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There are substantial differences between the Chinese and US education systems. One difference is in the design and use of assessment due to differences in educational policies. This study described the differences in student learning outcomes, instructional approaches, and learner motivation in physical education as consequences of the policies in the two countries. Objectively measured data on skill and knowledge achievement and instructional procedures, and self-report data on student motivation were collected from a random sample of 870 students in 24 whole classes from eight Chinese middle schools and 1213 students in 39 classes from 15 US middle schools. Multivariate analyses of variance on class means revealed that Chinese students outperformed their US peers in skills, perhaps because skills were part of the high-stake tests for advancement in schooling. They were outperformed by the US students in a fitness knowledge test, perhaps because knowledge was not part of the high-stake tests. The differences in learning outcomes, instructional approaches, and motivation seem to suggest strong differentiated influences from the two countries' respective educational environments and assessment policies. [ABSTRACT FROM AUTHOR]

Motivation to learn is a disposition developed through exposure to learning opportunities. Guided by the expectancy-value theory of Eccles and Wigfield (1995), this study examined the extent to which expectancy belief and task value influenced elementary school students’ physical activity and knowledge learning in physical education (PE). Students (N = 753) from 15 US public schools contributed student-level and class-level data. With a 2-level design, the data were analyzed using hierarchical linear modeling. Physical activity (t = 3.18; p < .01) positively predicted fitness knowledge. Attainment value (i.e. perception of importance) as the only expectancy-value construct, significantly predicted fitness knowledge (t = 3.07; p < .01), when physical activity was held constant. As the physical activity intensity increased, the positive prediction of attainment value to knowledge attenuated and then turned negative (t = –3.10; p < .01). The study indicated that although a physically-active context helps students to make sense of fitness knowledge, a vigorous context shifts their motivation away from cognitive learning, toward physical participation. To resolve the difficulty of attaining learning objectives both physically and cognitively, PE teachers may want to maintain an active learning context with moderate physical intensity. Future research should address the effect of learner motivation on dual or multiple learning outcomes in PE. [ABSTRACT FROM AUTHOR]