Constructing cardiovascular fitness knowledge in physical education

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Ang Chen, Professor (Creator)
Catherine D. Ennis, Professor (Creator)
The University of North Carolina at Greensboro (UNCG )
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Abstract: In physical education, it has become necessary for children to learn kinesiological knowledge for understanding the benefits of physical activity and developing a physically active lifestyle. This study was conducted to determine the extent to which cognitive assignments about healthful living and fitness contributed to knowledge growth on cardiorespiratory fitness and health. Fourth grade students (N = 616) from 15 randomly sampled urban elementary schools completed 34 cognitive assignments related to the cardiorespiratory physical activities they were engaged in across 10 lessons. Performance on the assignments were analyzed in relation to their knowledge gain measured using a standardized knowledge test. A multivariate discriminant analysis revealed that the cognitive assignments contributed to knowledge gain but the contribution varied assignment by assignment. A multiple regression analysis indicated that students’ assignment performance by lesson contributed positively to their knowledge growth scores. A content analysis based on the constructivist learning framework showed that observing–reasoning assignments contributed the most to knowledge growth. Analytical and analytical–application assignments contributed less than the constructivist theories would predict.

Additional Information

European Physical Education Review, 20(4), 425-443
Language: English
Date: 2014
Constructivism, cardiorespiratory fitness, written assignments, knowledge growth

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