Impact of writing support materials on reflection notes and student competencies in university PE classes

Abstract

In several universities, reflection notebooks have been utilized in PE classes to improve student competency. However, student writing skills are inadequate, and support resources for students are lacking, which poses a challenge. Consequently, it is difficult to fully demonstrate the effectiveness of using reflection notebooks. This study thus developed materials to support writing reflection notes and assess their impact on the notes’ content and student behavior in university PE classes. Materials were designed using university-level writing textbooks, literature on reflection, and relevant websites to assist students in crafting their reflection notes. The materials were then distributed to participants in university PE classes to encourage their use in writing reflection notes. A survey was administered to evaluate the effectiveness of these materials, and changes in reflection notes were analyzed. Responses to the post-distribution survey indicated that students rated the materials positively regarding ease of understanding and other aspects. Furthermore, an analysis of the reflection notes before and after the distribution showed changes in the frequency of specific words and patterns of their co-occurrence, highlighting the influence of materials. Furthermore, several students noted improvements or minor enhancements in their fundamental competencies for working persons after using the materials, which indicates a potential shift in their awareness and behaviors.