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The purpose of this review was to organize the results of studies conducted during the last 18 years into a body of knowledge concerning the link between physical education (PE) and academic achievement (AA). Such knowledge may help in clarifying the role of PE in the schools, whose main focus is on improving the AA of the children. The term PE is used to denote those classes taught in the framework of a school curriculum in which physical activity is at the centre. The reviewed studies were divided into three categories: the ‘political’, in which a rationale is provided for PE in mainly achievement-oriented academic schools (n = 10); the ‘interventionist’, in which it is shown that PE given in accordance with a defined intervention programme influences AA (n = 10); and the ‘integrative’, in which it is determined how physical activity incorporated into the daily routine of academic studies contributes to AA (n = 5). The significance of the reviewed studies in each category is discussed, as well as the advantages and limitations of the studies. Ideas for future research on the link between PE and AA are proposed. 相似文献
22.
The purpose of the present study was to investigate the relationship between personal variables of physical education students and their attitudes towards participation of children with disabilities and self‐efficacy (SE) in teaching students with disabilities in regular classes. A total 153 PE majors (95 females and 58 males) participated in the study. A 15‐item attitude instrument and a 15‐item SE instrument concerning dilemmas during educational tasks were administered as a part of the didactic assignments. Factor analysis revealed one challenge and two threat factors in the attitude instrument. The statistical analysis revealed significant effects on attitudes to gender (females higher than males) and years in college (advanced students higher than novices). Significant effects on SE were found in the coursework, previous experience and years in college variables. SE was inversely related to both threat factors of the attitude instrument (r?=???0.42 and ??0.43 respectively). 相似文献
23.
Lisl Fenwick 《Curriculum Journal》2018,29(3):338-353
This study analyses the intended and enacted curricula that are produced when metacognition is included as an element within standards-based reforms for schooling. Reformers of the senior-secondary curriculum for South Australia (SA) and the Northern Territory (NT) hoped to improve the academic outcomes of all students, and especially those from low-SES and Indigenous backgrounds, by creating a curriculum that required year-10 students to reflect on their capacities. Reflection on learning in the literacy domain was a particular emphasis during the reforms. A constructionist epistemology and case-study methodology informed the approach taken in the study. Data collection and analysis involved accessing and analysing the intended curriculum, as well as the curriculum planning documentation designed by four teachers in one NT high school. The results indicate that learning opportunities to reflect on literacy capacities will not be created when the intended curriculum provides teachers, who are not literacy specialists, with little guidance about practices associated with metacognition and literacy. 相似文献