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Effect of the Fitness Integrated wit...

Marttinen, Risto Harri Juhani.

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Effect of the Fitness Integrated with Technology (F.I.T.) unit on student attitudes and physical activity levels in physical education.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Effect of the Fitness Integrated with Technology (F.I.T.) unit on student attitudes and physical activity levels in physical education./
Author:	Marttinen, Risto Harri Juhani.
Description:	211 p.
Notes:	Source: Dissertation Abstracts International, Volume: 76-10(E), Section: A.
Contained By:	Dissertation Abstracts International76-10A(E).
Subject:	Physical education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3704501
ISBN:	9781321769319

Effect of the Fitness Integrated with Technology (F.I.T.) unit on student attitudes and physical activity levels in physical education.
Marttinen, Risto Harri Juhani.

Effect of the Fitness Integrated with Technology (F.I.T.) unit on student attitudes and physical activity levels in physical education. - 211 p.

Source: Dissertation Abstracts International, Volume: 76-10(E), Section: A.

Thesis (Ed.D.)--Teachers College, Columbia University, 2015.

This study examined, through a pretest and posttest, students' attitude toward physical education (PE) and their physical activity (PA) levels. PA was measured with accelerometers while implementing a fitness unit integrated with technology and academic subjects. Participants (N=221) were from six different schools around New York City and were split between 6th (N=74), 7th (N =63), and 8th (N=84) grades. A total of 115 boys, and 106 girls participated. A certified physical educator delivered the F.I.T Unit over 6-8 weeks. The unit consisted of 12-lessons designed to deliver fitness-based knowledge and used accelerometers as a tool to measure and teach students about PA.

ISBN: 9781321769319Subjects--Topical Terms:

635343
Physical education.

Effect of the Fitness Integrated with Technology (F.I.T.) unit on student attitudes and physical activity levels in physical education.
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100 1 $a Marttinen, Risto Harri Juhani. $3 3277326
245 1 0 $a Effect of the Fitness Integrated with Technology (F.I.T.) unit on student attitudes and physical activity levels in physical education.
300 $a 211 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-10(E), Section: A.
500 $a Advisers: Stephen Silverman; Prithwi Raj Subramaniam.
502 $a Thesis (Ed.D.)--Teachers College, Columbia University, 2015.
520 $a This study examined, through a pretest and posttest, students' attitude toward physical education (PE) and their physical activity (PA) levels. PA was measured with accelerometers while implementing a fitness unit integrated with technology and academic subjects. Participants (N=221) were from six different schools around New York City and were split between 6th (N=74), 7th (N =63), and 8th (N=84) grades. A total of 115 boys, and 106 girls participated. A certified physical educator delivered the F.I.T Unit over 6-8 weeks. The unit consisted of 12-lessons designed to deliver fitness-based knowledge and used accelerometers as a tool to measure and teach students about PA.
520 $a Results show that students' attitudes were positive overall, yet declined by age. Although attitude did not differ significantly by gender, it is important to note that certain attitude factors like enjoyment showed a significant interaction for time by gender. Changes were also observed in attitude sub-factors over the course of a unit of instruction. In both interactions girls stayed statistically similar whereas boys declined significantly from pretest to posttest. Furthermore, this study showed attitude can change significantly over the course of a unit of instruction. Curriculum enjoyment and curriculum usefulness were the strongest predictors of the difference in total attitude in this study, reinforcing the need for educators to continue to make curricula relevant and exciting for students. Homework, specifically, proved a challenge to the implementation of the F.I.T. unit and could have possibly affected student enjoyment.
520 $a Physical activity was significantly higher during Non-PE Days and PE Days than Sundays. PA was also significantly higher during baseline than weeks five and six. Students on average were reaching levels that suggest they are attaining 60-minutes of MVPA, however students did not often reach national recommendations. Girls did, however, reach their national recommendations 5 out of 6 weeks on days that they participate in PE. Since students also had significantly less PA during Sundays when compared to school days, it strengthens the argument of compensating for this non-active time with more PA options for students in and out of school during weekdays.
590 $a School code: 0055.
650 4 $a Physical education. $3 635343
650 4 $a Curriculum development. $3 684418
650 4 $a Educational technology. $3 517670
650 4 $a Middle school education. $3 969762
690 $a 0523
690 $a 0727
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690 $a 0450
710 2 $a Teachers College, Columbia University. $b Biobehavioral Science. $3 2104510
773 0 $t Dissertation Abstracts International $g 76-10A(E).
790 $a 0055
791 $a Ed.D.
792 $a 2015
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3704501