Are Physical Education-Related State Policies and Schools' Physical Education Requirement Related to Children's Physical Activity and Obesity?

2012 ◽  
Vol 82 (6) ◽  
pp. 268-276 ◽  
Author(s):  
Jinsook Kim
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
State Policies ◽  
Children’S Physical Activity

scholarly journals Effect of Linear and Nonlinear Pedagogy Physical Education Interventions on Children’s Physical Activity: A Cluster Randomized Controlled Trial (SAMPLE-PE)

Children ◽  
2021 ◽  
Vol 8 (1) ◽  
pp. 49
Author(s):  
Matteo Crotti ◽  
James R. Rudd ◽  
Simon Roberts ◽  
Lynne M. Boddy ◽  
Katie Fitton Davies ◽  
...  
Keyword(s):  
Physical Activity ◽  
Randomized Controlled Trial ◽  
Physical Education ◽  
Primary Schools ◽  
Controlled Trial ◽  
Control Group ◽  
Usual Practice ◽  
Randomized Controlled ◽  
Children’S Physical Activity ◽  
Pedagogical Approaches

Background: School-based interventions are a key opportunity to improve children’s physical activity (PA); however, there is lack of evidence about how pedagogical approaches to motor learning in physical education (PE) might affect PA in children. Therefore, this study aimed to assess how different pedagogical approaches in PE might affect children’s PA. Methods: Participants (n = 360, 5–6 years) from 12 primary schools within the SAMPLE-PE randomized controlled trial were randomly allocated to either Linear Pedagogy (LP: n = 3) or Nonlinear Pedagogy (NP: n = 3) interventions, where schools received a 15-week PE intervention delivered by trained coaches, or to a control group (n = 6), where schools followed usual practice. ActiGraph GT9X accelerometers were used to assess PA metrics (moderate-to-vigorous PA, mean raw acceleration and lowest acceleration over the most active hour and half hour) over whole and segmented weeks at baseline, immediately post-intervention and 6 months follow-up. Intention to treat analysis employing multilevel modelling was used to assess intervention effects. Results: LP and NP interventions did not significantly affect children’s PA levels compared to the control group. Conclusion: PE interventions based on LP and NP alone might not be effective in improving habitual PA in children.

scholarly journals The Intricacies of Children’s Physical Activity

2015 ◽  
Vol 47 (1) ◽  
pp. 269-275 ◽  
Author(s):  
Timothy A Brusseau
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Activity Patterns ◽  
Activity Levels ◽  
Physical Activity Patterns ◽  
Change Behavior ◽  
Before And After ◽  
School Recess ◽  
Physical Activity Programming ◽  
Children’S Physical Activity

AbstractUnderstanding the physical activity patterns of youth is an essential step in preparing programming and interventions needed to change behavior. To date, little is known about the intricacies of youth physical activity across various physical activity segments (i.e. in school, out of school, recess, classroom physical activity, physical education, weekends, etc.). Therefore, the purpose of the study was to examine the physical activity patterns of elementary school children across various segments and during two seasons. A total of 287 fourth and fifth graders from the Southwest US wore the Yamax Digiwalker SW-200 pedometer for 7 consecutive days during the Fall and Spring seasons. Children were prompted to record their step counts when arriving and leaving school, before and after physical education and recess, as well as on the weekends. Means and standard deviations were calculated and ANOVAs and t tests were utilized to examine difference by sex, season, and segment. Youth were more active outside of school and on weekdays (p<0.05). Boys were generally more active than girls and all youth were more active during the milder Spring season. There is a clear need for Comprehensive School Physical Activity Programming and weekend physical activity opportunities. Furthermore, greater emphasis is needed on PE and across other activity segments for girls to increase their physical activity levels.

