1. Chapter 8: Measuring Affective Outcomes in Physical Education
KNR 341
Dr. Henninger

2. Measuring Affective Behaviors
Characteristics associated with individual’s attitudes, interests, appreciations, emotions, social interactions
What NASPE Standard (s) relate to this learning domain?
Has traditionally been problematic to measure due to the subjective nature of the qualities being measured. Often is the area least focused on but having the most impact on patterns of participation in physical activity.

3. Why is the affective domain so important to physical education?

4. Affective Areas Attitude toward physical activity Activity interests
Motivation
Self-concept
Social competence
Sense of fair play
Enjoyment

5. Collecting Affective Data
Rating Scales
Likert Scale
The affective domain is an important area to assess in physical education.
SA A U D SD
Checklists are the most common form of assessment in the affective domain. The two point scale are yes/no or agree/disagree scales (forced choice scale) because only two choices Scored by 1 for pos answer and 0 or -1 for negative answers Adv.: easy to understand, simple to complete; Dis.: many people do not like to be forced to choose.
Likert Scale: series of attitudinal statements about a person, object, policy, or thing. Indication of the extent to which you agree or disagree with the statement. Usually has 5-7 choices; Adv.: easy to interpret and administer, can use scantron form, adapts to most attitudinal situations; Dis.: easy for respondent to mislead the teacher, distance between points on the scale does not represent equal changes in attitude toward a statement, very unidimensional, time and effort required to create validity and reliabilty.
Semantic Differential: scale that offers two diametrically opposed alternatives

6. Collecting Affective Data
Rating Scales
Two Point Scale
I value students’ affective growth in physical education.
Yes No

7. Collecting Affective Data
Rating Scales
Semantic Differential
What do you think of the following word:
Self-concept
Meaningful Meaningless

8. Collecting Affective Data
Attitudinal Scales
Several reasons to use
Drawbacks of use
Attitudinal scales can be used to: assist teacher in determining progress toward a program or individual’s goal; provide quantitative database to compare attitudinal scores of individuals or groups; provide information needed to plan a physical education program; help evaluate effectiveness of teaching methods and instructional strategies
Difficult to establish validity; attitudes are always changing; wording of statements often hint at personal bias

9. Alternative Assessments in the Affective Domain
Student Logs
Direct Observation
Anecdotal Records
Checklists
Rating Scales
Alternative assessments can include a variety of measurements of student attitude, social concept, and sense of fair play. Data can be gathered through the use of student logs which are places for students to reflect upon their participation, feelings, attitudes, perceptions, etc. Also place to record information about participation in physical activity outside of physical education.
Direct observation: by instructor; appropriate rubric must be developed to ensure objectivity;
Anecdotal records: sequential, brief reports that record a teacher’s observations of a student’s behavior: be sure to record anecdote as soon as possible, describe the incident accurately (this is not your opinion), provide background information for context, indicate representative or non-representative nature of incident, record anecdotes frequently for accuracy, Periodically summarize statements to identify trends in behavior.
Checklists:
Rating Scales:

10. Measuring Attitude Toward Physical Activity
Attitude toward Physical Activity (ATPA) Kenyon (1968)
Children’s ATPA
Smith and Smoll (1974)
Feelings about Physical Activity Inventory Neilson and Corbin (1986)

11. Measuring Motivation Self Motivation Inventory
Dishman and Ickes (1981)
Physical Estimation and Attraction Scale Sonstroem (1974)

12. Measuring Self-Concept
Cratty Adaptation of Piers-Harris Self-Concept Scale Cratty (1970)
Coopersmith Self-Esteem Inventory
Coopersmith (1967)