You will be provided with a reference and some statements. Please determine whether each statement is 'supported', 'unsupported', or 'unknown' with respect to the reference. Please note:
First, assess whether the reference contains any valid content. If the reference contains no valid information, such as a 'page not found' message, then all statements should be considered 'unknown'.
If the reference is valid, for a given statement: if the facts or data it contains can be found entirely or partially within the reference, it is considered 'supported' (data accepts rounding); if all facts and data in the statement cannot be found in the reference, it is considered 'unsupported'.

You should return the result in a JSON list format, where each item in the list contains the statement's index and the judgment result, for example:
[
    {
        "idx": 1,
        "result": "supported"
    },
    {
        "idx": 2,
        "result": "unsupported"
    }
]

Below are the reference and statements:
<reference>
Sage Reference - Handbook of Physical Education - Constructivist Perspectives on Learning

<p>What is the condition of the field of Physical Education? How is it adapted to the rise of kinesiology, sport and exercise science and human movement studies

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Handbook of Physical Education

Constructivist Perspectives on Learning

Summary

Contents

Subject index

What is the condition of the field of Physical Education? How is it adapted to the rise of kinesiology, sport and exercise science and human movement studies over the last thirty years? This Handbook provides an authoritative critical overview of the field and identifies future challenges and directions. The Handbook is divided in to six sections: Perspectives and Paradigms in Physical Education Research; Cross-disciplinary Contributions to Research Philosophy; Learning in Physical Education; Teaching Styles and Inclusive Pedagogies; Physical Education Curriculum; and Difference and Diversity in Physical Education.

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Constructivist Perspectives on Learning

Edited by:
David Kirk
,
Doune Macdonald
,
Mary O'Sullivan

Author:
INEZ ROVEGNO & JOHN P. DOLLY

In:
Handbook of Physical Education

Chapter DOI:
https://
doi.
org/10.4135/9781848608009.n14

Subject:
Physical Education
,
Sport & Leisure Studies

Keywords:
constructivism
;
curriculum theorizing
;
expert teachers
;
learners
;
misconceptions
;
physical education
;
teaching

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[Page 242]
Constructivist Perspectives on Learning
Constructivist perspectives on learning
Introduction
This chapter reviews research in physical education conducted from constructivist perspectives. Although much if not most research on teaching, learning, and curriculum in physical education owes an allegiance to some theoretical orientation, this review is limited to those studies that explicitly used a constructivist perspective to guide the design of the study or interpret the findings. This limitation resulted in an incomplete portrayal of what research has reported about particular topics because many topics studied from a constructivist perspective have been studied from other perspectives. Because physical education researchers are interested in studying learning by both students in physical education settings and by pre-service and in-service teachers in teacher education settings, this review includes studies of physical education and teacher education.
A constructivist perspective offers a theoretical perspective on learning; it does not provide a theory of curriculum or instruction. As Rink (2001) suggests, however, all instructional approaches are based either implicitly or explicitly on some learning theory. There is a long history of curriculum work in physical education that has linked teaching and curriculum to a theoretical perspective on learning. Thus it is not surprising that many of the papers reviewed in this chapter directly examined a combination of learning, teaching, and curriculum.
This chapter focuses on theory most of which has been developed in the field of psychology. Many of the principles discussed are derived from research conducted on cognition and in classrooms. This work is relevant to physical education for several reasons. Cognitive knowledge of movement and fitness concepts and cognitive and social processes (e.g. analysis, decision making, social responsibility, effective group interactions, etc.) are critically important in physical education and are explicitly part of the national curriculum standards or curriculum guidelines in Scotland, England, Australia, and the USA. In addition, theories of learning developed within the motor domain have long been either directly based on theories developed in general psychology or strongly resemble such theories. For example, information processing and schema theories in the motor domain are both based on the same theories in cognitive science.
We believe it is counterproductive to claim that if we do not have substantial testing of a learning theory across physical activities, that we should not apply that theory without proof of its general effectiveness across all situations. There is little proof in physical education that any learning theory is most effective. The general principles of constructivism that learning is an active process, learners construct knowledge in relation to their prior knowledge, and knowledge is socially constructed have substantially more support in psychology research than the equally accurate and well-accepted principle that practice is essential in order to learn motor skills. The principles of constructivism have been generalized from a large body of research conducted in laboratories, everyday settings and school classrooms across subject domains. It seems unproductive to ignore this body of work. What we need to consider, however, is how, when, and to what extent these principles apply to particular physical education content and in which settings. For example, constructivist principles may very well play an insignificant role in explaining the development of walking, but they are likely to be very relevant and helpful in understanding the learning of complex motor activities in the social and cultural environments of schools. The tradition in physical education to apply research on classroom learning (e.g. academic learning time) has been and we believe will continue to be beneficial.
...

Chapter 13

Learner Cognition

Chapter 15

Situated Perspectives on Learning

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</reference>

<statements>
1. One comparative study found a behaviorist/"conductivist" paradigm superior for gross motor function in 3–4-year-olds, while constructivist principles suit complex, socially embedded skills.
</statements>

Begin the assessment now. Output only the JSON list, without any conversational text or explanations.