Primary School Physical Education Research Articles

Pedagogies for inclusion of junior primary students with disabilities in PE

ABSTRACTBackground: Laws and legislation have prompted movement from special education towards inclusive education, whereby students with disabilities are included in mainstream physical education (PE) classes. It is widely acknowledged that including students with disabilities in PE presents significant challenges in relation to meeting the diverse needs of all students. Significantly, little is known about how teachers include junior primary students with a disability in PE.Aims: This paper aims to explore pedagogical practices for the inclusion of junior primary students with disabilities in PE as well as environmental accommodations teachers make. In order to address these aims, the research undertaking was guided by the question: ‘What pedagogies do teachers draw upon to include junior primary students with disabilities in PE’?Methods: This qualitative research undertaking incorporated a critical case study approach, which utilised semi-structured interviews and field observations as data collection tools. Three teachers of PE in primary schools located in Adelaide, South Australia, participated in the research undertaking. Given this small sample group we make no claims for generalisability, but seek to provide connections for others teaching in PE.Results: Findings are presented in three general themes of: Relationships for inclusion, Practices of Inclusion and Complexity and inclusion. Participants’ statements are used to illuminate discussions about discourses drawn on and to make links between previous research and theoretical perspectives. In general terms, findings revealed that despite barriers, such as catering for multiple forms of disabilities with minimal assistance from support staff and negotiating school environments, participants embraced inclusion and made pedagogical modifications to ensure meaningful involvement in PE lessons for all students. This research also identified the important role teachers play in terms of relationships, adaptations and safe learning environments, which collectively enable the inclusion of junior primary students with disabilities.Conclusion: Students with disabilities warrant specific recognition and access to educational resources including within the field of PE.

Architectures of practice: constraining or enabling PE in primary schools

ABSTRACTTo the outside observer, physical education in many primary schools, both in Aotearoa New Zealand and internationally, continues be practised in ways that students of the 1970s would recognise. The only significant change would arguably be the introduction of an increased regime of testing, and a narrower focus on physical health agendas. This is despite a large body of research, curriculum developments, and professional learning opportunities that have advocated for changing programmes and pedagogical practices to ensure that physical education is relevant and inclusive for all learners. I employ the theories of practice architectures and ecologies of practice that are detailed extensively in Kemmis, Wilkinson, Edwards-Groves, Hardy, Grootenboer, Bristol [2014. Changing practices, Changing Education. Singapore: Springer] and ecologies of practice [Kemmis, S., C. Edwards-Groves, J. Wilkinson, and I. Hardy. 2012. “Ecologies of Practices.” In Practice, Learning and Change, edited by P. Hager, A. Lee, and A. Reich, 33–49. London: Springer] to examine what constrains and enables transformative approaches to physical education in primary schools. In unpacking the cultural-discursive, material-economic, and socio-political arrangements that hold particular primary school physical education practices in place, I search for illumination about how to transform the conditions that reproduce particularly practices and the expense of transformative practice.

Complementing the Australian primary school Health and Physical Education (HPE) curriculum: exploring children's HPE learning experiences within varying school ground equipment contexts

ABSTRACTThis paper unearths how primary school children experience and can complement the Australian HPE curriculum within three unique school ground equipment scenarios that include an ‘empty’, ‘loose parts’ and a ‘traditional’ school ground context. Using direct observation, 490 scans were undertaken of the school grounds over five days. Field note observations recorded children's HPE learning experiences according to the curriculum, and predominant physical activity types and intensities were recorded. Implementing a variety of school ground equipment provisions was revealed to be important compared to the ‘empty’ school ground context for primary school children to meet HPE curriculum objectives.

Barriers to Providing Quality Physical Education in Primary Schools in Ghana

The goal of physical education (PE) is to develop physically literate individuals to pursue a lifetime of healthful physical activity. Schools in Ghana, like other sub-Saharan African countries, do not implement their PE programs in accordance to policy. Thus, it is important to identify those factors that prevent schools from delivering quality PE. Therefore, the purpose of the present study was to examine what primary school teachers in Ghana perceived as barriers to teaching PE. Participants were 296 primary school teachers purposively selected from four regions of Ghana. An 11-item 5-point Likert-type questionnaire served as the data source. The study utilized descriptive and inferential statistical tools for data analysis. Results revealed four major barriers to teaching PE: lack of resources such as teacher's guide, lack of time, lack of support from other teachers and lack of adequate training. Independent t-Test showed that gender significantly influenced teachers' perception of barriers to teaching PE, while school type did not. One-Way ANOVA showed that professional qualification influenced the teachers' perceptions about the importance of PE.

