Search Results

You are looking at 71 - 80 of 305 items for :

  • "high school students" x
Clear All
Restricted access

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.

Restricted access

Laura Azzarito and Melinda A. Solmon

The study of the social construction of the body has become crucial to contemporary academic discourses in education and physical education. Employing feminist poststructuralist theory and a qualitative ethnographic design, this study investigated how high school students identified themselves with images of bodies drawn from fitness and sports magazines, and how their body narratives were linked to their participation in physical education. Students’ body narratives reflected notions of comfortable, bad, and borderland bodies that influenced students’ physical activity choices and engagement in physical education. Girls’ narratives of their physicality were found to be significantly less comfortable than boys’. Critical pedagogy to destabilize gendered dominant discourses of mass media body culture and to develop positive, meaningful, and empowering student physicality is discussed.

Restricted access

Jeanette M. Garcia, Alen Agaronov, John R. Sirard, Diane Whaley, David J. Rice and Arthur Weltman

Background:

Sedentary behavior (SB) increases throughout adolescence, and is associated with adverse health outcomes.

Purpose:

Examine psychosocial and friend influences on SB and screen time in adolescents using a mixed-methods design.

Methods:

108 middle and high school students wore accelerometers to measure objective SB, completed screen time and psychosocial questionnaires, and nominated friends to complete activity questionnaires. Focus groups centered around influences on SB behavior. Regression analyses and NVivo software analyzed quantitative and qualitative data.

Results:

Screen time was associated with greater screen time enjoyment, lower self-efficacy, and friends’ screen time (r 2 = .21, P < .0001). Friends influenced whether adolescents engaged in screen time behaviors, with active friends encouraging less screen time.

Conclusion:

Active friends influenced adolescents to engage in less SB. Interventions should place an emphasis on encouraging less screen time, and providing opportunities for adolescents and their friends to engage in activities that promote physical activity rather than SB.

Restricted access

Herbert W. Marsh

The Physical Self-Description Questionnaire (PSDQ) is a multidimensional physical self-concept instrument with 11 scales: Strength, Body Fat, Activity, Endurance/Fitness, Sports Competence, Coordination, Health, Appearance, Flexibility, Global Physical, and Global Esteem. The purpose of this study is to evaluate the construct validity of PSDQ responses in relation to 23 external criteria, including measures of body composition, physical activity, endurance, strength, and flexibility for 192 (113 boys and 79 girls) high school students. Each external validity criterion was predicted a priori to be most highly correlated with one of the PSDQ scales. In support of the convergent validity of the PSDQ responses, every predicted correlation was statistically significant. In support of the discriminant validity of the PSDQ responses, most predicted correlations were larger than other correlations involving the same criterion. These results support the construct validity of PSDQ responses in relation to external criteria and their potential usefulness in a wide variety of sports and exercise settings.

Restricted access

Molly Yanity and Aimee C. Edmondson

Coverage of the recruitment of high school athletes has exploded in the last decade as the advent of the Internet turned a once-obscure type of coverage into a multimillion-dollar industry. The demand for information about college football recruits has led to new ethical challenges for Web-based publications. This survey of sport media identifies some of the ethical challenges associated with such coverage and proposes a code of ethics for Web-based media outlets. Media covering high school recruiting can use these guidelines to gain and maintain credibility, to uphold a high level of ethics, and to avoid restrictions or rules mandated by an outside source in a specialized beat where high school students are the primary subjects.

Restricted access

Athanasios Papaioannou

This study examined how perceived motivational climate in physical education is related to (a) perceptions of teachers’ differential treatment toward high and low achievers, (b) reported motivation and anxiety of children with high and low perceived competence during play or exercise with high- or low-ability children. One thousand three hundred ninety-three high school students completed measures of the above variables. The perception of teacher’s differential treatment was positively related to the perception of an environment emphasizing social comparison and negatively related to the perception of a climate emphasizing personal progress. Perceived competence had no effect on intrinsic motivation when extremely high learning goals were adopted. When low learning goals were adopted, motivation decreased for children with low perceived ability playing with high achievers and for children with high perceived ability playing with low achievers. A high learning-oriented climate should be created to enhance equality and maximize motivation.

Restricted access

Jayne M. Jenkins, Alex Garn and Patience Jenkins

The purpose of this study was to identify what and how preservice teachers observe when peer coaching during an early field experience. Twenty-three male and 14 female preservice teachers trained in peer coaching participated in the study. Coaches observed a peer partner teach five 40-min lessons to small groups of elementary or junior high school students in a semester-long second practicum experience. During observation, coaches completed a Peer Coaching Form that included a praise statement and observation notes. A total of 169 Peer Coaching Forms containing 946 statements were collected and analyzed using traditional, naturalistic methods of inductive analysis. Three themes emerged: (a) systematic observation, (b) theory to practice, and (c) students as individuals. Observation changes occurring across the semester suggest peer coaching needs to occur over an extended period of time emphasizing the role of coach as observer for optimal teacher knowledge development.

Restricted access

Josh Trout and Kim C. Graber

The purpose of this investigation was to examine overweight students’ perceptions of and experiences in physical education. Specifically, the applicability of learned helplessness as a framework to understand their experiences was explored. Participants were seven female and five male high school students whose body mass index was at or higher than the gender- and age-specific 85th percentile based on Centers for Disease Control growth charts. Data collection included formal interviews with students and their parents. The primary findings indicate that students have mixed opinions concerning the benefits to be derived from physical education. Despite recognizing the relationship between lack of physical activity and obesity, many participants avoided participation because they had been traumatized to the extent of exhibiting symptoms consistent with learned helplessness. Participants demonstrated greater concern about visibility than they did about their performance, which suggests they might engage in physical activity if shielded from the view of peers.

Restricted access

Mary D. Walling and Joan L. Duda

This study examined the relationship of students’ goal orientation to their beliefs about what leads to success in physical education and perceptions of the purposes of physical education. High school students (N = 144,78 females and 66 males) completed a modified version of the Task and Ego Orientation in Sport Questionnaire and measures of beliefs and perceived purposes specific to physical education class. Results indicated that students high in task orientation were significantly more likely to believe that success is achieved through intrinsic interest/effort/cooperation than were those low in task orientation. High ego-oriented students believed that success is achieved when students possess high ability more so than low ego-oriented students. The high task/low ego students were most likely to reject the notion that success in physical education occurs when students know how to use deceptive tactics and were less likely to perceive that an important function of physical education is to provide an easy class.

Restricted access

David Lubans and Kathy Sylva

This study describes the development, implementation, and evaluation of a structured physical activity intervention designed for high school students (years 11 and 12). A sample of 78 students was randomly allocated to control or intervention conditions for a period of ten weeks. Students in the control group (n = 40) participated in unstructured physical activity in a health and fitness center. Students in the intervention group (n = 38) participated in a ten-week structured health and exercise program based on Banduraʼs social learning theories. At the initial posttest, a number of statistically significant group differences were found using analysis of covariance. The intervention group reported more physical activity and improved exercise self-efficacy in comparison to the control group. At the 3-month follow-up, no statistically significant differences in physical activity were found. Results from this study suggest that a well-organized exercise-based program can be effective in increasing physical activity behavior of adolescents on a short-term basis.