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

Abstract

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.

Using a hybrid design to analyze effectiveness and implementation of a refined energy-balance education module for upper elementary physical education

“…Formalized EB education in upper elementary grades is particularly important to counter the high prevalence of childhood obesity rate and declines in physical activity that tend to occur through adolescence. Previous research has shown that EB education in upper elementary eJRIEPS Hors Série 3 Décembre 2019 110 school PE programming is both feasible and effective (Chen, Zhu, Androzzi, & Nam, 2018).…”

To move more but sit less: The roles of students’ attitudes and knowledge

“…PE classes also offer an opportunity for school-aged youth to move more but sit less (da Costa et al, 2017). In recent years, promotion of physical activity has taken center stage in the USA as an instructional focus in PE programmes; furthermore, promoting MVPA does not have to be at the cost of attaining other learning objectives such as enriching knowledge associated with physical activity or fitness (Chen et al, 2007; Chen et al, 2016). In addition, it was reported in recent research that students displayed excessive sitting behaviors in spite of meeting the physical activity guidelines, showing the need to address physical activity and sedentary behavior simultaneously (Bai et al, 2016).…”

Peer teaching: a solution to overcome the imbalance of psychomotor performance and social interaction in physical education learning

“…Perkembangan sosial anak terjadi melalui interaksi sosial dengan orangorang disekitarnya, baik orang dewasa maupun teman sebaya (Ahmadi, 2007). Sekolah merupakan salah satu tempat untuk mengembangkan keterampilan sosial dan keterampilan motorik anak.…”