Evaluation of a concept-based physical education unit for energy balance education

在线阅读 下载PDF 导出详情
摘要 Background:Physicaleducation(PE)isakeychannelthatimpactschildren'sdecisionsandbehaviorsforhealthfulliving.Thisstudyevaluatedtheeffectsofaconcept-basedPE(CBPE)instructionalunit,featuredbyenergybalance(EB)education,onstudents'knowledgelearning,situationalinterest,cognitive,andphysicalengagementsaswellasteachers'perceptions.Methods:Fourthand5thgradestudents(n=468)inamid-westernstateoftheUnitedStateswererecruitedastheparticipants.FourelementaryschoolswererandomizedtotheCBPEorcontrolgroups.Students'EBknowledge,situationalinterest,cognitiveengagement,andphysicalengagementweremeasuredbyaknowledgetest,theSituationalInterestScale—Elementary,writtentasksheets,andaccelerometers,respectively,whileteachers'perceptionsoftheCBPEunitwerecapturedbyindividualinterviewsattheendoftheexperiment.Results:TheCBPEgroupshowedasignificantincreaseinEBknowledge,whilethecontroldidnot.Bothgroupsshowedasimilarincreasingtrendforsituationalinterestovertime,althoughthestatisticalresultsfavoredthecontrolgroup.Forphysicalengagement,theCBPEgroupdemonstratedastatisticallydifferentbutsubstantivelysimilarlevelofin-classphysicalactivitycomparedtothecontrolgroup.TheCBPEgroupalsoshowedamoderatelevelofcognitiveengagementthroughouttheunit.ThePEteachersreportedoverallpositiveperceptionsaboutteachingtheCBPEunit.Conclusion:TheseresultssupporttheutilityoftheCBPEunitinenhancingEBeducationalongwithfacilitatingpositivestudentinterestandengagementaswellaspositiveteachingexperiences.
机构地区 不详
出版日期 2018年03月13日(中国期刊网平台首次上网日期,不代表论文的发表时间)