Medicine and Health Sciences Commons^™

The Effects Of The Type Of Skill Test, Choice, And Gender On The Situational Motivation Of Physical Education Students, Tyler G. Johnson, Keven A. Prusak, Todd Pennington, Carol Wilkinson

Kinesiology Faculty Publications and Presentations

The purpose of this study was to examine the effects of (a) skill test type, (b) choices, and (c) gender on the situational motivation profiles of adolescents during skill testing in physical education. Participants were 507 students (53% male) aged 12–16 years (M = 13.87; SD = 0.94) attending a suburban junior high school in a western state in the U.S. All participants experienced either a norm-referenced, summative or a criterion-referenced, formative skill test with or without choices. The Situational Intrinsic Motivation Scale (SIMS) was administered to assess situational motivation. A 2 (test type) × 2 (choice) × 2 …

Step Counts Of 10- To 11-Year-Old Children By Ethnicity And Metropolitan Status, Tyler G. Johnson, Timothy A. Brusseau, Susan Vincent Graser, Paul W. Darst, Pamela H. Kulinna

Kinesiology Faculty Publications and Presentations

Background: The purpose of this study was to conduct a secondary analysis by combining 2 pedometer data sets to describe and analyze pedometer-determined steps/day of children by ethnicity and metropolitan status.

Methods: Participants were 582 children (309 girls, 273 boys; 53% Hispanic, 26% Caucasian, 21% African American) age 10 to 11 years (M = 10.37 ± 0.48) attending 1 of 10 schools located in urban, suburban, and rural settings. Participants wore a research grade pedometer for at least 3 week/school days. Mean steps/ day were analyzed by gender, ethnicity, and metropolitan status.

Results: Statistical analyses indicated 1) boys (12,853 ± …

Impact Of Pedometer Use And Self-Regulation Strategies On Junior High School Physical Education Students' Daily Step Counts, Jane Shimon, Linda M. Petlichkoff

Kinesiology Faculty Publications and Presentations

Background: The aim of this study was to determine the impact of pedometer use and self-regulation strategies on adolescents’ daily physical activity.

Methods: Junior high school students (n = 113) enrolled in seventh- and eighth-grade physical education classes (52 girls, 61 boys) volunteered to participate in a 5-week study to assess daily step counts. Ten physical education classes were randomly assigned to 1 of 3 groups: (a) self-regulation, (b) open, and (c) control.

Results: A repeated-measures, mixed-model analysis of variance revealed a significant 3 × 4 (Group by Time) interaction effect, F_6,290 = 2.64, P < .02. Followup analyses indicated participants in the self-regulation group took 2071 to 4141 more steps/d than the control. No other significant differences emerged among groups on step counts.

Conclusions: It appears that …