{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/86381"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/86381","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Standards -Based Outcomes of Four Elementary Schools","abstract":"Physical inactivity among America's youth is becoming a growing health problem (Strauss et al., 2001). Schools, and ultimately physical education, are responsible for physical activity/health promotion (Sallis & McKenzie, 1991). The development of the national physical education standards created expectations for student learning in physical education; yet, little is known about student performance related to them. The purpose of this study was to describe 4th and 5th grade student progress toward the attainment of selected performance outcomes for the first four national physical education standards. A secondary purpose was to identify potential associations between student performance outcomes across these variables. Participants were 180 children (87 males), aged 9-12 (M=10.45, SD=0.78), recruited from four elementary schools in the Midwest. To evaluate Standard 1, three South Carolina Physical Education Assessment Program motor skill performance assessments were conducted (e.g., basketball, gymnastics, and throwing). Interview protocols regarding strategies and tactics of physical activity assessed Standard 2. The Activitygram evaluated Standard 3. Scores from the Fitnessgram physical fitness test assessed Standard 4. Finally, an environmental access questionnaire accounted for ecological factors occurring beyond physical education. Descriptive statistics were used to report average scores on all assessments. Frequency counts determined percentages of participants progressing toward achievement of each standard. Spearman correlations revealed associations between all four standards as well as ecological variables. Performance by standard indicated 47% of participants were demonstrating progress toward achieving Standard 1, 77% for Standard 2, 15% for Standard 3, and 40% for Standard 4. Overall, 12 out of 180 participants (7%) were demonstrating progress toward attaining all four standards. Spearman correlations indicated significance (p<.01) between Standard 1 and Standard 2 (r=.34), Standard 1 and Standard 3 (r=.28), Standard 1 and Standard 4 (r=.32), and Standard 3 and Standard 4 (r=.28). Due to positive correlations, all four standards are important aspects of the physical education curriculum. Students can proceed towards achieving the standards when these concepts are specifically addressed in the curriculum. Expectations, or standards, are valuable in the design of quality programs. Encouraging students to use physical activity supports beyond school may improve their performance.","abstract_html":"Physical inactivity among America&#x27;s youth is becoming a growing health problem (Strauss et al., 2001). Schools, and ultimately physical education, are responsible for physical activity/health promotion (Sallis &amp; McKenzie, 1991). The development of the national physical education standards created expectations for student learning in physical education; yet, little is known about student performance related to them. The purpose of this study was to describe 4th and 5th grade student progress toward the attainment of selected performance outcomes for the first four national physical education standards. A secondary purpose was to identify potential associations between student performance outcomes across these variables. Participants were 180 children (87 males), aged 9-12 (M=10.45, SD=0.78), recruited from four elementary schools in the Midwest. To evaluate Standard 1, three South Carolina Physical Education Assessment Program motor skill performance assessments were conducted (e.g., basketball, gymnastics, and throwing). Interview protocols regarding strategies and tactics of physical activity assessed Standard 2. The Activitygram evaluated Standard 3. Scores from the Fitnessgram physical fitness test assessed Standard 4. Finally, an environmental access questionnaire accounted for ecological factors occurring beyond physical education. Descriptive statistics were used to report average scores on all assessments. Frequency counts determined percentages of participants progressing toward achievement of each standard. Spearman correlations revealed associations between all four standards as well as ecological variables. Performance by standard indicated 47% of participants were demonstrating progress toward achieving Standard 1, 77% for Standard 2, 15% for Standard 3, and 40% for Standard 4. Overall, 12 out of 180 participants (7%) were demonstrating progress toward attaining all four standards. Spearman correlations indicated significance (p&lt;.01) between Standard 1 and Standard 2 (r=.34), Standard 1 and Standard 3 (r=.28), Standard 1 and Standard 4 (r=.32), and Standard 3 and Standard 4 (r=.28). Due to positive correlations, all four standards are important aspects of the physical education curriculum. Students can proceed towards achieving the standards when these concepts are specifically addressed in the curriculum. Expectations, or standards, are valuable in the design of quality programs. Encouraging students to use physical activity supports beyond school may improve their performance.","abstract_has_math":false,"creators":["Erwin, Heather Elizabeth"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Kinesiology and Community Health","degree_department":null,"school":null,"contributors":["Darla Castelli"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-09-28T15:04:23Z","date_published":"2015-09-28T15:04:23Z","updated_at":"2026-07-22T22:26:27Z","subjects":["Education, Elementary"],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["(MiAaPQ)AAI3250239"],"render_values":[{"text":"(MiAaPQ)AAI3250239","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/86381","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Darla Castelli"]},{"key":"dc:creator","label":"Author","values":["Erwin, Heather Elizabeth"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2015-09-28T15:04:23Z","10000-01-01","2006"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Kinesiology and Community Health"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education, Elementary"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/86381","(MiAaPQ)AAI3250239"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Physical inactivity among America's youth is becoming a growing health problem (Strauss