Relative Age Effect and Gender Differences in Physical Education Attainment in Norwegian Schoolchildren

Aune, Tore; Pedersen, Arve Vorland; Ingvaldsen, R. P.; Dalen, Terje

doi:10.1080/00313831.2016.1148073

Cited by 29 publications

(50 citation statements)

References 29 publications

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“…The disparity found in the current study in PE grades between genders (also found in other countries; Ericsson and Cederberg 2015;Aune et al 2017) should serve as an alert and prompt researchers and education authorities to look for the reasons why girls have lower achievement scores in PE and to find measures to revert the situation. Previous studies have already shown that the overall quality of fundamental motor skills is persuasively inferior in girls from the preschool to the high-school years (Barnett et al 2010;Spessato et al 2013).…”

Section: Discussionmentioning

confidence: 54%

“…One particular issue considered in this paper is the student's achievement in PE according to gender. The few studies that have examined this issue point that boys tend to have better results in PE summative assessment than girls, but girls get higher grades than boys in other school subjects (Ericsson and Cederberg 2015;Aune et al 2017). It is known that there are differences between boys and girls in competencies and behaviours that are valued in PE assessment.…”

Section: Do Pe Grades Mirror the Differences Between Boys And Girls Fmentioning

confidence: 99%

“…In the effort to promote assessment for learning, education literature is creating a potential harmful dichotomy between summative and formative assessment, generally pointing the former as 'bad' assessment and the latter as 'good' assessment (Lau 2016). It is symptomatic that although the subject of assessment in PE has been receiving attention in the international research literature (Collier 2011;Aune et al 2017), most studies focused in formative assessment and few reported information on PE summative assessment, especially on grading.…”

Section: Introductionmentioning

confidence: 99%

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Grading in Portuguese secondary school physical education: assessment parameters, gender differences and associations with academic achievement

Marmeleira

Folgado

Martínez-Guardado

et al. 2019

Physical Education and Sport Pedagogy

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Background: Assessment is crucial for the quality of teaching and learning in physical education (PE). Currently little is known about the students' level of achievement in PE and about the parameters used for calculating the PE grades. Although there is evidence that boys are more active outside school than girls and participate more in organized sports, few studies have examined possible differences between genders in PE achievement. Furthermore, despite the current interest in the relationship between motor competencies and cognitive functioning, limited research has examined if PE grades are associated with academic achievement. Purpose: Considering the lack of information on the current level of students' success in PE, the main aim of this study is to examine the PE grades of Portuguese students in secondary school. Specifically, this study analysis the level of students' achievement in PE, the relation of PE grades with other school subjects' grades, compares the PE grades between boys and girls, and presents the PE summative assessment parameters used in schools. Method: Participants were 1936 students (57% girls) from the 10th, 11th and 12th grades (16.8 ± 1.3 years old) attending eleven Portuguese secondary schools. Information was gathered on their grades in PE and in the other school subjects at the end of the school year. Information on the specific assessment parameters used in each school was also collected. Results: The average grades in PE were 14.9 ± 2.3 points (20-point scale). Only ∼1% of students with a final PE grade had a negative performance (<10 points). PE grades were relatively higher than in most of the other school-subjects and for most students (68.7%) the PE classification raised their overall average grade. The level of correlation between grades in PE and in other school subjects was statistically significant (r's = .13 to .29, p < .05) although lower than that between grades in the other school subjects (r's = .44 to .84, p < .01). There were significant differences between girls' and boys' grades in PE (14.3 ± 2.3 and 15.9 ± 2.1 points, respectively). The school assessment parameters prioritize physical performance over participation and attitude.

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Section: Discussionmentioning

confidence: 54%

Section: Do Pe Grades Mirror the Differences Between Boys And Girls Fmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Grading in Portuguese secondary school physical education: assessment parameters, gender differences and associations with academic achievement

Marmeleira

Folgado

Martínez-Guardado

et al. 2019

Physical Education and Sport Pedagogy

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show abstract

“…Studies have shown a relative age effect in PE that is similar to that found in youth sports (Aune, Pedersen, Ingvaldsen, & Dalen, 2017), and moreover revealed that boys value sports more than PE and girls conversely value PE more than sports (Kjønniksen, Fjørtoft, & Wold, 2009). As motivation to participate in physical activity outside school is highly linked to motivation to participate in PE during school (Shen, 2014), especially among girls (Kjønniksen et al, 2009), it is important to maintain students' high motivation to participate in PE.…”

