Differences in Enjoyment and Need for Cognition Relative to Teaching Games for Understanding, Physical Education, and Intentions to Enroll

• Published in: The Physical educator Vol. 79; no. 4; pp. 398 - 423
• Main Authors: Lodewyk, Ken R, Robertson, Scott
• Format: Journal Article
• Language: English
• Published: Urbana Sagamore-Venture 01.07.2022; Sagamore Publishing; Sagamore Publishing LLC
• Subjects: Cognition; Cognition & reasoning; Cognitive Processes; Comprehension; Educational Environment; Enrollment; Foreign Countries; Games; Grade 9; High School Students; Intention; Learning Theories; Physical Education; Physical education and training; Psychological Patterns; Relationship; School enrollment; Student Attitudes; Student Needs; Student Participation; Students; Surveys; Teaching; Teaching Methods; Thinking Skills; Canada
• ISSN: 0031-8981; 2160-1682
• DOI: 10.18666/TPE-2022-V79-I4-10947

The primary aim of this quasi-experimental study was to investigate differences in enjoyment and need for cognition between regular physical education and a Teaching Games for Understanding (TGfU) unit by level (higher or lower) of intention to enroll in physical education. A sample of 71 ninth-grade physical education students completed a survey assessing enjoyment and need for cognition before and after participating in a 2-week TGfU territorial games unit. Results included significantly lower enjoyment for TGfU than for physical education both overall and among students with higher intentions to enroll. Students more prone to future enrollment also had higher need for cognition during TGfU than physical education after the study controlled for need for cognition in physical education. It may be necessary to better explain and justify TGfU especially with students higher in intentions to enroll while striving to enhance cognitive engagement during TGfU in those with lower intentions to enroll.