Date of Award

7-7-2016

Document Type

Restricted Access Thesis

Degree Name

Doctor of Education in Learning, Leadership, and Community

Department

Department of Educational Leadership, Learning, and Curriculum

Committee Chair

Kathleen Norris

Committee Member

Linda L. Carrier

Committee Member

Paul S. Visich

Committee Member

Gail Mears

Abstract

The purpose of this study was to determine the effect of an evidence-based physical education curriculum and/or an after school activity program on cardiovascular endurance performance and fundamental motor skill proficiency for grade five students. The sample included 95 participants (46 boys/49 girls) over a 12-week study, separated into a control group and three intervention groups. Levels of fitness were determined pre- and post-study using the Fitnessgram protocol. Fundamental motor skill proficiency was determined with the Test of Gross Motor Development-2 standards. The data were analyzed with an independent t-test and the 2 x 2 two-factor ANOVA for repeated measures. According to the findings, children that participated in the after school program were better prepared than the control and evidence-based physical education group to meet the Fitnessgram Healthy Fitness Zone standards for the one-mile cardiovascular endurance assessment. Also, the children that were taught utilizing the evidence-based physical education curriculum had a higher percentage of participants meeting Level 4 proficiency on 4 of the 6 fundamental motor skills than the children in the control group and after school activity group. An increase in time for physical activity before or after school and a change of curriculum, that has a focus on moderate-to-vigorous physical activity and fundamental motor skills, could be the combination physical education teachers are seeking to meet national and state standards within their programs.

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