competencies are explored, such as those used in various lifelong physical activities. Lifelong physical activities are sports and leisure-time pursuits involving individual or small group participation, minimal structure and physical contact, and can be performed at varying intensities and competitiveness
Ryan M. Hulteen, Lisa M. Barnett, Philip J. Morgan, Leah E. Robinson, Christian J. Barton, Brian H. Wrotniak and David R. Lubans
Charles B. Corbin
In recent years evidence has accumulated to document the importance of physical activity to lifelong health and fitness. This paper is based on the assumption that a primary goal of physical education is to promote lifetime physical activity. Common misconceptions are described and alternatives for change are proposed: (a) recognizing the unique physical activity needs of youth; (b) promoting opportunities for girls; (c) changing our focus from fitness to physical activity; (d) promoting self-esteem and feelings of competence among youth; (e) narrowing the scope of our objectives; and (f) emphasizing self-management skills in high school to help youth adopt active living as adults. The suggestions are based on scientific evidence and the author’s own experience.
Christine L. Wells
The following article is a synthesis of current physiological research regarding women and physical activity with an emphasis on what that research means in regard to both performance and health. The first part is a discussion of the effects of heavy physical training on the menstrual cycle, with particular emphasis on the detrimental effects of hypoestrogenemia on bone. The second part of the paper is a discussion of the generally high prevalence of inactivity in American women and its relationship to the development of obesity, type II diabetes, hypercholesterolemia, hypertension, heart disease and cancer. The final section of the paper consists of a call for interdisciplinary and collaborative research by women investigators on issues of major importance to women.
Julia C. Orri, Elizabeth M. Hughes, Deepa G. Mistry and Antone Scala
The authors compared the linear and nonlinear heart rate variability dynamics from rest through maximal exercise in postmenopausal women who trained at either moderate or high intensities. The outcome variables included the RR triangular index, TINN, SD1, SD2, SD1/SD2, DFA α1, DFA α2, and α1/α2. Maximal exercise reduced SD1, SD2, DFA α1, DFA α2, α1/α2, RRTri, and TINN in both groups and increased SD1/SD2 (p < .05). Two minutes of active recovery produced significant increases in SD1, SD2, DFA α1, and TINN, compared with exercise in both groups (p < .0001). There was also a significant main effect between groups for RRTri during exercise recovery, with the moderate group achieving higher levels (p < .04). The authors have shown that both moderate and vigorous exercise training can lead to a healthy response to maximal exercise and recovery, with the moderate group having a slightly improved recovery in the triangular index.
Emily M. D’Agostino, Sophia E. Day, Kevin J. Konty, Michael Larkin, Subir Saha and Katarzyna Wyka
US youth. 46 For example, NYC DOE, the largest school district in the United States, serves approximately 1.1 million students, and children spend over 6 hours a day in school. Systematic efforts by schools to foster positive attitudes toward fitness, and promote lifelong physical activity and
David J. Langley and Sharon M. Knight
The broad purpose of this paper is to contextualize the meaning and evolution of competitive sport participation among the aged by describing the life story of a senior aged participant. We used narrative inquiry to examine the integration of sport into the life course and continuity theory to examine the evolution of his life story. Continuity theory proposes that individuals are predisposed to preserve and maintain longstanding patterns of thought and behavior throughout their adult development. Based on this theory, we suggest that continuity in successful competitive sport involvement for this participant may represent a primary adaptive strategy for coping with the aging process. Successful involvement in sport appeared to mediate past and continuing patterns of social relationships, the development of personal identity, and a general propensity for lifelong physical activity.
