The effect of two modes of aerobic assessment on fifth grade students' self efficacy PDF
Preview The effect of two modes of aerobic assessment on fifth grade students' self efficacy
Walden University ScholarWorks Walden Dissertations and Doctoral Studies Walden Dissertations and Doctoral Studies Collection 2017 The effect of two modes of aerobic assessment on fifth grade students' self efficacy Debra Roth Walden University Follow this and additional works at:https://scholarworks.waldenu.edu/dissertations Part of theBehavior and Behavior Mechanisms Commons,Biological Psychology Commons, Other Education Commons, and thePublic Health Education and Promotion Commons This Dissertation is brought to you for free and open access by the Walden Dissertations and Doctoral Studies Collection at ScholarWorks. It has been accepted for inclusion in Walden Dissertations and Doctoral Studies by an authorized administrator of ScholarWorks. For more information, please [email protected]. Walden University COLLEGE OF EDUCATION This is to certify that the doctoral study by Debra Roth has been found to be complete and satisfactory in all respects, and that any and all revisions required by the review committee have been made. Review Committee Dr. Jamie Jones, Committee Chairperson, Education Faculty Dr. Barbara Calabro, Committee Member, Education Faculty Dr. Kimberley Alkins, University Reviewer, Education Faculty Chief Academic Officer Eric Riedel, Ph.D. Walden University 2016 Abstract The Effect of Two Modes of Aerobic Assessments on Fifth Grade Students’ Physical Activity Self-Efficacy by Debra Ann Roth MA, California State University, Chico, 1991 BS, California State University, Chico, 1974 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University January 2017 Abstract Declining youth physical activity levels and lack of aerobic fitness have been well documented with a corresponding rise in obesity levels and health issues. Based on Bandura’s social cognitive theory, healthy physical activity levels and aerobic fitness are strongly connected to positive physical activity self-efficacy beliefs. This study examined whether student physical activity self-efficacy, motivation, and effort were different for the FitnessGram® (FG) 1-Mile Run when compared to the 15-minute Aerobic Assessment Based on Improvement (AABI). A concurrent mixed method quasi- experimental approach measured 5th grade students’ physical activity self-efficacy beliefs through a pretest and posttest survey while aerobic assessment scores provided data that measured and compared student performance. Percent improvement and t-test analytic procedures found significant differences between groups and genders. The FG group (n = 131) improved 1.49% while the AABI group (n = 209) improved 22.53%; furthermore, FG girls’ percent improvement decreased to -7.56% and the AABI girls’ percent improvement was above the average score at 24.21%. Qualitative data collected and coded from teachers’ (n = 6) found no noticeable differences in student behaviors or preparation between the FG or AABI groups. A 3-day workshop was created to initiate change in aerobic fitness assessment. Assessing student aerobic fitness based on improvement theoretically builds physical activity self-efficacy beliefs, especially for girls. Positive physical activity self-efficacy beliefs motivate greater student participation and engagement in physical education, which improves aerobic fitness. Social implications from these results indicate that students would increase their physical activity self-efficacy by assessing aerobic fitness based on individual improvement. The Effect of Two Modes of Aerobic Assessments on Fifth Grade Students’ Physical Activity Self-Efficacy by Debra Ann Roth MA, California State University, Chico, 1991 BS, California State University, Chico, 1974 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University January 2017 Dedication This project study is dedicated to all the hard working and committed physical education teachers who have been innovative, compassionate, and understanding that the one mile run is challenging and difficult. Likewise, the Rainbow Run is dedicated to all students who have had to run (and hate) the mile aerobic assessment for the past 40 years. In addition, I would like to dedicate this project study to my parents, Ed and Corrinne Roth. Your unconditional love and impact on my life is immeasurable. Don’t worry Dad, I will slow down and get some rest. Acknowledgments I would like to acknowledge those that have encouraged and supported me during this doctoral journey. I would like to thank my chair, Dr. Jamie Jones, for her quick responses and guidance through this process. I am grateful for the support and greatly appreciate Walden University faculty and staff for their professionalism and feedback. My roommate, Joni McQueen, suffered and endured my constant need to “work on my doc” while providing plentiful reassurance and encouragement. My daughter, Amy Doman, understood every step and assisted with graphics, tables, and spreadsheets. Suman Kaur provided invaluable assistance during the survey analysis that was desperately needed. Thank you Joni, Amy, and Suman. There were groups of people who followed my journey with great interest and patronage. My bridge group has heard about every challenge and frustration with patience and acceptance. Their ideas for improvement were unbelievably practical and useful. The members of my swim team followed every step of my journey and were constantly and sincerely interested in my progress; you’re awesome. My Special Olympic family sacrificed most and lost their leader in this process; I’m back! And finally, my family deserves special acknowledgement for their understanding and support during this journey. Thank you Tracy, Tyler, Kathryn, Porter Ann Doman, and Judi Roth; you’re the best. Love you. Table of Contents List of Tables ..................................................................................................................... vi List of Figures .................................................................................................................. viii Section 1: The Problem ........................................................................................................1 Introduction ....................................................................................................................1 The Local Problem .........................................................................................................2 Evidence of the Problem at the Local Level ........................................................... 2 Evidence Regarding the Severity of Youth Inactivity ............................................ 4 Evidence of the Problem from Professional Literature ........................................... 5 FitnessGram® 1-Mile Aerobic Assessment ........................................................... 