Towards a Philosophy of Teaching Physical Education in Primary School

Towards a Philosophy of Teaching Physical Education in Primary School

Increasing physical activity levels in primary school physical education: The SHARP Principles Model.

Objectives: To evaluate the effectiveness of a one-year teaching intervention to increase moderate to vigorous physical activity (MVPA) during primary school physical education (PE). Methods: A quasi-experimental, non-equivalent group design involving four classes from two primary schools in the West Midlands, UK. In March 2014 schools were selected through purposive sampling to match schools in terms of size and demographics (baseline, n = 111: post-intervention, n = 95); data were collected from children in school years 3 and 4 (aged 7 to 9 years). The intervention involved developing teacher effectiveness through the SHARP Principles Model which was grounded in the Self Determination Theory (SDT), the Social Ecological Model (SEM) and three key ingredients from the Behaviour Change Taxonomy (BCT). MVPA was assessed at baseline and four weeks post-intervention using the System for Observing Fitness and Instruction Time (SOFIT). Four individual teacher interviews were conducted with the intervention school, to explore teachers' perceptions of the intervention. Results: A two-way ANOVA (Analysis of Variance) indicated large interaction effect sizes for time spent in MVPA (F(1, 27) = 11.07, p = 0.003, ηp2 = .316) and vigorous activity (VPA) (F = (1,27) = 8.557, p = .007, ηp2 = .263). PA in the intervention school increased significantly whereas in the control school MVPA remained relatively constant and VPA decreased. The qualitative findings revealed two main emergent themes: a paradigm shift and teacher's developing pedagogy. Conclusions: The intervention was effective in increasing MVPA in PE. Recommendations based on this evaluation would be for the SHARP Principles Model to be replicated and evaluated on a wider scale across a variety of contexts.

Magnifying pre-service generalist teachers’ perceptions of preparedness to teach primary school physical education

Background: Generalist teachers’ confidence, competence and preparedness to teach Physical Education (PE) following Primary School Physical Education Teacher Education (PSPETE) has emerged as a research imperative. Yet little is known of teachers’ perceptions of such matters. For teacher educators responding to the deficient delivery of primary school PE by generalists, greater understanding of these perceptions would be valuable.Purpose: To offer an empirically founded description of perceptions of preparedness to teach primary school PE that firstly informs ongoing deliberations for how generalist teachers may be prepared and secondly generates new ideas for teacher education (TE) research, pedagogy and practice.Participants and setting: Participants (n = 400) were pre-service generalist teachers finishing units of study in PE within several Primary School Teaching degree programmes at one Australian university. The setting for this research was unique as subject specialisations were a feature of generalist TE programmes.Data collection: Transformative Learning Theory underpinned the development of the data collection instruments. A survey was administered to participants (n = 400). Survey items employed Likert scales and free-response questions to collect data related to experiences of school-based PE and learning-to-teach PE. Subsequently a purposive sample of participants (n = 19) with different levels of specialisation were interviewed to examine (a) conceptions of primary school PE; (b) feelings, thoughts and beliefs associated with teaching that conception of PE and (c) future intentions.Data analysis: Survey data were analysed with SPSS to report descriptive statistics pertaining to univariate frequency distribution of item variables together with association and strength of association when item variables were placed in cross-tabulation. Interview data were analysed using procedures described by Colaizzi to identify fundamental structures. The text-mining software, Leximancer, was used to identify theme clusters.Findings: Participants’ perceptions of preparedness to teach primary school PE conformed to two meaning-making structures of Transformative Learning Theory. Conceptualising ‘self’ in association with the subject was Habit of Mind whilst levels of preparedness was a Point of View. The composite of these structures was named a Professional Frame of Reference. To facilitate the reporting of these findings, the metaphor of a triple-folding lens was used to show ‘what’ transformed, namely, participants’ conceptions of primary school PE then associated roles and responsibilities.Conclusions: Perceptions of preparedness to teach are professional frames of reference. The triple-folding lens illustrates the multi-faceted dimensions of these frames. An additional outcome of the research is an empirically founded tool to underpin the design of a transformative pedagogy for PSPETE, a design whereby students’ preparedness to teach is associated with a re-envisioned, more informed conception of school PE.

