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

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Yubing Wang University of Wisconsin-Whitewater

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Ang Chen University of North Carolina-Greensboro

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DOI:
https://doi.org/10.1123/jtpe.2019-0067
Keywords:
autonomous motivation; exercise motivation; PE effect
First Published Online:
26 Nov 2019
In Print:
Volume 39: Issue 3
Page Range:
407–414
Restricted access

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.
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