Abstract
Basee sur une experience precedente, cette etude visait a examiner l’efficacite et la mise en œuvre d’un module d’education affine a l’equilibre energetique en education physique (EP) a la fin de l’ecole elementaire. Le modele affine a ete mis en œuvre a travers un reseau de participation a la recherche et six ecoles dans l’etat de l’Iowa aux Etats-Unis ont participe a l’etude et a l’evaluation suivi d’une conception hybride d’efficacite-mise en œuvre de type I. Les enseignants d’EP ont complete un fichier standardise de donnees apres chaque lecon enseignee. Des eleves de CM1 (n =570) et CM2 (n =586) ont passe un test ecrit avant et apres l’experimentation afin d’evaluer leurs connaissances dans le domaine de l’equilibre energetique. Le taux global de renseignement des fichiers etait faible et variait a travers les lecons mais la collecte des donnees a documente de maniere significative la mise en œuvre. On observe que le gain de connaissances dans le domaine de l’equilibre energetique est modeste a travers le temps et significativement different parmi les garcons et les filles en CM1 et CM2. Les ecoles impliquees dans l’experimentation ont des gains de connaissances plus important que les premieres ecoles qui avaient precedemment mis en œuvre le module d’education a l’equilibre energetique. Les resultats soutiennent le potentiel du module affine d’education a l’equilibre energetique pour une dissemination plus large dans les ecoles elementaires.
Highlights
Teaching children the basic principles of energy balance (EB) is crucial for them to learn how to establish and maintain a healthy body weight over time (Chen & Nam, 2017; Manore et al, 2014; Pasco & Ennis, 2015)
EB concepts, principles, and strategies are rarely taught in the gymnasium during physical education (PE), they do make their appearance in health education textbooks at the secondary school level (Friedman, Stine, & Whalen, 2009)
The fact that PE and health education are offered as two separate subjects and sometimes taught by two different teachers, makes it difficult for students to connect their experience with learning across classrooms, limiting the potential for students to construct a deeper understanding of the content (Chen & Chen, 2012, 2014)
Summary
Teaching children the basic principles of energy balance (EB) is crucial for them to learn how to establish and maintain a healthy body weight over time (Chen & Nam, 2017; Manore et al, 2014; Pasco & Ennis, 2015). In the United States (U.S.), physical education (PE) is an important setting through which students can gain EB knowledge and establish lifestyle behaviors for long-term weight control (Bassett et al, 2013). EB concepts, principles, and strategies are rarely taught in the gymnasium during PE, they do make their appearance in health education textbooks at the secondary school level (e.g., late middle school or early high school years) (Friedman, Stine, & Whalen, 2009). Formal health education in the U.S public schooling usually does not start until middle school years, but it would be more effective if youth already had foundational knowledge and skills related to healthy-living. Formalized EB education in upper elementary grades is important to counter the high prevalence of childhood obesity rate and declines in physical activity that tend to occur through adolescence. Previous research has shown that EB education in upper elementary school PE programming is both feasible and effective (Chen, Zhu, Androzzi, & Nam, 2018)
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