Social Competence and Moderate to Vigorous Physical Activity of School-Aged Children through a Creative Physical Education Intervention

Arto Gråstén; Marja Kokkonen; John Quay; Juha Kokkonen

doi:10.4236/ape.2019.92010

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Advances in Physical Education > Vol.9 No.2, May 2019

Social Competence and Moderate to Vigorous Physical Activity of School-Aged Children through a Creative Physical Education Intervention ()

Arto Gråstén^1*, Marja Kokkonen², John Quay³, Juha Kokkonen⁴

¹School of Education, University of Tasmania, Launceston, Australia.
²Faculty of Sport and Health Sciences, University of Jyväskylä, Jyväskylä, Finland.
³Melbourne Graduate School of Education, University of Melbourne, Melbourne, Australia.
⁴Department of Teacher Education, University of Jyväskylä, Jyväskylä, Finland.

DOI: 10.4236/ape.2019.92010 PDF HTML XML 692 Downloads 1,242 Views Citations

Abstract

Traditional school physical education focuses on physical skills or strategies with an expectation that learning these skills lead to healthier lifestyle outside physical education classes, while children’s overall moderate to vigorous physical activity (MVPA) is widely decreasing. Creative Physical Education (CPE) understands physical education more holistically, as the central pedagogical element of movement is social learning. The current study examined the development of social competence in school physical education (PE) and total moderate to vigorous physical activity (MVPA) participation through a CPE-based intervention. Participants were 363 (177 intervention, 186 control) children from public elementary schools in Central Finland. The data collection was completed across two measurement points using questionnaires. The key findings were that: 1) the associations between social competence and MVPA engagement were relatively weak and 2) the 12-month intervention was effective in increasing students’ social competence in PE and total MVPA engagement. CPE teaching practices could provide positive social experiences in PE. However, applying new strategies into actual school settings may take time, and therefore, children need to be given sufficienttimeframe to take ownership of the activities.

Keywords

Development, Student-Centered, Pedagogy, Longitudinal, Multi-Level Model

Share and Cite:

Gråstén, A. , Kokkonen, M. , Quay, J. and Kokkonen, J. (2019) Social Competence and Moderate to Vigorous Physical Activity of School-Aged Children through a Creative Physical Education Intervention. Advances in Physical Education, 9, 129-144. doi: 10.4236/ape.2019.92010.

Conflicts of Interest

The authors declare no conflicts of interest regarding the publication of this paper.

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