Little research has examined mechanisms leading to the utilization of compulsory physical education content in future contexts. This study tested a model in which motivation to be in physical education class functions as a predisposition influencing perceptions of teacher communication of content relevance, perceptions of course relevance to one’s personal life, affect for physical education and intentions to apply class content in the future. High school students (N = 636) enrolled in compulsory physical education classes completed questionnaires assessing each of these variables. Exploratory and confirmatory factor analyses indicated the questionnaire items were adequate indicators of the five constructs. Structural equation modeling with diagonally weighted least squares estimation supported the hypothesized model. The results suggest that continued use of knowledge and skills learned in physical education might hinge on teachers making physical education appealing to students and communicating how class content connects with students’ personal interests.
Collin Webster, Diana Mîndrilă and Glenn Weaver
Mark R. Lyberger
://www.researchgate.net/post/Are_there_any_universal_moral_values Peter , J. , & Kansel , H. ( 2018 ). Strategy and challenge for value based teaching . Indian Journal of Applied Research, 8 ( 12 ), 37 – 38 . Quina , J. , & Furlette , M.C. ( 1989 ). Effective secondary teaching: Going beyond the bell curve . New York, NY : Harper & Row . Shinn , Y
K. Andrew R. Richards, Karen Lux Gaudreault and Amelia Mays Woods
group discussions hold promise for helping preservice teachers more critically appraise their experiences ( Richards et al., 2013 ). Limitations of the Research Design Four limitations to the current study are acknowledged. First, participants were mostly Caucasian, concentrated in secondary teaching