Bevans Katherine, Fitzpatrick Leslie-Anne, Sanchez Betty, Forrest Christopher B
The authors are with the Division of General Pediatrics, Children's Hospital of Philadelphia, Philadelphia, PA.
J Teach Phys Educ. 2010 Oct 1;29(4):399-416. doi: 10.1123/jtpe.29.4.399.
This study was conducted to identify student characteristics and instructional factors that impact student engagement in physical education (PE). Data were derived from the systematic observation of 124 sessions taught by 31 physical educators and the administration of health and PE engagement questionnaires to 2,018 students in grades 5-8. Physical activity was directly affected by student engagement and perceived competence in PE and indirectly affected by students' body image through its association with PE engagement. Multilevel analyses revealed that the proportion of class time devoted to game play was negatively associated with student engagement in PE. Although less frequently used during PE sessions, skill practice was positively associated with student engagement and inactive instruction was negatively associated with student engagement. These effects were particularly pronounced among students with poor competence beliefs. Implications for PE instructional practice and future research are presented.
本研究旨在确定影响学生参与体育教育（PE）的学生特征和教学因素。数据来自对31名体育教育工作者所教授的124节课程的系统观察，以及对2018名五至八年级学生进行的健康与体育参与问卷调查。身体活动直接受到学生在体育课上的参与度和感知能力的影响，并通过与体育参与的关联，间接受到学生身体形象的影响。多层次分析表明，用于游戏的课堂时间比例与学生参与体育课的程度呈负相关。虽然在体育课上使用频率较低，但技能练习与学生参与度呈正相关，而消极教学与学生参与度呈负相关。这些影响在能力信念较差的学生中尤为明显。文中还提出了对体育教学实践和未来研究的启示。
