The effect of teacher knowledge, involvement, beliefs, and context on content decisions of elementary physical education teachers

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dc.contributor.advisorBain, Linda L.
dc.contributor.advisorWendt, Janice C.
dc.contributor.committeeMemberMorrow, James R., Jr.
dc.contributor.committeeMemberSwank, Paul R.
dc.creatorBarker, W. Alexandra
dc.date.accessioned2023-04-07T19:12:33Z
dc.date.available2023-04-07T19:12:33Z
dc.date.copyright1987-02-17
dc.date.issued1986
dc.description.abstractTeachers have a great amount of freedom in determining the content of their classes. This is particularly true in physical education, where there is usually no textbook as an explicit topic guide. Ultimately the individual teacher determines what students will actually do each day. What factors influence these curriculum content decisions? Current emphasis on physical fitness for the nation's youth and the inclusion of physical fitness as an essential element in physical education in Texas schools prompted the selection of physical fitness activities as the area of focus. The purpose of this study was to investigate the relationship of instructor knowledge of physical fitness concepts, personal involvement in physical fitness activities, beliefs about the practicality of fitness activities in class, beliefs about the importance of fitness activities for students, and school context with the use of aerobic fitness activities in physical education class. The subjects were 39 fourth grade physical education teachers in three school districts in South Texas. [...]
dc.description.departmentEducation, College of
dc.format.digitalOriginreformatted digital
dc.format.mimetypeapplication/pdf
dc.identifier.other15071300
dc.identifier.urihttps://hdl.handle.net/10657/14013
dc.language.isoen
dc.rightsThis item is protected by copyright but is made available here under a claim of fair use (17 U.S.C. Section 107) for non-profit research and educational purposes. Users of this work assume the responsibility for determining copyright status prior to reusing, publishing, or reproducing this item for purposes other than what is allowed by fair use or other copyright exemptions. Any reuse of this item in excess of fair use or other copyright exemptions requires express permission of the copyright holder.
dc.subjectPhysical education and training
dc.subjectPhysical education teachers
dc.titleThe effect of teacher knowledge, involvement, beliefs, and context on content decisions of elementary physical education teachers
dc.type.dcmiText
dc.type.genreThesis
dcterms.accessRightsThe full text of this item is not available at this time because it contains documents that are presumed to be under copyright and are accessible only to users who have an active CougarNet ID. This item will continue to be made available through interlibrary loan.
thesis.degree.collegeCollege of Education
thesis.degree.departmentEducation, College of
thesis.degree.disciplineEducation
thesis.degree.grantorUniversity of Houston
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Education

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