CALIFORNIA STATE UNIVERSITY, NORTHRIDGE
Non-Traditional Activities and Their Influence on Middle School Physical Education
Students' Situational Interest
A thesis submitted in partial fulfillment of the requirements
For the degree of Master of Science
in Kinesiology
By
John Mercer
May 2011
This thesis of John Mercer is approved by:
)
Date
Date'
California State University, Northridge
11
Dedication
This thesis is dedicated to the friends and family that I, unfortunately, have not been able
to spend nearly enough time with over the past year.
Most importantly, this work is dedicated to the two most influential people in my life: my
Mom, Lisa and my Grandpa, Raymond. The indelible mark you have left on my life
motivates me to this day. You are missed more than words can ever express.
111
Acknowledgements
I want to thank my committee for all their encouragement, support, and feedback
that brought this project to fruition; Dr. Abourezk, Dr. Romack, and Dr. Sariscsany. I
have such admiration for the work you've done. The opportunities, insight, and
motivation that you have provided me is greatly appreciated. Hopefully I can give back
to the field a fraction of what you've given me. In addition, I would like to thank Dr.
Vrongistinos for his valuable contributions to the data analysis.
Last but certainly not least, I want to thank my friends for their words of advice,
the ability to provide a good laugh, reminding me to stay 'H', and the unexpected
statistics about New Hampshire or home runs. You have made the past year more
enjoyable than I ever could have imagined.
lV
Table of Contents
Signature Page...................................................................... 11
Dedication. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ... 11I
Acknowledgements...................................................................... IV
List of Figures........................................................................... VI
Abstract. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ................ vn
Introduction........................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Review of Literature. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Interest .................................................................... .
Situational Interest ........................................................... .
Situational Interest in Physical Education.>: .............................. .
Non-Traditional Activities ................................................... .
Purpose ..................................................................... .
1
3
5
7
9
Methods ..............................................................................
Setting ........................................................................
Participants ..................................................................
Data Collection...... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
One-on-One Interviews....................................................
Field Observations ......................................... , ................
Situational Interest Scale Questionnaire .................................
Data Analysis-........................................................................
Qualitative ..................................................................
Quantitative .................................................................
14
14
17
19
19
20
20
21
21
22
Results ................................................................................
Instant Enjoyment .........................................................
Attention Demand.........................................................
Exploration Intention.....................................................
Novelty ......................................................................
Challenge. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Variety ......................................................................
24
24
35
42
49
51
57
11
13
Discussion........... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60
Limitations.......................................................................... 70
References. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ... 72
Appendix A............. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Appendix B.........................................................................
Appendix C .......................................... , . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Appendix D.........................................................................
Appendix E ........ -. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..
Appendix F ....................... -...................................................
Appendix G... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
v
77
80
82
83
84
86
87
Appendix H........................................................................... 90
Appendix I. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ... 91
Vl
List of Tables
Table 1- Descriptive Statistics eighth grade students (Period A)..........
32
Table 2- Descriptive Statistics seventh grade students (Period B).........
33
Table 3- Descriptive Statistics seventh grade students (Period C).........
34
Table 4- Grand Means among classes and questionnaires...................
41
Table 5- Multivariate Tests; Between and Within Subjects.................
46
Table 6- Post Hoc Multiple Comparisons Test...............................
47
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Abstract
Non-Traditional Activities and Their Influence on Middle School.Physical Education
Students' Situational Interest
By
John Mercer
Master of Science in Kinesiology
With the ever decreasing interest level of students in physical education and the
repetitive learning tasks that are often associated with the curriculum we sought to
investigate the impact of non-traditional activities on Situational Interest. Situational
Interest is a multi-faceted construct that derives from the relationship between a person
and an activity. As practitioners strive to enhance the interest level of students in
physical education examining the appealing characteristics that a learning task might
offer has the ability to create an environment that evokes Situational Interest. The
purpose was to study the impact of non-traditional activities in a traditional physical
education environment and the effect on Situational Interest and its individual measures.
Data collection included interviews, observations, and the use of a questionnaire. The
results suggest that a curriculum that emphasizes variety, provides novel learning tasks,
and utilizes activities that are high in cognitive and physical demand have the ability to
enhance Situational Interest and its individual characteristics. Providing meaningful
learning experiences in physical education is essential to enhancing the interest levels of
students and understanding the impact that a "new" physical education program has on
Situational Interest is essential to the development of the activities in physical education.
Vlll
Introduction
Interest has the power to motivate the learner to pursue the outcome of knowing
and promote pleasant emotional responses (Dewey, 1913), and the consistent decline of
interest levels adds to the disengagement of students in physical education (Ennis et al.,
1997). A primary purpose of enhancing interest is to boost learning, regardless of content
or subject matter. With obesity rates on the rise and activity levels falling annually
(CDC, 2008) the public is becoming cognizant of the need for students to learn and value
I
physical activity. Because American teens and children spend about 32.5 hours a week at
school (Juster, Ono, & Stafford, 2004) it would seem that physical education is an ideal
environment to help meet these needs.
Physical education comes under much scrutiny because it frequently fails to
provide meaningful learning experiences. Many physical education programs offer a
very limited cirricula that fails to meet the needs and desires of students (Pennington,
1999). It is often addressed as the "business as usual" approach to physical education
where programs offer a traditional sport and exercise curriculum (Ennis, 2007). Some
students see no purpose for physical education and consistently mention boredom,
repetition, and lack of meaningful work as being responsible for dislike (Carlson, 1995).
Situations that seem un-meaningful to students can lead them to withdraw from class
mentally and physically. These same emotional responses and reasons for dislike have
been prevalent in physical education for decades (Ennis et al., 1997; Carlson, 1995;
Pennington, 1999; Chen and Ennis, 2004)
The physical education curriculum is often overlooked by teachers, parents, and
administrators as a determinant for students' lack of motivation and interest. Further
1
investigation into the curriculum and its individual learning tasks can help practitioners
better understand the concept of interest and how it can be impacted by the activities
provided in physical education.
2
Review ofLiterature
The largest decrease in children's physical activity is taking place between the
ages of9-15 years (CDC, 2008; Nader, Bradley, Houts, McRitchie, & O'Brian, 2008).
The longitudinal study measuring physical activity levels in children from ages 9-15
found that at 9 years the majority of children were above the CDC (2008) recommended
· 60 minutes of Moderate to Vigorous Activity (MVPA) per day. By the age of 15 only
32% of children met those guidelines on weekdays and only 18% on weekends. During
this time the majority of the population is enrolled in middle or high school and children
spend over half their day at school. With69.3% of elementary schools, 83.9% of middle
schools, and 95.2% ofhigh schools requiring students to enroll in physical education
(CDC, 2007) this environment seems ideal for students to learn about and value physical
activity. The American Heart Association (2009) recommends at least 225 minutes per
week of quality physical education which equates to 45 minutes per day. Along with this
decrease in physical activity there is a significant increase in obesity among adolescents.
Obesity rates among adolescents, age 12-19, in the United States has more than tripled in
the past 20 years, increasing from 5.0% in 1980 to 17.6% in 2006 (CDC, 2008; Ogden,
Carroll, & Flegal, 2008).
With significant decreases in activity levels along with the increase in obesity
among young people the need for stronger physical education programs is imperative.
Shepard and Trudeau (2000) found a positive relationship between the level of
participation in physical activity as an adult and positive attitudes towards physical
education classes as an adolescent. A significant link between student's emotional
responses to the physical education content with their motivation and academic
3
achievement in physical education was found (Chen, 2001). Not only are students more
motivated to participate when responding positively to an activity but they are also more
likely to succeed academically. Evidence indicates that a positive emotional response to
content is linked to high levels of interest, motivation, and academic achievement in
physical education. Even though there is a strong correlation between positive responses
and interest there are a significant number of students that are not interested in the
curriculum and feel that content is low in <;ognitive demand (Ennis et al., 1997; Chen &
Ennis, 2004; Chen, 2001).
Dyson (1995) interviewed physical education students and found they frequently
enjoy challenging themselves in physical education and mustering the courage to,try new
or risky activities. The oppottunities to challenge themselves and summoning that .
courage made them feel good about themselves. In one West Virginia Middle School,
students participated in an outdoor recreation course in their physical education class
instead of participating in traditional team and fitness activities. Their activities included
mountain biking, white water rafting, downhill skiing, archery, fly fishing, hiking,
backpacking, orienteering, leave-no-trace camping ethics, and wilderness survival. When
students were asked about their experience, most students mentioned enjoying the
opportunity to try something new and participate in new activities (Pennington, 1999).
One student talked about the outdoor activities:
Also, you get to do fun things and you learn skills that you wouldn't otherwise,
because there's not many places around here to pick up skills, like orienteering.
This outdoor stuff is a lot better than basketball, it's just not up my alley. It's a nice
alternative. (Pennington, 1999, pg. 37)
It's becoming clear that with declining activity and interest levels of adolescents in
physical education (AHA, 2009; CDC, 2008; Nader et al., 2008) and the curriculum
4
failing to meet the desires of students (Ennis, 2007; Chen, 2001; and Shepard 1999) that
traditional methods and curriculum associated with teaching physical education are
becoming "outdated" and might not be providing students with meaningful experiences.
Interest, and it subsequent motivation, is an issue ofboth curriculum and mental
disposition (Chen & Ennis, 2004). As students become disinterested with the content
their motivation becomes adversely effected. If students are not eager to learn and
participate in physical education, practitioners cannot expect the diminishing interest
levels to abate in the foreseeable future. Researchers need to re-address the content so
practitioners can motivate and increase the interest level of students. With enjoyment in
physical education activities often associated with high levels of interest (Chen, Darst, &
Pangrazi, 2001) providing motivating activities is an essential part of successful physical
education.
Interest
Children are more likely to direct their attention to activities they find interesting,
and if children find activities interesting they are more likely to continue with these
activities (Deci, 1992). Interest is defmed as an emotion derived from a positive personactivity relationship established on a blend of unique characteristics, such as the features
of an activity and the interaction between the person and the activity (Hidi & Anderson,
1992). Interest can be described as a psychological state that is built upon a person's
synergy with his or her environment. Most parents can agree that when they recognize a
child as being "interested" it can be quite difficult to divert their attention elsewhere.
Because interest is powerful in motivating children to engage in an activity there is a
need to better understand the concept of interest.
5
Interest is a phenomenon that emerges from a person's interaction with the
environment (Krapp, Hidi, & Reniger, 1992). It can be easily described as the
relationship between a person and an object, stimulus, task, or event. The concept of
interest is often affiliated with intrinsically motivated behaviors because they are adopted
out of attraction or curiosity (Deci, 1992). An intrinsically motivated person has
completely immersed themselves in an activity because they are driven by interest or
enjoyment in the task. Motivation, in this case, exists in an individuail rather than the
extemal circumstances such as grades, rewards, or other extemal pressures. A high level
of immersion and awareness during an activity is a prime example of a person being
interested or intrinsically motivated.
Also associated with interest and motivation is the self-determination theory. This
theory distinguishes between the dynamics of motivation that are associated with
activities that people do at will and activities that they feel forced to participate in. A
self-determined participant is engaged with a sense of aspiration, desire, and personal
endorsement. In the self-determination theory, when a person relates to activities that
provide a type of Novelty, Challenge, or aesthetic appeal that one craves at a certain point
in time interest is the fundamental effect (Deci, 1992). Acknowledgement oflnterest as a
fundamental effect of the interaction between a person and an activity can be used to
examine that relationship. Understanding the concept of interest allows researchers and
practitioners to further explore characteristics of activities in physical education that
might develop student's interest levels. Characteristics might include activity choice,
objectives of an activity, the Challenge provided, and oppmiunities to discover skills or
tactics.
6
Interest is a psychological state that derives from interaction between a person and
an activity and is conceptualized with two main factors: personal and situational interest
(Krapp et al., 1992). Personal interest is described as the personal preference to an
activity or task. Someone's personal interest is based on prior knowledge, values, and
passion about an activity or task. It is rooted on individual beliefs and experiences and
because it stems from the individual it is quite difficult to invoke a change in personal
interest. Personal interest is always evolving much like student's knowledge, values, and
skills. Focusing and using someone's personal interest in education is extremely difficult
(Chen, Darst, & Pangrazi, 1999). That difficulty arises from the large number of students
and the wide array of personalities that are associated with each individual class.
In Education, attempting to design and implement curriculum that targets the
personal interests of students can be an overwhelming and an almost impossible task. If a
physical education teacher has 45 students with various personal interests designing
activities that target each student's interests is impractical. On the other hand, Situational
Interest (SI) is defined as the effect of appealing characteristics of an activity or learning
task on a student (Hidi & Anderson, 1992). Situational Interest (SI) has a stronger
potential for educators to use in designing curriculum, activities, and classroom strategies
to enhance student's interest (Chen, 2001; Chen et al., 2001;
Dec~
1992; Hidi &
Anderson, 1992; Krapp et al., 1992).
Situational Interest
If students direct their attention to activities they find interesting, researchers and
practitioners must better understand how characteristics of an activity appeal to physical
education students. Because SI is the effect that appealing characteristics of an activity or
7
learning task has on a student (Hidi & Anderson, 1992), it is assumed that a better
understanding of these characteristics can help teachers make better decisions when
designing curriculum. This may also lead to long-lasting interest into adulthood. SI is a
psychological state that emerges when a student first encounters an activity and the
characteristics that the activity offers whereas personal interest is based on the
intrinsically motivating factors based on prior know ledge and experience with an activity.
Frick (1992) has described the concept ofSI as the "interestingness" of an activity.
Because SI can be difficult to conceptualize researchers have developed a framework to
actualize its existence. Deci (1992) developed a multi-dimensional construct that helps
illustrate a structure of motivation and SI. Deci (1992) argued that situational interest
needs to be delineated as three categories ofthe person-activity interaction: (a) activity
feature, (b) mental disposition, and (c) interactive feature.
