Abstract
College students’ attitudes towards three-self-determination PE class are preceded the theoretical construction and the scale of college students’ attitudes towards three-self-determination PE class is compiled by comprehensively applying literatures, discussions, and questionnaire. With Partial Least Squares (PLS) to select information and explore theories, it reveals that college students’ attitudes towards three-self-determination PE class are composed of 7 dimensions of attitudes towards course cognition, attitudes towards social behavior, attitudes towards health and safety, attitudes towards leisure life, attitudes towards sports knowledge, attitudes towards sports technique, and attitudes towards physical development; and, the fit of attitude model is favorable. With Structural Equation Modeling (SEM) Confirmatory Factor Analysis, the structure of the scale of college students’ attitudes towards three-self-determination PE class is supported, and the scale presents good reliability, validity, and stability. What is more, the national overall, gender, and grade norms are also constructed.
Highlights
According to the spirit of “National Teaching Guidelines for PE Course at the Level of General Universities and Colleges”, three-self-determination PE teaching model thoroughly develops the student-centered and teacher-led functions to promote open instruction and expand the time and space of PE course
Has three-self-determination teaching model, which has been practiced since 2002, achieved the expected teaching goal? What are students’ attitudes after receiving three-self-determination teaching model? What is the effect of formed attitudes on three-selfdetermination PE class teaching effectiveness? Such questions should be emphasized in order to better understand the actual effect of three-self-determination PE class teaching model
Based on the attitude theory in social psychology and combined with the statement of college three-self-determination PE class teaching goals, the scale of attitudes towards college three-self-determination PE class is compiled for analyzing the reliability and validity and establishing the norm
Summary
According to the spirit of “National Teaching Guidelines for PE Course at the Level of General Universities and Colleges”, three-self-determination PE teaching model thoroughly develops the student-centered and teacher-led functions to promote open instruction and expand the time and space of PE course. In terms of teaching mode, three-self-determination teaching model expands the time and space of PE course, could satisfy most students’ requirements for class selection, and is suitable and correct. What are students’ attitudes after receiving three-self-determination teaching model? Such questions should be emphasized in order to better understand the actual effect of three-self-determination PE class teaching model. There has not been a scale of attitudes established aiming at PE class domestically. For this reason, in order to understand college students’ attitudes towards physical education after receiving three-self-determination PE class and test college three-self-determination teaching model, a reliable and effective scale of college students’ attitudes towards three-self-determination PE class is complied for the reference
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