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Contributions of Tasks With Different Cognitive Load to High School Students' In-Class Physical Activity.
1Behavioral Medicine Group, Department of Psychology, College of Arts and Sciences, University of South Carolina, Columbia, SC, USA.
Journal of Teaching in Physical Education : JTPE
|November 21, 2025
Summary
High cognitive load tasks, like reasoning, boost physical activity in high school students. This supports concept-based physical education for effective learning and engagement.
Area of Science:
- Educational Psychology
- Kinesiology
- Curriculum Development
Background:
- Cognitive load theory guides instructional design for optimal learning.
- Understanding factors influencing student engagement in physical activity is crucial for effective education.
Purpose of the Study:
- To investigate the impact of cognitive load on high school students' in-class physical activity.
- To explore the moderating roles of gender and race in this relationship.
Main Methods:
- Utilized data from 150 high school students in a curriculum intervention study.
- Employed path analysis and Hayes' PROCESS analysis to model relationships and test moderation.
Main Results:
- Reasoning learning tasks showed a significant direct positive contribution to in-class physical activity (path coefficient = .54, p < .01).
- Gender and race were not found to be significant moderators of this relationship (p > .05).
Conclusions:
- High cognitive load tasks can enhance in-class physical activity among high school students.
- A concept-based physical education curriculum effectively provides productive learning opportunities for all students.
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