Activity Feature consists of two components; Novelty and Challenge. Novelty,
which is defmed as the state ofbeing new or unique, is developed from a lack of
knowledge about a learning task or activity. Novelty of a learning task has the ability to
spark exploratory behavior in a participant (Spielberger & Starr, 1994). Based on
Novelty, the unknown aspects about an activity can persuade a participant to explore and
build understanding, skills, and knowledge about that activity. Challenge is the level of
difficulty one encounters when engaging in an activity. Challenge is subjective in nature
and is relative to each individual's ability level. Harter (1978) suggests that Challenge is
a key factor that can attract students to engage in a learning task.
Mental Disposition consists of three components that help lead a participant to
becoming situationally interested: (a) Exploration Intention, (b) desire arousal, and (c)
8
time alteration. Exploration Intention is the intent to search or explore a learning task for
the purpose of analysis or discovery. Desire arousal is the psychological state in which a
person is more inclined to satisfy themselves towards accomplishing a learning task or
the individual characteristics of that task. Finally, time alteration is the lack of attention
towards keeping track of time due to focus towards a learning task. Together these
components arouse a person's perception of SI and may increase the person's intrinsic
motivation to engage in an activity (Deci, 1992). These components have a power of
stimulation that can be observed in brain teasers, obscure mathematical problems, and
puzzles
(Mitche~
1993).
The third and fmal category, Interactive feature consists oftwo functional
components: (a) Attention Demand and (b) sense of delight. Both of these occur when a
person engages in an activity. These components serve as the groundwork in which a
person analyzes and actualizes the amount of enjoyment offered by an activity (Chen et
al., 2001).
The three categories of SI work together and play their own individual role in
illustrating a person's level of interest and motivation in an activity. SI is measured in
terms of the framework's three categories and their individual components to produce
valid data (Chen et al., 2001). Most research on curriculum design and learning tasks in
relation to SI has been conducted in writing and mathematics. Lack of interest in
learning tasks in physical education is a major problem that adds to the disengagement in
learning (Ennis et al., 1997) resulting in a need to better understand how students
perceive physical education activities.
Situational Interest in Physical Education
9
Chen et al. (1999) were the first researchers to investigate SI in physical
education. They concluded that SI is an observable multi-dimensional construct. The
framework established by Deci (1992) and refined for physical education by Chen, Darst,
and Pangrazi (1999) was used to guide their research. Chen et al. (2001) developed the
empirical model that adapted Deci's model to the physical education setting. Chen and
Darst (200 1) determined that SI is a function of learning task design in physical
education. In order to facilitate SI in learning physical activity the empirical model
consists of five components, as opposed to the seven established by Deci, (Chen et al.,
2001). The five components ofSI in physical education are: (a) Novelty, (b) Instant
Enjoyment, (c) Exploration Intention, (d) Attention Quality, and (e) Challenge. The
relationship among these components supports the idea that, in physical education, SI can
be conceptualized in research as an independent construct (Chen et al., 1999).
Because the conceptualized theory of SI in physical education is wmthy of
consideration when designing learning tasks, a better understanding of activities and their
characteristics that increase interest and motivation is needed. With physical education
classes sometimes enrolling a large number of students looking at the design of a learning
task as a means to enhance SI might prove to be more beneficial than attempting to target
the personal interest of students. By using the framework established by Deci (1992) and
later modified by Chen et al. (1999) to assess Sl in physical education researchers can
begin to examine interest as a multi-dimensional concept that can be enhanced through
the characteristics of an activity. A better understanding of it's individual components
can be used to more effectively design learning tasks that emphasize Novelty, Instant
Enjoyment, Exploration Intention, Attention Quality, and Challenge.
10
Non-Traditional Activities
Students continually become less interested in physical education activities as
they progress through middle and high school (Ennis et al., 1997) and with the repetitive
nature of activities taught in physical education a substantial gap between declining
interest levels and the activities offered exists. The majority of physical education classes
in the United States teach traditional games and fitness activities (Roslow Research
Group, 2009). The Physical Education Trends in Our Nation's Schools: A Survey of
Practicing K-12 Physical Education Teachers (2009) study found that 10 ofthe top 12
activities taught in physical education classes are either team invasion games such as
basketball, soccer, and football, or physical fitness activities such as running and jump
roping. With physical education teachers offering similar activities students might be
participating in the same activities numerous times as they move through their
elementary, middle, and high school.
Physical education is often scrutinized for the repetition in their curriculum and
the lack of meaningful work. Math students for instance are not emolled in introductory
algebra four consecutive years. Likewise, Social Science classes don't teach the
intricacies of the civil war year after year. However, the majority of physical education
teachers teach the same sports year after year. Math students might become experts in
introductory algebra but there is exponentially more mathematical content to be presented
such as geometry, advanced algebra, and statistics. Much like Social Studies and Math
Physical Education content includes a variety of activities and learning tasks that can be
presented over time, much of which falls in the non-traditional category. Activities might
include: cycling, orienteering, team-building or cooperative activities, Pickle Ball,
11
Racquetbal~
Ultimate Frisbee, hiking, backpacking, and many more.
The 2009 study Physical Education Trends in our Nation's Schools noted that
50% of practicing middle school physical education teachers taught 14 different activities
(Roslow Research Group, 2009). Activities and the percentage of educators using these
14 activities in their curriculum are as follows: Basketball (93%), Personal Fitness (89%),
Volleyball (93%), Jump Rope (85%), Soccer (85%), Baseball and/or softball (85%),
Football (88%), Dance (67%), Disc Sports (74%), Hockey (73%), Tennis (53%), Track &
Field (60%), Weight Training (63%), and Team Handball (50%). Fifty percent or more of
physical educators included these activities in their curriculum on a yearly basis.
Activities taught by less than 50% of physical education teachers include anything from
comprehensive individual fitness activities, adventure education, individual and dual
sports, and cooperative activities. Because students are repeatedly participating in these
activities they are not being exposed to additional activities.
Researchers are beginning to look at the impact of non-traditional activities.
Canada, New Zealand, Australia, and the United Kingdom are using non-traditional
recreational activities and seeing success in terms of student engagement, enjoyment,
motivation, and overall interest in the curriculum (Beedie, 2000; Boyes, 2000; Chappell
& Wiggins, 1997; McCracken, 2001; Mitchell, 1993; Wigmore & Sterling, 1999). A
qualitative inquiry looking at faculty perspectives about the integration of the Fit for
Future curriculum in the United States illustrated a theme that activities such as hiking,
rollerblading, rock climbing, cycling, swimming, and walking have potential to motivate
students toward lifetime activities and wellness (Chase, Ballard, Repovich, & Morely,
2003). Limited study has been published on the impact of non-traditional activities and
12
their possible impact on student enjoyment, motivation, and interest. Non-traditional
activities in physical education can lead to the fulfillment of needs for lifelong activity
and, without question, can provide a sense of Novelty that can lead to increased interest
(Ballard & Chase, 2004). Physical education classes are often associated with a multiactivity curriculum that uses 4-5 week unit plans traditionally focusing on one team sport.
Cuniculum providing a sense of "newness" and Novelty has the potential to also provide
renewed interest to the educator (Ballard & Chase, 2004). It appears that non-traditional
activities have a unique opportunity to enhance interest in both the student and the
educator. Advantages of non-traditional activities and the benefits of increased interest
and motivation in physical education creates a need to understand what characteristics of
physical education activities appeals to students.
Student's interest and motivation in physical education has been studied
extensively, however, what type of activities may increase their interest and motivation is
still unclear. Particularly in activities that are taught by less than half of practicing
physical education teachers. Both of these factors influence learning outcomes and
students are more likely to learn what interests them. With higher learning achievements
attributed to student motivation levels (Chen, 2001) a better understanding of activities is
needed in order to maximize these factors in physical education..
Purpose
The primary purpose ofthis study was to better understand how and what type of
non-traditional physical activities influence SI among middle school physical education
students. This study explored student's value orientations regarding non-traditional
13
activities and their effect on student's SI. As middle and high school student's obesity
rates increase during this time there is also a decrease in the interest in physical education
activities and overall physical activity. Yet, secondary physical education still provides
an environment that promotes health and lifelong movement (Nader et al., 2008; Ogden,
Carroll, & Flegal, 2008). Because the majority of physical education classes in the
United States teach traditional games and fitness activities (Roslow Research Group,
2009) a better understanding of non-traditional physical education activities is needed.
I
Understanding the effect of non-traditional activities on SI in middle school physical
education is essential to making strides towards the promotion of lifelong physical
activity.
Methods
Setting
The study was conducted at Duneberry Academy a Southem Califomia Middle
School servicing grades seventh through eighth. Duneberry is one of six district area
middle schools enrolling approximately 800 children during the Fal1201 0. Students were
required to take physical education during the seventh and eighth grades. The school's
population was classified as 48% Caucasian, 38% Hispanic or Latino, 5% Asian, 4%
African-American, 3% Filipino, and< 1% American Indian or Pacific Islander. All of the
student participants were able to read and speak English.
Observations and student participants were enrolled during the Fal1201 0 semester
in a class designed using non-traditional activities, or activities taught by less than 50%
of practicing physical educators, throughout the duration ofthe study. Rather than
focusing on traditional team sports taught by the majority of physical educators their
14
program emphasized alternative ways to promote individual fitness (President's Council
on Physical Fitness and Sports, 2009). Students participated in a variety of individual
and cooperative activities. There was an emphasis on learning fitness concepts, body
systems, nutrition, and health issues. Some of the facilities and activities in their "new
physical education" program included; HopSports Exercise Training System, a state of the
art fitness· center, FitnessGram computer lab, circuit training weight room, TRIKKE's and
Triton cruising bikes, Body Blades, Racquetball, the use ofheart rate monitors to .track
individual fitness, Frisbee Golf, track and field, fitness conditioning, and walking with
pedometers. Appendix B further elaborates on the facilities and equipment utilized at
Duneberry. The physical education department has been recognized for their innovation
in curriculum and approach to physical activity. They were recognized as a Presidents
Council on Physical Fitness Demonstration Site in 2009.
During this study, in the Fa11201 0 semester, classes participated in a weekly
physical education schedule that changed daily and rotated between team, individual, and
dual activities (see Appendix C, D, and E). The following illustrates the 3 week schedule
that they followed during our study. The Survivor program was included in both seventh
and eighth grade curriculum. "Survivor Week" is a cooperative Challenge program that
focused onteamwork and cooperation while developing physical and cognitive ability,
physical fitness, and self-esteem This week of team building activities consisted of
novel and creative activities that promoted team building, group cooperation, and peer
exploration. Examples of some ofthe activities include Alligator Alley, Bowling
Basketball, Sharks and Minnows, and Tennis Hockey. The physical education
department followed a rotating schedule which gave the students the opportunity to
15
participate in a different activity each day. Daily activities and weekly schedules for the
administration of questionnaires and observations were as follows:
Day 1:
Observations
Period A & B-Basketball, Jump Rope, and Weight room 3 minute
individual interval circuit training. Students rotate between
stations for 3 minute intervals.
Period C- Fitness Center. Individual Fitness lesson that uses
various exercise machines and interactive video games.
Day2:
Periods A & B-Track and Field activity.
Period C-Cardio-Vascular Assessment Day
Day3:
Observation and Administration of Situational Interest Scale (SIS)
questionnaire. Periods A&B-Cardio-vascular and muscular endurance circuit
training. The use of Heart Rate monitors as a method of assessing
individual activity levels.
Periods C-Football activity. Students are divided into groups
based on desired level of competition.
Day4:
Periods A & B-Aerobic/Cardio Vascular assessment.
PeriodC-Circuit training using Body Blades
DayS:
Observation and Administration of Situational Interest Scale (SIS)
questionnaire.
Periods A & B-Fitness center. Individual fitness activity with the
use of Heart Rate monitors as a method of assessing activity levels.
Period C-Video guided Insanity lesson. Individual fitness while
using a video to guide the activity.
Day6:
Observations
Periods A & B-Track and Field-50m sprint lesson.
Period C- Fitness Center. Individual Fitness lesson that uses
various exercise machines. Students rotate between stations on 3
minute intervals.
Day7:
Periods A & B-Track and Field activity.
Period C-Cardio-vascular Assessment Day
Day8:
Observation and Administration of Situational Interest Scale (SIS)
Questionnaire Periods A &B only.
Periods A & B-T-Bow individual video guided cardio-vascular
activity.
16
Period C-Substitute Teacher, no questionnaire. Basketball Freeplay activity
Day9:
Observations
Period A & B- Aerobic activity, Choose-your-grade run
Period C-Circuit training using Body Blades
Day 10:
Periods A & B- Fitness Center. Individual Fitness lesson that uses
various exercise machines
Period C- HopSports video guided individual fitness activity.
Day 11:
Observation and Administration of Situational Interest Scale (SIS)
questionnaire.
Periods A & B-"Survivor Week-Bowling Basketball"
Period C- "Survivor Week-Relay Word Search" Performed in the
Fitness Center
Day 12:
Periods A & B-"Survivor Week"
Period C-"Survivor Week"
Day 13:
Observations
Periods A & B-"Survivor Week-Alligator Alley"
Period C- Administration of Situational Interest Scale (SIS)
questionnaire, Period Conly. "Survivor Week-Sharks and
Minnows"
Day 14:
Periods A & B-"Survivor Week"
Period C-"Survivor Week"
Day 15:
Periods A & B-"Survivor Week-Activity inside the Fitness
Center"
Period C-"Survivor Week"
The study was conducted in three coeducational physical education classes. All 7 and
gth
grade students enrolled in their grade appropriate physical education class were included.
All participants, and their guardians, signed an Informed Consent Form and Subjects Bill
of Rights (see Appendix G).
Participants
One hundred and one students agreed to participated from three separate classes.
Participants ranged between 12-15 years of age. In addition, two credentialed male
17
education teachers participated in the study. Mr. V has 15 years of experience teaching
physical education and Mr. L has 14 years in the profession. All participants, and school
site, are referred throughout the study using fictitious names. Period A was an
gth
grade
class with 49 students (19 female and 30 male). Thirty-three of the 49 students (67%)
provided consent to participate (12 female 21 male). Period B was a seventh grade class
with an enrollment of 51 students (25 female 24 male). Ofthose enrolled in Period B, 31
students (61 %) provided consent (10 female 21 male). Period C was a seventh grade
class with 54 students. Thirty-seven of the students (69%) participated (15 female and 22
male). Instructors for Period A, B, and C were Mr. V, Mr. V, and Mr. L, respectively. In
tota~
101 students agreed to participate (37 female 64 male).
