Cole Shewmake | Pittsburg (KS) State University (original) (raw)
Papers by Cole Shewmake
Whether it is at work, school or sports, mental toughness (MT), grit and motivation are essential... more Whether it is at work, school or sports, mental toughness (MT), grit and motivation are essential to accomplishing goals. Sports can be an integral platform for developing MT, grit, and factors that increase motivation levels, and it is during childhood and adolescence that these characteristics may develop. All of this could prove beneficial into adulthood. Therefore, the purpose of this study was to examine MT, grit and motivational orientations of single-sport and multi-sport athletes at different levels of competition. Considering MT, a 2 x 2 ANOVA indicated no significant interaction effect between athlete type and competition level, F(1, 387) = .06, p = .812, partial η < .001, but significant main effects for athlete type, F(1, 387) = 4.87, p = .028, partial η = .012, and competition level, F(1, 387) = 17.33, p < .001, partial η = .043. Furthermore, regarding grit, a 2 x 2 ANOVA indicated no significant interaction effect between athlete type and competition level, F(1, ...
The Physical Educator, 2015
Literature indicates that technology, including exergaming, is popular among adolescents and can ... more Literature indicates that technology, including exergaming, is popular among adolescents and can be used as a supplemental tool in the physical education classroom. Therefore, the purpose of this study was to examine third and fourth grade students' perceived enjoyment and exertion levels toward exergaming in relation to traditional physical education. The participants included 148 third and fourth grade elementary students. Each student completed two surveys (10 items each): one after a traditional PE lesson (gym) and one after participating in a lesson taught in an exergaming lab (MKR). Each survey consisted of two parts: seven enjoyment questions and three perceived exertion questions. Using a 5-point Likert-type scale ranging from 1 (strongly disagree) to 5 (strongly agree), students marked responses to reflect their enjoyment toward and perceived exertion levels for each setting of physical education. The results indicate students enjoyed the MKR (Mean Rank = 75.75) significantly more than the traditional gym (Mean Rank = 49.15) setting,
This study investigated the preparedness and perceptions of PE teachers who instruct children wit... more This study investigated the preparedness and perceptions of PE teachers who instruct children with disabilities in PE settings. In addition, collegiate physical education departments were queried concerning their adapted offerings. Teachers rated their undergrad experiences, difficulty including students with disabilities, and barriers that might affect inclusion. Teachers felt that their undergrad experiences were least adequate for teaching children with autism. The greatest barrier was large class sizes. About half of the colleges surveyed felt that their classroom and field experiences preparing students to teach individuals with disabilities were inadequate. The findings suggest that undergraduate teacher preparation should include ample instruction and experiences. Subscribe to Palaestra
Whether it is at work, school or sports, mental toughness (MT), grit and motivation are essential... more Whether it is at work, school or sports, mental toughness (MT), grit and motivation are essential to accomplishing goals. Sports can be an integral platform for developing MT, grit, and factors that increase motivation levels, and it is during childhood and adolescence that these characteristics may develop. All of this could prove beneficial into adulthood. Therefore, the purpose of this study was to examine MT, grit and motivational orientations of single-sport and multi-sport athletes at different levels of competition. Considering MT, a 2 x 2 ANOVA indicated no significant interaction effect between athlete type and competition level, F(1, 387) = .06, p = .812, partial η < .001, but significant main effects for athlete type, F(1, 387) = 4.87, p = .028, partial η = .012, and competition level, F(1, 387) = 17.33, p < .001, partial η = .043. Furthermore, regarding grit, a 2 x 2 ANOVA indicated no significant interaction effect between athlete type and competition level, F(1, ...
The Physical Educator, 2015
Literature indicates that technology, including exergaming, is popular among adolescents and can ... more Literature indicates that technology, including exergaming, is popular among adolescents and can be used as a supplemental tool in the physical education classroom. Therefore, the purpose of this study was to examine third and fourth grade students' perceived enjoyment and exertion levels toward exergaming in relation to traditional physical education. The participants included 148 third and fourth grade elementary students. Each student completed two surveys (10 items each): one after a traditional PE lesson (gym) and one after participating in a lesson taught in an exergaming lab (MKR). Each survey consisted of two parts: seven enjoyment questions and three perceived exertion questions. Using a 5-point Likert-type scale ranging from 1 (strongly disagree) to 5 (strongly agree), students marked responses to reflect their enjoyment toward and perceived exertion levels for each setting of physical education. The results indicate students enjoyed the MKR (Mean Rank = 75.75) significantly more than the traditional gym (Mean Rank = 49.15) setting,
This study investigated the preparedness and perceptions of PE teachers who instruct children wit... more This study investigated the preparedness and perceptions of PE teachers who instruct children with disabilities in PE settings. In addition, collegiate physical education departments were queried concerning their adapted offerings. Teachers rated their undergrad experiences, difficulty including students with disabilities, and barriers that might affect inclusion. Teachers felt that their undergrad experiences were least adequate for teaching children with autism. The greatest barrier was large class sizes. About half of the colleges surveyed felt that their classroom and field experiences preparing students to teach individuals with disabilities were inadequate. The findings suggest that undergraduate teacher preparation should include ample instruction and experiences. Subscribe to Palaestra