Student Characteristics Mediating Engagement-Outcome Relationships in Physical Education

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Abstract
This study investigated the relationships among student achievement, student engagement, and the selected student characteristics of initial skill, previous experience, and sex. Students (n = 45 after attrition) were pretested, received instruction, and were posttested on the breaststroke. The four instructional periods were videotaped. Videotapes were coded for the amount of time students spent in motor engagement, cognitive engagement, and three nonengaged categories. When all students were grouped together, no engagement variable was a significant predictor of residualized achievement. However, when the analysis was performed for students divided by gender, previous experience, and three levels of initial skill, significant relationships were found. Motor engagement did not predict achievement for the subgroup classifications. Cognitive engagement had a negative relationship with residualized posttest scores for two subpopulation groups. All engaged lime had both positive and negative part correlations with achievement.

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