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Purpose: Guided by the cognitive load theory, the purpose of this study was to determine the impacts of cognitive load and school socioeconomic status-related environmental factors on ninth-graders' energy-balanced living knowledge gain. Methods: A stratified random sample of high-school students (N = 150) participated in this study. Data were collected on students' knowledge gain, cognitive load, free and reduced-price meal rates, and student-to-teacher ratio. Results: The path analysis results revealed that the reasoning learning tasks had direct significant effects on students' knowledge gain ([beta][subscript i-Diet and i-Exercise] = 0.34, p < 0.01). The free and reduced-price meal rates and student-to-teacher ratio did not have significant effects on students' knowledge gain (p > 0.05). Discussion: These findings advance our understanding of the role cognitive learning tasks play in enhancing student learning in the subjects of energy-balanced knowledge and healthy lifestyle

Purpose: Informed by the constructivist learning theory, the purpose of this study was to determine the impact of three continuing professional development (CPD) approaches on student learning in a healthful living physical education curriculum. Methods: Physical education teachers (n = 19) received one of the following CPD trainings: (1) "Full Training"; (2) "Expedited Training"; or (3) "Self-Training." The effect of each CPD method was determined by tracking student learning (N = 3,418) with a two-level linear mixed model. Results: The results showed that "Full Training" CPD was able to generate the largest knowledge gain in both the "Healthy Lifestyles Unit" ([beta] = 0.214, p < 0.001) and "Cardio Fitness Club Unit" ([beta] = 0.184, p < 0.01) in comparison with the other two CPD approaches. Discussion: These findings advance our understanding of the role different CPD approaches play in enhancing student learning in the subjects of cardiorespiratory fitness and health lifestyles. Conclusions: The "Full-Training" CPD appears to benefit student learning the most followed by the "Expedited-Training." The "Self-Training" would yield the least learning achievement.

Purpose: The purpose of this study was to determine the 3-year trajectory of students' interest in learning physical activity (PA) knowledge during middle school and the effects of gender and prior knowledge on the trajectory. Methods: Using a repeated-measures design, a cohort of 447 sixth-grade students' interest in learning PA knowledge was measured eight times from the beginning of sixth grade to the end of eighth grade. Students' prior PA knowledge was measured at the beginning of sixth grade. Results: Hierarchical linear modeling analyses showed that students' interest in PA knowledge in general declined over time. Girls' interest declined faster than that of the boys before eighth grade, but their decline slowed during the eighth-grade year. Prior knowledge did not influence the trajectories. Discussion: These findings provide insights regarding students' interest in learning PA knowledge and indicate that prior knowledge may not be a central component that contributes to interest development.

The line between gender and sex has become increasingly muddled in literature. Tensions surrounding this topic are ever-increasing and definitions of the two are rarely consistent. For improving conceptual clarity, we adopted the Social Role Theory to explore how these two terms differ and relate by laying out a cyclical framework of biological, sociological, and psychological components. Herein, we discuss the origins of the binary sex construct, anatomical brain/cognition differences, and sex/gender role implications for education and physical education. We confront the topic in a content area that continues to be masculine-oriented with the purpose to conceptualize sex/gender in physical education research through clarifying the evolutionary biosocial spectrum. Offering a reconceptualization of gender as a multidimensional construct could inspire further curricular reform for the content to be more inclusive of all participants, learnable by all students regardless of sex and gender, and beneficial both mentally and physically to all learners. [ABSTRACT FROM AUTHOR]

This conceptual article focuses on the curriculum disalignment issue that seems to be a contributor to the marginalization of K–12 physical education. Through a brief historical review of events, especially the 1991 Critical Crossroads conference, the article explores and explains reasons that the future of K–12 physical education should rely on developing health-centered, concept-based curricula consistent with kinesiology science. In a major section, the article documents a 20-year effort and findings of curriculum intervention research in elementary, middle, and high schools to advocate and deliberate the need for a curriculum reform that should center on aligning physical education with kinesiology science. Implications of the kinesiology–physical education curriculum alignment to student learning are emphasized, and a paradigm change perspective to curriculum reform is discussed as a path to revitalize K–12 physical education. [ABSTRACT FROM AUTHOR]

• Learning environment and individual characteristics have an influential impact on expectancy value theory (EVT) motivation in the physical education context. • Social supports students receive from class, motivation displayed by teachers and peers, and a positive learning environment emerged as 3 primary factors influencing students' EVT motivation. • Physical educators can develop positive outcomes, including concentration, persistence, engagement, effort, in-class physical activity, and situational interests, by facilitating students' development of expectancy beliefs and task values. • Cost remains an understudied factor in current studies. The purpose of motivating students is to enhance their learning achievement. The expectancy-value theory (EVT) has demonstrated its efficacy in motivating students in classrooms and in gymnasia. Understanding student motivation in physical education is needed. This meta-analysis review aimed to reveal the determinants and functions of EVT by evaluating the evidence in physical education research. We followed the Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA) guidelines to identify and meta-analyze the current research literature published from January 2010 to December 2020 by generating and analyzing the effect sizes from the studies. A total of 31 studies were included. The results show that social support, motivation of teachers and peers, and positive class climate can predict student EVT motivation. EVT motivation predicts student learning behaviors, situational interests, fitness performance, health behavior function, out-of-school physical activity, and physical skill development. EVT motivation could facilitate learning behaviors and situational interest development in the gymnasium. It might lead to fitness enhancement, health behavior change, out-of-school physical activity participation, and physical skill development. Fostering a learning environment with a mastery-centered and/or student autonomy approach where students perceived success and the task values can enhance and maximize student EVT motivation and learning achievement. [Display omitted] [ABSTRACT FROM AUTHOR]

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: 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]

BackgroundPurposeMethodFindingsConclusionCaloric-unbalanced lifestyle has been documented as one critical reason for childhood obesity. Educating students with the knowledge about caloric-balanced living with a focus on healthy eating and physical activity may help raise their awareness to address obesity. Gender preference has limited the benefits of acquiring such knowledge for its impacts on the way for students to acquire knowledge. It is necessary, therefore, to identify the extent to which gender preference is associated with caloric-balanced living conceptions to enhance the literature about gender roles and to develop equitable interventions to promote healthful living.The purpose of this study was to identify the influence of gender preference on high school students’ caloric-balanced living conceptions, including naïve- and mis-conceptions and scientific conceptions.This research adopted a mix-method design and recruited 72 students. A semi-structured interview was conducted with each student to acquire their conceptions toward caloric-balanced living. After coding their responses, we tallied the number of responses consistent with naïve- and mis-conceptions as well as the scientific conceptions. Then a χ2 analysis was conducted to determine the association between gender and naïve-, mis-, and scientific conceptions, respectively.Students possessed three types of naïve conceptions that were specified as power, eating, or exercising to represent caloric-balanced living and two types of misconceptions that were specified as an object and activity. Gender preference was identified in naïve conception; female students preferred to exclusively conceptualize caloric-balanced living as eating, while male students as exercising only. No gender preference was identified in misconceptions and the scientific conception.This study is significant in that it revealed potential flaw of the physical education curriculum where the core science of kinesiology may not be taught systematically, and gender-related issues may not address appropriately. It advocates that teaching scientific conceptions should be given the priority in curriculum design and teaching practices to help students acquire scientific conceptions that subsequently develop a coherent knowledge system and behavior of caloric-balanced living. [ABSTRACT FROM AUTHOR]