Health-Related Fitness Knowledge Development Through Project-Based Learning

in Journal of Teaching in Physical Education
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The purpose of this study was to examine the process and outcome of an intervention using the project-based learning (PBL) model to increase students’ health-related fitness (HRF) knowledge.


The participants were 185 fifth-grade students from three schools in Alabama (PBL group: n = 109; control group: n = 76). HRF knowledge was measured using a valid written test.


Using a two-level Hierarchical Linear Model (HLM) where students were nested within teachers’ classrooms, the results show that controlling for “Class” there was a statistically significant difference between the two group conditions with the PBL cohort scoring 18.85% greater than the control schools at posttest.


The findings have shown supportive evidence as to the efficacy of a PBL-themed fitness education unit.

Hastie is with the Dept. of Kinesiology, Auburn University, Auburn University, Auburn, AL. Chen is with the Dept. of Kinesiology, Iowa State University, Ames, IA. Guarino is with the MGH Institute of Health Professions, Boston, MA.

Address author correspondence to Peter Hastie at
Journal of Teaching in Physical Education
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