aspects of their life and health. 2 As part of the school curriculum and environment, physical education (PE) classes offer an opportunity for children and adolescents to experience movement skills and social competencies that play a main role in their development in the school stage and further. 3 , 4
Search Results
Physical Education for Health Among School-Aged Children and Adolescents: A Scoping Review of Reviews
Virgílio Viana Ramires, Priscila Cristina dos Santos, Valter Cordeiro Barbosa Filho, Alexsandra da Silva Bandeira, Maria Cecilia Marinho Tenório, Edina Maria de Camargo, Fabrício Cesar de Paula Ravagnani, Paula Sandreschi, Victor José Machado de Oliveira, Pedro Curi Hallal, and Kelly Samara Silva
Is Participation in Physical Education Classes Related to Physical Activity and Sedentary Behavior? A Systematic Review
Diego Júnio da Silva, Arthur Oliveira Barbosa, Valter Cordeiro Barbosa Filho, and José Cazuza de Farias Júnior
promotion, protection, and cultivation of health, contributing to the well-being and development of socio-emotional skills, cognitive skills, and healthy habits in schoolchildren. In this respect, as a curricular component of basic education, physical education (PE) is also committed to participating in the
Impact of Pedometer Use and Self-Regulation Strategies on Junior High School Physical Education Students’ Daily Step Counts
Jane M. Shimon and Linda M. Petlichkoff
Background:
The aim of this study was to determine the impact of pedometer use and self-regulation strategies on adolescents’ daily physical activity.
Methods:
Junior high school students (n = 113) enrolled in seventh- and eighth-grade physical education classes (52 girls, 61 boys) volunteered to participate in a 5-week study to assess daily step counts. Ten physical education classes were randomly assigned to 1 of 3 groups: (a) self-regulation, (b) open, and (c) control.
Results:
A repeated-measures, mixed-model analysis of variance revealed a significant 3 × 4 (Group by Time) interaction effect, F6,290 = 2.64, P < .02. Follow-up analyses indicated participants in the self-regulation group took 2071 to 4141 more steps/d than the control. No other significant differences emerged among groups on step counts.
Conclusions:
It appears that having access to and charting daily step counts (ie, self-regulatory strategies) positively influenced young adolescents to attain a higher number of steps/d.
Facilitators and Barriers to Adopting Evidence-Based Physical Education in Elementary Schools
Monica A.F. Lounsbery, Thomas L. McKenzie, Stewart Trost, and Nicole J. Smith
Background:
Evidence-based physical education (EBPE) programs have increased physical activity (PA) by as much as 18%, yet widespread adoption has not occurred. Understanding school facilitators and barriers to PE should prove useful to EBPE dissemination efforts.
Methods:
Pairs of principals and PE teachers from 154 schools (75 Adopters and 79 Non-Adopters) from 34 states completed questionnaires. Differences between Adopter and Non-Adopter schools were tested using t tests or Wilcoxon Signed Rank Tests and chi-square analyses.
Results:
Principals and teachers reported distinct PE curriculum adoption decision making roles, but few viewed themselves as very involved in program evaluation. Teachers in Adopter schools were more satisfied with PE program outcomes and had greater involvement in teacher evaluation and program decision making. Compared with teachers, principals were generally more satisfied with their school’s PE program outcomes and did not share the same perceptions of PE barriers. However, principals also demonstrated a general lack of PE program familiarity.
Conclusions:
To facilitate EBPE adoption, dissemination efforts should target both principals and PE teachers. Increasing principal’s knowledge may be instrumental in addressing some teacher perceptions of barriers to PE. Strategic advocacy efforts, including targeting policies that require PE program evaluation, are needed.
Moderate-to-Vigorous Physical Activity Levels in Physical Education, School Recess, and After-School Time: Influence of Gender, Age, and Weight Status
Jesús Viciana, Daniel Mayorga-Vega, and Alejandro Martínez-Baena
Background:
Primary and secondary school ages have been considered key moments to address the decrease of moderate-tovigorous physical activity (MVPA). Individual (eg, age, gender, and weight status) and contextual factors (moments of the day) need to be considered for a better explanation of the phenomenon. The quantity and quality of physical activity in Physical Education (PE), school recess (SR), and after school (AS) time need to be taken into account to solve the low levels of MVPA in youth.
Methods:
A sample of adolescents (N = 231, 14.6 ± 1.2 years old) was studied using accelerometry to determine the objective MVPA level in PE, SR, and AS.
