Search

Purpose: It is argued that the constructivist physical education has the potential to overcome socioeconomic (SES) constraints and promote learning. The purpose of this study was to determine the extent to which school SES-related class environmental factors influenced student learning in a constructivist physical education context. Methods: Students in 8th grade (N = 1,256) from 10 middle schools with varied SES were tested on exercise knowledge before and after a constructivist physical education intervention. School SES was determined using free and reduced meal ratio (FARM) and physical education related factors. Data on lesson frequency, length, facilities, equipment, and class size were collected from teachers. Results: Hierarchical linear model analyses reveal that SES is not predictive of intervention induced learning ( γ = 0.73, t =.91, p =.37). Lesson frequency ( γ 02 =.52, t =.31, p =.06), length ( γ 03 = −.03, t = −1.82, p =.07), facilities ( γ 04 = −.11, t = −.49, p =.63), equipment ( γ 05 = −.36, t = −1.36, p =.18), and class size ( γ 06 = −.05, t = −1.36, p =.18) are not predictive of learning. Student prior knowledge ( γ = −.59, t = −18.37, p <.001) and teacher factor ( γ =.04, t = 3.72, p <.001) are predictive of learning. Conclusion: The findings suggest that school SES's detrimental impact on learning in physical education could be overcome by the power of a constructivist curriculum. [ABSTRACT FROM AUTHOR]

Purpose:A primary goal of physical education is to develop physically literate individuals with the knowledge, skills, and confidence necessary for a physically active lifestyle. Guided by the expectancy-value and interest motivation theories, the purpose of this study was to identify the relationship between students' motivation and health-related fitness knowledge developed in physical education and their after-school physical activity participation.Method:Third-, 4th-, and 5th-grade students (N = 293) from 6 elementary schools in a large metropolitan school district in the United States provided data on expectancy beliefs and perceived task values, situational interest, health-related fitness knowledge, and after-school physical activity. Data were analyzed using descriptive statistics and a simultaneous multiple regression model.Results:It was found that expectancy beliefs (β = .20,t = 2.16,p = .03) and perceived exploration demand (β = .25,t = 2.58,p = .01), a source for situational interest, were positively related to after-school physical activity. The 2 variables, however, accounted for only 11.2% of the variances for children's after-school physical activity participation.Conclusion:This study demonstrates that students' active exploration and expectancy beliefs for success in physical education have limited influence on leisure-time physical activity participation. [ABSTRACT FROM PUBLISHER]