Background/Purpose:
The goal of this study was to identify contextual variables of the learning environment (teaching style, learner organization, practice condition) preferred by elementary students in physical education. Drawing on interest-based research, this study examined 4th grade students contextual variable preference and situational interest. Gender, school, and perceived competence were examined to determine their effects on contextual variable preference and situational interest. Physical activity preference and educational gymnastics liking were also examined.
Methods:
Ninety-six 4th grade students from 7 schools were selected as participants. Each participant completed the 18-item Situational Interest Scale. Participants also viewed short educational gymnastics videos contrasting contextual variables and completed a Student Response Sheet to record their preference.
Analysis/Results:
Data were analyzed using descriptive and inferential statistics Results indicated: 1) participants preferred indirect instruction and working with a partner; females had a significant preference for both; 2) participants had moderately high levels of situational interest in physical education; males had significantly higher scores; 3) participants had high levels of perceived competence for all contextual variables; 4) males and females liked educational gymnastics; 5) males preferred team activities; females preferred creative/rhythmic activities.
Conclusions:
Designing learning tasks that create more meaningful experiences can be achieved by engaging students' interests and preferences. The use of indirect instruction and partner work were two variables identified by this study that have the potential to engage student interest. These may serve as motivation for physical activity engagement.