Results:
Results indicated statistically significant differences on MVPA between contexts (AS > PE > SR, P < .001) as well as regarding the individual factors: age (older > younger in PE and younger > older in SR time; P < .001), gender (boys > girls in all contexts, P < .001), and weight status (overweight > nonoverweight in AS, P < .01).
Conclusions:
Because students did not meet the daily MVPA recommendations, some strategies have been provided in each of the contexts analyzed.
Disseminating Evidence-Based Physical Education Practices in Rural Schools: The San Luis Valley Physical Education Academy
Elaine S. Belansky, Nick Cutforth, Ben Kern, and Sharon Scarbro
Background:
To address childhood obesity, strategies are needed to maximize physical activity during the school day. The San Luis Valley Physical Education Academy was a public health intervention designed to increase the quality of physical education and quantity of moderate to vigorous physical activity (MVPA) during physical education class.
Methods:
Elementary school physical education teachers from 17 schools participated in the intervention. They received SPARK curriculum and equipment, workshops, and site coordinator support for 2 years. A pre/post/post within physical education teacher design was used to measure intervention effectiveness. System for Observing Fitness Instruction Time (SOFIT) and a physical education teacher survey were collected 3 times.
Results:
MVPA increased from 51.1% to 67.3% over the 2-year intervention resulting in approximately 14.6 additional hours of physical activity over a school year and 4662 kcal or 1.33 lbs. of weight gain prevention. More time was spent on skill drills and less time on classroom management and free play.
Conclusions:
The San Luis Valley Physical Education Academy succeeded in increasing rural, low-income students’ physical activity. The multicomponent intervention contributed to the program’s success. However, cost-effective approaches are needed to disseminate and implement evidencebased practices aimed at increasing students’ physical activity during the school day.
The Effects of a Physical Education Intervention Program on the Bone Properties of Second- and Third-Grade Pupils: A Cluster Randomized Controlled Trial
Ester Goldstein, Eyal Rosenstreich, Michal Arnon, and Ella Shoval
Physical education (PE) classes have been shown to improve physical components among elementary school children such as muscle strength, 1 mastery of motor skills, 2 and speed and agility. 3 However, to date, knowledge concerning the effects of physical activity (PA) on primary school children
Program Evaluation of Healthy Moves™: A Community-Based Trainer in Residence Professional Development Program to Support Generalist Teachers With Physical Education Instruction
Deborah Johnson-Shelton, Jeanette Ricci, Erika Westling, Missy Peterson, and Julie C. Rusby
-intensity physical activity (MVPA) at least 4 to 6 days per week, compared with 35% of children with household incomes ≥400% Federal Poverty Level. 4 Providing health-enhancing physical education (PE) in elementary schools, which promotes public health objectives and PA health benefits, 5 has increasingly become a
The Relationship Between Policy Strength and Physical Activity Practices in Arizona Public Elementary Schools
Kahyun Nam, Kylie Wilson, Marissa Schulke, Pamela Hodges Kulinna, and Allison Poulos
organization Arizona Health and Physical Education to recruit participants. A quick response code linked to the online survey was prominently displayed, and individuals were encouraged to participate. A survey link was also included on the Arizona Health and Physical Education website. Finally, an invitation
Expectancy Beliefs and Perceived Values of Chinese College Students in Physical Education and Physical Activity
Ang Chen and Xinlan Liu
Background:
The expectancy-value theory postulates that motivation relies on individuals’ beliefs of success, perceived Attainment, Intrinsic Interest, and Utility values and Cost. This study examined Chinese college students’ expectancy-value motivation in relation to physical education and self-initiated physical activity.
Methods:
A random sample of 368 Chinese university students responded to questionnaires on perceived expectancy beliefs, perceived values, and cost in terms of their experiences in mandatory physical education programs and in self-initiated after-school physical activity. They reported their choice decisions for continuing physical education. Data were analyzed using descriptive statistics, χ 2, logistic and linear regressions.
Results:
The physical education curriculum was perceived as a major cost to motivation. Motivated by the Intrinsic Interest and Utility value, most students chose to continue to take physical education. Self-initiated after-school physical activity was motivated by the Attainment value only. No association was found between self-initiated physical activity and Liking or Disliking of physical education.
Conclusion:
Motivation for physical education and for self-initiated physical activity derived from different perceived values. The Attainment value motivates the students for self-initiated physical activity, whereas Intrinsic Interest and Utility values motivate them to choose to continue physical education.
