11

High School Students’ High School Students’ Attitudes toward Physical Attitudes toward Physical

Education Education from Four Boroughs of from Four Boroughs of

New York CityNew York City

Howard Z. ZengHoward Z. Zeng11,, Raymond W. LeungRaymond W. Leung11, Michael Hipscher, Michael Hipscher11, & , &

Craig StancoCraig Stanco22, George Zanotto, George Zanotto33

11Brooklyn College, the City University of New York, NY;Brooklyn College, the City University of New York, NY; 22Franklin D. Roosevelt High School, Brooklyn, NY; and Franklin D. Roosevelt High School, Brooklyn, NY; and

33Brooklyn Technical High School, Brooklyn, NY.Brooklyn Technical High School, Brooklyn, NY.

22

Since 1990, there has been an increase Since 1990, there has been an increase in the body of knowledge in in the body of knowledge in PEPE in in terms of terms of student attitudesstudent attitudes. The . The increase in interest may also be increase in interest may also be attributed to the influence of attributed to the influence of attitudes toward attitudes toward further participationfurther participation in physical activities after school in physical activities after school (Carlson, 1995; Ennis, 1996; papaioannou, 1994; (Carlson, 1995; Ennis, 1996; papaioannou, 1994; Portman, 1995; Tannehill, & Zakrajsek, 1993)Portman, 1995; Tannehill, & Zakrajsek, 1993) and and out of school that related to students’ out of school that related to students’ achievement in athleticsachievement in athletics activities activities (Graham, 1995; Lee, 1997; Silverman, 1993; (Graham, 1995; Lee, 1997; Silverman, 1993; Subramaniam & Silverman, 2000; 2007).Subramaniam & Silverman, 2000; 2007).

Introduction-1

33

Stucky-Ropp and DiLorenzo Stucky-Ropp and DiLorenzo (1993)(1993) reported that reported that enjoymentenjoyment in physical in physical activity classes appears to be activity classes appears to be associated with both girls and boys. associated with both girls and boys. Students who have hated gym classes Students who have hated gym classes may select to avoid participation in may select to avoid participation in physical activities (PA) in their daily physical activities (PA) in their daily life life (Carlson, 1995; Portman, 1995). (Carlson, 1995; Portman, 1995).

Silverman and Subramaniam (1999) Silverman and Subramaniam (1999) also reported that students tend to also reported that students tend to participate in PA they most participate in PA they most get get pleasurepleasure from. from.

Introduction-2

44

Introduction-3

Identifying and understanding factors that Identifying and understanding factors that associate with children’s PAassociate with children’s PA participation is participation is critical to promoting current and lifelong critical to promoting current and lifelong physical activity participation of children physical activity participation of children (Sallis, Prochaska, & Taylor, 2000). (Sallis, Prochaska, & Taylor, 2000).

Among many factors, children’s attitudes are Among many factors, children’s attitudes are considered to be a key element influencing considered to be a key element influencing PAPA participation (Biddle & Mutrie, 2001; participation (Biddle & Mutrie, 2001; Hagger, Chatzisarantis, & Biddle, 2002; Hagger, Chatzisarantis, & Biddle, 2002; Solmon, 2003; Subramaniam & Silverman, Solmon, 2003; Subramaniam & Silverman, 2002). 2002).

55

Introduction-4

Children who have more positive Children who have more positive attitudes toward PA are reported to be attitudes toward PA are reported to be more likely to participate in physical more likely to participate in physical activity outside of school activity outside of school (Biddle & (Biddle & Chatzisarantis, 1999; Chung & Phillips, Chatzisarantis, 1999; Chung & Phillips, 2002; Hagger et al., 2002; McKenzie, 2003; 2002; Hagger et al., 2002; McKenzie, 2003; Portman, 2003)Portman, 2003) and demonstrate and demonstrate higher higher PA amountsPA amounts (Hagger, Cale, & Almond, (Hagger, Cale, & Almond, 1995)1995) than those with less positive than those with less positive attitudes. attitudes.

66

Introduction-5

According to the literature on the According to the literature on the topic of students’ attitudes toward PE, topic of students’ attitudes toward PE, most of the previous research most of the previous research targeted elementary school children. targeted elementary school children. Children at the elementary level, Children at the elementary level, however, tend to report inflated however, tend to report inflated physical activity ability, interest, and physical activity ability, interest, and attitude due to their limited attitude due to their limited developmental ability to self-evaluate. developmental ability to self-evaluate.