Given the number of student participants the chances of interviewing all students
to thoroughly understand their experiences in physical education would have been
impossible given the time line ofthe study. In order to better understand their
experience a sample of students were interviewed. Six students ofvarying activity levels
were selected from Periods Band C to participate in one-on-one interviews. Students
were randomly selected based on their teacher's evaluation of their physical activity
levels in relation to their physical education class. Teachers classified students as being
of high, moderate or low activity levels. Classification of activity levels was based on
data collected from heart rate monitors and teacher observations throughout the semester.
The use ofheart rate monitors is routinely used in each class as a method to assess
physical activity levels. Heart rate monitors were used prior to data collection for this
study, and did not need to be introduced by the researcher. The group that was identified
as highly active consisted of two males (Shawn and Brian) and two females (Jackie and
18
Beckie). The moderately active group consisted of 4 males (Daniel, Justin, Jeff, and
Travis). Students classified as low activity consisted of two males (Robert and Tim) and
two females (Paige and Julia).
Data Collection
Data regarding students SI was derived from multiple sources: One-on-One
. interviews, Field Observations, and administration of the Situational Interest Scale
Questionnaire (Chen et al., 1999).
One-on-One Interviews
Interviews play a central role in the data collection process (Creswell, 2007). All
interviews were semi-structured and utilized open-ended questions to better understand
the participant's experience in physical education. Interview topics focused on the
participants experience and participation iri non-traditional activities. Approximately five
open-ended questions were used to allow the researcher to ask supporting questions (subquestions). Appendix B provides an overview of the interview protocol. Interview
questions were structured as a narrowing ofthe central topic and question (Creswell,
2007) to understand all aspects ofSI in the non-traditional curriculum. Because SI is a
multi-dimensional construct the interview questions were guided by the five dimensions
ofSI: (a) Novelty, (b) Challenge, (c) Exploration Intention, (d) Instant Enjoyment, and (e)
Attention Demand (Chen et al., 1999). All interviews were recorded via a Panasonic
digital audio recorder, transcribed, and then imported into NVivo9. NVivo9 is a
computer software package used to assist in the analysis of qualitative data. NVivo9 is
intended to manage the data and assist in the categorization of codes. In addition, NVivo9
assisted in the coding of frequency, consistency, and links among interview responses.
19
Initially, coding was done within each participant. Then, codes were cross-referenced
across all participants to examine the links and consistency among responses. Appendix
G outlines the structure and the questions used in the one-on-one interviews.
Field Observations
Nine field observations were conducted on Periods A, B, and C while the classes
were in session. Observations provided a descriptive account of the environment in a
continuous sequence. Observations began at the onset of instruction and continued until
students were dismissed to the locker room Observations lasted approximately 40
minutes. During .observations field notes were maintained in a record book. Field notes
detailed observation dates, class time, type of activity, student responses to the content,
routines, and other events that stood out to the researcher such a<; student's interactions
with the teacher or observer, conflicts between students, and anything else that may haye
imJ4acted the results. Notes were taken to help describe the effect of the learning task on
Novelty, Challenge, Exploration Intention, Instant Enjoyment and Attention Demand.
Field notes also included questions that emerged during the observations, personal
reactions, and memorable moments that occurred.
Situational Interest Scale Questionnaire
Participants from each class were asked to fill out The 20-statement Situational
Inter~stScale(SIS)
(Chen, et al., 1999). The questionnaire which was developed by
Chen et al. (1999) used confirmatory factor analysis to validate the use of the SIS is a
physical education setting. They developed, revised, and established that the SIS is able
to empirically demonstrate Situational Interest in physical education. For each statement
students evaluate how well each statement describes their feeling about an activity.
20
Responses are based on a 5-point Likert scale ranging from 1 (very untrue) to 5 (very
true). Statements are based on the five dimensions ofSI: Novelty, Challenge,
Exploration Intention, Instant Enjoyment, and Attention Demand (Chen et al., 1999).
Each dimension is represented by four statements to elicit students overall SI following
an activity in physical education. A copy of the SIS can be found in Appendix A.
The SIS was given to each class once per week following one randomly selected
lesson. Prior to each week five numbers were placed in a randomizer that selects a
/
number based on the selections provided. That number was associated with the
corresponding day of the week. The lesson taught that day were selected as the lesson
that preceded the Questionnaire. Questionnaires were administered immediately
following the lesson and before students were dismissed to the locker room.. Each ..
questionnaire was then subjected to descriptive statistical analysis.
Data Analysis
Qualitative
Continuous analysis of data, identification and coding of student's interview
transcripts, and analysis of field notes was completed. A deductive approach to code,
analyze, and categorize participant interview responses based on the five components of
SI was used. Interview responses were given an initial code based on their responses to
questions about the individual components ofSI. Those responses were then re-analyzed
to ensure their location in the appropriate code. Once the appropriate code was
determined responses were cross-referenced among participants to determine ifthere
were relationships between the individual components. Queries ran in NVivo9 helped
determine frequency, consistency, and links between responses. Also, student responses
21
were analyzed to look for themes that emerged outside oftl;le components ofSI to better
understand the impact of a non-traditional curriculum. New codes were created based on
data that did not specifically fit into the components of SI. Data was managed using
Nvivo9 Qualitative software.
Member checking was carried out following transcription of the interviews to
maintain reliability. Once the interviews were transcribed and initially reviewed, students
were asked to verify their responses, and clarify responses that may have been unclear.
The time between interview and member checking was approximately three weeks.
Students were given a copy of the interview transcript and asked to review their
responses and point out anything that might have been unclear. Students were also asked
to clarify responses that might have been difficult for the researchers to interpret. •..·
Field notes were a descriptive account of each lesson and were intended to
supplement the interviews and questionnaires. Once the interviews were transcribed,
coded, and re-analyzed the observations were examined to link student responses to what
was observed by the researchers. Because the field notes detailed activity type, student
responses to the content, and events that stood out to the researchers based on the
individual components ofSI the observations were linked to the initial codes and assisted
in the development of accurate and consistent data. An example ofthe an observation
and the field notes used is located in Appendix I.
Quantitative
Data from the SIS was analyzed using a repeated measure multivariate analysis of
variance (MANOVA). A Scheffe Post Hoc test determined if and where differences
between groups existed. Student responses represented the dependent variable. The
22
components of SI(Instant Enjoyment, Attention Demand, Exploration Intention, Novelty,
and Challenge) consists of four questions for each component with responses rated on a
5-point Likert Scale. The highest possible score for each component is 20 and the lowest
possible is 4. Statistical analysis followed the interview process. The MANOVA and
Post Hoc tests analyzed the relationship between components and aided in the exploration
of the impact of various learning tasks on Situational Interest.
Qualitative research is confmed to its context and provides a detailed and rich
description of information (Hare, M. K. & Graber, K. C., 2000). The procedures used
throughout data analysis were followed to enhance the accuracy and consistency of the
data. Triangulation was used to strengthen reliability. Sources of triangulation included
the :interviews, member checking, observations, and questionnaires that were used to
supplement the interview responses. Observations and field notes were intended to
provide prospective into the classroom setting, attempt to visualize the appearance of SI
themes, examine interactions between components ofSI, and support the statements
made in the interview. The SIS quantitatively illustrated individual components
o~SI
and
supported findings from other means of data collection. Interviews provided rich, clear,
and descriptive insight from a sample of participants. Member checking corrected and
clarified misrepresentations of students responses in the interviews and helped
researchers ensure the consistency of the themes.
23
Results
The purpose of this study was to better understand the impact of non-traditional
curriculum and activities on student's Situational Interest (SI) in middle school physical
education. Also of interest was the influence of non-traditional activities on the
individual components of SI and how these components interact to enhance SI. Each SI
. component is addressed individually using data collected from the interviews,
observations, and questionnaires, in addition, to how those components work together to
influence SI.
Instant Enjoyment
Instant Enjoyment is an interactive feature ofSI and is integral in the groundwork
in which a person actualizes their enjoyment offered by an activity (Chen et al., 2001).
Instant Enjoyment.was talked about most often by the students which is represented by
having the highest number of coding references. It was also most often identified-as
being influenced by other components ofSI. In addition to the high frequency of
reference in the one-on-one interviews students emphasized that Instant Enjoymertt was
important when participating in an activity.
During the interview process students were asked about their enjoyment in
physical education. Consistently students addressed the likelihood to be involved and
participate in an activity when they had higher feelings of Instant Enjoyment. Jackie, a
highly active student in physical education, addressed her enjoyment in physical
education and the exploration of a learning task that comes as a result of enjoying an
activity:
" .. .if it's something that I really enjoy then I'm going to go explore it, like ifl
found a new material I like in the fitness center I could go to a gym and use it
24
even more, it's not just in PE where we get our physical education."
Brian, another highly active student, gave the following response to a question asking
about activities that he didn't enjoy in physical education:
"Like if we're just sitting there playing basketball there's not really, once you've
played basketball for a while it kind of gets boring. So then there is no point to it,
you're not trying to do anything with the basketball."
As a follow up question Brian was asked to compare the lack of enjoyment in basketball
to activities that he did enjoy:
"Like for bowling basketball it's a lot easier, it's a lot funner because you're not
just sitting there playing basketball you're bowing and you're interacting with
other people, kind of have to you want to win something and if you're just playing
basketball with another friends you're just kind of shooting hoops and not having
a competition."
Jeff, a moderately active student, gave more insight into enjoyment in physical education
when responding to a question asking him to share what makes him have fun in physical
education:
"Urn, like do you know what's it called, the game we played, the sharks and
minnows or something, yeah. I like doing that, it excites me and I enjoy that stuff
because I like exercising like I said earlier and, urn, it requires lots of thinking and
strategy so, yeah, I have to a lot for my brain in order to figure out what to do or
not."
Similar responses came from students across all activity levels. Tim, a low activity
student, talked about his enjoyment and how it related to being physically active in
physical education:
"My enjoyment is I know I'm getting healthy as I do these activities every day, 5
days a week and I'm doing a lot of PE so I know it's good for my body. I just
have fun when I do some activities."
Initially it appeared that Instant Enjoyment might be a standalone component but
through further analysis of the data it was more often addressed with other components
25
then by itsel£ As Brian and Jeff mentioned above, when talking about their enjoyment,
they made direct references and used examples from activities that were new to them
(Novelty) in order to talk about their enjoyment in physical education. Also, as Jackie
talked about her enjoyment she made a specific reference to her exploration of the
learning task when she had high feelings of enjoyment. The link to Novelty was
something that was evident among other students as well. Travis, a moderately active
student, told how he felt when he participates in an activity that is new:
"It's a lot funner than doing something like old, cause like we go play hockey
·that's a lot funner than going out and running or like doing something like we
already did."
Tim talked about the weight room and how it impacted his enjoyment:
"It's really new and I always want to do things in the weight cause I'm not
allowed to go to the gym with my mom yet so, and the weight roomit's just really
fun and people are next to you and you're building some muscles and it's kind of,
and yeah so I definitely sad at the end of that one cause that defmitely fun."
In addition to hearing students talk about their enjoyment and the link between
other components of SI a clear trend developed within the interviews. A significant
relationship between feelings of enjoyment and interaction with their peers or friends in
physical education was observed. Alll2 students mentioned that part of their enjoyment
was due to interacting, working together, and play~ng with their friends. Daniel, a
moderately active student, described his experience in "Alligator Alley" a "Survivor
Week" cooperative activity that emphasized teamwork and peer exploration. In
"Alligator Alley" students attempted to cross a river as a group without being bitten by
the alligators. The alligators positioned themselves on the banks of the river and rolled
balls at the feet of the runners in attempt to capture them. There were numerous safe
spots on the river where students could not be captured and working together as a team
26
was essential. Daniel responded as follows:
"Urn, I feelpretty excited that I like get to come to school and learn something
new that I can go home and play with my friends that I can play with my friend
with, urn, it's really a lot of fun to me."
When asked about the activities that required him to work with others and achieve a goal
Jeff responded, "Because I get to work with other people and I feel I work better with
other people."
When talking about the individual fitness activities such the weight room and
fitness center, HopSports, TRIKKES, Tritons, and circuit training (Appendix B elaborates
on the facilities ofthe physical educations program) students addressed that they worked
together with their peers, but instead of working together towards a shared goal, they
enjoyed pushing themselves toward their own personal achievement. When asked about
what type of enjoyment they got from participating in these activities Justin, a moderately
active student, gave the following response:
"I get a lot of excitement because most of them I get to go with some of my
friends I get to use some of the equipment that I never really got to sometin1es.
Yeah, just kind of rising up to just exploring or doing all the stuff"
Jackie was then asked about how an activity caught and grabbed her attention:
"I'm really interested in activities that we can do with a partner or a friend so if
it's like a solo activity it's like you don't get to enjoy it with someone else. It's
just your own stuff And then it's like more joyful when I haven't done it before
because it's like the Hopsports that was fun because we we're like trying our best
even though we weren't very good at 'it but we were still getting physical activity
at it. It's still fun ifl know how to do something because I get to practice my
skills and stuff" ·
Not only was this interaction with their peers and subsequent enjoyment evident
in the interviews but classroom observations provided descriptors of a cooperative
environment. Numerous activities were noted as having high enjoyment but the most
27
significant feelings of enjoyment came from group/cooperative type activities and
individual fitness activities. During these activities the classroom environment, tended to
have more students that were laughing, smiling, and engaging with their peers in a
positive way. In addition, when exploring the various skills, strategies, and tactics
associated with different activities the students were more likely to smile, laugh, and be
more enthusiastic. Throughout "Survivor Week", which was based on teamwork and
group cooperation, while students participated in these activities they were highly
focused on performing individual activity tasks and tended to explore strategies more
than traditional team and individual sports.
This variation between learning tasks was evident when comparing the Bowling
Basketball activity to a Track and Field lesson that focused on the 50 meter sprint.
