The promotion of sociomoral growth through physical education: field testing of a curricular model

The purpose of this study was to implement and evaluate a curricular model designed to enhance sociomoral and psychomotor development in physical education. The curricular content and implementation strategies were grounded in structural developmental theory. Twenty-one 1st and 2nd grade children, who attended a university laboratory school were instructed using the curricular model. The children were tested three times over the course of 12 months on four variables: distributive justice reasoning, perceived competence, fitness, and locomotor skills. Results indicated that children improved in distributive justice reasoning and locomotor skills from pre-test to post-test. Multiple regression analyses demonstrated that post-test distributive justice scores were predicted by perceived competence. Actual ability, defined as fitness level and locomotor skills, did not predict distributive justice reasoning. Results are discussed in terms of the efficacy of the curricular model and adaptations that warrant consideration. [PUBLICATION ABSTRACT]