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The Effect of Two Modes of Aerobic Assessments on Fifth Grade Students' Physical Activity Self-Efficacy.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	The Effect of Two Modes of Aerobic Assessments on Fifth Grade Students' Physical Activity Self-Efficacy./
Author:	Roth, Debra Ann.
Description:	1 online resource (324 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 78-06(E), Section: A.
Contained By:	Dissertation Abstracts International78-06A(E).
Subject:	Physical education. -
Online resource:	click for full text (PQDT)
ISBN:	9781369548143

The Effect of Two Modes of Aerobic Assessments on Fifth Grade Students' Physical Activity Self-Efficacy.
Roth, Debra Ann.

The Effect of Two Modes of Aerobic Assessments on Fifth Grade Students' Physical Activity Self-Efficacy. - 1 online resource (324 pages)

Source: Dissertation Abstracts International, Volume: 78-06(E), Section: A.

Thesis (Ed.D.)

Includes bibliographical references

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 RTM (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.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9781369548143Subjects--Topical Terms:

1179721
Physical education.
Index Terms--Genre/Form:

554714
Electronic books.

The Effect of Two Modes of Aerobic Assessments on Fifth Grade Students' Physical Activity Self-Efficacy.
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504 $a Includes bibliographical references
520 $a 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 RTM (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.
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