Health-based physical education in an elementary school: effects on physical self-concept, motivation, fitness and physical activity

ABSTRACT

Background

Promoting and developing health in Physical Education should not be limited to seeking to meet recommendations for physical activity and to increase motor competence or physical fitness, but should provide students with the motivation, confidence and knowledge required for them to be active for life. The Health-based Physical Education model (HbPE) is one of the most interesting models for health development. It takes a holistic perspective of health that is compatible with the salutogenic approach, where promoting and appreciating an active life is a core element (Haerens et al. 2011).

Purpose

The aim of this study was to examine the effects of a Health-based Physical Education programme on health-related factors (physical fitness and moderate-to-vigorous physical activity), emotional well-being (self-esteem and physical self-concept), and motivational factors (intention to be physically active and the degree of self-determination during practice).

Methods

A quasi-experimental design with pre- and post-test measures was applied to a sample composed of 131 schoolchildren aged 10 to 12 years (M = 10.87 ± 0.69) belonging to six randomly assigned class groups: three to the experimental group (n = 67) and three to the control group (n = 64). The experimental group participated in an intervention programme based on the HbPE model linked to a set of strategies to promote commitment, motivation and participation, while the control group completed a traditional programme for physical fitness improvement. As measures, we used Polar® HR monitors, the ALPHA-Fitness battery, the Motivation in Physical Education Questionnaire in Primary Education, the Intention to Be Physically Active Scale and the Pictorial Scale of Physical Self-Concept for Younger Children.

Findings

The experimental group showed higher levels of moderate-to-vigorous physical activity and a significant increase in physical fitness, including a reduction in BMI. Moreover, this group presented improvements in socio-emotional self-esteem, intrinsic motivation and the intention to be physically active. Nevertheless, against our hypothesis, quantitative analyses indicated no differences in physical self-concept.

Conclusion

These results support the use of HbPE as a model for designing and implementing health-promoting programmes that are compatible with a salutogenic approach. Apart from increasing physical activity and improving physical fitness, such programmes would provide knowledge and attitudes to foster practice beyond school.

KEYWORDS:

• Physical education
• physical activity
• physical fitness
• motivation
• physical self-concept
• physical literacy
• salutogenesis

Disclosure statement

No potential conflict of interest was reported by the author(s).

Declaration of conflicting interests

The authors declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.