overall physical activity levels among 6- to 10-year-old children who received an extra 30 minutes of physical education (PE) per day at school compared with children in a control group (regular PE). In a laboratory-based study that included 10- to 15-year-old boys, Kriemler et al ( 12 ) noted a reduction
Search Results
Acute Compensatory Responses to Interrupting Prolonged Sitting With Intermittent Activity in Preadolescent Children
Molly P. O’Sullivan, Matthew R. Nagy, Shannon S. Block, Trevor R. Tooley, Leah E. Robinson, Natalie Colabianchi, and Rebecca E. Hasson
Footwear Type and Testing Environment Do Not Affect Baseline Modified Balance Error Scoring System Performance Among Middle School Athletes
Nicholas K. Erdman, Patricia M. Kelshaw, Samantha L. Hacherl, and Shane V. Caswell
populations (eg, athletes 11 , 14 and nonathletes 9 , 10 , 15 ). Several studies have demonstrated that external factors, such as ankle taping/bracing, 16 , 17 or the testing environment, 14 , 18 may affect preinjury performance on the full or modified versions of the BESS in high school and collegiate
Burnout in Secondary School Athletic Trainers, Part II: Correlations With Substance Use
Leslie W. Oglesby, Andrew R. Gallucci, Anna K. Porter, and Ashlyne P. Elliott
drinking episode in the previous 30 days. 15 However, that recent study of ATs 4 only examined ATs that work in the collegiate setting. Those findings may not be generalizable to ATs that work in other settings such as the secondary school setting, which comprises approximately 26% of the certified
Examining the Relationship Between Perceived Coaching Approaches for Life Skills Development and Life Skills Outcomes for High School Athletes
Scott Pierce, Liam O’Neil, Martin Camiré, Corliss Bean, and Scott Rathwell
In the United States, high school sport reaches over 8 million youth between 13 and 18 years of age annually ( National Federation of State High School Associations, 2023 ). This context is well suited to support the personal development of athletes ( Turgeon et al., 2019 ). In line with this
What is the Contribution of Actual Motor Skill, Fitness, and Physical Activity to Children’s Self-Perception of Motor Competence?
Lisa M. Barnett, David R. Lubans, Anna Timperio, Jo Salmon, and Nicola D. Ridgers
, physical activity and actual motor skill with Australian children’s perceived object control and locomotor skills. Methods Participants Primary schools located within a 30 km radius of the Deakin University campus in the eastern suburbs of Melbourne, Australia were identified and randomly invited to
Cognitive Load and Energy Balance Knowledge in High-School Physical Education
Anqi Deng and Ang Chen
knowledge and self-reported physical activity in high-school students ( r = .438, p < .001). Liu and Chen ( 2020 ) reported that the lack of health-related fitness knowledge predicted sedentary behavior for middle-school boys (β = 0.14, t = 2.16, p = .03, R partial 2 = .02 ) and girls (β = 0.16, t
Engagement in Sedentary and Physically Active After-School Programs Among African American Children with ADHD and Disruptive Behavior Disorders
Jared D. Ramer, María Enid Santiago-Rodriguez, Dana B. Rusch, Tara G. Mehta, Grace E. Cua, Stacy L. Frazier, Marc S. Atkins, Karrie L. Hamstra-Wright, and Eduardo E. Bustamante
and CD fall under the category of disruptive behavior disorders (DBD). ODD and CD share a trajectory of escalating hostile and defiant behavior that violates age-appropriate norms and rules. 2 Participation in after-school organized physical activities is a well-studied means of promoting positive
High School Sport Stakeholders’ Perspectives on Coaches’ Ability to Facilitate Positive Youth Development
Martin Camiré, Tanya Forneris, and Pierre Trudel
Coaching for positive youth development (PYD) in the context of high school sport is a complex process given that many factors influence this environment. The purpose of this study was to explore the ability of high school coaches to facilitate PYD from the perspective of administrators, coaches, and athletes. Although stakeholders in general perceive coaches as having the ability to facilitate PYD, scores for coaches were higher than athletes and administrators and scores for athletes were higher than administrators. Furthermore, coaches who participated in coach education perceived themselves as having a greater ability to facilitate PYD compared to coaches with no coach education.
Self-Expectations, Socially Prescribed Expectations, and Wellness in 14- to 15-Year-Old Athletes, Ballet, and Music Students in Norwegian Talent Schools—An Interview Study
Annett Victoria Stornæs, Jorunn Sundgot-Borgen, Gunn Pettersen, Jan H. Rosenvinge, and Sanna M. Nordin-Bates
The ideals of striving for ever-higher achievements are deeply rooted in sports and the performing arts, and it is suggested that such ideals are pursued at ever-younger ages ( Bergeron et al., 2015 ). For example, early specialization, youth talent schools, and professionalization of youth sports
Gender Differences in the Domain-Specific Contributions to Moderate-to-Vigorous Physical Activity, Accessed by GPS
Andreia Nogueira Pizarro, Jasper Schipperijn, José Carlos Ribeiro, António Figueiredo, Jorge Mota, and Maria Paula Santos
Background:
Identifying where children spend their activity-time may help define relevant domains for effective PA promotion and better understand the relation between PA and environment. Our study aimed to identify how boys and girls allocate their active time in the different domains.
Methods:
374 children (201 girls; mean age = 11.7 years) wore an accelerometer and a GPS for 7 days. PALMS software combined data, categorized nonsedentary time and bouts of moderate-to-vigorous physical activity (MVPA). Geographical information system allocated activity into 4 domains: school, leisure, transport and home.
Results:
Overall, a higher proportion of time in MVPA was found in the transport domain (45.5%), school (30.5%), leisure (21.3%), and home (2.7%). Gender differences were found for the proportion of time spent across domains. Girls (54.5%) had more MVPA than boys (35.2%) in the transport domain, whereas boys spent more MVPA time in school (37.0%) and leisure (24.9%) than girls (24.7% and 18.1, respectively).
Conclusions:
Interventions to increase transport behavior may be relevant for children’s MVPA. School is an important domain for boys PA, while for girls increasing the supportiveness of the school environment for PA should be a priority. Strategies should consider gender differences when targeting each domain.
