Purpose This study aimed to determine the extent to which a concept-based physical education curriculum, specifically the Science of Healthful Living (SHL) curriculum, influenced middle school students' knowledge, motivation for physical education (PE) and physical activity (PA), and out-of-school PA. Methods A static group comparison design was adopted to analyze the differences on fitness knowledge, autonomous motivation for PE and PA, and out-of-school PA between eighth-grade students who studied the SHL curriculum (the experimental condition, n = 168) and their peers who studied a multiactivity PE (the control condition, n = 226) 1 year earlier. Results The students who studied the SHL curriculum demonstrated significantly higher levels of knowledge (p < .05, Cohen d = 0.81), autonomous motivation toward PA (p < .05, Cohen d = 0.20), and out-of-school PA (p < .05, Mann-Whitney U effect size = 0.01) than students who had experienced the multiactivity PE. The students in both conditions were equally motivated in their respective PE courses. Conclusion The SHL curriculum is effective in promoting students' PA behavior outside of the school.

中文翻译：

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基于概念的体育教育对中学生知识、动机和校外体育活动的影响

目的 本研究旨在确定基于概念的体育课程，特别是健康生活科学 (SHL) 课程，在多大程度上影响中学生的知识、体育教育 (PE) 和体育活动 (PA) 的动机，和校外PA。方法采用静态组比较设计，分析学习SHL课程的八年级学生（实验条件，n = 168）与体育和体育运动的自主动机和校外体育运动的差异。一年前研究多活动 PE（对照条件，n = 226）的同龄人。结果 学习 SHL 课程的学生表现出显着更高的知识水平（p < .05，Cohen d = 0.81），对 PA 的自主动机（p < .05，Cohen d = 0.20），和校外 PA（p < .05，Mann-Whitney U 效应值 = 0.01）比经历过多活动的学生。两种情况下的学生在各自的体育课程中都有同样的积极性。结论 SHL课程能有效促进学生校外的PA行为。