Integrating STEM Education Within Strength & Conditioning–Based Physical Education Classes

ABSTRACT Science, technology, engineering, and math taken together as STEM Education, can be integrated into strength and conditioning (S&C)-based physical education (PE) classes to enhance learning experiences while also developing skills inherent of exercise science practitioners in the 21st century. Situating inquiry learning (IL) through project-based learning (PBL) can effectively incorporate STEM Education in S&C-based PE classes, providing contextualized and meaningful learning experiences for students. With more S&C coaches transitioning to teaching roles responsible for delivering educational programs and assigning grades, adequate pedagogical and curricular guidance is warranted. The purpose of this article is to provide a framework for integrating STEM Education into S&C-based PE courses. IL follows the 4 steps of: (a) problem clarification, (b) creating a hypothesis, (c) hypothesis testing, and (d) conclusion and validation. Delivered through PBL, inquiry projects speak to personal concerns and students have “voice and choice” in their building of knowledge and skills. We recommend incremental changes when implementing STEM Education, starting with a model-based approach of inquiry through PBL within a needs-supportive learning environment. More research is needed in the United States to evaluate STEM Education interventions in S&C-based PE courses and their effect on knowledge, skills, and dispositions of students.