Constructing Cardiovascular Fitness Knowledge in Physical Education

Autor/inn/en	Zhang, Tan; Chen, Ang; Chen, Senlin; Hong, Deockki; Loflin, Jerry; Ennis, Catherine
Titel	Constructing Cardiovascular Fitness Knowledge in Physical Education
Quelle	In: European Physical Education Review, 20 (2014) 4, S.425-443 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-336X
DOI	10.1177/1356336X14524865
Schlagwörter	Physical Education; Exercise Physiology; Motor Development; Physical Activities; Physical Fitness; Health Related Fitness; Health Education; Human Body; Elementary School Students; Learning Activities; Assignments; Standardized Tests; Multivariate Analysis; Discriminant Analysis; Multiple Regression Analysis; Content Analysis; Instructional Effectiveness; Constructivism (Learning); Knowledge Level; School Districts; School District Size; Urban Schools; Pretests Posttests; Predictor Variables; Measures (Individuals); Statistical Distributions; Workbooks; Grade 4 + Suchen Sie Ihr Suchwort? Körpererziehung; Sportunterricht; Sportphysiologie; Motorische Entwicklung; Leistungsfähigkeit; Gesundheitssport; Gesundheitstraining; Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; Menschlicher Körper; Lernaktivität; Assignment; Auftrag; Zuweisung; Standadised tests; Standardisierter Test; Multivariate Analyse; Diskriminanzanalyse; Inhaltsanalyse; Unterrichtserfolg; Wissensbasis; School district; Schulbezirk; School districts; Size; Schuleinzugsbereich; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Prädiktor; Messdaten; Wahrscheinlichkeitsverteilung; Arbeitsbuch; School year 04; 4. Schuljahr; Schuljahr 04
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. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10