Ninth graders' learning differences in a healthful-living curriculum

• Most ninth graders lacked the higher-order knowledge about energy balance.
• Energy balance knowledge performance differed interpersonally.
• Energy balance knowledge was not significantly associated with physical activity.
• There is a need to bridge the gap between learners’ cognitive and physical learning.

Physical education and health education are relevant avenues for adolescents to learn knowledge and behavior related to energy-balanced living. Grounded in the framework theory of conceptual change, this study examined ninth graders' energy balance knowledge (i.e., concepts, principles, and strategies underlying the scientific mechanism and the outcome of energy balanced/imbalanced living) and physical activity in a healthful-living curriculum (i.e. combination of physical education and health). The students (N = 195) were measured using concept mapping, accelerometers, and three-day physical activity recall. It was found that the students differed in energy balance knowledge where most (83%) lacked a higher-order relational understanding. Physical activity in physical education class or after school did not significantly differ by students' mental model levels concerning energy balance knowledge. The findings suggest that an ecological learning context with moderate physical activity should be provided to help students make sense of energy balance knowledge through lived experiences.