The effect of experiential learning interventions on physical activity outcomes in children: A systematic review

Background: Active participation in physical education (PE) is essential for students’ development yet remains challenging in many schools. Research Objectives: This study aimed to assess the effectiveness of experiential learning approaches, including role-playing and interactive simulations, in enhancing students’ willingness and ability to actively participate in PE at Gabas Integrated School (GIS). Methods: This study utilised a one-group pretest-posttest design in which 34 Grade 9 GIS students participated. A researcher-made survey questionnaire patterned from the Students’ Participation Survey and the Motivation in Physical Education Survey and a checklist tool were used to gather data. Education experts reviewed the survey questionnaire to ensure content validity and conducted a pilot test. The collected data were analysed using Jeffrey’s Amazing Statistics Program (JASP). Findings/Results: The study revealed that the students’s willingness to participate was initially moderately willing, which increased to extremely willing after the intervention. The student’s ability to participate improved from a participative rating to a highly participative rating after the intervention. The Wilcoxon signed-rank test further revealed significant differences between the students’ willingness and ability to participate before and after the intervention. Conclusion: These findings concluded that an experiential learning approach effectively enhances students’ active participation in terms of their willingness and ability to participate in PE classes. Thus, the Department of Education must encourage teachers to use ELA to transform students from passive spectators to active participants. Physical education teachers must also consider incorporating performance-based learning and real-life scenarios that allow students to apply their skills in meaningful contexts to their physical education teaching.

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Fostering Student Well-Being and Learning Through Kinesthetic Activities in the Japanese University Classroom

Perrem

2024

Advances in Educational Marketing, Administration, and Leadership

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This chapter investigates the role of kinesthetic activities in enhancing student well-being and engagement within university language classrooms. A questionnaire survey with 53 participants provides empirical data to assess the effects of standing during lessons, switching partners, and engaging in clay modeling on students' learning experiences. The study's methodology focuses on the alignment of teaching strategies with diverse learning styles, particularly the kinesthetic modality. Results indicate that kinesthetic activities significantly contribute to heightened student engagement, increased energy, and improved overall well-being. The incorporation of these activities into teaching practice suggests a shift toward a more interactive and multisensory educational environment, thus addressing the evolving needs of students in contemporary learning settings. The chapter concludes by underscoring the importance of including some physical movement and tactile learning in the creation of dynamic classroom experiences that extend beyond conventional pedagogical methods.

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The effect of experiential learning interventions on physical activity outcomes in children: A systematic review

Cited by 4 publications

References 64 publications

An Experiential Learning Program to Promote Healthy Eating and Physical Activity at an Australian Children’s Museum: Formative Research with Caregivers and Staff

An Experiential Learning Program to Promote Healthy Eating and Physical Activity at an Australian Children’s Museum: Formative Research with Caregivers and Staff

Effectiveness of Experiential Learning Approaches (ELA) in enhancing students’ active participation in physical education

Fostering Student Well-Being and Learning Through Kinesthetic Activities in the Japanese University Classroom

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