Effects of a Concept-Based Physical Education on Middle School Students’ Knowledge, Motivation, and Out-of-School Physical Activity

in Journal of Teaching in Physical Education
View More View Less
  • 1 University of Wisconsin-Whitewater
  • 2 University of North Carolina-Greensboro
Restricted access

Purchase article

USD  $24.95

Student 1 year online subscription

USD  $64.00

1 year online subscription

USD  $86.00

Student 2 year online subscription

USD  $122.00

2 year online subscription

USD  $162.00

Purpose: This study aimed to determine the extent to which a concept-based physical education curriculum, specifically the Science of Healthful Living (SHL) curriculum, influenced middle school students’ knowledge, motivation for physical education (PE) and physical activity (PA), and out-of-school PA. Methods: A static group comparison design was adopted to analyze the differences on fitness knowledge, autonomous motivation for PE and PA, and out-of-school PA between eighth-grade students who studied the SHL curriculum (the experimental condition, n = 168) and their peers who studied a multiactivity PE (the control condition, n = 226) 1 year earlier. Results: The students who studied the SHL curriculum demonstrated significantly higher levels of knowledge (p < .05, Cohen d = 0.81), autonomous motivation toward PA (p < .05, Cohen d = 0.20), and out-of-school PA (p < .05, Mann–Whitney U effect size = 0.01) than students who had experienced the multiactivity PE. The students in both conditions were equally motivated in their respective PE courses. Conclusion: The SHL curriculum is effective in promoting students’ PA behavior outside of the school.

Wang is with the University of Wisconsin-Whitewater, Whitewater, WI. Chen is with the University of North Carolina-Greensboro, Greensboro, NC.

Wang (wangy@uww.edu) is corresponding author.
  • Alexander, P.A. (2006). Psychology in learning and instruction. Columbus, OH: Prentice-Hall.

  • Ausubel, D.B. (2000). The acquisition and retention of knowledge: A cognitive view. Dordrecht, Netherlands: Springer Netherlands.

  • Brynteson, P., & Adams, T.M. (1993). The effects of conceptually based physical education programs on attitudes and exercise habits of college alumni after 2 to 11 years of follow-up. Research Quarterly for Exercise and Sport, 64, 208212. PubMed ID: 8341844 doi:10.1080/02701367.1993.10608798

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Bybee, R.W., Taylor, J.A., Gardner, A., Scotter, P.V., Powell, J.C., Westbrook, A., & Landes, N. (2006). The BSCS 5E instructional model: Origins, effectiveness, and applications. Colorado Springs, CO: BSCS and NIH.

    • Search Google Scholar
    • Export Citation
  • Chen, A., & Hancock, G.R. (2006). Conceptualizing a theoretical model for school-centered adolescent physical activity intervention research. Quest, 58, 355376. doi:10.1080/00336297.2006.10491887

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Chen, A., & Zhu, W. (2001). Revisiting the assumptions for inferential statistical analyses: A conceptual guide. Quest, 53, 418439. doi:10.1080/00336297.2001.10491756

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Chen, S., Liu, Y., & Schaben, J. (2017). To move more and sit less: Does physical activity/fitness knowledge matter in youth? Journal of Teaching in Physical Education, 36, 142151. doi:10.1123/jtpe.2016-0137

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Chen, S., Sun, H., Zhu, X., & Chen, A. (2014). Relationship between motivation and learning in physical education and after-school physical activity. Research Quarterly for Exercise and Sport, 85, 468477. PubMed ID: 25412129 doi:10.1080/02701367.2014.961054

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Corbin, C.B. (2002). Physical activity for everyone: What every physical educator should know about promoting lifelong physical activity. Journal of Teaching in Physical Education, 21, 128144. doi:10.1123/jtpe.21.2.128

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Corbin, C.B., & Le Masurier, G. (2014). Fitness for life (6th ed.). Champaign, IL: Human Kinetics.

  • Dale, D., & Corbin, C.B. (2000). Physical activity participation of high school graduates following exposure to conceptual or traditional physical education. Research Quarterly for Exercise and Sport, 71, 6168. PubMed ID: 10763522 doi:10.1080/02701367.2000.10608881

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Dale, D., Corbin, C.B., & Cuddihy, T.F. (1998). Can conceptual physical education promote physically active lifestyles? Pediatric Exercise Science, 10, 97109. doi:10.1123/pes.10.2.97

    • Crossref
    • Search Google Scholar
    • Export Citation
  • DiLorenzo, T.M., Stucky-Ropp, R.C., Vander Wal, J.S., & Gotham, H.J. (1998). Determinants of exercise among children. II. A longitudinal analysis. Preventive Medicine, 27, 470477. PubMed ID: 9612838 doi:10.1006/pmed.1998.0307

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Ennis, C.D. (2007). Defining learning as conceptual change in physical education and physical activity settings. Research Quarterly for Exercise and Sport, 78, 138150. PubMed ID: 17679487

    • Search Google Scholar
    • Export Citation
  • Ennis, C.D. (2015). Knowledge, transfer, and innovation in physical literacy curricula. Journal of Sport and Health Science, 4, 119124. PubMed ID: 26558137 doi:10.1016/j.jshs.2015.03.001

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Ennis, C.D. (2017a). Educating students for a lifetime of physical activity: Enhancing mindfulness, motivation, and meaning. Research Quarterly for Exercise and Sport, 88(3), 241250. doi:10.1080/02701367.2017.1342495

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Ennis, C.D. (2017b). Globalized curriculum: Scaling sport pedagogy themes for research. In C.D. Ennis (Ed.). Routledge handbook of physical education pedagogies. New York, NY: Routledge.

