Effects of increased physical activity on motor skills and marks in physical education: an intervention study in school years 1 through 9 in Sweden

2011 ◽  
Vol 16 (3) ◽  
pp. 313-329 ◽  
Author(s):  
Ingegerd Ericsson
2020 ◽  
Vol 114 (4) ◽  
pp. 315-324
Author(s):  
Melanie Perreault ◽  
Pamela Haibach-Beach ◽  
Lauren Lieberman ◽  
Elizabeth Foster

Introduction: Children with CHARGE syndrome often show delays in balance and motor skills due to multisensory impairments. Research also suggests that children with CHARGE syndrome have fewer opportunities to engage in physical activity. However, little research has examined the relationship among all of these variables. Thus, the purpose of this study was to examine the relationship between balance, motor skills, and physical activity. Methods: Participants consisted of 37 children with CHARGE syndrome aged 3–16 years who could walk independently. Parents of each child with CHARGE syndrome completed a demographics questionnaire and the Physical Activity Questionnaire for Children or Adolescents. Their child completed the Mini-BEST balance test and five motor skills (run, jump, slide, kick, and throw) from the Test of Gross Motor Development II. Results: Results indicate that anticipatory control had significant positive correlations with all five motor skills, sensory orientation with three motor skills, and reactive postural control and dynamic gait with two motor skills. Running was the only variable that had a significant positive correlation with physical activity. Discussion: The findings indicate that balance, especially anticipatory control, plays an important role in fundamental motor skills of children with CHARGE syndrome. There is also a strong connection between physical activity and running competence for this population; however, since this is based on a correlational analysis, the direction of the relationship is unclear. Implications for practitioners: Physical education teachers should work with students with CHARGE syndrome on increasing balance and motor skill performance to give them the competence and confidence to engage in physical activity. Moreover, parents can help by engaging in physical activity with their child at an early age and seeking out additional physical activity opportunities for their child outside of the physical education and school setting.


2019 ◽  
Vol 4 (1) ◽  
pp. 35-39
Author(s):  
Brio Alfatihah ◽  
Tarpan Suparman

Indonesia is a drug emergency, yes, this sentence illustrates the current condition of the Indonesian Replubic State. This is caused by rampant drug trafficking and abuse. In Indonesia, data from the National Narcotics Agency of the Republic of Indonesia shows in 2004 that 15% of Indonesia's population was involved in drug abuse (3.2 million) and in 2005 showed that 15,000 people died each year due to drugs (Jakarta Provincial Narcotics Agency, 2009) . The latest data on drug abuse in 2014 has increased by 4 million (BNN, 2015). Do not rule out the possibility of drug abuse will continue to increase in the following years as long as there is no education on the dangers of drug education at the Secondary School level Education is believed to solve the problem of the Indonesian people in order to avoid drug abuse. This belief is strengthened because education is a planned effort to influence others, whether individuals, groups, or the community, so that they do what is expected by education practitioners (Notoatmodjo, 2003: 16). In addition, in RI Law No. 20 of 2003 concerning the National Education System, article 1. Explains that: "Education is everything that is done by someone for himself or done by someone else for him, with the aim of bringing him closer to the level of perfection" From the opinion of some experts and based on the Act –Chief The National Education System can overcome drug abuse behavior. While the education chosen by researchers is Physical Education. This consideration was chosen because in the Syllabus of learning in schools in Physical Education subjects there is some material regarding drug abuse itself. In addition to previous considerations, Physical Education not only aims to encourage physical growth, but as Freeman (2007: 27-28) states that physical education uses physical activity to produce overall improvements to the physical, mental and emotional quality of students as one complete unity. Through sports physical education and health it is expected that students become "physically educated people" who not only emphasize motor skills and movement patterns but can maintain health improvement as stated by Metzler (2005: 14) a person can become "Physically educated person" must meet the following standards: (1) demonstrate motor skills and the skills and patterns of motion needed to display various physical activities, (2) demonstrate an understanding of the concepts of motion, principles, strategies and tactics as they apply in learning and performance of various physical activities, (3) participate regularly in physical activities, (4) achieve and maintain improved health and fitness levels, (5) demonstrate personal and social responsibility in the form of respect for self and others in an atmosphere of activity s physical, and (6) values ​​physical activity for health, pleasure, challenges, self-expression, and social interaction. Therefore the author tries to examine implementing a program to prevent drug abuse behavior in physical education. So physical education, sports and health can be one way or a protector to increase knowledge of the importance of preventing drug abuse


1994 ◽  
Vol 6 (2) ◽  
pp. 128-139 ◽  
Author(s):  
Maria L. Zonderland ◽  
Wietze B.M. Erich ◽  
Wouter Kortlandt ◽  
D. Willem Erkelens

A 3-year controlled intervention was used to study the influence of physical activity on the plasma lipid and apoprotein profile of 10-year-old Dutch schoolchildren. Twice-a-year measurements were taken of height, weight, body composition (skinfolds), pubertal development (Tanner stages), total cholesterol (TC), high density lipoprotein cholesterol (HDL-C), triglycerides (TG), apoproteins A-I and B (immunoturbidimetry), and participation in physical activities. The effect of the intervention was analyzed with a MANOVA. The intervention did not affect the level of the lipids and apoproteins of the boys. In the girls, the intervention led to a smaller increase of TG and a larger decrease of apoprotein A-I. There may be two explanations for the limited intervention effect. First, it may be due to the healthy baseline plasma lipid and apoprotein profile, which leaves little room for improvement. Second, the exercise intensity during the physical education classes may have been too low to bring about the desired effect.


