Transfer of Learning in a Concept-Based Physical Education Curriculum

• In Event: Thursday Roundtable Session 12:40 pm
  In Roundtable Session: Physical Education Mesosystems and Assessment (Table 29)

Abstract

The theory of learning transfer postulates that individuals can transfer acquired knowledge and skills from one context to another. The purpose of this study is to verify a near transfer of knowledge in a concept-based physical education curriculum. Hierarchical regression analyses on data from 742 ninth-grade students revealed that students could successfully apply specific concepts learned in Unit 1 to the application assignments of Unit 2 with a sizable impact (R2 = .22, B=1.01). The finding of this study contributes to the theory of learning transfer, with evidence showing that doing assignments correctly can be more critical than merely completing them in terms of applying learned knowledge and skills in future learning.

Authors

• Alireza Hosseinikhezri, University of North Carolina - Greensboro

• Alexander Clayton Moss, University of North Carolina - Greensboro

• En-Hua Chan, National Kaohsiung Normal University

• Jihyun Song, University of North Carolina - Greensboro

• Chaojie Shang, University of North Carolina - Greensboro

• Hamid Amni, University of North Carolina - Greensboro

• Ang Chen, University of North Carolina - Greensboro