The limited amount of research on the influence of social status during group work in physical education has typically focused on interactions and power. What is less understood is whether social status has an impact on various physical education outcomes. The purpose of this study was to examine physical activity, game performance, and knowledge outcomes of high- and low-status fifth-grade students during a physical education field hockey unit delivered utilising the Sport Education model. 44 students completed sociometric peer nomination surveys to determine the social status hierarchy of all students in the class. Students wore accelerometers to measure moderate to vigorous physical activity (MVPA) during the unit. Pre- and post-unit game performance and knowledge were assessed through the Team Sport Assessment Procedure and cognitive tests, respectively. Repeated measures analysis of variance showed no significant difference between high- and low-status students’ average MVPA over all phases of the unit (pre-season, season and post-season), while analysis of covariances revealed significant differences in game performance and field hockey knowledge based on social status. Results suggest while physical activity levels were similar between high- and low-status students, some lower-status students were at risk in terms of developing skills and knowledge.

中文翻译：

---

“让我参与，我学习”：社会地位对学生在小组工作中的身体活动、技能和知识的影响

关于体育教育中团体工作期间社会地位影响的有限研究通常集中在互动和权力上。鲜为人知的是社会地位是否对各种体育教学成果有影响。本研究的目的是在使用体育教育模型提供的体育曲棍球单元期间检查高和低地位五年级学生的体育活动、比赛表现和知识成果。44 名学生完成了社会计量学同行提名调查，以确定班上所有学生的社会地位等级。学生在单元期间佩戴加速度计来测量中度到剧烈的身体活动 (MVPA)。通过团队运动评估程序和认知测试评估单元前和单元后的表现和知识，分别。重复测量方差分析表明，在单元的所有阶段（季前、季和季后），高地位和低地位学生的平均 MVPA 之间没有显着差异，而协方差分析显示在比赛表现和场上存在显着差异基于社会地位的曲棍球知识。结果表明，虽然高地位和低地位学生的体育活动水平相似，但一些地位较低的学生在发展技能和知识方面面临风险。