Constructing cardiovascular fitness knowledge in physical education.

Autor/inn/en	Zhang, Tan; Chen, Ang; Chen, Senlin; Deockki, Hong; Loflin, Jerry; Ennis, Catherine
Titel	Constructing cardiovascular fitness knowledge in physical education. Gefälligkeitsübersetzung: Aufbereitung von Wissen zur kardiovaskulären Fitness im Sportunterricht.
Quelle	In: European physical education review, 20 (2014) 4, S. 425-443Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1356-336X; 1741-2749
DOI	10.1177/1356336X14524865
Schlagwörter	Wissen; Erziehungswissenschaft; Leistungsfähigkeit; Aktivität; Motorisches Lernen; Wissenserwerb; Wissensvermittlung; Atmungssystem; Herz-Kreislauf-System; Gesundheitsfürsorge; Fitness; Körpererziehung; Sportaktivität; Sportunterricht; Lebensführung
Abstract	In physical education, it has become necessary for children to learn kinesiological knowledge for understanding the benefits of physical activity and developing a physically active lifestyle. This study was conducted to determine the extent to which cognitive assignments about healthful living and fitness contributed to knowledge growth on cardiorespiratory fitness and health. Fourth grade students (N = 616) from 15 randomly sampled urban elementary schools completed 34 cognitive assignments related to the cardiorespiratory physical activities they were engaged in across 10 lessons. Performance on the assignments were analyzed in relation to their knowledge gain measured using a standardized knowledge test. A multivariate discriminant analysis revealed that the cognitive assignments contributed to knowledge gain but the contribution varied assignment by assignment. A multiple regression analysis indicated that students' assignment performance by lesson contributed positively to their knowledge growth scores. A content analysis based on the constructivist learning framework showed that observing-reasoning assignments contributed the most to knowledge growth. Analytical and analytical-application assignments contributed less than the constructivist theories would predict. Verf.-Referat.
Erfasst von	Bundesinstitut für Sportwissenschaft, Bonn
Update	2015/2