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Purpose: The purpose of this research was to determine whether university students who participated in conceptually based physical education (CPE) would achieve greater positive improvements in their physical fitness level, compared to students in traditional activity- and skills-based physical education (ASPE). Method: This was a pilot study based on an experimental design consisting of 2 intervention groups of CPE (n = 27) and ASPE (n = 29) students who were required to participate in fitness preassessments and postassessments scheduled accordingly during the semester at a medium-sized Midwestern university in the United States. Results: Descriptive and paired samples t test analyses indicated that all students made physical fitness improvements; however, no significant between-group differences were found based on ANOVA analysis. Conclusion: Most of the students showed gains in physical fitness; as a result, students benefited from participating in both types of physical education courses. There is a need for physical education in colleges and universities, and whether in the form of CPE or ASPE, these courses will benefit all students. CPE courses will merely extend further opportunity for the cultivation of physical and health education, as well as potentially improve motivation, attitudes, and behaviors toward exercise during the semester of course enrollment and beyond.

Purpose: The purposes of this study were to explore PE in higher education through the offering of traditional activity- and skills-based physical education (ASPE) and conceptually-based physical education (CPE) courses, and to conduct an exploratory content analysis on the CPE available to students in randomized colleges and universities in the Southeastern United States. Method: A randomized sample of 56 institutions was screened to determine if PE and CPE courses were offered and/or required, followed by a closer examination of the CPE courses. Results: Preliminary research indicated that 73% of the institutions required PE as a general education requirement, 77% offered CPE, and 46% included CPE in the general education requirements. Further research suggested that upon comparison to national health- and PE-related standards and recommendations, many course content analysis criteria dependent variables including course components, description and objectives, curriculum, and evaluation scored 50% or higher, which indicated shared characteristics among all of the CPE courses. Conclusions: PE and CPE are important components of higher education, with the majority of the institutions in this sample including PE in their general education requirements. In addition, most of these institutions offered CPE, with nearly half stipulating a CPE requirement. More specifically, this sample of CPE courses shared many commonalities. Programming combining health education concepts in the classroom and regular PA and exercise in a laboratory setting may encourage students to have active, healthy lifestyles during the semester of enrollment that can be continued later in life.