Browsing by Author "Pennington, Colin Grant"

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    Impact of a physical education teacher’s age on elementary, middle school, and high school students’ perceptions of effectivenss and learning
    (University of Alabama Libraries, 2018) Pennington, Colin Grant; Curtner-Smith, Matthew; University of Alabama Tuscaloosa
    Age-related psychosocial research indicates that adults, adolescents, and children generally prefer features of younger looking faces over those of older, often having negative perceptions and connotations of aging/abilities of older people. Limited research has investigated the influence appearance on physical education teachers’ effectiveness. The present studies examined the impact of a physical education teacher’s apparent age on American students’ learning and perceptions of the teacher. Participants were students from two elementary schools (4th-5th grade, N = 188), two middle schools (6th-8th grade, N = 273); and two high schools (9th-12th grade, N = 114). Students were randomly assigned to view one of two virtually identical films of swimming lessons taught by the same teacher. In the young-appearance lesson (YAL), the teacher was relatively youthful appearing. In the middle-aged lesson (MAL), he had been aged by a theatrical makeup artist to appear much older. Immediately following the viewing of their assigned lesson, students completed a lesson content examination and a questionnaire about their perceptions of the teacher. Inferential statistical tests for Study One indicated that elementary students who watched the YAL scored significantly higher on the content examination and perceived the teacher to be significantly more likeable, competent, and a better role model than did the students who viewed the MAL, potentially supporting either a sociological or psychological/developmental explanation for how and why students of different ages respond to and learn from differently aged physical education teachers. Inferential statistical tests for Study Two revealed that middle school students who watched the YAL learned more from the teacher and perceived the teacher more favorably (more likeable and a better role model), providing further support for a sociological explanation of how and why students of different ages respond to and learn from physical education teachers of different ages. Inferential statistical tests for Study Three indicated that high school students who watched the MAL perceived the teacher more favorably (more positive role model). Performance on the content examination was similar for both groups, supporting a psychological/developmental explanation of how and why students respond to and learn from physical education teachers of different ages.