Throughout the Bowling Basketball activity students were focused and attentive during
instructions. During the activity they were intent on learning the strategies and tactics
through "trial-and-enor". If they found that one strategy didn't work they were observed
giving feedback to each other to find another way to complete task or activity. Trying to
discover alternative strategies or tactics is a critical aspect of exploration in SI. Not only
were students helping each other learn and complete the task but they were directing their
attention to their peers and working as a group. They would cheer, encourage, and help
their peers.
During the Track and Field lesson students were aligned in running lanes and
given instruction on the techniques and procedures of running a 50 meter sprint. There
was no requirement on time or emphasis on "winning" and competition. These practice
trials were aimed at giving students the opportunity to practice the sprint. Once students
28
completed the 50 meters they made their way to the back of the line and waited for their
opportunity to run again. This sequence continued throughout the remainder of the
lesson. Initially, students ran approximately four times and once students completed their
fourth trial they had the opportunity to forego the rest of the lesson and sit at the back of
the line. The teacher gave feedback to some ofthe.students on their running technique
and as the lesson progressed some students tended to place an importance on competing
against each other. During competition between these students there were 12 students
(24%) at the back of the class was wandering, talking to the friends, and focusing on
everything but the learning task. There was no exploration of the skills among the
majority of students and even the students that were actively engaged in competition
appeared more interested in the outcome of the race then attempting to discover various
strategies or techniques. There is a discrepancy between the cooperative activity aimed at
improving group interaction and the traditional individual sport type activity. That
discrepancy was most evident when looking at Exploration Intention and Attention
Demand during the activity and its relationship with Instant Enjoyment. When students
were directing their attention to the activity and exploring strategies or tactics they
appeared to enjoy themselves more. When students were wandering, directing their
attention elsewhere, and not exploring aspects of the activity they appeared to enjoy
themselves less.
Results from the questionnaires suggested that a correlation does exist between
Instant Enjoyment, Attention Demand, and Exploration Intention. The means, which are
represented in Table 1, 2, and 3 illustrate the correlation between components. This
particular data set represents the descriptive means of each group of students (Periods A,
29
B, and C) following each randomly selected lesson (Questionnaires 1, 2, and 3) and the
corresponding activity. Results are calculated in terms of the individual components of
SI. A positive relationship between components among all three groups was supported.
As Instant Enjoyment fluctuates depending on the learning task there is subsequent
movement in both Attention Demand and Exploration Intention. Exploration Intention
represents the desire to explore the nuances of an activity and derives fi·om the mental
disposition of a student whereas Attention Demand helps develop and quantify the
attention directed towards an activity. This relationship between components
demonstrates the importance of task design on the development of enjoyment through
participation.
From the data collected and researcher observations it was determined that Instant
Enjoyment was most commonly elicited from factors of an activity that encouraged
exploration. Those feelings of enjoyment also influenced the attention that students
directed to the learning task. When these three features of an activity were present the
student's Instant Enjoyment is higher. Instant Enjoyment is not necessarily determined by
intrinsic factors but rather can be viewed as a product that can emerge when an activity
has more newness (Novelty), encourages exploration, and requires more attention.
Consistent with the findings ofChet et al. (2001) Instant Enjoyment is a source ofSI and
is influenced by these factors. Instant Enjoyment is more than a stand-alone concept but
rather a concept that is heavily influenced by the interaction of Novelty, Exploration
Intention, and Attention Demand during an activity. In addition to the interaction of those
components the peer/cooperative interaction can assist in the development of Instant
Enjoyment. Although peer interaction or ''working with friends," as most students called
30
it, is not a component of SI it can aid in the development of Instant Enjoyment and the
components that it is derived from. The process of interaction between these factors
influences Instant Enjoyment and overall SI.
31
Table 1
Descriptive Statistics and the Effect of an Activity on the Components of SI for seventh grade students (Period A)
Instant
Enjoyment
Exploration
Intention
Novelty
Activity
Mean
SD
Mean
SD
Mean
SD
Mean
SD
Mean
SD
1
Cardio-Vascular circuit training with
heart rate monitors
Individual fitness center activity with
heart rate monitors
T-Bow individual video guided
cardio-vascular activity
13.81
4.24
13.87
4.66
10.50
3.22
12.75
4.12
11.69
4.14
13.50
4.05
14.25
4.25
10.25
2.93
11.68
3.87
11.06
3.53
14.62
4.32
14.94
4.30
11.00
3.38
11.44
3,98
11.56
3.20
3
N
Challenge
Questionnaire
2
UJ
Attention
Demand
Table 2
Descriptive Statistics and the Effect of an Activity on the Components of SI for 7th grade students (Period B)
Instant
Enjoyment
Challenge
Exploration
Intention
Novelty
Questionnaire
Activity
Mean
SD
Mean
SD
Mean
SD
Mean
SD
Mean
SD
1
Cardio-Vascular circuit training with
heart rate monitors
Individual fitness center activity with
heart rate monitors
T-Bow individual video guided
cardio-vascular activity
15.12
3.15
16.00
2.02
10.08
2.64
15.04
3.29
14.72
3.20
14.84
2.62
14.96
3.01
12.88
2.24
14.64
3.09
15.76
3.32
15.28
3.07
15.32
3.22
11.72
2.91
14.24
4.05
15.36
3.45
2
3
U-l
U-l
Attention
Demand
Table 3
Descriptive Statistics and the Effect of an Activity on the Components of SI for 7th grade students (Period C)
Instant
Enjoyment
Challenge
Exploration
Intention
Novelty
Questionnaire
Activity
Mean
SD
Mean
SD
Mean
SD
Mean
SD
Mean
SD
1
Football activity, students divided
into competitive and non-competitive
Video guided, individual fitness
lesson
"Survivor Week" -Sharks and
Minnows
14.12
3.32
13.56
2.58
11.68
2.73
13.56
3.69
14.56
3.24
14.38
2.45
14.69
2.33
10.94
3.66
12.37
3.26
13.81
2.69
15.63
2.85
14.44
3.97
10.75
3.00
11.63
3.12
14.00
3.54
2
3
(.;.)
Attention
Demand
-+:>.
~IT
Attention Demand
Attention Demand is based in the Interactive Feature component ofSI and
describes the degree of attention that a learning task requires during participation.
Attention Demand had the second highest number of coding references and the most
words coded. When students talked about Attention Demand and their focus during
physical education they tended to elaborate for longer periods of time and more in depth.
Attention Demand references a student's interaction with an activity and the individual
I
factors that increased their attention and focus during participation.
During the interview process increased attention was linked to references that
indicate a sense of Novelty (newness) in an activity and the variety in an individual lesson
or on a day to day basis. Students were asked about their attention during their physical
education activities, what type of activities lead to a lack of attention or focus, and what
about activities helped focus or concentration. Students were allowed to explain
themselves through open-ended responses and follow up questions. Responses from
student interviews had a frequently recurring interaction between activities that are new
to the students and required more attention. During activities that were new or had a
sense of newness (Novelty) students tended to pay more attention during instruction and
throughout the activity.
From the student responses activities that were, as the students refer to them as
"old", seemed to lead lower reportings of attentiveness during the activity. Lack of prior
knowledge about an activity caught student's attention by providing a sense of Novelty
and as they progressed the lack of knowledge and expertise kept their attention as they
explored skills and components of an activity. As Brian, a highly active students, talked
35
about his feelings when he participated in an activity that he had not done before he made
references to the increase in focus:
"It's entertaining and it just it focuses me more... Cause like ifi know how to do
something I'm kind ofbored about it because I just want to get to the point and if
it's new I kind ofwant to learn."
This theme emerged across student with varying activity levels. When asked the same
question Tim, a low activity student, responds as follows:
"I feel like I have to ask a lot of questions to understand it but usually I pay
attention a lot so I know a lot like I know how to work what he is saying and
things like that, but it makes me feel good, like I'm learning more, not doing the
same things over and over again."
When asked if new and risky activities influenced his interest, Tim responded as follows:
"Yeah, it kind of makes it go higher I want to pay more attention cause it's just
kind of, you have to pay attention a lot more so it just makes me want to be
interested so I know how to do it and can get better at it."
When asked about her attention span during various types of activities Jackie, a high
activity student, elaborated on the group/cooperative activities performed during
"Survivor Week".
"For the survivor week my attention span is way longer and it's like I'm paying
more attention cause I like the things we do for survivor week. We play all these
games and all the new stuff, not just like the things we do every week."
In addition to the Novelty of an activity contributing to higher attention a variety
of activities in physical education demanded more attention. Duneberry's Middle School
curriculum maximized the variety of activities that students were exposed to and students
expressed having higher attention when they had numerous activities on a daily basis or
in an individual lesson. Justin, a moderately active student, explained the attention
achieved in the fitness center which had around 10 different types of machines or
interactive areas that the students use once a week.
36
"My attention is usually kind of high because I like to do stuff and, yeah,
sometimes when we do like, urn, when we do hula hoops and jump ropes
sometimes I get bored so it's not that high."
"Usually on Fridays we go and we do the fitness center and that's one of my
favorite ones."
"All the different activities that we can do ... We ride the bikes and we do stair
steppers and dance-dance revolution and have the rock climbing wall."
Higher attention was found during participation in multiple types of activities. When
asked what type of activities kept his attention and concentration Jeff, a moderately active
student, gave the following response:
"Probably like the one we did today (they did an Insanity workout-Individual
video fitness routine) because he like, Mr. V said we have to keep changing the
routine and always focus in order to switch like fast and stuff, so, it's just kjnd of
yeah... Because I have to focus, because ifl didn't I would probably be li.ke:way
behind everyone and I wouldn't want that to happen, I would want to be with the
rest ofthe group."
Beckie, a highly physically active student, described her attention through various
activities:
"Last year everyone didn't like it so their attention level was really lower and like
this year everyone likes it because we do a whole bunch of different activities. He
introduces new things to us and we enjoy that better so our attention level is like
high and stuff."
The experiences in a variety of activities, when addressing Attention Demand, suggest
that students are more likely to have increased attention and focus when they are
presented with a variety of activities.
Using heart rate monitors during individual fitness activities tended to direct the
majority of student's attention to their heart rate during activities. When using a heart
rate monitor the goal or desired outcome for the lesson was to achieve and maintain
student's target heart rate throughout the activity. This desired outcome for the student
37
increased attention and provided students opportunities to visualize physical exertion and
help conceptualize working towards desired heart rates. Students participated in
cardiovascular fitness activities with and without the heart rate monitors. When students
were able to look at their heart rates during participation overall attention increased to a
in high, moderate, and low activity students. Students focused on their personal
workload and their heart rate responses focused their attention on achieving their target
heart rate.
Je~
a moderately active student, was asked to describe his attention while
using the heart rate monitors:
"Very high because we use those to grade ourselves so I'm always checking my
watch, I'm always making sure it's on properly because I want to get a good grade
in PE ... We are graded if we stay in our heart healthy zone which is between 150
and 170 beats per minute so I usually just go, I try to let it go a little above but
sometimes I get kind ,of carried away in the activity."
Daniel, a moderately active student, was asked the same question:
"It's probably kind if high because the Heart rate monitors, those are machines
and those are, the more that you move, the more that you move the better you are
but you have to keep it within a certain level and when you actually have a
. machine on you when you do the activity, that's actually your grade so that makes
you want to go and do good and actually participate and try in it cause what you
do with the heart rate monitor on it, that's your grade that's your effort, that's you
what you do."
While using the heart rate monitors students were observed being more focused on their
individual performance rather than outside distractions and the performance of others. In
one instance Paula, a low activity student, was observed being intermittently disinterested
in the activities. For this one particular lesson students were instructed to initiate their
heart rate monitors from the onset on the dynamic-interval warm up to the conclusion of
an individual fitness routine that was guided by an "Insanity" workout video. About
three minutes and thirty seconds through the dynamic warm-up Paula looked exhausted
38
but when she looked at her heart rate monitor she was immediately re-energized and
sprinted to catch up with the rest of the students. This behavior reoccurred with
approximately four minutes remaining in the video. Her face was bright red and sweat
dripped down her face and then she began to slow down. She then looked at her heart
rate monitor and must have realized that is was not where she wanted it and finished the
workout with increased intensity. Her focus was on her own individual progress and she
appeared not interested or distracted by the performance or behavior of other students.
Heart rate monitors appeared to help students visualize their workload and provided them
with opportunities to focus on their own individual progress.
Attention Demand is a crucial factor is the development ofSI and as it develops it
correlates with both Instant Enjoyment and Exploration Intention (See Tables 1, 2, and, 3).
Both Attention Demand and Instant Enjoyment illustrate the level of enjoyment offered
by an activity. Table 1 presents the relationship with other components across classes
and activities. Attention Demand had an overall grand mean of 14.670 with a standard
error of .398. Grand Means of each component across classes and questionnaires are
shown in Table 4. In addition, the grand means for each component ofSI is listed. The
total possible score was 20 and higher scores represent stronger feelings that the
statement was true based on their participation in an activity. Because both Attention
Demand and Instant Enjoyment are based in the Interactive Experience category the
similarities in data across the questionnaires could be anticipated because they both work
to evaluate enjoyment in an activity. Tables 1, 2, 3, and 4 present data that represents the
relationship between Instant Enjoyment and Attention Demand. When learning tasks
keep a student's attention and promote excitement the likelihood that SI will be high is
39
much greater.
40
Table 4
Grand Means among Classes on Each Component of Situational Interest
Component
Mean
Std. Error
Instant Enjoyment
Attention Demand
Challenge
Exploration Intention
Novelty
14.52
14.67
11.09
13.04
13.61
.367
.398
.316
.428
.376
95% Confidence Interval
Lower Bound
Upper Bound
13.85
13.87
10.46
12.18
12.86
15.33
15.47
11.72
13.90
14.37
Exploration Intention
Exploration Intention is defined as the intent to search or explore a learning task
. for the purpose of analysis or discovery (Chen et al., 2001). For example, a student that
is analyzing or testing the technique for throwing a flick in Ultimate Frisbee in order to
throw to an open throwing lane would be in the act of exploring. Exploration Intention is
taken from the mental disposition category that helps construct SI.
