My research: a PhD student explains
Chiara Cimenti
The project investigates whether intense, varied physical education (PE) lessons can improve children’s fitness and well-being, and what makes pupils engaged in PE.
What is the title of your thesis?
Unpacking Physical Education: Evaluating Intervention Effects and Designing for Student Engagement.
At which department and/or research unit did you complete your PhD?
Department of Sports Science and Clinical Biomechanics.
Who was your principal supervisor?
Professor Nikos Ntoumanis.
What question did you aim to answer with your thesis?
Can intense, varied physical education (PE) lessons improve children´s fitness and well-being? And what makes pupils engaged in PE?
What did you find?
In a trial with around 1,200 pupils aged 10-13 from 30 Danish schools, the FIT FIRST 20 programme, which involved three intense, multisport PE lessons a week for a school year, improved pupils´ cardiorespiratory fitness, lower-body muscular power, and agility more than regular PE. However, it did not change how pupils felt about themselves, their well-being or their motivation for PE.
A review of 98 studies and subsequent interviews with teachers and pupils showed that engagement in PE depends mainly on relationships with teachers and classmates, pupils´ motivation, time and facilities, skills, and pupils´ beliefs in their own abilities.
Finally, the thesis identifies concrete behaviour-change strategies that may enhance student engagement, such as personal goals and peer support.
How did you do it?
The thesis combined three complementary studies: (1) a cluster randomised controlled trial in 30 Danish schools, analysed with linear mixed models; (2) a scoping review of 98 studies; and (3) interviews with eight teachers and focus groups with 31 pupils.
How can your research be applied (in the clinic, society, etc.)?
The findings can help researchers and programme developers design future PE interventions that not only make pupils fitter, but also keep them engaged.
They are also relevant to schools, teachers and policy makers, as they point to the importance of teacher training in motivating teaching practices, and of supportive conditions for PE, such as facilities and staffing.