77

In contrast, secondary In contrast, secondary school children’s self-school children’s self-reports were more reports were more realistic (Lee, 2004). realistic (Lee, 2004). Thus, it would be Thus, it would be meaningful to examine meaningful to examine secondary school secondary school children’s attitudes children’s attitudes toward physical toward physical activity.activity.

Introduction-6

88

The significance of this The significance of this studystudy

New York City is the most populous and New York City is the most populous and diverse city in the US. The City is at the diverse city in the US. The City is at the center of international finance, politics, center of international finance, politics, entertainment, and culture. The city entertainment, and culture. The city comprises five boroughs: comprises five boroughs: BrooklynBrooklyn, , BronxBronx, , ManhattanManhattan, , QueensQueens, and , and Staten IslandStaten Island. . New York City also includes the largest New York City also includes the largest population of immigrants from over 180 population of immigrants from over 180 countries who help make it one of the countries who help make it one of the most most cosmopolitancosmopolitan places on earth. places on earth.

99

ContCont..

More significantly, New York City More significantly, New York City contains the largest contains the largest public schoolpublic school system in the country, with over 1 system in the country, with over 1 million students being taught in million students being taught in 1,200 separate schools. 1,200 separate schools. No studies, No studies, however, have been conducted that however, have been conducted that examine students’ attitudes toward examine students’ attitudes toward PEPE and activities preference in a city and activities preference in a city like New York, where both the like New York, where both the educational system and the students’ educational system and the students’ population possess the most diverse population possess the most diverse characteristics on earth. characteristics on earth.

1010

PurposePurpose

Thus, the purpose of this study was Thus, the purpose of this study was to investigate the current status of to investigate the current status of attitudes toward PEattitudes toward PE and activities and activities of the high school students in the of the high school students in the public schools from public schools from four four boroughsboroughs of New York City; of New York City; and to provide meaningful and to provide meaningful information to help PE information to help PE professionals improve their professionals improve their curriculum and programs.curriculum and programs.

1111

MethodsMethodsParticipantsParticipantsThe current study was conducted The current study was conducted during the 2007-2008 fall and spring during the 2007-2008 fall and spring semesters. Ten public high schools semesters. Ten public high schools were selected from four boroughs were selected from four boroughs (Mahhaton was not included) of New (Mahhaton was not included) of New York City in the US. York City in the US. A total of 728 9th -12th grade students A total of 728 9th -12th grade students (249 boys and 479 girls) voluntarily (249 boys and 479 girls) voluntarily participated in this study. Their ages participated in this study. Their ages were 15-19 yrs (were 15-19 yrs (M M = = 16.78 yrs, 16.78 yrs, SD SD = = 1.02 yrs). 1.02 yrs).

1212

Cont.Cont.

The physical education (PE) curricular The physical education (PE) curricular requirements and standards as outlined by requirements and standards as outlined by the state and school districts were: (a) the state and school districts were: (a) basic basic motor and manipulative skills, cardio motor and manipulative skills, cardio respiratory endurance, flexibility, muscular respiratory endurance, flexibility, muscular strength, endurance, and body compositionstrength, endurance, and body composition; ; (b) to participate in physical activities that (b) to participate in physical activities that develop physical fitness skills; demonstrate develop physical fitness skills; demonstrate fundamental motor, non-locomotor, and fundamental motor, non-locomotor, and manipulative skills; understand the effects of manipulative skills; understand the effects of activity on the body and the risks associated activity on the body and the risks associated with inactivity; understand the relationship with inactivity; understand the relationship between physical activity and individual well between physical activity and individual well being; (c) students willbeing; (c) students will have the necessary have the necessary knowledge and skills to establish and knowledge and skills to establish and maintain physical fitness, participate in maintain physical fitness, participate in physical activity, and maintain personal physical activity, and maintain personal health health (New York State Education Department, (New York State Education Department, 2007). 2007).

1313

The students had one PE class per The students had one PE class per day, five days per week. day, five days per week. Attention was focused on the Attention was focused on the high school level because high school level because biological developments in biological developments in adolescence and social adolescence and social environmental factors led to environmental factors led to changes in their perception and changes in their perception and behavior. Moreover, PE was one behavior. Moreover, PE was one of the courses in the high school of the courses in the high school curricula being ignored due to curricula being ignored due to the emphasis on academic the emphasis on academic performance (e.g. the state performance (e.g. the state exam).exam).

Cont.Cont.