Exploration Intention was not as much of a primary factor in building SI but
rather a component that derived from the lack of knowledge and difficulty that a learning
task provided. Once students encountered an activity in which they had a lack of
knowledge or information the intent to explore was increased. When students
encountered an activity that gave them an opportunity to find out more about how to do it
or find out what else you can do with it they are much more likely to explore the task ox
activity. Students that expressed an increased desire to explore in an activity were more
inclined to have higher feelings of enjoyment. This is consistent with the fmdings of
Chen et al., (2001) and, as mentioned earlier, support results that Exploration Intention
contributes to feelings of enjoyment. All of the students interviewed mentioned that
exploration played a role in their subsequent interest in the activity, implying that an
environment that gives ample opportunity for all students to explore can lead to increased
SI. Brian, a highly active student, was asked about what makes him want to explore
various tricks, skills, or strategies in an activity:
"So if it's like a new complex game to me then it would make me want to explore
it more so I fully get how to do it and so I won't like do something wrong or I
would get it fully... So if it's a complex activity we would have to do more than if
it's just a simple activity like running the track or paying basketball."
When asked the same question, Paige, a low activity student, responded:
42
"Like there is more than I want to learn about that one and I realize that like I
didn't know you could flip it over and then you could use it like a surfboard also
which is really fun but I get shaky cause I'm not a very balanced person. I like to,
urn, I like the activities that we do with that and in the gym and stuff. .. Like if
they're really fun then I want to kind of do it even more cause like it's a fun
activity and then I want to see like what else you can do with that kind of activity,
like what else you can use like with the t-bow, there we go. Like what else you
can do with that and like just explore."
The following quote illustrates the trend of "fmding out more about how to do;' as it was
sometimes called by the students, during a discussion with Beckie, a highly active
student:
"Ifl fmd that if there is a more interesting way to do that activity or like, yeah,
just yeah. Like if there was a way to go beyond that but do the same activity but
do it a little more complicated or something that like you can involve in it."
The desire to explore further and "learn more about how to do it" emerged from other
students across activity levels:
Brian, a highly active student:
"Like if there are any secrets or get it easier or if there is like any other ways to do
it, not just the way Mr. Velarde taught us."
Beckie, a highly active student:
"Ifl find that if there is a more interesting way to do that activity or like, yeah,
just yeah ... Like if there was a way to go beyond that but do the same activity but
do it a little more complicated or something that like you can involve in it."
Students with varying physical activity levels responded similarly. Tim, who is classified
as low activity, addressed why the weight room makes him want to explore:
"Just its newness, like I'm new to the weight room a lot so I just want to, since I'm
so new I want to see everything about it and we've only been in the a number of
times so I'm still kind oflearning some of the stuff, so, I just want to learn more"
Students were observed being engaged in an activity that had a sense of Novelty and were
combined with opportunities for the students to explore their own strategy, tricks, or
skills. Those opportunities appeared to come from instructions that provided groundwork
43
for the activity but were flexible enough to limit the movements or strategies required to
perform.
This was evident in one activity entitled "alligator alley" which asked students to
get across the river without being bitten on the legs by an alligator. Students were
"bitten" when a ball rolled by students on the shore tagged them on their feet. This was
not only an activity that was new to the students but they also lacked prior knowledge. In
addition limited instruction gave students opportunity to explore with others different
strategies. As students progressed through the activity movement strategies evolved and
both groups of students (alligators and runners) explored a variety ofways to cross the
river and roll the balls at their peer's feet. Exploration appeared to derive from the lack
ofknowledge about the activity and minimal instructions that were given by Mr. V.
Student enjoyment was higher during the exploration phase. Chen et al. (2001) also found
that enjoyment was derived from exploration. The activity, which is quite simple to
perform for all students, was lacking in terms of complex skills, strategy, and tactics. As
the students mentioned the complexity of the activity does play a role during exploration.
Once students became skilled their intent to explore diminished. During the lesson
approximately 20 students began wandering without focus towards the learning task.
Those same students demonstrated less enjoyment in terms of facial expression
and body language. Based on this particular lesson exploration does play a role in
generating interest in the activity but a lack further exploration led to a lack of interest.
Once exploration dilninished attention and enjoyment soon followed. Novelty, Instant
Enjoyment, and Attention Demand derive and depend on each other (Chen & Darst, 2001)
therefore without room to explore within a learning task the remaining components
44
cannot stand on their own and increase Sl.
Questionnaire results illustrated a desire to explore based on student's lack of
knowledge about an activity. MANOVA and Post Hoc test results indicated that the
components ofSI are significantly different from one another, suggesting that the
components are measurable and reliable in physical education (Table 5). The seventh
(Period D).and 8th (Period B) grade classes were given questionnaires following almost
identical lessons. A significant relationship was found between Periods Band D among
the components of Exploration and Novelty. Results from the Scheffe Post Hoc test
suggested that a significant difference exists (<.05) between the seventh and 8th grade
classes for responses aimed at Novelty and Exploration Intention (Table 6).
Eighth grade students had been through the Duneberry Program for an additional
year which may have resulted in the difference between groups. Period B had
participated in many ofthe activities, resulting in a diminished sense of Novelty that
many of the seventh grade students reported (Tables, 1, 2, and 3). The 8th graders had
accumulated knowledge, skills, and experience in the activities possibly resulting i.11 a
much lower sense of Novelty. Lack of Novelty appears to lead to less exploration. The
Post Hoc data supports increased knowledge and information about a learning task likely
decreases the likelihood of exploration during the student-task interaction.
45
Table 5
Multivariate Tests; Between and Within Subjects
Between subjects
Among measures of Situational Interest
Between class periods (A, B, and C)
.j:>.
0\
Within Subjects
Between Questionnaires
Between Questionnaires and class periods
Error DF
Sig.
Partial Eta. Squared
Pillai' s Trace
Wilks' Lambda
Hotellings' s Trace
Roy's Largest Root
50.00
50.00
50.00
50.00
.00
.00
.00
.00
.977
.977
.977
.977
Pillai' s Trace
Wilks' Lambda
Hotellings's Trace
Roy's Largest Root
102.00
100.00
98.00
51.00
.05
.05
.04
.01
.210
.217
.223
.314
Pillai's Trace
Wilks' Lambda
Hotellings' s Trace
Roy's Largest Root
45.00
45.00
45.00
45.00
.016
.016
.016
.016
.361
.361
.361
.361
Pillai' s Trace
Wilks' Lambda
Hotellings 's Trace
Roy's Largest Root
92.00
90.00
88.00
46.00
.041
.022
.012
.001
.274
.297
.319
.454
Table 6
Post Hoc Multiple Comparisons Test between Classes, Questionnaires, and Components
SI Component
(I) Code
(J) Code
Mean Difference (I -J)
Std. Error
Sig.
Novelty
Period B
Period D
Period E
Period B
Period E
Period B
Period D
-2.68
-.56
2.68
2.12
.56
-2.12
1.01
1.12
1.01
1.01
1.12
1.01
.037
.881
.037
.121
.881
.121
Period D
Period E
Period B
Period E
Period B
Period D
-.384
-.268
3.84
1.16
2.68
-1.16
.89
.98
.89
.89
.98
.89
.000
.030
.000
.435
.030
.435
Period D
Period E
..j:::..
-...l
Exploration Intention
Period B
Period D
Period E
SI Component
(I) Code
(J) Code
Mean Difference (I -J)
Std. Error
Sig.
Instant Enjoyment
Period B
Period D
Period E
Period B
Period E
Period B
Period D
-1.10
-.79
1.10
.37
.73
-.37
.87
.96
.89
.87
.96
.87
.453
.750
.453
.913
.750
.913
Period D
Period E
Period B
Period E
Period B
Period D
-1.11
.13
1.07
1.20
-.13
-1.20
.94
.04
.94
.94
1.04
.94
.527
.993
.527
.451
.993
.451
Period D
Period E
Period B
Period E
Period B
Period D
-.98
-.54
.98
.44
.54
.44
.75
.83
.75
.75
.83
.75
.432
.807
.432
.845
.807
.845
Period D
Period E
Attention Demand
Period B
Period D
Period E
.j::..
00
Challenge
Period B
Period D
Period E
Novelty refers to the newness or uniqueness of an activity and can be developed
from a lack ofunderstanding about an activity (Chen, 1999). The word 'Novelty'
appeared difficult for students to apply to the context of physical education. To better
understand their SI regarding Novelty, phrases such as "activities that are new" and
"something you haven't seen before" were used during interviews. This language was
aimed at giving students a better understanding of the concept. Two major themes
emerged from the discussions about novel activities that novel: 1) higher enjoyment
resulted from new activities and 2) during these activities students developed feelings of
anxiousness and Challenge.
Participating in activities that were novel resulted in students having increased
enjoyment or as some ofthe students said; "fun" or "exciting". Students described how
they felt and what they thought about when they participated in activities that had a sense
of Novelty. Each student mentioned having fun, enjoying themselves, or being excited
during these activities. Daniel, a moderately active student talked about some activities
that are new and how you feel during those activities:
"Urn, I probably would say the urn, sharks and minnows game, that was pretty
fun, urn, where we all got to just tag each other and when we got tagged we just
freeze there it was almost like an extreme of freeze tag it was really cool. I forget
what it was. There was another game it was called something alligators, but
instead of there were people in the water, there were people on the sides of us
lining up and they would have balls and they would try to throw them at us and
urn they would be hula hoops in the grass as lily pads and those were the safe
zones and we had to get across and pretty much if we got hit by a ball we were
out, that was a lot of fun. That was pretty much the two newest things that I've
done ... Um, I feel pretty excited that I like get to come to school and learn
something new that I can go home and play with my friends that I can play with
my friend with, urn, it's really a lot of fun to me."
Later in the interview Daniel continued sharing how he felt about doing something new:
49
"Urn, I personally I really like it I really enjoy learning something new and
creative that I can do, urn, cause sometime at home I'm just bored I play with all
my stuff and all my friends are home but we've just outside and just waiting
thinking about something new to do but when I go to PE and lean something new
I can take that home and then me and my friends and everyone that I know we can
all just play it and its not, it's not just a game like tag or hide and seek, it's like a
new game that you don't really think of"
Brian, a highly active student, responded during a similar discussion:
"It's entertaining and it's just it focuses me more. Becal,lse like ifl know how to
do something I'm kind ofbored about"it cause I just want to get to the point and if
its new I kind of want to learn.. .! just kind oflike sit and wait for him, Mr. V, to
get to the point and it's just kind ofboring every time he has to go through the
rules if we've done it many times before."
"It's kind of interesting, like I've always wanted to learn something new and it just
entertains me more for new things ... There fun, and there more entertaining than
old ones, cause old ones like I said with the video games if you play it so much it
gets old."
While discussing activities that were new similar responses came from Travis, a
moderately active student:
"It's a lot funner than doing something like old, cause like we go play hockey
that's a lot funner than going out and running or like doing something like we
already did. I liked playing the hockey better because it was a lot funner, like it
felt a lot different than any other sports that I play... For one it's new so I want to
do more to try and be better and cause its new and then second, I think cause it's
probably going to be funner because its new and I haven't played it, that'swhy.
It's more fun like we've, when we were in the fitness center and he told us we're
going to use those electronics I was really happy and excited."
The second theme that emerged during the discussions of Novelty was the development of
anxiousness and feelings ofbeing challenged. Students reported feelings ofbeing
"scared" or "nervous". Paige, a low activity student, responded:
"Well mostly I think that like since it is new it's kind of scary cause you know
sometimes when it's your first time riding a roller coaster you're like 'I don't
really want to do this', but once you try it out it's like 'I want to keep doing this,
cause it's fun'."
Tim, another low activity student, was asked how he felt when he participated in an
50
activity that was new, responded as follows:
"I feel like I have to ask a lot of questions to understand it but usually I pay
attention a lot so I know a lot like I know how to work what he is saying and
things· like that, but it makes me feel good, like I'm learning more, not doing the
same things over and over again."
Jeff, who is moderately active, talked about how he felt while using new equipment and
participating in new activities in physical education:
"I kind of feel excited and nervous because, urn, I've never seen this stuff before
and in elementary school we don't really have that type of stuff so it's pretty cool
to use that."
"I feel like I kind ofbefore the activity and before he is explaining it I try to
remember that stuff so I could participate correctly and efficiently so I feel that."
Jackie, a highly active student, talked about how she felt when participating in something
new:
"I feel like anxious since I don't really know exactly what I'm doing but I try to
do my best and stuff but sometimes it's like I'm kind of confused but it's kind of
simpler because you can do it all for some stuff and he tells you. I feel kind of
good when I fmish something new."
"When I try something new I feel accomplished when I'm done with it because
it's something, it's more education, like my physical education and my mental
education because now I know how to use that thing."
Based on questionnaire results, a relationship among Novelty, or lack of
knowledge about an activity, and the desire to explore was found. Table 2, which
represents the Grand Means across classes and questionnaires, suggests that a relationship
between Novelty and Exploration might exist. Statistical significance (p<.05), as shown
in Table 4, between the seventh and 8th grade classes indicated a year of experience may
had an adverse effect on the likelihood that a student will explore based on the lack of
know ledge about an activity.
Challenge
51
Challenge relates to the level of difficulty one encounters when engaging in an
activity. Questions about challenging aspects of physical education class found that all
12 students associated the word "challenge" with physically demanding learning tasks.
As students elaborated they made connections with "mentally" or "skillful" demanding
aspects ofvarious activities, but the majority of responses were focused on the physical
demands of a learning task. A common theme was established when students most often
associated the word challenge with the physical demands that an activity requires.
Challenge was coded fewer times than other components of SI and was only
mentioned once as being directly influenced by another component. Students were asked
to discuss the most difficult aspects of their physical education class, activities, how they
felt, and what they thought about when they were challenged. The primary theme that
emerged from the responses was a similar desire and excitement among students of all
skill levels while being challenged in physical education. A desire to accomplish a goal
and participate in the activity was the most common response. Paige, a low activity
student, talked about the challenges in physical education and how she felts:
"Wow, urn, they're challenging but not too challenging to a point where you're so
bored that you want to get out of class really fast but like you can test yourself
with all the stuff that we do to see how like what your body is able to do and like
how long you can do it and things like that. Like, it's a good kind of
challenging."
