Abstract
This study aimed to examine the relationships between the cognitive aspect of college students’ attitudes toward physical education (PE) and their social skills in PE classes. A sample of 573 first-year students (269 male and 304 female, mean age = 17.6 years) in China was investigated in terms of their social behaviors in current PE classes and evaluations of their high school PE. Correlation and multiple regression analyses were conducted to determine the relationships between the two variables. Results of correlation analyses indicated a significant connection between total attitudes and nonverbal skills in all students. Results of multiple regression analyses revealed that three aspects of attitude that toward self-actualization and social development, PE teacher, and PE teaching were related to nonverbal skills in both male and female students. This study explored variable factors of PE that contributed to students’ social development and provided implications according to those factors in PE.
Highlights
In recent years, development of social skills has been emphasized among other goals of physical education (PE) at school, such as improvement of physical fitness and sports skills, acquirement of knowledge in PE and sport, and development of instrumental personal dispositions
By performing multiple regression analyses, we found that certain aspects of attitude may affect nonverbal skills in both male and female students
The finding of this study that attitudes have positive influence on nonverbal skills may correspond to the results of other studies that revealed developmental tendency (Ding & Sugiyama, 2016) and interventional feasibility (Ding & Sugiyama, 2017; Sugiyama, 2012) of college students’ nonverbal skills in PE classes
Summary
Development of social skills has been emphasized among other goals of PE at school, such as improvement of physical fitness and sports skills, acquirement of knowledge in PE and sport, and development of instrumental personal dispositions. Social skills development does not appear to occur automatically with participation in PE. It should be achieved through teaching programs carefully designed by researchers and educators and taught by trained teachers who are competent in performing them. Studies exploring the mechanism of how students’ social skills can be developed are limited. There may be certain factors that influence students’ social development in PE. The key issue in educational research is to identify these factors to understand how PE promotes students’ social skills. It is only through this knowledge that we can create a valuable learning environment and suitably implement programs in the environment to enhance students’ social skills
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