Chen Senlin, Sun Haichun, Zhu Xihe, Chen Ang, Ennis Posthumous Catherine D
School of Kinesiology, Louisiana State University, Baton Rouge, LA 70803, USA.
Department of Teaching and Learning, University of South Florida, Tampa, FL 33620, USA.
J Sport Health Sci. 2021 Mar;10(2):243-251. doi: 10.1016/j.jshs.2019.11.001. Epub 2019 Nov 6.
The Science, PE, & Me! (SPEM) curriculum is a concept-based physical education curriculum that offers students coherent educational experiences for constructing health-related fitness knowledge through movement experiences. The purpose of this study was to evaluate students' motivational response to the SPEM curriculum from the situational interest perspective.
The study used a cluster randomized controlled design in which 30 elementary schools in one of the largest metropolitan areas in the eastern United States were randomly assigned to an experimental or comparison condition. Although all students in the 3rd, 4th, and 5th grades in the targeted schools were eligible to participate in the study, a random sample of students from the experimental (n = 1749; 15 schools) and comparison groups (n = 1985; 15 schools) provided data. Students' motivational response to the SPEM curriculum or comparison curriculum was measured using the previously validated Situational Interest Scale-Elementary. Data were analyzed using structural mean modeling.
The results demonstrated that the experimental group (as reference group) showed significantly higher enjoyment (z = -2.01), challenge (z = -6.54), exploration (z = -12.195), novelty (z = -8.80), and attention demand (z = -7.90) than the comparison group.
The findings indicate that the SPEM curriculum created a more situationally interesting context for learning than the comparison physical education curriculum.
“科学、体育与我！”（SPEM）课程是一门基于概念的体育课程，通过运动体验为学生提供连贯的教育经历，以构建与健康相关的健身知识。本研究的目的是从情境兴趣的角度评估学生对SPEM课程的动机反应。
本研究采用整群随机对照设计，在美国东部最大的大都市之一的30所小学被随机分配到实验或对照条件。虽然目标学校三、四、五年级的所有学生都有资格参与研究，但从实验组（n = 1749；15所学校）和对照组（n = 1985；15所学校）中随机抽取的学生提供了数据。使用先前验证的小学情境兴趣量表来测量学生对SPEM课程或对照课程的动机反应。数据采用结构均值模型进行分析。
结果表明，与对照组相比，实验组（作为参照组）在愉悦感（z = -2.01）、挑战性（z = -6.54）、探索性（z = -12.195）、新颖性（z = -8.80）和注意力需求（z = -7.90）方面显著更高。
研究结果表明，与对照体育课程相比，SPEM课程为学习创造了更具情境趣味性的环境。
