Abstract
Objective
The aim of this process evaluation study was to investigate fidelity, acceptance, applicability and movement time with respect to the health- and fitness-related GEKOS program (Förderung bewegungsbezogener Gesundheitskompetenz im Sportunterricht) linking theory and practice in physical education.
Methods
Fidelity was investigated by observation, self-report forms and poster documentations. Applicability and students’ (n = 472) and teachers’ (n = 27) acceptance were examined by qualitative interviews and surveys directly after the GEKOS program. Movement time was assessed using accelerometer data and compared to students’ (n = 369) movement time in regular physical education classes.
Results
Overall, fidelity was high and statements in the interviews and surveys with regard to applicability and acceptance were heterogeneous. Particularly critical was the low net movement time, which was assessed using device-based accelerometer data.
Conclusion
The results allowed us to identify barriers such as standardization and facilitators such as teachers’ acceptance of teaching student-centered approaches. Therefore, flexibility in the delivery of programs and the balance between net time moving and theoretical cognitive activating content in PE need to be discussed further in terms of long-term implementation of such a program.
The aim of this process evaluation study was to investigate fidelity, acceptance, applicability and movement time with respect to the health- and fitness-related GEKOS program (Förderung bewegungsbezogener Gesundheitskompetenz im Sportunterricht) linking theory and practice in physical education.
Methods
Fidelity was investigated by observation, self-report forms and poster documentations. Applicability and students’ (n = 472) and teachers’ (n = 27) acceptance were examined by qualitative interviews and surveys directly after the GEKOS program. Movement time was assessed using accelerometer data and compared to students’ (n = 369) movement time in regular physical education classes.
Results
Overall, fidelity was high and statements in the interviews and surveys with regard to applicability and acceptance were heterogeneous. Particularly critical was the low net movement time, which was assessed using device-based accelerometer data.
Conclusion
The results allowed us to identify barriers such as standardization and facilitators such as teachers’ acceptance of teaching student-centered approaches. Therefore, flexibility in the delivery of programs and the balance between net time moving and theoretical cognitive activating content in PE need to be discussed further in terms of long-term implementation of such a program.
| Translated title of the contribution | Prozessevaluation eines gesundheits- und fitnessbezogenen Sportunterrichts |
|---|---|
| Original language | English |
| Journal | German Journal of Exercise and Sport Research |
| Number of pages | 15 |
| Publication status | Published - 29.11.2024 |