Physical activity and fitness knowledge learning in physical education: Seeking a common ground
Physical activity and fitness knowledge learning in physical education: Seeking a common ground
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DOI：
10.1177/1356336x13486058
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发表时间：
2013-06-01
影响因子：
3.4
通讯作者：
Zhu, Xihe
中科院分区：
文献类型：
--
作者：
Chen, Senlin;Chen, Ang;Zhu, Xihe
学习动机是通过接触学习机会而发展起来的一种倾向。本研究以Eccles和Wigfield（1995）的期望价值理论为指导，探讨期望信念和任务价值对小学生体育活动和体育知识学习的影响程度。来自15所美国公立学校的学生（N = 753）提供了学生层面和班级层面的数据。采用2水平设计，使用分层线性模型分析数据。体力活动（t = 3.18; p < .01）积极预测健身知识。当体力活动保持不变时，获得价值（即重要性的感知）作为唯一的期望值结构，显著预测健身知识（t = 3.07; p < .01）。随着体力活动强度的增加，获得值对知识的正向预测减弱，然后变为负向（t = -3.10; p < .01）。该研究表明，虽然身体活动的背景下，帮助学生理解健身知识，一个充满活力的背景下转移他们的动机从认知学习，对身体的参与。为了解决在身体和认知上实现学习目标的困难，体育教师可能希望保持一个积极的学习环境，适度的身体强度。未来的研究应关注学习动机对体育学习双重或多重效果的影响。
Motivation to learn is a disposition developed through exposure to learning opportunities. Guided by the expectancy-value theory of Eccles and Wigfield (1995), this study examined the extent to which expectancy belief and task value influenced elementary school students' physical activity and knowledge learning in physical education (PE). Students (N = 753) from 15 US public schools contributed student-level and class-level data. With a 2-level design, the data were analyzed using hierarchical linear modeling. Physical activity (t = 3.18; p < .01) positively predicted fitness knowledge. Attainment value (i.e. perception of importance) as the only expectancy-value construct, significantly predicted fitness knowledge (t = 3.07; p < .01), when physical activity was held constant. As the physical activity intensity increased, the positive prediction of attainment value to knowledge attenuated and then turned negative (t = -3.10; p < .01). The study indicated that although a physically-active context helps students to make sense of fitness knowledge, a vigorous context shifts their motivation away from cognitive learning, toward physical participation. To resolve the difficulty of attaining learning objectives both physically and cognitively, PE teachers may want to maintain an active learning context with moderate physical intensity. Future research should address the effect of learner motivation on dual or multiple learning outcomes in PE.