Students' Beliefs and Values, In-Class Physical Activity, and Fitness Test

Background/Purpose:Research has revealed that student' beliefs about self-competence and perceived values within a specific domain have direct influence on achievement choices, performance, effort, and persistence in learning in the domain (Wigfield & Eccles, 2002). The expectancy-value model has been developed to articulate learners' competence-expectancy beliefs and perceived task values in relation to their motivation in various learning settings (Wigfield & Eccles, 2002). The expectancy-value theory consists of two integral parts: self-competence or expectancy beliefs and subjective task values. The task values include four distinct components: attainment value or importance, intrinsic value or interest, utility value, and cost (Eccles et al. 1983). Guided by expectancy-value theory, the purpose of this study was to explore the relationships between 4th grade students' beliefs and task values and their effort and performance in a cardiovascular fitness unit.

Method:The study was conducted in an inner-city elementary school. All 4th grade students (N= 78) participated in this study. Students' expectancy beliefs and perceived task values were measured using the Expectancy-Value Questionnaire (Xiang, McBride, Guan, & Solmon, 2003). Effort was measured by in-class physical activity level using RT3 accelerometer based activity monitor to record activity calories expenditure (in Metabolic Equivalent unit - MET). The aerobic fitness PACER test was employed at the beginning and the end of the unit.

Analysis/Results:Data were analyzed using a simultaneous multiple regression method. Cronbach's alpha coefficients for the two subscales were .82 and .86, respectively. Descriptive analysis indicated that on average the METS of the lessons of this cardiovascular fitness unit were 4.1. Such result clearly demonstrated that the in-class physical activity level met the moderate intensive level (MET = / > 3.0, Freedson, Pober, & Janz, 2005). Regression results revealed that students' attainment value (β =.37, p <.05) was a significant predictor of their PACER performance (gain score). Students' utility value (β =.57, p <.01) was a strong predictor of their effort in physical education classes.

Conclusions:The result showed that the cardiovascular fitness unit did provide students with high moderate intensive physical activity level, which evidently indicated that physical education could be accounted for the healthy outcomes. The results may also suggest that physical education teachers emphasize the importance and usefulness of being physically active. Once they understand the values of leading a healthy lifestyle, students are more likely to engage in physical activity and achieve more.