The Relationship between Diagnostic Competence and Lesson Structuring by Physical Education Teachers and Its Benefit for student`s motivation and anxiety

Introduction                          Diagnostic competence represents an important prerequisite in the approach to teaching, as pedagogical decisions and actions, e.g. task selection, feedback to... [ view full abstract ]

Introduction                         

Diagnostic competence represents an important prerequisite in the approach to teaching, as pedagogical decisions and actions, e.g. task selection, feedback to learners or evaluations, are carried out against the backdrop of the diagnosis of learning and learning performance prerequisites (Hoge & Coladarci, 1989; Südkamp, Kaiser & Möller, 2012). Schrader and Helmke (1987) found that high diagnostic competence in particular, coupled with a wide range of structuring measures in the classroom, best supported cognitive learning of students. Whether or not both also have an effect of student’s motivation and anxiety in physical education class will be examined.

Methods

43 physical education teachers (3^rd/4^th grade) assessed the physical performance of each child in their class (754 students in total) on a scale of 1 to 5. The teachers’ assessment was connected to the student`s physical performance data, which was measured in a test (5 test tasks, 5-point scale). The diagnostic competence was determined through the ranking component and the teachers were split into two groups (high vs. low). 754 students completed a questionnaire (5-point scale) comprising items to measure structuring in physical education class (Hermann et al., 2015), as well as items to measure anxiety and motivation. The 43 classes were differentiated by a median split according to high structuring and low structuring. It was furthermore considered whether the physical education teachers surveyed had a high or low diagnostic competence. Differences among students concerning motivation and anxiety were determined.

Results and conclusion

Those students whose physical education teachers had high diagnostic competence and demonstrated high structuring showed a significant higher level of motivation (F = 6.276; df = 3; p = .000; eta²:03) and an almost significant lower level of anxiety (F = 2.499; df = 3; p = .058, eta² = .01) in physical education class than the other students.