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To evaluate the influence of scientifically based curricula intended for the physical education (PE) classroom, researchers should consider fidelity, or the extent to which teachers who are implementing a PE curricular intervention adhere to the model of curriculum and instruction inherent in the research design. The purpose of this study was to assess PE teachers' fidelity of implementation as they implemented a research-based PE curricular intervention and to examine the relationship between teachers' fidelity to the curricular intervention and student outcomes. Six teachers from three middle schools taught one 20-lesson unit from a PE intervention to their sixth grade students. Teachers' fidelity of implementation was documented using nonparticipatory observations. Students' knowledge acquisition was measured on a standardized knowledge test prior to and after the 20-lesson unit. Students' physical activity intensity levels were measured on lesson observation days using accelerometers. Multiple regression with fidelity score as the predictor and knowledge acquisition as the criterion variable indicated that teachers' fidelity scores accounted for a large portion of variance in student knowledge growth (R[superscript 2] = 0.79, adj R[superscript 2] = 0.74, p < 0.05). Approximately 48% of all observed lesson time involved moderate to vigorous physical activities. Based on the findings from this research, it appears the more faithful teachers are to teaching research-based curricula as designed, the greater the impact the curricula can have on student achievement.

The Early College High School Initiative (ECHSI) was introduced in 2002. Since 2002, limited data, especially student physical activity data, have been published pertaining to the ECHSI. The purpose of this study was to examine the aerobic capacities of early college students and compare them to state and national averages. Early college students (N = 294) enrolled in a 16-week, aerobically-based, physical activity college course at a medium-sized North Carolina community college from 2006 to 2012 completed the Rockport Fitness Walking Test during the 2nd and 14th week of their class as a course requirement. Between the two test administrations, students adhered to a week-long walk, jog, run exercise program based on their initial walking test score and American College of Sports Medicine (ACSM) exercise prescription guidelines (ACSM, 2010). Significant differences existed between male and female students' aerobic capacities during the pretest (p = 0.03) and posttest (p = 0.04). The results are similar to 1999-2002 National Health and Nutrition Examination Surveys (NHANES) and 2011 In-school Prevention of Obesity and Disease (IsPOD) data. Findings suggest that early college students' cardiorespiratory fitness scores are similar to nonearly college students of the same age and gender. Early colleges are presented with an opportunity to be local, state, and national leaders by requiring early college students to complete multiple credits of physical education/activity in a 4- to 5-year early college experience.

To evaluate the influence of scientifically based curricula intended for the physical education (PE) classroom, researchers should consider fidelity, or the extent to which teachers who are implementing a PE curricular intervention adhere to the model of curriculum and instruction inherent in the research design. The purpose of this study was to assess PE teachers 'fidelity of implementation as they implemented a research-based PE curricular intervention and to examine the relationship between teachers' fidelity to the curricular intervention and student outcomes. Six teachers from three middle schools taught one 20-lesson unit from a PE intervention to their sixth grade students. Teachers 'fidelity of implementation was documented using nonparticipatory observations. Students' knowledge acquisition was measured on a standardized knowledge test prior to and after the 20-lesson unit. Students' physical activity intensity levels were measured on lesson observation days using accelerometers. Multiple regression with fidelity score as the predictor and knowledge acquisition as the criterion variable indicated that teachers 'fidelity scores accountedfor a large portion of variance in student knowledge growth ([R.sup.2] = .79, adj [R.sup.2] = .74, p < .05). Approximately 48% of all observed lesson time involved moderate to vigorous physical activities. Based on the findings from this research, it appears the more faithful teachers are to teaching research-based curricula as designed, the greater the impact the curricula can have on student achievement., During a time of student, teacher, and school accountability, state legislators are taking control of schools through legislative actions across the United States. Educational mandates and policies related to school [...]

In physical education, it has become necessary for children to learn kinesiological knowledge for understanding the benefits of physical activity and developing a physically active lifestyle. This study was conducted to determine the extent to which cognitive assignments about healthful living and fitness contributed to knowledge growth on cardiorespiratory fitness and health. Fourth grade students (N = 616) from 15 randomly sampled urban elementary schools completed 34 cognitive assignments related to the cardiorespiratory physical activities they were engaged in across 10 lessons. Performance on the assignments were analyzed in relation to their knowledge gain measured using a standardized knowledge test. A multivariate discriminant analysis revealed that the cognitive assignments contributed to knowledge gain but the contribution varied assignment by assignment. A multiple regression analysis indicated that students’ assignment performance by lesson contributed positively to their knowledge growth scores. A content analysis based on the constructivist learning framework showed that observing–reasoning assignments contributed the most to knowledge growth. Analytical and analytical–application assignments contributed less than the constructivist theories would predict. [ABSTRACT FROM PUBLISHER]