"I think running around the lap, like even one time like that was even challenging
for me, but also adventurous because you want to see how far you can go."
"When we were doing the run for when we had the cones lines up and Mr. V
stood next to a cone, like I got really hard during that one but I know I was
working really hard on that one and I was really out of breath but I felt really
good about that one so, that's like a kind of challenging like it's a little bit more
challenging that what I would set for myselfbut like I'm glad that we do it."
Tim, a low activity, also talked about the aspects ofhis class that were challenging:
52
"I can't really think of, what aspect of something is hard. Some of the things that
are really physically demanding, that kind of makes it hard for me .. .I want to
overcome the challenge and beat it, kind oflike, urn yeah, I just want to overcome
and beat it."
Jackie, a highly active student, responded to a question regarding the challenging things
she had done in physical education was similar to other students across activity levels.
"For like the physical activities it's probably like the running because it's like its
more physical then like doing like the rock wall because you get strength from the
rock wall but when you're running you get all the muscle in your legs and stuff.
But when it's like a skillful activity like Frisbees, I'm not that great at Frisbee so
it's like I'm more concentrated when I'm doing the Frisbees because it's like
motivation to have to hit the thing instead of doing"
When asked how she felt when she was challenged Jackie responded:
"Well back to like, I feel anxious. It's like when I'm done with the activity I feel
accomplished with what I've done that day instead of doing something I already
know how to do I don't feel any accomplished."
Beckie, a highly active student, said:
"Challenges I probably feel a little bit more interested in because it's something
that like exceeds my levels of ability and, urn, I probably feel better like I feel like
I should do it to see how to do it and it would probably make my interest higher."
Travis, a moderately active student, had a similar response:
"See if you're not being challenged! don't think that people would try that hard if
they're not being challenged, but if they are they will try a little hard to work
because you're not being challenged, you're being tested to see how you're doing
so I think that helps people to."
Member checking was used to review and clarify student responses. Students had the
opportunity to add, modify, or alter their response if they felt what they said was
misinterpreted or misrepresentative. Some students felt that challenge might be more
than just a physical demand but also "mentally challenging". For example Travis gave an
initial response to a question about challenge that was difficult to interpret and was asked
to clarify his initial response.
53
''Travis (initial response): I feel like I want to do more ifl'm challenged instead of
not being challenged. Like yeah, I want to do more fun challenging things."
During the member checking he clarified his response. Travis said; "It's more fun ifl am
challenged and I'll want to participate.. .it's both a mental and physical thing."
Paige, a low activity student, was asked to clarifY the following excerpt:
"Paige: It's kind of like a mix of emotions like you don't want to do this because
you~re being challenged and I don't really want to exercise all the time sometimes
I just want to lay back at home, that's what the weekend is for. Urn, how I feel
about this. I don't know."
When Paige was asked about the impact of a new activity:
"Only a little bit, like when I first came here we were doing like the fitness center
and everything I was excited because it was something new that I've never done
before and I was kind of like excited to do it and see like what I could also do
with it, so."
"Cause its new but then like no because I'm like excited. So it's like a yes no kind
of thing."
Responses followed a similar trend. A challenge that targets physical and i
cognitive demands might enhance the mental disposition of SI. The most significant
difference was between a traditional cardio-vascular endurance lesson 'sometimes .\Called a
run-day, and an interactive cardio-vascular activity using video, interval training,
modified plyometrics, and heart rate monitors as an objective individualized grading
system. Both of these lessons were used as a method of assessing and improving cardiovascular endurance.
During the traditional "run-day" students were observed being disengaged from
the instruction and showed no visual signs of enjoyment. To monitor their endurance
level students were asked to jog continuously to a specified location. If students ran from
the starting line to the first location without stopping they received a grade ofD, if they
54
made if to point two without stopping the received a grade of C, and this sequence
continued until the fmal point where they would receive grade of A if they made it
without stopping. This is called "Choose-Your-Grade" run and students can run until
they feel they have achieved the grade they want to receive. This lesson had one goal to
complete the run. Once students fmished they were free to pick up equipment and
participate in "free play" with their peers. Once students moved to "free play" students
were observed wandering, disengaged, and looked unmotivated. Thirty-Nine students
/
(76% ofthe class) fmishedwith a grade of A, Seven (13% ofthe class) students looked as
though they achieved the grade they wanted and stopped, and the remaining six students
(11% of the class) ran to the point they could and stopped due to exhaustion. .Challenge
did not appear to play a role in enhancing SI and the appearance of a "physical" challenge
seemed to appear in the six students that ran to the point they could. During observation
students appeared unmotivated, easily distracted, attention wandered while watching
other classes, and students looked disinterested.
The same students were observed during cardio-vascular assessment lesson using
the video guided high intensity interval training workout where students engaged in and.
combine various modified plyometrics, strength, and aerobic exercises. In addition, they
used heart rate monitors to monitor their heart rate responses during the activity. Students
were able to assess their cardiovascular levels on an individual basis, participate in a
variety of new movements, were given clear instruction and feedback throughout the
lesson, and had clearly defmed goals and objectives. Students were divided into lines
where they had an opportunity to watch the screen which projected the T-bow video.
Students were guided through an aerobic workout by a video tape that incorporated
55
different movements and progressed in levels of difficulty. Movements included
modified plyometrics, strength exercises, and non-traditional aerobics. Prior to the video
students started their heart rate monitors in order to track and record their heart rates
throughout the duration of the video. Students were not assessed on execution of the
movements but their ability to stay in their exercise heart rate zones. Exercises were
intended to guide and demonstrate various techniques to improve cardio-vascular
endurance. Students directed their attention to the instructor. As the lesson continued
students were observed becoming fatigued; respiration rates increased, student's faces
became red, and increased the perspiration. When the video finished 12 students
immediately laid down on their backs. All students checked the heart rate monitors.
This lesson represents an example of a learning task that influenced all five components .
of SI. Students were presented with a physical challenge, engaged in an activity that was
new to them; it encouraged exploration, required more attention, and students appeared to
enjoy the activity. Students were observed laughing, smiling, and talking in a positive
way about their experience in the activity.
Questionnaire responses supported these findings. Descriptive statistics and
grand means, (Table 2 and 3), imply that Challenge had the overall lowest values among
components of SI. Low means and lack of a relationship between other components
suggest two things: 1) low scores indicate that students interpreted the activity as less of a
Challenge when comparing them to the other components of situational interest. In
addition, responses were not related with other components of SI throughout different
activities. 2) Because most students equate the word challenge with the physical
demands of an activity, only increasing the physical requirements of a learning task might
56
play less of a role in the development of situational interest
Observations, interview responses, questionnaire results, member checking, and
coding queries suggested that Challenge does have the ability to contribute to SI but its
relationship with other components might not be as important when looking at overall SI.
The sole influence of a physical challenge on other components ofSI was almost non. existent. However, when a physical challenge was combined with characteristics of an
activity that influenced the remaining components ofSI and utilized more cognitive
demand a physical challenge did appear to contribute to increased SI.
Variety
Duneberry's Middle School curriculum offered activities that focused on
individual fitness, cooperative games, lifetime activities, and team sports that focus on
peer interaction. Duneberry's schedule is built to include variety and provides students
with an opportunity to participate in a different activity each day. Also, students
participated in various fitness activities within a given class period. Classes were
structured using a circuit training format to focus on fitness exercises, manipulative, nonmanipulative, and locomotor skills. Physical education classes rotated between spaces
and gave students chances to engage in numerous activities each week.
Although, Variety is not a component ofSI it emerged as an important role in it's
development. Evidence suggests that an individualized student-centered approach to
physical education can improve physical activity levels among students (Clocksin, B.D,
Watson, D. L, Williams, D. P, and Ransdell, L. 2009). During student interviews variety
was an important component when looking at various aspects ofSI. Not only was variety
a topic mentioned frequently but it was often linked to three components of Situational
57
Interest including Attention Demand, Instant Enjoyment, and Novelty. During questions
that focused at looking at these components students often made reference to the
opportunity to try new things and do different things in each activity. Justin, a
moderately active student, gave the following response when asked about activities that
grabbed his attention:
"Like doing lots of new things for that activity, like doing different things for
different things for different activities, doing more than one thing for an activity."
Later in the interview Justin elaborated on activities that enhance his attention:
"My attention is usually kind of high because I like to do stuff and, yeah,
sometimes when we do like, urn, when we do hula hoops and jump ropes
sometimes I get bored so it's notthat high. Usually on Fridays we go and we do
the fitness center and that's one of my favorite ones."
When asked why those activities keep his attention he said:
"All the different activities that we can do. We ride the bikes and we do stair
steppers and Dance Dance Revolution and havethe rock climbing wall."
Travis, who is moderately active, responded as follows when asked what kept his
attention:
"Like if we play every once in a while it's fun, but if we like play it all the time
it's not that fun so I think that's one of the reason. I get bored of playing the same
thing. So, maybe. Say you play like hockey every day like you went to PE and
you played hockey that would be really boring. Say if you played it every once in
a while it wouldn't be, it would be a lot much funner cause you wouldn't play it
that much. Like the football if you played football every single day and then if
you didn't play football every single day it wouldn't get as boring if you didn't
play every single day."
When asked about exploration in physical education Jeff, a moderately active student,
talked about variety in physical education:
"Probably like doing multiple things at once, like I don't know, kind of running
and doing some other activities at the same time to kind of make it a little harder."
58
Jeff revisited the topic later in the interview when asked what types of activities kept his
attention:
"Probably like the one we did today (they did an Insanity workout) because he
like, Mr. V said we have to keep changing the routine and always focus in order to
switch like fast and stuff, so, it's just kind of yeah,"
Jeff discussed how switching kept his attention:
''Because I have to focus, because ifl didn't I would probably be like way behind
everyone and I wouldn't want that to happen, I would want to be with the rest of
the group."
"The switching I like especially because urn, what's it called, I like sometimes
play like we make up games and we play games with jump ropes and stuff like we
used to play in elementary school and the body blades. I mean we didn't use that
earlier, also the weight room and all that stuff."
Jackie, considered highly active in physical education, also talked about switching the
activities in physical education:
"It's kind of different since we know what the days is, we can kind of prepare for
it. If it's a run day I try to bring my running shoes but if it's like, urn, a
weightlifting day I can wear my regular shoes so when there is an actual schedule
I feel more prepared and ready for it, so I like it. I guess I do better when L
prepared for things, like prepared for a test; I'm prepared for that day. Since there
is different things on different days I feel, like if we did the fitness center every
day I would get really bored and I wouldn't enjoy it anymore but we only do it on
Mondays. Then we do HopSports on Fridays, Tuesdays are our run 'days, we are
always prepared for that. Before we come to school we're not going to eat 6
donuts because we have to run afterwards we're going to have some fruit or a
whole waffle or something."
Jackie later emphasized that variety contributed to enjoyment in physical education:
"I like the HopS ports, we only do it once a week so every time it comes around
we've excited. And the fitness center with all the new activities it's not like there
is only one thing to do in the fitness center there is like 3 0 different things to do in
the fitness center so every week you try something new and that's always fun."
Based on interviews and observations variety enhanced SI in middle school physical
education and descriptive interview data illustrates the importance that variety plays in
59
the setting.
Discussion
The purpose of this study was to better understand how curriculum that
incorporates non-traditional activities influenced SI in seventh grade physical education
students in order to better understand how a non-traditional environment influences
individual components and how those components work together to enhance Sl. Various
factors appeared to influence the individual components of SI in this study. If SI is to be
enhanced the development and interaction of each individual component is integral when
designing and teaching curriculum.
Instant Enjoyment was the component ofSI that was referenced most often and
had the greatest impact on the overall interest ofthe students. When the students enjoyed
an activity the likelihood that they were involved in the activity, both physically and
emotionally, was greater. The idea that enjoyment is a critical aspect ofSI, not only in
physical education, is consistent with the findings of numerous studies regarding SI in
physical education (Chen & Darst, 2002; Chen et al. (2001 ); Chen & Darst, 2001 ).
Because Instant Enjoyment was referenced often as being influenced by or fostering the
development of other components it is less of a stand-alone concept and more a product
that derives from the other components of SI. When students talked about their
enjoyment they made connections to other components of SI which led to the conclusion
that Instant Enjoyment can be developed through the features of an activity and the
interaction between components. Instant Enjoyment, which is a psychological state that
develops through the interaction and accomplishment of a learning task, was influenced
heavily by relationships with Novelty, Attention Demand, and Exploration Intention.
60
Activities that had a sense of Novelty positively impacted Enjoyment as reported by the
students. Novelty is a feature based on the design of a learning task that can be impacted
through the features of an activity. Activities in which the students had a lack of
knowledge or experience had higher reporting of enjoyment. Another factor of activity
design that impacted the development of Instant Erifoyment was the interaction between
peers. Students placed an importance on having the opportunities to work together in
individual,
dua~
and team activities. That opportunity had a direct impact on the
enjoyment rep01ted by the students. If students had the opportunity to explore in a
cooperative setting and participate in activities that have a degree of Novelty they are
more likely express higher feelings of enjoyment. From the interviews an understanding
that working with their friends and peers was essential in physical education.
In addition, when students reported the presence of Instant Enjoyment that there
might be a positive correlation with Attention Demand and Exploration Intention. That
relationship was evident throughout the data collection process, During activities that
students found enjoyable they paid more attention, had increased focus, and were more
likely to explore the characteristics, tactics, and strategies of a learning task. Based on
the data collected Instant Enjoyment is less of a stand-alone concept but a component of
SI that elicited from and has a direct influence on other components of SI, in particular;
Novelty, Exploration Intention, and Attention Demand.
