But this is not about us, the professoriate, but rather about our students, the future sport managers whose minds we hold in the lectures we deliver, the textbooks and articles we write, and the everyday conversations we have in our classrooms, offices, and hallways. Our students currently face a
Christopher R. Barnhill, W. Andrew Czekanski and Adam G. Pfleegor
Bryan McCullick, Mike Metzler, Seref Cicek, Josephine Jackson and Brad Vickers
An ever-increasing focus on accountability in teacher education has augmented the importance of physical education teacher education (PETE) programs to develop procedures for assessing their candidates and completers—the student teachers (STs). Finding out what students think, know, and feel about STs’ teaching ability is yet another valuable source of data that can assist in the assessment process. The purpose of this study was twofold: (a) to examine students’ perspectives of STs’ effectiveness as a window into the effectiveness of a PETE program, and (b) to identify students’ ability to provide valuable feedback to PETE programs on how well STs meet the NASPE National Standards for Beginning Physical Education Teachers (NSBPET). Using the NASPE/NCATE standards as a framework, a set of interview questions was developed to elicit students’ perspectives of the STs’ performance. Findings were inductively analyzed and indicated that STs were able to meet some of the NASPE/NCATE standards and that students can be valuable data sources regarding STs’ competence in Content Knowledge, Diverse Learners, Communication, Management and Motivation, Planning and Instruction, Student Assessment, and Reflection. Students were less able to provide insight into STs’ performance in Growth and Development, Technology, and Collaboration. Overall, these findings suggest that students can be counted on as a source of evidence to complement a thorough and fruitful program assessment.
Sarah G. Sanders, Elizabeth Yakes Jimenez, Natalie H. Cole, Alena Kuhlemeier, Grace L. McCauley, M. Lee Van Horn and Alberta S. Kong
accelerometers are commonly used to measure activity amount and intensity in epidemiological studies. When measured by self-report, a large percentage of adolescents fail to meet activity recommendations: Only 27.1% high school students nationwide reported at least 60 minutes per day of moderate to vigorous
Richard Lowry, Sarah M. Lee, Janet E. Fulton and Laura Kann
To help inform policies and programs, a need exists to understand the extent to which Healthy People 2010 objectives for physical activity, physical education (PE), and television (TV) viewing among adolescents are being achieved.
As part of the Youth Risk Behavior Surveillance System, 5 national school-based surveys were conducted biennially from 1999 through 2007. Each survey used a 3-stage cross-sectional sample of students in grades 9 to 12 and provided self-reported data from approximately 14,000 students. Logistic regression models that controlled for sex, race/ethnicity, and grade were used to analyze secular trends.
During 1999 to 2007, prevalence estimates for regular participation in moderate and vigorous physical activity, participation in daily PE classes, and being physically active in PE classes did not change significantly among female, male, white, black, or Hispanic students. In contrast, the prevalence of TV viewing for 2 or fewer hours on a school day increased significantly among female, male, white, black, and Hispanic students and among students in every grade except 12th grade.
Among US adolescents, no significant progress has been made toward increasing participation in physical activity or school PE classes; however, improvements have been made in reducing TV viewing time.
This paper provides a comprehensive review of attitude research in physical education. The first section, reviews theoretical models that are prevalent in attitude research. Then, the next section describes the methods that were used to locate the research used in the remainder of the paper. The third section discusses measurement issues in attitude research, focusing on issues of score reliability. The final section reviews the results of research on attitude of physical education students and teachers. Critiques and analyses occur throughout the review.
Todd A. Gilson and Anthony Deldin
In the next 45 years it is estimated that individuals aged 65 and older will increase by 93% in the United States. This population will require a reexamination in thinking related to what retirement is and how seniors desire to maintain their quality of life. Thus, with this demographic shift, new career opportunities will be available for students in older adult fitness, and kinesiology graduates can be at the forefront of providing physical activity to promote public health. Through the exploration of an off-campus clinical exercise gerontology experience at Northern Illinois University, specifics of the program and potential barriers are discussed, with an eye toward assisting other institutions that wish to begin/enhance a similar program. Finally, benefits and future opportunities are highlighted showing how this partnership has led to an improved quality of life for seniors and strengthened relationships with the larger community.
Jeffrey D. James
, leadership, and peer recognition of his or her contributions. d. Must reflect those qualities demonstrated by Dr. Zeigler in the areas of student growth and development, leadership, service, scholarship, and collegiality. e. Must have made a significant contribution to the field of Sport Management. Thinking
Panos Constantinides and Stephen Silverman
; Robinson, 1990 ; Solmon & Lee, 1996 ). Research on Student Attitude Research suggests that students with different skill levels have different experiences in school physical education ( Manson, 2003 ; Silverman, 2005 ; Silverman & Subramaniam, 1999 ; Solmon & Lee, 1996 ). A low skilled student often
Carla Caroliny de Almeida Santana, Breno Quintella Farah, Liane Beretta de Azevedo, James O. Hill, Thrudur Gunnarsdottir, João Paulo Botero, Edna Cristina do Prado and Wagner Luiz do Prado
Obesity has been associated with poor academic achievement, while cardiorespiratory fitness (CRF) has been linked to academic success.
To investigate whether CRF is associated with academic performance in Brazilian students, independently of body mass index (BMI), fatness and socioeconomic status (SES).
392 5th and 6th grade students (193 girls) (12.11 ± 0.75 years old) were evaluated in 2012. Skinfold thickness measures were performed, and students were classified according to BMI-percentile. CRF was estimated by a 20-meter shuttle run test, and academic achievement by standardized math and Portuguese tests. Multiple linear regression analyses were conducted to explore the association between academic performance and CRF, adjusted for SES, skinfold thickness or BMI-percentile.
Among girls CRF was associated with higher academic achievement in math (β = 0.146;p = .003) and Portuguese (β = 0.129;p = .004) in crude and adjusted analyses. No significant association was found among boys. BMI was not associated with overall academic performance. There was a weak negative association between skinfold thickness and performance in mathematics in boys (β =- 0.030;p = .04), but not in girls.
The results highlight the importance of maintaining high fitness levels in girls throughout adolescence a period commonly associated with reductions in physical activity levels and CRF.
Samuel Carvalho Dumith, Virgílio Viana Ramires, Matheus Alves Souza, Daniel Souza Moraes, Fabrício Godoy Petry, Eduardo Soldera Oliveira, Sandro Viana Ramires and Pedro C. Hallal
Physical fitness is strongly associated with several positive health indicators among adolescents. However, its association with body mass index status is inconsistent. The aim of this study was to explore the association between overweight/obesity and physical fitness among children and adolescents.
The design consisted of a cross-sectional study comprising 519 Brazilian students age 7 to 15 years. BMI status was assessed according to sex- and age-specific growth charts. Physical fitness was assessed using 8 tests: sit-and-reach, stationary long jump, 1-minute curl-up, modified pull-up, medicine-ball throw, 9-minute run, 20-m run, and 4-m shuttle-run.
Prevalence of overweight and obesity was 24% and 12%, respectively. Boys performed better than girls in all tests, except flexibility. Normal weight students performed better than overweight and obese students in all tests, except the sit-and-reach and the medicine-ball throw. Cardiorespiratory fitness had the strongest association with BMI status. The prevalence of obese subjects classified as “most fit” was less than 10%.
Higher values of body mass index were associated with declines in physical fitness, independent of age. The majority of obese children and adolescents and almost a half of those overweight were classified in the third tertile of physical fitness (least fit).