Recension of investigation article as education and how can affect different skill levels to participation in PE class.

1. ATTITUDES AND
PERCEPTIONS OF MIDDLE Máster en
SCHOOL STUDENTS Formación del
Profesorado
TOWARD COMPETITIVE
ACTIVITIES IN PHYSICAL
EDUCATION

3. Facilitate Participating
Success Not
Can Hinder Participation
of a Having
skill Skill

4.  FACTORS AFFECTING STUDENT PARTICIPATION AND SKILL
LEVEL
 Time Help develop students’ skill
 Appropiate Practice and increase students’ success
 Skill-progression in an activity
 Task Presentation (Rickard, 1992; Rink, 1994; Silverman et al., 1995)
(Meltzer, 1989; Silverman, 1985, 1990; Silverman, Tyson, & Morford, 1988)
 ATTITUDE THEORY (Ajzen, 2005)
 Suggests that affect and cognition or students’ knowledge
 Affect how students participate in an activity

5. Positive Negative
Attitude Attitude
Can affect behavior
(Pajares, 1992; Zimbardo & Leippe, 1991; Ajzen, 2005)

6. Might not want Negative Positive
Beliefs can
to participate Experience in Experience in change positively
PE PE
This may affect PE wants to promote a
on LEARNING lifetime of physical activity

9. 11 High Skilled
24 Subjects
10 Boys 11 Moderate 3 different skill
14 Girls Skilled levels
2 Bad Skilled
11-13 Years Old
1 Public School
6 Different Urban
Schools
5 Private Schools

10. Basic Information
• Years, sex, adress…
Introduction
• Questions like/don’t like activities
6
Perception of PE activities Dimensions
• Kind of activities in PE class
Skill level perception
Competence perception
Competence Perception in PE class

11. 3/weeks
Date
Observation recopilation 3 sesions
over terrain
1 per each
school

12. Basketball Hockey
Baseball
Handball

13. Games variety based on
Tenis
flag captured

14. (Hopple & Graham, 1995; Seidman, 2006).
Notes were
taken on
“teachers
responses”
Teachers
asked about
lessons and
participation
Interviews
before and after
each class
session
These informal interviews were used to gain an understanding of the teachers’ actions, thoughts,
and feelings that cannot be observed

15. Using the
constant
Analyzed comparative
over a method
process fort
N-VIVO 8 various
(QRS themes
International,
Victoria,
All Australia)
documents
transcribed
(Glaser & Strauss, 1967; Strauss, 1987).

16. High-Skilled Students and Fun: Not That Competitive
•Relax confidence
•Activity participated in competitite activities
•Belive that PE class as a place to learn and have fun
Moderate-Skilled Students and Fun: Challenging
Activities
•Participating actively and concentrating on skill work in the activities
presented
•Enjoyed playing with their friends as well
•Less competitive atmosphere of physical education class
Low-Skilled Students and Fun: Cooperation
•General excitement regarding an original game a teacher had
created
•Participated at some activities but not in other

18. Students Who
Mocked When
“Hogging the Winning or became
Structuring Team Leaders Ball.” Too Serious When
Teams They Lost
Teams Classmates Students Environment
divided who had with skill created was
evenly were attained would also an
crucial for skill would take over important
successful assume game play factor in
game play leadership by “hogging student
roles, such the ball.” enjoyment
as team (Passing of
leaders Rules) competitive
activities

19.  Attitude can be af fected by the experiences in physical education class
par ticipation ( S u b r a m a n i a m & S i l v e r m a n , 2 0 0 2 ) .
 According to skill level, students had different experiences in competitive
activities and their perceptions were based on these experiences.
 Attitude theor y suggests that attitudes can be either negative or
positive and these attitudes can af fect both perceptions and behavior
( Z i m b a r d o & L e i p p e , 1 9 91 ) .
 Attitude might have been affected in a negative manner, if students did not have
the skill to participate in game -like situations.
 Students, who do not have the skill to par ticipate, might not be
included in an activity, or they might stop par ticipating all together
( C a r l s o n , 1 9 9 5 ; C ot h r a n & E n n i s , 1 9 9 9 ; Po r t m a n , 1 9 9 5 ; Ro b e r t s , 2 0 01 ; S u b r a m a n i a m &
Silverman, 2000 )
 Tasks and the way they are structured might enhance or impede a student’s skill
acquisition.
 If students are not presented with a positive environment their
attitudes can be negatively af fected ( Subramaniam & Silverman, 2002,
2007)
 Students perceived that their enjoyment is augmented when activities are
presented in a positive environment.
 Beneficial for teachers to examine the way competition is structured in
physical education class and if it is appropriate before all students
obtaining skill.