The purpose of this article is to examine the role of school-based extracurricular initiatives in facilitating immediate and long-term positive impact on physical activity, healthy behavior, and obesity in children. A critique of the role of various sports-related initiatives that have been developed to address the obesity epidemic currently facing children within the United States is provided, with a specific emphasis on intramural sports as a preferred mechanism to encourage long-term involvement in sport and physically active pursuits. The article presents support for the notion that a physical education curriculum that includes intramurals before, during, and after school can help children learn the skills to enjoy participation in a variety of sports designed to facilitate lifelong active living.
Jason Bocarro, Michael A. Kanters, Jonathan Casper and Scott Forrester
Jerome Quarterman, Geraldine Harris and Rose M. Chew
The present investigation examined how African American students rated the values of the basic instructional physical education activity program at two historically Black colleges and universities (HBCUs) based on a 24-item questionnaire. Descriptive data indicated that the students rated keeping in good health and physical condition as the most important value. A principal component factor analysis with varimax rotation revealed five underlying factors that appeared related to (a) physical self-efficacy, (b) a commitment to lifelong participation, (c) health-related physical fitness, (d) health/aesthetic benefits, and (e) social benefits. Physical self-efficacy appeared to be the most significant, accounting for the largest portion of the explained variance. African American female students placed more emphasis on health/aesthetic benefits, and African American male students placed emphasis on the social benefits. Overall, results of the present investigation generally appeared consistent with findings of earlier studies conducted at predominantly white Colleges and universities.
Fengjuan Li, Junjun Chen and Miles Baker
While there have been many studies into students’ attitudes toward Physical Education at the school level, far fewer studies have been conducted at the university level, especially in China. This study explored 949 students’ attitudes toward their university Physical Education experiences in four Chinese universities. An intercorrelated model of students’ attitudes toward Physical Education comprised of five dimensions, namely Physical Fitness, Self-Actualization and Social Development, Physical Education Curriculum, Physical Education Teachers, and Physical Education Teaching, was conceptually and empirically developed and tested using exploratory and confirmatory factor analysis. The overall findings suggested that the students had moderately positive attitudes toward Physical Education. More specifically, the findings indicated that students’ attitudes had a significantly positive moderate association with their current participation, a small association with their intended lifelong participation in physical activity outside school, and a significantly positive moderate association with their Physical Education academic achievement. Implications for Physical Education teacher training and curriculum modifications are discussed.
Margaret E. Whitehead, Elizabeth J. Durden-Myers and Niek Pot
material of the book being focused on meaning in movement, when he addresses this issue in education, the focus moves to the exhilaration of participation at a high level. Little is written about meaningful experiences for all, experiences that will promote lifelong participation in physical activity. The
Elizabeth J. Durden-Myers, Nigel R. Green and Margaret E. Whitehead
to establish a commitment to lifelong participation in physical activity. Achievement, progress, and effort should be celebrated to build self-esteem. Challenging participants to exercise their imagination and creativity has the potential for individuals to develop a personal perspective on their
Michelle Flemons, Fiona Diffey and Dominic Cunliffe
-Nespoli, 2001 ). Recent reviews of the current state of PE have indicated that current practices are not fit for purpose in the context of facilitating lifelong participation in physical activity ( Kirk, 2013a ). The teaching of decontextualized movements such as passing, dribbling, shooting, rather than
Cara Shearer, Hannah R. Goss, Lowri C. Edwards, Richard J. Keegan, Zoe R. Knowles, Lynne M. Boddy, Elizabeth J. Durden-Myers and Lawrence Foweather
provides children with the movement foundation for lifelong participation in physical activity” ( Youth Sport Trust, 2013 , p. 1). Although similar to the previously discussed Whitehead definition, the additional outcome of movement foundation implied a movement focus within the physical literacy framework
Marty K. Baker, Jeffrey A. Graham, Allison Smith and Zachary T. Smith
Philosophical approach The Canadian training materials state: “The Canada Soccer Pathway provides a roadmap for players of all ages and aspirations who want to play soccer at the recreational, competitive or high performance levels, with the aim of encouraging lifelong participation. The Pathway is built around
Lauren A. Gardner, Christopher A. Magee and Stewart A. Vella
continue increase, the risk of dropout decreases. This suggests that in youth sport contexts where lifelong participation is a goal, youth sport stakeholders should prioritize enjoyment. This study is the first to link levels of enjoyment with participation and dropout behavior using a prospective design
Derek Breen, Michelle Norris, Robin Healy and Ross Anderson
representing 40% of total female finishers in the decade 2000–09 compared with only 24% in the decade 1980–89. It is interesting that this increase in participation may not be attributable to athletes’ maintaining lifelong participation, with Leyk et al 22 finding that the majority of middle-aged and elderly