Active Learning Time In Physical Education As Assessed By The Body Mass Index Of Elementary School Students
DOI:
https://doi.org/10.59944/postaxial.v4i3.1604Keywords:
Academic learning time, Body mass index, Elementary School, Physical Education, Student EngagementAbstract
Academic Learning Time in Physical Education (ALT-PE) refers to the proportion of class time students spend actively engaged in motor tasks that align with instructional objectives. This study examined ALT-PE among elementary school students in Kraton District, Pasuruan Regency, and compared it across Body Mass Index (BMI) categories. A descriptive-comparative quantitative design with a cross-sectional approach was applied to 60 students in grades IV–VI, selected through stratified random sampling and divided evenly into underweight, normal, and overweight groups. BMI was assessed using a digital scale and a stadiometer, while ALT-PE was recorded through direct observation using a 6-second interval-recording technique adapted from Siedentop, Tousignant, and Parker’s coding instrument. Results showed an overall mean ALT-PE of 34.7%, significantly below the recommended 50% benchmark (p < .001; Cohen’s d = - 2.04). The normal-BMI group recorded the highest mean ALT-PE (44.2%), compared with the underweight (30.0%) and overweight (29.8%) groups. Welch’s ANOVA confirmed a significant between-group difference, F(2, 34.9) = 189.00, p < .001, and Tukey’s post hoc test showed that the normal group differed significantly from both other groups, while the underweight and overweight groups did not differ from each other. These findings suggest that nutritional status is associated with student engagement during physical education and support more inclusive, differentiated instructional approaches.
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