Worth A Thousand Words – How Drawings Provide Insight into Children-s Attitudes and Perceptions of Physical Education

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Drawings Provide Insight into Children-s Attitudes and Perceptions of Physical Education</title> <meta name="description" content="Worth A Thousand Words – How Drawings Provide Insight into Children-s Attitudes and Perceptions of Physical Education"> <meta name="keywords" content="attitudes, physical education, primary school children, write and draw"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <meta name="citation_title" content="Worth A Thousand Words – How Drawings Provide Insight into Children-s Attitudes and Perceptions of Physical Education"> <meta name="citation_author" content="Sandy Daley"> <meta name="citation_author" content="Sandra Jones"> <meta name="citation_author" content="Don Iverson"> <meta name="citation_publication_date" content="2012/06/28"> <meta name="citation_journal_title" content="International Journal of Educational and Pedagogical Sciences"> <meta 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class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Sandy%20Daley">Sandy Daley</a>, <a href="https://publications.waset.org/search?q=Sandra%20Jones"> Sandra Jones</a>, <a href="https://publications.waset.org/search?q=Don%20Iverson"> Don Iverson</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The benefits of physical activity for children are promoted widely and well understood; however factors which impact on children-s beliefs and attitudes towards physical education need to be explored in more detail. The purpose of this study was to evaluate how primary school children value and perceive their involvement in physical education (PE) classes through the use of drawings. While this type of data collection has been used previously to determine a child-s response to specific health education classes, such as drug education, to the best of our knowledge it has not been used in the context of PE. Results from this study showed that kindergarten children found PE classes fun and engaging. Children in Year 4 and Year 6 were less satisfied with PE classes because of the activities offered, the lack of opportunity to play sport, and perception that teachers did not appear to value this area of the curriculum.</p> <iframe src="https://publications.waset.org/2245.pdf" style="width:100%; height:400px;" frameborder="0"></iframe> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=attitudes" title="attitudes">attitudes</a>, <a href="https://publications.waset.org/search?q=physical%20education" title=" physical education"> physical education</a>, <a href="https://publications.waset.org/search?q=primary%20school%0D%0Achildren" title=" primary school children"> primary school children</a>, <a href="https://publications.waset.org/search?q=write%20and%20draw" title=" write and draw"> write and draw</a> </p> <p class="card-text"><strong>Digital Object Identifier (DOI):</strong> <a href="https://doi.org/10.5281/zenodo.1056733" target="_blank">doi.org/10.5281/zenodo.1056733</a> </p> <a href="https://publications.waset.org/2245/worth-a-thousand-words-how-drawings-provide-insight-into-children-s-attitudes-and-perceptions-of-physical-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/2245/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/2245/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/2245/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/2245/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/2245/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/2245/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/2245/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/2245/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/2245/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/2245/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/2245.