Date of Award

2018

Document Type

Open Access Dissertation

Department

Educational Studies

First Advisor

Suha Tamim

Abstract

Although setbacks and failure are common in school, especially in outdoor adventure physical education classes, the ways in which students handle those setbacks and failure impact their academic achievement and performance. This dissertation describes a problem of practice based on observations of how the researcher’s students handle setbacks and failure in his outdoor adventure education class, specifically how these setbacks and failure affect the students’ archery performance. This study examined how teaching noncognitive skills using the computer program Brainology impacts student skill performance in archery and the students’ perceptions of this impact. This study used a concurrent mixed methods action research methodology. The quantitative data showed that students had significant increases in their archery scores and Mindset Assessment Profile scores. However, a weak relationship between mindset and archery scores indicated that moving more toward a growth mindset was not related to increases in archery scores. The qualitative data indicated four themes: (1) students’ connection from Brainology to archery, (2) Brainology strategies used in archery, (3) students’ attitudes toward Brainology, and (4) factors not related to Brainology. Based on the findings, the researcher recommends a different approach to teaching growth mindset in physical education and outdoor adventure education.

Rights

© 2018, Phillip Thomas

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