Collin A. Webster, Diana Mindrila, Chanta Moore, Gregory Stewart, Karie Orendorff and Sally Taunton
Purpose: A comprehensive school physical activity program (CSPAP) is designed to help school-aged youth meet physical activity guidelines as well as develop the knowledge, skills, and dispositions that foster meaningful lifelong physical activity participation. In this study, we employed a “diffusion of innovations theory” perspective to examine the adoption of CSPAPs in relation to physical education teachers’ domain-specific innovativeness, educational background, demographics, and perceived school support. Methods: Physical education teachers (N = 407) responded to an electronic survey with validated measures for each of the above-mentioned variables. Results: Latent profile analysis classified teachers into three domain-specific innovativeness levels (high, average, and low). CSPAP-related professional training, knowledge, and perceived school support were found to be significant factors in domain-specific innovativeness and CSPAP adoption. Discussion/Conclusion: This study provides novel evidence to inform professional development initiatives so that they can be tailored to physical education teachers who may be less likely to adopt a CSPAP.
Stewart G. Trost and Jan Hutley
Teaching adolescents to use self-management strategies may be an effective approach to promoting lifelong physical activity (PA). However, the extent to which adolescents use self-management strategies and their impact on current PA have not been studied previously. The aims of this study were 1) to describe the prevalence of self-management strategy use in adolescents; and 2) to determine relationships between self-management strategy use, PA self-efficacy, and PA participation. 197 students completed questionnaires measuring use of self-management strategies, self-efficacy, and PA behavior. The most prevalent self-management strategies (>30%) were thinking about the benefits of PA, making PA more enjoyable, choosing activities that are convenient, setting aside time to do PA, and setting goals to do PA. Fewer than 10% reported rewarding oneself for PA, writing planned activities in a book or calendar, and keeping charts of PA. Use of self-management strategies was associated with increased self-efficacy (r = .47, p < .001) and higher levels of PA (r = .34 p < .001). A 1-unit difference in self-management strategy scores was associated with a ~fourfold increase in the probability of being active (OR = 3.7, 95% CI = 1.8-7.4). Although strongly associated with PA, a relatively small percentage of adolescents routinely use self-management strategies.
Colleen M. Doyle
Many Americans do not meet current minimum physical activity recommendations. Although the choice to be physically active is made by individuals, that choice is affected by the social and physical environments in which people live, work, play and learn. Creating environments that are more supportive of physical activity will require policies, practices and programs that individuals may not be able to influence on their own; such changes will require comprehensive, coordinated and collaborative action by a variety of organizational sectors at national, state and local levels. Because of their core—and frequently unique—competencies, many non-profit organizations are poised to be active players in promoting important changes in policy and community environments that can facilitate lifelong physical activity for all Americans.
Review of mission statements and strategic plans of a variety of non-profit organizations reveal key characteristics and competencies that can be leveraged, frequently across multiple levels and sectors, to promote physical activity.
Nonprofit organizations should leverage their unique capabilities, particularly in the areas of advocacy, strategic collaborations and outreach to their membership, volunteer and/or constituent bases to promote policy and environmental changes in support of physical activity.
Hannah G. Calvert, Lindsey Turner, Julien Leider, Elizabeth Piekarz-Porter and Jamie F. Chriqui
Background: Schools are a setting in which students learn about the importance of lifelong physical activity (PA). Best practice guidelines indicate that schools should provide students with adequate physical education (PE) minutes and opportunities to engage in PA throughout the school day. Methods: Data from the nationally representative School Nutrition and Meal Cost Study in 2014–2015 were utilized to assess PA practices (including PE) at 412 public elementary schools. These data were linked to state- and district-level policy data from the National Wellness Policy Study to examine the relationships between state law and school district policies and school practices. Results: Just over half of the schools were in a state with a policy regarding PE minutes. The comprehensiveness and strength of PA policies were higher at the district level than the state level, but were still low overall. Comprehensiveness of PA policies at the state level, but not at the district level, was related to schools within those states that provide more PA practices. Conclusions: Existence of PE and PA policies at the state level appears to be an important predictor of school PA practices. Having more comprehensive policies at the state level may be an important facilitator of school implementation of comprehensive PA practices.