Inspiring bliss: An innovative instructional model, encouraging increased student physical activity, based on kinesthetic instruction, flow, and mastery motivational climate

G. Arthur Broten Young Scholar Papers

  • Christa Davis Lewis-Clark State College

Abstract

In a world where electronic devices threaten to steal the imagination and fitness of our youth, the need for inviting, creative forms of physical activity (PA) is paramount. Children and adolescents in contemporary classrooms spend a great deal of time sitting – on average approximately five hours out of the typical six and a half hour school day (Salmon, Healy, & Hume, 2009). It also appears that material is presented primarily through visual and auditory means (Arrighi, & Young, 1987). Maeda and Murata (2004) established that schools are being held to a higher standard academically, causing teachers to feel increased pressure to improve students’ academic performance. In response, many school districts are dramatically decreasing the time provided for PA. What can be done to counter this alarming trend? In an effort to address some of the current challenges facing our profession, the author began constructing the “BLISS” instructional model (Believe, Listen, Imagine, Solidify, and Share). The intent of this article is to provide information on the foundational elements of this model and its potential for future use.

Published
2013-11-01
How to Cite
Davis, C. (2013). Inspiring bliss: An innovative instructional model, encouraging increased student physical activity, based on kinesthetic instruction, flow, and mastery motivational climate: G. Arthur Broten Young Scholar Papers. Journal of Kinesiology & Wellness, 2(1), 65-71. Retrieved from https://jkw.wskw.org/index.php/jkw/article/view/34
Section
Articles