Relations among Beliefs about Epistemology, Ability Conceptions, and Achievement in High School Physical Education Students

While the critical role of knowledge in physical education performance is well-documented, there is little research into the role that students' beliefs about what knowing is and how they come to know relate to their achievement in physical education. The purpose of this study was to discover r...

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Bibliographic Details
Published inThe Physical educator Vol. 66; no. 3; pp. 124 - 138
Main Author Lodewyk, Ken
Format Journal Article
LanguageEnglish
Published Urbana Phi Epsilon Kappa Fraternity 22.09.2009
Sagamore Publishing
Sagamore Publishing LLC
Subjects
Ability
Academic Achievement
Beliefs
Child development
Cognitive Processes
Correlation
Curricula
Demographic aspects
Educational Researchers
Epistemology
Factor Analysis
Factor Structure
Gender Differences
High School Students
High schools
Influence
Learning Processes
Learning Strategies
Physical Education
Physical education and training
Questionnaires
Science literacy
Self Concept
Social aspects
Sports rules
Teaching Methods
Canada
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Summary:While the critical role of knowledge in physical education performance is well-documented, there is little research into the role that students' beliefs about what knowing is and how they come to know relate to their achievement in physical education. The purpose of this study was to discover relations between beliefs about epistemology, ability conceptions, and achievement in 750 high school physical education students. Exploratory and confirmatory factor analysis provided reasonable support for a two-factor structure (Simple Integration of Knowledge; Stable Useless Knowledge) of beliefs about epistemology in physical education that, along with incremental ability conceptions, predicted achievement in physical education. Gender differences were not evident. The findings highlight the potential role that beliefs about epistemology and incremental ability conceptions have in physical education. (Contains 1 table.)
ISSN:0031-8981
2160-1682