Children’s Physical Activity and Environmental Influences during Elementary School Physical Education

2008 ◽  
Vol 27 (1) ◽  
pp. 38-50 ◽  
Author(s):  
Bik C. Chow ◽  
Thomas L. McKenzie ◽  
Lobo Louie
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Subject Matter ◽  
Mode Of Delivery ◽  
Teacher Behavior ◽  
Regression Analyses ◽  
Movement Skills ◽  
Trained Observers ◽  
Children’S Physical Activity ◽  
The U.S

Physical activity (PA) during physical education is important for health purposes and for developing physical fitness and movement skills. To examine PA levels and how PA was influenced by environmental and instructor-related characteristics, we assessed children’s activity during 368 lessons taught by 105 physical education specialists in 42 randomly selected schools in Hong Kong. Trained observers used SOFIT in randomly selected classes, grades 4–6, during three climatic seasons. Results indicated children’s PA levels met the U.S. Healthy People 2010 objective of 50% engagement time and were higher than comparable U.S. populations. Multiple regression analyses revealed that temperature, teacher behavior, and two lesson characteristics (subject matter and mode of delivery) were significantly associated with the PA levels. Most of these factors are modifiable, and changes could improve the quantity and intensity of children’s PA.

scholarly journals The Gender and Education of Parents as Factors That Influence Their Views on Physical Education

2021 ◽  
Vol 13 (24) ◽  
pp. 13708
Author(s):  
Beáta Ružbarská ◽  
Branislav Antala ◽  
Miroslav Gombár ◽  
Lenka Tlučáková
Keyword(s):  
Physical Activity ◽  
Secondary Education ◽  
Physical Education ◽  
Secondary School ◽  
Physical Fitness ◽  
Level Of Education ◽  
Gender And Education ◽  
Confirmatory Factor ◽  
Children’S Physical Activity ◽  
Primary And Secondary School

(1) The aim of this paper was to explore the views of primary and secondary school children’s parents on physical education (PE) and to subsequently analyse the differences in their views. The gender of the parent and child was taken into consideration as well as the parents’ levels of education. (2) The research sample consisted of 821 participants 668 of which were female (81.4%) and 153 of which were male (18.6%). The views of the children’s parents were collected through a non-standardized questionnaire. The questionnaire was divided into four areas (1—attitudes towards the physical education teaching process, 2—physical activity as part of lifestyle, 3—physical education during the COVID-19 pandemic, 4—social capital), with a total of 18 items in the questionnaire. The reliability of the questionnaire was analysed using Cronbach’s coefficient reached 0.835. Confirmatory factor analysis was also used to test the predicted factor structure. (3) In general, this research found that parents were more likely to express dissatisfaction if their child was only provided with 2 PE classes per week and would accept an increase in this number. Those parents whose children do not participate in organized physical activities were shown to be unsatisfied with their children’s physical fitness. A more significant limitation of children’s physical activity (PA) was observed among parents with secondary education. Parents with secondary education also feel that their child partaking in PA when they have free time is not so important, whereas parents with a higher level of education feel that it is. (4) Parents expressed positive evaluations of PE and recognized the importance it has in their child’s education. In the questionnaire, questions were related to physical fitness and PA specifically during the COVID-19 pandemic and this research observes the differences in opinions of parents depending on the level of education they attained and the gender of their child.

Gender Differences in Physical Activity during Fifth-Grade Physical Education and Recess Periods

1997 ◽  
Vol 17 (1) ◽  
pp. 99-106 ◽  
Author(s):  
Julie A. Sarkin ◽  
Thomas L. McKenzie ◽  
James F. Sallis
Keyword(s):  
Physical Activity ◽  
Gender Differences ◽  
Physical Education ◽  
Fifth Grade ◽  
Activity Levels ◽  
Physically Active ◽  
Similar Activity ◽  
Physical Activity Levels ◽  
Health Related ◽  
Children’S Physical Activity

Boys are typically more physically active than girls, but schools have the potential to promote health-related physical activity for all children. This study investigated gender differences in children’s physical activity levels during physical education (PE) classes and unstructured recess periods. The activity levels of 91 fifth-grade children were assessed by accelerometer (Caltrac) on 3 days. Results indicated that children’s activity levels were low to moderately stable from day to day in both environments. Boys and girls had similar activity levels during PE, t(89) = 1.49, p = .140, but boys were significantly more active than girls during recess, t(89) = 3.27, p = .002. Girls were significantly more active during PE than they were at recess, t(51) = 2.08, p = .043. The results suggest that structured PE classes may provide similar amounts of physical activity for both genders.

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