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Effects of a Concept-Based Physical Education on Middle School Students' Knowledge, Motivation, and Out-of-School
1University of Wisconsin-Whitewater, Whitewater, WI.
Purpose:
This study aimed to determine the extent to which a concept-based physical education curriculum, specifically the Science of Healthful Living (SHL) curriculum, influenced middle school students' knowledge, motivation for physical education (PE) and physical activity (PA), and out-of-school PA.
Methods:
A static group comparison design was adopted to analyze the differences on fitness knowledge, autonomous motivation for PE and PA, and out-of-school PA between eighth-grade students who studied the SHL curriculum (the experimental condition, n = 168) and their peers who studied a multiactivity PE (the control condition, n = 226) 1 year earlier.
Results:
The students who studied the SHL curriculum demonstrated significantly higher levels of knowledge (p < .05, Cohen d = 0.81), autonomous motivation toward PA (p < .05, Cohen d = 0.20), and out-of-school PA (p < .05, Mann-Whitney U effect size = 0.01) than students who had experienced the multiactivity PE. The students in both conditions were equally motivated in their respective PE courses.
Conclusion:
The SHL curriculum is effective in promoting students' PA behavior outside of the school.
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