ABSTRACT

In most school classes, the in-school time for learning and practical work is enhanced by homework assignments. Homework assignments develop the ability of self-study and self-discipline, enhance the ability to organize and manage time, improve the attitude towards school and improve academic achievements (Cooper et al., 2006). It is suggested, therefore, that homework in physical education (PE) may increase learning time, improve exercise performance and encourage a healthy life style. Consistent with this hypothesis, medical and educational organizations have recommended homework assignments in PE classes. For example, the Center for Disease Control and Prevention (CDC) recommended in 1997 giving practical PE homework, by PE assignments that the student can implement on his own and together with his family (Smith and Claxton, 2003). Despite this, there is no tradition for the use of homework in PE, compared to other subjects. The aim of the present study was to investigate the attitude and compliance of high school students in Israel to physical and theoretical PE homework assignments. We hypothesized that high school students understand the importance of homework in PE, and thus, will complete the PE homework assignments.