Purpose: Cognitive load theory focuses on providing appropriate cognitive engagement to facilitate knowledge learning. The purpose of this study was to determine the contributions of cognitive load on high school students’ in-class physical activity. Method: A stratified random sample of high school students (N = 150) who participated in a large curriculum intervention study provided the data. A path analysis and Hayes’ PROCESS analysis were used to test a correlation model and moderation effect from gender and race. Results: The results showed that the reasoning learning tasks directly contributed to their in-class physical activity (path coefficient = .54, p < .01) and the gender and race factors were not significant moderators (p > .05). Conclusion: The findings imply that high cognitive load tasks can facilitate in-class physical activity. The findings suggest the power of the concept-based physical education curriculum in providing productive learning opportunities to all students.

目的：认知负荷理论侧重于提供适当的认知参与以促进知识学习。本研究的目的是确定认知负荷对高中生课堂体育活动的贡献。方法： 对参与大型课程干预研究的高中生（ N = 150）进行分层随机抽样提供数据。使用路径分析和海耶斯过程分析来测试性别和种族的相关模型和调节效应。结果：结果表明，推理学习任务直接促进了他们的课堂体力活动（路径系数 = .54， p < .01)，性别和种族因素不是显着调节因素 ( p  > .05)。结论：研究结果表明，高认知负荷任务可以促进课堂体育活动。研究结果表明，基于概念的体育课程在为所有学生提供富有成效的学习机会方面具有强大的力量。