USING PUPPETRY TO ENHANCE CHILDREN’S AWARENESS OF THE BENEFITS OF EXERCISE

Abstract

The purpose of this study was to determine if there is a statistically significant difference in knowledge retention of exercise education for children taught by traditional instruction compared to children taught through puppetry. Participants were approximately 20 elementary school children. This study utilized a quasi-experimental design with an experimental group (puppets) and control group (traditional instruction). The dependent variable was knowledge of exercise retention. The independent variable was use of puppetry in teaching. Data were collected at two points: (a) baseline (prior to the educational session) and (b) immediately following the educational session.