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Constructing cardiovascular fitness knowledge in physical education
Tan Zhang1, Ang Chen1, Senlin Chen2
1University of North Carolina at Greensboro, USA.
European Physical Education Review
|May 22, 2015
Summary
Cognitive assignments in physical education enhance children's knowledge of cardiorespiratory fitness. Performance on these tasks positively impacts learning, with observing-reasoning activities proving most effective for knowledge growth.
Area of Science:
- Physical Education
- Kinesiology
- Health Education
Background:
- Children need kinesiological knowledge for active lifestyles.
- Understanding physical activity benefits is crucial for health.
- Cognitive assignments can support health and fitness education.
Purpose of the Study:
- To assess the impact of cognitive assignments on cardiorespiratory fitness knowledge.
- To determine the relationship between assignment performance and knowledge gain.
- To identify which types of assignments are most effective for learning.
Main Methods:
- 616 fourth-grade students from 15 urban elementary schools participated.
- Students completed 34 cognitive assignments across 10 physical education lessons.
- Knowledge gain was measured using a standardized test, analyzed via discriminant and regression analyses.
Main Results:
- Cognitive assignments significantly contributed to knowledge gain, with varying effectiveness.
- Student performance on assignments positively correlated with knowledge growth.
- Observing-reasoning assignments showed the highest contribution to knowledge acquisition.
Conclusions:
- Cognitive assignments are valuable tools for enhancing cardiorespiratory fitness knowledge in children.
- The effectiveness of assignments varies, highlighting the importance of design.
- Constructivist learning principles, particularly observing-reasoning, are effective for health and fitness education.
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