Physical Activity Levels of Overweight and Nonoverweight High School Students During Physical Education Classes

2008 ◽  
Vol 78 (8) ◽  
pp. 425-431 ◽  
Author(s):  
James C. Hannon
Keyword(s):  
Physical Activity ◽  
High School ◽  
High School Students ◽  
Physical Education ◽  
Activity Levels ◽  
School Students ◽  
Physical Activity Levels

Measuring Students’ Physical Activity Levels: Validating SOFIT for Use with High-School Students

2004 ◽  
Vol 23 (3) ◽  
pp. 235-251 ◽  
Author(s):  
Paul Rowe ◽  
Hans van der Mars ◽  
Joel Schuldheisz ◽  
Susan Fox
Keyword(s):  
Physical Activity ◽  
High School ◽  
High School Students ◽  
Physical Education ◽  
Vigorous Physical Activity ◽  
Physical Activity Behavior ◽  
Activity Levels ◽  
Sedentary Behaviors ◽  
School Students ◽  
Physical Activity Levels

This study was conducted to validate the System for Observing Fitness Instruction Time (SOFIT) for measuring physical activity levels of high-school students. Thirty-five students (21 girls and 14 boys from grades 9-12) completed a standardized protocol including lying, sitting, standing, walking, running, curl-ups, and push-ups. Heart rates and Energy Expenditure, that is, oxygen uptake, served as concurrent validity criteria. Results indicate that SOFIT discriminates accurately among high-school students’ sedentary behaviors (i.e., lying down, sitting, standing) and moderate to vigorous physical activity behavior and is recommended for use in research and assessment of physical activity levels in physical education classes for this age group. Implications for use of SOFIT by both researchers and teachers in physical education are described, as well.

scholarly journals Temporal Trends in the Association between Participation in Physical Education and Physical Activity among U.S. High School Students, 2011–2017

2020 ◽  
Vol 17 (7) ◽  
pp. 2357 ◽  
Author(s):  
Seungho Ryu ◽  
Paul Loprinzi ◽  
Heontae Kim ◽  
Minsoo Kang
Keyword(s):  
Physical Activity ◽  
High School ◽  
High School Students ◽  
Physical Education ◽  
Temporal Trends ◽  
Physical Activity Guideline ◽  
Activity Levels ◽  
School Students ◽  
Physically Active ◽  
Education Participation

The purpose of this study was to assess trends in physical education and physical activity among U.S. high school students from 2011 to 2017, respectively, and to evaluate temporal trends in the relationship between physical education class participation and physical activity levels. Data from a total of 51,616 high school students who participated in the Youth Risk Behavior Surveillance System (YRBSS) from 2011 to 2017 were analyzed for this study. Physical education was measured as follows: In an average week when you are in school, on how many days do you go to physical education classes? Physical activity was measured as follows: During the past 7 days, on how many days were you physically active for a total of at least 60 min per day? Meeting physical activity guideline was defined as engaging in 7 days per week of at least 60 min per day. Across the 2011–2017 YRBSS, there were no linear (p = 0.44)/quadratic trends (p = 0.37) in physical education and linear (p = 0.27)/quadratic trends (p = 0.25) in physical activity, respectively. Regarding the trends in the association between physical education and physical activity, there were no statistically significant linear (unstandardized regression coefficient (b) = 0.013, p = 0.43) or quadratic (p = 0.75) trends; however, at the sample level, there was a slight increase in the odds ratio effect sizes from 2011 to 2017 (ES = 1.80–1.98). The pooled association between physical education participation and physical activity was statistically significant, OR = 1.88, 95% CI = 1.75–2.03, p < 0.001. That is, on average across the four YRBSS cycles, students who participated in physical education had 1.88 times higher odds of meeting physical activity guideline when compared to students who did not participate in physical education. The trends of physical education and physical activity did not change between 2011 and 2017. Overall, we observed a significant relationship between participation in physical education and physical activity. There was a non-significant yet stable trend of association between participation in physical education and physical activity over time.

