Long-Term Effects of a Physical Education Curriculum and Staff Development Program: SPARK

1997 ◽  
Vol 68 (4) ◽  
pp. 280-291 ◽  
Author(s):  
Thomas L. McKenzie ◽  
James F. Sallis ◽  
Bohdan Kolody ◽  
F. Nell Faucette
Keyword(s):  
Physical Education ◽  
Staff Development ◽  
Development Program ◽  
Education Curriculum ◽  
Long Term Effects

scholarly journals Long-term effects of daily physical education throughout compulsory school on duration of physical activity in young adulthood: an 11-year prospective controlled study

2018 ◽  
Vol 4 (1) ◽  
pp. e000360 ◽  
Author(s):  
Amanda Lahti ◽  
Björn E Rosengren ◽  
Jan-Åke Nilsson ◽  
Caroline Karlsson ◽  
Magnus K Karlsson
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Intervention Group ◽  
Controlled Study ◽  
Long Term Effects ◽  
Compulsory School ◽  
Physically Active ◽  
And Gender ◽  
Prospective Controlled Study

ObjectivesWe examined whether daily physical activity (PA) during compulsory school encourages children to be more physically active during the intervention and 4 years after termination of the programme.MethodsThis prospective controlled intervention study followed the same 124 children (81 children in an intervention group and 43 controls) aged 7.7±0.6 (mean±SD) during a 7-year PA intervention and 4 years after the intervention when the children were 18.7±0.3 years old. The intervention included daily school physical education (PE) (200 min/week), whereas the controls continued with the Swedish standard of 60 min/week. Using a questionnaire, we gathered data about total PA, leisure time PA and sedentary activities (SA). Group comparisons are adjusted for age and gender, and data are provided as means with 95% CIs.ResultsAt baseline, we found similar duration of PA and SA between groups. After a mean of 7 years with intervention, the intervention group was more physically active than the controls (+4.5 (2.9 to 6.0) hours/week), whereas SA was similar (+0.6 (−2.5 to 3.9) hours/week). Four years beyond the intervention, the intervention group was still more physically active than the controls (2.7 (0.8 to 4.7) hours/week), and SA was still similar (−3.9 (−9.7 to 1.7) hours/week).ConclusionsIntervention with daily school PE throughout compulsory school is associated with higher duration of PA not only during the intervention but also 4 years after termination of the programme.

The Legacy of Physical Education: Influences on Adult Lifestyle

2000 ◽  
Vol 12 (1) ◽  
pp. 34-50 ◽  
Author(s):  
Roy J. Shephard ◽  
François Trudeau
Keyword(s):  
Physical Education ◽  
Activity Patterns ◽  
Adult Life ◽  
Smoking Behavior ◽  
Long Term Effects ◽  
Health Value ◽  
Early Adult Life ◽  
Long Term Impact

It is now well-established that well-designed programs can induce short-term gains in aerobic fitness, muscular strength, and physical performance, although during the primary school years, gains may be somewhat less than in adults. Long-term effects have as yet had little investigation. Most studies have looked simply at the tracking of activity patterns and associated lifestyle variables, usually from mid or late adolescence into early adult life. Although statistically significant, such tracking has been relatively weak. Further, in the absence of an experimental intervention, such studies provide little information on the long-term health value of physical education. The potential for obtaining definitive information is suggested by a long-term (20+ year) follow-up of participants in the Trois Rivières study. This program was well-perceived by participants, and the data obtained on adults suggest it may have had some favorable long-term impact on activity patterns, physiological parameters, and smoking behavior.

Long-term effectiveness of a statewide staff development program on cooperative learning

1998 ◽  
Vol 14 (3) ◽  
pp. 273-281 ◽  
Author(s):  
Ann L. Ishler ◽  
Roger T. Johnson ◽  
David W. Johnson
Keyword(s):  
Staff Development ◽  
Cooperative Learning ◽  
Development Program

Long-Term Effects of a Movement Intervention Program for Children With Probable Developmental Coordination Disorder

2021 ◽  
pp. 1-9
Author(s):  
Ilana Santos de Oliveira ◽  
Bárbara Coiro Spessato ◽  
Dayana da Silva Oliveira ◽  
Romulo José César Lins ◽  
Silvia Wanick Sarinho
Keyword(s):  
Physical Education ◽  
Intervention Program ◽  
Developmental Coordination Disorder ◽  
Intervention Group ◽  
Manual Dexterity ◽  
Long Term Effects ◽  
Task Oriented ◽  
Coordination Disorder

Purpose: To examine long-term effects of a task-oriented intervention program for children with probable developmental coordination disorder in a physical education setting. Method: Sixty-nine boys and girls (7–10 years) were divided into two groups: intervention (n = 36) and control (n = 33). All children participated in physical education classes twice a week. The intervention group also had two weekly sessions focused on gross motor skills development for 12 weeks. Children were assessed by the Movement Assessment Battery for Children-2, three times: pretest, posttest, and follow-up. Results: The intervention group showed superior results (p ≤ .05) posttest in: manual dexterity (d = 0.71), balance (d = 0.86), and total score (d = 1.02), and at follow-up in: manual dexterity (d = 1.05), balance (d = 0.86), and total score (d = 0.94). Conclusion: Task-oriented intervention provided a retained positive effect in the development of motor competence in children with probable developmental coordination disorder.

Long-Term Effects of a Conceptual Physical Education Program

1984 ◽  
Vol 55 (2) ◽  
pp. 161-168 ◽  
Author(s):  
Scott Slava ◽  
David R. Laurie ◽  
Charles B. Corbin
Keyword(s):  
Physical Education ◽  
Education Program ◽  
Long Term Effects
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