scholarly journals Adolescent Physical Education Class Participation as a Predictor for Adult Physical Activity

2015 ◽  
Vol 11 (5) ◽  
pp. 616-623 ◽  
Author(s):  
Deepak Palakshappa ◽  
Senbagam Virudachalam ◽  
Nicolas M. Oreskovic ◽  
Elizabeth Goodman
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Physical Education Class ◽  
Class Participation ◽  
Education Class

scholarly journals Physical education class participation is associated with physical activity among adolescents in 65 countries

2020 ◽  
Vol 10 (1) ◽  
Author(s):  
Riaz Uddin ◽  
Jo Salmon ◽  
Sheikh Mohammed Shariful Islam ◽  
Asaduzzaman Khan
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Low Income ◽  
Meta Analysis ◽  
Age Group ◽  
Physical Education Class ◽  
Class Participation ◽  
Country Level ◽  
School Based ◽  
Education Class

AbstractIn this study we examined the associations of physical education class participation with physical activity among adolescents. We analysed the Global School-based Student Health Survey data from 65 countries (N = 206,417; 11–17 years; 49% girls) collected between 2007 and 2016. We defined sufficient physical activity as achieving physical activities ≥ 60 min/day, and grouped physical education classes as ‘0 day/week’, ‘1–2 days/week’, and ‘ ≥ 3 days/week’ participation. We used multivariable logistic regression to obtain country-level estimates, and meta-analysis to obtain pooled estimates. Compared to those who did not take any physical education classes, those who took classes ≥ 3 days/week had double the odds of being sufficiently active (OR 2.05, 95% CI 1.84–2.28) with no apparent gender/age group differences. The association estimates decreased with higher levels of country’s income with OR 2.37 (1.51–3.73) for low-income and OR 1.85 (1.52–2.37) for high-income countries. Adolescents who participated in physical education classes 1–2 days/week had 26% higher odds of being sufficiently active with relatively higher odds for boys (30%) than girls (15%). Attending physical education classes was positively associated with physical activity among adolescents regardless of sex or age group. Quality physical education should be encouraged to promote physical activity of children and adolescents.

scholarly journals Physical Education and Leisure-Time Physical Activity in Youth Are Both Important for Adulthood Activity, Physical Performance, and Health

2018 ◽  
Vol 15 (9) ◽  
pp. 661-670 ◽  
Author(s):  
Elin Ekblom-Bak ◽  
Örjan Ekblom ◽  
Gunnar Andersson ◽  
Peter Wallin ◽  
Björn Ekblom
Keyword(s):  
Physical Activity ◽  
Blood Pressure ◽  
Physical Education ◽  
Leisure Time Physical Activity ◽  
Maximal Oxygen Consumption ◽  
Perceived Health ◽  
After School ◽  
Physical Education Class ◽  
Class Participation ◽  
Education Class

Background: The importance of youth physical activity (PA) for adulthood PA, performance, and health was retrospectively evaluated. Methods: A total of 258,146 participants (49% women), aged 19–70, with a first-time health-profile assessment between 1982 and 2015, provided self-reported data on current perceived health, PA, lifestyle, and physical education class participation, and PA outside school hours before age 20. Data on anthropometrics, blood pressure, and estimated maximal oxygen consumption (VO2max) were obtained. Results: Women participating in physical education class, compared with those who did not, had significantly lower OR (range: 0.81–0.87) for perceiving poor overall health, general obesity, and high diastolic blood pressure after adjustment for potential confounders, and increased OR (range: 1.17–1.23) for exercising regularly and a normal/high VO2max in adulthood. For men, the ORs were significantly lower (range: 0.66–0.86) for poor perceived overall health, general, and abdominal obesity. These associations were seen for participants up to 70 years. Increased PA outside school hours revealed even stronger beneficial associations. In joint analyses, both youth and current PA were important for lower OR of poor health and being obese in adulthood. Conclusions: Physical education class participation and additional PA after school hours were both important for perceived health, PA, VO2max, and metabolic health in adulthood up to 70 years.

