The relationship of critical thinking disposition and perceived benefits scale of physical education in university students

Abstract

We examined the relationship between critical thinking disposition and a perceived benefits scale in university physical education classes. A questionnaire survey was administered three times to 137 students taking physical education classes at a 4-year university. An analytical model was set up in which critical thinking disposition in the first survey was used as the independent variable, the perceived benefits was the mediating variable, and critical thinking disposition in the second survey was the dependent variable. The first and third surveys included a critical thinking disposition scale, and the second included a perceived benefits scale. A covariance structure analysis was used. The results were as follows: (1) Most subscales of critical thinking disposition before the students began the physical education classes had positive paths to those after the students had finished the classes, but some had negative paths. (2) There were positive paths from inquisitiveness and awareness of logical thinking before the physical education classes had started to all subscales of perceived benefits. (3) Inquisitiveness before the physical education classes began had a positive path to inquisitiveness after the classes ended through cooperative play, as well as a negative path to awareness of logical thinking after the classes ended. (4) Awareness of logical thinking before the students began the classes had a positive path to awareness of logical thinking after the classes ended through physical fitness and physical activity. These findings suggest that having a strong critical thinking disposition may have enhanced the overall perceived benefits of the physical education classes, and that the experience of attending the classes may have helped to foster a critical thinking disposition.