High school students' physical education conceptual knowledge.
The value of conceptual physical education knowledge has long been acknowledged (American Alliance for Health, Physical Education, and Recreation, 1969; Kneer, 1981; NASPE, 1995) yet has not been formally measured or assessed. Seven multiple choice tests with established validity and reliability (Ayers, 2001b) were used to assess the concepts identified in Mohnsen's text (1998). Tests were administered to 3,263 high school students at the schools of 17 NASPE Teachers of the Year in 16 states. On all tests, girls outscored boys, and Caucasians outscored all other racial groups. Examinees' average performance on each test was: motor development (65%), exercise physiology (62%), social psychology (60%), biomechanics (57%), aesthetic experiences (56%), motor learning (53%), and historical perspectives (49%). Analyses of each area determined concepts students knew and did not know.
Ayers
Suzan F
SF
Department of Health, Physical Education, and Recreation at Western Michigan University, USA. sayers@wmich.edu
D000293:Adolescent; D001696:Biomechanical Phenomena; D015444:Exercise; D005178:Faculty / Q000706:statistics & numerical data; D005260:Female; D019538:Health Care Surveys; D007722:Health Knowledge, Attitudes, Practice; D006801:Humans; D008297:Male; D009043:Motor Activity / Q000502:physiology; D009048:Motor Skills / Q000502:physiology; D010806:Physical Education and Training / Q000379:methods / Q000706:statistics & numerical data*; D012919:Social Behavior; D013334:Students / Q000706:statistics & numerical data*; D014481:United States