The effect of two modes of aerobic assessment on fifth grade students' self efficacy

325 Pages·2016·6.09 MB·English

Walden University
ScholarWorks
Walden Dissertations and Doctoral Studies
Walden Dissertations and Doctoral Studies
Collection
2017
The effect of two modes of aerobic assessment on
fifth grade students' self efficacy
Debra Roth
Walden University
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Walden University

COLLEGE OF EDUCATION

This is to certify that the doctoral study by

Debra Roth

has been found to be complete and satisfactory in all respects,
and that any and all revisions required by
the review committee have been made.

Review Committee
Dr. Jamie Jones, Committee Chairperson, Education Faculty
Dr. Barbara Calabro, Committee Member, Education Faculty
Dr. Kimberley Alkins, University Reviewer, Education Faculty

Chief Academic Officer

Eric Riedel, Ph.D.

Walden University
2016
Abstract
The Effect of Two Modes of Aerobic Assessments on Fifth Grade Students’ Physical
Activity Self-Efficacy
by
Debra Ann Roth

MA, California State University, Chico, 1991
BS, California State University, Chico, 1974

Doctoral Study Submitted in Partial Fulfillment
of the Requirements for the Degree of
Doctor of Education

Walden University
January 2017
Abstract
Declining youth physical activity levels and lack of aerobic fitness have been well
documented with a corresponding rise in obesity levels and health issues. Based on
Bandura’s social cognitive theory, healthy physical activity levels and aerobic fitness are
strongly connected to positive physical activity self-efficacy beliefs. This study
examined whether student physical activity self-efficacy, motivation, and effort were
different for the FitnessGram® (FG) 1-Mile Run when compared to the 15-minute
Aerobic Assessment Based on Improvement (AABI). A concurrent mixed method quasi-
experimental approach measured 5th grade students’ physical activity self-efficacy beliefs
through a pretest and posttest survey while aerobic assessment scores provided data that
measured and compared student performance. Percent improvement and t-test analytic
procedures found significant differences between groups and genders. The FG group (n
= 131) improved 1.49% while the AABI group (n = 209) improved 22.53%; furthermore,
FG girls’ percent improvement decreased to -7.56% and the AABI girls’ percent
improvement was above the average score at 24.21%. Qualitative data collected and
coded from teachers’ (n = 6) found no noticeable differences in student behaviors or
preparation between the FG or AABI groups. A 3-day workshop was created to initiate
change in aerobic fitness assessment. Assessing student aerobic fitness based on
improvement theoretically builds physical activity self-efficacy beliefs, especially for
girls. Positive physical activity self-efficacy beliefs motivate greater student participation
and engagement in physical education, which improves aerobic fitness. Social
implications from these results indicate that students would increase their physical
activity self-efficacy by assessing aerobic fitness based on individual improvement.
The Effect of Two Modes of Aerobic Assessments on Fifth Grade Students’ Physical
Activity Self-Efficacy
by
Debra Ann Roth

MA, California State University, Chico, 1991
BS, California State University, Chico, 1974

Doctoral Study Submitted in Partial Fulfillment
of the Requirements for the Degree of
Doctor of Education

