Abstract
The purposes of this study were: (1) to describe students' physical activity level (PAL), students' learning behavior (LB), students' formative class evaluation (FCE) score during 2 fitness units; (2) to compare the students' PAL, the students' LB, and the students' FCE in both units (aerobic and non-aerobic units); and (3) to check the relationship among students' PAL, students' LB, and students' FCE inside the fitness units. Data were collected from PE classes for 6th graders at T and K elementary school in Ibaraki Prefecture (Japan). The classes were videotaped using 12 seconds interval (GTS recording format), and evaluated by using 2 measures: (1) students' FCE questionnaire, and (2) pedometer or Lifecorder. Results indicated that: (1) the aerobic unit provided students with significantly higher PAL (averagely 2498.6 steps, 2.47 levels of intensity, and 54.17% of MV-PAL engagement) than the non-aerobic unit (averagely 1243.0 steps, 1.17 levels of intensity, and 31.1% of MV-PAL engagement); (2) the aerobic unit provided students with significantly more learning engagement (averagely 86.4%) than the non-aerobic unit (averagely 50.3%); but (3) students in the aerobic unit give FCE score to their PE classes significantly lower (averagely 2.72) than those in the non-aerobic unit (averagely 2.88); (4) although it was not significant because of less number of data, there were clear relationships in between students' PAL and students' FCE and in between students' MV-PAL engagement and students' LB inside both units, but the relationship between students' LB and students' FCE score was not clear; (5) the relationships tendency inside the aerobic unit was more clear than those in the non-aerobic unit; and (6) thus, related the results from previous study, it was fail to reconfirm the close relationships in between variable PAL and LB, and in between variable PAL and FCE, but it was found more clear relationship between variable PAL inside motor learning (A2) episode of aerobic unit and FCE.
