Journal of Health and Physical Literacy

Teaching Games at Different Grade Levels

Elizabeth B. Dlugolecki, Jenna Fisher, Kelly Davis — Sat, 09 Dec 2023 00:00:00 -0800

Purpose: This article is designed to help physical education teachers and specialists to plan developmentally appropriate games that emphasize physical literacy skills and concepts across each grade level.

Conclusion: Important to consider while planning teaching episodes are the varying developmental levels of the learners across each grade level. It is true that physical education primarily teaches physical and motor skill development, however, cognitive and psychosocial development play a drastic role in the planning of appropriate games, including rules and expectations, game play boundaries, student roles, equipment selection, levels of tactical and strategic game concepts, types of questions appropriate to ask students, and more. This article provides a brief description of the varying developmental levels to consider across varying grade level bands, breaks down the appropriate concepts and considerations related to gameplay, and makes recommendations for appropriate game-play planning for each major grade level band.

The Relationship Between the Level of Physical Activity and Body Satisfaction in Collegiate Females

Lawrence W. Judge, Hyeon Jung Kim, Don Lee, Selen Razon — Sat, 09 Dec 2023 00:00:00 -0800

Purpose: This study examined the correlation between physical activity level, weight status perception, and body satisfaction among female college students in the United States (n = 192) and South Korea (n = 198). Methods: Data was collected through a self-reported questionnaire that included demographic information, Body Dissatisfaction Scale-Eating Disorders Inventory (BDS-EDI), International Physical Activity Questionnaire (IAPQ) short form, and Objectified Body Consciousness Scale (OBS). Results: The results revealed no significant correlation between physical activity levels and body satisfaction among female college students in both countries. However, South Korean students reported higher levels of body dissatisfaction compared to their American counterparts (body dissatisfaction scores: South Korean 31.86 > American 28.21; body shame scores: South Korean 26.54 > American 22.40). American students also reported higher levels of physical activity than South Korean students (total recreation METs: South Korean 99.60 < American 1987.07). The preference for specific types of exercise did not affect weight status (BMI) in either group. However, BMI showed a significant relationship with body dissatisfaction in both American and South Korean students (p < .001). Conclusion: Physical activity levels did not seem to directly impact body satisfaction among female college students in South Korea and the United States.

Utilizing Physical Education to Support Principals of Biomechanics

Emily Clapham, Karie Orendorff, Kimberly Fournier — Sat, 09 Dec 2023 00:00:00 -0800

Purpose: We aimed to engage middle school students in science standards (NGSS) and physical education standards (SHAPE America). We employed targeted physical activities that emphasized both SHAPE America physical education and NGSS standards in an effort to improve middle school level students’ understanding of biomechanical principles.

Methods: Fourteen 8^thgrade children (age 12-14 years; 9 female, 5 male) participated in the NBD activities. As a group, students first participated in physical activities designed to emphasize principles related to forces. Students were then divided into 2 smaller groups in order to rotate through 2 additional sessions designed to quantify/analyze movement.

Results: We hypothesized that physical education activities that explicitly emphasized elements of physical and life sciences would help provide 8th grade students with a more meaningful understanding of the content. By using physical education activities as a pedagogical tool; we hypothesized that students would enjoy learning and would make meaningful, real-world connections between biomechanics and everyday interests.

Conclusion: Children were able to improve their knowledge of interrelated STEM areas. Targeted physical activities emphasizing biomechanical principles appear to be viable pedagogical tool for enhancing the understanding of physical and life sciences in middle school curricula.