Who teaches primary physical education? Change and transformation through the eyes of subject leaders

ABSTRACTPrimary physical education (PE) lessons tend to be taught by one, or a combination of, three different groups: generalist classroom teachers, specialist primary PE teachers and so-called adults other than teachers, who are almost exclusively sports coaches. Drawing upon data gathered from one-to-one interviews with 36 subject leaders (SLs), this study sought answers to two main questions: ‘Who delivers primary PE nowadays?’ and ‘What are the consequences?’ The findings revealed that the most common model for the delivery of PE involved responsibility being shared between the generalist class teacher and either a sports coach or specialist PE teacher. The SLs recognised strengths and weaknesses in all of the three main approaches used. However, while they favoured the use of specialist teachers because of their subject knowledge and expertise, the more prosaic constraints of cost and flexibility meant that the use of coaches had become increasingly popular. Whether or not, the growth of coaches is de-professionalising the delivery of PE, it certainly appears to be exacerbating any existing tendency to turn primary PE into a pale imitation of the sport-biased curricular of secondary schools. Ironically, the apparent ‘threat’ to the status of PE in the primary curriculum (as well as the status of PE specialists) posed by the growth of coaches in curricular PE in primary schools may well be exaggerated by the Primary PE and Sport Premium which appears to have added momentum to a change of direction regarding staffing the subject—towards sports coaches and away from generalist classroom teachers and PE specialists. As the shift towards outsourcing PE to commercial sports coaches becomes increasingly commonplace, it seems appropriate to talk of transformation, rather than mere change, in the delivery of primary PE.

Benefits of Strength and Skill-based Training During Primary School Physical Education.

Physical education (PE) programs are evolving from a traditional skill-centered model to a health-centered model that focuses on time engaged in moderate to vigorous physical activity (MVPA). However, improvements in muscular fitness and fundamental movement skills are prerequisites for continuous participation in MVPA. The purpose of this study was to examine the effects of integrative strength and skill-based training on measures of physical fitness in children during primary school PE. Children from two fourth grade PE classes were cluster randomized into either a fundamental integrative training (FIT) group (n = 20) or a control (CON) group (n = 21). The 8-week FIT program was performed twice per week during the first ∼ 1 5 minutes of each PE class and consisted of a circuit of strength and skill-based exercises. All participants were assessed for health- and skill-related fitness before and after the intervention. The outcome variables were analyzed via 2 × 2 repeated measures analysis of variance with post hoc analysis. A significant (p ≤ 0.05) interaction of group by time was observed in FIT participants with improvements in aerobic capacity, push-ups, sit and reach flexibility, and single-leg hop. There were no groups by time effects for the sit-up and long jump tests. No injuries were reported. These findings highlight the potential benefits of integrating both health- and skill-related fitness components into primary school PE as evidenced by improvements in measures of aerobic capacity and muscular fitness in children.

Benefits of Strength and Skill-Based Training During Primary School Physical Education

Physical education (PE) programs are evolving from a traditional skill-centered model to a health-centered model that focuses on time engaged in moderate-to-vigorous physical activity (MVPA). However, improvements in muscular fitness and fundamental movement skills have been found to be prerequisites for continuous participation in MVPA. PURPOSE: To determine the effects of age-related strength and skill-based training on measures of physical fitness in children during primary school PE. METHODS: Children from two fourth grade PE classes were cluster randomized into either a fundamental integrative training (FIT) group (n=20; age 9.5± 0.3 yr) or a control (CON) group (n=21; age 9.6± 0.3 yr). The FIT program was performed twice per week for 8 weeks during the first 15 min of each PE class and consisted of a circuit of strength and skill-based exercises using body weight, medicine balls, fitness ropes and other equipment. Participants in CON did not perform FIT but attended regular PE class twice per week during the study period. All participants were assessed for health- and skill-related fitness components before and after the intervention. The outcome variables were analyzed via 2x2 repeated measures ANOVA for interactions and main effects for time (pre- vs. post-test) and group (FIT vs. CON) on the dependent fitness variables. RESULTS: After FIT, there was a significant (p≤0.05) improvement (within-groups) in the progressive aerobic cardiovascular endurance run (PACER), push-up score, single leg hop distance, and sit and reach flexibility test with no improvements in sit-up and long jump performance. CON only made significant improvements in the sit-up and flexibility tests after 8 weeks of regular PE. Compared to the CON group after the training period, the FIT group made significant improvements in the PACER test, long jump distance, single leg hop distance, and push-up score. No injuries were reported and there was 99% voluntary participation in FIT during the study period. CONCLUSION: These findings highlight the potential benefits of integrating strength and skill-based training into primary school PE as evidenced by improvements in measures of aerobic capacity and muscular fitness in children.