2010 ◽  
Vol 16 (2) ◽  
pp. 25-31
Author(s):  
Jianyu WANG ◽  
Wenhao LIU ◽  
Wei BIAN ◽  
Jiangong TAN

LANGUAGE NOTE | Document text in English; abstract also in Chinese. The purpose of this study was to examine perceived motivators and constraints among regular players of pick-up basketball games. Sixty-five basketball players were invited to participate in the study. The instrument assessing participants’ perceived motivators and constraints of participating in pick-up basketball games was adapted from the works on leisure motivators and constraints. Results indicated that the primary motivators for the players playing pick-up basketball games were having fun (77.9%), improving physical fitness (55.9%), becoming fit (52.9%), and improving basketball skills (41.2%). The major constraints the players perceived were lack of leisure time (55.9%), lack of basketball courts (45.6%), hard to find friends to play with (17.6%), and too much work (16.2%). The findings of the study may imply that in order to promote physical activity policy-makers should help create better physical environments such as the access to the basketball courts. Additionally, physical education professionals must help young people develop motor skills to enjoy the activity. 本文旨在揭示經常參加籃球運動群體的動機與障礙。六十五位經常參加籃球運動的人士應邀參加本研究。結果顯示經常參加籃球運動主要的動機包括有興趣(77。9%) 、提高體能(55。9%) 、改進健康 (52。1%) 、提高籃球技術 (41。2%) 。主要障礙包括缺少休閒時間(55。9%) 、缺乏場地 (45。6%) ,難以找到朋友一起參與 (17。6%) 、太多工作 (16。2%) 。本研究結果表明為了更好促進大眾體育鍛煉﹐決策者須考慮改善體育鍛煉的環境,同時體育專業人士應幫助青少年發展運動技能。


2017 ◽  
Vol 27 (suppl_3) ◽  
Author(s):  
M Kobayashi ◽  
M Takakura ◽  
A Kyan ◽  
T Fujita ◽  
K Kakazu ◽  
...  

2019 ◽  
Vol 4 (1) ◽  
pp. 35-39
Author(s):  
Brio Alfatihah ◽  
Tarpan Suparman ◽  
Aang Solahudin Anwar

Indonesia is a drug emergency, yes, this sentence illustrates the current condition of the Indonesian Replubic State. This is caused by rampant drug trafficking and abuse. In Indonesia, data from the National Narcotics Agency of the Republic of Indonesia shows in 2004 that 15% of Indonesia's population was involved in drug abuse (3.2 million) and in 2005 showed that 15,000 people died each year due to drugs (Jakarta Provincial Narcotics Agency, 2009) . The latest data on drug abuse in 2014 has increased by 4 million (BNN, 2015). Do not rule out the possibility of drug abuse will continue to increase in the following years as long as there is no education on the dangers of drug education at the Secondary School level Education is believed to solve the problem of the Indonesian people in order to avoid drug abuse. This belief is strengthened because education is a planned effort to influence others, whether individuals, groups, or the community, so that they do what is expected by education practitioners (Notoatmodjo, 2003: 16). In addition, in RI Law No. 20 of 2003 concerning the National Education System, article 1. Explains that: "Education is everything that is done by someone for himself or done by someone else for him, with the aim of bringing him closer to the level of perfection" From the opinion of some experts and based on the Act –Chief The National Education System can overcome drug abuse behavior. While the education chosen by researchers is Physical Education. This consideration was chosen because in the Syllabus of learning in schools in Physical Education subjects there is some material regarding drug abuse itself. In addition to previous considerations, Physical Education not only aims to encourage physical growth, but as Freeman (2007: 27-28) states that physical education uses physical activity to produce overall improvements to the physical, mental and emotional quality of students as one complete unity. Through sports physical education and health it is expected that students become "physically educated people" who not only emphasize motor skills and movement patterns but can maintain health improvement as stated by Metzler (2005: 14) a person can become "Physically educated person" must meet the following standards: (1) demonstrate motor skills and the skills and patterns of motion needed to display various physical activities, (2) demonstrate an understanding of the concepts of motion, principles, strategies and tactics as they apply in learning and performance of various physical activities, (3) participate regularly in physical activities, (4) achieve and maintain improved health and fitness levels, (5) demonstrate personal and social responsibility in the form of respect for self and others in an atmosphere of activity s physical, and (6) values physical activity for health, pleasure, challenges, self-expression, and social interaction. Therefore the author tries to examine implementing a program to prevent drug abuse behavior in physical education. So physical education, sports and health can be one way or a protector to increase knowledge of the importance of preventing drug abuse


2009 ◽  
Vol 37 (3) ◽  
pp. 377-389 ◽  
Author(s):  
Trina Boyle-Holmes ◽  
Lisa Grost ◽  
Lisa Russell ◽  
B.A. Laris ◽  
Leah Robin ◽  
...  

Using a quasiexperimental design, the authors examine whether fourth- and fifth-grade students exposed to a developmental physical education (PE) curriculum, Michigan’s Exemplary Physical Education Curriculum (EPEC), demonstrated stronger motor skill—specific self-efficacy and perceptions of physical activity competence, physical activity levels, motor skills, and physical fitness than did students exposed to existing PE curricula. The authors conducted a multilevel regression analysis with data from 1,464 students in the fourth and fifth grades. Data were collected using a student survey, an activity checklist, and motor and fitness assessments. Compared to students receiving standard PE, students exposed to EPEC showed significantly stronger results in motor skills but not fitness outcomes. The authors found significant positive intervention effects on indicators of motor skill self-efficacy and physical activity levels among the fourth-grade cohort. EPEC was more effective than standard PE curricula at improving motor skill performance (fourth- and fifth-grade cohorts) and at increasing self-reported motor skill-specific self-efficacy and physical activity (fourth-grade cohort).


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