Attention Demand required by an activity comes from the interaction between a
student and an activity. This is consistent with Deci's (1992) classification of Attention
Demand as and interactive feature of SI. This gives the participant an opportunity to
better actualize the interaction with an activity and how it associates with their attention
61
level, enjoyment, and overall interest in a lesson. The most significant interaction
between Attention Demand and other components was the elicitation of attention in
activities that the students found enjoyable. When a student found an activity enjoyable
they would direct more of their attention to the learning task.
Novelty and variety significantly influenced the feelings of attention. Durmg new
activities the demand for attention during instruction and exploration throughout the
activity was greater than activities that the students consider "old". Lack ofknowledge
I
and a sense of"newness" appeared to help promote higher attention during participation
in physical education. Activity variety presented an interesting perspective when looking
at Attention Demand and level of concentration during physical education. When :
students participated in a variety of activities that they were less likely to be bored ion the
same level as the activities they classified as "old". During observations and interyiews
when students were exposed to a learning-task in a repetitive nature their attention tended
to decrease and their expression of boredom and wandering tended to increase. Attention
Demand was impacted by a number of factors that lead to higher attention expressed by
the students. Because Attention Demand is an interactive feature of SI it can be
expressed by a student through reflection on their experience in an activity. Students
expressed the highest attention when they were exposed to variety of activities or tasks,
had opportunities to explore, were better able to track their heart rate and work toward a
desired goal, and when they participated in activities that had a sense of Novelty.
Exploration Intention, a cognitive disposition, is about searching or exploring a
learning task for the purpose of discovery. Because it is about discovery the most
important factor in fostering exploration was the lack of knowledge, skills, information,
62
or expenence. Students repeatedly shared their feelings about exploration and although
the words are not always the same a lack ofknowledge or information about an activity
sparked a mental response related to exploration or as the students call it, "learn more
about how to do it." Studentsin this study appeared to not have the desire to explore
beyond those activities in which they lacked knowledge, skills, or information. In
addition, without substantial opportunities to explore the desire to explore soon
diminished. When the learning task was too simple students initially focused on the
exploration of the skills, strategies, and tactics but once those were learned and
sometimes mastered students exploration and attention diminished. Although, a lack of
information elicits exploration, a learning task that does not provide substantial and
complex opportunities to discover fails to maximize and continue exploration. The intent
to explore, which is a cognitive response, can lead to positive emotional responses and
help develop feelings of enjoyment. Lack ofknowledge, information, or experience
initiated the desire to explore and it appears that a learning task that supports long-term
opportunities for discovery can fhrther develop a desire to explore.
Novelty, which is the state ofbeing new or unique, was developed fi·om a lack of
knowledge about an activity. It became clear that the students at Duneberry Academy
had the opportunity to participate in something new and they reported having increased
fun and enjoyment. There was no clear activity or type of activity that seemed to
contribute to the Novelty of situational interest but rather an idea of newness or lack of
experience that helped contribute to the enjoyment as a result of Novelty. "Fun" was a
result of the person-activity interaction and further supported the notion that Instant
Enjoyment can, in part, derive from Novelty. Novelty is considered an activity feature of
63
situational interest (Deci, 1992) and when students reflected on their experiences in new
activities there appeared to be a strong correlation with positive emotional responses.
Students also reported feelings of anxiousness and being challenged that appeared to stern.
from a lack of understanding or experience with the learning task. Through examination
of the data student's responses were characterized as being able to encourage high
attention and exploration among students. When students talked about their anxiousness
during these experiences they also talked about the fulfillment they got from participation
in something new. In order to get past those initial feelings of trepidation it is possible
that attentiveness towards the learning task and exploration of the characteristics of the
activity are required.
seventh grade students Novelty appeared to have a significant impact on other
components ofSI and, theoretically, overall interest in an activity. These results are
contrary to the fmdings of Chen et al. (2001) which found that Novelty was more of an
indirect source when measuring SI in four basketball learning tasks among seventh, 8th,
and 9th grade students. This difference may be due to the curriculum that uses activities
that are nove~ activities that the majority, if not all, of the students had not been exposed
to. Previous studies had yet to investigate the impact that Novelty plays in physical
education. Differences between seventh and eighth grade classes in the questionnaires
did show that with increased experience in an activity there is a decrease in the intent to
explore. This may be based upon eighth graders prior experience with the activities that
resulted from participation during their seventh grade physical education. As the students
from Duneberry have shown not only can "new" activities increase the feelings of Instant
Enjoymentbut they can also stimulate the intent to explore and the attention required to
64
participate. Those feelings were related to lack of experience, knowledge, and expertise
in the learning task or individual characteristics of the task.
Challenge, which is feature of a learning task, took an unexpected but important
direction during this investigation. Because Challenge is a subjective concept it was
difficult to clearly defme the word in the context of this study. Through examination of
the data it was determined that students in the study most often associated the word
challenge with a physical demand in physical education. Although Challenge tended to
represent something that is physically demanding there was still a similar desire to
improve and participate. When their improvement is subjective it appears that Challenge
can contribute to increases in participation among students of varying activity levels.
Regardless of this desire to overcome the "physical demand", Challenge does not appear
to have a direct influence on SI. This is not to say that Challenge does not have a role in
increasing Situational Interest.
Further examination using member checking and observations revealed that
Challenge might include a cognitive demand as well as a physical demand. Comparing
'v
the two cardio-vascular assessment lessons; the choose-your-grade run and the video
guided high intensity interval training workout where students engage in and combine
various modified plyometrics, strength, and aerobic exercises; both activities provided a
. physical challenge. But, the behavior and responses of the students throughout the lesson
could not have been more different. Solely a physical demand, which was characterized
by the choose-your-grade run, found students wandering, disengaged, and unmotivated.
An activity that was cognitively and physically demanding, which was characterized by
the video· guided interval training lesson, had increased engagement, participation, and
65
focus throughout the activity. In addition, the video guided interval training lesson had
an impact on all five components ofSI. Students were (a) focused on their own personal
goals, (b) they explored the exercises of the activity, (c) they exerted themselves
physically, (d) participated in something that was noveL and (e) had an enjoyable
experience. By comparing these two activities the impact of Challenge (from a
physically demanding perspective) might be less important than other components when
looking at overall SI. The combination of a "mental and physical" Challenge seems to
have more of an impact on other components of SI such as Attention Demand and
Exploration Intention. Those components come from the mental disposition category and
tend to derive from a person's interaction with an activity.
Because SI is a construct based on the development of various components the
relationship between each component must be taken into account. Low scores across the
.· '·
questionnaires and the lack of relationship between components indicate that a physically
demanding task might play less of a role in the development ofSI and.its individual
components. Activities that were just challenging (in terms of the student's perception of
challenge) showed less likelihood ofbeing Situationallylnterested. Although, activities
that were physically demanding as well as targeting other aspects did appear to
demonstrate increased, Sl. These fmdings are similar to the findings of Chen et al.
(2001) that found that Challenge had more of an indirect effect ofSI.
More importantly, increasing the physical demand of an activity might not play a
role in the development of Sl. However, this is not to say that the physical demand of a
learning task should be eliminated when accounting for Sl. Especially considering that
students repeatedly expressed a desire to improve their own individual goals. It is more
66
likely that integrating cognitively demanding aspects along with the physical demand can
positively impact SI.
Variety can play a role in the development of SI. Duneberry students were
involved in a physical education program that emphasized variety. During the interview
process curriculum that emphasized variety had a unique opportunity to enhance the
development ofSI. It appears that alack ofvariety contributed to boredom which is
characterized and defmed as a person being disinterested. An array of different activities,
as it relates to SI, had emerged as a contributor to higher enjoyment and an increase in
attention during a learning task. Both ofwhich were critical to the development ofSI. If
physical educators can increase enjoyment and attention towards an activity but also
prevent the onset ofboredom through their curriculum they can help enhance a student's
SI.
This research looked at the influence of non-traditional physical education
activities and the role they play in the development of SI and the interaction between its
individual components. Results support the findings that Situational Interest is a result of
learning task design (Chen & Darst, 2001; Rink, 2010). Student responses from
interviews and questionnaires were based on their experiences in the curriculum and its
learning tasks. Variety and the delivery of activities were emphasized and provided a
sense of Novelty. With the majority of physical education classes using a multi-activity
curriculum that uses 4~5 week unit plans focusing on one sport and using a teacher
controlled classroom environment, this is some6mes referred to as the "business-asusual" approach (Ennis, 1997). The current study explored the impact that a constantly
changing schedule could have on SI and the interaction between components. Novelty
67
and variety, the primary features of the research setting, played an important role in the
development of SI and its individual components.
Appendix F illustrates the interaction between components. The five components
.of Situational Interest work together and build upon one another to create the overall
construct ofSI. Although Variety is not a component ofSI it was a theme that emerged
throughoutthe study and played an important role in the development ofSI. It has been
placed at the bottom of Appendix F to represent the impact that variety has on the
/
components ofSI.
These findings may have implications for the design oflearning tasks in physical
education. Because Personal Interest is difficult to target in a classroom setting (Chen et.
al. 1999) SI may have the potential to enhance interest based on the appealing
· characteristics of an activity. Lessons can be structured in a way that focuses on and
•maximizes the interaction between the individual components ofSI. For example,
teaching a lesson that incorporates cooperative elements, has ample opportunities for
each student to further discover elements ofthe task, and provides a sense of Novelty is
more likely to evoke higher SI than a lesson that fails to provide those opportunities.
With the growing disinterest level of students in physical education incorporating and
maximizing SI is essential to providing fun and valuable opportunities that emphasize
learning in physical education.
As physical education teachers strive to create and develop a more Situationally
Interesting environment the opportunities to do this are engrained in the curriculum and
the individual activities provided. Teachers that develop activities that enhance SI have
the opportunity to teach students that are more motivated and engaged in the content
68
(Subramaniam, 2010). Understanding the interaction between components gives
practitioners an opportunity to create an environment that is more likely to evoke SI.
Based on our results providing activities that have a sense of Novelty (a lack of
understanding or experience), provide ample opportunities to explore the characteristics
or tactics of an activity, emphasize cooperative elements in both individual and group
activities, and developing a curriculum that emphasizes Variety have the strongest
potential for educators to use when designing activities that aim to enhance SI. So often
I
in physical education students see the same activities numerous times (Roslow Research
Group, 2009) and this traditional physical education landscape also sees consistent
declines in interest (Ennis et al., 1997). Non-traditional activities that emphasize Novelty,
or a student's lack of experience and knowledge, appear to have strong potential in the
development ofSI. Combine these non-traditional activities with ample opportunities for
students to discover various characteristics of the activity (Exploration Intention),
participate with their peers in both individual and group activities, and provide a variety
of activities in the curriculum would be a great way for a physical education teacher to
foster the development of Sl.
Further investigation from a pedagogical perspective is recommended to further
provide information of the development ofSI. For example, understanding the long-term
(i.e across a semester or school year) effects of a curriculum that emphasizes variety,
frequently uses cooperative activities to build peer relationships, and uses a personalized
grading system to evaluate physical fitness. The impact on SI, motivation, and learning
would be beneficial to researchers and practitioners. In addition, looking at the
association between SI and learning motor skills, improving fitness scores, the
69
understanding of movement concepts, and the wellness benefits of physical activity in
physical education can provide additional information for the design of curriculum in
·physical education.
With SI being a powerful tool with strong potential to use when designing
curriculum (Chen, 2001; Chen et al., 2001; Deci, 1992; H1di &Anderson, 1992; rdapp et
at, 1992) understanding the link between its individual components is essential wHen
targeting SI to enhance the interest levels of students. SI is powerful when looking at
interest in physical education and by focusing on SI and its contributing factors
practitioners can be helped to recognize their importance when designing curricuhfm.
Enhancement of the individual components can lead to a more Situationally Intere~ting
environment. Because SI is the effect of appealing characteristics of an activityorl a
student (Hidi & Anderson, 1992) it influenced through the design of a learning task
(Chen & Darst, 2001). To increase SI the development of each component is imp~rtant,
without targeting the interaction between components when designating learning tasks
the highest degree efSI cannot be achieved.
Limitations ofthe Study
The study represents student's views from three physical education classes in one
Southern California middle school, thus, the results are only applicable to those students.
The study was intended to better understand the impact of a non-traditional curriculum on
SI. Design size also limited the number of students interviewed and does not represent
the perspective of all students. Increased sample size would have provided a more
comprehensive understanding of the impact on SI. That would have also provided
additional opportunities to administer questionnaires and question students experience in
70
the non-traditional curriculum. The length of the study limited the number of activities
that were observed, questionnaires administered, and the student's experience in the
curriculum prior to the interviews. In contrast, this study does represent one ofthe more
extensive studies regarding SI not only in physical education but across content areas.
71
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Appendix A
Situational Interest Scale-Questionnaire
Roll Call Number- - - - - - - - - - - - - - - - Situational Interest Scale-Questionnaire
(Chen, Darst, & Pangrazi, 2001)
Circle a response to each question
1. This activity is exciting
Very True
True
Neutral
Untrue
Very Untrue
Neutral
Untrue
Very Untrue
Neutral
Untrue
Very Untrue
Neutral
Untrue
Very Untrue
Untrue
Very Untrue
2. It is a complex activity
Very True
True
3. This activity is complicated
Very True
True
4. My attention was high
Very True
True
5. I was very interested all the time
Very True
True
Neutral
6. I'd like to find out more about how to do the activity
Very True
True
Neutral
Untrue
Very Untrue
Untrue
Very Untrue
7. This is an exceptional activity
Very True
True
Neutral
77
8. I want to learn more about the skills required to become better
Very True
True
Neutral
Untrue
Very Untrue
Untrue
Very Untrue
Untrue
Very Untrue
Untrue
Very Untrue
9. This activity is appealing to me
Very True
True
Neutral
10. This is a new activity for me to do
Very True
True
Neutral
11. It is an enjoyable activity to me
Very True
True
Neutral
12. ·I want to discover all the tricks in this activity
Very True
True
Neutral
Untrue
Very Untrue
Neutral
Untrue
Very Untrue
Neutral
Untrue
Very Untrue
Neutral
Untrue
Very Untrue
Neutral
Untrue
Very Untrue
Untrue
Very Untrue
13. This activity is fresh
Very True
True
14. This activity is new to me
Very True
True
15. I was focused
Very True
True
16. I was concentrating
Very True
True
17. This activity is a demanding task
Very True
True
Neutral
78
18. This activity inspires me to participate
Very True
True
Neutral
Untrue
Very Untrue
Untrue
Very Untrue
Untrue
Very Untrue
19. It is hard for me to do this activity
Very True
True
Neutral
20. I like to explore details of how to do it
Very True
True
Neutral
79
AppendixB
Duneberry Academy Physical Education Program Features
Technology and Assessment
The physical education program at Duneberry uses technology to aid in the
assessment of physical activity and fitness levels throughout the school year. The goal is
to individualize and provide objective means of measurement that quantifies each
student's effort and participation. Data is managed in student portfolios that can be used
by the physical education teachers manage and develop activities based on student
performance. Some of the tools used to aid in the integration of individualized
assessment are as follows:
•
Polar Heart Rate Monitors and Physical Education Management software
•
Polar assessment system-a mobile system that collects and manages fitness-test
data.
