The Effects of Traditional and Progressive Physical Education Courses on Adolescents' Body Compositions and Student Satisfaction
Childhood and adolescent obesity is on the rise, but how to address and improve upon that issue is not completely clear. Research had not yet determined whether a competition-based or non-competitive fitness-based physical education program is more motivating to high school students. Additionally, little research exists regarding which type of curriculum yields better health improvement results specifically to grades nine through 12. This correlative non-equivalent control group study compared a competitive sports-based physical curriculum to a fitness-based non-competitive curriculum to determine which proved more optimal for high school student satisfaction and body health improvement. The theoretical framework used for this study included the executive function hypothesis, self-determination theory, motivational theory, and self-efficacy theory. The sample included 91 students from a rural community in a northwestern US school district. Data sources included the Physical Activity and Class Satisfaction Questionnaire (PACSQ) and a body composition analysis with skinfold calipers. Results were analyzed using ANCOVA and MANOVA. No statistically significant differences between student outcomes or motivation were identified through this study. In addition, both groups showed improvement in body composition results after the research term and student satisfaction was rated equal and positive. Implications for positive social change include a better understanding of the types of physical education programs that can benefit students and ultimately decrease body dissatisfaction and health problems associated with overweight.
0680: Health education
0727: Curriculum development