1414

QuestionnairesQuestionnairesTwo questionnaires were employed and Two questionnaires were employed and administered. The first questionnaire was the administered. The first questionnaire was the Physical Education Activity Attitude Scale Physical Education Activity Attitude Scale (PEAAS)(PEAAS) adopted by Zeng (2009) and originally adopted by Zeng (2009) and originally developed by Adams (1963) and developed by Adams (1963) and Valdez (1997). Valdez (1997). It It is a paper and pencil self-report questionnaire is a paper and pencil self-report questionnaire with a 5-point Likert-type scale with responses with a 5-point Likert-type scale with responses ranging from 1 (Strongly Agree) to 5 (Strongly ranging from 1 (Strongly Agree) to 5 (Strongly Disagree) summed across 20 items, resulting in a Disagree) summed across 20 items, resulting in a range of scores from 20 to 100. A score of 20 range of scores from 20 to 100. A score of 20 indicates the most negative attitude; 21-40 indicates the most negative attitude; 21-40 indicates a negative attitude; 41-60 indicates a indicates a negative attitude; 41-60 indicates a neutral attitude; 61-80 indicates a positive neutral attitude; 61-80 indicates a positive attitude; and 81-100 indicates the most positive attitude; and 81-100 indicates the most positive attitude attitude (See Appendix A).(See Appendix A).

Cont.

1515

Cont.Cont.

The second questionnaire The second questionnaire was the was the Physical Physical Education/Activities Education/Activities Preference QuestionnairePreference Questionnaire (See Appendix B)(See Appendix B) with a with a Cronbach Alpha reliability Cronbach Alpha reliability coefficient of .92, an coefficient of .92, an intraclass correlation intraclass correlation coefficient of .90, and a scale coefficient of .90, and a scale validity coefficient of .93.validity coefficient of .93.

1616

ResultsResultsResults showedResults showed mean PEAAS scores mean PEAAS scores of 68.600 (of 68.600 (MM = 3.430 = 3.430 ++ .919), .919), indicating participants’ overall indicating participants’ overall positive ATPE. positive ATPE. The five items with the highest The five items with the highest scores werescores were items 2, 16, 18, 14 and items 2, 16, 18, 14 and 11 11 with with M M = 4.144 = 4.144 ++ .923; .923; M M = 4.136 = 4.136 ++ .834; .834; MM = 4.118 = 4.118 ++ .920; .920; MM = = 4.027 4.027 ++ .929 and .929 and MM = 4.001 = 4.001 ++ .791, .791, respectively. respectively.

1717

These questions related to how the These questions related to how the participants feel about PE classes and participants feel about PE classes and exercises on ‘exercises on ‘benefitsbenefits’, ‘’, ‘degree of degree of seriousnessseriousness’ ‘’ ‘perceptionperception’ and ‘’ and ‘valuevalue.’ ’ These factors compose the most These factors compose the most essential driving poweressential driving power that structures that structures ATPE. ATPE.

Results -2

1818

Results-3Results-3As for sports/activities preference, As for sports/activities preference, 59.20 %59.20 % of students reported preferring of students reported preferring team team sportssports, , 25.55 %25.55 % of students reported preferring of students reported preferring individual sportsindividual sports, and , and 15.25% of students reported preferring 15.25% of students reported preferring dual game sportsdual game sports..Aerobic exercisesAerobic exercises were ranked as favorite, were ranked as favorite, with with dancedance coming in second ( coming in second (41.21 %41.21 % and and 22.25 %22.25 % respectively). respectively).Weight LiftingWeight Lifting came in third with came in third with 17.86 %, 17.86 %, followed byfollowed by Outdoor AdventuresOutdoor Adventures and and Martial Martial ArtsArts..

1919

ConclusionConclusion

1.1. In summary, In summary, the current ATPE the current ATPE status of the participants from the status of the participants from the four boroughsfour boroughs is is positive. positive.

2.2. The crucial factors that structure The crucial factors that structure ATPE are ‘benefits’, ‘degree of ATPE are ‘benefits’, ‘degree of seriousness’, ‘perception’, and seriousness’, ‘perception’, and ‘value’ regarding their PE classes ‘value’ regarding their PE classes and daily physical exercises. and daily physical exercises.

2020

Cont.Cont.

3. The participants’ sports/activities The participants’ sports/activities preferences preferences are: team sports, are: team sports, individual sports, dual game individual sports, dual game sports, aerobic exercises, dance, sports, aerobic exercises, dance, weight lifting, outdoor weight lifting, outdoor adventures, and martial arts.adventures, and martial arts.

