The Role of Content Knowledge in Influencing Student Physical Activity, On-Task Behavior, and Skill Performance
Phillip Ward, Insook Kim, Weidong Li, Bomna Ko, Peter Iserbyt, Oleg A. Sinelnikov, Matthew D. Curtner‐Smith
Abstract
Purpose: The purpose of this study was to compare the impact of interventions aimed at improving teacher’s content knowledge on students’ MVPA, on-task behavior, and skill performance. Differences between treatment and comparison groups were further examined by skill level and gender. Method: We conducted a retroactive analysis of teacher and student data from two randomly controlled trials and one well-controlled quasi-experimental trial measuring MVPA, student performance in badminton, and on-task behavior in lessons. We used descriptive and ANOVA analyses to determine our results. Results: The data show statistically significant effects for student performance and MVPA, and statistically significant effects for on-task performance between groups. Effect sizes for student performance exceed 1SD. MVPA for two of the three studies exceeded the 50% of the lesson criterion. Data are reported for high, average and low skilled students for each variable. Conclusions: This is the first study to examine three important outcomes of physical education, namely skill performance, MVPA, and on-task behavior in one investigation. Our results show that multiple objectives in physical education can be achieved. A strength of the study is that we did not sample any of our variables. The data represent a complete picture of every trial, and continuous interval recording for MVPA and on-task variables occurring in each lesson.