The Process and Outcome of Learning Energy Balance Knowledge in a Physical Education Unit

• In Event: Roundtable Session 32
  In Roundtable Session: Investigating Students' Psychomotor Outcomes, Energy Balance, and Cardiorespiratory Fitness

Abstract

This study examined the process and outcomes of students learning energy balance knowledge in the Switch PE unit - a constructivist physical education unit focused on energy balance education. The sample consisted of 450 fourth and fifth grade students. The four participating schools were randomized into either the experimental group (received the Switch PE) or the control group (received regular physical education). Students’ cognitive engagement during each of the 11 Switch PE lessons was measured by task sheets and quantified following a rubric. Energy balance knowledge was pre- and post-measured by a standardized knowledge test. Descriptive and inferential statistical analyses were conducted. Switch PE showed a significant effect on knowledge achievement and cognitive engagement was at a moderate level.

Author

• Senlin Chen, Iowa State University