Academic journal article
By Lodewyk, Ken R.
Research Quarterly for Exercise and Sport , Vol. 78, No. 1
While the critical role of knowledge in motor (e.g., Allard, 1993) and physical education (PE; e.g., Hare & Graber, 2000) performance is well documented, insight is scant into the role that students' theories about what knowing is and how they come to know (Hofer & Pintrich, 1997) influence their achievement in PE. Links exist between such beliefs--that knowledge is simple (versus integrated) and certain (versus changing), that ability is fixed (rather than acquired), and that learning is quick not gradual--and performance in numerous academic domains. Related constructs studied in PE include misconceptions (Dodds et al., 2001) and having either fixed or incremental ability conceptions (e.g., Biddle et al., 2003). Calls for more domain-specific studies into relations between students' achievement and domain-specific beliefs about knowledge and learning (BKL) and ability conceptions form much of the rationale for this study. The descriptive study involves 315 ninth and tenth grade students in PE from schools in southwestern Ontario, Canada who reported their grade in PE and completed the Conceptions of the Nature of Athletic Ability II (CNAAQII revised for PE) Questionnaire (Biddle et al., 2003) and the 21-item (Likert-type scale) BKL in PE Questionnaire (BKLPEQ) developed by the author using items with high factor loadings reported in previous educational research (e. …