{"title":"高中体育教学中的认知负荷与能量平衡知识","authors":"Anqi Deng, Ang Chen","doi":"10.1123/jtpe.2021-0231","DOIUrl":null,"url":null,"abstract":"<p><strong>Purpose: </strong>Guided by the cognitive load theory, the purpose of this study was to determine the impacts of cognitive load and school socioeconomic status-related environmental factors on ninth-graders' energy-balanced living knowledge gain.</p><p><strong>Methods: </strong>A stratified random sample of high-school students (<i>N</i> = 150) participated in this study. Data were collected on students' knowledge gain, cognitive load, free and reduced-price meal rates, and student-to-teacher ratio.</p><p><strong>Results: </strong>The path analysis results revealed that the reasoning learning tasks had direct significant effects on students' knowledge gain (β<sub>i-Diet and i-Exercise</sub> = 0.34, <i>p</i> < .01). The free and reduced-price meal rates and student-to-teacher ratio did not have significant effects on students' knowledge gain (<i>p</i> > .05).</p><p><strong>Discussion: </strong>These findings advance our understanding of the role cognitive learning tasks play in enhancing student learning in the subjects of energy-balanced knowledge and healthy lifestyle.</p>","PeriodicalId":50025,"journal":{"name":"Journal of Teaching in Physical Education","volume":"42 1","pages":"165-174"},"PeriodicalIF":1.8000,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9838786/pdf/nihms-1808790.pdf","citationCount":"2","resultStr":"{\"title\":\"Cognitive Load and Energy Balance Knowledge in High-School Physical Education.\",\"authors\":\"Anqi Deng, Ang Chen\",\"doi\":\"10.1123/jtpe.2021-0231\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><strong>Purpose: </strong>Guided by the cognitive load theory, the purpose of this study was to determine the impacts of cognitive load and school socioeconomic status-related environmental factors on ninth-graders' energy-balanced living knowledge gain.</p><p><strong>Methods: </strong>A stratified random sample of high-school students (<i>N</i> = 150) participated in this study. Data were collected on students' knowledge gain, cognitive load, free and reduced-price meal rates, and student-to-teacher ratio.</p><p><strong>Results: </strong>The path analysis results revealed that the reasoning learning tasks had direct significant effects on students' knowledge gain (β<sub>i-Diet and i-Exercise</sub> = 0.34, <i>p</i> < .01). The free and reduced-price meal rates and student-to-teacher ratio did not have significant effects on students' knowledge gain (<i>p</i> > .05).</p><p><strong>Discussion: </strong>These findings advance our understanding of the role cognitive learning tasks play in enhancing student learning in the subjects of energy-balanced knowledge and healthy lifestyle.</p>\",\"PeriodicalId\":50025,\"journal\":{\"name\":\"Journal of Teaching in Physical Education\",\"volume\":\"42 1\",\"pages\":\"165-174\"},\"PeriodicalIF\":1.8000,\"publicationDate\":\"2023-01-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9838786/pdf/nihms-1808790.pdf\",\"citationCount\":\"2\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Teaching in Physical Education\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1123/jtpe.2021-0231\",\"RegionNum\":2,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Teaching in Physical Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1123/jtpe.2021-0231","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Cognitive Load and Energy Balance Knowledge in High-School Physical Education.
Purpose: Guided by the cognitive load theory, the purpose of this study was to determine the impacts of cognitive load and school socioeconomic status-related environmental factors on ninth-graders' energy-balanced living knowledge gain.
Methods: A stratified random sample of high-school students (N = 150) participated in this study. Data were collected on students' knowledge gain, cognitive load, free and reduced-price meal rates, and student-to-teacher ratio.
Results: The path analysis results revealed that the reasoning learning tasks had direct significant effects on students' knowledge gain (βi-Diet and i-Exercise = 0.34, p < .01). The free and reduced-price meal rates and student-to-teacher ratio did not have significant effects on students' knowledge gain (p > .05).
Discussion: These findings advance our understanding of the role cognitive learning tasks play in enhancing student learning in the subjects of energy-balanced knowledge and healthy lifestyle.
期刊介绍：
The Journal of Teaching in Physical Education (JTPE) features peer-reviewed research articles based on classroom and laboratory studies, descriptive and survey studies, summary and review articles, and discussion of current topics of interest to physical educators at every level. JTPE is endorsed by the Curriculum and Instruction Academy of the National Association for Sport and Physical Education and the International Association for Physical Education in Higher Education.
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