Generalization of Participation in Physical Activity from Physical Education to Recess in Two Elementary School Classes

Year 2024, Volume: 16 Issue: 1, 38 - 56, 23.04.2024

Kian Vanluyten , Shu Cheng , Hamideh Taherikazaj , Peter Iserbyt

https://doi.org/10.55929/besad.1388096

Abstract

Abstract: The purpose of this study was to investigate the generalization of participation in parkour from physical education to parkour recess in two different elementary school classes taught by the same teacher. One class of 2nd grade (n = 19) and one class of 3rd grade (n= 26) elementary school children were taught a seven-lesson parkour unit during physical education. The teacher and the children were new to parkour, and the teacher taught each lesson first to the second-grade class followed by the third-grade class. The voluntary participation and MVPA of children from both classes in six parkour recess sessions connected with seven physical education lessons were recorded. In physical education, MVPA, lesson context, and teacher’s physical activity promotion in both classes were investigated. Results indicated that more time was spent in management in grade 2 (50%) compared to grade 3 (45%). In grade 3, children had more skill practice and achieved more MVPA compared to second graders during physical education (38% versus 35%, p<.001). There was more in class physical activity promotion in third grade (15%) compared to second grade (7%). More children from 3rd grade participated in parkour recess (74%) compared to children from 2nd grade (43%, p=0.001), although both groups achieved similar mean MVPA levels (70%). The generalization of participation in parkour from physical education to recess varied between classes taught by the same teacher. This might be the result of teaching the content to two classes, which enabled the teacher to adapt the content and refine teaching strategies.

Keywords

Transfer, Parkour, Recess, MVPA, Comprehensive School Physical Activity Program (CSPAP)

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