The PLUNGE randomized controlled trial: Evaluation of a games-based physical activity professional learning program in primary school physical education

ObjectiveTo evaluate the efficacy of the Professional Learning for Understanding Games Education (PLUNGE) program on fundamental movement skills (FMS), in-class physical activity and perceived sporting competence. MethodsA cluster-randomized controlled trial involving one year six class each from seven primary schools (n=168; mean age=11.2years, SD=1.0) in the Hunter Region, NSW, Australia. In September (2013) participants were randomized by school into the PLUNGE intervention (n=97 students) or the 7-week wait-list control (n=71) condition. PLUNGE involved the use of Game Centered curriculum delivered via an in-class teacher mentoring program. Students were assessed at baseline and 8-week follow-up for three object control FMS (Test of Gross Motor Development 2), in-class physical activity (pedometer steps/min) and perceived sporting competence (Self-perception Profile for Children). ResultsLinear mixed models revealed significant group-by-time intervention effects (all p<0.05) for object control competency (effect size: d=0.9), and in-class pedometer steps/min (d=1.0). No significant intervention effects (p>0.05) were observed for perceived sporting competence. ConclusionsThe PLUNGE intervention simultaneously improved object control FMS proficiency and in-class PA in stage three students.

Knowing in primary physical education in the UK: negotiating movement culture

This paper aims to understand how pupils and teachers actions-in-context constitute being-a-pupil and being-a-teacher within a primary school physical education (PE) movement culture. Dewey and Bentley's theory of transaction, which views organism-in-environment-as-a-whole, enables the researcher to explore how actions-in-ongoing activities constitute and negotiate PE movement culture. Video footage from seven primary school PE lessons from a school in the West Midlands in the UK was analysed by focusing upon the ends-in-view of actions as they appeared through the educational content (what) and pedagogy (how) of the recorded PE experiences. Findings indicated that the movement culture within the school was a monoculture of looks-like-sport characterised by the privileging of the functional coordination of cooperative action. Three themes of pupils' and teachers' negotiation of the movement culture emerged U-turning, Knowing the game and Moving into and out of games. This movement culture required teachers to ensure pupils looked busy and reproduced cooperative looks-like-sport actions. In fulfilling this role, they struggled to negotiate between their knowledge of sport-for-real and directing pupils towards educational ends-in-view within games activities. Simply being good at sports was not a prerequisite for pupils' success in this movement culture. In order to re-actualise their knowledge of sport, pupils were required to negotiate the teacher's ‘how’ and ‘what’ by exploring what constituted cooperative actions within the spatial and social dimensions of the activities they were set. These findings suggest that if PE is to be more than just the reproduction of codified sport, careful adjustment and consideration of ends-in-view is of great importance. Without regard for the latter there is potential to create significant complexity for both teachers and pupils beyond that required by learning and performing sport.

Reported Malnutrition Prevention Practices in Primary Schools in Ido Local Government Area of Ibadan, Oyo State, Nigeria

Previous studies on all aspects of school health programs gave only little information on nutrition and physical education despite their importance characteristics of; enduring, effective and economical interventions towards the prevention of malnutrition. This study gave a comprehensive report on nutrition and physical education in primary schools. Nutrition teaching aids along with meal policies at schools were also elucidated. This study was conducted in 2010 among 387 teachers selected by multistage sampling from 26 public and 13 private primary schools in 3 semi-urban communities in Ibadan, Southwest Nigeria. Using a structured questionnaire, the researchers collected data regarding the methods of disseminating nutrition and physical education at schools, time allocation with perceived barriers to their proper implementation. Availability of nutrition teaching aids and meal policies at respondent schools were also documented. Data collected was analysed using SPSS version 16 statistical software. The result showed that larger percentage of the respondents integrated nutrition lessons to a great extent with the home economics (212, 54.8%), agricultural sciences (189, 48.8%), health and physical education (210, 54.2%) courses. Insufficient instructional time and fund were mentioned as major barriers to effective implementation of both nutrition and physical education. The reported time spent on nutrition education at public schools was significantly lower than that of private ones (p=0.000, t= 4.30), while, on the other hand, the time reported to be invested by the public school teachers on sports activities by their pupils was significantly higher than that by the private school teachers (p =0.000, t = 5.83). Regarding meal policies; (227) 80.5% of teachers at public schools compared to 57(54.3%) at private ones responded affirmatively to the policy on initial medical screening of food vendors prior to their employment while 251(89.0%) from public school had policy on the assessment of the appearance of food provided by food vendors as compared to 68(64.8%) from private schools (X2 = 26.91; p=0.000, and X2 = 31.053; p = 0.000 respectively). Similarly, 254(90.1%) of respondents at public schools compared to 67(63.8%) in private ones indicated that their school ensured that varieties of food are provided for pupils by the food vendors. (X2 =37.302; p=0.000). Reported time spent on nutrition and physical education at schools is lower than the recommended standard. Inadequate time and funding were barriers to effective nutrition and physical education within the school system. Routine medical screening for food vendors is absent in most of the schools.

