.png){kind=icon}
.png){kind=icon}
Return
Design and Effectiveness of Interventions With a Focus on Cognitive Activation in Physical Education: A Systematic Review With Meta-Analysis
.png){kind=icon}
PRE
AI
C
S
J
J
DOI：10.1123/jtpe.2024-0396.png)
.png){kind=icon}
Original request for help.png){kind=icon}
Share.png){kind=icon}
Save
Abstract
En 中文
Purpose: Cognitive activation comprises different teaching practices stimulating students' in-depth mental engagement with sport- and movement-related learning content. We examined the design and effectiveness of intervention studies focusing on cognitive activation in physical education. Method: Following Preferred Reporting Items for Systematic Reviews and MetaAnalyses guidelines, a systematic review with meta-analysis (PROSPERO CRD42023370037) was conducted, including English and German language publications in national and international databases in the period from 2000 to 2024. We run a random-effects meta-analysis with all controlled studies to assess their effectiveness. Results: We identified 6,320 hits resulting in 33 selected intervention studies. Meta-analysis (n =10) provided evidence in four learning outcomes: health-related knowledge (standardized mean difference [SMD] = 0.54), motor skills (SMD = 0.56), game performance and understanding (SMD = 0.48), and motivation and affect (SMD = 0.39). Discussion: The findings of the selected studies demonstrate that cognitive activation can improve students' learning in physical education concerning various domains.
Keywords:
teaching games for understanding
cognitive engagement
learning task
knowledge
re
5E learning cycle
Journal
IF:
1.8
Papers:
75
Citations:
2.7K
Organization
Cited Papers