"Active Science": Integrating Physical Activity and Science Learning into the Afterschool Environment

Autor/inn/en	Finn, Kevin E.; Yan, Zi; McInnis, Kyle J.
Titel	"Active Science": Integrating Physical Activity and Science Learning into the Afterschool Environment
Quelle	In: American Journal of Health Education, 46 (2015) 6, S.323-328 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1932-5037
DOI	10.1080/19325037.2015.1078266
Schlagwörter	After School Programs; Science Instruction; Physical Activities; Science Achievement; Economically Disadvantaged; Urban Areas; Scientific Concepts; Experimental Groups; Control Groups; Multivariate Analysis; Scores; Statistical Significance; Educational Innovation; Movement Education; Massachusetts + Suchen Sie Ihr Suchwort? After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Urban area; Stadtregion; Multivariate Analyse; Instructional innovation; Bildungsinnovation; Bewegungsbildung; Master-Studiengang
Abstract	Background: Afterschool programs offer significant opportunities to increase physical activity levels and improve academic performance of children. Purpose: This study assessed an innovative approach to embed physical activity into science lessons in an afterschool community setting. Methods: Participants were 47 boys and girls (age = 10.8 ± 0.7 years) enrolled in an afterschool program offered at a YMCA located in an economically disadvantaged urban community. The 6-week curriculum included a 30-minute, twice-a-week physical activity intervention. The "Active Science" (n = 16) group participated in a series of age/grade appropriate science lessons that involved using their activity data (i.e., steps, distance, and calories) to explore and reinforce important science concepts. The control group (n = 31) participated in the physical activity component only. Results: A 2(time) × 2(group) repeated multivariate analysis of variance (MANOVA) test showed that the group was not significant, F (24, 1) = 0.51, P > 0.05. The time effects were significant on steps/hour, F (24,1) = 43.07, distance/hour, F (24,1) = 26.31; calories/hour, F (24,1) = 23.50; and science scores, F (24, 1) = 39.00, all Ps < 0.001. Discussion: The results of this study suggest an active education intervention showed promising effects on promoting physical activity and science learning. Translation to Health Education Practice: Afterschool programs should endorse innovative strategies to incorporate movement and activity into their curricula. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01