Using Theory to Develop an Experiential Physical Activity Curriculum

Abstract

Engaging in regular activity during childhood leads to better cardiorespiratory fitness and a greater likelihood of being active in adulthood. To encourage 4th–6th grade students to be more active, a physical activity curriculum, called Healthy Choices in Motion, was developed to complement the school‐based, multi‐component nutrition program, the Shaping Healthy Choices Program (SHCP). The curriculum was designed with an optional technology‐enhancement component utilizing wearable activity monitoring devices. Relying upon the principles of the Social Cognitive Theory and constructivism, the Backward Design approach was used to develop the experiential, inquiry‐based curriculum. Through this process, five primary learning objectives were identified, each to be developed into a lesson: (1) the benefits of physical activity; (2) recommendations across the lifespan; (3) the five components of physical fitness; (4) the importance of a variety of physical activity; (5) what being physically active means. A journal was created with take‐home activities for the learner to complete after each lesson. The lessons underwent an extensive development phase where the lessons were implemented among learners in the intended age group. This allowed the research team to ascertain whether children would be capable of understanding the intended concepts, if the evidence of learning was sufficient, and that the activity design was appropriate. To ensure the technology component contributed to the learning objectives, the lessons were facilitated once with pedometers and then with accelerometers. As each lesson was facilitated, two observers used a plus/delta form to record what worked well on the “plus” side and what needed to be improved on the “delta” side. The research team later met to review observations and make revisions to the lesson. To determine whether the lessons improved physical activity knowledge for future research, a 20‐item assessment tool was created. The questionnaire was assessed for content validity, internal consistency reliability, and test‐retest reliability. Analyses were conducted using STATA 14.0. Pearson's correlations were used to assess test‐retest reliability by comparing total scores and scores between the test and retest administration with significance set at P<0.05. Cronbach's α was used to determine internal consistency, with a minimum acceptable level of α>0.7. Results showed the questionnaire to have acceptable total reliability (r=0.73) and internal consistency (Cronbach's α=0.84). Nutrition education experts reviewed the questionnaire for content validity. For future SHCP implementation, the inclusion of Healthy Choices in Motion may strengthen the improvement seen in physical activity pattern from the initial intervention.