Most People Hate Physical Education and Most Drop Out of Physical Activity: In Search of Credible Curriculum Alternatives

Griggs, Gerald; Fleet, Matthew

doi:10.3390/educsci11110701

Cited by 23 publications

(21 citation statements)

References 87 publications

(101 reference statements)

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“…Perhaps then, in the case of linking PE with cognitive tasks, PET should cooperate with CT? Although there is ongoing debate regarding which of these three options may be most effective, no definitive (evidence-based) answer has been provided [18,21]. Thus, there is an unmet need for research on this issue.…”

Section: Introductionmentioning

confidence: 99%

Everyone Can Implement Eduball in Physical Education to Develop Cognitive and Motor Skills in Primary School Students

Wawrzyniak

Korbecki

Cichy

et al. 2022

IJERPH

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Studies suggest that incorporating core academic subjects into physical education (PE) stimulates the development of both motor and cognitive skills in primary school students. For example, several experiments show that children’s participation in Eduball, i.e., a method that uses educational balls with printed letters, numbers, and other signs, improves their physical fitness while simultaneously developing their mathematical and language skills. However, the question of who should conduct such classes to make them most effective (regular classroom teachers, physical education teachers, or maybe both in cooperation?) remains unanswered. Here, we replicated a previous Eduball experiment, but now, instead of one experimental group, there were three. In the first, Eduball-classes were conducted by the classroom teacher, in the second, by the physical education teacher, and in the third, collaboratively. After one year intervention, all experimental groups significantly improved both their cognitive (mathematical, reading, and writing) and gross motor (locomotor and object control) skills, and these effects were larger than in the control group participating in traditional PE. Importantly, there were no differences in progression between the Eduball-groups. Thus, our study demonstrates that methods linking PE with cognitive tasks can be effectively used by both PE specialists and general classroom teachers.

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Section: Introductionmentioning

confidence: 99%

Everyone Can Implement Eduball in Physical Education to Develop Cognitive and Motor Skills in Primary School Students

Wawrzyniak

Korbecki

Cichy

et al. 2022

IJERPH

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“…The present study included mixed-sex classes, which have been shown to be associated with girls spending significantly less time in MVPA (Wallace et al, 2020). It also involved an invasion-based, male-dominated sport (team handball), which did not encourage girls' participation and, consequently, their MVPA (Griggs and Fleet, 2021).…”

Section: Discussionmentioning

confidence: 99%

“…For example, whether a physical education class is single-gender or coeducational has an impact, as girls spend significantly more time in MVPA in all-girl classes (Wallace et al, 2020). The content of classes may also be influential, as some male-dominated sports such as football and basketball do not encourage girls’ participation (Eime et al, 2022; Griggs and Fleet, 2021). In addition, societal norms suggest appropriate physical activity for boys or girls and what is suitable for their bodies and sexuality, which can result in young women becoming disengaged from sport (Scraton, 2018).…”

Section: Introductionmentioning

confidence: 99%

Pedagogical models: Can they make a difference to girls’ in-class physical activity?

Oliveros

Fernández-Río

2022

Health Education Journal

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Background: Research has shown the positive connections between physical activity and health, and physical education has been shown to influence the motivation to participate in physical activities. Student-centred pedagogical models encouraging active learning may be capable of bringing about changes in girls’ physical activity. Objective: The aim of the study was to investigate whether a hybrid pedagogical model could make a difference to adolescent girls’ in-class physical activity levels. Design, setting and method: Sixty-six students aged 13–17 years participated in the study from two Year 9 and two Year 11 classes in three different high schools. All classes experienced the same 12-session hybrid sports education-tactical games learning unit. To objectively measure students’ physical activity, participants wore accelerometers. Results and conclusion: The overall results showed that students spent 39.74% of the class in moderate-to-vigorous physical activity (MVPA), but girls showed statistically significantly lower scores. While in the role of judge/referee (27.34% of the class), students showed significantly higher levels of sedentary physical activity. Finally, year 11 students showed higher MVPA than Year 9 students. In conclusion, hybrid pedagogical models, per se, may not help girls achieve MVPA scores similar to those of boys. Teachers need to identify the barriers and make necessary changes to achieve this goal. Some ideas for doing so are discussed in the paper.

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“…Physical education (PE) is considered to provide continuous learning that takes place in the school’s timetabled curriculum and is an entitlement for all learners [ 1 ]. This subject is usually a compulsory subject in primary and secondary schools, in which the curriculum has contents about well-being, socio-cultural aspects or psychology [ 2 ].…”

Section: Introductionmentioning

confidence: 99%

Physical Education Classes and Responsibility: The Importance of Being Responsible in Motivational and Psychosocial Variables

Manzano-Sánchez

2022

IJERPH

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The objective of this research work was to analyse the different profiles that can be identified, based on levels of responsibility in relation to Self-Determination Theory, school climate and violence in Physical Education classes. For this, a total of 470 students of Compulsory Secondary Education or Baccalaureate were given a questionnaire where aspects related to motivation, basic psychological needs, responsibility, school social climate and violence were analysed. An analysis of these profiles was conducted, taking into account the variables of “personal responsibility” and “social responsibility”, with the results leading to the conclusion that three profiles exist: “low responsibility” (n = 89), “moderate responsibility” (n = 187) and “high responsibility” (n = 194). The results reflected statistically significant differences in all the variables between the three profiles. The high responsibility cluster obtained significantly higher values for the different constructs of motivation (except in external regulation, where there were no differences, compared to the “moderate responsibility” group), basic psychological needs and school social climate. On the other hand, it obtained lower values in amotivation and violence, with no differences based on the sex or age of the participants in the distribution of the clusters. It is concluded that the more responsible profile can have positive results in psychological variables in Physical Education classes and in the general educational field. For this reason, the use of active methodologies, which have been extensively studied to promote responsibility in PE classes, could be an appropriate strategy to achieve a more adaptive psychological profile regardless of the gender or age of the students.

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Most People Hate Physical Education and Most Drop Out of Physical Activity: In Search of Credible Curriculum Alternatives

Cited by 23 publications

References 87 publications

Everyone Can Implement Eduball in Physical Education to Develop Cognitive and Motor Skills in Primary School Students

Everyone Can Implement Eduball in Physical Education to Develop Cognitive and Motor Skills in Primary School Students

Pedagogical models: Can they make a difference to girls’ in-class physical activity?

Physical Education Classes and Responsibility: The Importance of Being Responsible in Motivational and Psychosocial Variables

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