Analysis of Teaching and Learning in PA and PE 1

Analysis of Teaching and Learning in PA and PE 1

Symposium: Quantitative Analysis of Teaching and Learning in Physical Activity and Physical Education in China, South Korea & USA

Discussant – Pamela Hodges Kulinna

Lee, A. (2014). Korean students' attitude toward physical education and sport during the transition from elementary to middle school. Conference Proceedings – AIESEP World Congress 2014. University of Auckland, the School of Curriculum and Pedagogy at the Faculty of Education, Auckland, New Zealand.

Lee, H. J., Son, N. R., Park, C. H., Lee, T. K., Chang, Y. M. (2014). Impact of Physical Activity on Friendship Networks: Supporting Students from Multicultural Families. Conference Proceedings – AIESEP World Congress 2014. University of Auckland, the School of Curriculum and Pedagogy at the Faculty of Education, Auckland, New Zealand.

Lei, T., (2014). Follow-up studies on the implementation of localPE curriculum during Stage of Chinese basiceducation. Conference Proceedings – AIESEP World Congress 2014. University of Auckland, the School of Curriculum and Pedagogy at the Faculty of Education, Auckland, New Zealand.

Wang, X., Xu, L., Wu, H., Guo, Q., Wang, Q., Yu, Y. (2014). An Investigation of a Creative Physical Education Pilot Project in Primary Schools. Conference Proceedings – AIESEP World Congress 2014. University of Auckland, the School of Curriculum and Pedagogy at the Faculty of Education, Auckland, New Zealand.

Kulinna, P. H. (2014). Creating Healthy and Active Schools.Conference Proceedings – AIESEP World Congress 2014. University of Auckland, the School of Curriculum and Pedagogy at the Faculty of Education, Auckland, New Zealand.

Analysis of Teaching and Learning in Physical Activity and Physical Education in China, South Korea and the USA

Introduction:

Children and youth in the USA have the highest prevalence of overweight and obesity in the world. Similar patterns of increased dietary consumption and reduced physical activity participation have been reported in most developed countries including the United Kingdom, China, Australia and Korea. In the fight against overweight and obesity, we can modify both sides of the energy balance equation---that is, help individuals to both reduce (if needed) and improve dietary intake as well as to increase physical activity participation. Schools are often the target institution to improve the adoption of healthy behaviours around the world. This research symposium considers new programming models and critical transition times in Physical Education and Physical Activity for youth from several countries (i.e., Korea, China, USA) with a particular emphasis on psychosocial development that can lead to a lifetime of physical activity, improved student communication/relationships and decreased negative behaviours. This exploration has been informed by several research studies that took place across the countries. Future directions for research and scholarship related to teaching and learning in physical activity and Physical Education in South Korea, China and the USA will also be discussed: Dr. Ansu Lee, Kyungpook National University, Daegu, S.Korea; Dr. Han J. Lee, Mr. Na-Rae Son, Mr. Chul-Hong Park, Mr. Tae-Koo Lee, Yonsei University, and Dr. Young-Mi Chang, Ohio Dominican University, Ohio, USA; Ms.Tian Lei, Changchun Normal University, Changchun China; Dr. Xiaozan Wang, Dr. Liu Ji, Mr. Hongquan Wu, Mr. Qiang Guo,Mr.Qiuchen Wang, and Ms. Yingying Yu, East ChinaNormal University, Shanghai, China andDr. Lynn Housner West Virginia University, USA; and Dr. Pamela Hodges Kulinna, Arizona State University, Arizona, USA.

PRESENTATIONS:

Presentation 1: Korean students' attitude toward physical education and sport during the transition from elementary to middle school

Presenter: Ansu Lee, Kyungpook National University, Daegu, S. Korea

Transition refers to the state of change from current situation or environment into the next, such as movement between schools (Lawrence, 2006). Among many transitions in life, the period between elementary school to middle school is a very important because adolescents prepare themselves for adulthood and make plans for life while adapting to the new environment (Hargreaves, Earl, & Ryan, 1996). Particularly, this period usually involves negative behaviours and risks such as violence, delinquency, and suicide. Physical activity plays a very positive role for both physical and mental health as an alternative to risk-taking behaviour (Fox & Corbin, 1989). Physical activity has begun to decrease noticeably during this time period in youth’s lives along with increased negative attitudes (Dismore, 2007). As attitude is an important component of decision making, it influences the determination of our actions. Students’ attitude can help determine their engagement with physical activity. Thus, the purpose of this study was to examine the attitudes of students toward physical education and sport in relation to the transition from elementary school to middle school. It is expected that students with increased participation in physical activities will have more positive reports of school life.

