The Development of Fitness Knowledge Through Project-Based Learning

• In Event: 46.072 - Investigating School-Based Fitness, Physical Activity, and Health

Abstract

This paper examines the outcomes of an intervention designed to increase the fitness content knowledge of a cohort of primary school children employing project-based-learning as its pedagogical model. The “project” was for students to plan a series of exercise stations within their schools that would form three fitness trails, create videos demonstrating the exercises appropriate for each station, and then actually build the various stations. One hundred and fifty students from one elementary school (and a further 60 from similar control schools) completed a pre-validated, grade appropriate test of fitness knowledge. The students in the intervention school demonstrated a significant (η2= .393) improvement (delta = 13%). These results are explained using the theories of situated learning and situational interest.

Authors

• Peter A. Hastie, Auburn University

• Senlin Chen, Iowa State University