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Learning in Physical Education: A Transfer of Learning Theory Perspective
Alireza HosseiniKhezri1, Chaojie Shang1, Alexander C Moss1
1Department of Kinesiology, School of Health and Human Sciences, The University of North Carolina at Greensboro, Greensboro, NC, USA.
Journal of Teaching in Physical Education : JTPE
|November 21, 2025
Summary
This study investigated knowledge transfer in high school physical education. Students demonstrated significant near transfer of caloric-balanced living concepts from learning to application, supporting transfer theory.
Area of Science:
- Education
- Psychology
- Health Science
Background:
- Education aims to foster knowledge and skill transfer to real-life applications.
- Transfer theory posits near transfer as foundational for far transfer.
- Near transfer involves applying knowledge in similar contexts.
Purpose of the Study:
- To investigate near transfer of caloric-balanced living concepts.
- To apply transfer theory within a high school physical education context.
Main Methods:
- A curriculum intervention was implemented with 980 high school students.
- Students learned concepts in Unit 1 and applied them in Unit 2.
- A pre- and postintervention design assessed knowledge near transfer.
Main Results:
- Regression analysis indicated a significant near transfer (B = 0.32, p < .001).
- The model explained 9.5% of the variance in knowledge transfer (R² = .095).
Conclusions:
- Findings suggest a strong potential for knowledge transfer in physical education.
- Successfully transferring learning concepts to application is feasible.
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