The Effects of two disparate instructional approaches on student Self-perceptions in Elementary physical education

Abstract

Using competence motivation theory, this study examined the effects of Mosston's practice style (B) and inclusion style (E) on perceived athletic competence of 111 fifth-grade students (62 boys, 49 girls). Teaching styles were systematically applied for 12 weeks. Harter's Self Perception Profile for Children was used to measure perceived athletic competence prior to and after the instructional intervention. Factorial analysis of covariance (Gender × Treatment) on the posttest scores showed that there were no significant differences between the two teaching style groups in perceived athletic competence and no significant gender effect (p)

Keywords:

• physical education
• teaching styles
• self-perception
• athletic competence