Date of Award

5-1-2001

Document Type

Thesis

Degree Name

Master of Science (MS)

Department

Kinesiology & Public Health Education

Abstract

The purpose of this study was to investigate the effects of a physical education instructor appearing overweight versus lean, and role modeling exercise behavior versus “do as I say” on student learning and attitudes.

The results indicated that role modeling desired behavior had a significant and positive effect on the test scores and attitudes of participants. Specifically students who viewed the role modeling tapes scored significantly higher on the knowledge test (ES = 62 SD). The students also showed a significant effect for attitude (F[3,100] = 2.10, p < .05) from the role modeling tapes vs. the “do as I say” tapes.

Further analysis revealed students liked the role modeling instructor better than the “do as I say’ instructor, (p < .01, ES — .54 SD) and they also believed him to be more of a role model who actually practiced what he preached about physical activity and fitness (p = .05, ES = .39 SD). Students who viewed the role modeling tape were significantly higher in their agreement with the item “regarding whether physical education instructors should be good role models” (F[l, 102] = 5.56, p < .05, ES = .45 SD) than the students who watched the “do as I say instructor”. Students did not show any statistically greater motivation to be physically active and fit regardless of which video they watched. However, there was a significant interaction efFect for responses to this item (F[l, 100] = 4.40,/? < .05).

Subsequent analysis of this interaction effect revealed that students who watched the lean “do as I say” instructor were more motivated to be physically active and fit than the students who watched the fat “do as I say” instructor (p < .05, ES = .56 SD). Students who watched the fat role modeling instructor were also more motivated than the fat “do as I say” instructor (p < .05, ES = .63 SD). using the same script. However, in two tapes the instructor wore a “fat suit” (generously provided by Nasco’s Lifeform) designed to make him look overfat. In one of those tapes he role modeled participation to emphasize it’s importance for health—while he merely instructed in “do as I say” mode in the other tape. Similarly, two more tapes did the same except that the instructor appeared lean. After viewing the tapes, the students (who had been randc nly assigned to the four conditions) took a knowledge test to assess their learning of the tapes’ content, and completed items tapping their attitudes to the instructor and his effectiveness.

using the same script. However, in two tapes the instructor wore a “fat suit” (generously provided by Nasco’s Lifeform) designed to make him look overfat. In one of those tapes he role modeled participation to emphasize it’s importance for health—while he merely instructed in “do as I say” mode in the other tape. Similarly, two more tapes did the same except that the instructor appeared lean. After viewing the tapes, the students (who had been randc nly assigned to the four conditions) took a knowledge test to assess their learning of the tapes’ content, and completed items tapping their attitudes to the instructor and his effectiveness.

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