Teaching across the Curriculum: Language-Enriched Physical Education for Preschool Children

1996 ◽  
Vol 13 (3) ◽  
pp. 302-315 ◽  
Author(s):  
Fiona J. Connor-Kuntz ◽  
Gail M. Dummer
Keyword(s):  
Physical Activity ◽  
Preschool Children ◽  
Physical Education ◽  
Head Start ◽  
Motor Skill ◽  
Physical Activity Intervention ◽  
Language Skills ◽  
Language Instruction ◽  
Instructional Time ◽  
Skill Performance

Children age 4 to 6 years from special education (n = 26), Head Start (n = 35), and typical preschool classes (n = 11) were assigned to a physical activity intervention or a language-enriched physical activity intervention. Language and motor skill performances were measured before, immediately following, and 3 months following the 24-session, 8-week intervention. Results illustrated that language instruction can be added to physical education lessons without requiring additional instructional time and, more importantly, without compromising improvement in motor skill performance. Further, preschool children exposed to language-enriched physical education improved their language skills regardless of whether their educational progress was characterized by a cognitive and/or language delay. Thus, physical activity appears to be an effective environment in which to enhance the cognitive development of preschool children of all abilities.

scholarly journals Motor Skill Performance and Physical Activity in Preschool Children

Obesity ◽  
2008 ◽  
Vol 16 (6) ◽  
pp. 1421-1426 ◽  
Author(s):  
Harriet G. Williams ◽  
Karin A. Pfeiffer ◽  
Jennifer R. O'Neill ◽  
Marsha Dowda ◽  
Kerry L. McIver ◽  
...  
Keyword(s):  
Physical Activity ◽  
Preschool Children ◽  
Motor Skill ◽  
Skill Performance

A Conceptual Model of Perceived Motor Skill Competence, Successful Practice Trials, and Motor Skill Performance in Physical Education

2020 ◽  
pp. 1-7
Author(s):  
Mingda Li ◽  
Weidong Li ◽  
Junyoung Kim ◽  
Ping Xiang ◽  
Fei Xin ◽  
...  
Keyword(s):  
Physical Education ◽  
Conceptual Model ◽  
Motor Development ◽  
Motor Skill ◽  
Self Efficacy ◽  
Future Research ◽  
Process Variables ◽  
Skill Performance ◽  
Practice Trials ◽  
Motor Skill Competence

Self-efficacy theory assumes that students’ efficacy beliefs affect their performance through process variables, including behavior, cognition, and affection. The purpose of this study was to utilize self-efficacy theory as a theoretical framework to propose a conceptual model of a mediating relationship among perceived motor skill competence, successful practice trials, and motor skill performance in physical education. In addition, the authors reviewed the literature to provide evidence to support the potential mediating relationship by following the steps recommended by Baron and Kenny. This paper is significant because the authors integrated the literature of motor development/learning and physical education pedagogy to propose a conceptual model where successful practice trials would act as a behavioral mediator through which perceived motor skill competence affects students’ motor skill performance. This conceptual model can guide future research to identify students’ behaviors affecting their skill development, thus helping teachers develop pedagogies to improve motor skill performance in physical education.

scholarly journals Intervention Strategies to Elicit MVPA in Preschoolers during Outdoor Play

2020 ◽  
Vol 17 (2) ◽  
pp. 650 ◽  
Author(s):  
Danielle D. Wadsworth ◽  
Jerraco L. Johnson ◽  
Alexandra V. Carroll ◽  
Melissa M. Pangelinan ◽  
Mary E. Rudisill ◽  
...  
Keyword(s):  
Physical Activity ◽  
Preschool Children ◽  
Rural Communities ◽  
Low Income ◽  
Motor Skill ◽  
Vigorous Physical Activity ◽  
Outdoor Play ◽  
Play Intervention ◽  
Group Assignment ◽  
Head Start Center

Approximately 50% of preschoolers do not meet physical activity recommendations and children who reside in low-income rural communities may be further at risk for higher levels of sedentary behavior. Outdoor play is essential for preschool children; however, literature is unclear as to which types of interventions elicit moderate-to-vigorous physical activity (MVPA) for all preschoolers. The aim of this study was to determine which type of intervention, physical activity or fundamental motor skill focus, elicits MVPA during outdoor play. Ninety-eight preschool children (M age = 4.48 years) from one Head Start center participated in an outdoor play intervention two days per week for 7 weeks. Classes were randomly assigned to one of four groups: fundamental motor skill focus (FMS), physical activity focus (PA), FMS and PA (FMS + PA), and control. An accelerometer worn on the hip measured MVPA. Results showed that age, sex and group assignment contributed to MVPA at the beginning of the intervention and age, sex, group assignment and MVPA during the beginning of the intervention contributed to MVPA at the end of the intervention. Overall, the FMS + PA group elicited MVPA from males and females of all ages. Interventions that combine both FMS and PA may reduce physical activity disparities in preschool children.

