Merging Content in Physical Education

Background/Purpose. There is considerable evidence to support the value of teaching physical education and other subject matter in unison across settings (e.g., mathematics content in physical education and vice versa, James &... [ view full abstract ]

Background/Purpose. There is considerable evidence to support the value of teaching physical education and other subject matter in unison across settings (e.g., mathematics content in physical education and vice versa, James & Bullock, 2015). The purpose of this study, guided by the conceptual framework of multi-activity physical education curricula (e.g., lessons framed with introduction, fitness, skill, culminating activities), was to investigate mathematics concepts taught during 10-minute fitness segments in primary physical education aimed at maintaining physical activity achieved, as well as investigating if pupil learning of mathematics knowledge increased using this design. Methods. Primary-age pupils (N=55), 8-12 years old with various ethnic backgrounds (Caucasian 59.6%, Hispanic 19.9%, African-American 9.7%, Asian-American 2.9%) from one school in the Southwestern U.S. participated. Fitness segments of lessons were modified with active mathematics problems based on Knowledge-in-Action style station activities (Hodges, 2015). Pupils wore pedometers during the intervention fitness segments for two weeks of classes and completed regular mathematics worksheets pre and post intervention. Field notes were also taken during lessons. A sub-sample of participants (n=20) were interviewed about their perceptions of the intervention. Results/Discussion. Results showed statistically significant increases in mathematics knowledge (e.g., t(53) = -4.20, p<.01), and achieving the goal of no significant differences between step counts across fitness conditions. Themes included: (a) almost unanimous pupil enjoyment of the mathematics fitness segments; and (b) pupil appreciation for the additional mental challenges during fitness segments. Trustworthiness measures included data source triangulation, negative case searches, and peer debriefing. Conclusion. The pupils enjoyed the mental challenge of mathematics content while being physically active in the fitness segment of physical education lessons. Implications include recommendations for merging additional content area matter (e.g., history) into physical education. Challenges of sustainability regarding new programming may include initial resistance from school stakeholders and additional work required from the teachers involved.