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1689</span> </span> <p class="card-text"><strong>References:</strong></p> <br>[1] Pell T & Jarvis T ,2001, Developing attitude to science scales for use with children of ages from five to eleven years, International Journal of Science Education, Vol 23 Issue 8 pg 847-862 <br>[2] Livingstone, Sonia and Bovill, Moira, 2001 Families and the internet: an observational study of children and young people's internet use. Media@LSE, London, UK. Accessed on line 3rd October 2011 <br>[3] Opdenakker, Raymond,2006, Advantages and Disadvantages of Four Interview Techniques in Qualitative Research, Forum: Qualitative Social Research, Vol.7, No.4 accessed on line 8th August 2011. <br>[4] Wetton., N & McWhirter, J., (1998) Images and Curriculum Development in Health Education: Chapter 17, in McWhirter, J, Getting it Right. The Case for Risk Education. Accessed online through Sage Publications hej.sagepub.com/cg/content/refs/63/4/307 10 October 2008. <br>[5] Morgan, P, 2008, Teacher Perceptions of Physical Education in the Primary School: Attitudes, Values and Curriculum Preferences , Physical Educator, Vol. 65, Issue 1, pg 45 – 56. <br>[6] Hands, B & Martin, M, 2003, Fundamental movement skills: children’s perspectives, Australian Journal of Early Childhood, 28.4; pg:47 – 53 <br>[7] Bunker, L.K , 1991, The role of play and motor skill development in building children’s self-confidence and self-esteem, The Elementary School Journal, Vol 91, Issue 5, 467 – 471 <br>[8] Ulrich, D.A, 1985, TGMD Test for Gross Motor Development, Pro-ed, Texas. <br>[9] Miller, J, 2006, Can’t catch, can’t throw! Assessment of primary schoolaged children’s fundamental motor skills and coordination levels, Research Series, Vol 2, No. 1, Armidale NSW. <br>[10] Wakley, J., Holland, B.,Treloar, R., & Probyn-Smith, H., 1993, Fundamental motor skill proficiency of children, the ACHPER National Journal, Vol. 40, No. 3, Spring <br>[11] Semmler, A & Dickson, S, 1994, Age appropriateness for the acquisition of specific rugby league skills in primary school children, paper presented at the Australian Association for Research in Education Conference, Newcastle. <br>[12] Ntoumanis N, Pensgaard A-M, Martin, C and Pipe K, 2004, An Idiographic Analysis of Amotivation in Compulsory School Physical Education, Journal of Sport and Exercise Physchology, Issue 26 pg 197- 214 Human Kinetics <br>[13] Morgan, P., Bourke, S & Thompson, K., 2002, Physical Educators’ Perceptions about Physical Education: an Analysis of the Prospective and Practising Teacher, Paper presented at The Annual Conference of the Australian Association for Research in Education, Brisbane. <br>[14] Landry, J.B., Solmon, M.A, Afeman, H., Rukavina, P., Hill, K., and Harrison, L, 2001, Children’s Definitions of Physical Fitness, Research Quarterly for Exercise and Sport, March, 2001, pg 71 - 73 <br>[15] Wetton., N & McWhirter, J., 1998 Images and Curriculum Development in Health Education: Chapter 17, in McWhirter, J, Getting it Right. The Case for Risk Education. Accessed online through Sage Publications hej.sagepub.com/cg/content/refs/63/4/307 10 October 2008 <br>[16] Wetton., N & McWhirter, J., 1998 Images and Curriculum Development in Health Education: Chapter 17, in McWhirter, J, Getting it Right. The Case for Risk Education. Accessed online through Sage Publications hej.sagepub.com/cg/content/refs/63/4/307 10 October 2008 <br>[17] Physical Education and Sport Policy 2009, Department of Education and Training, www.det.act.gov.au accessed on line 8 August 2011. <br>[18] Wakley, J., Holland, B.,Treloar, R., & Probyn-Smith, H., 1993, Fundamental motor skill proficiency of children, the ACHPER National Journal, Vol. 40, No. 3, Spring <br>[19] Ulrich, D.A, 1985, TGMD Test for Gross Motor Development, Pro-ed, Texas. <br>[20] Miller, J, 2006, Can’t catch, can’t throw! Assessment of primary schoolaged children’s fundamental motor skills and coordination levels, Research Series, Vol 2, No. 1, Armidale NSW. <br>[21] Bunker, L.K, 1991 The role of play and motor skill development in building children’s self-confidence and self-esteem, The Elementary School Journal, Vol 91, Issue 5, 467 – 471 <br>[22] Morgan, P, 2008, Teacher Perceptions of Physical Education in the Primary School: Attitudes, Values and Curriculum Preferences , Physical Educator, Vol. 65, Issue 1, pg 45 – 56. <br>[23] Silverman, S & Subramaniam, P.R, 1999 Student attitude toward physical education and physical activity: A review of measurement issues and outcomes. Journal of Teaching in Physical Education, Vol.19 (11), pg 97 - 125 <br>[24] Cleland, V., Venn, A., Fyrer,J., Dwyer, T and Blizzard L., 2005, Parental exercise is associated with Australian Children’s extracurricular sports participation and cardiorespiratory fitness: A cross-sectional study, International Journal of Behavioural Nutrition and Physical Activity, Vol 2. 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Worth A Thousand Words – How Drawings Provide Insight into Children-s Attitudes and Perceptions of Physical Education