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The limited amount of research on the influence of social status during group work in physical education has typically focused on interactions and power. What is less understood is whether social status has an impact on various physical education outcomes. The purpose of this study was to examine physical activity, game performance, and knowledge outcomes of high- and low-status fifth-grade students during a physical education field hockey unit delivered utilising the Sport Education model. 44 students completed sociometric peer nomination surveys to determine the social status hierarchy of all students in the class. Students wore accelerometers to measure moderate to vigorous physical activity (MVPA) during the unit. Pre- and post-unit game performance and knowledge were assessed through the Team Sport Assessment Procedure and cognitive tests, respectively. Repeated measures analysis of variance showed no significant difference between high- and low-status students’ average MVPA over all phases of the unit (pre-season, season and post-season), while analysis of covariances revealed significant differences in game performance and field hockey knowledge based on social status. Results suggest while physical activity levels were similar between high- and low-status students, some lower-status students were at risk in terms of developing skills and knowledge.

Objectives: The purposes of this study were to determine the differences of college students' attitudes toward physical activity (PA) with different intensities and the contributions of students' c...

The concept of engagement is a multidimensional construct that has long been used by researchers as a means of explaining student behaviour in classrooms and schools. However, the research using th...

Currently, limited data are available on student retention rates and attrition factors in online physical education (OLPE) courses. Several early OLPE studies as well as the 2007 NASPE Initial Guid...

Background and purpose: Perceptions of social status can marginalize and exclude students participating in educational group work. In physical education, students may alter interactions based on th...

The School of Kinesiology at Auburn University is using Movband Technology to support online learning in their physical activity program. Active Auburn is a 2-hr credit course that encourages students (n = 2,000/year) to become physically active through online instruction and tracking physical activity using Movband technology. Movband technology allows for uploading and monitoring group physical activity data. The implementation of this technology has allowed the School of Kinesiology to: (a) promote physical activity on our campus, (b) serve a large number of students, (c) reduce demand on classroom/physical activity space, and (d) promote our research and outreach scholarship as well, by collecting physical activity profiles for students enrolled in the course. Students report they enjoy the course and that they appreciate the “freedom to exercise” when it best fits into their schedule. This course generates considerable revenue to support course instruction and much more for the School of Kinesiology.

Studies have found that movement can have a positive effect on the linguistic and intellectual capabilities of the brain, proving that physical fitness is related to academic performance. By allowing elementary students to move around and be involved in physical activity at school, the brain is able to make stronger connections with the material learned in the classroom. By integrating general subjects into physical education lessons in elementary school, students are able to improve their cognitive, psychomotor and affective learning domains, as well as develop body and spatial awareness skills. With an increased collaboration between teachers, physical educators can teach through activity, rather than via a textbook, whiteboard or lecture. The purpose of this article is to show ways to integrate other subjects into elementary physical education lessons that can improve body and spatial awareness.

The purpose of this study was to determine the extent to which a sport education season of fitness could provide students with recommended levels of in-class moderate-to-vigorous physical activity (MVPA) while also increasing students' fitness knowledge and fitness achievement.One hundred and sixty-six 5th-grade students (76 boys, 90 girls) participated in a 20-lesson season called "CrossFit Challenge" during a 4-week period. The Progressive Aerobic Cardiovascular Endurance Run, push-ups, and curl-ups tests of the FITNESSGRAM® were used to assess fitness at pretest and posttest, while fitness knowledge was assessed through a validated, grade-appropriate test of health-related fitness knowledge (HRF). Physical activity was measured with Actigraph GT3X triaxial accelerometers.Results indicated a significant time effect for all fitness tests and the knowledge test. Across the entire season, the students spent an average of 54.5% of lesson time engaged in MVPA, irrespective of the type of lesson (instruction, free practice, or competition).The results suggest that configuring the key principles of sport education within a unit of fitness is an efficient model for providing students with the opportunity to improve fitness skill and HRF knowledge while attaining recommended levels of MVPA.