Flow and the perceived balance between challenges and skills in physical education and other classes in a secondary school curriculum

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Gary Leonard Chandler (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site: http://library.uncg.edu/
Rosemary McGee

Abstract: A 21-item response sheet was employed to collect data on the occurence of flow, as well as the thoughts, actions, and certain feelings of students. Three hundred and ten secondary school students were alerted once in each class on two non-consecutive days. The three class types investigated included physical education, high flow type (art, music, shop, etc.), and low flow type, traditionally academic classes (mathmatics, English, science, etc.). Data were collected the week of April 7-11, 1986. Data were treated descriptively to examine means and standard deviations among three class types on the components and dimensions. Physical education classes had the highest means on all dimensions except one. Physical education classes had the highest subtotal means on the components cognitive efficiency, motivation, activation and affect. Students in all three classes tended to be thinking about and doing classwork. To a lesser extent students were thinking about and doing social/personal things.

Additional Information

Language: English
Date: 1987
High school students $x Attitudes
High schools $x Curricula

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