Probing and perceiving second graders' affective responses to movement experiences

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Judith Brenda Carlson (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site:
Kate R. Barrett

Abstract: The purpose of this study was to assess the personal meaning and significance of selected movement experiences of second graders as determined by self-report. The writer probed directly into the personal, affective dimensions of each child. The direct, open-ended inquiry tapped the attitudes and feelings of children with specific reference to five major categories which characterize physical education classes: environment, self, social interactions, content of physical education, and teacher. For the purpose of this study, only the categories of self-physical and emotional, and content of physical education were examined and interpreted. Self-report, the means of obtaining one's internal frame of reference of the self, was the technique used to gather the affective responses of the children. This included three distinct types of expression: (a) written--sentence and story completion, creative writing, poetry, and diaries; (b) artistic--drawing, painting, and bulletin boards; and (c) discussion—videotape playback, small group, total class, and the focused interviews. Questions and topics were designed to gather affective responses as a direct outgrowth of the physical education program. The technique of content analysis was used to identify common characteristics of the responses, for making inferences and for describing the content of the responses.

Additional Information

Language: English
Date: 1980
Movement, Psychology of
Motor ability in children
Physical education for children $x Study and teaching

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