,.
Portfolios-assist in the management of individualized assessment.
HopSports Exercise Training System
HopSports is an audio and video projection system that contains over 1OQ
exercise, skill development, and health related fitness videos. Students are guided by the
)
instruction and demonstration provided by the videos and students participate in a group
setting by follow along at their own individual skill level. The lessons include: cardiokickboxing, jump rope, boot camp workouts, ladder workouts, dance/rhythmic workouts,
exercise balls, core training and indoor swimming. In addition to using the HopSports
through the projection system Duneberry also integrates the use of Insanity workout
videos which follow and include similar lessons provided through video guided
instruction, and T-Bow's. The T-Bow system is similar in the use ofvideo as a means of
80
instruction but it also incorporates additional exercise equipment to emphasize crosstraining methods.
The fitness center
The state-of-the art fitness center provides an opportunity for students to
participate in and use various types of exercise equipment. Exercise equipment includes:
water rowing machines, spin bikes, elliptical machines, upper-body cycle ergometers,
stair steppers, and a 60 foot horizontal rock climbing wall. In addition to the various·
types of exercise equipment included in the fitness center they have incorporated an
interactive exercise learning and gaming section. The interactive exercise sections
includes: DanceDance Revolution pads, Xavix interactive exercise programs, and virtual
reality mountain bikes.
81
Appendix C
Table 5
2010-2011 Duneberry Weekly Activity Schedule
"'
Monday
Tuesday
Wednesday
Thursday
Friday
Mr.L
Fitness
Center
Aerobic
Activity
Unit
Activity
Unit
Activity
Hop Sports
Mr.V
Unit
Activity
Unit
Activity
Hop Sports
Aerobic
Activity
Fitness
Center
I
82
Appendix D
Table 6
2010-2011 Duneberry Unit Activities
r/-
Mr.L:
Mr. V:
Unit 1
Fitness Conditioning
Unit 2
Body Blades
Unit 3
Frisbee Golf
Unit 4
Track and Field
Unit 5
Triton Cruisers
Unit 6
Basketball
Unit 1
Frisbee Golf
Unit 2
Track and Field
Unit 3
Body Blades
Unit 4
Fitness Conditioning
Unit 5
Basketball
Unit 6
Triton Cruisers
83
Appendix E
2001 Duneberry Academy Physical Education Schedule
First Semester
Week 1:
Unit #1
Week2:
Survivor Week
Week 3:
Unit #1
Week4:
Fall Fitness Test number 1
WeekS:
Unit #2
Week6:
Game Week
Week 7:
Unit #2
Week 8:
Survivor Week
Week9:
Unit #3
Week 10:
Game Week
Week 11:
Unit #3
Week 12:
Winter Fitness Test number 2
Second Semester
Week 1:
Unit #4
Week2:
Survivor Week
Week3:
Unit #4
Week4:
Game Week
Week 5:
Unit #5
Week 6:
Spring Fitness Testing number 3
Week 7:
Unit #5
84
WeekS:
Unit #6
Week9:
Survivor Week
Week 10:
Unit #6
Week 11:
Survivor Week
Week 12:
Game Week
85
AppendixF
Relationship Between Components of Situational Interest in Physical Education Students
at Duneberry Academy
Novelty
Variety
Attention Demand
Instant Enjoytilent
Fo.Xplomtion Intention
Exploration Intention
Group C-o-o~mt~on &
Pc-crExptur:,tiun
Instant Enjoyment
Novelty
Attention Demand
Variety
()hje.dive
~o-a!s/~1-ut-.;~\m<Z!!<
focused un eneh indivtdm1l
Instant Enjoyment
Novelty
Instant Enjoyment
Exploration Intention
Attention Demand
Ample opportunhi.es
fur dl:«:in·ery
Instant Enjoyment
Novelty
Attention Demand
E"ploration Intention
Challenge
tPhysica1 IJemund)
Challenge
(Jlh~·sicuf
Desire to improve
Exploration Intention
& Cognitive Demand)
Attention Demand
Instant Enjoyment
Variety
Attention Demand
86
Appendix G
Parental Informed Consent Form
CALIFORNIA STATE UNIVERSITY, NORTHRIDGE
NON-TRADITIONAL ACTIVITIES AND THEIR INFLUENCE
ON SITUATIONAL INTEREST IN MIDDLE SCHOOL PHYSICAL EDUCATION
PARENTAL INFORMED CONSENT FORM
Introduction
The Non-Traditional Activities and their Influence on Situational Interest in Physical Education
Project, funded by Califomia State University, Northridge and conducted by John Mercer as part
of the requirements for a Master of Science Degree in Kinesiology is designed to investigate nontraditional activities and their influence on situational interest in secondary physical education
classes.
Description of Research
The research will help physical educators better understand what type of activities can increase
adolescent's interest, motivation, and enjoyment in physical education.. We are hopeful that this
information will be of assistance to students, parents, physical education teachers, research
professionals, and school administrators. It is our intention to give physical educators the
information they need to provide activities that generate interest, motivation, and passion for
movement.
Subiect Information and Risks
Each student will be asked to participate as normal in their Physical Education class. Once per
week each student will fill out a 20 item Situational Interest Scale Questionnaire to better
understand how each student feels about the activities in which they are participating. The
questionnaire asks students to rate on a 5 point Likert scale how they feel about the activities in
their physical education class. Filling out of the questionnaire should last approximately 7-10
minutes. In addition the physical education classes will be observed by the researchers to help
gain a better understanding of the activities and the environment in which the students participate.
Some students will be randomly selected to participate in one face-to-face interview, one followup interview, and one focus group interview with the researcher regarding activities in physical
education. Questions are intended to understand how the activities they participate in generate
interest in physical activity. Interviews and focus group questions are not of sensative nature and
students may chose not to answer a question. Interviews and focus groups will be conducted at
school and will not require students to spend any time with the researchers outside of physical
education. Risks for participating in the interviews, focus groups, and questionnaire are minimal.
Interview questions and the questionnaire contain questions and statements that are non intrusive
and require little discussion of topics related to participants lives outside of the school setting.
Participants might feel slightly fatigued after interviews and focus groups but they will be
informed that participation is completely voluntary and they can leave at any time. The identities
of all the participants will remain confidential at all times.
87
During the interviews your child be audiotaped to ensure the researcher can focus on the
conversation. The recordings will then be transcribed into text. The identities of the participants
will be changed to a participant code so that your child's identity will remain completely
confidential.
Your initials here~~--signify consent for your child to participate in the interviews and to be
audio recorded.
I·
Confidentiality & Final Disposition of Data
Any information that is collected in this study that can be identified specifically with your child
will remain confidential and will be disclosed only with your written permission or if required by
law. The cumulative results of this study will be published, but the names or identity of subjects
.will not be made known. Confidentiality will be maintained throughout the research process and
throughout all written literature and presentations by referring to your child as a participant code
(e.g. CPO 1=Child Participant 1). All data/documentation, such as audio recording and
questionnaires collected as part of this project will be maintained at a safe and secure location by
the researcher at the conclusion of the study. After a 5 year period, required by scientific
;·practices, all data/documentation will be destroyed.
Concerns
If you wish to voice a concern about the research, you may direct your question(s) to Research
and Sponsored Projects, 18111 Nordhoff Street, California State University, Northridge,
Northridge, CA 91330-8232, and by phone at 818-677-2901. If you have specific questions about
the study you may contact Dr. MaryJo Sariscsany, 18111 Nordhoff Street, Northridge, CA913308287. and by phone at 818-677-7 572.
Voluntary Participation
You should understand that approval for your child to participate in this study is completely
voluntary, and you may decline to allow your child to participate or withdraw your child from the
study at any time without jeopardy. Likewise, the researcher may cancel this study at any time.·
88
I have read and understand the conditions outlined for participating in this study. I give informed
consent for my child, named below, to participate in the study.
Child's name -------------------------------------------------------------MI
First
Last
Age _ _ __
Years -----------Months
Sex M
F (circle one)
Child's date of Birth
I
Parent/Legal Guardian--------. ------------------------------------------Print Last Name
Print First Name
Mailing Address _______
Parent/Legal Guardians Signature
Date _____
Witness Signature
Date
If you have read and signed this form please give
one copy to Mr. M. V, John Mercer, or Dr. Sariscsany.
Or please return one copy in an envelope by mail to:
Dr. Mary Jo Sariscsany
Department ofKinesiology
18111 Nordhoff Street
Northridge, CA 91330-8287
Keep one copy of this consent form for your records.
89
AppendixH
One-on-One Interview Structure and Questions
Novelty
-I want you to tell me about how the activity is (or isn't) new to you and what about it is
different or the same as other activities.
-Can you describe those more in depth.
-Because it's a new activity, what characteristics about the activity encourages or
discourages you to participate.
-How do you feel about activities that are "new"?
Instant Enjoyment
-Tell me about the excitement or enjoyment you get from participating in the activity.
-When did you start getting these feelings to enjoyment (beginning ofthe lesson,
middle, end, etc.)
-Tell me more about what made you have fun/enjoy participating OR what made you
dislike the activity.
-Can you describe how an activity "catches" you?
Exploration Intention
-When you are involved in an activity what makes you want to explore the tricks or
skills?
-Elaborate on the appealing characteristics ofthe activities.
-Let's talk about when others around you are exploring the activity, do we feel
encouraged or discouraged by their exploration and why?
-Once an activity "catches" you what makes you want to become better?
-Do you ever work or practice any of these things after school?
Attention Quality
-Tell me about your attention level during the activities ... were you focused,
concentrating, wandering, and attentive?
-Why were you focused, concentrating, wandering, attentive, etc.?
-Tell me about your attention level during various types of lessons?
-What about the activity encourages or discourages you to keep your attention?
Challenge
-Talk to me about how challenging the activities are.
-When you're challenged in an activity/task, how do you feel?
-If I participate in something new does the "newness" make you feel challenged?
-Why?
-Does taking chances with something new affect your interest during an activity?
-Tell me about how the challenges affect your participation levels and why?
90
Appendix I
Sample observation notes
Observation 2
Video guided circuit training day, no equipment, and just interactive video with music.
10-20-10 Mr. V
8:50am-Class begins, Prior to teacher arrival students immediately pick up HR monitors (No
instruction just routine). Students administer and help others "put on". 3 students talk prior to
Mr. V mTival about their disappointment about Hopsports."Ugh, we thought it was only on
Wednesdays, oh, today is Wednesday."
Once Mr. V arrives students immediately begin interval/walking warm up. 100% students are
pmiicipating in dynamic warm-up.
-Mr. V; non-stop encouragement during warm-up and while bring them back to roll c(lll. 14
students chat during static stretches. Students are then asked to check their HR; students know
the drill and are focused on checking HR .
.-Students appear focused, NOT easily distracted during HR checks!
Students move to hopsports gym for another walk/interval warm up with music; During wam1
some students look at their HR monitors to check HR.
-When music plays (maybe extra encouragement?) students increase running
frequency ... also, some students' sing-along and smile during the run. Students continue
to check HR's.
Interactive video day, no extra equipment, wants to show students that you don't always need
equipment to be fit (10 minute circuits).
Although students may not do the exercise perfect students still feel motivated to participate and
be active! They look around and watch others to help better understand the movements.
-Possible research question: If you know how to do the activity does it make it more or
less interesting (i.e. running vs. burpies) OR do you want to explore the technique???
Paige is dead tired and walking during the running station but once she looked at her HR monitor
she goes back to running and picks up her intensity. It looks like her the HR monitor helped
encourage her participation and attention ... she monitors here HR monitor as she moves through
the exercises.
Students are constantly checking their HR during the video. Their attention is directed at the
video Al'\JD the HR monitor. It also looks like they enjoy themselves thoroughly.
91
Side question for Mr. V: you never bring a clipboard or record points/grades/participating when
most physical educators do ... how do you give grades or keep them accountable??? Also, zero
behavior issues in class, why do you think that is??
Even at the end of class, most students are tired (most students are sweating, breathing hard, and
their faces are red) but still have smiles and generally enjoy their experience.
Post activity memo
-Use ofHR monitors can help explain the idea of working in a target HR zone. Especially if
students ask what does work harder mean? HR appeared to help visualize and understand that
concept. Working harder and working smarter. Students consistently monitor and check HR's
throughout the duration of the activity~ Only a 10-13 minute circuit training workout but constant
· participation and attention directed towards the learning task.
The same students at the beginning of the lesson that seemed disinterested in the content
also participated with enthusiasm and when they left they looked like they enjoyed
themselves ... why the disappointment before class?
-No difference between boy and girl participation ... gender participating equality.
-No difference between the participation of students across activity levels.
The activity overall looked to have high Attention Demand from beginning to end. The attention
appeared to derive from the interactive video that constantly incorporated new movements and
required students follow along to stay with the video. Also, the focus on their HR during the
activity aided in the increased focus. Because the video was new and different and also combined
various movements that increased in difficulty (in terms of coordination and the ability to follow
along) the students appeared to explore each movement. They laughed when trying these
movements, constantly tried to match the demonstration, and weren't afraid to "trial and error".
92