ERIC Number: EJ1318312
Record Type: Journal
Publication Date: 2021-Oct
Pages: 11
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0273-5024
EISSN: N/A
High-Intensity Interval Training-Based Fitness Education in Middle School Physical Education: A Limited-Efficacy Study
Chen, Senlin; Liu, Yang; Androzzi, Jared; Wang, Baofu; Gu, Xiangli
Journal of Teaching in Physical Education, v40 n4 p566-576 Oct 2021
Purpose: The purpose of this study was to evaluate the limited efficacy of a high-intensity interval training (HIIT)-based fitness education unit in middle school physical education (PE). Method: The study took place in six PE classes at one middle school located in the southern United States. The authors conveniently assigned the classes to treatment (n = 3 classes; 113 students) or control (n = 3 classes; 119 students) groups. Two trained PE specialists implemented the HIIT lessons two to three times per week for 8 weeks. The authors collected mixed methods data at the student, class, and teacher levels for the evaluation. Results: The focus group teacher interview with the teachers, field observations, and accelerometer-determined in-class physical activity data revealed sound implementation fidelity. The HIIT-based fitness education condition also showed greater improvement in physical activity and fitness knowledge and attenuated decline in curl-up scores compared with the control. Conclusion: The findings support the limited efficacy of implementing HIIT for fitness education in middle school PE programs.
Descriptors: Program Effectiveness, Intervals, Training, Physical Education, Middle School Students, Middle School Teachers, Physical Activity Level, Knowledge Level, Physical Fitness
Human Kinetics, Inc. 1607 North Market Street, Champaign, IL 61820. Tel: 800-474-4457; Fax: 217-351-1549; e-mail: info@hkusa.com; Web site: http://journals.humankinetics.com/journal/jtpe
Publication Type: Journal Articles; Reports - Research
Education Level: Junior High Schools; Middle Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A