Constructing cardiovascular fitness knowledge in physical education

Zhang, Tan; Chen, Ang; Chen, Senlin; Hong, Deockki; Loflin, Jerry W.; Ennis, Catherine D.

doi:10.1177/1356336x14524865

Cited by 20 publications

(20 citation statements)

References 44 publications

(62 reference statements)

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“…As shown in previous research, students' cognitive engagement (with task sheets or workbooks) is associated with knowledge learning. 20 , 25 Specifically, Zhu et al. 20 found in their study that no to low level of engagement with the workbook (similar to the task sheets used in the present study) led to little knowledge achievement, while correct performance in solving in-class cognitive problems was significantly associated with knowledge gain.…”

Section: Discussionmentioning

confidence: 50%

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

Chen

Zhu

Androzzi

et al. 2018

Journal of Sport and Health Science

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BackgroundPhysical education (PE) is a key channel that impacts children's decisions and behaviors for healthful living. This study evaluated the effects of a concept-based PE (CBPE) instructional unit, featured by energy balance (EB) education, on students' knowledge learning, situational interest, cognitive, and physical engagements as well as teachers' perceptions.MethodsFourth and 5th grade students (n = 468) in a mid-western state of the United States were recruited as the participants. Four elementary schools were randomized to the CBPE or control groups. Students' EB knowledge, situational interest, cognitive engagement, and physical engagement were measured by a knowledge test, the Situational Interest Scale—Elementary, written task sheets, and accelerometers, respectively, while teachers' perceptions of the CBPE unit were captured by individual interviews at the end of the experiment.ResultsThe CBPE group showed a significant increase in EB knowledge, while the control did not. Both groups showed a similar increasing trend for situational interest over time, although the statistical results favored the control group. For physical engagement, the CBPE group demonstrated a statistically different but substantively similar level of in-class physical activity compared to the control group. The CBPE group also showed a moderate level of cognitive engagement throughout the unit. The PE teachers reported overall positive perceptions about teaching the CBPE unit.ConclusionThese results support the utility of the CBPE unit in enhancing EB education along with facilitating positive student interest and engagement as well as positive teaching experiences.

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Section: Discussionmentioning

confidence: 50%

“… 20 , 23 , 24 Prior research supports that completing written assignments that are concomitant to movements in a CBPE curriculum enables students to make a better connection between learning tasks and their lived experiences, which ultimately enhances knowledge achievement. 20 , 25 …”

Section: Introductionmentioning

confidence: 99%

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

Chen

Zhu

Androzzi

et al. 2018

Journal of Sport and Health Science

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“…The purpose of next research was determination to what extent cognitive tasks on healthy life style and sports practicing facilitated increase of knowledge about cardio-respiratory component of trainings and health. Multi-dimensional discriminant analysis showed that cognitive tasks facilitated increment of knowledge (Zhang et al, 2014). Other authors used battery of 11 tests for motor abilities of 14-15 years' age pupils.…”

Section: Jpes ®mentioning

confidence: 99%

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2016

JPES

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The purpose of the research: to determine methodological approaches to pedagogic control over 14-16 years' age girls' motor and functional fitness. Material and methods: in the research girls of 14 years' age (n=31), 15 years' age (n= 26), 16 years' age (n= 28) participated. For determination of informative indicators of pedagogic control over girls' motor and functional fitness we carried out factorial and discriminant analysis. Results: It was noted, that it was necessary to conduct factorial and functional analysis of children's and adolescents' motor fitness. Factorial and discriminant model of dynamic of girls' motor and functional fitness id the basis for optimization of pedagogic control at physical culture lessons in schools. In factorial model of 14 years' age girls' motor and functional fitness the place of priority is taken by functional fitness of respiratory and cardio-vascular systems; coordination and power fitness; speed-power fitness. For 15 years' age girls' motor and functional fitness the place of priority is taken by functional fitness of respiratory and cardio-vascular systems; coordination and power fitness; differentiation of space motor characteristics. For 16 years' age girls' motor and functional fitness the place of priority is taken by functional fitness of respiratory and cardio-vascular systems; power fitness; power endurance. Conclusions: for final pedagogic control over 14-16 years' age girls' motor and functional fitness first discriminant function with accent on the most informative variables can be used.

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“…Although simple objectives could be achieved after a short TU, depending on the nature of learning pursued, authentic outcomes commonly fail. Moreover, learning is usually isolated, with no relationship to the whole subject matter (Zhang, et al, 2014). Recent studies regarding other curricular models such as the sport education model (usually centered in social interactions) addressed these issues, showing importance and complexity of the factors related to learning (Araújo, et al, 2014).…”

Section: Planning-related Learning Issues In Physical Educationmentioning

confidence: 99%

Innovative teaching units applied to physical education

Viciana

Mayorga-Vega

2016

Kinesiology (Zagreb, Online)

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The aim of this article is to reflect on the original attributes that define planning in order to reformulate the concept of teaching units in Physical Education (PE), providing teachers with new structures of planning that allow them to achieve authentic outcomes. Some issues related to students’ learning are raised as regards the duration of a traditional teaching unit, as well as the total time amount and allocation dedicated to students’ learning. Based on previous psychological and learning theories, as well as on in-service teachers’ experience, four proposals of innovative teaching units are provided. Providing opportunities for significant and meaningful learning level in PE is not an easy task for teachers. The main objective of the proposals is to provide students with substantial learning experiences and to accomplish authentic outcomes by planning PE classes. Intermittent, alternated, irregular, and reinforced teaching units are analysed. The proposals focus on new approaches to time allocation in PE, and on a renovated concept of unit planning and curriculum design. Several applications for each type of teaching unit are shown in order to highlight PE teachers’ opportunities to innovate their planning. The proposals of intermittent, alternated, irregular, and reinforced teaching units could guide teachers through planning of PE based on related learning and may provide an effective tool for PE planning to overcome learning deficiencies attributed to traditional teaching units.

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Constructing cardiovascular fitness knowledge in physical education

Cited by 20 publications

References 44 publications

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

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

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Innovative teaching units applied to physical education

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