Literaturnachweis - Detailanzeige
| Autor/inn/en | Rocamora, Irene; Casey, Ashley; González-Víllora, Sixto; Arias-Palencia, Natalia María |
|---|---|
| Titel | A Comparison of Motivation and Physical Activity Levels between a Sport Education Season and a Hybrid Sport Education and Cooperative Learning Season |
| Quelle | In: Journal of Teaching in Physical Education, 42 (2023) 2, S.350-360 (11 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Rocamora, Irene) ORCID (Casey, Ashley) ORCID (González-Víllora, Sixto) ORCID (Arias-Palencia, Natalia María) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0273-5024 |
| Schlagwörter | Student Motivation; Elementary School Students; Cooperative Learning; Athletics; Physical Activity Level; Physical Education; Grade 4; Grade 5; Gender Differences; Team Sports; Models; Foreign Countries; Blended Learning; Spain |
| Abstract | Purpose: To understand how a season of sport education (SE) and a hybrid SE and cooperative learning season impacted on elementary school students' physical activity levels and motivation and to examine possible differences according to gender. Method: A total of 97 fourth- to fifth-grade students in four intact classes participated in a 14-lesson handball season. Results: Students in SE had higher levels of moderate-to-vigorous physical activity levels than the hybrid season. When sorted by gender, boys were significantly more active than girls in both interventions. However, students in the hybrid season reported higher levels of motivation than participants in the SE season, especially for intrinsic motivation. Conclusion: The hybridization of models positively affected students' motivation in PE, while the reverse is true of SE with regard to physical activity levels. (As Provided). |
| Anmerkungen | Human Kinetics, Inc. 1607 North Market Street, Champaign, IL 61820. Tel: 800-474-4457; Fax: 217-351-1549; e-mail: info@hkusa.com; Web site: http://journals.humankinetics.com/journal/jtpe |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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