Walden University
January 2017
Dedication
This project study is dedicated to all the hard working and committed physical
education teachers who have been innovative, compassionate, and understanding that the
one mile run is challenging and difficult. Likewise, the Rainbow Run is dedicated to all
students who have had to run (and hate) the mile aerobic assessment for the past 40 years.
In addition, I would like to dedicate this project study to my parents, Ed and
Corrinne Roth. Your unconditional love and impact on my life is immeasurable. Don’t
worry Dad, I will slow down and get some rest.
Acknowledgments
I would like to acknowledge those that have encouraged and supported me during
this doctoral journey. I would like to thank my chair, Dr. Jamie Jones, for her quick
responses and guidance through this process. I am grateful for the support and greatly
appreciate Walden University faculty and staff for their professionalism and feedback.
My roommate, Joni McQueen, suffered and endured my constant need to “work on my
doc” while providing plentiful reassurance and encouragement. My daughter, Amy
Doman, understood every step and assisted with graphics, tables, and spreadsheets.
Suman Kaur provided invaluable assistance during the survey analysis that was
desperately needed. Thank you Joni, Amy, and Suman.
There were groups of people who followed my journey with great interest and
patronage. My bridge group has heard about every challenge and frustration with
patience and acceptance. Their ideas for improvement were unbelievably practical and
useful. The members of my swim team followed every step of my journey and were
constantly and sincerely interested in my progress; you’re awesome. My Special
Olympic family sacrificed most and lost their leader in this process; I’m back! And
finally, my family deserves special acknowledgement for their understanding and support
during this journey. Thank you Tracy, Tyler, Kathryn, Porter Ann Doman, and Judi
Roth; you’re the best. Love you.
Table of Contents
List of Tables ..................................................................................................................... vi
List of Figures .................................................................................................................. viii
Section 1: The Problem ........................................................................................................1
Introduction ....................................................................................................................1
The Local Problem .........................................................................................................2
Evidence of the Problem at the Local Level ........................................................... 2
Evidence Regarding the Severity of Youth Inactivity ............................................ 4
Evidence of the Problem from Professional Literature ........................................... 5
FitnessGram® 1-Mile Aerobic Assessment ........................................................... 6
Rationale ........................................................................................................................8
Definition of Terms......................................................................................................10
Significance of the Study .............................................................................................12
Research Questions ......................................................................................................14
Quantitative Research Questions (RQ) ................................................................. 14
Qualitative Research Question .............................................................................. 15
Review of the Literature ..............................................................................................15
Introduction ........................................................................................................... 15
Theoretical Framework ......................................................................................... 17
Self-Efficacy Related to Physical Education ........................................................ 18
Motivation Interventions ....................................................................................... 26
Physical Activity and Gender ............................................................................... 37
Health Benefits From Aerobic Exercise ............................................................... 40
i
Physical Fitness Assessments ............................................................................... 48
Implications..................................................................................................................61
Review of Literature Summary ....................................................................................58
Section 2: The Methodology ..............................................................................................64
Introduction ..................................................................................................................64
Mixed Methods Research Design and Approach.........................................................64
Setting and Sample ......................................................................................................65
Participants ............................................................................................................ 65
Researcher-Participant Working Relationship ...................................................... 68
Measures Taken for Protection of Participants’ Rights ........................................ 69
Data Collection Strategies............................................................................................71
Quantitative Procedure.......................................................................................... 71
Qualitative Procedure............................................................................................ 77
Data Analysis ...............................................................................................................80
Introduction ........................................................................................................... 80
Quantitative Data Collection and Analysis ........................................................... 81
Qualitative Data Collection and Analysis ............................................................. 87
Limitations ............................................................................................................ 88
Data Analysis Results ..................................................................................................90
Introduction ........................................................................................................... 90
RQ 1: Performance on Aerobic Assessments ....................................................... 90
Summary of RQ 1 Findings ................................................................................ 102
RQ 2: Physical Activity Self-Efficacy Beliefs .................................................... 102
ii
Summary of RQ 2 Findings ................................................................................ 133
RQ 3: Student Behaviors .................................................................................... 134
Summary of RQ 3 Findings ................................................................................ 148
Mixed Methods Results ...................................................................................... 150
Summary of Overall Findings ............................................................................. 150
Evidence of Quality ...................................................................................................155
Physical Activity Self-Efficacy Assessment ....................................................... 156
Aerobic Assessments .......................................................................................... 157
Teacher-Participant Student Behavior Perceptions ............................................ 158
Outcomes ...................................................................................................................159
Conclusion .................................................................................................................162
Data Analysis Results Summary ................................................................................164
Section 3: The Project ......................................................................................................167
Introduction ................................................................................................................167
Purpose and Goals............................................................................................... 168
Learning Outcomes ............................................................................................. 169
Target Audience .................................................................................................. 170
Rationale ....................................................................................................................170
Review of Literature ..................................................................................................172
Introduction ......................................................................................................... 172
Search Strategy ................................................................................................... 172
Purpose of Professional Development ................................................................ 173
Types of Professional Development ................................................................... 174
iii