Direct Versus Inquiry-Based Teaching on Engagement And Physical Literacy

Abstract

This study presents a comparative analysis of direct instruction (DI) and inquiry-based teaching (IBT) models and their respective effects on student engagement and physical literacy development in secondary school physical education (PE). Using a randomized crossover design, 210 students (ages 13–16) from three secondary schools experienced both instructional models across two 8-week units. Student engagement was measured using the Student Engagement Instrument for Physical Education (SEI-PE), systematic observation of academic learning time in PE (ALT-PE), and accelerometry. Physical literacy was assessed through a composite measure incorporating physical competence, knowledge and understanding, motivation and confidence, and daily physical activity behavior. Results revealed that IBT produced significantly higher cognitive engagement (p < .001, d = 0.82) and affective engagement (p < .01, d = 0.61), while DI yielded greater motor engagement time (p < .05, d = 0.44). Physical literacy composite scores favored the IBT condition (p < .01, d = 0.57), primarily driven by improvements in knowledge, motivation, and confidence domains. The findings suggest that both models have complementary strengths, and an integrated pedagogical approach may best serve physical literacy development.