scholarly journals Classroom Teacher Impact on Student Physical Activity

2016 ◽  
Vol 48 (7) ◽  
pp. S133-S134
Author(s):  
Linda Whent ◽  
L. Martinez ◽  
R. Gomez-Camacho ◽  
A. de la Torre
Keyword(s):  
Physical Activity ◽  
Classroom Teacher ◽  
Teacher Impact

The Role of Classroom Teacher Social Capital in a Comprehensive School Physical Activity Program

2018 ◽  
Vol 37 (2) ◽  
pp. 218-224 ◽  
Author(s):  
Michelle E. Jordan ◽  
Kent Lorenz ◽  
Michalis Stylianou ◽  
Pamela Hodges Kulinna
Keyword(s):  
Physical Activity ◽  
Social Capital ◽  
Classroom Teacher ◽  
Comprehensive School ◽  
Physical Activity Program ◽  
Activity Program

scholarly journals Limiting the risk of injury through safety guidelines in a physical education setting

2016 ◽  
Vol 13 (2) ◽  
pp. 2856 ◽  
Author(s):  
Andrew Fitzgerald ◽  
Joe Deutsch
Keyword(s):  
Physical Activity ◽  
High School ◽  
Physical Education ◽  
Classroom Teacher ◽  
Legal Action ◽  
Safety Standards ◽  
Organization And Management ◽  
Risk Of Injury ◽  
Working Together ◽  
Safety Guidelines

Physical activity involves risk and thus the physical education classroom requires safety standards to be established and maintained to ensure safety. The number of physical education related injuries in elementary, middle school, and high school increased 150% from 1997 to 2007 and they have continued to rise in the last decade as well. The classroom teacher must employ the highest level of organization and management in order to limit their risk. Working together with administration to establish policy and review safety standards ensures that multiple entities are involved in ensuring safety. Having safety guidelines within a physical education setting could potentially help protect the students from unnecessary injuries and may prevent the school district from legal action in the case of an injury. 

scholarly journals Can Academic Success Come from Five Minutes of Physical Activity?

2003 ◽  
Vol 13 (1) ◽  
Author(s):  
Julienne K. Maeda ◽  
Lynn M. Randall
Keyword(s):  
Physical Activity ◽  
Academic Success ◽  
Classroom Teacher ◽  
Large Role ◽  
Math Fluency ◽  
Physically Active ◽  
Running Activity ◽  
Negative Effect ◽  
Positive Effect ◽  
Small Positive Effect

Being physically active helps not only in the areas of health and fitness, but also in the area of academics, more specifically, mathematics. Brain-based teaching can play a large role in enhancing student learning through the use of movement, in particular, a short running activity on math fluency in addition problems. Could five minutes of a moderate to vigorous activity have any effect on students’ addition fluency? The purpose of this article is to share with readers the effects of infusing a short physical activity into an already busy day. Two primary findings were gleaned from this study. First, although there was a small positive effect on math fluency, there was no negative effect. Second, positive changes in students’ behavior were noted by the classroom teacher.

Physical, Policy, and Sociocultural Characteristics of the Primary School Environment are Positively Associated With Children’s Physical Activity During Class Time

2014 ◽  
Vol 11 (3) ◽  
pp. 553-563 ◽  
Author(s):  
Karen Martin ◽  
Alexandra Bremner ◽  
Jo Salmon ◽  
Michael Rosenberg ◽  
Billie Giles-Corti
Keyword(s):  
Physical Activity ◽  
Primary School ◽  
School Environment ◽  
Primary Schools ◽  
Hierarchical Modeling ◽  
Classroom Teacher ◽  
Vigorous Physical Activity ◽  
Self Report ◽  
Class Time ◽  
Children’S Physical Activity

Background:The objective of this study was to develop a multidomain model to identify key characteristics of the primary school environment associated with children’s physical activity (PA) during class-time.Methods:Accelerometers were used to calculate time spent in moderate-to-vigorous physical activity during class-time (CMVPA) of 408 sixth-grade children (mean ± SD age 11.1 ± 0.43 years) attending 27 metropolitan primary schools in Perth Western Australia. Child and staff self-report instruments and a school physical environment scan administered by the research team were used to collect data about children and the class and school environments. Hierarchical modeling identified key variables associated with CMVPA.Results:The final multilevel model explained 49% of CMVPA. A physically active physical education (PE) coordinator, fitness sessions incorporated into PE sessions and either a trained PE specialist, classroom teacher or nobody coordinating PE in the school, rather than the deputy principal, were associated with higher CMVPA. The amount of grassed area per student and sporting apparatus on grass were also associated with higher CMVPA.Conclusion:These results highlight the relevance of the school’s sociocultural, policy and physical environments in supporting class-based PA. Interventions testing optimization of the school physical, sociocultural and policy environments to support physical activity are warranted.

Communication through Physical Activity for Learning Disabled Children

1983 ◽  
Vol 56 (1) ◽  
pp. 155-158 ◽  
Author(s):  
Joan Hendry ◽  
Robert Kerr
Keyword(s):  
Physical Activity ◽  
Motor Skills ◽  
Cognitive Skills ◽  
Classroom Teacher ◽  
Learning Disabled ◽  
Treated Group ◽  
Reading Programs ◽  
Control Group ◽  
Before And After ◽  
Integrated Program

To measure the extent to which an integrated program of motor and cognitive tasks might enhance the learning disabled children's motor and basic cognitive skills, a treated group of 8 had three ½-hr. sessions per week for 6 mo. 8 control subjects continued regular physical education and reading programs with their classroom teacher. All subjects were tested before and after 6 mo. Over-all the treated group showed greater improvement on tests of both motor and cognitive skills than the control group. This study suggests a physical activity program can influence basic cognitive skills as well as motor skills.

Physical activity and body composition of adolescent boys

JAMA ◽  
1966 ◽  
Vol 197 (11) ◽  
pp. 891-893 ◽  
Author(s):  
L. P. Novak
Keyword(s):  
Physical Activity ◽  
Body Composition ◽  
Adolescent Boys

Classroom Teacher and Speech Clinician Severity Ratings of Different Speech Disorders

1975 ◽  
Vol 6 (3) ◽  
pp. 119-124 ◽  
Author(s):  
Robert T. Wertz ◽  
Michael D. Mead
Keyword(s):  
Public School ◽  
Cleft Palate ◽  
Classroom Teacher ◽  
First Grade ◽  
Speech Disorders ◽  
Third Grade ◽  
Second Grade ◽  
Classroom Teachers

Typical examples of four different speech disorders—voice, cleft palate, articulation, and stuttering—were ranked for severity by kindergarten, first-grade, second-grade, and third-grade teachers and by public school speech clinicians. Results indicated that classroom teachers, as a group, moderately agreed with speech clinicians regarding the severity of different speech disorders, and classroom teachers displayed significantly more agreement among themselves than did the speech clinicians.

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