Participants include a total 1,225 students including 663 students (male: 343, female: 320) in the 6th grade and 562 students (male: 315, female: 247) in the 7th grade in D city, Korea. Data were collected using modified questionnaire based on Bailey and Dismore (2005) and Herriet’s (2007) research. The instrument consists of 15 questions including background information (2 items), attitude towards physical education and sport (11 items), and transition (2 items). The attitude items on the questionnaires related to physical education and sport include feeling towards physical education, beliefs about their ability, students’ favourite components/sports in physical education, ideal changes to physical education, beliefs about outcomes, beliefs about transition, and actual changes in their reported behaviours. An expert content analysis was conducted for the instrument prior to its use. The quantitative data from the questionnaire were analysed using a variety of statistical techniques to determine effects of school level and sex on students’ attitude toward physical education and sport and their participation and transitions including descriptive statistics, percentages, two-way ANOVA’s, and correlation analyses with SPSS 20.0. Also, the data obtained via open questions were analysed using coding frames to discover the emergent themes and categories.

Results were as follows. First, students appeared to develop negative attitudes toward physical education and sport based on the feeling towards physical education, beliefs about ability, favourite parts of physical education, ideal changes in physical education, beliefs about outcomes, beliefs about transition, and actual changes following the transition that middle school students undergo. Results for feelings toward physical education and sport indicated that 663 students in the 6th grade expressed more positive feelings toward physical education than 562 students in the 7th grade. Also, 659 male students appeared to be more positive toward physical education and sport than 566 female students. The most recurring comments that explained why they felt positive towards physical education and sport were that physical education was fun (in the affective category), while the most comment negative comment was that students’ disliked physical education and that it could be boring. Results obtained regarding beliefs about ability showed that 196 students in the 6th grade rated themselves as good and excellent in terms of ability along with 120 students in the 7th grade. In terms of gender, 234 male students rated themselves as good and excellent in terms of ability while 82 female students rated themselves the same. The favourite content of physical education in the 6th grade were soccer, dodgeball, and badminton; while the least favourite parts of physical education were gymnastics, dance, and theory classes. For ideal changes in physical education, elementary students referred to choice to do what they wanted such as soccer, while middle students mentioned increased free time due to academic burden. For the perceived outcomes of physical education, most students agreed that physical education can help them to be fit and healthy, and to carry on being physically active. Elementary students indicated more belief about outcomes of physical education than middle students. Finally, as beliefs about transition, elementary students expected that middle physical education class would be more challenging, have new activities, and be more fun than elementary physical education classes. But actual changes middle students perceived were participating in new activities. Second, in considering the effect of sex and school level on students’ attitudes toward physical education and sport, male students appeared to have more favourable feeling towards physical education and sport than female students (F=118.01, p<.05), and also elementary school students appeared to feel more favourable toward physical education and sport than middle school students (F=111.70, p<.05).

In conclusion, the habit of participating in physical activity in the transition period from elementary to middle school becomes an important element in forming a healthy lifestyle and continuous efforts must be in place to help students develop positive attitudes toward physical education and sport that bridge life transitions. Furthermore, follow-up studies are needed addressing longitudinal issues that target elementary and middle school participants. In addition, qualitative studies are also needed using observations and interviews with physical education teachers and students in attempts to develop high quality physical education programs and lifelong physical activity participation.

References

Bailey, R.P., & Dismore, H. (2005). Sport in education: the place of physical education and sport in schools-final project report. Berlin: International Council for Sport Science and Physical Education.

Dismore, H.. (2007). The Attitudes of Children and Young People Towards Physical Education and School Sport, With Particular Reference to The Transition From Key Stage 2 to Key Stage 3. Unpublished doctoral dissertation. University of Kent.

