Teaching strategies and their impact on physical activity intensity in elementary school physical education

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Theresa B. Schlosser (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site: http://library.uncg.edu/
Pam Brown

Abstract: The project’s purpose was to determine the class time students spent at moderate to vigorous physical activity (MVPA) levels during 3rd, 4th, and 5th grade physical education class, the extent to which teachers are implementing effective teaching strategies, and the relationship of those strategies to MVPA levels. Specific teaching strategies including task design, task presentation, classroom management, and instructional response, shown to promote MVPA and learning among elementary school children were assessed using the Assessing Quality Teaching Rubric (AQTR). Six teachers volunteered to participate in the study and have their students wear Polar Active activity monitors during a regularly scheduled physical education class. Overall, levels of MVPA were greater than the recommended 50% of physical education class, reaching an average of 54.3%. However, no significant differences in MVPA minutes as a function of gender or grade level were found. Results indicated a positive association between overall AQTR scores and MVPA minutes, R2 = .233, F (1,15) = 4.566, p= 0.049. Classroom management had a significant association and was the strongest predictor of MVPA minutes during class, R2 = .364, F (1, 15) = 17.63, p < .010.

Additional Information

Language: English
Date: 2018
Elementary, MVPA, Physical Education, Teaching
Physical education and training $x Study and teaching (Elementary)
Physical education for children
Physical fitness for children

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