ArticleJournal of teaching in physical education : JTPE2023
Contributions of Tasks With Different Cognitive Load to High School Students' In-Class Physical Activity.
Article in Journal of teaching in physical education : JTPE, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
3 citing papers in PubMed.
- The impact of learn, exercise, and game structured curriculum model on physical activity in children aged 3-6 years.Frontiers in psychology · 2026Article
- Motivation-Engagement-Achievement Pathway in Learning Caloric-Balanced Living in High School Physical Education: An Expectancy-Value Perspective.Journal of teaching in physical education : JTPE · 2024Article
- Kinesiology and Physical Education: A Curriculum (Dis)Alignment Perspective.Kinesiology review (Champaign, Ill.) · 2023Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
2 authors.
Funding
Abstract
Purpose: Cognitive load theory focuses on providing appropriate cognitive engagement to facilitate knowledge learning. The purpose of this study was to determine the contributions of cognitive load on high school students' in-class physical activity. Method: A stratified random sample of high school students ( Results: The results showed that the reasoning learning tasks directly contributed to their in-class physical activity (path coefficient = .54, Conclusion: The findings imply that high cognitive load tasks can facilitate in-class physical activity. The findings suggest the power of the concept-based physical education curriculum in providing productive learning opportunities to all students.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.