The Role of Physical Educators in Helping Classroom Teachers to Promote Physical Activity

2015 ◽  
Vol 86 (3) ◽  
pp. 18-24 ◽  
Author(s):  
Laura Russ
Keyword(s):  
Physical Activity ◽  
Physical Educators ◽  
Classroom Teachers

Chapter 2 Creating a Before-School Physical Activity Program: Pre-Service Physical Educators’ Experiences and Implications for PETE

2014 ◽  
Vol 33 (4) ◽  
pp. 449-466 ◽  
Author(s):  
Jaimie McMullen ◽  
Hans van der Mars ◽  
Julie A. Jahn
Keyword(s):  
Physical Activity ◽  
Preservice Teachers ◽  
Participant Observation ◽  
Physical Educators ◽  
Systematic Observation ◽  
Physical Education Teacher Education ◽  
Physical Educator ◽  
Before School ◽  
Pete Programs

The purpose of this study is to describe the experiences of physical education teacher education (PETE) majors enrolled in an internship course that provided them with authentic experiences promoting and facilitating a before-school physical activity (PA) program and to examine the associated implications for PETE programs within the Comprehensive School Physical Activity (CSPAP) framework. In this study, five PETE majors were recruited to participate. Data were collected from several sources including participant observation, interviews, systematic observation, and document analysis. The results show that preservice physical educators struggled with PA promotion as a consequence of perceptions of early programmatic success, feelings of nervousness and influences of their existing beliefs about the role of the physical educator. Therefore, when considering the role of the physical educator relative to a CSPAP, PETE programs should consider making adjustments to their curricula to include experiences that allow preservice teachers to practice skills associated with out-of-class PA promotion.

scholarly journals The Role of Biographical Characteristics in Preservice Classroom Teachers’ School Physical Activity Promotion Attitudes

2010 ◽  
Vol 29 (4) ◽  
pp. 358-377 ◽  
Author(s):  
Collin Webster ◽  
Eva Monsma ◽  
Heather Erwin
Keyword(s):  
Physical Activity ◽  
Physical Activity Promotion ◽  
Daily Physical Activity ◽  
Classroom Teachers ◽  
Preservice Training ◽  
Significant Relationships ◽  
Perceptions And Attitudes ◽  
Activity Promotion

Recommendations for increasing children’s daily physical activity (PA) call on classroom teachers to assume an activist role at school. This study examined relationships among preservice classroom teachers’ (PCT; n = 247) biographical characteristics, perceptions and attitudes regarding school PA promotion (SPAP). Results indicated participants who completed SPAP-related college coursework and had PA-related teaching/coaching experiences reported higher SPAP competence. Significant relationships were found among BMI, personal PA competence and SPAP competence in the contexts of PE and extracurricular settings. Personal PA competence and SPAP competence at recess and in the classroom predicted 19% of the variance in SPAP attitudes. Experiences in PA settings and preservice training may have important implications for the overall success of efforts to enhance school PA promotion.

An Exploratory Study of Elementary Classroom Teachers’ Physical Activity Promotion From a Social Learning Perspective

2015 ◽  
Vol 34 (3) ◽  
pp. 474-495 ◽  
Author(s):  
Collin A. Webster ◽  
Heather Buchan ◽  
Melanie Perreault ◽  
Rob Doan ◽  
Panayiotis Doutis ◽  
...  
Keyword(s):  
Physical Activity ◽  
Social Learning ◽  
Structural Equation ◽  
Physical Activity Promotion ◽  
Equation Modeling ◽  
Classroom Teachers ◽  
Self Perceptions ◽  
Activity Promotion ◽  
K 12

