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dc.contributor.authorKerr, Robert
dc.contributor.authorCôté, Jean
dc.date.accessioned2016-06-03T19:43:26Z
dc.date.available2016-06-03T19:43:26Z
dc.date.issued2016-06-03
dc.identifier.issn0031-8981.
dc.identifier.urihttp://hdl.handle.net/1974/14517
dc.description.abstractFirst and second year students enrolled in a four-year movement education based university Physical Education program completed a questionnaire regarding their expectations on entering university. In addition, graduates of the program were interviewed, one year after graduation, with regard to their understanding of and attitude towards movement education and how these had developed relative to their overall degree program. Most students had no knowledge of movement education prior to entering the program and the selection of this particular program was simply coincidental with their desire to pursue physical education. Whereas the students did participate in an activity course and a theory course in Year 1, it was only when participating in a Year 2 movement course which combined theory and practice within the same course that students recognized the movement base of the content. The progress of the students through the program reflects distinct declarative and procedural stages in knowledge development followed by an ability to generalize that knowledge a conceptual stage. The real understanding of movement education came as the students were required to teach movement education to students, children, and other groups.en_US
dc.language.isoenen_US
dc.subjectMovementen_US
dc.subjectEducationen_US
dc.subjectStudentsen_US
dc.subjectChildrenen_US
dc.subjectGroupsen_US
dc.titleChanging Attitudes And Expectations In A University Setting: A Case Studyen_US
dc.typeArticleen_US


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