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Students´ beliefs on physical education

Artikel i vetenskaplig tidskrift
Författare Konstantin Kougioumtzis
Publicerad i International Journal of Physical Education : A Review Publication
Nummer/häfte 2
Sidor 26-34
ISSN 0341-8685
Publiceringsår 2016
Publicerad vid Institutionen för kost- och idrottsvetenskap
Sidor 26-34
Språk en
Ämneskategorier Idrottsvetenskap, Utbildningsvetenskap


Drawing from a reasoned action approach, individuals’ behaviours follow reasonably from their behavioural, normative, and control beliefs (Fishbein & Ajzen, 2010). As the study of beliefs on physical education (PE) is rather underestimated, the aim of the article is twofold: (a) to describe students’ behavioural, normative, and control beliefs and (b) to establish interrelational patterns among the three belief domains. A specially constructed and previously pilot-tested questionnaire was completed by a nationwide stratified random sample of 1,736 ninth grade students in Sweden. The descriptive analysis of the data showed students’ rather positive behavioural and normative beliefs as well as their overwhelmingly negative control beliefs. The structural equation modelling analysis revealed significant and meaningful associations among the three belief domains. As students’ beliefs have an impact on their PE experiences and ultimately influence their lifestyles, it is crucial for teacher educators and school practitioners to intensify efforts towards upgraded lesson quality. Specifically, participation outcomes ought to be communicated more systematically, while higher professional care ethic standards should be fulfilled. In addition, students’ engagement in lesson formation should be promoted more effectively with autonomous learning in mind.

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