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

Autor/inn/en	Deng, Anqi; Chen, Ang
Titel	Cognitive Load and Energy Balance Knowledge in High-School Physical Education
Quelle	In: Journal of Teaching in Physical Education, 42 (2023) 1, S.165-174 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Deng, Anqi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0273-5024
Schlagwörter	High School Students; Grade 9; Cognitive Processes; Difficulty Level; Knowledge Level; Energy; Quality of Life; Socioeconomic Status; Achievement Gains; Life Style; Physical Activity Level; Health Promotion; Physical Education; Health Behavior; Institutional Characteristics; Intervention; Learning Processes; Integrated Activities + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; School year 09; 9. Schuljahr; Schuljahr 09; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Wissensbasis; Energie; Lebensqualität; Socio-economic status; Sozioökonomischer Status; Achievement gain; Leistungssteigerung; Lebensstil; Gesundheitsfürsorge; Gesundheitshilfe; Reihenuntersuchung; Körpererziehung; Sportunterricht; Health behaviour; Gesundheitsverhalten; Learning process; Lernprozess; Integrierender Unterricht
Abstract	Purpose: Guided by the cognitive load theory, the purpose of this study was to determine the impacts of cognitive load and school socioeconomic status-related environmental factors on ninth-graders' energy-balanced living knowledge gain. Methods: A stratified random sample of high-school students (N = 150) participated in this study. Data were collected on students' knowledge gain, cognitive load, free and reduced-price meal rates, and student-to-teacher ratio. Results: The path analysis results revealed that the reasoning learning tasks had direct significant effects on students' knowledge gain ([beta][subscript i-Diet and i-Exercise] = 0.34, p < 0.01). The free and reduced-price meal rates and student-to-teacher ratio did not have significant effects on students' knowledge gain (p > 0.05). Discussion: These findings advance our understanding of the role cognitive learning tasks play in enhancing student learning in the subjects of energy-balanced knowledge and healthy lifestyle (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01