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Student Perceptions of the Effect of...

DeCarlo, Darren M.

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Student Perceptions of the Effect of High School Online Physical Education Class Participation on Fitness Knowledge and Motivation for Physical Activity: A Qualitative Case Study.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Student Perceptions of the Effect of High School Online Physical Education Class Participation on Fitness Knowledge and Motivation for Physical Activity: A Qualitative Case Study./
Author:	DeCarlo, Darren M.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2016,
Description:	338 p.
Notes:	Source: Dissertations Abstracts International, Volume: 78-04, Section: A.
Contained By:	Dissertations Abstracts International78-04A.
Subject:	Instructional Design. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10150218
ISBN:	9781369052596

Student Perceptions of the Effect of High School Online Physical Education Class Participation on Fitness Knowledge and Motivation for Physical Activity: A Qualitative Case Study.
DeCarlo, Darren M.

Student Perceptions of the Effect of High School Online Physical Education Class Participation on Fitness Knowledge and Motivation for Physical Activity: A Qualitative Case Study. - Ann Arbor : ProQuest Dissertations & Theses, 2016 - 338 p.

Source: Dissertations Abstracts International, Volume: 78-04, Section: A.

Thesis (Ed.D.)--Northcentral University, 2016.

This item must not be sold to any third party vendors.

Adequate and regular levels of physical activity (PA) have shown to contribute to improved health by decreasing the risk of developing chronic diseases but 70% of High School students to not meet the recommended PA levels (Centers for Disease Control, 2012). The problem addressed was the declining PA levels during adolescence and are predictors of PA levels in adulthood and PA decreasing with age contribute to increased risk of long-term negative consequences. The two-fold purpose of this qualitative case study was to examine the perceptions traditional high school physical education students and online high school physical education students regarding their knowledge of PE cognitive concepts, motivation to engage in physical activity, and the impact of their knowledge of PE concepts on their motivation to engage in PA and also to determine if there are common themes in order to explore possible avenues to identify strategies to address factors to increase lifelong PA levels. The qualitative case study was exploratory in nature and used the theoretical propositions strategy and simple pattern rival explanations analytic techniques. Data was collected by a ten question recorded phone interview and completion of the BREQ-2 survey and a modified version of the Washington State OSPI test. The sample (N=12) consisted of high school students in an online PE class (N=8) and a traditional PE class (N=4). Key findings were that all students perceived they knew enough to be physically fit; there were differences in student perceptions of strengths and weaknesses of their class formats; and as perceptions of motivation levels increased so did perceptions of HRFK levels although the parametric data did not support this trend unless Intrinsically motivated students were excluded. Five conclusions were: 1. Cyber school PE group perceived a slightly higher level of HRFK than the traditional PE group. 2. All participants perceived they possessed enough HRFK to be physically fit. 3. Traditional PE students perceived themselves as having a higher level of motivation to engage in PA compared to cyber school PE students. 4. High school students perceived that their perceived HRFK levels positively impact their perceived motivation levels to engage in PA currently and also will in the future. 5. The possibility exists that Intrinsic Regulation in individuals is independent of their HRFK levels, but in internally controlled individuals, there is a perceived positive relationship to perceived HRFK levels and perceived motivation levels to engage in PA. Recommendations for future research were for a quantitative, pre-test/post-test study comparing changes in HRFK and motivation levels to determine if a correlation exists between HRFK and motivation to engage in PA and a study evaluating the effectiveness of a hybrid high school PE class in increasing HRFK and motivation to engage in PA.

ISBN: 9781369052596Subjects--Topical Terms:

3432465
Instructional Design.

Student Perceptions of the Effect of High School Online Physical Education Class Participation on Fitness Knowledge and Motivation for Physical Activity: A Qualitative Case Study.
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245 1 0 $a Student Perceptions of the Effect of High School Online Physical Education Class Participation on Fitness Knowledge and Motivation for Physical Activity: A Qualitative Case Study.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2016
300 $a 338 p.
500 $a Source: Dissertations Abstracts International, Volume: 78-04, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Nelson, Deborah.
502 $a Thesis (Ed.D.)--Northcentral University, 2016.
506 $a This item must not be sold to any third party vendors.
520 $a Adequate and regular levels of physical activity (PA) have shown to contribute to improved health by decreasing the risk of developing chronic diseases but 70% of High School students to not meet the recommended PA levels (Centers for Disease Control, 2012). The problem addressed was the declining PA levels during adolescence and are predictors of PA levels in adulthood and PA decreasing with age contribute to increased risk of long-term negative consequences. The two-fold purpose of this qualitative case study was to examine the perceptions traditional high school physical education students and online high school physical education students regarding their knowledge of PE cognitive concepts, motivation to engage in physical activity, and the impact of their knowledge of PE concepts on their motivation to engage in PA and also to determine if there are common themes in order to explore possible avenues to identify strategies to address factors to increase lifelong PA levels. The qualitative case study was exploratory in nature and used the theoretical propositions strategy and simple pattern rival explanations analytic techniques. Data was collected by a ten question recorded phone interview and completion of the BREQ-2 survey and a modified version of the Washington State OSPI test. The sample (N=12) consisted of high school students in an online PE class (N=8) and a traditional PE class (N=4). Key findings were that all students perceived they knew enough to be physically fit; there were differences in student perceptions of strengths and weaknesses of their class formats; and as perceptions of motivation levels increased so did perceptions of HRFK levels although the parametric data did not support this trend unless Intrinsically motivated students were excluded. Five conclusions were: 1. Cyber school PE group perceived a slightly higher level of HRFK than the traditional PE group. 2. All participants perceived they possessed enough HRFK to be physically fit. 3. Traditional PE students perceived themselves as having a higher level of motivation to engage in PA compared to cyber school PE students. 4. High school students perceived that their perceived HRFK levels positively impact their perceived motivation levels to engage in PA currently and also will in the future. 5. The possibility exists that Intrinsic Regulation in individuals is independent of their HRFK levels, but in internally controlled individuals, there is a perceived positive relationship to perceived HRFK levels and perceived motivation levels to engage in PA. Recommendations for future research were for a quantitative, pre-test/post-test study comparing changes in HRFK and motivation levels to determine if a correlation exists between HRFK and motivation to engage in PA and a study evaluating the effectiveness of a hybrid high school PE class in increasing HRFK and motivation to engage in PA.
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