Section: Physical Educationmentioning

confidence: 67%

Adolescents’ perceived cost of attending physical education

Østerlie¹

2018

JASED

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Objective: The purpose of this study was to examine the effect of flipped learning (FL) on adolescents’ motivation to participate in physical education (PE) lessons in secondary and upper secondary schools based on adolescents’ perceived costs of attending PE. Methods: The students (N=338; 45.3% girls) were recruited from six secondary and upper secondary schools from three different counties in Norway during the spring of 2016. The data were collected using open-ended questions. Results: The data analysis revealed that FL positively affected the adolescents’ motivation to participate in PE, as their perceived costs of attending PE significantly reduced, and their intention to participate in PE significantly increased. All the significant changes within the intervention group were explained by gender. The adolescents who reported perceived costs in attending PE were more likely to be unmotivated to attend PE. The perceived costs of attending PE increased with age, and the intention to participate in turn declined. Conclusion: Depending on adolescents’ perceived costs of attending PE, FL has a positive effect on their motivation to participate in PE, especially among girls. Thus, FL can be used to enhance adolescents’ motivation to participate in PE in secondary and upper secondary schools.

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“…(2017) vist at elever født i første halvdel av alderskohorten har betydelig høyere gjennomsnittskarakterer i kroppsøving på ungdomstrinnet, og denne tendensen var tydeligere for jenter på alderstrinnet enn for gutter. I tillegg er det også godt dokumentert at det innenfor aldersbaserte skolekohorter er en overvekt av ADHD blant de yngste elevene (Chen et al, 2016;Morrow et al, 2012), spesielt i land hvor forekomsten av diagnosen er høy. Forskningen på innflytelsen av RAE på generell mental helse viser imidlertid sprikende resultater (Lien, Tambs, Oppedal, Heyerdahl, & Bjertnes, 2005).…”

Section: Relativ Alderseffekt (Rae)unclassified

Fødselsmåned og skoleprestasjoner

Olsen¹,

Björnsson²

2018

Tjue År Med TIMSS Og PISA I Norge

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Fødselsmåned og skoleprestasjoner ROLF VEGAR OLSEN OG JULIUS KRISTJAN BJØRNSSON SAMMENDRAG I Norge går alle barn født det samme året på samme klassetrinn, med veldig få unntak. Dette betyr at forskjell i alder kan vaere bortimot tolv måneder på det samme trinnet. I idrett og utdanning viser eksisterende litteratur at generelt presterer de eldste på trinnet vesentlig bedre enn de yngste. Hensikten med denne studien er å bruke norske data fra TIMSS og PISA gjennom 20 år for å se om denne effekten (relativ alderseffekt-RAE) har endret seg over tid, og hvordan den varierer etter klassetrinn og alder. Studien bruker en såkalt regresjons-diskontinuitetsanalyse for å se på effekten over to klassetrinn, og resultatene indikerer at effekten er omtrent 60 % av effekten av et helt skoleår. RAE er to ganger større blant de yngste elevene (4. og 5. trinn) enn de eldste (8. og 9. trinn), men analysene viser at forholdet mellom effekten av et år på skolen og RAE er den samme i begge aldersgruppene. Resultatene er diskutert, og diverse implikasjoner av dem er omtalt. SUMMARY In Norway all children born in the same year, attend the same grade level, with very few exceptions. This means that up to a 12 month difference in age can exist in the same grade. The existing literature both on sports and educational achievements shows that the older pupils within a grade, perform considerably better than the younger. The purpose of this study is to utilise Norwegian data from TIMSS and PISA from the last 20 years in order to study whether this relative age effect (RAE) is robust over time, and how it varies across grade and age. The study applies a regression discontinuity analysis to look at the effect across two adjacent grades, 4 th and 5 th and 8 th and 9 th. The results indicate that the RAE is approximately 60 % of the effect of a whole year in school. The RAE is twice as large among the youngest students (4 th and 5 th) compared to the older (8 th and 9 th), but the analysis shows that proportionally the size of the effect of a whole grade and the RAE is the same in both cases. These results are further discussed and some implications are underlined.

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Relative Age Effect and Gender Differences in Physical Education Attainment in Norwegian Schoolchildren

Cited by 29 publications

References 29 publications

Grading in Portuguese secondary school physical education: assessment parameters, gender differences and associations with academic achievement

Grading in Portuguese secondary school physical education: assessment parameters, gender differences and associations with academic achievement

Adolescents’ perceived cost of attending physical education

Fødselsmåned og skoleprestasjoner

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