Models based practice as an equitable means to facilitate community physical activity

Background and aims: This study examined ways pedagogy supports executive function to encourage after-school physical activity among students, noting disparities in access outside school. By integrating a metacognitive instructional strategy alongside direct instruction within the PE curriculum, the study aimed to illuminate and address inequities in learning opportunities between in and out of school curricular time.

Theoretical framework: Drawing on Brown's (1987) metacognition theory and a complex adaptive systems approach (Murphy et al., 2018), the research explored how students could apply their knowledge and skills beyond school to foster self-directed physical activities in their communities when out of school term provision and support. This concept was integrated through a models based practice (Metzler & Colquitt, 2021) during physical education time where the school key pedagogy for their curricula and extra curriculum provision, direct instruction, was complemented by metacognitive instruction.

Methods: Using a mixed methods design, students, from four classes participated in various game-based PE lessons set, twice weekly over one semester. Two of each were experienced through the selected models and compared through a pre and post comparative design.

Findings: Quantitative results showed that students (n=50) who received explicit metacognitive instruction in executive function significantly outperformed peers (n=50) in applying their knowledge and health related activity skills (F(79,4) = 23.552, p=.001, η²=.544, observed power=1.00). Qualitative data indicated these students better planned for summer workouts. Implication: The study suggests the value of explicit practice that scaffolds executive functioning so that students develop acumen and tacit understanding in ways meaningful to them when they are in their respective communities. This approach is suggested as a method to address inequities in physical activity opportunities for youth outside of school-based programs, compatible with community access.