Constructing cardiovascular fitness knowledge in physical education
Bibliographic Data
| ID | 12565223 |
|---|---|
| Authors | Tan Zhang (0000-0002-3257-6608, University of North Carolina at Greensboro, corresponding author), Ang Chen (0000-0002-1352-7384, University of North Carolina at Greensboro), Senlin Chen (0000-0003-0945-4271, Lowa State University, USA), Deockki Hong (0000-0002-7226-3534, University of Northern Iowa), Jerry W Loflin (Davidson County Community College), Jerry Loflin (Davidson County Community College), Catherine Ennis (University of North Carolina at Greensboro), Catherine D Ennis (0000-0001-5734-1015, University of North Carolina at Greensboro) |
| Year | 2014 |
| Volume | 20 |
| Issue | 4 |
| Pages | 425-443 |
| Publication date | 2014-03-05 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | European Physical Education Review (JOURNAL) |
| Journal identifiers | ISSN: 1356-336X • E-ISSN: 1741-2749 |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/1356336x14524865 |
| PMID | 25995702 |
| PMCID | PMC4435935 |
| OpenAlex | W2158369823 |
| Language | EN |
| Citations received | 2 |
| References cited | 37 |
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
Cardiorespiratory fitness · Cognition · Developmental psychology · Knowledge level · Mathematics education · Multivariate analysis · Multivariate analysis of variance · Physical education · Physical fitness · Physical therapy · Regression analysis · Statistics · Test (biology · Children's Physical and Motor Development · Mathematics · Medicine · Motivation and Self-Concept in Sports · Physical Education and Pedagogy · Psychology
| Unique citing works | 2 |
|---|---|
| Citations per year | 0,22 |
| Citation span | 2017 - 2021 (5) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 2 |