Physical education or playtime: which is more effective at promoting physical activity in primary school children?

BackgroundSchool physical education (PE) and playtime provide important opportunities for physical activity (PA). However, little research has assessed PA during primary school PE using accelerometry or compared PA during different lesson types. There is also a lack of research comparing PA during PE and playtime, despite suggestions that playtime promotes more PA. The primary aim of this study was to determine which types of PE lesson are most facilitative of PA. The secondary aim was to determine whether children are more active during PE or playtime.MethodsDescriptive and fitness data were assessed in 20 children aged 8-9years from a single school. Over eight consecutive weeks PA was assessed during PE lessons, which were classified as either team games or movement activities. At the mid-week of data collection playtime PA was also assessed. PA was assessed using accelerometry and the percentage of time spent in moderate to vigorous PA (MVPA) calculated. Paired t-tests were used to compare MVPA during movement lessons and team games lessons and during PE and playtime.ResultsChildren spent 9.5% of PE lessons in MVPA and engaged in significantly more MVPA during team games (P < 0.001). MVPA was also significantly higher during PE than playtime (P < 0.01).ConclusionsChildren do not engage in sufficient PA during PE, but are most active during team games lessons; whilst PA during playtime is lower than PE. Interventions to increase PA during both PE and playtime are therefore required. PE interventions should target games lessons as they dominate the curriculum, encourage most PA and present the greatest potential for change. Playtime interventions should encourage participation in active games through the provision of playground equipment and markings.

English

In this study, we explored the effects of exposure to an experimental program of daily physical education (PE) during primary school on adult attitudes toward school PE. In 2008, 86 original participants in the Trois-Rivières study (44 women and 42 men aged 44.0 ± 1.2 years) underwent a semistructured interview in which their attitudes toward PE, the amount of curricular time that should be allocated to PE, and participants' recollections of their primary school PE program were examined. From 1970 to 1977, these individuals had been assigned to either an experimental program (5 hr of PE per week from Grade 1 to 6) or the standard curriculum (40 min of PE per week). Participants advocated increasing the time currently allocated to school PE, to an average of 3 hr 25 min/week (± 1 hr 9 min). Justifications for such an increase included the lack of other opportunities for physical activity (PA), enhanced academic achievement in active individuals, and the potential contribution of such initiatives to reduce sedentary behavior and childhood obesity. Participants from the experimental group recommended an average of 38 min/week more PE than the controls. The proportion of participants who expressed mostly positive recollections of their PE program was greater in the experimental group (94.9% vs. 82.1%). These findings are suggestive of a consensus for increasing the time allocated to PE, and participants' justifications were mostly consistent with current evidence. Moreover, participation in daily PE may foster the development of more favorable attitudes toward PE.

Learning ‘on the move’: A combined numeracy and physical activity program for primary school children

Background: Insufficient physical activity is known to increase the risks for obesity and metabolic disease. There is also evidence for adverse effects on attention, mental health and social skills. Despite this, physical education in primary schools in Australia has declined over recent years. A key curriculum outcome for mid-upper primary school children is competency in multiplication, the learning of which is often found to be challenging. In this study, therefore, we investigated the effect of combining aerobic physical activity with a standard classroom approach to the teaching of multiplication tables (MTs).

