Implementation Fidelity of the NP-UDL Intervention: Exploring the Relationship Between Pedagogical Delivery and Student Motor Performance

• In Event: AERA Roundtable Session Friday 11:45 am - Gold 3
  In Roundtable Session: Pedagogical Models in Practice

Abstract

The purpose of this study was to examine the fidelity of implementation of a six-week integrated Nonlinear Pedagogy–Universal Design for Learning (NP-UDL) intervention in middle school physical education. The secondary purpose was to determine whether fidelity predicted student motor performance. Fidelity was assessed weekly using a 14-item observation tool across two instructional groups (expert-led and ecological). Two-level hierarchical linear models indicated that higher fidelity significantly predicted improvements in Loughborough Soccer Passing Test (LSPT) penalty time, but not Kick and Receive performance. Expert-led classes demonstrated consistently higher fidelity. The fidelity tool showed strong sensitivity and specificity. Findings supported fidelity as both a methodological safeguard and a predictor of student performance in general physical education.

Authors

• Michael Ertel, California State University Long Beach

• Andrea Taliaferro, University of South Carolina

• David Stodden, University of South Carolina

• Pamela Beach, Rochester Institute of Technology

• An De Meester, University of South Carolina

• Ali S. Brian, University of South Carolina