Elementary physical education programs: Impact on students

The Purpose for Engaging in Physical Activity Scale (PEPAS) was used in this study to compare the attitudes of elementary school children with and without specialist instruction in physical education. The survey was administered to 288 fifth grade students at four elementary schools in East-Central Illinois. Two of the schools employed an elementary physical education specialist and two did not. In addition, of the 157 students who were taught by a specialist, 80 had an instructional period of physical education each day, while 77 had physical education only once or twice a week. The Mann-Whitney U Test for the difference between two independent samples was used to compare the attitudes of the students who had been taught by a specialist as opposed to those who had not; and again to compare the attitudes of the students who had an instructional period of physical education daily as opposed to those who had physical education once or twice a week. The students at the schools not having a specialist ranked 12 items on the PEPAS significantly higher than the students at the schools which had a specialist. The significance level was p $<$.05 on 4 items and p $<$.01 on 8 items. Only one item was ranked significantly higher (p $<$.05) by the daily group as opposed to the non-daily group.

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Education

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2011

Author dc:creator

• Wolf, Deborah Wilson

Contributors dc:contributor

• Walker, J.

• Education, Physical
• Education, Elementary
• Education, Curriculum and Instruction

Statement dc:rights

• Copyright 1990 Wolf, Deborah Wilson

Language dc:language

eng

Identifier

AAI9114467
(UMI)AAI9114467

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/23351