Free-Living Pedometer Step Counts of High School Students

2004 ◽  
Vol 16 (1) ◽  
pp. 44-53 ◽  
Author(s):  
Bridgette E. Wilde ◽  
Charles B. Corbin ◽  
Guy C. Le Masurier
Keyword(s):  
Physical Activity ◽  
High School ◽  
High School Students ◽  
Physical Education ◽  
Moderate Activity ◽  
Activity Levels ◽  
School Students ◽  
Free Living ◽  
Steps Per Day ◽  
Activity Recommendations

The purpose of this study was to examine the pedometer-measured physical activity levels of high school students (Grades 9–12). Comparisons were made between sexes, among grades, among groups based on level of participation in sport and physical education, and among groups based on levels of self-reported physical activity (based on questions from the National Youth Risk Behavior Surveillance System). Participants wore sealed pedometers for 4 consecutive school days. Results indicated no differences among days of monitoring but did show significant differences in mean steps per day between sexes, among grades, and among activity levels. Males took more steps per day than females did, and 10th graders took more steps than 12th graders did. Teens involved in sport and physical education took more steps than did those not involved. Teens who reported meeting both moderate and vigorous activity recommendations were most active, followed by teens meeting recommendations for moderate activity.

scholarly journals Relationships Between Physical Activity Levels, Self-Identity, Body Dissatisfaction and Motivation Among Spanish High School Students

2017 ◽  
Vol 59 (1) ◽  
pp. 29-38 ◽  
Author(s):  
Pedro Antonio Sánchez-Miguel ◽  
Francisco Miguel Leo ◽  
Diana Amado ◽  
Juan José Pulido ◽  
David Sánchez-Oliva
Keyword(s):  
Physical Activity ◽  
High School ◽  
High School Students ◽  
Body Dissatisfaction ◽  
Sitting Time ◽  
Activity Levels ◽  
School Students ◽  
Physically Active ◽  
Self Identity ◽  
Physical Activity Levels

AbstractThe aim of this study was to examine the relationships between gender and the educational grade on the one hand, and physical activity levels, motivation, self-identity, body dissatisfaction, the intention to be physically active and daily sitting time on the other, in a sample of Spanish high school adolescents. The sample consisted of 2087 Spanish students from the 3rd (n = 1141) and 4th grade (n = 946), both male (n = 1046) and female (n = 1041), ranging in age from 15 to 17 years old (M = 15.42; SD = .86). Students completed questionnaires to assess their levels of physical activity, self-identity, motivation, intention to be physically active and daily sitting time. The students’ perceptions of their body height and mass were also tested. With the exception of walking MET values, the results showed gender differences in the variables tested. Male participants showed higher intrinsic motivation and lower amotivation than female participants. Furthermore, male students revealed higher levels of physical activity than female students. Finally, the research concluded with the importance of promoting intrinsic reasons for physical activity in order to encourage positive consequences in high school students.

Pedometer-Determined Physical Activity Levels of Adolescents: Differences by Age, Sex, Time of Week, and Transportation Mode to School

2008 ◽  
Vol 5 (s1) ◽  
pp. S140-S152 ◽  
Author(s):  
Maea Hohepa ◽  
Grant Schofield ◽  
Gregory S. Kolt ◽  
Robert Scragg ◽  
Nick Garrett
Keyword(s):  
Physical Activity ◽  
High School ◽  
High School Students ◽  
Activity Levels ◽  
School Students ◽  
Transportation Mode ◽  
Physical Activity Levels ◽  
Mode Of Transportation ◽  
Senior Students ◽  
Junior Students

