Differences in Enjoyment and Need for Cognition Relative to Teaching Games for Understanding, Physical Education, and Intentions to Enroll

Authors

  • Ken R. Lodewyk Department of Kinesiology, Brock University
  • Scott Robertson Department of Kinesiology, Brock University

DOI:

https://doi.org/10.18666/TPE-2022-V79-I4-10947

Keywords:

motivation, cognition, TGfU, attrition, instruction

Abstract

 

The primary aim of this quasi-experimental study was to investigate differences in enjoyment and need for cognition between regular physical education and a Teaching Games for Understanding (TGfU) unit by level (higher or lower) of intention to enroll in physical education. A sample of 71 ninth-grade physical education students completed a survey assessing enjoyment and need for cognition before and after participating in a 2-week TGfU territorial games unit. Results included significantly lower enjoyment for TGfU than for physical education both overall and among students with higher intentions to enroll. Students more prone to future enrollment also had higher need for cognition during TGfU than physical education after the study controlled for need for cognition in physical education. It may be necessary to better explain and justify TGfU especially with students higher in intentions to enroll while striving to enhance cognitive engagement during TGfU in those with lower intentions to enroll.

Author Biographies

Ken R. Lodewyk, Department of Kinesiology, Brock University

Professor

Scott Robertson, Department of Kinesiology, Brock University

High school teacher in Waterloo, Ontario, Canada

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Published

2022-07-21

Issue

Vol. 79 No. 4 (2022)

Section

Articles

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