Journal Article

Augmenting the aptitude of learning how to teach physical education; Situated learning and an application of the theory of planned behaviour

Hopper, Tim F, Brown, Shane G, Rhodes, Ryan E

2005

Overview

The questionnaire was administered over a two-year period to nine separate classes (n = 195) of elementary education students. Five different instructors taught nine classes, one instructor teaching both SITE and Campus based courses. Of me nine classes, four were SITE (n = 92) and five were Campus based (n = 83). A series of 2 x 3 (treatment/control x pre/mid/ post-test) repeated measures analysis of variance (RM ANOVA) were conducted with attitude, subjective norm, and PBC serving as the dependent variables (DV). Main effects (p < .05) were examined in order to determine the influence of 1 ) time, and 2) course type, on the DVs. For all classes, a statistically significant (p < .05) positive effect over time was found; both the Campus and SITE courses significandy influenced students' attitudes, subjective norm, and PBC to teach PE. Attitude did not show a significant (p > .05) time x class interaction. In an ancillary analysis controlling for a time one ceiling effect, a time x class effect ((2 = .04) was identified. That is, when high initial ratings were eliminated, there was a greater effect on attitude for SITE compared to Campus based classes. Subjective norm had a significant (p > .05) time x class effect when considering time 2-3 relationship significant (p < .05). Specifically, from time 2-3, SITE scored higher on subjective norm in comparison to Campus based students.

• Publisher: Canadian Association for Health, Physical Education, Recreation and Dance
• Subject: Curriculum design / Elementary level / Physical education / Student attitudes / Student teachers / Studies / Teacher education