Background:Few studies have examined high school students’ physical activity habits using objective measures. The purpose of this study was to describe pedometer-determined habitual physical activity levels of youth.Methods:236 high school students (age 12–18 years) wore sealed pedometers for 5 consecutive days. Data were analyzed using generalizing estimating equations.Results:Mean steps/d (± SE) differed significantly by sex (males, 10,849 ± 381; females, 9652 ± 289), age (junior students [years 9–11], 11,079 ± 330; senior students [years 12 and 13], 9422 ± 334), time of week (weekday, 12,259 ± 287; weekend day, 8241 ± 329), and mode of transportation to and from school (walkers, 13,308 ± 483; car transit users, 10,986 ± 435). Only 14.5% of students achieved at least 10,000 steps on every day during the monitoring period.Conclusion:Daily step counts differed substantially by age, sex, time of week, and transportation mode to school.

The Effectiveness Of A School Wide Intervention To Change Physical Activity Levels In High School Students

2009 ◽  
Vol 41 ◽  
pp. 442-443
Author(s):  
Koren L. Fisher ◽  
Sarah N. Oosman ◽  
Karen E. Chad ◽  
M Louise Humbert ◽  
Cathy Kryzanowski
Keyword(s):  
Physical Activity ◽  
High School ◽  
High School Students ◽  
Activity Levels ◽  
School Students ◽  
Physical Activity Levels

scholarly journals The Impact of Physical Activity to Physical Fitness and Nutrional Status of Grade X Surabaya Vocational High School

2020 ◽  
Vol 2 (2) ◽  
pp. 590-597
Author(s):  
Galih Prasetyo ◽  
Suroto ◽  
Dwi Cahyo Kartiko
Keyword(s):  
Physical Activity ◽  
High School ◽  
High School Students ◽  
Physical Education ◽  
Physical Fitness ◽  
Design Research ◽  
Control Group ◽  
Vocational High School ◽  
School Students ◽  
The Impact

The purpose of this research is to improve physical fitness which is one of the goals of physical education in Indonesia while also improving the nutritional status of Surabaya vocational high school students. This research uses the treatment of physical activity 3 times a week in 2 months as a task in physical education to improve physical fitness and nutrional status on the sample of this research. Research design uses quasi experimental design with metode non-randomized control group pretest-posttest design. Research data was obtained as follows: data processing result on experiment group show that physical activity to VO2max got significant score based calculating using SPSS of 0,00 and physical activity to nutrional status got sig. of 0,60. Whereas in the control group, physical actifity got sig. of 0.20 to VO2max and sig. to 0.11 on nutrional status. Based on the above analysis it can be concluded that physical activity has a significant effect on physical fitness but physical activity has no significant effect on nutrional status to Surabaya vocational high school students.

scholarly journals Effects of Music on Mood During Basketball Play in Junior High School Physical Education

2020 ◽  
Vol 78 (1) ◽  
Author(s):  
David Barney ◽  
Francis Pleban ◽  
Jemal Gishe
Keyword(s):  
High School ◽  
High School Students ◽  
Physical Education ◽  
Junior High School ◽  
Junior High ◽  
Short Form ◽  
Activity Levels ◽  
School Students ◽  
P Values ◽  
High School Physical Education

The incorporation of music in the physical education (PE) environment during physical activity has been shown to be beneficial for participants. Karageorghis et al. (1999) created a conceptual framework focusing on asynchronous music, identifying four factors important to a given piece of music: rhythm response, musicality, cultural impact, and association. The purpose of this study was to investigate the effect of two conditions, with and without the incorporation of music, in the PE environment on student moods in 948 junior high school students (501 males, 447 females). The conditions were measured using the Profile of Mood States (POMS) Short Form. Significant differences were observed in the mean scores of POMS between preintervention (without music) and postintervention (with music) for total mood disturbance, tension, anger, fatigue, depression, and confusion (all p values < 0.0001), as well as significantly higher mean scores for esteem-related affect and vigor (p values < 0.0001). Results from this study, and others, provide an impetus for PE teachers and PE teacher education to incorporate music during games/activities for the purpose of improving student moods and subsequent activity levels.

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