Power of the Curriculum: Content, Context, and Learning in Physical Education

ABSTRACT

Purpose: It is argued that the constructivist physical education has the potential to overcome socioeconomic (SES) constraints and promote learning. The purpose of this study was to determine the extent to which school SES-related class environmental factors influenced student learning in a constructivist physical education context. Methods: Students in 8^th grade (N = 1,256) from 10 middle schools with varied SES were tested on exercise knowledge before and after a constructivist physical education intervention. School SES was determined using free and reduced meal ratio (FARM) and physical education related factors. Data on lesson frequency, length, facilities, equipment, and class size were collected from teachers. Results: Hierarchical linear model analyses reveal that SES is not predictive of intervention induced learning ($\gamma$ = 0.73, t =.91, p =.37). Lesson frequency (${\gamma }_{02}$ =.52, t =.31, p =.06), length (${\gamma }_{03}$ = −.03, t = −1.82, p =.07), facilities (${\gamma }_{04}$ = −.11, t = −.49, p =.63), equipment (${\gamma }_{05}$ = −.36, t = −1.36, p =.18), and class size (${\gamma }_{06}$ = −.05, t = −1.36, p =.18) are not predictive of learning. Student prior knowledge ($\gamma$ = −.59, t = −18.37, p <.001) and teacher factor ($\gamma$ =.04, t = 3.72, p <.001) are predictive of learning. Conclusion: The findings suggest that school SES’s detrimental impact on learning in physical education could be overcome by the power of a constructivist curriculum.

KEYWORDS:

• Constructivist curriculum
• hierarchical linear modeling
• prior knowledge
• socioeconomic status

Acknowledgments

This research is part of a larger study. But the focus on the impact of school socio-economic condition on learning is unique. The data reported in this manuscript are, and will be, distinct from those reported elsewhere.

Notes

¹ The teachers in the Comparison condition received the same hours of placebo professional development on instructional strategies for traditional physical education.

Additional information

Funding

This work was supported by the The National Institutes of Health [R25OD011063-2]. The content is solely the responsibility of the authors and does not necessarily represent the official views of the National Institutes of Health.