et al., 2001). Schools, and ultimately physical education, are responsible for physical activity/health promotion (Sallis & McKenzie, 1991). The development of the national physical education standards created expectations for student learning in physical education; yet, little is known about student performance related to them. The purpose of this study was to describe 4th and 5th grade student progress toward the attainment of selected performance outcomes for the first four national physical education standards. A secondary purpose was to identify potential associations between student performance outcomes across these variables. Participants were 180 children (87 males), aged 9-12 (M=10.45, SD=0.78), recruited from four elementary schools in the Midwest. To evaluate Standard 1, three South Carolina Physical Education Assessment Program motor skill performance assessments were conducted (e.g., basketball, gymnastics, and throwing). Interview protocols regarding strategies and tactics of physical activity assessed Standard 2. The Activitygram evaluated Standard 3. Scores from the Fitnessgram physical fitness test assessed Standard 4. Finally, an environmental access questionnaire accounted for ecological factors occurring beyond physical education. Descriptive statistics were used to report average scores on all assessments. Frequency counts determined percentages of participants progressing toward achievement of each standard. Spearman correlations revealed associations between all four standards as well as ecological variables. Performance by standard indicated 47% of participants were demonstrating progress toward achieving Standard 1, 77% for Standard 2, 15% for Standard 3, and 40% for Standard 4. Overall, 12 out of 180 participants (7%) were demonstrating progress toward attaining all four standards. Spearman correlations indicated significance (p<.01) between Standard 1 and Standard 2 (r=.34), Standard 1 and Standard 3 (r=.28), Standard 1 and Standard 4 (r=.32), and Standard 3 and Standard 4 (r=.28). Due to positive correlations, all four standards are important aspects of the physical education curriculum. Students can proceed towards achieving the standards when these concepts are specifically addressed in the curriculum. Expectations, or standards, are valuable in the design of quality programs. Encouraging students to use physical activity supports beyond school may improve their performance.","Made available in DSpace on 2015-09-28T15:04:23Z (GMT). No. of bitstreams: 2 license.txt: 4848 bytes, checksum: 96035ab3f5e1c23cc7138a224ce498bd (MD5) 3250239.pdf: 6229206 bytes, checksum: 9758b30587cf894b112eb4565fbd473b (MD5) Previous issue date: 2006","Embargo set by: Seth Robbins for item 87662 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","U of I Only","162 p.","Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2006."]},{"key":"dc:title","label":"Title","values":["Standards -Based Outcomes of Four Elementary Schools"]}]}],"canonical_facts":{"dc:contributor":["Darla Castelli"],"dc:creator":["Erwin, Heather Elizabeth"],"dc:date":["2015-09-28T15:04:23Z","10000-01-01","2006"],"dc:description":["Physical inactivity among America's youth is becoming a growing health problem (Strauss et al., 2001). Schools, and ultimately physical education, are responsible for physical activity/health promotion (Sallis & McKenzie, 1991). The development of the national physical education standards created expectations for student learning in physical education; yet, little is known about student performance related to them. The purpose of this study was to describe 4th and 5th grade student progress toward the attainment of selected performance outcomes for the first four national physical education standards. A secondary purpose was to identify potential associations between student performance outcomes across these variables. Participants were 180 children (87 males), aged 9-12 (M=10.45, SD=0.78), recruited from four elementary schools in the Midwest. To evaluate Standard 1, three South Carolina Physical Education Assessment Program motor skill performance assessments were conducted (e.g., basketball, gymnastics, and throwing). Interview protocols regarding strategies and tactics of physical activity assessed Standard 2. The Activitygram evaluated Standard 3. Scores from the Fitnessgram physical fitness test assessed Standard 4. Finally, an environmental access questionnaire accounted for ecological factors occurring beyond physical education. Descriptive statistics were used to report average scores on all assessments. Frequency counts determined percentages of participants progressing toward achievement of each standard. Spearman correlations revealed associations between all four standards as well as ecological variables. Performance by standard indicated 47% of participants were demonstrating progress toward achieving Standard 1, 77% for Standard 2, 15% for Standard 3, and 40% for Standard 4. Overall, 12 out of 180 participants (7%) were demonstrating progress toward attaining all four standards. Spearman correlations indicated significance (p<.01) between Standard 1 and Standard 2 (r=.34), Standard 1 and Standard 3 (r=.28), Standard 1 and Standard 4 (r=.32), and Standard 3 and Standard 4 (r=.28). Due to positive correlations, all four standards are important aspects of the physical education curriculum. Students can proceed towards achieving the standards when these concepts are specifically addressed in the curriculum. Expectations, or standards, are valuable in the design of quality programs. Encouraging students to use physical activity supports beyond school may improve their performance.","Made available in DSpace on 2015-09-28T15:04:23Z (GMT). No. of bitstreams: 2 license.txt: 4848 bytes, checksum: 96035ab3f5e1c23cc7138a224ce498bd (MD5) 3250239.pdf: 6229206 bytes, checksum: 9758b30587cf894b112eb4565fbd473b (MD5) Previous issue date: 2006","Embargo set by: Seth Robbins for item 87662 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","U of I Only","162 p.","Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2006."],"dc:identifier":["http://hdl.handle.net/2142/86381","(MiAaPQ)AAI3250239"],"dc:language":["eng"],"dc:subject":["Education, Elementary"],"dc:title":["Standards -Based Outcomes of Four Elementary Schools"],"dc:type":["text"],"thesis:degree_discipline":["Kinesiology and Community Health"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ph.D."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:26:27Z"}