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Effectiveness of the Sport Education Fitness Model on Fitness Levels, Knowledge, and Physical Activity
The Physical Educator
  • Tony A. Pritchard, Georgia Southern University
  • Andrew R. Hansen, Georgia Southern University
  • Shot Scarboro, Claxton Middle School
  • Irina Melnic, Georgia Southern University
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The purpose of this study was to investigate changes in fitness levels, content knowledge, physical activity levels, and participants' perceptions following the implementation of the sport education fitness model (SEFM) at a high school. Thirty-two high school students participated in 20 lessons using the SEFM. Aerobic capacity, muscular strength/endurance, flexibility, and health-related fitness knowledge were measured pre- and post-SEFM. Physical activity levels during each SEFM lesson were measured using Actigraph GT3X triaxial accelerometers. After completion of posttesting, focus groups were conducted to elicit students' perceptions of SEFM. Paired sample t tests were used to compare pre- and posttest scores. Significant increases between pre- and posttest scores were found for aerobic capacity, t(31) = −3.968, p < .01; the number of push-ups performed on push-up test, t(31) = −3.329, p < .01; and health-related fitness knowledge, t(31) = −6.355, p < .01. Students achieved 60.47% moderate to vigorous physical activity in the SEFM lessons. Students were positive toward the SEFM and provided many suggestions on improving the SEFM. In conclusion, the SEFM was effective in improving fitness levels for aerobic capacity, the number of push-ups performed, health-related fitness knowledge, and meeting at least 50% moderate to vigorous physical activity levels in SEFM lessons. Based on analysis of qualitative data, the SEFM is an instructional model that can meet the needs of students' diverse learning styles.

Citation Information
Tony A. Pritchard, Andrew R. Hansen, Shot Scarboro and Irina Melnic. "Effectiveness of the Sport Education Fitness Model on Fitness Levels, Knowledge, and Physical Activity" The Physical Educator Vol. 72 Iss. 4 (2015) p. 577 - 600 ISSN: 0031-8981
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