Journal of Sports Science and Medicine
Journal of Sports Science and Medicine
ISSN: 1303 - 2968   
Ios-APP Journal of Sports Science and Medicine
Androit-APP Journal of Sports Science and Medicine
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©Journal of Sports Science and Medicine (2016) 15, 335 - 343

Research article
Association of Quality Physical Education Teaching with Students’ Physical Fitness
Weiyun Chen1, , Steve Mason1, Andrew Hypnar2, Austin Hammond-Bennett3
Author Information
1 University of Michigan, Ann Arbor, MI, USA
2 Fairfax County Public Schools, Fairfax, VA, USA
3 Livonia Public Schools, Livonia, MI, USA

Weiyun Chen
✉University of Michigan, School of Kinesiology, Ann Arbor, MI 48168-2013, USA
Email: chenwy@umich.edu
Publish Date
Received: 18-11-2015
Accepted: 08-04-2016
Published (online): 23-05-2016
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ABSTRACT

This study examined the extent to which four essential dimensions of quality physical education teaching (QPET) were associated with healthy levels of physical fitness in elementary school students. Participants were nine elementary PE teachers and 1, 201 fourth- and fifth-grade students who were enrolled in nine elementary schools. The students’ physical fitness were assessed using four FITNESSGRAM tests. The PE teachers’ levels of QPET were assessed using the Assessing Quality Teaching Rubrics (AQTR). The AQTR consisted of four essential dimensions including Task Design, Task Presentation, Class Management, and Instructional Guidance. Codes were confirmed through inter-rater reliability (82.4% and 84.5%). Data were analyzed through descriptive statistics, multiple R-squared regression models, and independent sample t-tests. The four essential teaching dimensions of QPET were significantly associated with the students’ cardiovascular endurance, muscular strength and endurance, and flexibility. However, they accounted for relatively low percentage of the total variance in PACER test, followed by Curl-up test, while explaining very low portions of the total variance in Push-up and Trunk Lift tests. This study indicated that the students who had experienced high level of QPET were more physically fit than their peers who did not have this experience in PACER and Curl-up tests, but not in Push-up and Trunk lift tests. In addition, the significant contribution of the four essential teaching dimensions to physical fitness components was gender-specific. It was concluded that the four teaching dimensions of QPET were significantly associated with students’ health-enhancing physical fitness.

Key words: Quality teaching, teaching assessment, fitness measures, Fitnessgram test, healthy fitness zone


           Key Points
  • Although Task Design, Task Presentation, Class Management, and Instructional Guidance has its unique and critical teaching components, each essential teaching dimensions is intertwined and immersed in teaching practices.
  • Four essential teaching dimensions all significantly contributed to students’ health-enhancing physical fitness.
  • Implementation of QPET in a lesson plays more significant role in contributing to improving girls’ cardiovascular endurance.
  • Implementation of QPET in a lesson contributed significantly to improving boy’s abdominal, upper-body, and back extensor muscular strength and endurance as well as flexibility
 
 
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