Gender Preference of Conceptions Toward Caloric-Balanced Living
Caloric unbalanced lifestyle has been documented as one critical reason for childhood obesity. Educating students with the knowledge about caloric-balanced living with a focus on healthy eating and physical activity may help raise their awareness to address obesity. Gender preference has limited the benefits of acquiring such knowledge for its impacts on the way for students to acquire knowledge. It is necessary, therefore, to identify the extent to which gender preference is associated with caloric-balanced living conceptions to enhance the literature about gender roles and to develop equitable interventions to promote healthful living.
Implementation Challenges for a Constructivist Physical Education Curriculum
Curriculum fidelity describes the extent to which a curriculum is implemented faithfully as planned. Curriculum fidelity issues may arise when teachers implement the curriculum inconsistently due to differences in philosophy, barriers in the setting, or other local concerns.
Challenges in learning aerobic and anaerobic concepts: an interpretative understanding from the cognitive load theory perspective
It has been acknowledged in physical education (PE) that knowledge empowers learners to develop a physically active lifestyle In this study, we consider Cognitive Load Theory (CLT) as a valuable extension of the constructivist learning theory to help articulate the role of three pivotal instructional factors, content knowledge, learners, and instructional process, in learning fitness knowledge in PE. Guided by CLT, this study was intended to identify middle school students' cognitive architecture about aerobic and anaerobic concepts and pedagogical factors that might enhance or limit scientific conceptualization.
Parental engagement and implementation fidelity in a mHealth motor skills intervention for young children
Mobile apps (i.e., mHealth) provide unprecedented opportunity for widespread dissemination of health behavior programs. However, for programs directed towards young children, parental engagement may explain differing results of mHealth programs. Within the context of an app-based fundamental motor skill (FMS) intervention that improved children's motor skills (PLAY), this paper examines parents' fidelity to the intervention and the extent to which fidelity was related to children's motor skill improvements.
