Affective development within physical education is crucial because enjoyable experiences tend to promote long-term participation in physical activity (Corbin, 2002). Unfortunately, studies have indicated that regular physical activity declines most rapidly during and immediately following high school (USDHHS, 1996). Due to various biological and environmental factors, such as elimination from school sports, employment outside of school hours, and the pressure to perform academically, little time remains for physical activity (Rowland, 1998). It makes sense then that enjoyable participation within university-level activity classes provides a “foundation upon which lifetime fitness can be built” (Bennett, 2000).
The purpose of this study was to examine the effects of a 13-week media enhanced content intervention based in popular culture relative to student attitude and student enjoyment in college students enrolled in beginning level self-defense courses. Participants (n = 81) were assigned to either control or experimental groups within one of four instructional classes. Experimental group treatment included the use of video segments taken from the medium of popular film in order to demonstrate the day's lesson. Video segments were in addition to the traditional curricula of mass demonstration, student practice, and teacher feedback. From the analysis of the data, attitude and enjoyment were significantly higher in experimental group participants than control group participants. These results indicate that beginning self-defense courses incorporating media enhanced content have the potential to alter university-level student attitude and enjoyment within the physical education environment.