, 1986;Miller, Dowell, & Pender, 1989;Soudan & Everett, 1981;Tangen-Foster & Lathen, 1983;, 1990. Generalizations from these studies include: • Students say they want to maintain good health and physical condition, have fun, and get regular exercise.…”

“…Journal of Teaching In Physical Education, 10(2),153-169. Boyce, B.A., Lehr, C., & Baumgartner, T. (1986) Issues and Answers... from p. 40 struction programs are to remain a viable entity in higher education, they must be reconstructed and redirected to complement the changing goals of higher education and to meet the needs of students and society.…”

Basic Instruction Programs: Issues and Answers

“…Much has been written about the objectives of activity programs (Avery & Lumpkin, 1987;Boyce, Lehr, & Baumgartner, 1986;Jewett, 1985). Evaul and Hilsendager (1992) found that skill acquisition ranked highest among objectives for most activity programs, followed by fitness, knowledge, enjoyment, and self-esteem.…”

“…In basic instruction programs surveyed periodically, lifetime sports and fitness classes predominate, followed by aquatics and dance (Boyce, Lehr, & Baumgartner, 1986;Oxendine, 1972;Oxendine & Roberts, 1978 (un. & Hensley, 1984(un.…”

Physical education activity courses: an exploration of how enrollment influences student retention rates.

“…Throughout various historical periods the mission of these programs changed to include components such as educational objectives, competitive aspects, basic skill instruction, enjoyment/social purposes, and having gone full circle, currently comprises both health benefits and the development of life-long involvement in physical activities (Lumpkin & Jenkins, 1993). In fact, researchers have found the majority of BIP course offerings fall under the classification of lifetime sports and fitness-based classes (Boyce, Lehr, & Baumgartner, 1986;Oxendine, 1972;Oxendine & Roberts, 1978). McCristal and Miller (1939) were the first to conduct research to determine the status of physical education requirements at higher education institutions.…”