Fox, K., & Corbin, C. (1989). The Physical Self-perception Profile: development and preliminary validation. Journal of Sport and Exercise Psychology, 11, 408-430.

Hargreaves, A., Earl, L and Ryan, J. (1996). Schooling for Change: reinventing education for early adolescents. London: Falmer Press.

Lawrence, J. (2006). Negotiating Change: the impact of school transfer on attainment, self-esteem, self-motivation and attitudes in physical education. Unpublished doctoral dissertation, Brunel University.

Presentation 2: Impact of Physical Activity on Friendship Networks: Supporting Students from Multicultural Families

Presenters: Dr. Han J. Lee, Mr. Na-Rae Son, Mr. Chul-Hong Park, Mr. Tae-Koo Lee, Yonsei University and Dr. Young-Mi Chang, Ohio Dominican University, Ohio USA

1. Introduction

1.1. Statement of problem: South Korean students from multicultural families at risk

The Ministry of Education and Human Resources (2006) reported that a considerable number of multicultural children have academic underachievement because they lack Korean language skills, are maladjusted to Korean culture, and suffer from identity confusion due to social prejudice. Many also suffer from ADHD and other emotional or behavioural disturbances, often engaging in extremely passive or violent behaviour. Another serious problem is that 17.6% of children from international marriages experience bullying. In South Korea, studies on multicultural students’ peer relationships (Cho, 2006; Yang, 2006) showed that two out of ten children from multicultural families are bullied because of communication and cultural differences. Bullying causes confusion in such students’ identity formation and negatively influences their interpersonal relationships; as a result, they are pushed to the periphery of the school environment. In particular, multicultural students in agricultural areas (where male farmers who are unable to find ethnic Korean brides often take brides from developing countries) were found to be reluctant to reveal themselves to others, fearful of psychological suffering and bullying associated with having a mother from a “poor” country and being “pitiful” children. This fear resulted in passive peer interaction, which in turn led to problems with social relationships and personality development (Seo & Lee, 2007).

1.2. Critical roles of positive friendships in child development and learning

Relationships and interaction with friends have an important influence on the cognitive, emotional, and social development of students. Supportive peer relationships have a significant role in helping students form a positive identity, which becomes the basis for emotional health and self-confidence (Ladd & Troop-Gordon, 2003). Furthermore, amicable and positive friendships can facilitate social adaptation (Bagwell, Newcomb, & Bukowski, 1998), promote self-esteem (Jeong, 2004; Vandell & Hembree, 1994), decrease problematic behavior (Han & Do, 2008), offer a defence from bullying (Shin, 2000; Hodges, Boivin, Vitaro, & Bukowski, 1999), and enhance academic achievement (Ladd, Kochendefer, & Coleman, 1996). Therefore, it is imperative to research ways to help students from multicultural families form close and positive peer relationships.

1.3. Physical activities and friendship development

Researchers have examined various strategies involving sports and physical activities to help students from multicultural families form amicable and positive friendships. Physical activity participation and friendship are closely connected; physical activity has a positive effect on friendship formation (Goo, 2000). Physical activity involves verbal and physical contact and interaction, which improve mutual understanding between individuals, and effective communication between peer groups can lead to good friendships. Much research supports this argument. Lee (2000) reported that relationships with friends were more positive when more time was spent on leisure activities. Ma, Lee and Lee (2009) reported positive changes in the peer relationships of middle school students with ADHD through cooperative physical education classes. Many studies have reported a significant causal relationship between sports participation and friendship (Baek & Kim, 2010; Kim & Kim, 2010; Yang & Lee, 2010).

In short, existing studies show that taking part in physical activity has a positive effect on friendship formation. However, most studies do not explain in detail how physical activity changes friendships within a group. In other words, existing studies have failed to identify the nature of changes with respect to the types of friendships,the extent ofinterdependence among friends, the dynamic direction of friendships and the degrees or depth of friendships. For example, there are no clear answers to questions such as what kind of friendships students form through physical activity, whether such friendships involve interdependence, whether physical activity can turn hostile relationships into friendships, and if more cohesive relationships can be developed through physical activity. This research will expand on the existing findings regarding friendship and physical activity.