scholarly journals Using School-Level Interviews to Develop a Multisite PE Intervention Program

2006 ◽  
Vol 33 (1) ◽  
pp. 52-65 ◽  
Author(s):  
Stacey G. Moe ◽  
Julie Pickrel ◽  
Thomas L. McKenzie ◽  
Patricia K. Strikmiller ◽  
Derek Coombs ◽  
...  
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Middle Schools ◽  
Adolescent Girls ◽  
Intervention Program ◽  
Physical Activity Intervention ◽  
Phase 1 ◽  
The United States ◽  
Formative Research ◽  
School Level

The Trial of Activity for Adolescent Girls (TAAG) is a randomized, multicenter field trial in middle schools that aims to reduce the decline of physical activity in adolescent girls. To inform the development of the TAAG intervention, two phases of formative research are conducted to gain information on school structure and environment and on the conduct of physical education classes. Principals and designated staff at 64 eligible middle schools were interviewed using the School Survey during Phase 1. The following year(Phase 2), physical education department heads of the 36 schools selected into TAAG were interviewed. Responses were examined to design a standardized, multicomponent physical activity intervention for six regions of the United States. This article describes the contribution of formative research to the development of the physical education intervention component and summarizes the alignment of current school policies and practices with national and state standards.

Observing and Interpreting Teaching-Learning Processes: Novice PETE Students, Experienced PETE Students, and Expert Teacher Educators

1993 ◽  
Vol 13 (1) ◽  
pp. 46-61 ◽  
Author(s):  
Kathy C. Graham ◽  
Karen E. French ◽  
Amelia M. Woods
Keyword(s):  
Physical Education ◽  
Motor Skill ◽  
Effective Teachers ◽  
Teacher Educators ◽  
Learning Processes ◽  
Expert Teacher ◽  
Third Grade Students ◽  
Skill Performance ◽  
Teaching Learning ◽  
Junior Students

The ability to observe and interpret events during instruction is thought to be an important dimension of effective teachers. The purpose of this study was to compare the ability to observe and interpret teaching physical education at different stages of expertise. Ten freshman preservice students, 7 experienced junior students, and 2 teacher educators served as subjects. Each subject viewed a 15-minute videotaped lesson on basketball dribbling taught to approximately 20 third-grade students. Subjects were instructed to observe the lesson, take notes, and write a description or evaluation of what they observed during the lesson. Experienced students wrote substantially more evaluative interpretations than novice preservice students. The interpretations of the experienced preservice students were similar to the teacher educators in the focus of observation and the use of a technical language. However, teacher educators’ interpretations were more organized and were focused more on lesson occurrences that influenced students’ motor-skill performance.

scholarly journals Aula en bici: un proyecto longitudinal de intervención docente en Ed. Primaria (Class by Bicycle: a longitudinal project of educational intervention in primary school)

Retos ◽  
2015 ◽  
pp. 5-9
Author(s):  
Carlos Castellar Otín ◽  
Francisco Pradas de la Fuente ◽  
Marta Rapún López ◽  
Irene Coll Risco ◽  
Sergio Pérez Gómez
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Primary School ◽  
Educational Intervention ◽  
Motor Skill ◽  
Urban Transport ◽  
Educational Tool ◽  
Pedagogical Treatment ◽  
Educación Primaria

El desarrollo y la aplicación didáctica de un proyecto educativo que articule un contenido asociado a la utilización de la bicicleta, como recurso con amplias posibilidades educativas, es el objetivo del presente trabajo. El proyecto docente realizado se denomina el Aula en bici. Se trata de una experiencia didáctica piloto, en la que se efectúa un tratamiento pedagógico de carácter longitudinal, al vertebrar los objetivos y contenidos de trabajo a lo largo del segundo y tercer ciclo de Educación Primaria (de 3º a 6º curso). La vinculación con los bloques de contenido del Área de Educación Física establecidos por el Gobierno de Aragón (DGA) sitúa esta experiencia en el bloque de las habilidades motrices y en el de actividad física, salud y educación en valores. Esta experiencia ha logrado aproximar el contenido de la bicicleta desde una triple perspectiva: como medio de transporte urbano, como modalidad deportiva ecológica y saludable, y como herramienta para descubrir el medio natural. Palabra clave: Bicicleta, intervención didáctica, educación primaria, transversalidad, proyecto longitudinal.Abstract: The purpose of this study is the development and application of a program based on the use of the bicycle as educational tool. This project, named the Class by Bicycle was based on a longitudinal pedagogical treatment structuring the objectives and contents of work throughout Primary School (8-9 years old to 11-12 years old). This experience is included into the motor skill block, as well as into the physical activity, health and education values blocks according to the content blocks of Physical Education established by the Aragón Government (DGA). This experience approached the cycling contents from a tripled perspective: as a mean of urban transport, as an healthy and ecological sport, and as a tool to discover the natural environment.Key words: Bicycle, didactics intervention, primary school, methodology, longitudinal project.

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