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Exploring the Emotions and Emotional Antecedents of Lower Skilled Female Middle School Students During Sport Education and Traditional Teaching.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Exploring the Emotions and Emotional Antecedents of Lower Skilled Female Middle School Students During Sport Education and Traditional Teaching./
Author:	Carson, Madelyn R.
Description:	1 online resource (35 pages)
Notes:	Source: Masters Abstracts International, Volume: 84-11.
Contained By:	Masters Abstracts International84-11.
Subject:	Physical education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30486652click for full text (PQDT)
ISBN:	9798379564520

Exploring the Emotions and Emotional Antecedents of Lower Skilled Female Middle School Students During Sport Education and Traditional Teaching.
Carson, Madelyn R.

Exploring the Emotions and Emotional Antecedents of Lower Skilled Female Middle School Students During Sport Education and Traditional Teaching. - 1 online resource (35 pages)

Source: Masters Abstracts International, Volume: 84-11.

Thesis (M.S.)--University of Wyoming, 2023.

Includes bibliographical references

Using the control-value theory of achievement emotions (CVTAE) as a framework, this qualitative case study compared the emotions and emotional antecedents of a eight low skilled females across a Sport Education (SE) season and a teacher-directed unit in physical education. The students participated in a three-week season of ultimate frisbee using SE followed by a three-week unit of mountain biking taught using a more traditional teacher-directed approach. The girls' were observed and interviewed at the middle and end of each unit regarding their perceived control and value appraisals and emotional responses during their curricular experience. Value appraisals reported during frisbee were centered around the SE features of having a role responsibility, participating on a team, and cooperating with others. The biking unit created value appraisals based on the novelty of the content and perceived utility value. During both units the students' perceptions of having higher levels of control were mediated by the learning environment. The most commonly reported emotion during biking was excitement, which was stimulated by the learning environment and specifically the exhilaration associated with biking off-campus. During SE the girls reported having high levels of enjoyment that were facilitated by role responsibilities and team affiliation. The findings of this study support previous research that SE can create a positive emotional experience for traditional marginalized female groups within team sports. Furthermore, the use of novel and relevant outdoor activities can also create positive experiences for these students. The findings of this study contribute to a growing body of knowledge surrounding students' emotional experiences in PE settings.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798379564520Subjects--Topical Terms:

635343
Physical education.
Subjects--Index Terms:

AchievementIndex Terms--Genre/Form:

542853
Electronic books.

Exploring the Emotions and Emotional Antecedents of Lower Skilled Female Middle School Students During Sport Education and Traditional Teaching.
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504 $a Includes bibliographical references
520 $a Using the control-value theory of achievement emotions (CVTAE) as a framework, this qualitative case study compared the emotions and emotional antecedents of a eight low skilled females across a Sport Education (SE) season and a teacher-directed unit in physical education. The students participated in a three-week season of ultimate frisbee using SE followed by a three-week unit of mountain biking taught using a more traditional teacher-directed approach. The girls' were observed and interviewed at the middle and end of each unit regarding their perceived control and value appraisals and emotional responses during their curricular experience. Value appraisals reported during frisbee were centered around the SE features of having a role responsibility, participating on a team, and cooperating with others. The biking unit created value appraisals based on the novelty of the content and perceived utility value. During both units the students' perceptions of having higher levels of control were mediated by the learning environment. The most commonly reported emotion during biking was excitement, which was stimulated by the learning environment and specifically the exhilaration associated with biking off-campus. During SE the girls reported having high levels of enjoyment that were facilitated by role responsibilities and team affiliation. The findings of this study support previous research that SE can create a positive emotional experience for traditional marginalized female groups within team sports. Furthermore, the use of novel and relevant outdoor activities can also create positive experiences for these students. The findings of this study contribute to a growing body of knowledge surrounding students' emotional experiences in PE settings.
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653 $a Traditional teaching
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