Primary School Children's Attitudes to Physical Education: Gender Differences

Shropshire, Julia; Carroll, Bob; Yim, Steve Hung Lam

doi:10.1080/1740898970020103

Cited by 29 publications

(34 citation statements)

References 24 publications

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“…Motivation is a category that represents a key factor in the learning process (Shropshire et al, 1997;Subramaniam and Silverman, 2007). Perlman (2013) states that different forms of teacher instruction can influence students' motivational responses within Secondary physical education.…”

Section: Jpes ®mentioning

confidence: 99%

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Salvador-García¹,

Chiva-Bartoll²

2017

JPES

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Abstract:Content and Language Integrated Learning (CLIL) provides students with enhanced opportunities to acquire competence in additional languages while learning different subjects. Due to its features one of the target subjects for the application of CLIL is Physical Education (PE). In this subject its application is widespread in countries such as Italy, Greece or Spain among others. The particular interest of this research focuses on the Spanish context. Spanish education is particularly sensitive to European initiatives regarding language policies. The aim of the study is to know, from the PE teachers' viewpoint, whether the essence of PE is subjected to so substantial modifications due to the introduction of CLIL that jeopardize its idiosyncrasy. We opt for a pure qualitative research method based on semi-structured interviews. Particularly, an a priori theoretical orientation that influenced the development of our research questions, interview protocols, and subsequent data analysis was used. The results found were organized in five categories of analysis: Curricular effects, Language insertion, Teaching method, Motivation and Workload. Furthermore, each category was broken into several subcategories. The application of CLIL within the Secondary education in Spain does not endanger the essence of the PE according to the interviewees' perception. However, the study may conclude that there is a need to improve the amount of workload and the acknowledgement of teachers involved, since it could result in an increase of burnout and demotivation.

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Section: Jpes ®mentioning

confidence: 99%

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Salvador-García¹,

Chiva-Bartoll²

2017

JPES

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“…Au-delà des inégalités objectivement observables, l'intérêt accordé à un domaine particulier accentue les perceptions d'injustices (Kellerhals et al, 1988). Les filles sont moins enthousiastes et éprouvent moins de plaisir à venir en EPS que les garçons (Luke et Sinclair, 1991 ;Shropshire, Caroll et Yim, 1997). Selon une enquête nationale en France, l'EPS arrive en tête des matières préférées chez les garçons de 5 e (12 à 13 ans) devant les mathématiques et en troisième position chez les filles derrière les langues étrangères et le français (Terrail, 1992).…”

Section: Discussionunclassified

“…Ces injustices reflètent les stéréotypes de masculinité véhiculés dans la société : la force, le pouvoir, la domination, l'indé-pendance, etc. Au primaire, les filles ont également une attitude plus positive envers l'enseignant d'EPS (Shropshire et al, 1997). Les résultats de Kramarae et Treichler (1990) et Jules et Kutnick (1997), hors EPS, vont dans le même sens.…”

Section: Discussionunclassified

Injustices perçues en éducation physique et sportive

Lentillon‐Kaestner

2013

ncre

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De nombreux travaux se sont intéressés aux inégalités présentes en éducation physique et sportive (EPS), mais les travaux portant sur les élèves sont plus rares. L’objet de cette étude est de déceler les injustices perçues par les élèves d’établissements du second degré (collèges et lycées) en EPS. Une question ouverte a été posée à 83 élèves lors d’entretiens : Percevez-vous des injustices en EPS ? Si oui, à quel(s) niveau(x) ? Une analyse de contenu de type logicosémantique a été menée : seule la méthode inductive a été utilisée. Les élèves perçoivent prioritairement des injustices au plan de l’évaluation puis des interactions enseignant-élèves. Les injustices perçues varient selon les caractéristiques des élèves et des établissements fréquentés. Elles concernent prioritairement les domaines qui importent à l’élève.Several studies have investigated the question of disparities in the context of physical and sports education, known in France as EPS. Few of these studies, however, have dealt with the pupils’ perspective. The goal of this study was to identify injustices perceived as occurring in EPS class by pupils in « second-degree » institutions (établissements du second degré), that is, collèges and lycées. An open-ended question was put to 83 pupils during interviews : « Do you perceive injustices to take place in EPS class ? If so, what do they consist of ? » A logical-semantic content analysis was done, using only the inductive method. Pupils perceive injustices mainly in connection with assessment and after that in connection with teacher-pupil interactions. The injustices perceived vary according to the pupils’ and institutions’ characteristics. They relate mainly to the fields that matter to the particular pupil

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“…In their questionnaire survey of students' attitudes towards PE teachers and organization of PE curriculum Shropshire et al [24] also noticed other factors affecting one's attitude towards physical education, such as the attitude towards P.E. grades.…”

Section: Discussionmentioning

confidence: 99%

“…Sollerhed et al [23] analyzed correlations between the sense of coherence and positive attitudes to physical education in adolescents. Shropshire et al [24] used the Pre-Adolescent Attitude to Physical Education Questionnaire in their study to examine school children's general interest in physical education. Stewart et al [25] compared attitudes towards physical education of primary school and secondary school children.…”

Section: Introductionmentioning

confidence: 99%

Students' Membership in School Sports Clubs and Their Attitudes Towards Physical Education and Sport in Various Types of Schools

Tomik¹

2008

Human Movement

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Purpose. The paper discusses the influence of students' membership in school sports clubs (SSCs) on their attitudes towards physical education and sport in various types of schools. The aim of the study was to identify the educational effects of school sports clubs. The variables of attitudes towards physical education and sport were compared between SSC members and non-members in various types of schools. Basic procedures. A questionnaire was sent out to 623 randomly selected school sports clubs in Poland. A covering letter explained the purpose and procedure of the test. Correctly filled questionnaires were obtained from 103 school sports clubs. 2704 (1452 from SSC members and 1252 from other students) questionnaires were selected for statistical analysis. The diagnostic questionnaire had been developed by Strzyżewski. Main findings. The results obtained show that the respondents' attitude towards physical education and sport is positive but reluctant. Despite the strength of the cognitive component (cognitive scores were the highest ones), the actual participation of respondents in extracurricular sports activities turned out to be insufficient (low values of behavioral scores). Conclusions. The analysis of attitudes towards physical education among different school students showed that primary school students scored higher than middle school students, and middle school students scored higher than secondary school students in all attitude indexes except for the cognitive component index. The SSC members display more positive attitudes towards physical education and sport than their non-members in all types of schools.

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Primary School Children's Attitudes to Physical Education: Gender Differences

Cited by 29 publications

References 24 publications

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Injustices perçues en éducation physique et sportive

Students' Membership in School Sports Clubs and Their Attitudes Towards Physical Education and Sport in Various Types of Schools

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