Constructivist physical education emphasizes cognitive engagement. This study examined the impact of a constructivist curriculum on in-class physical activity. Caloric expenditure in metabolic equivalents (MET) and vector magnitude count (VM) data from a random sample of 41 constructivist lessons were compared with those from a random sample of 35 nonconstructivist lessons. Statistical analyses revealed that students in both curriculum conditions were active at a similarly low-moderate level (MET = 2.6 for experimental, 2.5 for comparison, P = .30). Differences (1) < .05) were found between the three units within the constructivist curriculum. The findings suggest that the constructivist approach may facilitate knowledge learning with little risk of reducing in-class physical activity.
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