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dc.contributor.advisorHouston-Wilson, Cathy
dc.contributor.advisorRaimondo, Daniel
dc.contributor.authorDeRose, Shane
dc.date.accessioned2021-09-07T20:37:23Z
dc.date.available2021-09-07T20:37:23Z
dc.date.issued5/10/2021
dc.identifier.urihttp://hdl.handle.net/20.500.12648/3944
dc.description.abstractAs high school students graduate and move on towards their careers and lives that lay ahead of them, they most likely will implement what they have learned from school into their regular every day scenarios. What impacts these students can positively affect their life style choices, especially when it comes to physical education. Specifically, the affective domain provides students with many relevant learning points that they can use for the remainder of their lives. As physical education instructors, while it is crucial to focus on psychomotor and cognitive aspects of the content that is delivered, utilizing the affective domain can prove to be just as impactful in the long run. Previous research has suggested that there are certain approaches that teachers can take that can maximize student’s lifelong retention in the affective learning category. The purpose of this synthesis was to review literature on teaching affective skills in high school physical education and its impact on student’s life skills.
dc.language.isoen_US
dc.subjectAffective Domain
dc.subjectPhysical Education
dc.subjectLife Skills
dc.subjectHigh School
dc.titleThe Impact Affective Teaching Has on High School Physical Education Student's Life Skills
dc.typearticle
refterms.dateFOA2021-09-07T20:37:23Z
dc.description.institutionSUNY Brockport
dc.description.departmentKinesiology, Sport Studies and Physical Education
dc.description.degreelevelMSEd in Physical Education
dc.source.statuspublished
dc.description.publicationtitleKinesiology, Sport Studies, and Physical Education Synthesis Projects


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