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Jamie E. L. Spinney and Hugh Millward

This research uses four nationally representative samples of time diary data, spanning almost 30 yr, that are fused with energy expenditure information to enumerate the median daily duration of moderate or vigorous-effort activity, quantify the prevalence of Canadians age 65 yr and older who are meeting recommended daily levels of physical activity, and explore the factors affecting rates of active living. Results indicate that 41.1% of older Canadians met recommended levels of physical activity in 1992, 40.6% in 1998, 43.5% in 2005, and 39.6% in 2010. Both rates of active living and daily duration of aerobic activity exhibit significant differences among sociodemographic groups, with age, sex, activity limitation, urban-rural, and season exhibiting the most significant influences. This study illustrates the potential for time diary data to provide detailed surveillance of physical activity patterns, active aging research, and program development, as well.

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P. Margaret Grant, Malcolm H. Granat, Morag K. Thow and William M. Maclaren

This study measured objectively the postural physical activity of 4 groups of older adults (≥65 yr). The participants (N = 70) comprised 3 patient groups—2 from rehabilitation wards (city n = 20, 81.8 ± 6.7 yr; rural n = 10, 79.4 ± 4.7 yr) and the third from a city day hospital (n = 20, 74.7 ± 7.9 yr)—and a healthy group to provide context (n = 20, 73.7 ± 5.5 yr). The participants wore an activity monitor (activPAL) for a week. A restricted maximum-likelihood-estimation analysis of hourly upright time (standing and walking) revealed significant differences between day, hour, and location and the interaction between location and hour (p < .001). Differences in the manner in which groups accumulated upright and sedentary time (sitting and lying) were found, with the ward-based groups sedentary for prolonged periods and upright for short episodes. This information may be used by clinicians to design appropriate rehabilitation interventions and monitor patient progress.

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Emily M. Jones, Jun-hyung Baek and James D. Wyant

Purpose:

The purpose of this study was to investigate the factors influencing preservice teachers’ (PST) experiences integrating technology within a guided action-based research project in the context of student teaching.

Methods:

Participants were enrolled at a rural, mid-Atlantic university (N = 80, 53 male; 27 female). Researchers retrieved archived data from five semesters of physical education (PE) student teaching cohorts. Data sources included: Technology Action Research Project poster presentations (n = 75) and reflective journal entries (n = 234). All identifiable information was removed, and qualitative data were analyzed inductively.

Results:

Three themes and subthemes emerged Student Clientele, Self as Teacher, and Others as Systems of Support as contributing agents in PSTs’ experiences integrating technology.

Discussion/Conclusion:

Results of this study support technology-rich field-based experiences for PSTs that are guided by an action research framework. Findings enhance our understanding of factors that facilitate and hinder early career PE teachers use of technology in teaching and learning settings.

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Deborah Laliberte Rudman and Michelle Durdle

This secondary analysis of data drawn from a descriptive phenomenological study explored how older adults with low vision experience and manage community mobility. Participants included 34 urban and rural older adults, age 70 years and older, who were not using low-vision-rehabilitation services. The findings convey a core element of the experience of community mobility for participants: living with a pervasive sense of fear regarding one’s body and way of being. Participants continually gauged risks associated with mobility and engaged in risk avoidance and management strategies. Community mobility was often restricted by participants because of perceived risks, leading to reduced participation in a range of physical, social, and other types of activities. Further research on environmental factors mediating community mobility and on strategies effective in maintaining mobility among seniors with low vision is essential to optimize participation, health, and service delivery.

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Luis Miguel Ruiz, Jose Luis Graupera, Juan Antonio Moreno and Isabel Rico

The purpose of the current study was to explore social interaction preferences for learning in Physical Education (PE) among Spanish secondary students. The sample consists of 6,654 students (3,500 girls and 3,154 boys, aged 12–17 years) from public and private urban and rural schools in two communities in Spain. All participants completed the Graupera/Ruiz Scale of Social Interaction Preferences in PE Learning (GR–SIPPEL) which explores four learning preference dimensions: cooperation, competition, affiliation, and individualism. Results indicated that the ordinal profile of students’ preferences in PE classes was: cooperative (very high preference), competitive and affiliate (high-moderate preference), and individualistic (moderate-low preference). Gender differences emerged: girls were less competitive and individualistic than boys, and slightly more cooperative and affiliate. Weak grade level differences were also observed.

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Kimberly L. Oliver and Rosary Lalik

Drawing on poststructuralism and related theoretical perspectives, we worked in girls’ physical education classes to examine the development and implementation of a curriculum strand focusing on girls’ bodies. The purpose was to help adolescent girls name the discourses that shape their lives and regulate their bodies. We asked two major questions: What were the major tasks actually used during the enactment of the curriculum strand? and: What issues and concerns emerged for us as we enacted the strand and how did we respond? This study took place in a 7th–12th grade rural high school in the southern United States. We collected data during the 2000–2001 school year in three girls’ physical education classes. We conducted 14 sessions for each class and analyzed our data using the constant comparison method. Several issues emerged including: making the curriculum meaningful, offsetting task difficulties, sustaining ethical relationships, and lessening interference of research culture.