Influence of school environment in the teaching and learning of physical education

This study discusses the level of constraint factors in school environment in the implementation of the teaching of Physical Education in primary schools. To determine the level of factors, this study employed survey method on 310 respondents who teach Physical Education for Year 6 pupils in Perak, Malaysia. The collected data has been analysed by utilising descriptive statistics developed with SPSS version 13.0. Based on the findings, generally all statements showed high mean values of between 4.17 and 4.55. The statement that implied unsafe field conditions showed the highest mean value of M=4.55, SD=0.886. While, the statement that implied unpredictable weather condition during Physical Education showed the lowest mean value of M=4.17, SD=1.109. As implication, the teaching and learning of Physical Education cannot be implemented effectively. Conclusively, the constraint factors in school environment have direct relationship with the field condition, Physical Education equipments, funding and administration system.

SURVEI PEMANFAATAN MEDIA PEMBELAJARAN PADA MATA PELAJARAN PENJASORKES SD NEGERI SE-KECAMATAN LASEM KABUPATEN REMBANG TAHUN 2013

Formulation of the problem in the study of How utilization of media State Primary School learning physical education Se-Sub Lasem Rembang 2013?. The purpose of this reseach is to know the description of media utilization in learning on subjects physical education State Primary School se-Sub Lasem Rembang. Data collection method using interviews, questionnaires and documentation. As for the data analysis techniques used are descriptive analysis techniques. The results showed that the utilization of learning media State Primary School physical education se-lasem Rembang District are as follows: the average Football 72,24% is pretty good. Volleyball's average is 58,39% is pretty good. Kasti average is 88,26% either. Formula run average 36.6% less well. Skip media is the frog 58,09% is quite good. Throwing turbo average is 61.5% is pretty good. The average floor is 37,97% less well. SKJ/gymnastic SSB average is 92,66% either. Research conclusions that utilization of instructional media on subjects State Primary School physical education se-Sub Lasem Rembang 2013 quite well.

Fostering of National Identity in Emigration Through Lithuanian Folk Dance

he article analyses the Lithuanian folk dance as a means of national identity fostering in Lithuanian diaspora in North America. National identity maintenance especially in emigration is topical problem which started with the first wave of emigrants into US after the First World War. The evolution of Lithuanian folk dance in North America can be divided into two parts. The first period involves Lithuanian dance origins in North America, where in 1925 the first Lithuanian dances were captured in Lithuanian operas and choral performances. The first and second waves of emigrants didn't have chance to experience folk dance revival period in Lithuania, so they tried to dance dances which they knew from their parents and grandparents. Therefore dance repertoire was not abundant. During this period national dance activities were enlivened and enriched only by M. Baronaitės arrival from Lithuania seeking to maintain national identity and to expand dance repertoire.The second Lithuanian folk dance development period in North America covers the period from 1944, when the third wave of emigrants, who has experienced national revival in Lithuania, joined the Saturday schools and established Lithuanian dance ensembles which expanded Lithuanian folk dance repertoire in North America. Most of the national dance up holders were teachers, who acquired dance knowledge in primary school physical education teacher courses or by teaching children dance at Lithuanian schools.Lithuanian Folk Dance Institute (LFDI) is an important cultural institution, which aims to explore and spread Lithuanian folk dances, to promote the related customs, games, folklore, folkmusic and costumes hereby encouraging Lithuanian national identity. The focus of LFDI is appointed to organization of folk dance festivals, selection of artistic director and program approval. One of the major challenges of LFDI is to hold annual dance teacher seminars, which seek to improve folk dance teachers’ competences.

Teaching healthy behaviour knowledge in primary school physical education

Summary Study aim: To determine the effectiveness of a newly designed series of fitness segments that can be used to provide healthy behaviour knowledge (HBK) for 5th grade Physical Education classes. Material and methods: 641 pupils from six intervention (n = 401) and five control (n = 240) schools were used. The intervention schools received a five-week intervention of 12-minute fitness segments for each class period. A cognitive test that has been shown to produce valid and reliable scores (28-questions) was used to assess pupils’ HBK at pre – and post – examination. Pedometers were also used to examine physical activity levels differences. Hierarchical Linear Modeling using a two-level multilevel model was used to investigate mean changes in HBK between intervention and control groups. Results: Pupils in the intervention classes had 0.8-unit greater mean improvements in HBK than did control pupils (p &lt; 0.05). Girls also had greater mean changes in HBK than did boys (p &lt; 0.05). There was no statistical difference between intervention and control groups in physical activity levels. Conclusion: This type of fitness segment can be one strategy used by teachers to aid the instruction of HBK without decreasing physical activity participation in classes.