Value orientations of elementary classroom teachers toward physical activity for themselves and for the children they teach

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Patricia Ann Akers (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site:
Sarah M. Robinson

Abstract: Attitudes of elementary teachers were examined toward physical activity for themselves and for the children they teach. Using information developed from the Purpose-Process Curriculum Framework, perceived values were measured by responses from two inventories, and from personal interviews. In Phase One, 150 teachers of grades K-5 were given two inventories, a SELF-Personal Purposes and Meanings in Movement Inventory and a CHILD-PPMMI. Both inventories were completed by 120 teachers. In Phase Two 10 teachers from a selected school were interviewed for comments on their responses. Mean scores were calculated for the 22 purpose statements on each inventory according to the following independent variables: 1) age, 2) grade taught, 3) years of teaching experience, and 4) number of preparatory courses in physical education. A Pearson Product Moment Correlation was used to show the relationship between the items of the inventories; the two inventories were shown to be distinct assessments. Profiles for the ten interview teachers were developed from the inventory responses and interview data were content analyzed to identify factors that teachers reported to influence their value orientations toward physical activity.

Additional Information

Language: English
Date: 1985
Elementary school teachers $x Attitudes
Physical fitness for children
Physical fitness

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