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首页> 外文学位 >THE EFFECT OF GENDER-GROUPED PHYSICAL EDUCATION CLASSES, AND THE INTERACTION BETWEEN SOMATOTYPE, PSYCHOLOGICAL TYPE, AND TEACHING METHOD ON STUDENT FITNESS SCORES.
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THE EFFECT OF GENDER-GROUPED PHYSICAL EDUCATION CLASSES, AND THE INTERACTION BETWEEN SOMATOTYPE, PSYCHOLOGICAL TYPE, AND TEACHING METHOD ON STUDENT FITNESS SCORES.

机译：不同性别的体育课对学生体能得分的影响，以及体型，心理类型和教学方法之间的相互作用。

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摘要

This study investigated the effect of mandated coeducational physical education (Title IX) on physical fitness scores and examined the interaction between somatotype, psychological type, and teaching method on the change of overall physical fitness levels. A ten-week study, inclusive of testing, was undertaken utilizing 131 ninth grade female students from one large secondary school in the San Diego Unified School District.;The following conclusions were established from an analysis of the data: (1) The physical fitness composite scores of girls did not change as a result of coeducational physical education. (2) A structured teaching method did not have any more effect on physical fitness scores than did the non-structured method of teaching. (3) The somatotype of girls had no effect on the physical fitness scores whether they were in a coed or non-coed physical education class. (4) The psychological type of girls had no effect on the physical fitness scores whether they were in a coed or non-coed physical education class. (5) There was no somatotype combined with any psychological type that showed a significant change in physical fitness scores. (6) Girls in the coed physical education setting which received the structured method of teaching did not perform differently than did the girls in the non-coed physical education setting which received the same teaching method.;In analyzing the seven physical fitness tests separately, the related analyses showed significant differences between the coed and non-coed classes in the following tests: (1) The coed group completed significantly fewer sit-ups than did the non-coed group; (2) The coed group ran significantly faster than the non-coed group; (3) The coed group completed significantly fewer side-steps than did the non-coed group.;To determine the effect of the treatment, the California Physical Performance Test was administered as a pretest and posttest to both the control group and the experimental group, with appropriate statistical analysis techniques employed.
机译：这项研究调查了强制性男女同校体育教育（标题IX）对身体素质得分的影响，并研究了体型，心理类型和教学方法之间对整体身体素质水平变化的相互作用。对来自圣地亚哥联合学区一所大型中学的131名九年级女学生进行了为期十周的研究，其中包括测试;以下数据分析得出以下结论：（1）身体健康由于男女同校的体育教育，女孩的综合得分没有变化。 （2）与非结构化教学相比，结构化教学对身体素质得分的影响不大。 （3）无论是男女同校还是非男女同校的体育课，女孩的体型都对体能得分没有影响。 （4）女孩的心理类型对他们的体能得分没有影响，无论她们是男女同校还是非男女同校。 （5）没有任何体型与心理类型相结合的身体素质得分发生了显着变化。 （6）接受结构化教学法的男女同校女生的表现与接受相同教学方法的非男女同校女生的表现没有差异。在分别分析这七个身体适应性测试时，相关分析显示，在以下测试中男女同班和非男女同班之间存在显着差异：（1）男女同组的仰卧起坐活动明显少于非男女同组。 （2）男女同组跑得比非男女同组快。 （3）男女同校组完成的回避步骤明显少于非男女同校组。;为确定治疗效果，对对照组和实验组进行了加利福尼亚体力测验作为前测和后测，并采用适当的统计分析技术。

著录项

  • 作者

    GREGOR HOMISTON, TERRY LEE.;

  • 作者单位

    Northern Arizona University.;

  • 授予单位 Northern Arizona University.;
  • 学科 Curriculum development.
  • 学位 Educat.D.
  • 年度 1986
  • 页码 216 p.
  • 总页数 216
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 新闻学、新闻事业;
  • 关键词

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