The Effects of Instruction on Attitudes toward Physical Education Courses among the 6th Grade Children in Elementary School

Abstract

In physical education, the favorable attitudes toward physical education courses have to be developed, along with movement skills and physical fitness.
The present study was designed to investigate whether or not the effectiveness of three methods of instruction differ upon attitudes toward physical education courses among the 6th grade children in elementary school. These methods were continued throughout 9 lessons under the same teaching material (soccer games). One of the three methods was to lay emphasis on the formative process of learning tasks, which children searched for the strategies to win the games themselves (abbr. A-class). Another were to attach importance to the process of findings a solution to learning tasks given by teacher (abbr. B-and C-class). The teacher in B-class indicated the tasks about passing plays for shooting and the teacher in C-class required to solve the tasks as to model learning of 2:0, 3:0 and 5:5. The attitudes were measured before and after unit of each instruction, respectively, using Kobayashi Physical Inventory. After the first measurement, the questionnaires as imagery tests were done at every one lesson to examine four items (physical activities to do one's best, self-knowledges of skill development, cognitive development, co-operation with friends) in each class, respectively. Additionally, the aspect of soccer games, which taken by V. T. R during 8 minutes, from a viewpoint of the ball's locus were compared before unit of each instruction with before the one.
The results obtained are as follows:
1) All of the attitudes score and the rate of favorable responses on imagery tests in the A-Class were significantly higher than another classes, and the considerable using a side passing or triangle pass to avoid an opponent were discernible in front of goal after the unit of instruction than the before. The thought of children in the A-class changed from idea of individual skill development to idea of combination plays in front of goal, through analyzing the item of “cognitive development” in imagery tests.
2) It was shown in the B-class that the attitudes score about the volitition toward learning increased, but the rate of imagery tests decreased with progressing the unit of instruction, and that children couldn't solve the tasks on strategies to win the games, because they were intensely conscious of shooting plays.
3) The attitudes score and the rate of imagery tests in the C-class were not so high as the A-and the B-class. The using the same passing as the A-class were improved only near by the center coat. However, children were already noticed the tasks on combination plays at the first half unit of instruction.
4) From these results were concluded that the teaching method to lay emphasis on the formative process of learning tasks might systematize more easily characteristic ways of learning on children part and increase remarkably the attitudes score than the methods to attach importance to the process of findings a solution to learning tasks given by teacher.