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Health-Related Fitness Knowledge Development Through Project-Based Learning

Peter A. Hastie, Senlin Chen, and Anthony J. Guarino

Purpose:

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.

Method:

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.

Results:

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.

Discussion:

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

Cover Journal of Teaching in Physical Education

In Journal of Teaching in Physical Education Volume 36 (2017): Issue 1 (Jan 2017)

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Active Living Education: Leveling the Playing Field for Black or African American Students

Stacy Imagbe, Baofu Wang, Yang Liu, Jared Androzzi, Xiangli Gu, and Senlin Chen

Purpose: The purpose of this study was to examine the potential racial disparities in education for active living (i.e., regular participation in moderate to vigorous physical activity with mitigated and interrupted levels of sedentary behavior) between Black/African American and White students. Methods: The study took place in one public middle school located in the Southeastern region of the United States. A total of 167 Black and 168 White students in sixth, seventh, and eighth grades completed a written test and a survey in physical education to assess active living knowledge and behaviors, respectively. Results: Multivariate analysis of covariance and tests of between-subjects effects showed significant race differences. Specifically, Black students scored significantly lower on the knowledge test and reported lower levels of physical activity out of school, and higher levels of sedentary behavior than White students, after controlling for grade and gender. Conclusion: The results identified racial disparities in knowledge and behaviors of active living. Tailored, culturally relevant active living education in and out of schools are needed to level the playing field for Black students.

Cover Journal of Teaching in Physical Education

In Journal of Teaching in Physical Education Volume 41 (2022): Issue 2 (Apr 2022): JTPE Special Issue: Black Scholarship in Physical Education