Teacher Implementation Fidelity: Linking to Student Knowledge, Engagement, and Physical Activity in Concept-Based PE.

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  In Roundtable Session: Pedagogical Models in Practice

Abstract

This study aimed to determine the impact of teacher fidelity in implementing a concept-based physical education (CBPE) curriculum on high school students’ (n=1,059) knowledge gains, assignment completion and score, and physical activity (PA). Using Hierarchical Linear Modeling (HLM), we found that higher fidelity significantly predicted greater progressive knowledge gains (B = 6.53, p < .001) and higher assignment completion rates (B = 0.655, p = .007). However, fidelity was not significantly linked to initial knowledge gains, workbook assignment scores, or in-class PA, though a positive trend was observed for PA with higher fidelity. School socioeconomic status did not moderate these relationships. The findings indicate fidelity is particularly important for sustained learning and behavioral task engagement in CBPE.

Author

• Hamid Amni, University of North Carolina - Greensboro