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The purpose of this study was to explore and reveal naïve conceptions and misconceptions about energy embedded in elementary school students’ prior knowledge. Students’ performance on standardized knowledge test was used to classify students into low, median and high levels of knowledge about the cardiovascular system. Semi-structured in-depth interviews were conducted with students in each group to extract their understanding of energy in relation to food choices, physical activities, and exercises. Analysis of the interview data generated six categories of naïve conceptions and two categories of misconceptions. Different conceptual change theories, including Chi’s ontological change theory, Ohlsson’s resubsumption theory, and enculturation theory were used to analyze and understand these naïve conceptions and misconceptions and why they could be robust to change. The analyses confirm the need to adopt a multi-theoretical approach to the understanding of students’ naïve conceptions and misconceptions (Chinn & Samarapungavan, 2009. Conceptual change-multiple routes, multiple mechanisms: A commentary on Ohlsson. Educational Psychologist, 44(1), 1-10). The findings encourage physical and health educators adopt different strategies to address the potential learning obstacles brought by students’ naïve conceptions and misconceptions. [ABSTRACT FROM AUTHOR]

Research has shown that interest in knowledge facilitates students' academic achievement in learning. Because individual interest is often based on how much one knows, in other words existing or prior knowledge, studying adolescents' interest in health-enhancing physical activity and its benefits should address the relation between the interest and their existing or prior physical activity knowledge. Understanding this relationship may help us facilitate students to not only develop interest in knowing more about but also actual adopt a healthy, active lifestyle. This study used a large-sample structural equation design to identify the relationship between middle school students' interest in physical activity knowledge and their prior physical activity knowledge, and to assess the change of this relationship over time. Guided by the declarative-procedural knowledge framework, latent growth models were developed and tested on data collected from a random sample of 3882 students from ten middle schools. The latent growth curve model indicated that, 1) on average, students experienced a significant interest decline in both procedural and declarative knowledge; 2) prior knowledge helped slow the decline and facilitated interest growth in knowledgeable students. The results suggest that existing knowledge determined the interest change. [ABSTRACT FROM AUTHOR]

Purpose: It has been acknowledged in physical education (PE) that knowledge empowers learners to develop a physically active lifestyle In this study, we consider Cognitive Load Theory (CLT) as a valuable extension of the constructivist learning theory to help articulate the role of three pivotal instructional factors, content knowledge, learners, and instructional process, in learning fitness knowledge in PE. Guided by CLT, this study was intended to identify middle school students' cognitive architecture about aerobic and anaerobic concepts and pedagogical factors that might enhance or limit scientific conceptualization. Methods: We employed a mixed-methods approach. A total of 291 students randomly drawn from the 24 schools provided data on conceptual knowledge levels via standardized test and conceptual structures of understanding via semi-structured interviews about the aerobic/anaerobic concepts. Results: Results from integrated quantitative and qualitative analyses reveal the role of task element interactivity as a function of conceptualization in the students' cognitive architecture. The students lack the understanding that aerobic and anaerobic concepts are associated with the concepts of complex metabolic systems that dictate the energy pathways experienced in physical activity. Their understandings are characterized by a tendency of overly simplifying the complex conceptions for convenient schema activation. The simplified conception is likely to prohibit their understanding from becoming consistent with the science. The findings suggest that teachers should anticipate lack of understanding of knowledge connectivity when teaching fitness concepts and establish the task element interactivity with enhanced clarity to facilitate knowledge learning. Conclusion: Consistent with the constructivist learning theory, the findings inform us that teaching complex fitness concepts require the teacher to connect prior knowledge as a prerequisite to activate relevant cognitive architecture and actively build connections between the prior knowledge and the to-be learned concepts. PE curriculum designers and teachers should anticipate the complex challenges in teaching the aerobic and anaerobic concepts because of their connections to other concepts associated with human energy systems such as intensity and oxygen supply. [ABSTRACT FROM AUTHOR]

We used mixed methods to identify middle school students' conceptions and misconceptions of energy in the domain of health and fitness. We selected a total of 24 middle schools from six school districts in a Southeastern state of the U. S. through stratified sampling. Students were first given a standardized knowledge test to establish their knowledge level membership in the domain of health and fitness. A sample of 291 students was selected from the 24 schools for semi-structured interviews on their understanding of energy sources for physical activities and consequences of energy surplus. Analysis of the interview data identified a variety of misconceptions on energy by grade and knowledge levels. Different conceptual change theories were adopted to form four themes to explain the identified misconceptions. We discussed pedagogical implications that may help address the misconceptions in and beyond the domain of health and fitness. [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]