Effects of three instructional approaches in adolescents' physical self-concept

Bibliographic Data

ID12486554
AuthorsJavier Fernandez-Rio (0000-0002-1368-3723, Universidad de Oviedo, corresponding author), Antonio Méndez-Giménez (0000-0003-0078-7053, Universidad de Oviedo), David Méndez-Alonso (0000-0002-7495-9682, Universidad de Oviedo)
Year2013
Volume25
Issue4
Pages509-521
Publication date2013-01-01
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueCulture and Education (JOURNAL)
Journal identifiersISSN: 1135-6405 • E-ISSN: 1578-4118
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1174/113564013808906870
OpenAlexW2071249438
LanguageEN
Citations received1
References cited32

The purpose of this study was to examine the effects of three instructional approaches in secondary education students' physical self-concept after the implementation of an ultimate learning unit. A total of 274 (males: 151, females: 133) students (12 to 17 years of age) from an urban, coeducational high school (grades 8th to 12th) agreed to participate. They were distributed into three study groups in each grade: one group was taught using a Traditional approach (TRAD), another group was taught using the Sport Education model (SEM), and a third group was also taught using the Sport Education model and self-made materials (SEM-SM). The AF5-Self-Concept Questionnaire was administered to assess physical self-concept. The results showed that only the students in the SEM-SM group significantly increased their physical self-concept from initial to final tests. Self-made materials seem to have a significant positive effect, possibly due to their constructivist basis

Constructivist teaching methods · Developmental psychology · Mathematics education · Pedagogy · Physical education · Self-concept · Teaching method · Motivation and Self-Concept in Sports · Physical Education and Pedagogy · Psychology · Youth Development and Social Support