Decisionmaking in Elementary Children: Effects on Attitudes and Interaction

Abstract

The purpose of this study was to determine the difference between 2 decisionmaking models on the attitudes and interaction patterns of elementary school children in human movement. Boston school children (N = 505), grades 1 through 6, participated in either a program where the teacher made all the decisions, or in a program where they shared in decisionmaking. Experienced graduate students (N = 6) taught both programs. Attitudes were measured post treatment by the Cheffers and Mancini Human Movement Attitude Scale, and interaction patterns were measured by the Cheffers' Adaptation of the Flanders Interaction Analysis System. Results indicated more positive attitudes for children involved in decisionmaking as well as more positive attitudes for the younger children. Children given the opportunity to share in decisionmaking showed greater interaction with the teachers, greater initiative and contributions, and increased variety in the teaching agencies.