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Louis Harrison, Russell L. Carson and Joe Burden

The purpose of this study was to evaluate the common assumption that teachers of color (TOC) are more culturally competent than White teachers by assessing physical education teachers’ cultural competency. A secondary purpose was to ascertain the possible differences in cultural competence levels of White teachers in diverse school settings versus those in more racially homogenous schools. One hundred and ninety physical education teachers from two states in the southeastern U.S. completed a demographic questionnaire and the Multicultural Teaching Competency Scale (MTCS) (Spanierman et al., 2006). The MTCS consists of two subscales; multicultural teaching knowledge (MTK), and multicultural teaching skills (MTS). MANCOVA analyses indicated significant differences with TOC scoring higher in both MTK and MTS than White teachers. Results also indicated that White teachers in city school settings scored significantly higher in MTK than those from more rural school. Results and implications for teacher preparation and professional development are discussed.

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Kelly Samara Silva, Adair da Silva Lopes, Carla Meneses Hardman, Luciana Gatto Azevedo Cabral, Shana Ginar da Silva and Markus Vinicius Nahas

Background:

Commuting reflects an important opportunity for youth to engage in physical activity. This study aimed to compare modes of commuting to school and to work and to identify sociodemographic factors associated with various modes of transportation.

Methods:

Epidemiologic study with a repeated cross-sectional design. Participants included high school students (15–19 years of age) from Santa Catarina state, Brazil, in 2001 (n = 5028) and 2011 (n = 6529). A questionnaire containing information on the type of transport used to commute to school and to work was administered.

Results:

Walking/bicycling and the use of the bus to commute to school and to work remained stable after a decade; however, the use of car/motorcycle to school (6.4% versus 12.6%) and to work (10.2% versus 19.7%) increased significantly. In both cases, females more frequently used buses, whereas males commuted to work by car/bus. Students from rural areas more commonly commuted to school by car/motorcycle, whereas those from urban areas traveled to work more by bus. There was a greater use of cars/motorcycles by young people from higher-income families.

Conclusions:

The use of cars/motorcycles to commute to school/work has almost doubled in the last decade. Sex, residential area and income were associated with passive commuting.

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Karen Croteau, Grant Schofield, George Towle and Vijiayarani Suresh

Background:

It is speculated that rural Kenyan children are more physically active than those in developed countries. The purpose of this study was to examine pedometer-measured physical activity levels of western Kenyan youth.

Methods:

Participants in this study were children in Levels 3 and 5 who attended a private primary school. The sample (n = 72) consisted of 43 girls and 29 boys (average age = 9.8 ± 1.1, range = 8−12 years). Age, gender, tribe, and height and weight measures were collected. Weight status category was determined according to CDC guidelines. Participants wore a sealed Yamax pedometer for 4 weekdays during the measurement period. Data analysis included descriptive statistics and 2-way ANOVA (age × gender).

Results:

The total sample averaged 14558 ± 3993 daily steps. There was no significant effect for age [F(4,68) = 1.682, P = .102] nor significant age × gender interaction [F(4,68)=1.956, P = .117]. There was a significant effect for gender [F(1,68) = 4.791, P = .033], with boys (16262 ± 4698) significantly more active than girls (13463 ± 3051).

Conclusions:

The observed daily steps are higher than those observed in the U.S., similar to samples in other developed countries, but lower than Amish youth.

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Kelly S. Silva, Markus V. Nahas, Adriano F. Borgatto, Elusa S. Oliveira, Giovâni F. Del Duca and Adair S. Lopes

Background:

Active commuting has decreased substantially in recent decades and has been more frequent in specific demographic and socioeconomic profiles. The objective of this study was to describe the prevalence of active trips and the possible associations with demographic and socioeconomic variables.

Methods:

A questionnaire on lifestyle and risk behavior was administered to a sample population of 5028 adolescents, ages 15 to 19 years, attending public high schools in the state of Santa Catarina, Brazil. Logistic regressions (odds ratio—OR; 95% confidence interval) were used to test associations.

Results:

Active commuting to school was reported for 56.7% of students, and active commuting to work was reported for 70.0%. The likelihood of commuting passively was greater among girls (school: OR = 1.27; 1.10−1.45), older adolescents (school: OR = 1.17; 1.02−1.33; work: OR = 1.49; 1.22−1.82), those who lived in rural areas (school: OR = 12.1; 9.91−14.8), those who spent more time in commuting (school: OR = 2.33; 2.01−2.69; work: OR = 4.35; 3.52−5.38), and those from high-income families (school: OR = 1.40; 1.21−1.62; work: OR = 1.69; 1.37−2.08).

Conclusions:

The proportion of students taking active trips was higher when going to work than to school. All indicators were associated with the mode of commuting, except gender and place of residence for commuting to work.