    • Search Google Scholar
    • Export Citation
  • Field, A. (2009). Discovering statistics using SPSS (3rd ed.). Thousand Oaks, CA: Sage.

  • Green, K. (2014). Mission impossible? Reflecting upon the relationship between physical education, youth sport and lifelong participation. Sport, Education and Society, 19, 357375. doi:10.1080/13573322.2012.683781

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Hagger, M., Chatzisarantis, N.L., Hein, V., Soós, I., Karsai, I., Lintunen, T., & Leemans, S. (2009). Teacher, peer and parent autonomy support in physical education and leisure-time physical activity: A trans-contextual model of motivation in four nations. Psychology and Health, 24, 689711. PubMed ID: 20205021 doi:10.1080/08870440801956192

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Hagger, M.S., & Chatzisarantis, N.L. (2016). The trans-contextual model of autonomous motivation in education: Conceptual and empirical issues and meta-analysis. Review of Educational Research, 86, 360407. PubMed ID: 27274585 doi:10.3102/0034654315585005

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Howell, D.C. (2013). Statistical methods for psychology (8th ed.). Belmont, CA: Cengage Wadsworth.

  • Huberty, C.J., & Petoskey, M.D. (2000). Multivariate analysis of variance and covariance. In H. Tinsley & S. Brown (Eds.) Handbook of applied multivariate statistics and mathematical modeling (pp. 183208). New York, NY: Academic Press.

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Kulinna, P.H., Corbin, C.B., & Yu, H. (2018). Effectiveness of secondary school conceptual physical education: 20-year longitudinal study. Journal of Physical Activity and Health, 15, 927932. doi:10.1123/jpah.2018-0091

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Owen, K.B., Smith, J., Lubans, D.R., Ng, J.Y., & Lonsdale, C. (2014). Self-determined motivation and physical activity in children and adolescents: A systematic review and meta-analysis. Preventive Medicine, 67, 270279. doi:10.1016/j.ypmed.2014.07.033

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Slava, S., Laurie, D.R., & Corbin, C.B. (1984). Long-term effects of a conceptual physical education program. Research Quarterly for Exercise and Sport, 55, 161168. doi:10.1080/02701367.1984.10608393

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Society of Health and Physical Educators [SHAPE] America. (2014). National standards & grade-level outcomes for K-12 physical education. Champaign, IL: Human Kinetics.

    • Search Google Scholar
    • Export Citation
  • Su, Y.L., & Reeve, J. (2011). A meta-analysis of the effectiveness of intervention programs designed to support autonomy. Educational Psychology Review, 23, 159188. doi:10.1007/s10648-010-9142-7

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Sun, H., Chen, A., Zhu, X., & Ennis, C.D. (2012). Curriculum matters: Learning science-based fitness knowledge in constructivist physical education. The Elementary School Journal, 113, 215229. PubMed ID: 26269659 doi:10.1086/667405

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Thompson, A., & Hannon, J.C. (2012). Health-related fitness knowledge and physical activity of high school students. Physical Educator, 69, 7188.

    • Search Google Scholar
    • Export Citation
  • Vallerand, R.J. (1997). Towards a hierarchical model of intrinsic and extrinsic motivation. Advances in Experimental Social Psychology, 29, 271360.

    • Search Google Scholar
    • Export Citation
  • Vlachopoulos, S.P., Katartzi, E.S., Kontou, M.G., Moustaka, F.C., & Goudas, M. (2011). The revised perceived locus of causality in physical education scale: Psychometric evaluation among youth. Psychology of Sport and Exercise, 12, 583592. doi:10.1016/j.psychsport.2011.07.003

    • Crossref
    • Search Google Scholar
    • Export Citation
  • von Glasersfeld, E. (1995). Radical constructivism: A way of knowing and learning. Bristol, PA: The Falmer Press.

  • Wang, C.K.J. (2017). Maximizing student motivation in physical education: A self-determination theory perspective. In C.D. Ennis (Ed.). Routledge handbook of physical education pedagogies (pp. 6884). London, UK: Routledge.

    • Search Google Scholar
    • Export Citation
  • Wang, Y., Chen, A., Schweighardt, R., Zhang, T., Wells, S., & Ennis, D.C. (2017). The nature of learning tasks and knowledge achievement: The role of cognitive engagement in physical education. European Physical Education Review, 25(2), 1356336X1772417.

    • Search Google Scholar
    • Export Citation
  • Weston, A.T., Petosa, R., & Pate, R.R. (1997). Validation of an instrument for measurement of physical activity in youth. Medicine & Science in Sports & Exercise, 29, 138143. PubMed ID: 9000167 doi:10.1097/00005768-199701000-00020

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Yli-Piipari, S., Layne, T., Hinson, J., & Irwin, C. (2018). Motivational pathways to leisure-time physical activity participation in urban physical education: A cluster-randomized trial. Journal of Teaching in Physical Education, 37, 123132. doi:10.1123/jtpe.2017-0099

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Zhang, T., Chen, A., Chen, S., Hong, D., Loflin, J., & Ennis, C. (2014). Constructing cardiovascular fitness knowledge in physical education. European Physical Education Review, 20, 425443. PubMed ID: 25995702 doi:10.1177/1356336X14524865

    • Crossref
    • Search Google Scholar
    • Export Citation
All Time Past Year Past 30 Days
Abstract Views 384 384 139
Full Text Views 71 71 26
PDF Downloads 27 27 10