Despite its recommended use, physical activity promotion in the academic classroom (PAPAC) has received little attention in terms of the factors that help to facilitate it. In this study, a social learning perspective was adopted to examine the role of physical activity biographies in generalist classroom teachers’ (CTs) PAPAC. CTs (N = 213) were assessed on their satisfaction with personal K-12 physical education (PE) experiences, perceived physical activity competence, self-reported physical activity, perceived PAPAC competence, and self-reported PAPAC. Structural equation modeling supported the hypothesized relationships between variables. Specifically, PE satisfaction predicted physical activity competence, which in turn predicted physical activity. Subsequently, physical activity predicted PAPAC competence, which predicted PAPAC. The specified model explained 41% of the variance in PAPAC, with PAPAC competence being the largest contributor. This study provides useful information for designing interventions to increase PAPAC, as it stresses the need to identify strategies that improve CTs’ physical activity-related, and PAPAC-related self-perceptions.

Preparing Physical Educators for the Role of Physical Activity Director

2009 ◽  
Vol 80 (4) ◽  
pp. 24-29 ◽  
Author(s):  
Aaron Beighle ◽  
Heather Erwin ◽  
Darla Castelli ◽  
Michael Ernst
Keyword(s):  
Physical Activity ◽  
Physical Educators

ROLE OF THE CENTERS OF THE CENTRAL AND INDEPENDENT CONTOURS IN REGULATION OF THE INTIMATE RHYTHM AT PERFORMANCE OF STANDARD PHYSICAL ACTIVITY

ASJ. ◽  
2020 ◽  
Vol 2 (40) ◽  
pp. 22-31
Author(s):  
A.B. Shutov ◽  
A.A. Matskanjuk ◽  
C. V. Korney
Keyword(s):  
Physical Activity ◽  
Nervous System ◽  
Analysis Time ◽  
Vegetative Nervous System ◽  
Distinctive Features

Use of a method of share tendencies in the analysis time of some R-R intervals of the electrocardiogram after performance of 20 knee-bends and after 1 minute of restoration has allowed to establish a role of the centers of vegetative nervous system in restoration of a rhythm of heart at 4-th level of dynamic hierarchy. After 20-ти knee-bends and through 1 minutes of restoration the maximum vegetative centers of the central contour dominate. In interaction of the central and independent contours each center entering into them is characterized with distinctive features of dynamics which are shown in an increasing role of the centers of an independent contour after 1 minute of restoration.

Physical activity promotion in primary health care in Slovenia

2014 ◽  
Vol 62 (2) ◽  
Keyword(s):  
Physical Activity ◽  
Cardiovascular Disease ◽  
Health Promotion ◽  
Health Professionals ◽  
Healthy Lifestyle ◽  
Graduate Nurses ◽  
Primary Health ◽  
The Family ◽  
Prevention Of Cardiovascular Disease

In Slovenia, the role of general practitioners in counselling physical activity for prevention of cardiovascular disease (CVD) is well recognized. The role of general practitioners in advising healthy lifestyle for individuals who are at risk of developing CVD is formally defined in the National Program for Primary Prevention of Cardiovascular Disease, which has been running since 2001. Part of the program is counselling on healthy lifestyle including physical activity, performed in all health centres across the country. First a screening and medical examination is performed. In case of higher risk for CVD (>20%) the physician should give advice on the particular risk factor and direct patients to health-education centres, where they can participate in healthy lifestyle workshops lead by health professionals. Physicians and other health professionals who are involved in the implementation of prevention activities within the program need knowledge and skills that are crucial for successful counselling on healthy lifestyle. The educational program “basic education in health promotion and prevention of chronic non-communicable diseases in primary health care/family medicine” consists of two parts. The first part of the training is open to all health professionals working within the program. The second part is intended for health professionals working in health-education workshops. In the last few years a new family practice model has been introduced and disseminated. Some duties of the family physician, including health promotion and counselling, are being transferred to graduate nurses who become part of the family practice team. This new division of work undoubtedly brings many advantages, both in terms of the work organization, and of high-quality patient care. Nevertheless preventive action cannot be fully passed on to graduate nurses. Careful planning and education are needed to ensure a comprehensive approach in healthy life style counselling.

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