reported since 2012. There are no representative Japan-wide data for PA in under 15-year-olds. The Tokyo Metropolitan Board and Education Survey, however, collected pedometer data in Tokyo in 2011 and found that mean step counts were almost 11,000 steps/day in primary school students and almost 9000 steps
Search Results
Validation of the Physical Activity Questions in the World Health Organization Health Behavior in School-Aged Children Survey Using Accelerometer Data in Japanese Children and Adolescents
Chiaki Tanaka, Akira Kyan, Minoru Takakura, Tim Olds, Natasha Schranz, and Shigeho Tanaka
“We Took Pictures”: Children’s Meaning-Making in Physical Education
Déirdre Ní Chróinín, Maura Coulter, and Melissa Parker
more differentiated. It becomes, in other words, infused with meaning” ( Biesta & Burbules, 2003 , p. 37). Studying learning in general is complex ( Quennerstedt, Öhman, & Öhman, 2011 ). Physical education learning in primary schools is exacerbated as it largely occurs through the medium of movement
Association of Recess Provision With Accelerometer-Measured Physical Activity and Sedentary Time in a Representative Sample of 6- to 11-Year-Old Children in the United States
Kimberly A. Clevenger, Katherine L. McKee, Melitta A. McNarry, Kelly A. Mackintosh, and David Berrigan
Purpose: To assess the association between the amount of recess provision and children’s accelerometer-measured physical activity (PA) levels. Methods: Parents/guardians of 6- to 11-year-olds (n = 451) in the 2012 National Youth Fitness Survey reported recess provision, categorized as low (10–15 min; 31.9%), medium (16–30 min; 48.0%), or high (>30 min; 20.1%). Children wore a wrist-worn accelerometer for 7 days to estimate time spent sedentary, in light PA, and in moderate to vigorous PA using 2 different cut points for either activity counts or raw acceleration. Outcomes were compared between levels of recess provision while adjusting for covariates and the survey’s multistage, probability sampling design. Results: Children with high recess provision spent less time sedentary, irrespective of type of day (week vs weekend) and engaged in more light or moderate to vigorous PA on weekdays than those with low recess provision. The magnitude and statistical significance of effects differed based on the cut points used to classify PA (eg, 4.7 vs 11.9 additional min·d−1 of moderate to vigorous PA). Conclusions: Providing children with >30 minutes of daily recess, which exceeds current recommendations of ≥20 minutes, is associated with more favorable PA levels and not just on school days. Identifying the optimal method for analyzing wrist-worn accelerometer data could clarify the magnitude of this effect.
The Effects of Number and Separation of Support Lines on the Size, Velocity, and Smoothness of Handwriting
Ivonne H.F. Duiser, Annick Ledebt, John van der Kamp, and Geert J.P. Savelsbergh
Despite ubiquitous digitalization, handwriting is still one of the crucial motor skills that children acquire in primary school. It is therefore a matter of concern that a considerable number of children show unsatisfactory or dysgraphic handwriting. 1 For example, about one out of three Dutch
Enhancing Fundamental Movement Skills: Understanding Student Voices
Cathal Óg O’Sullivan, Melissa Parker, Tom Comyns, and Annmarie Ralph
a FMS program? Methods Context This study was undertaken in a designated Delivering Equality of Opportunity in Schools Irish post primary school. At the post primary level in Ireland, PE is taught for approximately 70–80 min per week following a nationally designed syllabus. At the time of this
The Effects of Aerobic Versus Cognitively Demanding Exercise Interventions on Executive Functioning in School-Aged Children: A Cluster-Randomized Controlled Trial
Anna Meijer, Marsh Königs, Irene M.J. van der Fels, Chris Visscher, Roel J. Bosker, Esther Hartman, and Jaap Oosterlaan
of exercise on executive function in children ( Singh et al., 2018 ). In the present clustered RCT, we investigated the effects of a school-based aerobic intervention and a cognitively demanding exercise intervention on executive functions in primary school-aged children. Three groups of children
“Wow! They’re Teaching Each Other”: Primary Teachers’ Perspectives of Implementing Cooperative Learning to Accomplish Social and Emotional Learning in Aotearoa New Zealand Physical Education
Ben Dyson, Donal Howley, and Yanhua Shen
ethical/institutional review board approval from the University of Auckland, consent was signed, and all schools and participants have been given pseudonyms. Participants were selected using purposive sampling at four Aotearoa NZ primary schools (Paletta, Whatawhata, Garrison, and Kete). Purposeful
Teaching for Immigrant Girls’ Inclusion: Social Justice Physical Education Teachers’ Involvement With School Stakeholders
Carolina Nieva Boza and Teresa Lleixà Arribas
holistic ( Latorre et al., 2003 ), and the main concern is to comprehend how study informants—in this case primary school PE teachers—perceive their experiences, as revealed in their own testimony ( Hernández et al., 2014 ). Research Context Field research for this study in the region of Baix Llobregat in
Perception of Boredom in Physical Education Lessons: What Factors Are Associated With Students’ Boredom Experiences?
Chiew Min Lye and Masato Kawabata
local school and have teaching experience ranging from 1 to 27 years ( M = 8.68, SD = 8.77). Sample 2 A total of 112 students (50% female) aged 11–12 years and attending a co-educational primary school in Singapore participated in the study. They were chosen as research participants as PE is an
Using a Game Sense Approach to Teach Buroinjin as an Aboriginal Game to Address Social Justice in Physical Education
John Williams and Shane Pill
used to help ensure nontokenistic delivery of the unit. Context of the Study Within Australia, there is a dearth of research about Indigenous traditional games in primary school PE. Indeed, only one journal article was available, which was concerned with improving physical activity levels and the
