The study aim was to evaluate the effectiveness of a 2-year health-related physical education intervention in a pretest-posttest design. Sixteen elementary schools (764 pupils, mean age: 11.2 ± 0.7) participated in the study. Schools were randomly assigned to the intervention condition (n = 8) and the control condition (n = 8). Making use of direct observation data gathered according to SOFIT (System for Observing Fitness Instruction Time), the moderate-to-vigorous physical activity engagement during physical education classes was significantly higher in the intervention condition than in the control condition. Children’s moderate-to-vigorous physical activity engagement during physical education lessons increased with 14% in the intervention condition (from 42 to 56%). No significant effects were found on the accelerometer data. The health-related physical education intervention was found to be promising in promoting physical activity during physical education classes.
Stefanie J.M. Verstraete, Greet M. Cardon, Dirk L.R. De Clercq, and Ilse M.M. De Bourdeaudhuij
Pamela Hodges Kulinna, Nate McCaughtry, Jeffrey J. Martin, Donetta Cothran, and Roberta Faust
The impact of a yearlong professional development intervention on physical education teachers’ psychosocial perceptions was investigated. Experienced mentor teachers (n = 15) were paired with inexperienced protégé teachers (n = 15) who helped them learn how to teach a health-related physical education curriculum (i.e., the Exemplary Physical Education Curriculum). Using the theory of planned behavior as the guiding theory, it was hypothesized that teachers would experience favorable increases in various psychological constructs (e.g., attitude) and variables reflecting the social culture of their schools (e.g., administrator’s perceptions) as compared with control teachers (n = 17). A variety of statistically significant main and interaction effects with mean scores in expected directions were found. In general, mentors and protégés developed a more positive view of their own psychological state (e.g., perceived behavioral control) and of the immediate school social environment (i.e., support from administrators and fellow teachers). The significant results, combined with meaningful effect sizes, supported the effectiveness of this intervention.
Most of the existing ecological studies have been conducted during class instructional time. The purpose of this qualitative study was to describe (a) how students (N = 102; grade 2–4) engaged in a strategy named Health Passport taking place mainly outside of school time and (b) how four physical education teachers held students accountable for their involvement in physical activity during a long period of time (3–7 months). An inductive approach guided the data analysis, based on observational notes, interviews, and the content of the students’ Health Passport. The results indicated that children displayed five different profiles of involvement in the completion of the tasks related to their passport. Physical education teachers chose to trust students’ self-management capacity instead of using a formal evaluation to hold them accountable. The experiment of the Health Passport showed that physical education teachers can put together and implement accountability strategies to support students’ regular practice of physical activity at home.
Lorraine Cale and Jo Harris
Kinetics . Harris , J. ( 2010 ). Health-related physical education . In R. Bailey (Ed.), Physical education for learning: A guide for secondary schools (pp. 26 – 36 ). London, UK : Continuum . Harris , J. , & Cale , L. ( 2018 ). Promoting active lifestyles in schools . Leeds, UK : Human
Panos Constantinides and Stephen Silverman
’ perceptions of skill level and their effects on participation in physical education (dissertations). Retrieved from Theses: Full Text database. (Publication No. AAT 3080064). McKenzie , T.L. ( 2003 ). Health related physical education: physical activity, fitness, and wellness . In S. Silverman & C
Darla M. Castelli and Ang Chen
Recreation for Kids . American Journal of Public Health, 87 ( 8 ), 1328 – 1334 . PubMed ID: 9279269 doi:10.2105/AJPH.87.8.1328 10.2105/AJPH.87.8.1328 Sallis , J.F. , McKenzie , T.L. , Kolody , B. , Lewis , M. , Marshall , S. , & Rosengard , P. ( 1999 ). Effects of health-related physical
Christine Galvan, Karen Meaney, and Virginia Gray
-driven instruction in physical education . Champaign, IL : Human Kinetics . McKenzie , T. , & Sallis , J. ( 1996 ). Physical activity, fitness and health-related physical education . In S.J. Silverman & C.D. Ennis (Eds.), Student learning in physical education: Applying research to enhance
Brian D. Dauenhauer, Xiaofen D. Keating, and Dolly Lambdin
al., 2012 ). As McKenzie has stated, “Reorienting traditional programs toward health-related physical education does not mean that all standard objectives of physical education need to be abandoned, but it does call for them to be reprioritized” ( McKenzie, 2007 , p. 349). This may be the direction that