The Effect of a High Autonomy Teaching Intervention on Fitness Outcomes in Fifth Grade Physical Education

Abstract

The purpose of this investigation was to examine the difference between two different teaching conditions when teaching a fitness unit. The current study investigates the difference between a high autonomy teaching condition and a teacher directed teaching condition. Specifically, the purposes are to investigate three areas, (a) What is the difference in improvement on the pacer fitness test between the two teaching models. (b) What is the increase in the proportion of students meeting the healthy fitness standard after the program. (c) What is the difference in total active participation between the two teaching models. The participants in this study were comprised of 120 (60 students in each of the two teaching conditions) fifth grade students enrolled in physical education classes in the local school district. The study was conducted at 3 different schools in the district using a total of 6 classes of 20 participants each (3 classes were high autonomy and 3 were teacher directed). Pre and Post PACER fitness test were conducted to measure fitness level. Pedometers were worn to measure total activity during each class. The results of this study indicate that a high autonomy teaching model is not significantly different than a traditional teacher directed approach.