Promoting Elementary Physical Education: Results of a School-Based Evaluation Study
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| Title: | Promoting Elementary Physical Education: Results of a School-Based Evaluation Study |
|---|---|
| Language: | English |
| Authors: | Boyle-Holmes, Trina, Grost, Lisa, Russell, Lisa, Laris, B. A., Robin, Leah, Haller, Elizabeth, Potter, Susan, Lee, Sarah |
| Source: | Health Education & Behavior. 2010 37(3):377-389. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2010 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Elementary Education Grade 4 Grade 5 |
| Descriptors: | Quasiexperimental Design, Physical Education, Physical Activities, Self Efficacy, Physical Activity Level, Physical Fitness, Student Surveys, Psychomotor Skills, Health Promotion, Elementary School Students, Check Lists, Student Attitudes, Measures (Individuals), Program Evaluation, Outcomes of Education, Statistical Analysis |
| Geographic Terms: | Michigan |
| DOI: | 10.1177/1090198109343895 |
| ISSN: | 1090-1981 |
| Abstract: | Using a quasiexperimental design, the authors examine whether fourth- and fifth-grade students exposed to a developmental physical education (PE) curriculum, Michigan's Exemplary Physical Education Curriculum (EPEC), demonstrated stronger motor skill--specific self-efficacy and perceptions of physical activity competence, physical activity levels, motor skills, and physical fitness than did students exposed to existing PE curricula. The authors conducted a multilevel regression analysis with data from 1,464 students in the fourth and fifth grades. Data were collected using a student survey, an activity checklist, and motor and fitness assessments. Compared to students receiving standard PE, students exposed to EPEC showed significantly stronger results in motor skills but not fitness outcomes. The authors found significant positive intervention effects on indicators of motor skill self-efficacy and physical activity levels among the fourth-grade cohort. EPEC was more effective than standard PE curricula at improving motor skill performance (fourth- and fifth-grade cohorts) and at increasing self-reported motor skill-specific self-efficacy and physical activity (fourth-grade cohort). (Contains 2 tables.) |
| Abstractor: | As Provided |
| Number of References: | 28 |
| Entry Date: | 2010 |
| Accession Number: | EJ884319 |
| Database: | ERIC |
| Abstract: | Using a quasiexperimental design, the authors examine whether fourth- and fifth-grade students exposed to a developmental physical education (PE) curriculum, Michigan's Exemplary Physical Education Curriculum (EPEC), demonstrated stronger motor skill--specific self-efficacy and perceptions of physical activity competence, physical activity levels, motor skills, and physical fitness than did students exposed to existing PE curricula. The authors conducted a multilevel regression analysis with data from 1,464 students in the fourth and fifth grades. Data were collected using a student survey, an activity checklist, and motor and fitness assessments. Compared to students receiving standard PE, students exposed to EPEC showed significantly stronger results in motor skills but not fitness outcomes. The authors found significant positive intervention effects on indicators of motor skill self-efficacy and physical activity levels among the fourth-grade cohort. EPEC was more effective than standard PE curricula at improving motor skill performance (fourth- and fifth-grade cohorts) and at increasing self-reported motor skill-specific self-efficacy and physical activity (fourth-grade cohort). (Contains 2 tables.) |
|---|---|
| ISSN: | 1090-1981 |
| DOI: | 10.1177/1090198109343895 |