1.4. Research questions

The purpose of this study was to investigate the impact of an after-school physical activity program on the nature of students’ friendship networks. The study focuses on changes in the dynamic direction and strength of friendships reported by students from multicultural families participating in the program.The research questions are as follows: Do after-school physical activity programs change (1) the dynamic direction of participants’ friendships, (2) the cohesive strength of participants’ friendships and/or (3) the structure of participants’ friendships?

2. Methods

2.1. Participants and school

With assistance from the Education Support Office of a city (referred to in this paper as “K” city) in the southern part of South Korea, the authors acquired demographic data concerning multicultural families with children enrolled in elementary schools located in K city. The authors selected “J” elementary school through purposeful sampling, a method of non-probability sampling. J elementary school has a total of 24 students (12 male, 12 female). Seven of these students (29% of all students) are from multicultural families and most of their parents work in agriculture.

Table 1. Characteristics of Study Participants and Their Parents

ID / Grade / Gender / Nationality / Occupation
Father / Mother / Father / Mother
2 / 6 / F / Korean / Chinese / Farmer / Cook
3 / 6 / M / Korean / Chinese / Farmer / Farmer
5 / 6 / M / Korean / Chinese / Farmer / Housewife
11 / 5 / F / Korean / Chinese / Farmer / Cook
12 / 5 / F / Korean / Chinese / Farmer / Farmer
13 / 5 / F / Korean / Chinese / Farmer / Farmer
15 / 4 / M / Korean / Chinese / Farmer / Farmer

2.2. Data collection

To examine changes in the friendships of students from multicultural families, this study used the friendship questionnaire used by Kim (2005) before and after the implementation of a 15-class after-school physical activity program. It was administered as a pre-test before starting the 1st class and as a post-test after the 15th class. The self-reporting, open questionnaire applied sociometric techniques and peer nomination to investigate friendships. It included the following two questions: “Who are your close friends? Who are your disliked schoolmates? Please give three names for each question.”

2.3. Data analysis

Microsoft Excel was used to code the pre- and post-test data on friendship collected before the 1st class and after the 15th class. The social network program UNINET6 (ver. 6.232), set to ‘1-mode,’ indicating an individual network was used to analyse degree centrality.Betweenness centrality was analysed to examine the communication structure in the friend networks. For components, strong components analysis and weak components analysis methods were used to analyse friend components of at least three students. Target Sociogram, an analytical method developed by Northway (1940), allows one to express measurements of social relationships in a comprehensive or selective way. This research used descriptive statistical analysis and Target Analysis, a modified version of the social relationship measurement, used by Kwon (2005).

3. Results

3.1. Centrality analysis: Close friendships

Descriptive statistical analysis and network centrality analysis were performed to examine changes in the direction and strength of friendships among ethnic Korean students and multicultural students. Both groups of students were found to have positive changes in close friendships after the ASPA program (Table 2, Figure 1). Degree centrality indicates directly connected friends, and the centre shows the student with the most connections (the most popular student). In the degree centrality analysis,students from multicultural families were chosen as close friends by a mean of 2.71 students before the experiment; after the ASPA program, this changed to a mean of 4.43, which is an increase of 1.72 (Table 2).

Table 2. Centrality Analysis of Close Friends

Degree / Closeness / Betweeness
Pre / Post / Pre / Post / Pre / Post
Korean Students / 2.29 / 2.47 / 22.45 / 40.38 / 25.34 / 21.46
Students
from MCF / 2.71 / 4.43 / 25.32 / 44.22 / 21.46 / 44.74
Figure 1. Changes in Degree Centrality of Close Friendship

Closeness centrality describes the central location in the total friendship network including indirect connections. Those with higher closeness centrality can be interpreted as having easier access to information, power, influence, and social standing (Son, 2002). The closeness centrality of students from multicultural families increased from a mean of 25.32% before the experiment to a mean of 44.22% after the ASPA program (Table 2). According to Figure 2, boy 10 (29.87%) and girl 9 (29.49%), who are ethnic Koreans were the most popular students before the experiment, but after the ASPA program, girl 12 (47.92%), who is from a multicultural family was the most popular.