Abstract P269: Examining the Unique Contribution of Physical Education and Sports Team Participation to Overall Levels of Adolescent Physical Activity

Circulation ◽  
2012 ◽  
Vol 125 (suppl_10) ◽  
Author(s):  
Clare M Lenhart ◽  
Alexandra Hanlon ◽  
Youjeong Kang ◽  
Brian P Daly ◽  
Michael Brown ◽  
...  
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Regression Model ◽  
Depression Symptoms ◽  
Activity Levels ◽  
Physical Education Class ◽  
Sports Teams ◽  
Highly Active ◽  
Education Class ◽  
Sports Team

Background: Adolescent females are significantly less likely to meet physical activity recommendations than males; this gender disparity is also evident among adults. Physical education class and sports teams represent an important opportunity for physical activity among youth. Females, in particular, may rely on these opportunities since they are less likely to be active during unstructured time as compared to males. This study examined the relative contribution of participation in physical education class and sports teams to overall levels of physical activity for females and males, independent of known correlates of physical activity in this group of adolescents. Methods: Cross-sectional data was examined from 591 9 th −12 th grade students from Philadelphia public schools who completed the 2009 Youth Risk Behavior Assessment. The relationship between the independent variables (participation in physical education class and sports teams) and other selected correlates (race, grade level, body mass index, depression symptoms and suicidal ideation, eating habits and weight concern, drug use, television watching and computer use) and physical activity was evaluated using chi-square tests. Variables with an association of p<.3 were entered into a stepwise regression model to estimate the relative association of each variable with activity levels. A final regression model stratified by gender was generated to estimate gender differences. Results: Sixty-two percent of the sample was female, 50% were African American, 19% were overweight, and 33% reported five or more days of activity in the last week. Females were less likely to be active than males (x 2 (2, N = 591) = 33.72, p = <.01): 27.9% of females were sedentary as compared to 10.6% of males. PE class was not significantly related to overall physical activity among males, while highly active females were seven times more likely to report participating in PE class every day than sedentary females (Exp(B)=7.06; p=.001). Playing on one or more sports teams was significantly associated with low-to-moderate (Exp(B)=2.14; p=.02) and highly active females (Exp(B)=3.24; p<.01). Among males, sports team participation was only associated with high levels of activity (Exp(B)=2.79; p=.05). Conclusions: Participation in sports teams and physical education class contribute more to overall activity levels in female than male adolescents. A more rigorous assessment of this hypothesis is warranted to inform efforts to promote adolescent activity levels, particularly among females.

scholarly journals POTENTIAL FACTORS IN ENGAGING PHYSICAL ACTIVITY BEYOND PHYSICAL EDUCATION CLASS

2021 ◽  
Vol 6 (10) ◽  
Author(s):  
Marino A. Garcia ◽  
Marlon T. Bojos ◽  
Geraldine U. Sy
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Secondary Students ◽  
Autonomy Support ◽  
Strong Support ◽  
Learning Resources ◽  
Physical Education Class ◽  
Cross Sectional Survey ◽  
Education Class ◽  
Potential Factors

The study determined the potential factors in the engagement of students’ physical activity beyond regular physical education class. Participants were 476 secondary students aged between 16 and 22 from randomly selected public and private schools of Metro Cebu, Philippines. Cross-sectional survey design was used to examine the potential factors of students in engaging physical activity such as autonomy support, behavioural regulations, and intentions outside school. The study highlighted on the presence of physical learning resources or equipment as perceived by students as strong support in the continuous engagement in physical activity. Moreover, internal regulation is more accepted reason for students in allowing themselves to participate in any physical activity. Further, the intention of the students in partaking in physical activity is a form of leisure time for them. It is concluded that students and/or individuals will participate or engage in physical activity if they perceived supported and motivated. Additionally, it is recommended to provide and/or maintain high quality P.E. learning resources and fortify the engagement of students in physical activity in school through physical education subject to ensure higher transcendence at home and in the community. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0743/a.php" alt="Hit counter" /></p>

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