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The Missing Link? Middle School Students' Procedural Knowledge on Fitness.
Journal of Teaching in Physical Education : JTPE
|June 1, 2022
Summary
Middle school students often lack the procedural knowledge (knowing how) needed for fitness activities, even if they know the facts (declarative knowledge). Improving procedural knowledge is key for increasing physical activity participation.
Area of Science:
- Physical Education
- Adolescent Health
- Knowledge Frameworks
Background:
- Understanding student knowledge is crucial for effective physical education.
- The declarative-procedural knowledge framework distinguishes between knowing 'what' and knowing 'how'.
- Adolescent physical activity levels are a significant public health concern.
Purpose of the Study:
- To assess middle school students' declarative and procedural fitness knowledge.
- To explore the relationship between declarative and procedural fitness knowledge.
- To inform physical education strategies for enhancing physical activity.
Main Methods:
- A standardized knowledge test assessed declarative fitness knowledge.
- Semistructured interviews clarified students' declarative and procedural knowledge.
- The study included 291 students aged 11-14 from 24 middle schools.
Main Results:
- Most students demonstrated deficiencies in procedural fitness knowledge.
- A subset of students with strong declarative knowledge also exhibited high procedural knowledge aligned with personal goals.
- A significant gap exists between knowing fitness facts and knowing how to perform fitness activities.
Conclusions:
- Lack of procedural fitness knowledge may hinder engagement in fitness-enhancing physical activities.
- School-based interventions should focus on developing procedural knowledge to promote actual participation.
- Targeting procedural knowledge can improve students' ability to translate fitness knowledge into practice.
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