Academic journal article Research Quarterly for Exercise and Sport

The Effects of a Year-Long Mixed Approach to Critical Thinking on Fifth, Sixth, and Seventh Grade Physical Education Students

Academic journal article Research Quarterly for Exercise and Sport

The Effects of a Year-Long Mixed Approach to Critical Thinking on Fifth, Sixth, and Seventh Grade Physical Education Students

Article excerpt

Ron E. McBride, Texas A&M University

Most studies focus on the cognitive skills of critical thinking (CT), often at the expense of examining the dispositional constituents of the construct. This study assessed the effects of incorporating CT into a physical education program on both the dispositional (affective) and reasoning (cognitive) skills of fifth, sixth, and seventh grade students. Six teachers (3 treatment, 3 control) and their intact classes (n = 138) served as voluntary participants in the study. Fifth and sixth students completed the California Critical Thinking Dispositions Inventory (CCTDI) and the New Jersey Test of Reasoning Skills (NJTRS) three times, at the beginning, midpoint, and end of the school year. Because seventh grade physical education was for one semester only, they were pre- (first week of class) and posttested (last week of class) to minimize potential test effects. The treatment teachers used the Mixed Approach to CT--they taught CT skills in an overt manner, and then infused the skills into the course content. The treatment teachers participated in two daylong CT training workshops during the year, one in September and the second in January. These sessions were supplemented and reinforced during the school year by visits from the investigator. The control teachers received no CT training and were asked to teach "in their normal fashion. …

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