2121

Selected ReferencesSelected ReferencesAdams, R. S. (1963). Two scales for measuring attitude toward physical education. Adams, R. S. (1963). Two scales for measuring attitude toward physical education. Research Quarterly, 34Research Quarterly, 34, 91-94., 91-94.Birtwistle, G. E., & Brodie, D. A. (1991). Children's attitudes towards activity and perceptions of physical Birtwistle, G. E., & Brodie, D. A. (1991). Children's attitudes towards activity and perceptions of physical

education. education. Health Education ResearchHealth Education Research, , 6,6, 465-478. 465-478.Carlson, T. B. (1995). We hate gym: Student alienation from physical education. Carlson, T. B. (1995). We hate gym: Student alienation from physical education. Journal of Teaching in Physical Journal of Teaching in Physical

EducationEducation, , 4,4, 467-477. 467-477.Chung, M., & Phillips, D. A. (2002). The relationship between attitude toward physical Chung, M., & Phillips, D. A. (2002). The relationship between attitude toward physical education and education and

leisure-time exercise in high school students. leisure-time exercise in high school students. Physical Educator, 59Physical Educator, 59, 126-138. , 126-138. Colley, A., Comber, C., & Hargreaves, D. J. (1994). Gender effects in school subject preferences: A research note. Colley, A., Comber, C., & Hargreaves, D. J. (1994). Gender effects in school subject preferences: A research note.

Educational Studies, 20Educational Studies, 20, 13-18. , 13-18. Greenwood, M., & Stillwell, J. (2001). Activity preferences of middle school physical education students. Greenwood, M., & Stillwell, J. (2001). Activity preferences of middle school physical education students. Physical Physical

Educator, 58Educator, 58, 26-29. , 26-29. Hagger, M. S., Chatzisarantis, N. L., & Biddle, J. H. (2002). A meta-analytic review of the theories of reasoned Hagger, M. S., Chatzisarantis, N. L., & Biddle, J. H. (2002). A meta-analytic review of the theories of reasoned

action and planned behavior in physical activity: Predictive validity and the contribution of additional action and planned behavior in physical activity: Predictive validity and the contribution of additional variable. variable. Journal of Sport & Exercise Psychology, 24Journal of Sport & Exercise Psychology, 24 , 3-32., 3-32.

Hick, M. K., Wiggins, M. S., Crist, R. W., & Moode, F. M. (2001). Sex differences in grade three students’ Hick, M. K., Wiggins, M. S., Crist, R. W., & Moode, F. M. (2001). Sex differences in grade three students’ attitudes toward physical activity. attitudes toward physical activity. Perceptual and Motor Skills, 93Perceptual and Motor Skills, 93, 97-102. , 97-102.

Koca, C., & Demirhan, G. (2004). An examination of high school students' attitudes toward physical education Koca, C., & Demirhan, G. (2004). An examination of high school students' attitudes toward physical education with regard to gender and sport participation. Perceptual and Motor Skills, with regard to gender and sport participation. Perceptual and Motor Skills, 98,98, 754-758. 754-758.

Lee, A. M. (2004). Promoting lifelong physical activity through quality physical education. Lee, A. M. (2004). Promoting lifelong physical activity through quality physical education. Journal of Physical Journal of Physical Education, Recreation & Dance. 75Education, Recreation & Dance. 75 , 21-26., 21-26.

Malina, R. M. (2001a). Physical activity and fitness: Pathways from childhood to adulthood. Malina, R. M. (2001a). Physical activity and fitness: Pathways from childhood to adulthood. American Journal of American Journal of Human Biology, 13Human Biology, 13, 162-172., 162-172.

McKenzie, T. L. (2003). Health-related physical education: Physical, activity fitness, and McKenzie, T. L. (2003). Health-related physical education: Physical, activity fitness, and wellness. In S. J. wellness. In S. J. Silverman & C. D. Ennis (Eds.), Silverman & C. D. Ennis (Eds.), Student learning in physical education: Applying research to enhance Student learning in physical education: Applying research to enhance instructioninstruction (pp. 207-226). Champaign, IL: Human Kinetics. (pp. 207-226). Champaign, IL: Human Kinetics.

New York State Education Department. (2007). New York State Education Department. (2007). The New York State Education Department Physical Education The New York State Education Department Physical Education Profile. Profile. From http://www.emsc.nysed.gov/ciai/pe/profileFrom http://www.emsc.nysed.gov/ciai/pe/profile