GRIT: Predictability of Effort and Achievement in Physical Education
Authors: Meany, Brendan1, Weigand, Daniel2, Woolsey Conrad3, Lodato, Vincent4, Otto, Wendell5, & Owens, Robert6
1Department of Physical Education, Alan B. Shepard High School
2Department of Sport and Performance Psychology, University of Western States, Portland, OR, USA
3President at Optimum Performance & Wellness Associates, Kansas City, MO, USA
4Department of Sport and Performance Psychology, University of Western States, Portland, OR, USA
5Department of Sport and Performance Psychology, University of Western States, Portland, OR, USA
6Elite Performance Coach, Valor Performance, Greensboro, NC, USA
Corresponding Author:
Brendan Meany Ed.D.
208 Glenwood Ave
Willow Springs, IL
Brendanmeany44@gmail.com
708-906-9418
GRIT: PREDICTABILITY OF EFFORT AND ACHIEVEMENT IN PHYSICAL EDUCATION
ABSTRACT
McClelland (22) defined grit as someone who purposefully sets challenging long-term goals, undeterred, despite the absence of positive feedback. To define and quantify this phenomenon, Duckworth et al. (13) created grit theory and the psychometric assessment Grit-S (14). Research has supported Grit-S’s predictability of effort and achievement in predominately cognitive domains. Limited research exists in noncognitive fields such as kinetic output and physical activity, using objective third-party assessments, and in diverse populations (7, 11, 29, 32). Research and findings in this study reveal that grit is more complicated than a singular quality that determines effort and achievement. This quantitative study utilized a correlative design to establish relationships between Grit-S and kinetic output measured with heart rate monitors. A multiple regression analysis established associations with the main variables and population dynamics: age, gender, race, and socioeconomic status. The sample consisted of 134 students aged 15-18 at a heterogenous low-socioeconomic high school. Inconclusive results of this study warrant further investigation into Grit-S’s predictability in sport and exercise performance as well as other kinesthetic domains. Validating and testing new and unbiased instruments to determine how grit varies across other areas of student achievement can improve the educational experience and potential positive outcomes. This study has implications for anyone involved in the process of human development and performance. Teachers, coaches, parents, and leaders who adopt mastery and process-driven practices can design supportive, motivating, and purposeful organizations to enhance grittiness and overall well-being.
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