bjackson, crc presentation
TRANSCRIPT
HELPING INCREASE GIRLS PHYSICAL SELF-EFFICACY
THROUGH TGfU AND THE GPAI
Brent JacksonPHE National Conference, Banff, 2015
A LITTLE BIT OF WHY my perspective.
Physical Outcome (PE performance)
Cognitive Input
(engaged)
Brent Jackson, 2015
GENDER CONCERN
Brent Jackson, 2015
TEACHER INFLUENCE
Too many girls are not enjoying their Physical Education experience and are dropping out of physical activity.
Dishman et al., 2004
Teaching models rooted in behaviorism are not working for today’s students, in particular today’s female students.
Constantinou, Manson, & Silverman, 2009
Teaching models framed in constructivism have the potential to connect females to a successful experience in PE.
Beveridge & Scruggs, 2000
Brent Jackson, 2015
Brent Jackson, 2015
TLC MATTERST – The role of the teacher is significant.
L – The role of the learning environment is significant.
C – The role of the curriculum is significant.
Beveridge & Scruggs, 2000
Brent Jackson, 2015
SELF-EFFICACY
Self-Efficacy
Performance Accomplish.
(past experience)
Vicarious Experience
(observational learning)
Verbal Persuasion
(teacher feedback)
Emotional Arousal
(psychological feedback)
Brent Jackson, 2015
What does that mean?OUTCOME vs. PROCESS
The OUTCOME is decreased motivation.
Because the PROCESS ensures low (physical) self-efficacy and competency.
“The definition of insanity is to do the same thing over and over again, expecting different results.” Einstein
Brent Jackson, 2015
“Yes we can!”Obama, 2008
Change the process.
Change the outcome.
RESULTS
SCHOOL A
TGfU
SCHOOL B
TGfU + GPAIBaseline - -Post VB
Post BB
Self-efficacy over time
Brent Jackson, 2015
RESEARCH PROCESS
School A – TGfU • TGfU VB, BB• PSEQ 3x: Baseline, Post VB, Post BB
School B - TGfU and GPAI • TGfU VB, BB• GPAI• PSEQ 3x: Baseline, Post VB, Post BB
Brent Jackson, 2015
WHY THE GPAI?
• Engagement potential
• Authentic assessment
• Assessment of learning
• Assessment for learning
• Assessment as learning
Brent Jackson, 2015
TGfU IS IMPACTFUL!
• Lower teacher expectations.
• Use optimally challenging activities.
• Raise levels of success. Brent Jackson, 2015
3 POINTS1. Competency + high self-efficacy =
motivation.
2. TGfU can positively affect physical self-efficacy.
3. Using the GPAI can take the ability to positively affect physical self-efficacy to even greater heights.
Brent Jackson, 2015
Areas for Growth Limitations
Increased time frame Cover all game types Increase student experience
with GPAI Expand research groups
Include boys Include different socio-
economic groups Isolate TGfU
More teacher participant notes Triangulate with PSEQ data
and researcher field notes
Narrow scope Quasi-experimental
research design did not allow for truly random participant group
Only one assessment tool
Brent Jackson, 2015
Thank you!Any questions?
Brent Jackson, 2015References
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