Background/Purpose Based on constructivist theories, learning is a holistic endeavor integrating cognitive, physical, motivational, and social efforts for the learner to improve within the zone of proximal development. This study intended to identify the role of learner physical and motivational characteristics in determining performance on learning outcomes in China where physical education is an area of high-stake testing.
Method A random sample of students (n=106) from randomly selected 24 physical education classes in 8 middle schools were assessed on fitness (physical tests), situation-induced motivation (self-report), expectancy-value motivation (self-report), in-class physical activity level (accelerometer), skills (two physical tests), and knowledge (standardized tests). All scores were standardized for analysis.
Analysis/Results Multiple regression analysis revealed that flexibility (β=2.31), in-class physical activity level (β=1.44), situation-induced motivation (β=2.53), and expectancy-beliefs (β=2.55) contributed to the composite skill performance score. The model accounted for 22% variance. None of the predictors stood out as contributors to the knowledge test scores (β ranging from .02 to .33), although collectively the model accounted for 21% of variance of knowledge. Knowledge and skill performances were not correlated at all (r=.07, p=.50). A path model developed with a structure equation confirmed the above findings.
Conclusions The results clearly demonstrated a disconnection between learning skill and knowledge in physical education. Instructional environment represented by physical activity levels was conducive to skill development. Situation-induced and expectancy-value based motivation prepared students for learning physical skills. The results reflect the physical performance centered high-stake test in China leads to an education-of-the-physical orientation that defies the holistic learning in physical education.
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