Cognitive Load and Energy-Balance Knowledge in High School Physical Education

• In Event: Physical Activity and Cognition in Physical Education

Abstract

Cognitive load theory focuses on providing relevant types and amounts of cognitive engagement to elicit optimal cognitive processes to enhance learning. This study was conducted to identify the impact of cognitive learning tasks on 9th graders’ cognitive architecture about energy-balanced concepts. The path analysis was conducted to analyze the data from a random sample of 150 students. The results revealed that the reasoning tasks had significant effects on students’ knowledge gain (path coefficient i-Diet and i-Exercise =.34, path coefficient myHealth, myWay =.39; p < .01). The FARM rates and student/teacher ratio did not have significant effects on students’ knowledge gain (p > .05). The findings suggested that curriculum designers should incorporate high-level cognitive learning tasks in the physical education lesson.

Authors

• Anqi Deng, University of South Carolina

• Ang Chen, University of North Carolina - Greensboro