The primary aim of this study was to examine developmental differences in children's evaluation of their physical competence within the physical education lesson. Participants (N = 160) from two groups in secondary school (Year 7 and Year 10) completed two questionnaires that measured their levels of perceived competence and the criteria used to assess competence. The actual level of a participant’s physical competence was ascertained through teacher evaluation. Univariate and multivariate analyses of data disclosed three main findings. First, children’s accuracy in evaluating their own competence increases with age. Second, the sources of information children use to judge their ability is also age-dependent. Gender differences also emerged, indicating that overall males exhibited a greater preference for game outcome/ease of learning new skills as criteria to judge their competence. Third, the information sources children use in competency judgments was directly linked to the accuracy of these judgments.
Beverley McKiddie and Ian W. Maynard
Collin Andrew Webster and Naoki Suzuki
The uptake of policies and recommendations to promote physical activity (PA) in American schools has been slow. It can be useful to investigate international contexts where school-based PA promotion has had more success and consider whether facilitative factors have transferability to American schools. This study employed a social ecological perspective to examine the school-based PA opportunities for Grade 2 students in Japan and the factors influencing these opportunities. Observations in five public schools, relevant documents, and interviews with teachers, principals, and district and ministry officials were analyzed using constant comparison. Findings showed multiple PA opportunities existed in daily routines and throughout the year. Government policy had a downstream influence on all lower levels of the education system. Many of the PA opportunities Japanese schools provided align with American recommendations, but different educational priorities between Japan and the United States might make implementing these opportunities more challenging in American schools.
Greet Maria Cardon, Leen Liesbeth Haerens, Stefanie Verstraete and Ilse de Bourdeaudhuij
The present study aimed to investigate how classroom-based self-management lessons to promote physical activity were perceived by students, teachers, and parents. The self-management lessons were implemented by an external physical education specialist in 20 class groups at eight elementary schools. Program perceptions were evaluated in 412 children (mean age 9.7 ± 0.7) using a short questionnaire. Oral surveys were used with 20 teachers and 50 parent participants. Most children were enthusiastic about the program and more than half of them reported being more active. Teachers and parents also perceived the lessons as useful and half of them reported an improvement in children’s physical activity awareness. Eighty percent of the teachers and 32% of the parents perceived an increase in children’s physical activity levels. The SPARK self-management physical activity program appears to promote an active lifestyle in children and was positively received; the implementation of the program by the teachers needs further evaluation.
The purpose of this study was to assess the physical activity levels of schoolchildren during physical education lessons, using heart rate telemetry. Girls (n = 108) and boys (n = 69), age 9 to 15 years, were assessed over 66 physical education lessons. Lessons that achieved a heart rate (HR) of ≥ 150 bpm for 20 minutes or 50% of lesson time were deemed sufficiently active to promote cardiorespiratory fitness. Netball, 11- to 12-year-old girls’ gymnastics, and soccer lessons achieved the HR ≥ 150 level for over 50% of lesson time. A Sex × Age × Lesson Activity ANOVA indicated significant overall interaction for sex, age, and lesson activity for the percentage of lesson time spent in HR ≥ 150. Significant differences between age groups and lesson activities were evident. Invasion games seem more likely to attain MVPA goals than are dance, track and field, fitness, or gymnastics lessons.
Megan Babkes Stellino and Christina Sinclair
Thorough assessment of children’s physical activity is essential to efficacious interventions to reduce childhood obesity prevalence. The purpose of this study was to examine children’s recess physical activity (RPA) patterns of behavior using the Activities of Daily Living –Playground Participation (ADL-PP: Watkinson et al., 2001) instrument. ADL-PP-based RPA data from 3rd-5th grade schoolchildren (N = 444: 51% male, 23.6% overweight/obese) were analyzed to determine the number and specific activity patterns overall as well as according to gender and weightstatus. Patterns of RPA findings showed girls participated in a higher number of activities compared with boys who participated in more sport-related activities. A wide variety in the specific activities in which children engaged was found according to gender and weight-status. Examination of RPA, with the ADL-PP, extends the literature by providing new data relative to the variety and specific types of activities in which children choose to engage during discretionary times, such as recess.
Jenn M. Jacobs, K. Andrew R. Richards, Zach Wahl-Alexander and James D. Ressler
study was to understand how a cohort of physical education PTs developed and managed relationships during an intensive, overnight OE field experience for elementary schoolchildren. Two research questions guided this investigation: (a) how did the PTs describe their relationships with key stakeholders
Stein G.P. Menting, Marco J. Konings, Marije T. Elferink-Gemser and Florentina J. Hettinga
-0080 28605209 14. Micklewright D , Angus C , Suddaby J , St Clair GA , Sandercock G , Chinnasamy C . Pacing strategy in schoolchildren differs with age and cognitive development . Med Sci Sports Exerc . 2012 ; 44 ( 2 ): 362 – 369 . PubMed ID: 21796049 doi:10.1249/MSS.0b013e31822cc9ec
Dean J. Kriellaars, John Cairney, Marco A.C. Bortoleto, Tia K.M. Kiez, Dean Dudley and Patrice Aubertin
sedentary behavior among schoolchildren: A 34-country comparison . Journal of Pediatrics, 157 , 43 – 49.e1 . PubMed ID: 20304415 doi:10.1016/j.jpeds.2010.01.019 10.1016/j.jpeds.2010.01.019 Hargreaves , M. , Homer , M , & Swinnerton , B. ( 2008 ). A comparison of performance and attitudes in
Margo Mountjoy, Jorunn Sundgot-Borgen, Louise Burke, Kathryn E. Ackerman, Cheri Blauwet, Naama Constantini, Constance Lebrun, Bronwen Lundy, Anna Melin, Nanna Meyer, Roberta Sherman, Adam S. Tenforde, Monica Klungland Torstveit and Richard Budgett
serum 25 (oh) d deficiency and insufficiency in at-risk schoolchildren . The Journal of Clinical Endocrinology and Metabolism, 102 ( 12 ), 4496 – 4505 . PubMed ID: 29029097 10.1210/jc.2017-01179 Sansone , R.A. , & Sansone , L.A. ( 2007 ). Eating disorders and psychiatric co
The 1981 Education Act implies that, in England, provided certain conditions are satisfied, schoolchildren with special needs should be taught in an integrated setting (Advisory Centre for Education, 1981). In 1982 the English Sports Council set up national demonstration projects to promote mass participation in sport throughout all sections of the community. Every Body Active (E.B.A.) is such a project, based at Sunderland Polytechnic, and it focuses on the participation and integration of young people (11–24 years) with physical or sensory disabilities in community sport and recreation and school physical education. The project is divided into two phases. The research phase, initiated in January 1987, ran for a period of 15 months during which data were collected in order to establish needs. Subsequently several schemes were established to be undertaken in the implementation phase, initiated in April 1988. The focus of this paper is the physical education scheme and the research findings that preceded its formation. On the basis of the research phase, a physical education scheme has been implemented that focuses on a special school for pupils with physical disabilities, its physical education program, and links with mainstream schools and external community sport and recreation agencies.