Interventions Which Aim at Implementing the Knowledge-Based Approach in the PE Lesson: A Systematic Review

Teodora Mihaela Iconomescu, Bogdan Sorin Olaru, Laurențiu Gabriel Talaghir, Claudiu Mereuță, Gheorghe Balint, Marian Florin Buhociu and Viorel Dorgan
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Teodora Mihaela Iconomescu: Faculty of Physical Education and Sport, Dunărea de Jos University, 800008 Galati, Romania
Bogdan Sorin Olaru: Faculty of Physical Education and Sport, Dunărea de Jos University, 800008 Galati, Romania
Laurențiu Gabriel Talaghir: Faculty of Physical Education and Sport, Dunărea de Jos University, 800008 Galati, Romania
Claudiu Mereuță: Faculty of Physical Education and Sport, Dunărea de Jos University, 800008 Galati, Romania
Gheorghe Balint: Faculty of Movement, Sport and Health Sciences, Vasile Alecsandri University, 600115 Bacau, Romania
Marian Florin Buhociu: Doctoral School of Fundamental Sciences and Engineering, Dunărea de Jos University, 800008 Galati, Romania
Viorel Dorgan: Cross-border Faculty, Dunărea de Jos University, 800008 Galati, Romania

Sustainability, 2021, vol. 13, issue 21, 1-20

Abstract: Background: Lately, there has been a change in the approach to physical education as a school subject. The new (knowledge-based) approach proposes the teaching of a theoretical component that provides information and complements the practical one. The students thus acquire a thorough understanding of the principles underlying physical activity and assimilate the knowledge needed to independently conduct their physical activity throughout their lives. Materials & Methods: Firstly, there were identified a number of interventions that implement the theoretical component specific to the new approach, in the school environment. Interventions targeting students from the first grade to the university level were taken into account, without setting any geographical or temporary limits. Then, we analyzed the way in which the theoretical content was adapted and implemented at each educational level. The tools used in the evaluation of the theoretical component were also presented. Results and Conclusion: Even from the elementary school level, we find adapted methods for implementing a cognitive component. As we advance through middle school, high school and university level, we find interventions that propose theoretical contents adapted to contemporary society. Within the university-level chapter, special attention was dedicated to future physical education teachers and to the way in which they are prepared to teach a cognitive component within the physical education lesson. Finally, three categories of tools used in the evaluation of the cognitive component were presented: questionnaires, interviews, interactive methods.

Keywords: physical literature; physical education; knowledge-based approach; school interventions (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2021
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