6 Rationale ........................................................................................................................8 Definition of Terms......................................................................................................10 Significance of the Study .............................................................................................12 Research Questions ......................................................................................................14 Quantitative Research Questions (RQ) ................................................................. 14 Qualitative Research Question .............................................................................. 15 Review of the Literature ..............................................................................................15 Introduction ........................................................................................................... 15 Theoretical Framework ......................................................................................... 17 Self-Efficacy Related to Physical Education ........................................................ 18 Motivation Interventions ....................................................................................... 26 Physical Activity and Gender ............................................................................... 37 Health Benefits From Aerobic Exercise ............................................................... 40 i Physical Fitness Assessments ............................................................................... 48 Implications..................................................................................................................61 Review of Literature Summary ....................................................................................58 Section 2: The Methodology ..............................................................................................64 Introduction ..................................................................................................................64 Mixed Methods Research Design and Approach.........................................................64 Setting and Sample ......................................................................................................65 Participants ............................................................................................................ 65 Researcher-Participant Working Relationship ...................................................... 68 Measures Taken for Protection of Participants’ Rights ........................................ 69 Data Collection Strategies............................................................................................71 Quantitative Procedure.......................................................................................... 71 Qualitative Procedure............................................................................................ 77 Data Analysis ...............................................................................................................80 Introduction ........................................................................................................... 80 Quantitative Data Collection and Analysis ........................................................... 81 Qualitative Data Collection and Analysis ............................................................. 87 Limitations ............................................................................................................ 88 Data Analysis Results ..................................................................................................90 Introduction ........................................................................................................... 90 RQ 1: Performance on Aerobic Assessments ....................................................... 90 Summary of RQ 1 Findings ................................................................................ 102 RQ 2: Physical Activity Self-Efficacy Beliefs .................................................... 102 ii Summary of RQ 2 Findings ................................................................................ 133 RQ 3: Student Behaviors .................................................................................... 134 Summary of RQ 3 Findings ................................................................................ 148 Mixed Methods Results ...................................................................................... 150 Summary of Overall Findings ............................................................................. 150 Evidence of Quality ...................................................................................................155 Physical Activity Self-Efficacy Assessment ....................................................... 156 Aerobic Assessments .......................................................................................... 157 Teacher-Participant Student Behavior Perceptions ............................................ 158 Outcomes ...................................................................................................................159 Conclusion .................................................................................................................162 Data Analysis Results Summary ................................................................................164 Section 3: The Project ......................................................................................................167 Introduction ................................................................................................................167 Purpose and Goals............................................................................................... 168 Learning Outcomes ............................................................................................. 169 Target Audience .................................................................................................. 170 Rationale ....................................................................................................................170 Review of Literature ..................................................................................................172 Introduction ......................................................................................................... 172 Search Strategy ................................................................................................... 172 Purpose of Professional Development ................................................................ 173 Types of Professional Development ................................................................... 174 iii
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