The empowering role of critical thinking in motor competency development in high quality primary physical education

High quality physical education offers pupils inclusive and accessible opportunities to acquire the skills and ‘wherewithal’ to be able adopt and maintain a healthy lifestyle. Current trends depict a reduction in pupil... [ view full abstract ]

High quality physical education offers pupils inclusive and accessible opportunities to acquire the skills and ‘wherewithal’ to be able adopt and maintain a healthy lifestyle. Current trends depict a reduction in pupil motor competency and subsequent skill related fitness. This is exacerbated with the growing obesity epidemic. The purpose of this study was to compare and contrast pupil motor competency, fitness related learning outcomes and critical thinking skills when delivered through a curriculum embedding one of four complementary interventions. These were set around a developmentally appropriate stability-based strength programme. Pupils addressed the controlled loss and regaining of movement stability across a variety of upper body, core and lower body movements. These incorporated resistance through body, elastics and suspension trainers (Resistance-3). Participants (N=1000) were randomly assigned. A control group received their regular physical education programme (n=250). Another group experienced the delivery of learning outcomes through the Resistance-3 (n=250). A third group adopted their current fitness approach, complemented with a pedagogical delivery through a critical thinking and learning strategy designed for Physical Education (Meta-3) (n=250). The fourth group adopted the Resistance -3 programme as delivered through the Meta-3 (n=250). Measurements were collected at two points in the school year. Proficiency of general strength stability skills were appraised. General indices of body mass index, body composition and biomotor fitness were recorded.  Intrinsic motivation and the ability to critically think were appraised. Anticipated findings will reflect an increase in health and skill related fitness indices when deployed through developmentally appropriate resistance activity. Students whose teachers employed the Meta-3 cognitive strategy exhibited marked increased levels of higher order thinking. We anticipate it will show how motor competency and related learning outcomes surrounding the complexities of skill-related fitness comprehension and acquisition increase when children are provided opportunities to become agentic in their own fitness practice.