Physical Education students’ beliefs in four important curricular outcomes: results from three Greek Faculties

No Thumbnail Available
Date
2018-07-31
Authors
Adamakis, Manolis
Journal Title
Journal ISSN
Volume Title
Publisher
Editura Universitatii din Pitesti
Published Version
Research Projects
Organizational Units
Journal Issue
Abstract
Purpose: This study aimed to investigate Physical Education (PE) students’ belief systems toward the four important curricula outcomes goals (physical activity and fitness, self-actualization, motor skill development and social development) and to compare these beliefs according to gender and undergraduate Faculty program attended. Method: 690 Students from the three major PE Faculties in Greece were enrolled (465 males, 225 females). They completed a previously validated four-factor belief systems instrument. Results: Internal consistency reliability for the instrument was .915. A confirmatory factor analysis demonstrated a good fit of the current sample to the hypothesized four-factor outcomes model. The students did not view the outcome goals as equally important. The prevailing goal was physical activity and fitness, followed by self-actualization. Multivariate analysis of variance results for comparisons between sub-groups revealed significant differences between genders and undergraduate programs attended. Discussion/Conclusion: The findings, coupled with those of previous researches, imply that PE students form their beliefs mostly based on their previous experiences. These beliefs appear to be very solid and thus, undergraduate studies seem to have a small effect on their formation and modification.
Description
Keywords
Undergraduate program , Educational goals , Physical activity , Gender differences , PETE , Physical education , Teacher , Occupational socialization
Citation
Adamakis, M. (2018) 'Physical Education students’ beliefs toward four important curricular outcomes: Results from three Greek Faculties', Journal of Physical Education and Sport, 18(2), pp. 1001-1007. doi:10.7752/jpes.2018.s2148
Copyright
© 2018 JPES